Term
Summer 2026
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Suzanne Gikas and Shelley Orr
Content Expert
Lauren Britt
Abstract
Multilingual learners need intentional support to develop academic language and access grade-level content. However, many educators need additional knowledge and training to use scaffolding strategies and instructional modifications effectively in their classrooms.
This capstone explores how research-based strategies, including academic language supports, visuals, sentence frames, and differentiated instruction, support multilingual learners. Information was collected through a literature review, classroom observations, educator interviews, and school visits during a study abroad experience in Wales.
Findings showed that effective instruction for multilingual learners requires purposeful planning, collaboration, and a focus on students’ linguistic and cultural identities. The experiences in Wales connected with research emphasizing the importance of inclusive practices, language development, and equitable learning opportunities.
Based on these findings, this capstone developed a professional development training series to help elementary educators build confidence and skills in supporting multilingual learners. The project emphasizes that ongoing professional learning and intentional instructional practices are essential for creating classrooms where all students can succeed.
Project Type
Professional Development
Keywords
ESL/ ELLs, Multicultural Education, Staff Development
Recommended Citation
Schutt, Ashley, "How do Targeted Scaffolding Strategies and Instructional Modifications Support the Academic Language Development and Content Comprehension of Multilingual Learners in Elementary Classrooms?" (2026). School of Education and Leadership Student Capstone Projects. 1214.
https://digitalcommons.hamline.edu/hse_cp/1214
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects