Effective Scaffolds to Support ELLs

Key points:

As schools continue to serve an increasingly diverse student body, many educators face the challenge of meeting the needs of English language learners (ELLs) in content-rich classrooms. While it may seem convenient to provide educational materials in students' native languages, relying too much on translations can hinder ELLs' progress in developing language proficiency and content mastery.

At a recent teacher meeting at our school led by Principal Adrienne Viscardi, we discussed the importance of using concept circles and morphology to deepen students' understanding of academic language. These strategies are powerful, but the conversation highlighted a larger problem: the misconception that translating content is the scaffolding ELLs rely on. While translations can serve as a temporary support, they can have unintended negative effects if used excessively, such as slowing students' acquisition of English and preventing them from fully participating in classroom discourse.

Why translations alone are not enough

ELLs need opportunities to practice English in meaningful contexts. Providing content in Spanish – or any other native language – can create a false sense of mastery, allowing students to rely on their first language instead of developing the skills to access content in English. As a result, students may have difficulty participating in classroom discussions, accessing higher-order thinking tasks, and meeting grade-level expectations.

Rather than opting for translations, it is important to consider a variety of scaffolding strategies that develop both language and content knowledge. These approaches vary by subject area, but are essential for integrating ELLs into the academic learning process.

Effective Structures for ELL Students by Content Area

1. Social studies

Social studies classrooms are vocabulary-heavy and context-dependent, which can be challenging for ELL students. Consider these scaffolds:

• Images and schedules– Use maps, historical images, and timelines to anchor content in visual references.
• Sentence starters and word banks: Provide structured sentence frames that encourage ELL students to participate in academic discourse, focusing on key terms and concepts.
• Collaborative learning: Bringing students together with supportive peers can foster discussion and understanding of complex ideas.

2. Mathematics

Although mathematics is often considered a universal language, academic vocabulary can create significant barriers for ELL students.

• Manipulatives and visual aids.: Use hands-on materials such as fraction worksheets, number lines, or geometric shapes to illustrate concepts.
• Step by step instructions: Scaffolding instructions with clear and sequential steps. Analyzing complex problems helps ELLs process each part.
• Vocabulary focus: Explicitly teach the language of mathematical problems, focusing on words such as “sum,” “difference,” or “product.”

3. Science

Science combines technical terms with abstract concepts, making it a difficult subject for ELL students to tackle without support.

• Anchor charts and visual models.: Create posters or digital anchor charts to showcase important vocabulary and concepts.
• Experiments and demonstrations.: Providing hands-on experiences allows students to observe and understand scientific principles without needing to rely solely on language.
• Graphic organizers: Help students organize information visually through graphs that categorize processes such as the scientific method or life cycles.

4. english

In an English classroom, the goal is not only language proficiency but also critical thinking and analysis.

• Morphology and roots of words.: From our recent teacher meeting, teaching students to break down words by prefixes, suffixes, and roots can help them decode unfamiliar terms.
• Leveled reading materials.: Offer different versions of the same text at various reading levels so that all students can interact with the material.
• Sentence Frames and Discussion Starters: Provide structured ways for students to initiate academic conversations, using structures that allow them to practice complex thinking in English.

Level 1 and Level 2 Support

ELLs benefit from scaffolding integrated into daily classroom instruction. For Tier 1 support, incorporating visuals, structured notes, and examples into whole group instruction can make content more accessible. For Tier 2, targeted small group instruction can focus on building vocabulary and reinforcing key concepts.

Resources for teachers

There are numerous resources available to help teachers effectively develop for ELL students:

• WIDA can make descriptors: This tool provides guidelines for what ELLs can do at each level of language proficiency, offering personalized support strategies.
• Colorin Colorado: A bilingual site full of resources and advice for teachers, offering ways to integrate language and content learning.
• Language Comprehension (Stanford University): A site dedicated to improving ELL instruction by offering tools and strategies that promote deeper content learning.

A Balanced Approach to Supporting ELLs

While it's tempting to rely on translations as a quick fix, the long-term goal should be to help ELL students develop the skills they need to be successful in English. By implementing scaffolds that differentiate instruction across content areas, teachers can ensure that ELLs learn language and master academic content.

Supporting ELLs is a challenge, but it is also an opportunity to create a more inclusive and effective classroom. By using strategies that focus on both language and content, we can help all students thrive.