Erikka TaylorElementary Educator
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CERT Module 3
In Progress

Supporting English Language Learners

Through scaffolding, home language, and vocabulary instruction. This module gathers my ELL/MLL essay and the cohort outline for using knowledge of language acquisition to support students.

Course Overview

Module 3 asks me to think carefully about how multilingual learners actually acquire English and what a classroom can do to help. My essay argues that three practices carry most of the weight: scaffolding discussions so students can take part, treating a home language as a resource rather than something to leave at the door, and teaching academic vocabulary with real intention. Each of these ideas now shows up in how I plan lessons, choose materials, and talk with families.

Scaffold Classroom Discussions
Sentence frames, think-pair-share, extended wait time, and structured group roles close the gap between what students understand and what they can say in English.
Honor the Home Language
A home language is a bridge to English, not a barrier. Literacy skills transfer across languages, so cognates, bilingual books, and home-language brainstorming build on what students already know.
Teach Academic Vocabulary Intentionally
Pre-teach a small number of high-utility Tier 2 words, make them visual and concrete, and give students many meaningful encounters before they truly own them.

Artifacts & Evidence

ELL/MLL Essay & Cohort Outline

My complete essay with the cohort outline and reference list, uploaded October 21, 2026. Read all three pages below, or download the original PDF.

Essay page 1 of 3Essay page 2 of 3Essay page 3 of 3
Download the PDF

From the essay

"Together, these practices create a classroom where ELL/MLL students can understand content, use language with confidence, and feel valued. Scaffoled discussions give every student a way into the conversation, home languages become tools for learning instead of something to leave at the door, and thoughtful vocabulary instruction gives students access to grade-level content. As a future elementary teacher, I plan to use these strategies daily. They are essential for multilingual learners, and they also benefit every student in the room."

Cohort Outline: Using Knowledge of Language Acquisition to Support Students

1
Know each student's stage
  • Use the five stages (Preproduction through Advanced Fluency) to set expectations and supports.
  • Respect the silent period, and offer nonverbal ways to respond.
2
Make input comprehensible (Krashen)
  • Use visuals, realia, gestures, and modeling.
  • Teach slightly above the current level ("i+1").
3
Lower the affective filter
  • Use partner talk before whole-group sharing.
  • Build a classroom culture where mistakes are normal.
4
Use the home language as a resource (Cummins)
  • Teach cognates, and offer bilingual books and home-language brainstorming.
  • Make family connections and include cultural content.
5
Scaffold academic language
  • Use sentence frames, graphic organizers, and word walls.
  • Pre-teach Tier 2 and Tier 3 vocabulary, and practice it repeatedly.
6
Remember BICS vs. CALP
  • Social fluency can hide gaps in academic language, so keep supporting content vocabulary.

References

  • Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford Press.
  • Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.