{"id":1866,"date":"2026-03-10T02:43:20","date_gmt":"2026-03-10T02:43:20","guid":{"rendered":"https:\/\/tahricteaches.com\/scaffolding-strategies-esl-students\/"},"modified":"2026-03-16T08:37:32","modified_gmt":"2026-03-16T08:37:32","slug":"scaffolding-strategies-practical-techniques-that-work","status":"publish","type":"post","link":"https:\/\/tahricteaches.com\/cs\/strategie-leseni-prakticke-techniky-ktere-funguji\/","title":{"rendered":"Strategie le\u0161en\u00ed: Praktick\u00e9 techniky, kter\u00e9 funguj\u00ed"},"content":{"rendered":"<p>Pokud jste n\u011bkdy vid\u011bli studenta angli\u010dtiny jako druh\u00e9ho jazyka, jak bezv\u00fdrazn\u011b z\u00edr\u00e1 na text nebo se b\u011bhem mluven\u00e9ho projevu zasekne, u\u017e ch\u00e1pete, pro\u010d je d\u016fle\u017eit\u00e9 pou\u017e\u00edvat scaffolding. Scaffolding nespo\u010d\u00edv\u00e1 v zjednodu\u0161ov\u00e1n\u00ed obsahu \u2013 jde o budov\u00e1n\u00ed do\u010dasn\u00fdch opor, aby studenti mohli dos\u00e1hnout c\u00edl\u016f, kter\u00fdch by sami nedos\u00e1hli. Pokud se scaffolding provede dob\u0159e, prom\u011bn\u00ed matouc\u00ed lekci ve strukturovanou cestu, kterou se studenti mohou skute\u010dn\u011b vydat.<\/p>\n<p>Tento koncept vych\u00e1z\u00ed z Vygotsk\u00e9ho konceptu z\u00f3ny proxim\u00e1ln\u00edho v\u00fdvoje (ZPD), kter\u00fd popisuje rozd\u00edl mezi t\u00edm, co student dok\u00e1\u017ee samostatn\u011b, a t\u00edm, \u010deho m\u016f\u017ee dos\u00e1hnout s pomoc\u00ed. Pro u\u010ditele angli\u010dtiny jako druh\u00e9ho jazyka je tento rozd\u00edl \u010dasto v\u011bt\u0161\u00ed ne\u017e v b\u011b\u017en\u00fdch t\u0159\u00edd\u00e1ch, proto\u017ee studenti se sou\u010dasn\u011b u\u010d\u00ed obsah a jazyk pot\u0159ebn\u00fd k p\u0159\u00edstupu k tomuto obsahu. Tato dvojit\u00e1 z\u00e1t\u011b\u017e \u010din\u00ed scaffolding nejen u\u017eite\u010dn\u00fdm, ale i nezbytn\u00fdm.<\/p>\n<div style=\"text-align:center\">\n<img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/test-scaffolding-img.jpg\" alt=\"U\u010ditel angli\u010dtiny jako druh\u00e9ho jazyka p\u00ed\u0161e strategie le\u0161en\u00ed na tabuli\" \/>\n<\/div>\n<h2>Pro\u010d studenti angli\u010dtiny jako druh\u00e9ho jazyka pot\u0159ebuj\u00ed podporu v\u00edce ne\u017e v\u011bt\u0161ina ostatn\u00edch<\/h2>\n<p>B\u011b\u017en\u00ed studenti nastupuj\u00ed do hodiny s alespo\u0148 funk\u010dn\u00ed znalost\u00ed vyu\u010dovac\u00edho jazyka. Studenti angli\u010dtiny jako druh\u00e9ho jazyka tento luxus nemaj\u00ed. Mohou sice rozum\u011bt prob\u00edran\u00fdm koncept\u016fm \u2013 zlomk\u016fm, fotosynt\u00e9ze, historick\u00e9 p\u0159\u00ed\u010din\u011b a n\u00e1sledku \u2013 ale chyb\u00ed jim slovn\u00ed z\u00e1soba, syntax nebo diskurzivn\u00ed struktury, aby mohli uk\u00e1zat, co znaj\u00ed. Bez podpory tito studenti propadaj\u00ed trhlinami, ne proto, \u017ee by jim chyb\u011bly schopnosti, ale proto, \u017ee jazykov\u00e1 bari\u00e9ra je p\u0159\u00edli\u0161 vysok\u00e1.<\/p>\n<p>V\u00fdzkum z <a href=\"https:\/\/www.tesol.org\/\" target=\"_blank\" rel=\"noopener\">Mezin\u00e1rodn\u00ed asociace TESOL<\/a> d\u016fsledn\u011b ukazuje, \u017ee explicitn\u00ed jazykov\u00e1 podpora zabudovan\u00e1 do v\u00fduky obsahu vede k v\u00fdrazn\u011b lep\u0161\u00edm v\u00fdsledk\u016fm pro studenty angli\u010dtiny. Kl\u00ed\u010dov\u00fdm slovem je zde <em>vlo\u017een\u00fd<\/em> \u2014 le\u0161en\u00ed funguje nejl\u00e9pe, kdy\u017e je vetk\u00e1no do samotn\u00e9 lekce, nikoli p\u0159ipevn\u011bno jako dodate\u010dn\u00e1 my\u0161lenka.<\/p>\n<p>U\u010ditel\u00e9 angli\u010dtiny jako druh\u00e9ho jazyka, kte\u0159\u00ed ovl\u00e1daj\u00ed techniky scaffoldingu, hl\u00e1s\u00ed vy\u0161\u0161\u00ed zapojen\u00ed student\u016f, m\u00e9n\u011b probl\u00e9m\u016f s chov\u00e1n\u00edm a lep\u0161\u00ed v\u00fdsledky v hodnocen\u00ed. Pokud hled\u00e1te strategie, kter\u00e9 ve va\u0161\u00ed t\u0159\u00edd\u011b skute\u010dn\u011b ovlivn\u00ed situaci, na tyto se zam\u011b\u0159te.