Scaffolding language, scaffolding learning

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Dialogue in the Classroom (2006, background): “However, following Barnes’s (1976) suggestion of treating talk as a site for exploration rather than simply for evaluation, a number of recent studies have begun to investigate the possibilities of making classroom interaction more dialogic (e.g., Gibbons, 2002; Nystrand, 1997; Wells, 1999).”
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners (2013, background): “Gibbons (2002), for example, pointed out how the recount genre requires the presence of specific linguistic features (action verbs, time markers, sequential transition words, adjectives), in addition to a conventional discourse pattern for information organized and presented as a recount.”
Misconceptions about Teaching English-Language Learners. (2004, background): “Mainstream teachers must learn to look at rather than through language used in the classroom in order to understand the linguistic demands of their content areas and, in response, carefully structure learning tasks according to ELLs' needs (Gibbons, 2002).”
Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough?. (2005, background): “Whereas native speakers may not need such extensive scaffolding in the grammar and discourse structure of the language, ELLs need consistent instruction that will facilitate L2 development in these areas, while simultaneously learning the academic content (Gibbons, 2002).”