In this position paper we present research and data demonstrating how pedagogical frameworks traditionally used in TESOL contexts can be harnessed by world language (WL) educators to scaffold language learning and advocate for emergent multilingual language learners (EMLLs). Focusing on three pedagogical frameworks--Sheltered Instruction Observation Protocol (SIOP), translanguaging, and multilingual ecology--we discuss how we have utilized these frameworks with WL teachers and teacher candidates and offer suggestions for how they might be used effectively in WL classrooms to both scaffold language acquisition and foster a greater appreciation for and pride in multilingualism.