Abstract
Emotional scaffolding is an effective technique for changing feelings in the classroom. Teachers' emotional scaffolding as inclusive pedagogical practices increasingly supports the process of constructing a translanguaging space in multilingual classroom. The process of enacting inclusive pedagogical practices engages EFL learners’ feelings in response to particular elements of English learning and mobilises various available multilingual and semiotic resources. This study is an attempt to investigate on the teacher’s emotional scaffolding in EFL classroom on constructing a translanguaging space to mobilise the learners’ various semiotic repertoires. To achieve the objectives of the current study, descriptive qualitative research design approach involving a classroom observation and video-stimulated-recall-interview were conducted in EFL classroom in Indonesia. This study applies Multimodal Conversation Analysis and then triangulated with the video-stimulated-recall-interview applying Interpretative Phenomenological Analysis to investigate how the teachers' emotional scaffolding constructs a translanguaging space to mobilises learners’ semiotic repertoires in English learning. The findings show that teachers' emotional scaffolding provides opportunities for the EFL learner to thoroughly employ the semiotic and spatial repertoires for engaging in translanguaging practices. Such practices in turn allows the learners enriching their social-emotional learning (SEL) that plays a critical role in the development of emotional awareness in the classroom. The findings imply that teachers' emotional scaffolding entails bridging the gap between what the learners already know and the new knowledge they achieve. Pedagogically, these findings advocate the teachers' emotional scaffolding to establish learners’ social-emotional skills performing more capable of controlling their emotions, performing better academically, and communicating effectively in a flexible and fluid translanguaging friendly space.
Author Information
Harjuli Surya Putra, Atma Jaya Catholic University of Indonesia, Indonesia
Setiono Sugiharto, Atma Jaya Catholic University of Indonesia, Indonesia
Paper Information
Conference: IICE2025
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the IICE2025 Conference Proceedings (View)
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To cite this article:
Putra H., & Sugiharto S. (2025) Teacher’s Emotional Scaffolding in Constructing a Translanguaging Space as Inclusive Pedagogical Practices ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 271-279) https://doi.org/10.22492/issn.2189-1036.2025.24
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.24
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