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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 (MLLs) may need specific scaffolds and opportunities to access learning experiences and demonstrate their learning that make connections to their primary language, help them access context and value multiple ways of knowing and expressing learning.
SEE: WRDSB Secondary Guide to Teaching Multilingual Learners and ELD/ESL Programs Website
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 students who are multilingual learners (MLLs), I am:
To fully support students who are multilingual learners (MLLs), I am:
taking time to build relationships to learn about their interests and lived experiences
identifying and eliminating barriers to students having their full identities affirmed and sustained in the learning space, including encouraging translanguaging
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
amplifying the most important messages and information through visuals, exemplars, modeling, think-alouds, audio/video, tech, etc.
using MLL Profiles and STEP-Specific Resources to inform my planning, instruction, assessment, and evaluation of these students
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.
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 , listening, and speaking.
Encourage and allow students to use their primary language as a tool for thinking.
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.
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.
FINDING AND USING STEP DATA IN S4S
FINDING AND USING STEP DATA IN S4S
The STEP tool is a framework for assessing and monitoring the language acquisition and literacy development of English language learners across the Ontario Curriculum.
WRDSB STEP Profiles have been created to help you gather information, and identify key strategies needed to support multilingual student(s).
STEPs are grouped in these 4 forms:
LINK to ESL STEP 1-2 MLL Profile
LINK to ESL STEP 3-6 MLL Profile
Accessing Student STEP Data
You can access students’ STEP levels in S4S. They include an OLB (1-6) Level for ESL students and an OLLB (1-4) Level for ELD students in oral, reading and writing.
Go to S4S.wrdsb.ca to find a student's STEP data in Class Summary, Student Dashboard, or Student Profile.
For more information, see these SLIDES or watch this Instructional VIDEO.
SCAFFOLDING FOR MULTILINGUAL LEARNERS
SCAFFOLDING FOR MULTILINGUAL LEARNERS
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.
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