Triadic scaffolds

Meskill, C. (2005). Triadic scaffolds: Tools for teaching English language learners with computers. Language Learning & Technology, 9, 46-59.

The computer, teacher and a pair of students make the triadic in triadic scaffolds. The teacher supports the computer software's language through her conversations with the beginning ELL students. The "computer-supported classroom discourse" through the use of instructional conversation with the children provide the students with models of what's needed for participation in school.
The scaffolds are the words the teacher uses as models for school participation. The teacher provides scaffolds for the ELLs during their one period a day intensive English class during their computer time through modeling of the different types of language used in the mainstream classroom (and from the computer program). The students were said to be using the language they hear from the teacher and computer activities they used within a couple of days.

I could see how this can be applied to my kindergarten classroom by modeling the language commands during their time on the computer and making sure that they understand them, instead of just assuming that they should already know. Providing this scaffold through modeling the English language's forms and functions of school ("words") language in context/ during the situation, while their attention is high was a good point to mention and take note of.