A Discourse Analysis of Language Scaffolding: In a Cross-age Tutoring Program

A Discourse Analysis of Language Scaffolding: In a Cross-age Tutoring Program

The purpose of this study was to explore how language scaffolding functions in reading comprehension and vocabulary acquisition in a cross-age tutoring program. The research questions were (1) How do the language scaffoldings function to acquire new vocabulary and to comprehend reading in cross-age tutoring? (2) How does the tutee respond to the scaffoldings, using his native language and English dynamically? The finding showed that typical features of spoken discourses in school which means topical themes are used to draw instructional dialogic interaction between tutors and tutees by means of various types of topical themes. Interpersonal themes represent speakers’angle and encouragement for listeners to check and engage prior knowledge with current learning by employing modals and different types of mood with finite verb operators. Textural themes function in the discourses as a logical connector for both tutors and tutees. In conclusion, the research questions were answered: (1) The children develop their learning beyond their original ability through the interactions of cross-age tutoring by language scaffoldings. (2) L1 use functions to give clear understanding and build common knowledge context by endeavor of questioning, confirming, clarifying, modeling, and negotiating effectively.