Benefits of Teaching Thematically and Integrating Content Areas in the ELL Classroom

One of the joys—and challenges—of teaching English Language Learners is the incredible variety of experiences and abilities they bring into the classroom. In a single group, I might have a kindergartener stepping into school for the very first time alongside a first grader who can read fluently in their first language but is just beginning their English journey.

esl-all-about-apples-thematic-content-based-unit-life-cycle

That’s the reality for most of us—multiple grade levels, multiple proficiency levels, and a whole lot of differentiation needed. At first, it feels impossible. But I’ve found that teaching thematically and across subject areas (literacy + science, literacy + social studies, etc.) makes it not only possible—but powerful.

***Disclaimer: In this blog, the terms ESL students (English as a Second Language), ELLs (English Language Learners), and ML (Multilingual Learners) are used interchangeably. While “Multilingual Learners” is becoming the more widely accepted term, “ESL students” and “English Language Learners” are still commonly used in various contexts. My aim is to be inclusive and clear to all readers, regardless of the terminology they are familiar with.

1. Teaching ESL / ELL Vocabulary in Context Through Thematic Units

ELL students can’t just memorize vocabulary lists. They need to see, hear, and use words across different contexts in order to remember and apply them. Research confirms this: vocabulary taught in thematic, interdisciplinary units sticks better and supports comprehension.

So when my students are reading about apples in September, conducting a science investigation with apples, and writing about apples, words like stem, peel, core, and observe become part of their usable vocabulary.

2. Building All Four Language Domains for ESL / ELL Students with Interdisciplinary Teaching

When lessons cross subjects, all four domains—listening, speaking, reading, and writing—fall into place more naturally. For example, in an interdisciplinary science + literacy unit, students might:

Listen to a read-aloud about the apple life cycle
Speak while sharing predictions during an experiment
Read informational text about apples
Write a science report or nonfiction mini-book

Research shows that integrated literacy–science programs enhance both academic language and content understanding because they give students meaningful opportunities to use language while engaging with real-world concepts. Instead of learning vocabulary in isolation, ELLs encounter words and phrases in context as they read informational texts, discuss investigations, write lab reports, and reflect on findings.

This overlap strengthens comprehension, reinforces key content knowledge, and provides multiple modes of practice across the four language domains—reading, writing, listening, and speaking. For English learners especially, this approach not only builds academic vocabulary but also makes complex ideas more accessible through hands-on, experiential learning.

3. Differentiating for Mixed-Level ESL / ELL Classrooms with Thematic Entry Points

Here’s where the differentiation piece really matters. Designing for multiple grades and proficiency levels can feel overwhelming. Honestly, it’s not realistic to make three different lesson plans every day for every subgroup of ELLs.

But what is possible is creating one interdisciplinary unit with different entry points built in.

In my All About Apples Literacy & Science Unit, I do this by including:

Picture vocabulary cards
Mini-books that mirror your read alouds that students can annotate and translate using ipads, etc.
3 levels of differentiation for vocabulary and writing tasks with different scaffolds (boxes for drawing and labeling, sentence starters, etc.)
Shared writing opportunities
Gradual Release of Responsibility Model

This way, my first grader who is brand new to English and my upper elementary student with stronger literacy skills can both access the same unit—just at their own level.

4. Experiential Learning in the ESL / ELL Classroom: Why Hands-On Matters

The best thing about thematic and interdisciplinary teaching is that it creates space for hands-on, experiential learning. Instead of just hearing about the Scientific Method, my students actually test it out through simple but powerful apple investigations. For example, they predict and observe whether apples can float in water, then record their results in a science journal. In another experiment, they compare which apple slice will turn brown faster, making predictions, tracking changes, and discussing why it happens. These investigations not only make science engaging and concrete but also give students authentic opportunities to practice academic vocabulary, writing, and critical thinking.

That “learning by doing” piece is critical for ELLs. It lowers the affective filter, makes abstract language concrete, and creates memorable learning moments that stick.

When I look back at the times my ELL students made the most progress, it wasn’t from isolated grammar drills or endless vocabulary lists. It was when we were immersed in a theme that crossed subjects, built background knowledge, and gave students multiple ways to enter the learning.

For me, that’s why I keep designing thematic, interdisciplinary units. They make the impossible task of teaching multiple grades and proficiency levels in one group not only doable—but deeply rewarding.

You might also like my Maps & Globes Integrated Thematic Unit. Read about it here.