An Application of Scaffolding Instruction in the Reading Course for Elementary CFL Learners

Abstract

Scaffolding instruction based on constructivism has been widely accepted and implemented by educators both at home and abroad. However, there has been little discussion about its application in teaching Chinese as a foreign language. This study aims to explore an effective way to develop elementary Chinese as a Foreign Language (CFL) learners’ reading ability through the use of scaffolding instruction. The results demonstrate that scaffolding instruction in the reading class leads to a more engaging and interactive learning environment, offering students the necessary support and guidance to gradually enhance their reading skills.