Scaffolding and Curriculum Coherence in a Mission-Driven English Program: A Case Study at Handong Global University

Authors

  • Vincentia Putri Jakarta International University

DOI:

https://doi.org/10.33541/jet.v12i2.8436

Keywords:

Christian higher education, level-based English program, scaffolding, curriculum coherence

Abstract

This study examines scaffolding practices and curriculum coherence in the level-based English program at Handong Global University (HGU), a Christian institution in South Korea. It seeks to explore how the program is designed and experienced through curriculum documents, faculty perspectives, and student accounts, and to analyze how Christian mission shapes program strengths and areas for refinement. A qualitative case study design was employed, using semi-structured student interviews, faculty conversations, and document analysis. The findings show that the program, which comprises English Foundation, English Communication, English Reading and Composition, and English for Academic Purposes functions as a progressive academic pathway to develop academic discourse skills. Scaffolding practices operate within a coherent curriculum structure, while Christian values are enacted through relational pedagogy and faculty care to support intellectual growth and belonging. Areas for improvement include feedback consistency and clearer communication of level progression. The study offers insights for mission-driven institutions that seek to strengthen curriculum alignment and scaffolded English instruction for diverse learners.

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Published

2026-06-30

Issue

Vol. 12 No. 2 (2026): Journal of English Teaching

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