A Framework to Reenvision Instructional Scaffolding for Linguistically Diverse Learners

Luciana C. de Oliveira, Steven Z. Athanases

Research output: Contribution to journalComment/debatepeer-review

16 Scopus citations


This commentary presents a coherent framework that reenvisions instructional scaffolding for linguistically and culturally diverse learners, based on our research, teaching, and collaborations with teachers. We have worked to understand how, why, and when supports work, for whom, and in what ways, as well as tensions and challenges that teachers encounter as they consider supports for an increasingly diverse student population. The framework is organized in three domains: scaffolding for whom, for what purpose(s), and how. Each domain includes guiding questions to help teachers plan, shaped by literacy research. Relevant actions illustrate ways to address the questions and focus on each domain. Practices of three teachers illustrate the framework in action.

Original languageEnglish (US)
Pages (from-to)123-129
Number of pages7
JournalJournal of Adolescent and Adult Literacy
Issue number2
StatePublished - Sep 1 2017


  • 3-Early adolescence
  • 4-Adolescence
  • Content literacy
  • Domain knowledge < Content literacy
  • English as a second language
  • English for speakers of other languages < Language learners
  • English language learners
  • English learners
  • In-service < Teacher education
  • Language learners
  • Preservice < Teacher education
  • Second-language learning < Language learners
  • Teacher education; professional development
  • professional development
  • professional development

ASJC Scopus subject areas

  • Education


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