If you are not very familiar with the Scaffolding Technique, have a look at the following article; scaffolding (andamiaje in Spanish) has been used in Second Language Learning for many years, and it is very useful for CLIL Teachers:
Scaffolding instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). “The zone of proximal development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance”. The scaffolding teaching strategy provides individualized support based on the learner’s ZPD. In scaffolding instruction a more knowledgeable other provides scaffolds or supports to facilitate the learner’s development. The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new information. The activities provided in scaffolding instruction are just beyond the level of what the learner can do alone ). The more capable other provides the scaffolds so that the learner can accomplish (with assistance) the tasks that he or she could otherwise not complete, thus helping the learner through the ZPD .
The scaffolds provided are activities and tasks that: • Motivate or enlist the child’s interest related to the task • Simplify the task to make it more manageable and achievable for a child • Provide some direction in order to help the child focus on achieving the goal • Clearly indicate differences between the child’s work and the standard or desired solution • Reduce frustration and risk • Model and clearly define the expectations of the activity to be performed.