Multilingual learners, also known as English learners (ELs), are underrepresented in K-12 computer science (CS) courses, where they often struggle. This paper demonstrates how a Computer Science for English Learners (CSforEL) professional development (PD) program supported Advanced Placement CS Principles (APCSP) teachers in attending to both content and language demands while teaching ELs. We highlight qualitative findings showcasing how CSforEL PD yielded (micro)shifts in teacher practice and EL Student-Content interactions. Specifically, we discuss how unique instructional scaffolds offered within the PD shifted teachers' awareness regarding EL students' needs, and helped them support their EL students more effectively.