<\/p>\n<div style=\"text-align:center\">\n<img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/scaff-test2.jpg\" alt=\"Studenti se u\u010d\u00ed anglickou slovn\u00ed z\u00e1sobu na tabuli\" \/>\n<\/div>\n<h2>Z\u00edsk\u00e1n\u00ed z\u00e1kladn\u00edch znalost\u00ed p\u0159ed lekc\u00ed<\/h2>\n<p>Jednou z nejv\u00edce p\u0159ehl\u00ed\u017een\u00fdch strategi\u00ed scaffoldingu je frontloading. Ne\u017e se efektivn\u00ed u\u010ditel\u00e9 angli\u010dtiny jako druh\u00e9ho jazyka pust\u00ed do nov\u00e9 l\u00e1tky, aktivuj\u00ed nebo rozv\u00edjej\u00ed z\u00e1kladn\u00ed znalosti, kter\u00e9 studenti pot\u0159ebuj\u00ed k p\u0159\u00edstupu k lekci. M\u016f\u017ee to b\u00fdt kr\u00e1tk\u00e1 diskuse propojuj\u00edc\u00ed t\u00e9ma s osobn\u00edmi zku\u0161enostmi student\u016f, kr\u00e1tk\u00fd videoklip nebo obr\u00e1zkov\u00e1 proch\u00e1zka kl\u00ed\u010dovou slovn\u00ed z\u00e1sobou.<\/p>\n<p>Nap\u0159\u00edklad, pokud se chyst\u00e1te u\u010dit lekci o meteorologick\u00fdch syst\u00e9mech, v\u011bnujte deset minut uk\u00e1zk\u00e1m skute\u010dn\u00fdch fotografi\u00ed r\u016fzn\u00fdch meteorologick\u00fdch jev\u016f a podn\u011bcov\u00e1n\u00ed slovn\u00ed z\u00e1soby ke slovn\u00ed z\u00e1sob\u011b student\u016f. Pou\u017eijte tabulku KWL (Know, Want to Know, Learned - v\u011bd\u011bt, nau\u010dit se) k vizu\u00e1ln\u00ed organizaci jejich p\u0159edchoz\u00edch znalost\u00ed. To poskytne ka\u017ed\u00e9mu studentovi \u2013 bez ohledu na \u00farove\u0148 znalost\u00ed \u2013 oporu p\u0159edt\u00edm, ne\u017e se dostane k akademick\u00e9mu u\u010divu.<\/p>\n<p>P\u0159edb\u011b\u017en\u00e9 u\u010den\u00ed je obzvl\u00e1\u0161t\u011b \u00fa\u010dinn\u00e9 pro studenty z r\u016fzn\u00fdch kulturn\u00edch prost\u0159ed\u00ed. Student, kter\u00fd vyr\u016fstal v tropick\u00e9 zemi, nemus\u00ed m\u00edt \u017e\u00e1dn\u00e9 sch\u00e9ma pro v\u00e1nice nebo mr\u00e1z. Vytvo\u0159en\u00ed tohoto pozad\u00ed p\u0159ed v\u00fdukou zabra\u0148uje zmatku a umo\u017e\u0148uje studentovi zapojit se do skute\u010dn\u00fdch c\u00edl\u016f u\u010den\u00ed, sp\u00ed\u0161e ne\u017e aby uv\u00edzl v nezn\u00e1m\u00e9m kontextu. To \u00fazce souvis\u00ed s <a href=\"https:\/\/tahricteaches.com\/cs\/diferencovana-vyuka-anglosaskeho-jako-druheho-jazyka-se-smisenymi-schopnostmi\/\">diferencovan\u00e1 v\u00fduka pro studenty angli\u010dtiny jako druh\u00e9ho jazyka<\/a>, kde je setk\u00e1n\u00ed se studenty na jejich aktu\u00e1ln\u00ed \u00farovni v\u00fdchoz\u00edm bodem pro v\u0161e ostatn\u00ed.<\/p>\n<div style=\"text-align:center\">\n<img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/scaff-classroom-lecture.jpg\" alt=\"U\u010ditel p\u0159edn\u00e1\u0161\u00ed student\u016fm angli\u010dtiny jako druh\u00e9ho jazyka ve t\u0159\u00edd\u011b\" \/>\n<\/div>\n<h2>Vizu\u00e1ln\u00ed le\u0161en\u00ed: Tvo\u0159\u00edme abstraktn\u00ed beton<\/h2>\n<p>Vizu\u00e1ln\u00ed prvky jsou pracn\u00fdm n\u00e1strojem pro tvorbu ESL le\u0161en\u00ed. Kdy\u017e sel\u017eou slova, mezeru zapln\u00ed obr\u00e1zky, diagramy, grafy a re\u00e1ln\u00e9 objekty (re\u00e1lie). Vizu\u00e1ln\u00ed le\u0161en\u00ed se neomezuje pouze na t\u0159\u00eddy na prvn\u00edm stupni \u2013 i pokro\u010dil\u00ed dosp\u011bl\u00ed studenti ESL t\u011b\u017e\u00ed z grafick\u00fdch organiz\u00e9r\u016f, infografiky a anotovan\u00fdch obr\u00e1zk\u016f.<\/p>\n<p>Zde je n\u011bkolik praktick\u00fdch n\u00e1stroj\u016f pro vizu\u00e1ln\u00ed le\u0161en\u00ed, kter\u00e9 m\u016f\u017eete za\u010d\u00edt pou\u017e\u00edvat okam\u017eit\u011b:<\/p>\n<ul>\n<li><strong>Grafick\u00e9 organiz\u00e9ry<\/strong> \u2014 Vennovy diagramy, T-diagramy, v\u00fdvojov\u00e9 diagramy a konceptu\u00e1ln\u00ed mapy pom\u00e1haj\u00ed student\u016fm uspo\u0159\u00e1dat informace, ani\u017e by se museli p\u0159\u00edli\u0161 spol\u00e9hat na jazyk.