Scaffolding and Mediation. Are they so Incompatible

Vygotskian sociocultural theory of mind highlights the significance of viewing language learning as a dialogically based phenomenon which is shared between individuals and others, and this sharing takes place through scaffolding (Ellis, 2008). His Zone of Proximal Development is integral to understanding of the individual’s relative proximity to the next age level of development (Vygotsky, 1998). Besides, Vygotsky argued that an understanding of the processes through which human mind is developed would be impossible, unless it is accompanied by intervention (Van Compernolle& Williams, 2013). From among numerous sociocultural concepts, scaffolding and mediation have noticed a wealth of first and second language acquisition studies. The objectives of this paper are to present the theoretical foundations of scaffolding and mediation, to review empirical research on both metaphors, and finally to discuss similarities and differences in their application and utilization

کلیدواژه ها:

Sociocultural theory ، Scaffolding ، Mediation ، Intervention ، ZPD