VISUAL SCAFFOLDING:

A STRATEGY FOR REACHING

& ENGAGING EL STUDENTS

BY: Mallory Browning

 What is visual scaffolding?
■ The use of visuals in order to allow students to connect
spoken English words to visual images.
■ Supports students comprehension
■ In addition to visual representations, gestures used by
teachers can be supportive of students understanding
Examples of visual scaffolds:

■ Photographs
■ Videos
■ Graphics
■ Drawings
Steps of implementing visual
scaffolding:
1. Identify the vocabulary
2. Collect visuals
3. Reproduce and organize visuals
4. Engage the students
5. Build the file
How do visual scaffolds benefit
EL students?
■ They take spoken words and information and represent it in
an aesthetically pleasing manner that students can better
understand
■ Visuals and pictures are a universal language
■ Allow students to make personal connections by activating
prior knowledge
■ Increase students comprehension of information
 What components of literacy
does visual scaffolding support?
Listening
• Students are listening to the teacher explain each
term and concept through spoken language
• Students are listening to their peers through group
work

Reading
• Students are reading any words included in the
visuals
Speaking
• Students are repeating the concepts and words to the teacher
• Students are participating in group/class discussions
 TESOL EL Proficiency Framework:
Language Proficiency
Standards:
■ Standard 2: English language learners
communicate information, ideas, and
concepts necessary for academic success
in the area of language arts.
■ Standard 3: English language learners
communicate information, ideas, and
concepts necessary for academic success
in the area of mathematics.
■ Standard 4: English language learners
communicate information, ideas, and
concepts necessary for academic success
in the area of science.
■ Standard 5: English language learners
communicate information, ideas, and
concepts necessary for academic success
in the area of social studies.
Levels of Language
Proficiency:
■ Level 1: students initially have limited or
no understanding of English
■ Level 2: students can understand phrases
and short sentences
■ Level 3: students understand more
complex speech but still may require
some repetition
■ Level 4: students’ language skills are
adequate for most day-to-day
communication needs
■ Level 5: students can express themselves
fluently and spontaneously on a wide
range of personal, general, academic, or
social topics in a variety of contexts.
Suited for all grade levels!
Grade Levels:
Grade Levels PreK-3 • Retell interesting events
• Ask questions to satisfy personal
needs.

Grade Levels 4-8 • Work in cooperative groups and

follow task roles
• Paraphrase directions given orally
or in writing
Grade Levels 9-12 • Use verbal communication to
identify expectations for class
assignments
• Assist in oral presentations as
appropriate
 Have any further questions?
Feel free to contact me at
mallory.browning@live.longwood.edu
■ Textbook Reference: 50 Strategies for Teaching English Language
Learners by Adrienne Herrell & Michael Jordan

■ TESOL EL Language Proficiency Framework:

https://www.tesol.org/docs/books/bk_prek-
12elpstandards_framework_318.pdf?sfvrsn=2