<\/li>\n<li><strong>Kotevn\u00ed grafy<\/strong> \u2014 Vyv\u011bste kl\u00ed\u010dovou slovn\u00ed z\u00e1sobu, v\u011btn\u00e9 struktury a procedur\u00e1ln\u00ed kroky na ze\u010f, kde se k nim studenti mohou b\u011bhem hodiny odkazovat.<\/li>\n<li><strong>Popisovan\u00e9 diagramy<\/strong> \u2014 P\u0159i v\u00fduce obsahov\u011b n\u00e1ro\u010dn\u00fdch p\u0159edm\u011bt\u016f, jako jsou p\u0159\u00edrodn\u00ed v\u011bdy, v\u00fdrazn\u011b sni\u017euj\u00ed ozna\u010den\u00e9 vizu\u00e1ln\u00ed pom\u016fcky kognitivn\u00ed z\u00e1t\u011b\u017e.<\/li>\n<li><strong>Barevn\u00e9 k\u00f3dov\u00e1n\u00ed<\/strong> \u2014 Pou\u017e\u00edvejte konzistentn\u00ed barvy pro slovn\u00ed druhy, textov\u00e9 struktury nebo kategorie k vytvo\u0159en\u00ed vizu\u00e1ln\u00edch vzor\u016f, kter\u00e9 posiluj\u00ed u\u010den\u00ed.<\/li>\n<li><strong>Re\u00e1lie a manipulativn\u00ed prvky<\/strong> \u2014 Fyzick\u00e9 p\u0159edm\u011bty o\u017eivuj\u00ed abstraktn\u00ed slovn\u00ed z\u00e1sobu. U\u010dit o ovoci? P\u0159in\u00e9st skute\u010dn\u00e9 ovoce. U\u010dit o n\u00e1stroj\u00edch? P\u0159in\u00e9st si n\u00e1stroje.<\/li>\n<\/ul>\n<p>The <a href=\"https:\/\/www.britishcouncil.org\/english\/teach\" target=\"_blank\" rel=\"noopener\">V\u00fdukov\u00e9 zdroje Britsk\u00e9 rady<\/a> zd\u016frazn\u011bte, \u017ee vizu\u00e1ln\u00ed le\u0161en\u00ed je obzvl\u00e1\u0161t\u011b efektivn\u00ed, proto\u017ee obch\u00e1z\u00ed \u00fazk\u00e9 hrdlo jazyka a poskytuje student\u016fm p\u0159\u00edm\u00fd p\u0159\u00edstup k v\u00fdznamu. Nen\u00ed to berli\u010dka \u2013 je to most, kter\u00fd studenti p\u0159ekra\u010duj\u00ed s rozvojem sv\u00e9ho jazyka.<\/p>\n<div style=\"text-align:center\">\n<img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/scaff-group-activity.jpg\" alt=\"Studenti angli\u010dtiny jako druh\u00e9ho jazyka spolupracuj\u00ed na skupinov\u00e9 aktivit\u011b\" \/>\n<\/div>\n<h2>V\u011btn\u00e9 r\u00e1mce a jazykov\u00e9 kmeny<\/h2>\n<p>V\u011btn\u00e9 r\u00e1mce jsou jedn\u00edm z nejjednodu\u0161\u0161\u00edch a nej\u00fa\u010dinn\u011bj\u0161\u00edch n\u00e1stroj\u016f pro podporu v\u00fduky angli\u010dtiny jako druh\u00e9ho jazyka. Poskytuj\u00ed gramatickou strukturu a z\u00e1rove\u0148 ponech\u00e1vaj\u00ed studentovi prostor pro vkl\u00e1d\u00e1n\u00ed vlastn\u00edho obsahu. To sni\u017euje jazykovou bari\u00e9ru, ani\u017e by sni\u017eovalo kognitivn\u00ed n\u00e1roky.<\/p>\n<p>Porovnejte tyto dva p\u0159\u00edstupy k v\u00fdzv\u011b k diskusi:<\/p>\n<p><strong>Bez le\u0161en\u00ed:<\/strong> \u201eDiskutujte o p\u0159\u00ed\u010din\u00e1ch kolob\u011bhu vody.\u201c<\/p>\n<p><strong>S r\u00e1me\u010dky v\u011bt:<\/strong><\/p>\n<ul>\n<li>\u201eJednou z p\u0159\u00ed\u010din __________ je __________.\u201c<\/li>\n<li>\u201eMysl\u00edm, \u017ee __________ se d\u011bje, proto\u017ee __________.\u201c<\/li>\n<li>\u201e__________ je podobn\u00e9 __________, proto\u017ee __________.\u201c<\/li>\n<\/ul>\n<p>Druh\u00fd p\u0159\u00edstup poskytuje za\u010d\u00ednaj\u00edc\u00edm a m\u00edrn\u011b pokro\u010dil\u00fdm student\u016fm strukturu, kterou pot\u0159ebuj\u00ed k smyslupln\u00e9 \u00fa\u010dasti. Pokro\u010dil\u00ed studenti se mohou rozhodnout, zda r\u00e1my pou\u017eij\u00ed, \u010di nikoli \u2013 le\u0161en\u00ed je k dispozici pro ty, kte\u0159\u00ed ho pot\u0159ebuj\u00ed, ani\u017e by n\u011bkoho brzdilo.<\/p>\n<p>V\u011btn\u00e9 r\u00e1mce funguj\u00ed ve v\u0161ech \u010dty\u0159ech jazykov\u00fdch oblastech: mluven\u00ed, poslech, \u010dten\u00ed a psan\u00ed. B\u011bhem p\u00edsemn\u00fdch \u00fakol\u016f r\u00e1mce zabra\u0148uj\u00ed ob\u00e1van\u00e9 paral\u00fdze z pr\u00e1zdn\u00e9 str\u00e1nky. B\u011bhem diskus\u00ed dod\u00e1vaj\u00ed student\u016fm sebev\u011bdom\u00ed k vyj\u00e1d\u0159en\u00ed, proto\u017ee ji\u017e maj\u00ed p\u0159ipravenou gramatickou konstrukci.