<![CDATA[In Maritime English classrooms, first-year cadets often encounter difficulties in adjusting from general English vocabulary to specialized maritime terminology. Although they possess basic English proficiency, many cadets are not yet familiar with maritime-specific terms whose meanings differ from everyday usage. Consequently, they must relearn and internalize new lexical items as part of their professional language development. This situation highlights the need for classroom support to facilitate terminology transition in English for Specific Purposes (ESP) contexts. This study aims to examine the types of interactional scaffolding employed by a lecturer in Maritime English classrooms and to explore how such scaffolding supports first-year deck cadets in developing maritime terminology. This research adopted a descriptive qualitative design involving one lecturer and first-year deck cadets at PIP Makassar. Data were collected through classroom video recordings and semi-structured interviews. The findings reveal that the lecturer employed various scaffolding strategies, including contextual framing, elicitation, repetition, clarification, and guided correction. These strategies were effective in assisting cadets to recognize differences between general English and maritime terminology and to gradually replace familiar vocabulary with appropriate maritime terms. The scaffolding process encouraged active participation and supported the development of lexical awareness in specialized maritime contexts.Interview findings further indicate that cadets perceived scaffolding strategies as supportive and helpful in enhancing their confidence and independent terminology use. The study concludes that interactional scaffolding plays a significant role in facilitating maritime terminology development in early-stage Maritime English classrooms.]]>
