From Simplifying to Amplifying
While supporting MLLs (Multi-lingual learners), we often consider differentiating process, content and product based on their Steps to English Proficiency, STEP level. Historically teachers have focused on simplification and remediation which can lead to inequitable learning outcomes.
Honigsfeld (2019) recommends addition rather than simplification in order to ensure students have access to academic language and literacy skills. Some suggestions below:
- Chunk the text into smaller, more manageable passages
- Add questions or headings to determine focus
- Add visuals with captions
- Add a glossary with translations
But when should we use and take away scaffolds?
Assessment and data drives decision making, so it is important to use that to help you review and revise scaffolds being provided to ensure we continue to challenge them.
Regularly ask yourself
- Are these scaffolds helping students grow, or are they holding them back?
- Is the student ready to take on more independence in this task?
As MLLs engage in the full learning cycle – active engagement, risk taking, the productive struggle of the learning pit- adjust scaffolds to keep them challenged.
Professional Judgement in Action
The ETFO docuseries on Professional Judgement highlights the critical role of educators’ expertise in decision-making. As you work with MLLs:
- Reflect on your scaffolds: Are they amplifying learning opportunities or unintentionally oversimplifying?
- Use your professional judgement to balance support with independence, ensuring that all MLLs reach their potential.
Let’s commit to amplifying, not simplifying, so all learners thrive.
