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Universal Design for Learning supports ALL students, but some students require more intensive, targeted support, especially when the language of instruction is not a student's primary language. Multilingual learners need specific scaffolds and opportunities to access learning experiences and demonstrate their learning that make connections to their primary language and value multiple ways of knowing.
KEY ACRONYMS AND DEFINITIONS
KEY ACRONYMS AND DEFINITIONS
MLL: A Multilingual Learner is a student with linguistic assets who is learning academic content in a language other than their primary language from a teacher providing instruction in English or French.
ESL: Students in the ESL program have had ongoing educational opportunities to develop language and literacy skills in other languages, and gain conceptual academic knowledge on which they continue to build as they acquire English.
ELD: Students in the ELD program have had limited or interrupted educational opportunities to develop literacy skills and conceptual academic knowledge in any language, and respond to targeted instruction in literacy and numeracy as they learn English. Students with limited or interrupted formal education have gained pragmatic knowledge and skills from their lived experiences.
STEP: Steps To English Proficiency - Every multilingual student learning English as an additional language in Ontario has Oral, Reading, and Writing STEP indicators to help educators know what they can do, and what they are learning to do.
STEP-Specific Resources are available to help you understand what a Multilingual Learner in your class can do and how you can use responsive scaffolding to support their progress.
SUPPORTING MULTILINGUAL LEARNERS CHECKLIST
SUPPORTING MULTILINGUAL LEARNERS CHECKLIST
To fully support my students who are multilingual learners (MLLs), I am:
To fully support my students who are multilingual learners (MLLs), I am:
taking time to know them and build relationship
encouraging the use of L1 (primary language) for translanguaging
learning about and connecting to their lived experiences
activating their prior knowledge
facilitating peer interactions in partners or small groups
providing thinking time before speaking, speaking time before writing, additional time for reading
honouring the development of their full identities through culturally sustaining voice and choice
amplifying the most important messages and information through visuals, exemplars, modelling, think-alouds, audio/video, tech, etc.
identifying and eliminating barriers, microaggressions, or oppressions in our classroom and practices
using MLL Profiles and STEP-Specific Resources to inform my planning, instruction, assessment, and evaluation of these students
FINDING AND USING STEP DATA IN S4S ELL Module
FINDING AND USING STEP DATA IN S4S ELL Module
Go to S4S.wrdsb.ca to find your student's STEP data in Class Summary, Student Dashboard, or Student Profile.
For more information, see these SLIDES or watch this Instructional VIDEO.
MTH1W How to Find STEP Data.mp4Use the MLL Profiles to gather information, conference, and select recommended scaffolding strategies for your multilingual student(s).
STEPs are grouped in these 4 forms.
SCAFFOLDING FOR MULTILINGUAL LEARNERS
SCAFFOLDING FOR MULTILINGUAL LEARNERS
In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.
The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance.
Like physical scaffolding, the supportive strategies are incrementally removed when they are no longer needed, and the teacher gradually shifts more responsibility over the learning process to the student.
See common scaffolding strategies at: The Glossary of Education Reform
MTH1W STRAND SPECIFIC SUPPORTS
MTH1W STRAND SPECIFIC SUPPORTS
ADDITIONAL SUPPORTS FOR TEACHERS
ADDITIONAL SUPPORTS FOR TEACHERS
Tips for Including MLL Voices in a Thinking Classroom
Tips for Including MLL Voices in a Thinking Classroom
Learn about linguistic diversity in your classroom. Gather data from your students about the primary, secondary and additional languages that they speak. Considering analyzing this data as a Mathematical Modelling activity.
Remember that proficiency in everyday English is not the same as academic proficiency in English. A student who can carry on a face to face conversation comfortably, may still be challenged by the vocabulary and complexity of academic reading, writing and even listening and speaking.
Encourage and allow students to use their primary language as a tool for thinking. Students who continue to develop proficiency in their primary language have greater success in school.
Respect the silent period. Many early language learners may have a period of time where they say very little, but this does not mean that an incredible amount of language acquisition is not happening. Usually receptive language (understanding oral and written text) progresses more quickly than productive competence (speaking and writing).
Provide opportunities for co-operative learning in small groups. Sometimes it is appropriate for MLLs to be grouped with proficient speakers who serve as language models and provide feedback. Occasionally, it may be appropriate to group MLLs so that they can work on tasks adapted for their level of English proficiency.
Make conversational strategies explicit for your students by discussing appropriate language used for agreeing and disagreeing with others.
Model, teach, and expect English-speaking students to engage with and support students learning English.
Learn more here: ELL Voices in the Mathematics Classroom
Learning Skills and Work Habits
Learning Skills and Work Habits
Translanguaging in the Mathematics Classroom
Translanguaging in the Mathematics Classroom
Although it is commonly assumed that mathematics learning is distinct from the need for understanding the language of instruction, this is a myth. Mathematics is the study of relationships and connections and being able to discuss concepts is essential for creating meaning in mathematics.
In addition, research shows that students who are literate in multiple languages have greater success in mathematics learning. It is clear that encouraging use of the broad range of a learner's linguistic experience, called TRANSLANGUAGING, is essential for learning.
Suggested Scaffolds:
Translate into student’s primary language (STEP 1-3)
Check for understanding of key vocabulary
Provide concrete examples for how to be successful
Allow MLLs to complete self evaluation of learning skills in their primary language (STEP 1-3)
Allow students who share the same primary language to work together when completing first self evaluation
Additional Resources:
Translanguaging in the Mathematics Classroom
Translanguaging in the Mathematics Classroom
Although it is commonly assumed that mathematics learning is distinct from the need for understanding the language of instruction, this is a myth. Mathematics is the study of relationships and connections and being able to discuss concepts is essential for creating meaning in mathematics.
In addition, research shows that students who are literate in multiple languages have greater success in mathematics learning. It is clear that encouraging use of the broad range of a learner's linguistic experience, called TRANSLANGUAGING, is essential for learning.
Learn more here:
Benefits of Using Math Portfolios with MLLs
Benefits of Using Math Portfolios with MLLs
Goes beyond the collection of traditional worksheets, graded assignments and end-of-unit tests
Samples of a student’s broad performance
Connection to “real world” situations
Assessment is not solely focused on the acquisition of skills and facts
Shows growth or change over time
Allows students to participate in self-evaluation and goal-setting
Allows students to track and reflect on the development of their learning
Suggested Scaffolds:
Allow MLLs to maintain their portfolios in their primary languages (STEP 1-2)
Use of translation technology and dual language dictionaries
Multilingual glossary for key terms (reflect, self-evaluation, goal setting, etc.)
Allow modes of thinking to be expressed visually or orally
Frequent check-ins & conferencing with teacher
Model how to reflect, self-evaluate & set goals
Provide exemplars of portfolios translated into primary languages
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