2025/02/20 by María Rosario Morcillo López, Isabel López Cirugeda, Raquel Sánchez Ruiz · 1 voice
Arts and Humanities · Social Sciences · #Second Language Learning and Teaching #EFL/ESL Teaching and Learning #Multilingual Education and Policy
paper · doi:10.4018/979-8-3693-5421-6.ch011
openalex publication_date 2025/02/20 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/26
The term scaffolding has been used over the past few decades as a metaphor to explain a theoretical way of constructing in the field of education, particularly centered in language learning and teaching. This chapter analyzes the use of this pedagogical concept and its connection to Critical Language Pedagogy (CLP) in bilingual education as understood nowadays. For this goal, both the origins of the term scaffolding itself and the state of the arts are traced back, together with a subsequent revision of the current branches or types and classification of scaffolding. Finally, the different ways in which scaffolding may act as a relevant and helpful pedagogical learning tool within CLP in bilingual education are explained.