<\/p>\n<div style=\"text-align:center\">\n<img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/scaff-whiteboard-practice.jpg\" alt=\"Studenti angli\u010dtiny jako druh\u00e9ho jazyka procvi\u010duj\u00edc\u00ed jazykov\u00e9 dovednosti u tabule\" \/>\n<\/div>\n<h2>Modelov\u00e1n\u00ed a my\u0161len\u00ed nahlas<\/h2>\n<p>Ukazov\u00e1n\u00ed je t\u00e9m\u011b\u0159 v\u017edy efektivn\u011bj\u0161\u00ed ne\u017e vypr\u00e1v\u011bn\u00ed, zejm\u00e9na pro studenty angli\u010dtiny jako druh\u00e9ho jazyka. Modelov\u00e1n\u00ed znamen\u00e1 p\u0159edv\u00e9st p\u0159esn\u011b to, co od student\u016f o\u010dek\u00e1v\u00e1te \u2013 spole\u010dn\u011b dokon\u010dit prvn\u00ed p\u0159\u00edklad, uk\u00e1zat sv\u016fj my\u0161lenkov\u00fd proces b\u011bhem \u010dten\u00ed pas\u00e1\u017ee nebo napsat uk\u00e1zkov\u00fd odstavec na tabuli a z\u00e1rove\u0148 sd\u011blit sv\u00e1 rozhodnut\u00ed.<\/p>\n<p>My\u0161len\u00ed nahlas posouv\u00e1 modelov\u00e1n\u00ed o krok d\u00e1le t\u00edm, \u017ee zviditel\u0148uje va\u0161e vnit\u0159n\u00ed uva\u017eov\u00e1n\u00ed. P\u0159i \u010dten\u00ed slo\u017eit\u00e9ho textu se zastavte a \u0159ekn\u011bte v\u011bci jako:<\/p>\n<ul>\n<li>\u201eTohle slovo nezn\u00e1m, tak\u017ee se pod\u00edv\u00e1m na slova kolem n\u011bj, abych na\u0161la n\u011bjak\u00e9 vod\u00edtko.\u201c<\/li>\n<li>\u201eTenhle odstavec je matouc\u00ed. Dovolte mi znovu si p\u0159e\u010d\u00edst prvn\u00ed v\u011btu, abych pochopil hlavn\u00ed my\u0161lenku.\u201c<\/li>\n<li>\u201eV\u0161iml jsem si, \u017ee autor pou\u017eil slovo \u201anicm\u00e9n\u011b\u2018, co\u017e mi \u0159\u00edk\u00e1, \u017ee dal\u0161\u00ed my\u0161lenka se bude li\u0161it od t\u00e9 p\u0159edchoz\u00ed.\u201c<\/li>\n<\/ul>\n<p>Tato strategie p\u0159\u00edmo podporuje studenty, kte\u0159\u00ed si rozv\u00edjej\u00ed sv\u00e9 <a href=\"https:\/\/tahricteaches.com\/cs\/strategie-pro-porozumeni-ctenemu-textu-esl\/\">dovednosti \u010dten\u00ed s porozum\u011bn\u00edm<\/a>Externalizac\u00ed kognitivn\u00edho procesu u\u010d\u00edte studenty nejen co si maj\u00ed myslet, ale i jak si maj\u00ed myslet \u2013 dovednost, kter\u00e1 se p\u0159en\u00e1\u0161\u00ed nap\u0159\u00ed\u010d p\u0159edm\u011bty a \u00farovn\u011bmi znalost\u00ed.<\/p>\n<div style=\"text-align:center\">\n<img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/scaff-vocabulary-tiles.jpg\" alt=\"Scrabble dla\u017edice pravopis u\u010den\u00ed jazyk\u016f pro budov\u00e1n\u00ed slovn\u00ed z\u00e1soby ESL\" \/>\n<\/div>\n<h2>Struktury kooperativn\u00edho u\u010den\u00ed<\/h2>\n<p>Interakce s vrstevn\u00edky je siln\u00fdm n\u00e1strojem, proto\u017ee student\u016fm poskytuje nen\u00e1ro\u010dn\u00e9 procvi\u010dov\u00e1n\u00ed v podp\u016frn\u00e9m prost\u0159ed\u00ed. Strukturovan\u00e9 kooperativn\u00ed u\u010den\u00ed \u2013 nejen \u201epr\u00e1ce s partnerem\u201c \u2013 zaji\u0161\u0165uje, \u017ee ka\u017ed\u00fd student m\u00e1 svou roli, \u00fakol a odpov\u011bdnost.<\/p>\n<p>Mezi \u00fa\u010dinn\u00e9 struktury spolupr\u00e1ce pro v\u00fduku angli\u010dtiny jako druh\u00e9ho jazyka pat\u0159\u00ed:<\/p>\n<ul>\n<li><strong>Myslete ve dvojici a sd\u00edlejte<\/strong> \u2014 Studenti p\u0159em\u00fd\u0161lej\u00ed samostatn\u011b, diskutuj\u00ed ve dvojici a pot\u00e9 se s nimi pod\u011bl\u00ed s t\u0159\u00eddou. To d\u00e1v\u00e1 \u010das na zpracov\u00e1n\u00ed a sni\u017euje tlak na mluven\u00ed cel\u00e9 t\u0159\u00eddy.<\/li>\n<li><strong>Vykru\u017eova\u010dka<\/strong> \u2014 Ka\u017ed\u00fd \u010dlen skupiny se stane odborn\u00edkem na jednu \u010d\u00e1st t\u00e9matu a u\u010d\u00ed ji ostatn\u00ed. T\u00edm se z\u00e1rove\u0148 rozv\u00edj\u00ed mluven\u00e9 a poslechov\u00e9 dovednosti.