Students designated as English Language Learners (ELLs) can thrive in a Project and Problem Based Learning environment. Many aspects of PBL/PrBL and the NTN model align with best practices for supporting ELLs. However, intentional scaffolding of both culture and content are important for ensuring that ELLs feel safe and supported in their language learning and that they are able to access and use academic language and develop their knowledge and skills. See below for best practices in supporting ELLs, followed by scaffolding ideas that give you practical ways to implement those best practices in your PBL/PrBL classroom.
Best Practices for Supporting ELLs
- Build a school culture that promotes language learning in a supportive environment. 1
- Pay explicit attention to developing and promoting students’ autonomy and agency. 2
- Teach content knowledge and academic language together. 2,3
- Teach ideas, themes, skills, etc. in connected rather than atomized ways to build learners’ schema and background knowledge. 2
- Use authentic and meaningful tasks to build student agency and sense of purpose, as well as background knowledge/schema. 3
- Ensure that learning is social- scaffolding should be interactive and occur through discourse. 2,3
- Use “message abundancy” when communicating with English Language Learners to ensure they understand. Communicate in short, meaningful chunks, repeat directions and concepts in different ways, and use additional cues, such as visuals, graphic organizers, and realia (objects/materials), to enhance the message. 4
- Ensure that learners use English themselves in meaningful and purposeful ways, without an over-focus on perfect structure/format. Overcorrecting students can discourage them from using “stretch” language, which is essential to language learning. 4
Scaffolding Ideas By Project Phase
Note that some ideas are included in NTN’s Practice Cards; others are described in the Glossary of Scaffolding Activities.
Entering into the Project |
From the Glossary of Scaffolding Activities. Anticipation Guide Vocabulary Self-Awareness Chart Word Walls/Banks
From the Learner-Centered Practice Cards: Four Corners
From the Culture Practice Cards: Collaborative Agreement Making |
Researching and Inquiring |
From the Glossary of Scaffolding Activities Double Entry Journal Graphic Organizers Listening Practice Reading With a Focus/Purpose
From the Learner-Centered Practice Cards: Card Sort Concept Attainment Concept Mapping Jigsaw |
Deepening and Refining |
From the Glossary of Scaffolding Activities Models Sentence Stems From the Learner-Centered Practice Cards: Praise, Question, Suggestion |
Presenting and Reflecting |
From the Glossary of Scaffolding Activities Models Sentence Stems
From the Assessment Practice Cards: Critique I Used to Think… Now I Think |
Throughout the Project
|
From the Glossary of Scaffolding Activities Amplifying, Not Simplifying Self-Reflection Vocabulary Self-Awareness Chart Word Walls/Banks
From the Learner-Centered Practice Cards: Discussion Structures/Protocols such as Best Answer Protocol Fishbowl Think Pair Share Text Discussion Protocol Socratic Seminar
From the Culture Practice Cards: Build Trust and Rapport Empower Academic Mindsets Community Circles Practicing Persistence Rituals and Routines |
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Aida Walqui and Leo Van Lier- Scaffolding the Academic Success of Adolescent English Language Learners
Margaret Heritage, et al- English Language Learners and the New Standards
Martha Castellon, director of Understanding Language at Stanford University, in conversation
Deborah Gibbons- Scaffolding Language, Scaffolding Learning
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