The American Institutes for Research Center for English Language Learners (2018) underscores that scaffolding—through visuals, gestures, examples, graphic organizers, and sentence frames—is critical in supporting language acquisition and literacy development. For secondary multilingual learners, these scaffolds help bridge gaps in background knowledge and language proficiency, making rigorous content accessible and fostering both immediate comprehension and long-term language growth. Engaging multilingual learners in authentic, cognitively demanding tasks supported by scaffolds ensures that they are not only developing English proficiency but also building academic literacy skills needed for success across content areas. Effective scaffolding involves systematically removing supports as students gain independence, ensuring they continue to progress and meet increasingly complex academic and language goals. Ultimately, high-quality literacy instruction for secondary multilingual learners must be intentionally designed to lower affective filters, engage students meaningfully, promote interactive language development, and provide scaffolded supports that adapt to the evolving needs of learners. References American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing scaffolding for writing. Available at: https://air.org/resource/englishlearners-and-closereading-providing-scaffolding-writing Bruner, J.S. (1977). The process of education. Cambridge, MA: Harvard University Press. Connecticut Department of Education. (2022). The science of reading: A literature review. Available at: https://portal.ct.gov/-/media/SDE/Academic-Office/ReadingLeadership-ImplementationCouncil/The-Science-of-Reading--A-Literature-Review-April-2022-Update.pdf González, N., Moll, L., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum. Hattan, C., & Lupo, S. M. (2020). Rethinking the Role of Knowledge in the Literacy Classroom. Reading Research Quarterly, 55(S1). Hougen, M. (2015, May). Evidence-Based Reading Instruction for Adolescents. Ceeder.org. Available at: https://ceedar.education.ufl.edu/wp-content/uploads/2015/05/IC-13_ FINAL_05-26-15.pdf Krashen, S. (1982). Principles and practice in second language acquisition. Englewood Cliffs, NJ: Prentice-Hall. Moll, L. C. (2019). Elaborating Funds of Knowledge: Community-Oriented Practices in International Contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. National Center for Education Statistics. (2019; 2022). National Assessment of Educational Progress. Washington, DC: U.S. Department of Education. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose). Journal of Adolescent & Adult Literacy, 64(2), 157–166. 28 PHILOSOPHY AND RESEARCH
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