<\/li>\n<li><strong>\u010c\u00edslovan\u00e9 hlavy dohromady<\/strong> \u2014 Studenti diskutuj\u00ed ve skupin\u00e1ch a pot\u00e9 jeden n\u00e1hodn\u011b vybran\u00fd \u010dlen pod\u00e1v\u00e1 zpr\u00e1vu. D\u00edky tomu je ka\u017ed\u00fd odpov\u011bdn\u00fd, proto\u017ee kter\u00fdkoli \u010dlen m\u016f\u017ee b\u00fdt vyzv\u00e1n.<\/li>\n<li><strong>Proch\u00e1zka galeri\u00ed<\/strong> \u2014 Skupiny vytv\u00e1\u0159ej\u00ed plak\u00e1ty nebo vizu\u00e1ln\u00ed odpov\u011bdi, kter\u00e9 ostatn\u00ed rozd\u00e1vaj\u00ed a komentuj\u00ed. To kombinuje \u010dten\u00ed, psan\u00ed a kritick\u00e9 my\u0161len\u00ed s pohybem.<\/li>\n<\/ul>\n<p>P\u0159i sp\u00e1rov\u00e1n\u00ed student\u016f pe\u010dliv\u011b zva\u017ete jejich jazykov\u00e9 znalosti. Sp\u00e1rov\u00e1n\u00ed za\u010d\u00ednaj\u00edc\u00edho s pokro\u010dil\u00fdm mluv\u010d\u00edm m\u016f\u017ee fungovat dob\u0159e, pokud je \u00fakol pro to navr\u017een, ale m\u016f\u017ee to tak\u00e9 v\u00e9st k tomu, \u017ee pokro\u010dil\u00fd student bude d\u011blat ve\u0161kerou pr\u00e1ci. Skupiny se sm\u00ed\u0161en\u00fdmi znalostmi funguj\u00ed nejl\u00e9pe s jasn\u011b definovan\u00fdmi rolemi a \u00fakoly, kter\u00e9 vy\u017eaduj\u00ed p\u0159\u00edsp\u011bvek ka\u017ed\u00e9ho \u010dlena. To p\u0159\u00edmo souvis\u00ed s <a href=\"https:\/\/tahricteaches.com\/cs\/esl-classroom-management-strategies\/\">efektivn\u00ed strategie \u0159\u00edzen\u00ed t\u0159\u00eddy<\/a> kter\u00e9 udr\u017euj\u00ed ka\u017ed\u00e9ho studenta v kontaktu a zodpov\u011bdn\u00e9ho.<\/p>\n<div style=\"text-align:center\">\n<img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/scaff-teacher-questions.jpg\" alt=\"U\u010ditel klade ot\u00e1zky, aby podpo\u0159il porozum\u011bn\u00ed student\u016f\" \/>\n<\/div>\n<h2>V\u00fduka slovn\u00ed z\u00e1soby pro le\u0161en\u00ed<\/h2>\n<p>Slovn\u00ed z\u00e1soba je z\u00e1kladem v\u0161eho ve v\u00fduce angli\u010dtiny jako druh\u00e9ho jazyka. Bez dostate\u010dn\u00e9 slovn\u00ed z\u00e1soby nemohou studenti efektivn\u011b \u010d\u00edst, ps\u00e1t, mluvit ani poslouchat. V\u00fduka slovn\u00ed z\u00e1soby na z\u00e1klad\u011b le\u0161en\u00ed jde nad r\u00e1mec pouh\u00e9ho rozd\u00e1n\u00ed seznamu slov a pokynu student\u016fm, aby si zapamatovali definice.<\/p>\n<p>Strategie pro budov\u00e1n\u00ed slovn\u00ed z\u00e1soby podlo\u017een\u00e9 v\u00fdzkumem zahrnuj\u00ed:<\/p>\n<ul>\n<li><strong>V\u00edcevrstv\u00e1 slovn\u00ed z\u00e1soba<\/strong> \u2014 Identifikujte slova 1. \u00farovn\u011b (z\u00e1kladn\u00ed), 2. \u00farovn\u011b (akademick\u00e1) a 3. \u00farovn\u011b (specifick\u00e1 pro danou oblast). Zam\u011b\u0159te se na slova 2. \u00farovn\u011b, proto\u017ee se vyskytuj\u00ed nap\u0159\u00ed\u010d p\u0159edm\u011bty a pro studenty angli\u010dtiny jako druh\u00e9ho jazyka maj\u00ed nejvy\u0161\u0161\u00ed n\u00e1vratnost investic.<\/li>\n<li><strong>Slovn\u00ed zdi<\/strong> \u2014 Dynamick\u00e9, interaktivn\u00ed slovn\u00ed st\u011bny, kter\u00e9 se rozr\u016fstaj\u00ed po cel\u00e9 lekci, poskytuj\u00ed student\u016fm trval\u00fd referen\u010dn\u00ed bod. Ke ka\u017ed\u00e9mu slovu p\u0159idejte obr\u00e1zky, p\u0159eklady a p\u0159\u00edkladov\u00e9 v\u011bty.<\/li>\n<li><strong>Frayer\u016fv model<\/strong> \u2014 Studenti definuj\u00ed slovo pomoc\u00ed \u010dty\u0159 kvadrant\u016f: definice, charakteristika, p\u0159\u00edklady a nep\u0159\u00edklady. Toto hlubok\u00e9 zpracov\u00e1n\u00ed vede k mnohem siln\u011bj\u0161\u00edmu zapamatov\u00e1n\u00ed ne\u017e prost\u00e9 memorov\u00e1n\u00ed.<\/li>\n<li><strong>Kontextu\u00e1ln\u00ed praxe<\/strong> \u2014 Slovn\u00ed z\u00e1sobu prezentujte ve smyslupln\u00fdch kontextech, nikoli izolovan\u011b. Studenti by se m\u011bli s nov\u00fdmi slovy setkat ve v\u011bt\u00e1ch, pas\u00e1\u017e\u00edch a konverzac\u00edch d\u0159\u00edve, ne\u017e budou po\u017e\u00e1d\u00e1ni o jejich pou\u017eit\u00ed.