柳淑瑛编著的《支架式语言教与学》以苏俄心理学家维果茨基(Vogotsky)提出的“脚手架”原理为主体框架。脚手架一词原指建筑学中辅助建筑工人建造房屋用的脚手架，随着工程任务的完成，脚手架就被撤离，建筑物自己矗立。脚手架概念在教育中的应用起源于苏俄心理学家维果茨基(Vogotsky)的最近发展区(Zone of Proximal Development)理论，1976年教育心理学家Wood，Bruner以及ROSS也将其引用过来，主要意义指：儿童内在的心理能力的成长有赖成人或能力较强的同伴的帮助或协助，而这种帮助应该建立在学习者当时的认知组织特质上。在这个过程中，儿童需要一定的支持才能从现在的认知水平发展到潜在的认知水平。当学习者认知能力不断增强，学习过程逐渐内化以后，支持就逐渐淡出。这种由别人提供并在儿童认知水平提高的过程中逐渐淡出的认知支持称之为“脚手架”。

《支架式语言教与学》共10章。编排理念遵循苏俄心理学家维果茨基“脚手架”原理，“脚手架“支持的学习环境已成为目前学习环境设计的热点。第一章叙述了脚手架的原理、特征以及在英语学习中的作用；第二章以任务和活动为主题，探讨了如何设计任务活动才能为语言学习者的语言学习搭建一个有力的支架；第三到第六章主要从听、说、读、写方面来探讨如何为学习者搭建一个情境、学习的认知支架；后面4章集中讨论了教师如何设计问题、梳理教材及怎样进行课堂研究，每一章都辅以具体的案例做支撑。

《支架式语言教与学》由柳淑瑛编著。

Chapter 1 Scaffolding: Give Support to Young Learners

 I Scaffolding

1.1 What is scaffolding

1.2 Vygotsky's theory and learning

1.3 Features of scaffolding

 II Young Learners

2.1 Characteristics of young learners

2.2 Theory on child language learning

2.3 Learning a second language/a foreign language

2.4 Requirement of new English curriculum

 III Scaffolding to young learners

3.1 What scaffolding means to the young learners in the classroom

3.2 Scaffolding young learners in language learning

3.3 Scaffolding from teachers, peers and visual aids

3.4 Scaffolding through interaction

3.5 Scaffolding by creating a supportive language learning environment

 IV Roles of language teachers in scaffolding

4.1 knowing young learners

4.2 Scaffolding young learners

 V A case of scaffolding young learners in classroom teaching

Chapter 2 Scaffolding Young Learners through tasks and activities

Chapter 3 Scaffolding Young Learners in Developing Listening Skills

Chapter 4 Scaffolding young learners in articulating their ideas

Chapter 5 Scaffolding Young Learners in Developing Reading Skills

Chapter 6 Scaffolding young learners in Developing writing skills

Chapter 7 Scaffolding Young Learners in learning vocabulary

Chapter 8 Scaffolding Young learners in grammar learning

Chapter 9 Scaffolding Young Learners through questioning

Chapter 10 Scaffolding Young Learners through adapting materials

Chapter 11 What language teachers should do before they provide a scaffold for young learners

Chapter 12 Classroom research

Main reference

Ackknowledgements