The logical problem of scaffolding in second language acquisition

Scaffolding is one of the key dimensions of the sociocultural theory that has been proposed in a substantial body of work as a potential metaphor for promoting second language (L2) learning. However, there is plenty of evidence that the term is misinterpreted and presents a number of epistemological problems. The first and foremost concerns the phenomenological nature of scaffolding in the sense that the original conception of the notion does not support its implication in mainstream second language acquisition (SLA) contexts. To substantiate the claim, we have proposed four underlying factors, including predictability, variability, mediation, and restructuring. The second has to do with the range of variation in the conceptual meaning of scaffolding, which normally leads to a state of confusion in the operational definition of the term in the SLA practice and research. Reviewing the texts, we have then found three fundamental points in the definitions of scaffolding, each with specific logical and methodological problems. From the above evidence, it can be argued that scaffolding is not a construct that meets the pedagogical goals of L2 learning and development. The paper then concludes that as long as the nature of scaffolding and its underpinnings in SLA are at stake, future research on the notion will most likely suffer a severe loss of pedagogical and intellectual validity.