Beyond Translations: Effective Scaffolds to Support ELLs
By Timothy Montalvo
Montalvo cautions teachers about overusing translation as a means of assisting MLs in learning academic content because it can actually slow language acquisition and limit interaction between students. Constant use of a student’s native language may also give a false sense of accomplishment in a subject while hindering mastery.
To avoid these issues, Montalvo lists alternate approaches by subject area for content teachers.
- Social studies can be difficult because it contains a lot of vocabulary and context, so a teacher could use timelines and visuals such as maps, word banks for important vocabulary and sentence frames, or peer support
- Math vocabulary needs to be taught directly and instructions must be given for every step of complex problems. Visual aids and manipulatives can aid in comprehension.
- Science contains a lot of technical terms, but these can be learned through posters and anchor charts that visualize the concepts. Experiments and other hands-on experiences along with graphic organizers can assist in comprehension.
- English classes involve critical thinking and analysis. Learning about prefixes, suffixes and word roots may help. Leveled readings for any text and discussion starters can enhance higher-level thinking.
Montalvo also recommends Tier 1 and Tier 2 support and lists three resources for more scaffolding ideas.
- WIDA Can Do Descriptors
- Colorín Colorado
- Understanding Language (Stanford University)
Since the goals for MLs are to not only help them learn content, but also build their English skills, these and other scaffolds are recommended as alternatives to overreliance on the students’ home language.
