Few empirical studies have examined practices of how teachers, student support tutors and students encourage student participation in second language (L2) interaction in upper secondary education in Sweden. A better understanding of the interactive support practices of the class participants has the potential to contribute to the development of second language education planning and delivery. The theoretical framework for this study is scaffolding theory which refers to the interactive support and social and educational support resources provided to students.

The purpose of this study is to examine practices of encouraging student participation in second language interaction from a scaffolding theoretical perspective. Participant observation and observational field notes of second language interaction conducted in Hedman’s ethnographic fieldwork in L2 classrooms in upper secondary education between 2017-2024.

Using scaffolding theory, the study advances understanding of scaffolding practices in second language interaction. In the L2 interaction, teachers, student support tutors and students acted as facilitators encouraging students to initiate narrative accounts and class participation based on their experiences and competences. The findings suggest that initiatives, support and steering by teachers, student support tutors and peer students are necessary to support student participation in L2 interaction by enhancing student participation and supportive resources of students.

Founder: Jönköping University

Project duration: 2017-2024

Project members: Karl Hedman