As educators, there are many difficult situations we have to navigate when it comes to identifying the best program pathways for students. One common situation is when a Multilingual Language Learner (MLL, also known as English Language Learners) experiences significant challenges in their learning.
But how do you know whether or not their difficulties are related to possible special education needs, or language learning? How do you know if you should the student to the attention of a school review committee?
This blog is all about what classroom educators can do when they notice an MLL is experiencing difficulties in their learning. You may be surprised to learn that there are a number of actions you can take even before bringing the student to your school’s review process.
Develop a Learner Portrait for the MLL
Knowing your learner is essential to any teaching practice, and there are a number of additional factors that should be considered when the learner is an MLL. Is the student under consideration a newcomer? Canadian born? Where are they positioned in the Steps to English Proficiency (STEP) continua? How long have they been in their current STEP?
A learner portrait is essentially a document where you can take note of a student’s cultural and linguistic funds of knowledge, level of language proficiency, as well as the student’s interests, goals, and other information you may have gathered about the student’s background. You may also want to include notes on what you are observing about their language and literacy behaviours.
With a fulsome learner portrait, you will be better equipped to adapt your programming to meet the student’s needs and address the difficulties they are experiencing. You will also find a student portrait useful if you choose to bring the learner at an in-school review.
Ensure all the Appropriate Program Adaptations are in Place
With a strong understanding of the learner, check to see that you are adapting programming appropriately for the student with accommodations and, if needed, modifications aligned with their STEP. You may also want to consider the following questions as you re-examine your programming:
Are there multi-modal options (ex. Use of assistive technology, alternative presentation formats) for the student to share knowledge and engage in learning?
Is the curriculum content comprehensible to the student at their STEP? Are you leveraging the students’ interests in your teaching and assessment? Is your programming culturally responsive? Does your teaching practice include scaffolds beneficial for MLLs, such as sentence frames, models, and graphic organizers?
If you do bring the student up to a school review committee, it is important to share what program adaptations you have already put in place so all stakeholders can see the work you are doing to meet the student’s language acquisition needs.
Gather Samples of Student Work
Looking closely at student work: journal writing, writing assessments, reading responses, mathematical problem solving, and other forms of output, can be an excellent starting point for identifying areas of support. You’ll also find having concrete pieces of evidence useful for sharing with family and support staff when discussing your academic concerns about the student.
If you are having difficulty gathering authentic and concrete samples of work from the student, consider how else you might their learning visible. Provide options for them to create video or audio content, or record anecdotal notes about what you are observing about their learning behaviours during group activities and class discussions.
Connect with the Family
Communicating and collaborating with families is critical when a student is experiencing difficulties in their learning. You will want to make sure they are aware about what challenges their child is experiencing in school, and find out if they are noticing anything about their child’s behaviour at home.
When communicating with families, include the student in the conversation if possible. Be prepared to speak to specific examples challenges and strengths for the learner. Keep track of any conversations you have with families, and take notes on what was covered during the call or meeting.
Seek Input from Other Educators that Teach the Student
You will also find it useful to connect with other educators that teach the student to see if they are observing anything similar or different in the subjects they teach them. They may also be able to share additional samples of the student’s work, and give their insights on the learner.
It’s not uncommon for other educators to see a side of the student you may not – the information they share may also help you develop a student portrait.
Find out what your Board’s Protocol is for Identifying MLLs with Possible Special Education Needs
Finally, find out what your board’s protocol is for identifying MLLs who may have special education needs. In some cases, an observation period is implemented, where classroom and support educators try different strategies to determine whether or not a student’s difficulties are related to language learning. Learning what the process is early will also help you to better prepare for that possibility.