Accommodation: Preferential Seating

Suitability

Recommended Domains:

Reading, Writing, Listening, Speaking

Recommended Levels:

Entering (1) through Reaching (6)

Description

The teacher purposely places a student's seat in a location that meets their learning needs.

Example

Some ways to apply preferential seating for MLs include:

Creating a pod of MLs with the same home language, with ranging proficiency levels in English so they can support and learn from each other.
Placing MLs at the front of the class, closest to the teacher, so they can have clear access to directions, and can easily communicate when they need additional support.

Observability

What it Sounds Like in the Classroom

Teacher

Student

"I am going to place you here so you can do your best work."

"May I sit alone?"

"I need to be closer to the board."

"I do better when I am close to the teacher."

What it Looks Like in the Classroom

Teacher

Student

A teacher chooses a seating arrangement for the student based on:

Language proficiency
Teacher proximity
Same Language/L1
Behavioral needs
Physical needs
Emotional needs

Student sits in a space where he has clear visual and auditory access to instruction, or students near their level of language preficiency.

Timeliness

When should the accommodation be removed?

The Preferential Seating accommodation should be removed gradually once an ML demonstrates increased literacy and auditory comprehension and increased confidence with language. Most MLs do not require Preferential Seating beyond the Expanding level (4), but some students occasionally require this accommodation through the Reaching level (6). If you have questions, or feel your ML requires a change in their ILAP regarding this accommodation, please reach out to the ESOL teacher in your building to discuss the student's needs.

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