This article illustrates how science teachers can build upon the spatial repertoire within sheltered English instruction to support multilingual learners (MLs). Specifically, this work explores how multiple modalities within a secondary marine biology classroom can be leveraged for instruction to support language and content learning, as well as learners' participation in disciplinary practices. Through qualitative analysis of three classroom lessons, we highlight how a marine biology teacher drew on this spatial repertoire to support MLs use of language, content knowledge, and participation in science and engineering practices. Though content-area teachers do not always view themselves as language teachers, this work serves as an example of how a science teacher augmented instruction to meet the needs of her MLs.