• Regular opportunities for interaction and discussion between the teacher and students, as well as among peers, promote more detailed responses regarding lesson concepts. 

• The arrangement of groups facilitates the language and content objectives of the lesson. 

• Provide sufficient wait time for students to process and prepare responses.

• Offer numerous opportunities for students to clarify key concepts with the help of an aide, a peer, or texts in their native language (L1). 

Translating everything for students is not best practice!

• L1 support is beneficial at the following times:

  • • At the start of the lesson when introducing objectives, giving directions, presenting new vocabulary alongside L2, and introducing essential questions.

    • During the lesson when offering prompts, sentence starters, annotations, checking for understanding after L2 use, scaffolding, or engaging in various activities and alternatives.

    • At the conclusion of the lesson when utilizing quick writes or exit tickets. 

• Why is translating not always beneficial?

  • • Dependency on Translation: When students rely heavily on translations, they may not develop their language skills in the target language. This dependency can hinder their ability to think and communicate effectively in that language.

    • Limited Exposure to Target Language: Constant translation can reduce students' exposure to the target language, preventing them from becoming familiar with its nuances, idioms, and grammar structures.

    • Reduced Engagement: If students are provided with translations for all content, they may become disengaged and passive learners, rather than actively engaging with the material and participating in discussions.

    • Loss of Context: Translations may not always capture the full context or cultural relevance of the original language, leading to misunderstandings or incomplete comprehension of the material.

    • Inhibition of Critical Thinking: Relying on translations can inhibit students' critical thinking and problem-solving skills, as they may not be challenged to process and analyze information in the target language.

    • Variability in Proficiency Levels: Multilingual learners have varying levels of proficiency in both their first language and the target language. Providing translations for everything may not cater to their individual learning needs and may overlook opportunities for language development.

    • Inconsistent Terminology: Translations can vary, and providing multiple translations for the same term can create confusion, especially if students do not have a strong understanding of the concepts in either language.