WILSON, Kate; DEVEREUX, Linda. Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts. Journal of Academic Language and Learning, [S. l.], v. 8, n. 3, p. A91-A100, 2014. Disponível em: https://journal.aall.org.au/index.php/jall/article/view/353. Acesso em: 19 jul. 2024.