The approach of language sensitive teaching in various subjects attempts to combine the acquisition of subject-specific knowledge with an introduction to academic and technical language. In science classes, a predominant text type is the experiment protocol. Students need to possess sufficient academic and technical language skills to write this specific text type, yet many teachers implicitly assume that these skills do not require explicit attention in the classroom, as students are expected to already possess them. Thus, the question arises if scaffolds for writing a protocol of a scientific experiment, which are designed according to the language sensitive approach, improve the quality of the written product compared to usual methods for documenting scientific experiments, which are used in schoolbooks. The findings of this intervention study, which used a pre- and post-test design with an intervention group and a control group, demonstrate that scaffolds created, based on language sensitive teaching have a major positive impact on the production of students’ experiment protocols.