This LiveBinder examines the role of disciplinary language in primary education and how educators can support English Language Learners (ELLs) in its development. Drawing on Lev Vygotsky’s sociocultural theory, disciplinary vocabulary is viewed as a key vehicle for learning (Hoelzeman & Collet, 2026). For ELL students in particular, developing academic vocabulary is essential for comprehension and participation. Practical strategies are included to support the development of disciplinary language for ELLs while benefiting all learners. These strategies aim to address structural barriers rather than placing responsibility on students, while also building on students’ existing knowledge and strengths. They are supported by concept maps, instructional materials, and classroom examples.
This LiveBinder examines the role of disciplinary language in primary education and how educators can support English Language Learners (ELLs) in its development. Drawing on Lev Vygotsky’s sociocultural theory, disciplinary vocabulary is viewed as a key vehicle for learning (Hoelzeman & Collet, 2026). For ELL students in particular, developing academic vocabulary is essential for comprehension and participation. Practical strategies are included to support the development of disciplinary language for ELLs while benefiting all learners. These strategies aim to address structural barriers rather than placing responsibility on students, while also building on students’ existing knowledge and strengths. They are supported by concept maps, instructional materials, and classroom examples.
