This paper is based on an empirical study of creating a translanguaging space and positive ‘classroom climate’ (Gabryś-Barker, D. The appearance of this new concept marks a significant development of multilingualism studies. Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Translanguaging goes between linguistic and/or modal boundaries and beyond them (Li, W. The results and findings have several theoretical and practical implications for English teachers in EFL contexts they might bolster their understanding of appropriate emotional scaffolding strategies preparing them to play a contributing role as great facilitators in English classes. Moreover, some of the strategies taken into consideration as effective strategies by the students are the least frequently used ones according to the teachers’ reports. There was a significant difference among the teachers’ views on the emotional scaffolding strategies. According to the teachers’ self-reports, expressing optimism and hope about the students’ future lives and prospective jobs was the most frequently used strategy. Then, the interview-based Likert scale questionnaires were distributed and completed by 60 high school English teachers in Kazeroun for the quantitative data. First, the researcher conducted semi-structured interviews with 11 high school students of Salami School in Kazeroun to collect in-depth qualitative data.
To investigate the correspondence between students’ and teachers’ views on the effective emotional scaffolding strategies of English teachers, an exploratory sequential mixed-methods design was conducted. This study is to explore teachers’ strategies of enhancing students’ positive emotions in English classes in Iran. However, in today’s world of varied psychological elements, it is more critical than ever before to scaffold students’ positive emotions to provide more opportunities for their classroom engagement. The literature about emotional scaffolding strategies is not widely developed most of the studies merely focus on negative emotions in EFL contexts. Moreover, classroom-level scaffolding requires a broad context of trust and support for every student's well-being.Īcademic emotions can play a major role in students’ learning in their English classes. Achieving the multiple goals of scaffolding during whole-class instruction, providing assistance only as needed, and increasing independence, means inviting students to take risks publicly. It is this balance between teacher support and student autonomy that has linked the scaffolding metaphor to Vygotsky's theoretical construct of “zone of proximal development,” defined as an interpersonal space within which a teacher provides support as needed while negotiating the gradual transfer of responsibility to students. Within instructional interactions, scaffolding is identified as temporary teacher support to achieve two interrelated goals-to provide support only as necessary, and to move from a position of shared responsibility to one in which the student takes ownership. The idea of scaffolding emotions is not new, although the focus on supporting emotions and using emotions to support other classroom goals is novel.
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