GENDER AND SCAFFOLDING: THEORETICAL FOUNDATIONS OF AN INTEGRATIVE APPROACH

This article examines the theoretical foundations for integrating gender-aware perspectives with scaffolding pedagogies in higher education language instruction. Drawing on sociocultural theory, gender studies, and contemporary scaffolding frameworks, the paper develops a conceptual model that explicates how gender-sensitive scaffolding can enhance oral communicative competence. Methodologically, a systematic literature review and conceptual analysis were used to synthesize evidence and derive operational principles. Results identify core mechanisms—adaptive support, identity-sensitive interactional patterns, and inclusive assessment—that mediate the relationship between gender-aware scaffolding and student oral performance. The discussion highlights implications for instructional design, teacher training, and future empirical validation. Limitations and directions for further research are outlined.