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Readers/Advisors
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2025-08
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This capstone addresses the ongoing challenge of supporting multilingual learners (MLs) in high school global history classrooms, where complex writing demands often exceed the language development supports available. Grounded in sociocultural theory, SIOP Model, and Cummins’ BICS/CALP framework, this project explores how scaffolded instruction can bridge the gap between language acquisition and content mastery. The literature identifies three key barriers: limited teacher training in language-integrated instruction, insufficient collaboration between content and ENL educators, and a mismatch between assessment expectations and students’ English proficiency. In response, a two-part professional development (PD) series was designed to support global history teachers in implementing scaffolded academic writing instruction for MLs. This project concludes with implications for improving ML engagement and achievement in writing, recommendations for future teacher preparation, and the need for sustained professional learning that centers the academic development of multilingual students