Scaffolding in the system of methods of multilingual education

Abstract

The article substantiates the importance of scaffolding as an interactive method of multilingual education; the results of its use in the implementation of the model of multilingual education in general secondary education institutions of Ukraine with teaching languages of indigenous peoples and national minorities, developed by scientists of the Department of Teaching National Minorities Languages and Foreign Literature of the Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, are analyzed.
At the current stage of the development of Ukrainian pedagogical science, the didactics of multilingualism is being formed. The main directions of its development are the development of principles for building effective models of multilingual education in Ukraine; study of the process of synergistic learning of several languages; substantiating the feasibility of using traditional and innovative methods, technologies, techniques that contribute to the success of the formation of multilingual competence of education seekers, determining the conditions under which they will be effective, etc.
The choice and combination of teaching methods, technologies, and methods depends on the variant of the multilingual education model chosen by the educational institution, the linguistic and didactic status of the languages studied, the linguistic experience of the students, the goals determined by the participants of the educational process in a specific lesson, during the study of a specific topic. Among the methods that have already proven their effectiveness in the implementation of multilingual education models is the scaffolding method.
The essence of the technology is that the teacher, with the help of special cognitive or problem-solving tasks and instructions, helps and directs the student to the discovery of new knowledge, based on his/her own educational experience; and this support in practice can be expressed in different forms, for example, in the form of a flowchart, key or supporting questions, recommendations, etc.
Scaffolding is considered by the authors as a special type of instruction in the interaction between the teacher and students in solving educational tasks. The main characteristic of the scaffolding strategy is “fading help” (fading help) from the teacher, which can be frequent at the beginning of the training, and by the end of the training it is significantly reduced or absent at all.