Scaffolding reading comprehension: A case study of a young Korean English language learner
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This study examined the nature of teacher-student interactions during tutoring sessions toexplore ways of scaffolding reading comprehension of a young Korean English languagelearner. The verbal interactions during tutoring sessions were analyzed based on an analyticalframework-the IRE pattern-where the teacher initiates a question, the student answers, and theteacher evaluates (Cazden, 2001). During the first half of tutoring, the teacher used thethree-turn pattern of IRE to accomplish a number of different purposes depending on the tasksinvolved and the student could evolve from simple repetition to more engaged talk. During thesecond half of tutoring, when the student was given the power to pose questions through theQuestion-Answer Game, non-traditional interactional patterns developed. The student initiatedtopics by asking the teacher questions, sustained the topics by disagreeing with the teacher, andbecame an active reader who assumed responsibility for his own learning. The students’opportunities to exercise initiative or to develop a sense of responsibility for learning werelimited when using the traditional IRE interaction pattern where the teacher simply aimed atassessing student knowledge. This study illustrates how teachers can both provide and limitlearning opportunities for English readers based on discursive practices.
Abstract
This study examined the nature of teacher-student interactions during tutoring sessions toexplore ways of scaffolding reading comprehension of a young Korean English languagelearner. The verbal interactions during tutoring sessions were analyzed based on an analyticalframework-the IRE pattern-where the teacher initiates a question, the student answers, and theteacher evaluates (Cazden, 2001). During the first half of tutoring, the teacher used thethree-turn pattern of IRE to accomplish a number of different purposes depending on the tasksinvolved and the student could evolve from simple repetition to more engaged talk. During thesecond half of tutoring, when the student was given the power to pose questions through theQuestion-Answer Game, non-traditional interactional patterns developed. The student initiatedtopics by asking the teacher questions, sustained the topics by disagreeing with the teacher, andbecame an active reader who assumed responsibility for his own learning. The students’opportunities to exercise initiative or to develop a sense of responsibility for learning werelimited when using the traditional IRE interaction pattern where the teacher simply aimed atassessing student knowledge. This study illustrates how teachers can both provide and limitlearning opportunities for English readers based on discursive practices.
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