In part 1 of this blog, we explored the first two steps of developing programming adaptations for MLLs: know the learner and determine the language demands of your program. Next, we will take the insights gathered from these initial steps to create appropriate accommodations and modifications for MLLs.
When educators have an understanding of MLL learner variability and the language demands of the curriculum we are teaching, we are well equipped to develop programs that are flexible enough to meet the needs of all students. And while you will inevitably run into challenges, make mistakes, and find that some ideas simply won’t work – it is all part of the growth we are privileged to experience as teachers.
Let’s start by reviewing definitions of MLL accommodations and modifications, and how we can select adaptations to correlate with the student’s level of language proficiency and learner variability.
Accommodations for MLLs
Accommodations are tier 1 supports that educators can implement at any time. They benefit more than just the MLLs in your classroom, and are effective for all students. These strategies do not require any alteration in curriculum expectations, and help MLLs access the same content as their peers.
There are many accommodations for MLLs out there, but they can broadly be categorized as follows.
Instructional Accommodations, which involve changes in teaching strategies, materials, or approaches that help students access the curriculum. Some examples include:
- Visual supports
- Pre-teaching vocabulary
- Use of visual cues
- Sentence frames and starters
- Modeling
- “Chunking” tasks
- Use of role-playing, manipulative, and other interactive tasks
Learning Resource Accommodations are adjustments to the tools and materials used for learning. Some examples include:
- Audiobooks
- Bilingual or picture dictionaries
- Graphic organizers
- Digital learning tools
- Infographics
- Translation tools
- Dual language books
- Alternative Reading Materials
Assessment Accommodations are adjustments to the way students demonstrate their learning. Some examples include:
- Oral response instead of written
- Use of media tools to demonstrate learning
- Use of assistive technology to complete assignments
- Cloze sentences
- Use of translation tools to evaluate a student’s response in their preferred language
With so many different options for MLL accommodations available, you may find it handy to keep a list somewhere visible for easy reference. They will be particularly relevant when you can align them with areas of the curriculum that have high language demands for input and output: for example, a reading in a subject like social studies, or an assignment that previously involved solely a written response.
Modifications for MLLs
Modifications are changes made to grade level curriculum expectations for a subject in order to meet the MLL’s language learning needs. They may include changes to the number of curriculum expectations, and changes to the complexity of a curriculum. Modifications for ELLs in English as a Second Language programs typically do not involve a change in grade level. This is because the modifications are put in place to address language learning needs, not cognitive demands.
In most cases, modified curriculum expectations are needed for students in the earliest Steps to English Language Proficiency, such as STEPs 1-3. Students with an emergent level of English realistically require modifications because they may still be in the process of acquiring basic interpersonal communication skills (English for social and practical situations).
Keep in mind, however, that it is important to maintain high expectations for students and to not “water down” the curriculum. It can be demotivating, particularly for older children, to be offered picture books with content that is not aligned with their age group. Check with your teacher-librarian to see if there are hi-lo novels or visually supported non-fiction or interest-related texts that MLLs will be excited to explore.
In some situations, such as math, you may find that an MLL needs to develop a skill that was taught in earlier grades because they did not have the opportunity to learn it in their previous school, have not attended school, or because they were not able to learn the skill as a result of language learning in the past. Modifications are essential in this context to ensure that the student can meet grade level curriculum learning as soon as possible. Focus on accelerating the student’s learning in that area, and monitor the student’s growth so you know whether or not a higher tier of support may be required.
Example of modifications for MLLs.
Grade 7 History: By the end of Grade 7, the student will…
Analyse some of the main challenges facing various individuals, groups, and/or communities, including First Nations, Metis, and Inuit individuals and communities, in Canada between 1713 and 1800 and ways in which people responded to those challenges.
Modified:
Understand how different Indigenous communities and peoples in Canada responded to challenges between 1713 and 1800.
Assessment and Evaluation
When modified curriculum expectations are used to adapt instruction for MLLs, be sure to assess students based on the modified expectations. When assessing early STEP MLLs, remember to adjust language output goals according to the student’s STEP. Look for growth in language and literacy skills, and focus on evaluating student work that happens closer to reporting periods, as this is when students will have had opportunities to learn and acquire more English skills.
Supporting Multilingual Learners: Final Thoughts
Learning how to develop and implement program adaptions for MLLs is another step you can take toward enhancing your teaching practice for all the learners you teach. Know your learner, identify the language demands of the curriculum you are teaching, determine the accommodations and modifications that will best support your learners, and you’ll enable the MLLs you teach to participate and engage more actively in their learning.
