Which theory supports scaffolded learning to assist ELLs in acquiring new language skills?

The correct answer is rooted in the principles of Sociocultural theory, which emphasizes the importance of social interaction and cultural context in learning. This theory, primarily associated with Lev Vygotsky, posits that learners benefit from collaborative activities and guided assistance, or scaffolding, provided by more knowledgeable individuals. Scaffolding is a vital component for English Language Learners (ELLs) as it supports their language acquisition in a meaningful and context-rich environment.

By engaging in interaction with peers and instructors, ELLs can gradually develop their language skills through supported learning experiences that are tailored to their current level of understanding. This theory highlights that language development occurs within social contexts, making it essential for educators to facilitate collaborative and culturally relevant learning opportunities for their students.

In contrast, Behaviorist theory focuses on reinforcement and repetition without necessarily considering the social aspects of learning. Cognitive theory, while addressing how individuals process information, does not emphasize the collaborative dimension that is crucial for ELLs. Information-processing theory looks at how information is taken in and stored, but it lacks the framework for social interaction that is so impactful for language learners.