Our study examines the scaffolding strategies employed by secondary biology teachers to support multilingual learners (MLs) in engaging with Science and Engineering Practices (SEPs). Rooted in sociocultural theory, we focus on the integration of academic language in disciplinary practices. Data from video-recorded observations of 12 secondary biology teachers' lessons revealed diverse scaffolding at word, sentence, and discourse levels. Effective strategies often integrated language and content learning, aiding students' scientific and linguistic development. However, an overemphasis on language sometimes deterred active SEP participation. These findings underscore the necessity of striking a balance between linguistic pedagogy and active scientific exploration, offering critical guidance for educators in linguistically varied and ­content-intensive environments.