1. Increasing Classroom Interactions
and Student Participation in the
Mixed Gender Arabic Classroom
Through Use of Scaffolding
MATE 33RD Annual Conference
Presenters: Fatin Abdal-Sabur
Birzeit University
Nicholas R. Taggart
Dhofar University

2. Outline of Contents
The challenge
Purpose
Background
Rationale
Theoretical underpinnings
Scaffolding

3. The Challenge
• Integrating female voices into the mixed
gender ESL/EFL classroom in Arabic cultures.
• Creating a classroom environment which
fosters and encourages students to participate
fully in all aspects of classroom activities.

4. Purpose
• To facilitate students’ language production
• To motivate and encourage students to
participate openly and with higher degrees of
frequency

5. Rationale for Using Scaffolding
• Allows for students to be better able to
practice target language
• Allows for interchange between two or more
interlocutors, i.e. goes beyond simple text and
student learning
• Allows for feedback and error correction from
instructor and peers.
• Current techniques and methodologies rely
upon open and free inter-student interactions

6. Theoretical Linkages & Underpinnings
• Vygotsky: socio-cultural educational theory (in
Verenikina 2008)
• Action research (as evidenced by presenters
experience)
• Anecdotal corroboration from colleagues
within and outside of field of TESL/TEFL

7. Scaffolding Defined
• For the purposes of this presentation and
within our experiences, we define scaffolding
as a facilitative process which aids in the
presentation and comprehension of language
leading towards students acquiring the target
language. This process exists on a continuum
of support to and involvement of the student
ranging from structured and top down
(teacher centered) to open ended (teacher as
a resource)

8. Examples of Scaffolding
• Key and/or new words highlighted in bold or
italics in the text with (or without) marginal
gloss.
• List of common and/or useful phrases
• Using graphics in directions for lower level
proficiency students

9. Scaffolding used in our classes
• Audiolingual
– Call and response
(repeat after me), (fill in the blank)
• Group work/pair work
• Rubrics
• Action Research