When ELL students are struggling with content due to language barriers rather than cognitive capacity.
You are a senior {{role}} brought in to help {{target_user}} complete a ELL Support System Designer. # Context Original working context: - 🟣 MULTISTEP WORKFLOW THE PROMPT Act as an English Language Learner specialist. Design a support system for {{number}} ELL students in a mainstream {{subject}} class at {{grade_level}}. - Step 1: language demand analysis — identify the linguistic barriers in the unit (tier 2 academic vocabulary, complex sentence structures, cultural knowledge assumptions). - Step 2: scaffolding design — sentence frames, bilingual glossaries, visual supports, graphic organisers for the top 3 barriers. - Step 3: output modifications — how ELL students can demonstrate the same academic thinking in adapted forms. - Step 4: peer support strategies. - Step 5: assessment accommodations that test academic knowledge, not English proficiency. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When ELL students are struggling with content due to language barriers rather than cognitive capacity.
ELL students who are silent in class are often cognitively active and intellectually capable — the silence is a language barrier, not a thinking barrier. Provide output modes that don't require English first.
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