Scaffolding and Learner Agency in LINC Reading Instruction

This session explores how sociocultural principles can be integrated into LINC reading instruction to promote learner agency, collaboration, and self-regulation. In adult newcomer contexts, reading lessons often rely on teacher-led explanation and vocabulary clarification. While supportive, this approach can be enriched through structured opportunities for mediated interaction and gradual release of responsibility. Grounded in sociocultural theory, the session demonstrates how scaffolded dialogue, collaborative meaning negotiation, and guided private speech can enhance comprehension and oral fluency. Recent research suggests that structured collaboration and scaffolded mediation significantly improve adult L2 reading comprehension, motivation, and learner confidence (Dewi & Oktapiani, 2024; Fahoul & Rashidi, 2024). Emerging perspectives on mediated and dynamic assessment further emphasize the importance of examining learners’ meaning-making processes beyond discrete correct responses. The presentation introduces a classroom-tested, CLB-aligned task cycle integrating collaborative paraphrasing, peer scaffolding, structured rehearsal, and artifact-supported mediation (e.g., graphic organizers, sentence frames, metacognitive prompts). The model illustrates how learners gradually assume greater responsibility for comprehension and discussion through guided scaffolding. Session objectives are to: Demonstrate how sociocultural theory informs practical LINC reading instruction.Present structured scaffolding strategies that promote learner autonomy.Share adaptable task sequences aligned with CLB performance outcomes.Participants will leave with concrete classroom applications and transferable strategies to support interactive, learner-centered reading instruction within Canadian settlement language programs.