GENDER AND SCAFFOLDING: THEORETICAL FOUNDATIONS OF AN INTEGRATIVE APPROACH
Keywords:
gender-sensitive pedagogy; scaffolding; oral communication; sociocultural theory; instructional design; higher educationAbstract
This article examines the theoretical foundations for integrating gender-aware perspectives with scaffolding pedagogies in higher education language instruction. Drawing on sociocultural theory, gender studies, and contemporary scaffolding frameworks, the paper develops a conceptual model that explicates how gender-sensitive scaffolding can enhance oral communicative competence. Methodologically, a systematic literature review and conceptual analysis were used to synthesize evidence and derive operational principles. Results identify core mechanisms—adaptive support, identity-sensitive interactional patterns, and inclusive assessment—that mediate the relationship between gender-aware scaffolding and student oral performance. The discussion highlights implications for instructional design, teacher training, and future empirical validation. Limitations and directions for further research are outlined.
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