BEYOND WORDS: DYNAMIC VISUAL SCAFFOLDING AS A TOOL FOR MEANING NEGOTIATION IN CLIL CLASSROOMS

Abstract

The current study examines the role of dynamic visual scaffolding (video, animation) in facilitating meaning negotiation in Content and Language Integrated Learning classrooms with a particular focus on fifth grade students in an International Class Program. While CLIL pedagogy emphasizes interaction as a key mechanism for integrating content and language learning, limited attention has been given to how visual resources support the process of meaning making beyond verbal communication. This study aims to investigate how dynamic visual scaffolding is used in teacher-student interaction and how it contributes to the negotiation of meaning among learners. A qualitative design is employed, using classroom observation and discourse analysis to capture naturally occurring interaction in CLIL settings. Data are analyzed through a micro-interactional approach focusing on turn taking, repair sequences, and scaffolding strategies. The findings are expected to show that visual scaffolding, including gestures, images, and visual representations, plays a significant role in enhancing comprehension, encouraging participation, and supporting learners in resolving communication breakdowns. It is also anticipated that visual scaffolding provides alternative pathways for learners with limited language proficiency to actively engage in classroom interaction. This study contributes to a deeper understanding of multimodal learning in CLIL contexts and highlights the importance of integrating visual resources to promote meaningful interaction and effective learning.