Nine Dimensions of Scaffolding for Multilingual Learners

Create a rigorous learning environment with strategic and inclusive scaffolding practices

Today¿s classrooms are more linguistically diverse than ever, but many educators still feel underprepared to support multilingual learners in accessing grade-level academic content. Without intentional scaffolding, these students miss opportunities to thrive alongside their peers. Through nine scaffolded approaches-instructional, linguistic, multimodal, multisensory, graphic, digital, interactive/collaborative, social-emotional, and environmental-this resource offers content area teachers research-based, practical strategies to meet the linguistic, social-emotional, and academic needs of multilingual learners.

Key features of this book include

• Detailed vignettes and authentic examples from classrooms to illustrate scaffolding in action


• Research-based strategies for integrating scaffolds into lessons across content areas


• Self-assessment tools and reflection questions for personal and professional growth


• Practical templates to help educators tailor their scaffolding techniques to individual student needs

Scaffolding instruction is not just another teaching approach to learning-it is a critical non-negotiable for multilingual learners, providing a lifeline to language mastery, academic achievement, and a profound sense of belonging. Dove, Honigsfeld, and McDermott Goldman offer the guidance and inspiration educators need to cultivate equitable, engaging learning opportunities that truly help multilingual students to soar.

List of contents

Acknowledgments
Author Bios
Chapter 1: Introduction
Chapter 2: Instructional Scaffolding
Chapter 3: Linguistic Scaffolding
Chapter 4: Multimodal Scaffolding
Chapter 5: Multisensory Scaffolding
Chapter 6: Graphic Scaffolding
Chapter 7: Digital Scaffolding
Chapter 8: Interactive Scaffolding
Chapter 9: Scaffolding Social-Emotional Learning
Chapter 10: Environmental Scaffolding
References
Index

About the author

Maria G. Dove, Ed.D, is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove′s work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).

Andrea Honigsfeld, EdD, is professor in the School of Education at Molloy College, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction. She has published extensively on working with multilingual learners and teacher collaboration. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 22 years, she has been presenting at conferences across the United States, China, Denmark, Japan, the Philippines, Sweden, Thailand, the United Kingdom, and the United Arab Emirates.

She coauthored Differentiated Instruction for At-Risk Students (2009) and coedited the five-volume Breaking the Mold of Education series (2010–2013), published by Rowman and Littlefield. She is also the coauthor of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K–5 and 6–12 (2014), Growing Language and Literacy (K-8 and 6-12, 2019, 2024 respectively) published by Heinemann. With Maria G. Dove, she coedited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012), Co-Teaching for English Learners: Evidence-Based Practices and Research-Informed Outcomes (2020), Portraits of Collaboration: Educators Working Together to Support Multilingual Learners (2022), and coauthored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader’s Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), and Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), Digital-Age Teaching for English Learners (2022), Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity (2023), Breaking Down the Monolingual Wall: Essential Shifts for Multilingual Learners’ Success (2024). Collaboration for Multilingual Learners With Exceptionalities: We Share the Students (2024), Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships (2025). Ten of her Corwin books are bestsellers.
Carrie L. McDermott Goldman, Ed.D.,  is Associate Professor, Coordinator of Graduate and Post-Graduate TESOL/ Bilingual Programs, and Director of Bilingual and TESOL Grants at Molloy College, Rockville Centre, New York. She teaches pre-service and in-service teachers equitable pedagogical approaches, research-and asset-based practices, and embedded language theory. Prior to higher education, she taught Pre-K - 12 in high needs settings and college-level ESL.  She continues to collaborate with schools as an instructional coach and mentor for teachers and administrators.  Throughout the pandemic, she also created and implemented an online teaching mentoring program.
 
She is involved in several projects. She co-authored and serves as the director and Principal Investigator for the New York State Grant for the U.S. Department of Education, Clinically Rich Intensive Teachers Institute in Bilingual Education and TESOL (CR-ITI BE/ESOL) for $550,000 over 5 years to meet the growing needs of MLLs throughout the region. Her most recent works include, “Co-Taught Integrated Language and Mathematics Content Instruction for Multilingual Learners,” co-authored chapter with Andrea  Honigsfeld in Effective Teacher Collaboration for English Language Learners: Cross-Curricular Insights from K-12 Classrooms (Yoon, Ed., 2021); “Positive outcomes for ELs in an Integrated Social Studies Class,”co-authored with Andrea Honigsfeld in Co-teaching for English learners: Evidence-based practices and research-informed outcomes (Dove & Honigsfeld, Eds., 2020); “Classroom Management for Culturally and Linguistically Diverse Learners” co-authored with Lisa Peluso in Approaches to Classroom Management for Diverse and Inclusive Schools (Alcruz & Blair, Eds., in press) and “Preparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction in Support of ELLs with Andrea Honigsfeld and Kelley Cordeiro in Teaching History and Social Studies to English Language Learners: Preparing Pre-service and In-service Teachers (de Oliveira & Obenchain, Eds., 2018) and “Preparing Science Teachers for Project-based, Integrated, Collaborative Instruction” co-authored with Andrea Honigsfeld in Teaching Science to English Language Learners: Preparing Pre-service and In-service Teachers (de OIiveira & Campbell Wilcox, Eds., 2017), and “Culturally Responsive Teaching in a Secondary, Integrated Mathematics Class” (2021) in New York State ASCD Impact Journal.
 

Product details

• Authors: Dove Maria G., Andrea Honigsfeld, Carrie McDermott Goldman
• Publisher: Sage Publications
• Languages: English
• Product format: Paperback / Softback
• Release: 14.10.2025
• EAN: 9781071919989
• ISBN: 978-1-0719-1998-9
• No. of pages: 352
• Subjects: Humanities, art, music > Education > Education system; EDUCATION / Evaluation & Assessment, EDUCATION / Collaborative & Team Teaching, EDUCATION / Bilingual Education, Educational strategies and policy: inclusion, Examinations & assessment, EDUCATION / Teaching / General, Education of bilingual or multilingual students, Lesson plans