Abstract
This research investigates how elementary teachers mediate the learning of writing through a socio-cognitive approach. The study reveals how in effective instructions for writing development, teachers can build narrative knowledge in a socio-cognitive approach through these types of instructional scaffolding: explicit outcomes and expectations, modelling, bridging, contextualizing, schema building, re-presenting text and developing metacognition. The study also illustrates through examples, the use of the instructional scaffolding functions by two teachers mediating between students’ current knowledge levels in writing in English and the requisite expert understandings of the narrative genre in actual classroom practice. The adapted instructional scaffolding functions proposed in this article enrich the field of learning and teaching of writing by providing a means for teachers to mediate the learning of writing. The study also highlights the value of qualitative interpretive approaches in contributing to the domain of pedagogical approaches in writing for elementary students.
Highlights
IntroductionThis article focuses on the socio-cognitive approach to writing for the narrative genre for 9- and 10-year old students from mainstream classes to explore in particular how teachers’
This article focuses on the socio-cognitive approach to writing for the narrative genre for 9- and 10-year old students from mainstream classes to explore in particular how teachers’mediation in the class facilitates the learning of writing
As the present study adopts the socio-cognitive approach to writing, this approach is defined to contextualize the teaching of the genre of narrative to elementary students
Summary
This article focuses on the socio-cognitive approach to writing for the narrative genre for 9- and 10-year old students from mainstream classes to explore in particular how teachers’. Mediation in the class facilitates the learning of writing. As the present study adopts the socio-cognitive approach to writing, this approach is defined to contextualize the teaching of the genre of narrative to elementary students. This paper talks about how mediation in writing could be effected through the socio-cognitive approach to writing and instructional scaffolding. The findings demonstrate how learning to write narratives using the socio-cognitive approach can be facilitated through the use of the instructional scaffolding functions by looking at patterns across 21 English language writing lessons and examples drawn from two teachers in actual classroom practice.
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