Scaffolding Strategies for

English Language Learners

Bernice Moro, Ph.D.
NYC RBERN@Fordham University
Learning & Language Objectives
• Identify the purpose of scaffolding
• Describe the six scaffold strategies and the
various activities that can be used to facilitate
academic language for ELLs
• Use the Bilingual Common Core language
progressions to differentiate instruction for ELLs
• Explain which scaffold strategies and activities
can address each of the Bilingual Common
Core language progressions for ELLs
• Use content vocabulary orally and in writing
• Use oral and written language to describe,
identify, explain
Scaffolding: An Overview

• Scaffolding is a term used to describe

appropriate assistance provided to students to
learn what alone would have been too difficult
for them to learn on their own
• Theorist that influenced this method:
 Led Vygotsky (1896-1934), Russian
Psychologist, introduced concept of
zone of proximal development
(ZPD)
Zone of Proximal Development
Scaffolding: An Overview
 Stephen Krashen, a researcher in
second language acquisition, introduced
theory of comprehensible input

 Jerome Bruner, researcher in cognitive and

educational psychology, coined the term as a
description of the kind of assistance given by
the teacher or more knowledgeable peer in
providing comprehensible input and moving the
learner into the zone of proximal development
Scaffolding is…
Scaffolding is tutorial behavior that is
contingent, collaborative and
interactive
 Contingent: action depends on / influences /
is influenced by other actions;

 Collaborative: end result is jointly achieved;

 Interactive: includes activities of two or more

people who are mutually engaged.

Walqui, Aida, The International Journal of Bilingual Education and Bilingualism.

Vol. 9, No. 2 (2006).
Sources of Scaffolding

• Four sources of scaffolding:

assisted by an expert (e.g. teacher);
collaborating with other learners;
assisting a lower-level learner;
working alone – internalized
practice, inner speech, etc., are
employed. p. 168

Walqui, Aida, The International Journal of Bilingual Education and

Bilingualism. Vol. 9, No. 2 (2006).
Six Scaffolding Strategies for ELLs

Modeling

Developing Bridging
Metacognition

Text Representation Contextualizing

Schema Building
Modeling

Students need to be
given clear examples of
what is required of
them.

http://www.cfn609.org/uploads/4/6/9/6/4696562/sixscaffoldingstrategiesforells.pdf
Bridging

• New concepts need to be built on

previous knowledge and
understanding. Weave new
information into existing mental
structures.

http://www.cfn609.org/uploads/4/6/9/6/4696562/sixscaffoldingstrategiesforel
ls.pdf
Contextualization

• Provide verbal contextualization by

creating analogies based on student
experiences.
• Embed academic language in sensory
context by using pictures, manipulatives,
film [without sound], authentic objects
and source of information

http://www.cfn609.org/uploads/4/6/9/6/4696562/sixscaffoldingstrategiesforells.pdf
Schema Building

Schema are clusters of meaning that

are interconnected. Students need to
see the connections. Some examples
of things a teacher can do:
preview the text;
• note headings,
• captions,
• titles of charts, etc.

http://www.cfn609.org/uploads/4/6/9/6/4696562/sixscaffoldingstrategiesforells.pdf
Text
Representation

Transform linguistic constructions

found modeled in one genre into
forms used in another genre.
Example: short stories or
historical essays into dramas or
personal narratives

http://www.cfn609.org/uploads/4/6/9/6/4696562/sixscaffoldingstrategiesforells.pdf
Developing Metacognition

• Involves the following:

Consciously apply the strategies while
engaging in activities
To know and to be aware of the most
effective strategy for the particular
activity
Self –monitor, evaluate and adjust
during performance and to plan future
performance based on the evaluation
after an activity
http://www.cfn609.org/uploads/4/6/9/6/4696562/sixscaffoldingstrategiesforells.pdf
What are some scaffolding
activities we can use in the
classroom?
New Terminology!

