This page is all about classroom accommodations! We mostly hear the word "accommodations" in regards to students with IEPs/504s, and we all know that those accommodations are legally binding. No such protections exist yet for ELs, but that doesn't mean we don't have to adjust our instruction for them.
I know we all have tons on our mind when it comes to instruction: absent students, is my fly zipped, behavior management, red flags, technical problems, is my fly zipped, a pass at the door, etc...it can be daunting to think about adding one more thing. However, just like with IEPs, if we get used to making these changes, it will become second nature.
When I taught general English and had multiple IEPs in each class, every year I would make myself a "cheat sheet"--a list of all my special ed students by class with a short description of what accommodations they got. You can do the same with ESL students; write down the ELs you have in each class and their English proficiency levels or needed accommodations.
I came across this great infographic with classroom modification ideas. Feel free to click through to see the whole thing, or I'll include my favorites below.
Tests and quizzes: allow extended time, shorten the test, allow bilingual dictionary.
Materials: give a summary, use multi-level texts, give native language texts, make class notes available.
Environment: sit next to a helper, use collaborative groups, review frequently.
Instructional: simplify language, model expectations/finished product, modify grading, extended time for classwork.
At the very least, I would suggest giving all ELs notes/a copy of what you talk about in class, allowing extended time, and shortening lengthy assignments/tests. If you need help providing accommodations or coming up with ways to accommodate...I know you're shocked by this...but you can ask me!! :)
Finally, I'd like to give a shoutout to Julie E. She has one of our newcomer ELs and has been doing a great job accommodating for him and also for other ELs in her classes. For example, she used Google Translate to change a lengthy assignment sheet from Google Classroom into French. She then asked me to look over it to make sure it made sense, which I and all the other language teachers are willing to do for you (in French or Spanish, of course)! She also has quarterly current event assignments that are difficult for lower-level ELs because they include a presentation and class discussion. She isn't requiring her ELs to do it, but instead is assigning them an article from either NewsELA with questions or an article in their native language.
I hope this email impresses upon you the importance of accommodating for our ELs. The purpose is not to make things easier for them than the other students, but just to make things possible for them; it's the idea of equity over equality.
Start with one accommodation and see what changes you see in the quality of EL student work and grades!