<\/li>\n<li><strong>P\u0159\u00edbuzn\u00e9 mosty<\/strong> \u2014 Pro studenty, jejich\u017e mate\u0159sk\u00fd jazyk sd\u00edl\u00ed p\u0159\u00edbuzn\u00e1 slova s angli\u010dtinou (zejm\u00e9na pro \u0161pan\u011blsky, francouzsky a portugalsky mluv\u00edc\u00ed), je poukazov\u00e1n\u00ed na p\u0159\u00edbuzn\u00e1 slova rychlou v\u00fdhrou, kter\u00e1 z\u00e1rove\u0148 buduje sebev\u011bdom\u00ed a roz\u0161i\u0159uje slovn\u00ed z\u00e1sobu.<\/li>\n<\/ul>\n<p>V\u00fduka slovn\u00ed z\u00e1soby v kontextu je jedn\u00edm z nej\u00fa\u010dinn\u011bj\u0161\u00edch p\u0159\u00edstup\u016f k dlouhodob\u00e9mu uchov\u00e1n\u00ed informac\u00ed. Pro hlub\u0161\u00ed pohled na strategie pro v\u00fduku slovn\u00ed z\u00e1soby zalo\u017een\u00e9 na kontextu si p\u0159e\u010dt\u011bte tuto p\u0159\u00edru\u010dku na <a href=\"https:\/\/tahricteaches.com\/cs\/context-clues-for-esl-students-how-to-teach-vocabulary-in-context\/\">v\u00fduka slovn\u00ed z\u00e1soby s vyu\u017eit\u00edm kontextov\u00fdch vod\u00edtek<\/a>.<\/p>\n<div style=\"text-align:center\">\n<img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/03\/scaff-lesson-presentation.jpg\" alt=\"Instruktor prezentuje na tabuli materi\u00e1l pro v\u00fduku z le\u0161en\u00ed\" \/>\n<\/div>\n<h2>Postupn\u00e9 zbavov\u00e1n\u00ed se odpov\u011bdnosti<\/h2>\n<p>Model postupn\u00e9ho uvol\u0148ov\u00e1n\u00ed \u2013 \u010dasto naz\u00fdvan\u00fd \u201eJ\u00e1 d\u011bl\u00e1m, my d\u011bl\u00e1me, ty d\u011bl\u00e1\u0161\u201c \u2013 je scaffolding v nej\u010dist\u0161\u00ed podob\u011b. U\u010ditel nejprve p\u0159edv\u00e1d\u00ed (j\u00e1 d\u011bl\u00e1m), pot\u00e9 cvi\u010d\u00ed spole\u010dn\u011b se studenty (my d\u011bl\u00e1me) a nakonec studenti cvi\u010d\u00ed samostatn\u011b (ty d\u011bl\u00e1\u0161). Ka\u017ed\u00e1 f\u00e1ze sni\u017euje scaffolding, jak si studenti buduj\u00ed kompetence.<\/p>\n<p>Pro u\u010ditele angli\u010dtiny jako druh\u00e9ho jazyka (ESL) je f\u00e1ze \u201ed\u011bl\u00e1me\u201c m\u00edstem, kde se kouzlo d\u011bje. Je to f\u00e1ze \u0159\u00edzen\u00e9 praxe, kde m\u016f\u017eete pozorovat studenty, v re\u00e1ln\u00e9m \u010dase opravovat nedorozum\u011bn\u00ed a poskytovat c\u00edlenou podporu. Usp\u011bchanost t\u00e9to f\u00e1ze nebo jej\u00ed \u00fapln\u00e9 vynech\u00e1n\u00ed je jednou z nej\u010dast\u011bj\u0161\u00edch chyb ve v\u00fduce ESL.<\/p>\n<p>Praktick\u00fd p\u0159\u00edklad postupn\u00e9ho uvol\u0148ov\u00e1n\u00ed v hodin\u011b psan\u00ed:<\/p>\n<ol>\n<li><strong>J\u00e1 d\u011bl\u00e1m:<\/strong> P\u0159edve\u010fte psan\u00ed odstavce s t\u00e9matickou v\u011btou, dopl\u0148uj\u00edc\u00edmi detaily a z\u00e1v\u011bre\u010dnou v\u011btou. B\u011bhem psan\u00ed vypr\u00e1v\u011bjte sv\u00e9 my\u0161lenky.<\/li>\n<li><strong>D\u011bl\u00e1me:<\/strong> Druh\u00fd odstavec napi\u0161te spole\u010dn\u011b s t\u0159\u00eddou, studenti budou p\u0159isp\u00edvat n\u00e1pady, zat\u00edmco vy budete v\u00e9st strukturu textu.<\/li>\n<li><strong>D\u011bl\u00e1te (podporov\u00e1no):<\/strong> Studenti p\u00ed\u0161\u00ed vlastn\u00ed odstavce s r\u00e1me\u010dky v\u011bt, slovn\u00edkem a kontroln\u00edm seznamem.<\/li>\n<li><strong>D\u011bl\u00e1te (nez\u00e1visle):<\/strong> Studenti p\u00ed\u0161\u00ed bez le\u0161en\u00ed a demonstruj\u00ed, co si internalizovali.<\/li>\n<\/ol>\n<p>Model postupn\u00e9ho uvol\u0148ov\u00e1n\u00ed funguje pro ka\u017edou dovednost: \u010dten\u00ed, psan\u00ed, mluven\u00ed, poslech, gramatiku a v\u00fdslovnost. Kl\u00ed\u010dem je v\u011bd\u011bt, kdy uvolnit a kdy st\u00e1hnout. Pokud maj\u00ed studenti b\u011bhem samostatn\u00e9ho procvi\u010dov\u00e1n\u00ed pot\u00ed\u017ee, je to sign\u00e1l k n\u00e1vratu k \u0159\u00edzen\u00e9mu procvi\u010dov\u00e1n\u00ed \u2013 ne ne\u00fasp\u011bch, ale informace o tom, v jak\u00e9 f\u00e1zi procesu u\u010den\u00ed se nach\u00e1zej\u00ed.