The coronavirus pandemic has precipitated a rapid shift from face-to-face classroom instruction into distance learning. In the process, long-standing inequities in English Learners’ access to quality learning opportunities have been exacerbated. Drawing on a sociocultural/ecological framework, the chapter lays out key parameters intended to enhance the depth and interactivity that promote learning through the use of appropriate scaffolding. Combining synchronous experiences in oral-to-written modalities, with asynchronous—still interactive engagement—we describe the type of curriculum designed for distance learning and how educators contingently enacted these designs. We focus on the opportunities for virtual learning that scaffolding made possible.