With more than 5 million multilingual learners in our schools, many teachers wonder how these students can be taught grade-level content in a way that makes the content understandable for them. Yes, teachers want to provide effective instruction for multilingual learners, but some teachers may not be aware that multilingual learners are legally entitled to the same educational opportunities as English proficient students, including access to grade-level curricula. All students, multilingual learners and English speakers alike, should be learning the same content. The idea that multilingual learners aren’t ready for grade-level material simply isn’t supported by research. In fact, literacy research tells us that students learn better with challenging text. However, it is essential that multilingual learners are provided with scaffolding and supports that allow them to access challenging texts and materials.
The following are three ways to help multilingual learners access grade-level content.
1. Be clear. This may seem like a no-brainer but expressing oneself in a way that is easily understood is more challenging than it may seem. Remember that grade-level content contains vocabulary and language forms that likely will be difficult for multilingual learners to follow. While clear, concise speech is critical for multilingual learners, it is good for all. Think of TEDTalk speakers, newscasters and other professional speakers. They speak clearly, enunciate, and limit the amount of information they give to listeners. Typically, they pause a bit between chunks of words to let listeners process their message. Make sure your presentation of information and especially instructions for completing tasks are well-described, clear and unambiguous. Also consider posting a completed assignment for students to refer to in case they don’t understand all the language used in your instructions.
Another way to make sure your message is clear is through modeling and repetition. Multilingual learners may become frustrated or disengage from learning if they can’t follow your instructions or can’t understand the presentation of content. I learned the value of modeling and repetition when I attempted to learn to play the guitar from internet instruction. The videos were easy to follow because the instructor 1) demonstrated what he was talking about; 2) repeated the message several times in slightly different ways; and 3) asked me to practice each step after teaching something. While I couldn’t ask the instructor questions, I could replay the videos and catch what I missed the first time (repetition).
2. Explicitly teach vocabulary. Teachers select a set of academic vocabulary words and teach those words across several days with opportunities to practice using the words in a variety of instructional activities. Visuals, student-friendly definitions, and opportunities to use the words orally with peers are but a few ways to make the words meaningful for multilingual learners and “stick” so that the words become part of their own vocabularies.
Criteria for selecting words to teach include:
- Words necessary for understanding the text. Often referred to as key vocabulary, these words may be bolded in the text but there are most likely other words whose meaning is necessary for multilingual learners to understand the text.
- Words frequently used in the text. Teaching words that students will encounter numerous times provides them with multiple opportunities to see how those words are used in text.
- General academic words that likely appear in other content area texts. Word lists may be consulted for selecting cross-curricular academic terms that students will be exposed to across subject areas.
- Words with multiple meanings. Students will encounter certain words across disciplines with different meanings, e.g., the meaning of pound as a unit of weight in math differs from its meaning, to hit, in English language arts. Explicitly teaching the definitions of these words allows students to understand how words function in different contexts.
- Words with affixes. Many words are comprised of root words and affixes. For example, view changes meaning when the prefix re– is added to make review. Teaching word parts gives students more bang for the buck. As they begin to understand the meaning of common prefixes such as un-, dis– and mis– and suffixes such as –ism, –ist, and –cy and learn how those word parts alter the meaning of words, their vocabulary expands exponentially. Knowledge of word parts facilitates analysis of the meaning of unknown words.
- Cognates. Teaching words that have relationships across languages such as conclusion (English) and conclusión(Spanish) helps students see that new words are related to those from their home language.
There are lots of free and inexpensive vocabulary apps available so that students can practice new words, for instance, during free time, center time, and at home. Most apps provide a word’s pronunciation, its definition, translation, and a visual of the word. Many vocabulary apps work on phones as well as tablets.
3. Provide supports for reading text. Grade-level texts are typically challenging for multilingual learners so scaffolds for reading text are essential. Here are some ways to provide access for multilingual learners:
- Audio books. Students listen to a text being read while they read along. Many commercial reading programs offer audio books, and there are numerous sites that offer free audio books to students.
- Teacher read-aloud. To be most effective, teachers pause after reading a portion of text, ask questions, make connections between the text and students’ experiences, and highlight key vocabulary. Comprehension is enhanced when teachers jot illustrations or use graphics to help multilingual learners understand and remember words and concepts.
- Partner reading. Younger partners typically can read together and gain practice reading text. With older students consider Read Aloud, Think and Summarize. In this process, each student reads a paragraph and summarizes it. For example, Partner A reads and orally summarizes while Partner B listens and asks clarification questions. Then partner B reads and summarizes. This technique is effective because students collaboratively figure out the meaning of the text through discussion.
- SQP2RS is a process for reading expository text that has been shown to improve reading comprehension. The steps are as follows:
- Survey: Students individually preview and scan the text to be read for about one minute to determine key concepts that will be learned.
- Question: In groups, students generate questions likely to be answered by reading the text.
- Predict: Students come up with three or four key concepts they predict they’ll learn while reading.
- Read: While reading, students mark answers to their generated questions using sticky notes or highlighters.
- Respond: Students discuss and answer the questions generated by the class.
- Summarize: Orally or in writing, students summarize the text’s key concepts.
The SIOP website offers free downloadable posters that outline each step of SQP2RS. The posters are useful for teaching SQP2RS as well as for student reference as they begin to use the process independently.
There are many more ideas for helping multilingual learners access grade-level content in our book, Making Content Comprehensible for Multilingual Learners: The SIOP Model.
The ideas presented here are intended to facilitate using grade-level content with multilingual learners in your classes. Hopefully, you’ll find the ideas useful.
(A version of this blog was posted on May 25, 2020)