How the Science of Reading and Scaffolding Support Multilingual Learners

As educators, we strive to create classrooms where all students can thrive, regardless of their linguistic backgrounds. I teach a first grade class where over half of my brilliant students speak multiple languages and I love every second of it. This post explores key strategies for scaffolding, differentiation, and creating an inclusive environment to ensure learning is accessible, engaging, and meaningful for all of them.

Bringing the Science of Reading Into a Multilingual Classroom

Here’s how I incorporate evidence-based reading instruction into my classroom to support all students:

• Phonemic Awareness & Phonics First – The brain needs to map sounds to letters (orthographic mapping) to store words for quick retrieval. I make sure my MLs get plenty of explicit phonics instruction, just like my native English speakers.

• Language Comprehension Through Knowledge Building – Research tells us that background knowledge is key to reading comprehension. That’s why I integrate rich, content-based instruction into every subject. When my MLs learn about birds, we read, write, and talk about birds using key vocabulary in meaningful ways. I love to use technology to help build student knowledge. I like to create Google Sites with books, videos, and photographs of the topic for my students. Other sites like PebbleGo and Epic have many topics for students to learn about in multiple languages. 

• Decodable Texts & Oral Language Development – MLs need texts that align with their phonics skills while also getting opportunities to build oral language. We balance decodable readers with interactive discussions and storytelling.

By grounding instruction in how the brain learns to read, I ensure that my multilingual learners get what they need—explicit phonics, vocabulary-building, and meaningful literacy experiences.

Making Learning Accessible: Scaffolding & Differentiation

Every student benefits from scaffolding, not just my multilingual learners. Here’s what’s working for us:

• Modeling & Think-Alouds – I try to “show my thinking” out loud so students hear how to approach a task. It takes extra time, but it’s worth it.

• Flexible Grouping – Some days, my students work in small groups based on skill level; other times, they’re mixed up so they can learn from each other.

• Gradual Release of Responsibility – Moving from guided to independent practice builds confidence and mastery.

• Visual Aids & Realia – Pictures, gestures, and hands-on materials help bring concepts to life. I love using real-world objects when introducing new vocabulary or concepts. I add visuals into reading modules, phonics lessons, and even math lessons to pique interest, build schema, reduce confusion, support comprehension

• Sentence Frames & Word Banks – They help my students express big ideas, even if they’re still developing their language skills. Sentence frames encourage participation from all students by lowering the linguistic barrier and boosting confidence. Read more about sentence stems here.

Creating a Classroom Where Every Student Feels Seen

A big focus this year has been making sure my students feel like their languages and cultures are not just acknowledged but celebrated. Some things that have made a difference:

• Getting to Know Students Beyond Language – I take time to learn about their families, traditions, and what excites them. 

• Encouraging Multilingualism – I used to think I needed to translate everything, but now I focus on creating opportunities for my students to use and develop their language skills naturally.

• Frontloading Vocabulary – We act out new words, explicitly teach vocabulary that will be in the lesson, and use pictures to make abstract concepts more concrete.

Making Language a Priority: Language Integration in Every Lesson

One thing I’ve learned is if we don’t intentionally plan for language development, it won’t happen naturally. My multilingual learners need structured opportunities to practice speaking, listening, reading, and writing throughout the day.

Here’s how I integrate language into daily lessons:

• Clear Learning & Language Objectives – Every lesson includes both a content goal (what we’re learning) and a language goal (how we’ll express our learning). These objectives help students focus on the language needed to successfully engage and participate.

• Interactive Discussions – I use structured talk routines like QSSSA (Question, Signal, Stem, Share, Assess) to ensure every student participates, even if they need extra support. I make sure students talk to each other multiple times throughout our lessons. This can prepare students for writing, helps students practice language and vocabulary, and leads to deeper understanding of concepts.

• Sentence Stems & Partner Talk – Instead of asking a question and getting blank stares, I provide sentence frames like: “I think ____ because ____.” or “One connection I made is ____.” It gives my students a way to get started.

• Word Banks & Visual Supports – Before diving into a new concept, we build vocabulary together. I use word walls, picture dictionaries, and hands-on activities to make new words stick.

• Multimodal Learning – We read, write, draw, act things out, and use technology to reinforce both content and language. Sometimes, we even sing our learning!

The best part? When students feel confident using academic language, their engagement skyrockets. I love seeing them take risks, try new words, and proudly share their ideas with the class.

Final Thoughts

Teaching multilingual learners has been one of the most rewarding experiences of my career. They bring so much to our classroom, and when we give them the right support, they thrive. If you’re teaching multilingual learners, know this: you don’t have to do it perfectly. Just keep trying, keep learning, and keep celebrating the small wins.

What’s working in your classroom? Let’s swap ideas!