Abstract
Within the K-12 school setting, multilingual learners (MLs) face many challenges related to understanding and learning critical content knowledge. Because K-12 content requires highly advanced and technical vocabulary, academic discourse, and strong writing skills, the material can be complex for MLs to grasp and master fully. Unfortunately, teachers sometimes underestimate MLs’ abilities in school and purposefully simplify content to help them comprehend classroom material more expediently (Pettit, 2011). These simplifications may impact their ability to learn higher-order thinking skills or their overall academic progress. To address the need to make content both accessible and challenging, teachers may consider using appropriate scaffolding techniques, such as incorporating students’ home languages and visual supports that value MLs’ contributions to their classes and enable them to grow academically. [First Paragraph]
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
