Applying Scaffolding in Programs with English Language Learners

There are a couple of scaffolding techniques that work particularly well when applying scaffolding in programs with English Language Learners (ELLs). Though ELL students benefit from effective teaching like all learners do, they need it to be even more so as they’re working on achieving both their content area learning and English learning.

The journal article “Scaffolding Instruction for English Language Learners: A Conceptual Framework” suggests using approaches called modeling and bridging. The first one, modeling, is where kids are provided examples of what it is they’re learning. Children can then see and hear what it looks like. The saying “don’t tell me; show me” is the perfect adage for this scaffolding approach.

The second one, bridging, is when students apply their previous knowledge. Using anticipatory guides are a good way to implement bridging. For instance, at the start of a new topic, the teacher asks students to complete a two-column guide. In one column, the kids are asked what they know about a topic and in the other, what they would like to know about it. When bridging is used for the first time, it sometimes throws students off, as they’re more accustomed to just listening to the teacher talk about the subject matter. Many, then, are surprised to see that they actually know more than they thought.

The third, according to Edutopia, a division of the George Lucas Educational Foundation (GLEF), is giving students time to talk. All students need time to process new information, and this is even more important for ELLs. Teachers who don’t allow for more talk time are missing the opportunity for students to gain confidence in their verbal abilities.

Scaffolding is also recommended when giving feedback. Traditionally, feedback is given at a module’s end. A report by the TEAN Journal states that it’s more effective to weave it into the course, itself, and that it also needs to be more self-regulatory.

Finding educational programs that support ELL students’ first language, such as The Latino Family Literacy Project, can make an enormous difference on their academic and language acquisition success.