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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 instructional materials in students’ native languages, relying too heavily on translations can hinder ELLs’ progress in developing language proficiency and content mastery.
In a recent faculty meeting at our school led by Director Adrienne Viscardi, we discussed the importance of using morphology and concept circles to deepen students’ understanding of academic language. These strategies are powerful, but the conversation highlighted a bigger issue: the misconception that translating content is the go-to scaffold for ELLs. While translations can serve as temporary support, they can have unintended negative effects if overused, such as slowing students’ English acquisition and preventing them from engaging fully in classroom discourse.
Why translations alone aren’t 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 proficiency, allowing students to rely on their first language rather than building the skills to access content in English. As a result, students may struggle to participate in classroom discussions, access higher-order thinking tasks, and meet grade-level expectations.
Instead of defaulting to translations, it’s important to consider a range of scaffolding strategies that build both language and content knowledge. These approaches vary by subject area but are essential for integrating ELLs into the academic learning process.
Effective scaffolds for ELLs by content area
1. Social studies
Social studies classrooms are vocabulary-heavy and context-dependent, which can pose a challenge for ELLs. Consider these scaffolds:
- Visuals and timelines: Use maps, historical images, and timelines to anchor content in visual references.
- Sentence starters and word banks: Provide structured sentence frames that encourage ELLs to engage in academic discourse, focusing on key terms and concepts.
- Collaborative learning: Pairing students with supportive peers can encourage discussion and understanding of complex ideas.
2. Math
Though math is often seen as a universal language, the academic vocabulary can create significant barriers for ELLs.
- Manipulatives and visual aids: Use hands-on materials like fraction tiles, number lines, or geometric shapes to illustrate concepts.
- Step-by-step instructions: Scaffold instructions with clear, sequential steps. Breaking down complex problems helps ELLs process each part.
- Vocabulary focus: Teach the language of math problems explicitly, focusing on words like “sum,” “difference,” or “product.”
3. Science
Science combines technical terms with abstract concepts, making it a tough subject for ELLs to navigate without support.
- Anchor charts and visual models: Create posters or digital anchor charts to display 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 charts that categorize processes like the scientific method or life cycles.
4. English
In an English classroom, the goal is not just language proficiency but also critical thinking and analysis.
- Morphology and word roots: Building from our recent faculty 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 engage with the material.
- Sentence frames and discussion starters: Provide structured ways for students to enter academic conversations, using scaffolds that allow them to practice complex thinking in English.
Tier 1 and Tier 2 support
ELLs benefit from scaffolding that is woven into everyday classroom instruction. For Tier 1 support, incorporating visuals, structured notes, and modeling in 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 scaffold effectively for ELLs:
- WIDA Can Do Descriptors: This tool provides guidelines on what ELLs can do at each language proficiency level, offering tailored support strategies.
- Colorín Colorado: A bilingual site filled with resources and tips for teachers, offering ways to integrate language and content learning.
- Understanding Language (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 ELLs build the skills they need to succeed in English. By implementing scaffolds that differentiate instruction across content areas, teachers can ensure that ELLs are both learning the language and mastering academic content.
Supporting ELLs is a challenge, but it is also an opportunity to create a more inclusive, effective classroom. By using strategies that focus on both language and content, we can help all students thrive.
