SCAFFOLDING. NURTURING LEARNERS' PROFICIENCY IN CONTENT AND LANGUAGE INTEGRATED CLASSROOM

In the field of education, scaffolding refers to the instructional technique that provides temporary support to learners as they acquire new knowledge, skills, or competencies. Originally developed by psychologist Lev Vygotsky, scaffolding has proven to be a powerful approach in language teaching, enabling educators to guide students through challenging tasks and gradually withdraw support as learners gain independence. This paper explores the concept of scaffolding in teaching English as L2, its benefits and practical strategies to implement it effectively in a content and language integrated learning (CLIL) classroom. Descriptive method of data collection, exactly questionnaires, were used in this particular research. The study implies various Scaffolding techniques as Modeling, Bridging, Contextualizing, Schema Building and Metacognition for teaching English language with integration to Media for students of Uzbekistan Journalism and Mass Communication University.