This study investigates the efficacy of a scaffolded modification to the traditional Frayer Model designed to enhance scientific vocabulary acquisition and academic confidence in mixed-ability secondary science classrooms, with a focus on EAL (English as Additional Language) learners. The intervention integrates explicit vocabulary instruction through ‘I say, you say’ routines, MCQs, and contextual gap-fill questions culminating in an independent application task.

Conducted over 18 sessions, 12 with the model and 6 without the model, the study approaches a mixed methods blend of qualitative observations for student engagement with quantitative analysis of classroom disciplinary incidents and a comparative analysis of topic tests. The results demonstrate that the pedagogy significantly enhanced student learners’ capacity to define, use and apply key vocabulary to science answers. But this also built their confidence in the subject as it led to an inclusive and curiosity-driven classroom catering to diverse linguistic needs. ANOVA tests noted a distinct narrowing of the achievement gap between EAL and non-EAL learners. These findings underscore the profound implications of structured, inclusive pedagogy that promotes equitable educational access while enhancing academic success in linguistically diverse science classrooms in London.

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