New Language Arts Progressions Formerly English as a Second

Language Learning Standards

Home Language Arts Formerly Native Language Arts

Progressions Learning Standards

New Levels!
5 Levels of Language Formerly 4 Levels (Beginning,
Progressions (Entering, Intermediate, Advanced and
Emerging, Transitioning, Proficient)
Expanding and Commanding)

Table courtesy of EngageNY

 Student Performance Descriptors for
New Language Arts Progressions
5 Levels
Entering Emerging Transitioning Expanding Commanding
When acquiring a new language, students at each level are able to demonstrate the following with their new language receptively (listening, reading)
and productively (speaking, writing).
 Recognize pre-identified  Recognize pre-identified  Recognize information  Recognize information  Recognize information
tier 1, 2 and 3 words phrases and short sentences independently independently independently
LISTENING

found in the text/context found in the text/context  Associate and organize  Associate and organize  Associate and organize
 Associate and organize  Associate and organize phrases information after teacher information independently information independently
words with support to and sentences with support to modeling to understand and using teacher provided tools with guidance from teacher
understand and analyze understand and analyze text analyze text Ko Than Nu Damaris
RECEPTIVE

the text Marco Tasfiah

 Recognize pre-identified  Recognize pre-identified  Recognize information  Recognize information  Recognize information
tier 1, 2 and 3 words phrases and short sentences independently independently independently
found in the text/context found in the text/context  Associate and organize  Associate and organize  Associate and organize
READING

 Associate and organize  Associate and organize phrases information after teacher information independently information independently
words with support to and sentences with support to modeling to gain more complex using teacher provided tools after guidance from teacher
gain more complex and gain more complex and and detailed understanding to gain more complex and to gain more complex and
detailed understanding detailed understanding and and analysis of the text detailed understanding and detailed understanding and
and analysis of the text analysis of the text Damaris analysis of the text analysis of the text
Marco Ko Than Nu Tasfiah
 Use pre-taught one word  Use provided key phrases and  Use word banks to incorporate  Use glossaries of terms to  Lead discourse
answers short sentences key vocabulary and phrases independently select and use  Participate in partnership,
SPEAKING

 Complete sentence  Complete sentence starters into their discussion new vocabulary and phrases small group and whole class
starters  Participate in partnership and  Share ideas without prompting  Initiate discourse discussions
 Participate in partnership  Participate in partnership,
PRODUCTIVE

small group discussions and support

and teacher lead small  Participate in partnership, small group and whole class
group discussions small group and whole class discussions
Marco; Tasfiah discussions Damaris; Ko Than Nu
 Complete cloze-type  Develop short paragraphs  Develop short essays or text  Develop multiple paragraph  Develop multiple paragraph
paragraphs  Use pre-identified key phrases  Use word banks to incorporate essays essays independently
WRITING

 Use pre-identified key and short sentences key vocabulary and phrases  Use a glossary of terms to
words Damaris; Ko Than Nu into their writing independently select and use
Marco new vocabulary and phrases
Tasfiah

Table courtesy of EngageNY

 Student Performance Descriptors for
Home Language Arts Progressions
5 Levels
Entering Emerging Transitioning Expanding Commanding
When developing home language, students at each level are able to demonstrate the following with their home language receptively (listening,
reading) and productively (speaking, writing).
 Recognize pre-identified  Recognize information  Recognize information  Recognize information  Recognize information
phrases and short sentences independently independently independently independently
LISTENING

found in the text/context  Associate and organize  Associate and organize  Associate and organize  Associate and organize
 Associate and organize information after information information independently information independently with
phrases and sentences with teacher modeling to independently using based on teacher guidance guidance from teacher
support to understand and understand and analyze teacher provided tools Ko Than Nu Marco Tasfiah
RECEPTIVE

analyze text text Damaris

 Recognize pre-identified tier  Recognize pre-identified  Recognize information  Recognize information  Recognize information
1, 2 and 3 words found in the information from the independently independently independently
text/context text/context  Associate and organize  Associate and organize  Associate and organize
READING

