Capstone Thesis

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

Grantor dc:publisher

SUNY Brockport Department of Education and Human Development

Year dc:date.issued

2025

Author dc:creator

• Velez, Alexis

Advisor dc:contributor.advisor

• Mazurett-Boyle, Rosa

• multilingual learners
• content-area writing
• sociocultural theory
• language scaffolds
• academic equity

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/20.500.12648/83200

OAI identifier oai:identifier

oai:soar.suny.edu:20.500.12648/83200