Scaffolding in EMI
Scaffolding is temporary support that helps students work successfully with challenging subject content in English until they can do similar work more independently.
In EMI, students are often expected to read original academic articles, textbook chapters, reports, slides, and other materials written in English for expert or native-speaker audiences. These texts are not usually rewritten for language learners. This is why scaffolding is so important. The aim is not to simplify the subject matter or replace authentic texts with easier versions. The aim is to help students gain access to demanding content by supporting the way they approach, process, discuss, and use the text. The intellectual challenge remains, but the language barrier is reduced. A key principle of EMI scaffolding is therefore: Adapt the task, not the text. The metaphor of scaffolding is useful because physical scaffolding is not part of the finished building. It is put in place while construction is taking place, and it is gradually dismantled when it is no longer needed. EMI scaffolding works in a similar way. Teachers provide temporary support while students are building understanding of challenging subject content in English. As students become more confident with the concepts, the language, and the task type, the support is reduced. The aim is not dependence on the scaffold, but greater independence. |
The infographic shows practical ways of scaffolding comprehension in EMI. Each strategy helps students work with the original text while giving them a clearer route into the content.
This support can be provided before, during, and after reading. Teachers can prepare students for key concepts and terminology, add glosses, provide advance organisers, use diagrams or tables, highlight important discourse signals, break tasks into manageable stages, use images or video to support comprehension, and consolidate understanding after reading.
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