 Associate and organize words  Associate and organize information information independently information independently after
with support to gain more provided information to independently using based on teacher guidance to guidance from teacher to gain
complex and detailed gain more complex and teacher provided tools to gain more complex and more complex and detailed
understanding and analysis of detailed understanding gain more complex and detailed understanding and understanding and analysis of
the text and analysis of the text detailed understanding analysis of the text the text
Ko Than Nu Damaris and analysis of the text Marco Tasfiah
 Use provided key phrases and  Use word banks to  Use glossaries of terms to  Use glossaries of terms to  Lead discourse
short sentences incorporate key independently select and independently select and use  Participate in partnership, small
 Complete sentence starters vocabulary and phrases use new vocabulary and new vocabulary and phrases group and whole class
SPEAKING

 Participate in partnership and into their discussion phrases  Initiate and occasionally lead discussions
small group discussions  Share ideas without  Initiate discourse discourse Marco; Tasfiah
prompting and support  Participate in partnership,  Participate in partnership,
PRODUCTIVE

 Participate in small group and whole small group and whole class
partnership, small group class discussions discussions
and whole class Damaris; Ko Than Nu
discussions
 Complete cloze-type  Develop short  Develop multiple  Develop multiple paragraph  Develop multiple paragraph
paragraphs paragraphs paragraph essays essays essays independently
WRITING

 Use pre-identified key words  Use word banks to  Use a glossary of terms to  Use teacher provided tools to Tasfiah
Ko Than Nu incorporate key independently select and produce more complex and
vocabulary and phrases use new vocabulary and detailed writing
into writing phrases
Damaris; Marco
Table courtesy of EngageNY
Essential Questions for
Reflective Practitioners

• Who are our students?

• English language learners/bilingual
learners/all students
• Levels on new and home language arts
progressions
• Prior schooling, cultural considerations

• What are our long-term and short-term

goals/objectives?
• Content/literacy/new and home language
development Courtesy of EngageNY
Essential Questions for
Reflective Practitioners

• What can our students do relative to our

goals/objectives?
• Content/literacy/new and home
language development
• What is likely to be challenging for our
students relative to our goals/objectives?
• Content/literacy/new and home
language development

Courtesy of EngageNY
Essential Questions for
Reflective Practitioners

• What strategies can we use to ensure that all of

our students can engage with the activities we
organize in our classes?
• Differentiate according to new and home
language and other background factors
• How can we assess our students’ performance
relative to our goals/objectives?
• Content/literacy/new and home language
development

Courtesy of EngageNY
Think about your students….

What scaffolds can

you provide for them?

Think-Pair-Share Activity
Scaffolding Links
Resources
• EngageNY- http://www.engageny.org/
• Meeting Students’ Needs Through Scaffolding
http://www.engageny.org/sites/default/files/resource/attachments/scaffol
ding_student_needs.pdf
• Colorin Colorado- http://www.colorincolorado.org/
• Quick Reference Guide for Teachers of English Language Learners
http://www.scsk12.org/SCS/subject-areas/ESL/PDFs/3-
5_QRG_Jun_2009.pdf
• ELL/SDAIE Strategies
http://orh.sweetwaterschools.org/files/2012/06/EL-SDAIE-Strategies.pdf
• The GO TO Strategies: Scaffolding Options for Teachers of ELLs- K-12
https://www.google.com/search?q=ell+sdaie+strategies&oq=ell%2Fsda
&aqs=chrome.3.69i57j69i58j0l4.13068j0j7&sourceid=chrome&espv=21
0&es_sm=93&ie=UTF-8
• Scaffolding Language/Scaffolding Learning: Teaching Second
Language Learner in the Mainstream Classroom. Pauline Gibbons,
2002, Heinemann.
• Scaffolding Instruction for English Language Learners: A Conceptual
Framework. Aida Walqui, Vol. 9, No. 2, 2006, The International Journal
of Bilingual Education and Bilingualism
Bernice Moro, Ph.D.
[email protected]