Scaffolding for ELs

Scaffolding...when I hear this word, I think of the small trees that were planted in my front yard. Around them, the gardeners placed metal tree stakes as supports. Scaffolds in teaching are like the stakes around the tree.

​Interestingly enough, it is suggested that the sooner the stakes are removed, the sooner the plant can develop a strong trunk and root system. And staking a tree that does not need it can do more harm than good. So in essence, though stakes in general seem like a good thing, if implemented incorrectly, they can harm the tree. 

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I think as educators, we can learn something from the tree. 
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1. not all our students will need scaffolds all the time
2. some will need different levels of support
3. remember to release the scaffolds

Jerome Bruner introduced the term scaffolding in 1983. Scaffolding is the assistance provided by a teacher. 

Scaffolds can be divided into three main types: verbal, procedural, and instructional:
Verbal

• ​recasting: this is a type of paraphrasing of what students say in an effort to model correct grammar, pronunciation, and English usage. For instance if a student says, "My eye color blue." The teacher would respond by saying, "Your eyes are blue and my eyes are brown." Students have a chance to hear how to use the language in a safe, nonthreatening atmosphere. 
• thinking aloud: this is a strategy that helps students hear what goes on in the mind of a thinker/learner. Students benefit from hearing the process we go through as thinkers. For example, if I am reading a book aloud to my class, I might say, "I'm noticing that the cover of this book has a both a pig and a fox on it. And the title says My Lucky Day. They both look happy because they are smiling and holding their hands in an excited pose. I wonder whose lucky day it will be?" As I continue to read, I will stop to share my thoughts, wonderings, predictions, and new ideas aloud. 
• building vocabulary-vocabulary unlocks meaning, so it's important that we stop and directly teach words or phrases that may be unfamiliar to our students. If we are learning about the Civil War and the word muskets comes up, I may stop and quickly build that vocabulary simply by pointing to the musket in the picture and/or labeling it. 
• slow, clear speech: talking louder won't help an EL, but slowing down and pausing slightly between words and sentences will definitely make a difference. Remember that for some English Learners part of their process is translating. This calls for additional wait time to process information.
• elicit more language: I remember being an English Learner myself in elementary school. I was shy and quiet and wanted to be a good student. I didn't talk in class and my teachers rarely called on me. I'm not sure if they didn't want to embarrass me or if they thought I didn't know the answers. For whatever reason, I didn't express myself verbally in English much at all. If we want our students to grow in the English language, they must have plenty of opportunities to practice. And on top of that, we have to push them to extend their answers. If the student responds with a short answer, we have to ask them to "tell me more". 

Procedural

• ​Instructional framework: our framework for all instruction should be clear, concise, and routine. Students should not be left guessing about what they should be doing or learning. Here's what we are learning today. Here's why. Here's how to do it. Model, and utilize a Gradual Release of Responsibility. And keep the routines going. Routines allow the learner to focus on the content and language rather than wondering and worrying about what's coming next. 
• One on One coaching: time individually with ELs is valuable. During this time, we build trust and relationships. Students feel safe discussing with their teacher and the teacher can ask questions that he/she may not ask in a different setting. One on one offers focused time to meet the very specific needs of individual ELs.
• Small group: time in small group with ELs is important for communication and collaboration of ELs. This is a time where ELs can practice and take risks in a small setting in a safe atmosphere. 
• Partnering: when partnering ELs consider pairing them with more experienced readers.  Just like  running partners, academic partners should push one another. One should not bring the other down, rather they should compliment one another. It reminds me of the saying, "When one teaches, two learn." Students benefit from partners that push them and help them grow, not a partner who is at the same level as they are. This could cause a plateau. 

Instructional

• Graphic organizers: this type of tool is effective for organizing information and thinking in all content areas. Some include cause and effect, Venn Diagram, and story maps. These tools can prepare students for content as well as allow students to process and organize learning. 
• Models: these have often been referred to as targets, mentor texts, or touchstones as well. They are models for students. The best are student sample products that are individually designed based on student needs. For example, if we are learning to write a how-to book, my beginner student will not have the same goal or target as my advanced high English Learner. In this case they will have different models. Other models could include digital products or posters. The point is that students are given clear targets. 

A common misconception is that scaffolding is when we simply take a student's worksheet or test and reduce the answer choices or reduce the number of problems that the student is responsible for doing. If we properly scaffold for our students and gradually release, then they will be able to do the work that is expected in our classrooms. 

​Remember the tree. Not student needs a scaffold. Scaffolds will vary depending on students' needs. And take the scaffold away as soon as possible. Keeping it too long causes more harm than good. 
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Resources:
Echevarría, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: the SIOP® model. Boston: Pearson/Allyn and Bacon.
​Seidlitz, J., Base, M., Lara, M., Rodríguez, M., & Hartill, M. (2014). ELLs in Texas: what administrators need to know. San Clemente, CA: Seidlitz Education.
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