Innovation in Language Learning
Emotional Scaffolding in Adult Language Learning. Examples from Courses for University Administrative and Technical Staff
Luisa Panichi, University of Pisa (Italy)
Abstract
According to Meyer and Turner [1], emotional scaffolding is the support provided by teachers within their educational interactions that explicitly accounts for and capitalizes upon learner emotions in working towards specific educational goals. The term is reminiscent of Vygotsky's concept of "scaffolding" and it entails an awareness of the strategic role played by emotions in the learning process. Emotional scaffolding is achieved, in particular, through the building of trust and is centred around learner well-being. This paper will discuss examples of emotional scaffolding practice from 2 specific English courses for adult learners at the Language Centre of the University of Pisa. Course participants are administrative and technical staff of the university in full-time employment. Both courses are equal in terms of duration and in terms of selection criteria and course aims. One course is at the B1 level and the other course is at the B2 level. The aim of this paper is to show how emotional scaffolding by the teacher enables the creation of a space in which content learning and emotional discovery and awareness are supportive of each other. The paper will present examples of how emotional scaffolding practices vary across different language levels of formal instruction. In particular, the paper will discuss the relationship between emotional scaffolding and Willingness to Communicate (WTC) as discussed by McIntyre et al [2], language learner motivation [3] and in terms of the affective filter [4]. To conclude, the paper will discuss how the targeted use of learner’s L1 as a form of emotional scaffolding is conducive to reflective learning and the development of learning to learn strategies from a Language Awareness perspective [5].
Keywords: Language teaching, Adult education, Life-long Learning, Emotional scaffolding
REFERENCES
[1] Meyer, D. K., & Turner, J. C. Scaffolding emotions in classrooms. In P.A. Schutz & R. Pekrun (Eds.), Emotion in education, (2007), pp. 243- 258. San Diego, CA: Academic Press.
[2] Dörnyei Z. Motivation in second and foreign language learning. Language Teaching, (1998), 31(3), pp. 117-135.
[3] MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, (1998), 82(4), pp. 545–562.
[4] Krashen, Stephen D. Principles and Practice in Second Language Acquisition. (1984), Reprinted. Oxford: Pergamon Press.
[5] Van Lier, L. Interaction in the language curriculum: Awareness, autonomy, and authenticity. (1996), London: Longman.