<\/p>\n<h2>Le\u0161en\u00ed v akci: P\u0159\u00edklad z u\u010debny<\/h2>\n<p>Pod\u00edvejte se na toto video a prohl\u00e9dn\u011bte si v\u00fduku gramotnosti v r\u00e1mci scaffoldingu pro studenty angli\u010dtiny v re\u00e1ln\u00e9m prost\u0159ed\u00ed u\u010debny:<\/p>\n<div style=\"text-align:center\">\n<div class=\"entry-content-asset videofit\"><iframe loading=\"lazy\" title=\"V\u00fduka gramotnosti pro studenty angli\u010dtiny\" width=\"720\" height=\"405\" src=\"https:\/\/www.youtube.com\/embed\/Ivmbm8fA2pQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/div>\n<h2>Technologie jako n\u00e1stroj le\u0161en\u00ed<\/h2>\n<p>Digit\u00e1ln\u00ed n\u00e1stroje mohou p\u0159i z\u00e1m\u011brn\u00e9m pou\u017e\u00edv\u00e1n\u00ed zes\u00edlit scaffolding. P\u0159ekladatelsk\u00e9 aplikace, funkce p\u0159evodu textu na \u0159e\u010d, digit\u00e1ln\u00ed grafick\u00e9 organiz\u00e9ry a interaktivn\u00ed platformy pro slovn\u00ed z\u00e1sobu slou\u017e\u00ed jako scaffolding, ke kter\u00e9mu mohou studenti p\u0159istupovat samostatn\u011b.<\/p>\n<p>N\u011bkter\u00e9 efektivn\u00ed technologick\u00e9 podklady pro v\u00fduku angli\u010dtiny jako druh\u00e9ho jazyka:<\/p>\n<ul>\n<li><strong>P\u0159eklada\u010d Google<\/strong> \u2014 Ne jako n\u00e1hrada za u\u010den\u00ed, ale jako rychl\u00e1 pom\u016fcka pro rychl\u00fd p\u0159ehled, kdy\u017e se studenti p\u0159i samostatn\u00e9m \u010dten\u00ed setkaj\u00ed s nezn\u00e1m\u00fdmi slovy.<\/li>\n<li><strong>Padlet nebo Jamboard<\/strong> \u2014 Digit\u00e1ln\u00ed prostory pro spolupr\u00e1ci, kde mohou studenti p\u0159isp\u00edvat n\u00e1pady vizu\u00e1ln\u011b i textov\u011b, \u010d\u00edm\u017e se sni\u017euje tlak na verb\u00e1ln\u00ed \u00fa\u010dast.<\/li>\n<li><strong>Newsela nebo ReadWorks<\/strong> \u2014 Tyto platformy nab\u00edzej\u00ed stejn\u00fd \u010dl\u00e1nek na v\u00edce \u00farovn\u00edch \u010dten\u00ed, co\u017e v\u00e1m umo\u017e\u0148uje vytv\u00e1\u0159et scaffolding \u00fapravou slo\u017eitosti textu, nikoli obsahu.<\/li>\n<li><strong>N\u00e1stroje pro nahr\u00e1v\u00e1n\u00ed hlasu<\/strong> \u2014 Aplikace, kter\u00e9 student\u016fm umo\u017e\u0148uj\u00ed nahr\u00e1vat a znovu nahr\u00e1vat jejich projevy, jim poskytuj\u00ed \u010das na soukrom\u00e9 procvi\u010dov\u00e1n\u00ed p\u0159ed sd\u00edlen\u00edm s t\u0159\u00eddou.<\/li>\n<\/ul>\n<p>The <a href=\"https:\/\/www.cambridge.org\/elt\" target=\"_blank\" rel=\"noopener\">Cambridgesk\u00fd r\u00e1mec pro v\u00fduku angli\u010dtiny<\/a> poznamen\u00e1v\u00e1, \u017ee technologick\u00e9 scaffoldy jsou nej\u00fa\u010dinn\u011bj\u0161\u00ed, kdy\u017e u\u010ditel\u00e9 explicitn\u011b u\u010d\u00ed studenty, jak je pou\u017e\u00edvat, stanov\u00ed jasn\u00e1 o\u010dek\u00e1v\u00e1n\u00ed ohledn\u011b toho, kdy a jak by m\u011bly b\u00fdt pou\u017e\u00edv\u00e1ny, a postupn\u011b sni\u017euj\u00ed jejich pou\u017e\u00edv\u00e1n\u00ed s rostouc\u00ed \u00farovn\u00ed znalost\u00ed.<\/p>\n<h2>V\u011bd\u011bt, kdy odstranit le\u0161en\u00ed<\/h2>\n<p>Le\u0161en\u00ed, kter\u00e9 nikdy nespadne, nen\u00ed le\u0161en\u00ed \u2013 je to trval\u00e1 berli\u010dka. Cel\u00fd smysl le\u0161en\u00ed spo\u010d\u00edv\u00e1 v tom, \u017ee je do\u010dasn\u00e9. Jak si studenti osvojuj\u00ed dovednosti, podp\u011bry by m\u011bly postupn\u011b sl\u00e1bnout, dokud student nebude schopen \u00fakol vykon\u00e1vat samostatn\u011b.<\/p>\n<p>Mezi zn\u00e1mky toho, \u017ee je student p\u0159ipraven na odstran\u011bn\u00ed z podkladov\u00e9 struktury, pat\u0159\u00ed konzistentn\u00ed p\u0159esnost bez odkazov\u00e1n\u00ed na oporu, autokorekce bez podn\u011bcov\u00e1n\u00ed a schopnost p\u0159en\u00e9st dovednost do nov\u00fdch kontext\u016f. Kdy\u017e si t\u011bchto zn\u00e1mek v\u0161imnete, postupn\u011b zmen\u0161ujte podkladovou strukturu. Nahra\u010fte v\u011btn\u00e9 r\u00e1mce otev\u0159en\u00fdmi podn\u011bty. P\u0159ejd\u011bte od \u0159\u00edzen\u00e9ho procvi\u010dov\u00e1n\u00ed k samostatn\u00e9mu procvi\u010dov\u00e1n\u00ed. Odstra\u0148te slovn\u00ed z\u00e1sobu, ale ponechte grafick\u00fd organiz\u00e9r. Ka\u017ed\u00fd mal\u00fd krok buduje sebev\u011bdom\u00ed a autonomii.