The objective of this study is to identify and systematize the structural features of teaching general education subjects to students with limited English proficiency in linguistically diverse classrooms. The research addresses the problem of persistent achievement gaps and the frequent overestimation of linguistic barriers in subject instruction. Despite extensive research on language scaffolding strategies, limited attention has been paid to the structural mechanisms through which language and disciplinary learning are coordinated across subject domains. The methodology is based on comparative analysis, source synthesis, and structural modeling of recent empirical studies in mathematics, science, civics, reading, and social studies education. Experimental research on linguistic task modification, cluster randomized trials on teacher professional development, and longitudinal analyses of literacy integration were examined to isolate mechanisms linking language and disciplinary learning. The results demonstrate that linguistic complexity alone produces modest performance effects when mathematical content is controlled, while teacher self-efficacy and integrated content-language planning significantly influence instructional precision. Evidence indicates that disciplinary literacy integration mitigates socio-economic and demographic disparities without reducing cognitive rigor. The conclusions emphasize that effective instruction for English learners depends on coordinated configurations: explicit articulation of language demands, preservation of subject complexity, iterative implementation cycles, and reflective recalibration of teacher beliefs. Structural transparency, rather than simplification, emerges as the defining feature of equitable subject instruction.