Scaffolding ELLs for Writing and Vocabulary Success
This paper examines research-based scaffolding strategies designed to support English Language Learners (ELLs) in developing writing and language proficiency. Drawing on August and Fenner (2014), the paper outlines four interconnected instructional approaches: academic vocabulary instruction using multiple modalities, integration of oral and written language into content-area teaching, structured multifaceted reading opportunities aligned with Common Core standards, and regular writing practice supported by language-based scaffolds. Together, these strategies provide a comprehensive framework for helping ELLs access complex texts, build academic language, and develop independent writing skills across grade levels.
- Introduction to Scaffolding for English Language Learners: Overview of scaffolding framework for ELL instruction
- Instruction in Academic Vocabulary: Multimodal strategies for teaching academic vocabulary
- Integration of Oral and Written Language in Content-Area Teaching: Combining oral and written language in content lessons
- Providing Structured Opportunities for Multifaceted Reading: Multiple reading purposes aligned with Common Core standards
- Providing Structured Opportunities for Writing: Scaffolded writing tasks using language supports and peer collaboration
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What makes this paper effective
- The paper organizes four distinct instructional strategies into clearly labeled sections, making the argument easy to follow and reference.
- Each section moves from general research rationale to concrete classroom-level examples, grounding abstract principles in observable practice.
- The consistent citation of August and Fenner (2014) anchors every claim in a recognized scholarly source, lending credibility to the recommendations.
Key academic technique demonstrated
The paper effectively uses parallel structure across all four strategy sections: each begins with a statement of research alignment, lists the key techniques, and then illustrates those techniques with prototype lesson examples. This consistent pattern helps readers compare strategies and signals a methodical, evidence-based approach to ELL instruction.
Structure breakdown
The paper opens with a brief framing of the scaffolding topic, then dedicates one section each to vocabulary instruction, integrated language instruction, reading, and writing. The writing section is the most developed, distinguishing between short constructed-response tasks and longer writing assignments. The paper closes with a single reference, indicating this is a focused summary or review rather than a broad literature survey.
Introduction to Scaffolding for English Language Learners
Effective scaffolding for English Language Learners (ELLs) requires a coordinated set of instructional strategies that support vocabulary development, oral and written language integration, structured reading, and purposeful writing. The approaches described here draw on the research-aligned framework presented by August and Fenner (2014) and are designed to help ELLs access complex texts and develop academic language across content areas.
Instruction in Academic Vocabulary
The selection of vocabulary for teaching is predicated on its significance for comprehending the text and its frequent appearance within texts at the designated grade level. The strategies employed to instruct academic vocabulary in these lessons remain consistent: utilizing engaging informational texts as a foundation for intensive vocabulary teaching, identifying a limited set of academic vocabulary words for in-depth instruction, teaching vocabulary comprehensively through multiple modalities (writing, listening, and speaking), and equipping students with word-learning strategies so they can decipher word meanings independently.
Engaging texts serve as a platform for rigorous vocabulary instruction, encompassing pre-teaching of conceptually complex vocabulary, exposing students to target words in diverse contexts, and fostering deep comprehension of word meanings. Vocabulary of lesser complexity is conveyed by embedding comprehensible definitions into the text and surrounding discourse. Instruction maintains its intensity as students acquire vocabulary through glossaries and text-dependent questions centered on word and phrase meanings.
Multiple modalities — including language, gestures, and visuals — are employed by educators to clarify word meanings. Furthermore, students are equipped with word-learning strategies that leverage context, cognate knowledge, dictionaries, and morphology to help them deduce the meanings of unfamiliar words and phrases (August & Fenner, 2014).
Integration of Oral and Written Language in Content-Area Teaching
The techniques employed to integrate oral and written language into content-area instruction align with recent research findings. These techniques encompass the strategic use of instructional tools — such as visuals, short videos, and graphic organizers — to anchor instruction and facilitate students' content comprehension. Content-specific academic vocabulary and the overarching academic language that supports it are systematically introduced during content-area lessons. Students are encouraged to participate in daily discussions related to the subject matter in pairs and small groups, with opportunities for writing exercises to deepen their understanding of the content.
For example, lessons strategically employ instructional tools such as short videos, visuals, and graphic organizers to enhance the comprehensibility of text and discourse. Supplementary questions guide students toward answers to broader text-dependent questions, and glossaries define words and phrases critical for understanding the text. These lessons systematically teach and provide opportunities for students to use content-specific and general academic vocabulary before, during, and after close reading activities. Nearly all instructional activities allow students to expand their learning by composing constructed responses to questions while reading narratives, informational or explanatory texts, and arguments related to the anchor text (August & Fenner, 2014).
References
August, D., & Fenner, D. S. (2014). Scaffolding instruction for English language learners: A resource guide for English language arts. Center for English Language Learners.
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