<\/p>\n<p>Pokud m\u00e1 student po odstran\u011bn\u00ed le\u0161en\u00ed pot\u00ed\u017ee, nen\u00ed to ne\u00fasp\u011bch. Do\u010dasn\u011b znovu zave\u010fte oporu a zkuste to pozd\u011bji. Osvojov\u00e1n\u00ed jazyka nen\u00ed line\u00e1rn\u00ed a flexibilita je sou\u010d\u00e1st\u00ed dobr\u00e9 v\u00fduky.<\/p>\n<h2>D\u00e1t to v\u0161echno dohromady<\/h2>\n<p>Scaffolding nen\u00ed jedin\u00e1 strategie \u2013 je to zp\u016fsob my\u0161len\u00ed. Znamen\u00e1 to neust\u00e1le se pt\u00e1t sami sebe: \u201eCo tento student pot\u0159ebuje k p\u0159\u00edstupu k tomuto obsahu pr\u00e1v\u011b te\u010f?\u201c N\u011bkdy je odpov\u011bd\u00ed v\u011btn\u00fd r\u00e1mec. N\u011bkdy je to vizu\u00e1ln\u00ed pom\u016fcka. N\u011bkdy je to partnersk\u00e1 diskuse nebo modelov\u00fd p\u0159\u00edklad. Nejlep\u0161\u00ed u\u010ditel\u00e9 angli\u010dtiny jako druh\u00e9ho jazyka pou\u017e\u00edvaj\u00ed v r\u00e1mci jedn\u00e9 lekce v\u00edce strategi\u00ed scaffoldingu a vrstv\u00ed podp\u016frn\u00e9 prvky tak, aby ka\u017ed\u00fd student v m\u00edstnosti m\u011bl cestu k \u00fasp\u011bchu.<\/p>\n<p>Za\u010dn\u011bte s jednou nebo dv\u011bma strategiemi z tohoto \u010dl\u00e1nku a od nich se budujte. V\u0161\u00edmejte si, na kter\u00e9 metody scaffoldingu va\u0161i studenti reaguj\u00ed a na kter\u00e9 rychle vyrostou. Postupem \u010dasu se metody scaffoldingu stanou va\u0161\u00ed druhou p\u0159irozenost\u00ed \u2013 ne n\u011b\u010d\u00edm, co p\u0159id\u00e1te do sv\u00fdch pl\u00e1n\u016f hodin, ale n\u011b\u010d\u00edm, co je sou\u010d\u00e1st\u00ed va\u0161eho zp\u016fsobu v\u00fduky.<\/p>","protected":false},"excerpt":{"rendered":"<p>Pokud jste n\u011bkdy vid\u011bli studenta angli\u010dtiny jako druh\u00e9ho jazyka, jak bezv\u00fdrazn\u011b z\u00edr\u00e1 na \u010dten\u00fd text nebo se zasekne b\u011bhem mluven\u00e9ho projevu, u\u017e ch\u00e1pete, pro\u010d je scaffolding d\u016fle\u017eit\u00fd. Scaffolding nespo\u010d\u00edv\u00e1 v zjednodu\u0161ov\u00e1n\u00ed obsahu \u2013 jde o budov\u00e1n\u00ed do\u010dasn\u00fdch opor, aby studenti mohli dos\u00e1hnout c\u00edl\u016f, kter\u00fdch by sami nedos\u00e1hli. Pokud se to d\u011bl\u00e1 dob\u0159e,\u2026<\/p>","protected":false},"author":1,"featured_media":1841,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"footnotes":""},"categories":[30],"tags":[360,313,354,318,361,355,358,352,55,359,353,357,356,53],"class_list":["post-1866","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-article-posts","tag-cooperative-learning","tag-differentiated-instruction","tag-ell-instruction","tag-english-language-learners","tag-esl-best-practices","tag-esl-classroom-activities","tag-esl-lesson-planning","tag-esl-scaffolding","tag-esl-teaching","tag-graphic-organizers","tag-scaffolding-strategies","tag-sentence-frames","tag-visual-scaffolding","tag-vocabulary-building"],"_links":{"self":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts\/1866","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/comments?post=1866"}],"version-history":[{"count":3,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts\/1866\/revisions"}],"predecessor-version":[{"id":2251,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts\/1866\/revisions\/2251"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/media\/1841"}],"wp:attachment":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/media?parent=1866"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/categories?post=1866"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/tags?post=1866"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}