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Repetition – Repeat things you say to your students and have students repeat what you say back to you as well as answers other students have offered.Visuals – Find images, videos, realia, anything that will help tie vocabulary, concepts, stories, etc to real things students can visually understand.Time – Provide students with some extra time to think before asking for a response or requiring a student to complete an assignment.Speaking Speed and Clarity – Slow down and pronounce each word succinctly and clearly.Bilingual Dictionaries – Word to Word Translation Dictionaries.Build Background Knowledge or Content Knowledge – By looking ahead at what students will be learning, you can provide them with resources to beef up their background knowledge in those areas before the class begins.Here is a list of classroom accommodations teachers can use to help their English learners access content from the curriculum, to give their ELLs a fair chance at an education. Many teachers don’t naturally understand the challenges their ELLs face because they themselves have never moved to a new country where everyone speaks a language different from their own. or spoiling those the accommodations are meant to help.These accommodations can feel a little uncomfortable and teachers worry that they’re either: Those accommodations don’t come naturally. …Or the unique responses ELLs have to the accommodations. They simply aren’t used to the unique accommodations that English learners need… When it comes to ELLs, many teachers find that their usual accommodations, the accommodations they often use without really realizing they’re even accommodations, don’t necessarily work as they expect them to, like they do with native speakers, and they can get flustered or frustrated. Otherwise, we are testing for the wrong things and can end up with data that does not accurately reflect what a child does or doesn’t know.

Understanding a child’s English proficiency is important, but when we’re assessing a child’s content knowledge, we need to separate that from testing their English proficiency as much as possible. It’s making it possible for students to show what they know when English is not their first language. When we’re talking about accommodations, we’re not talking about changing the content the students are learning, just finding ways of making the same content more accessible.Īlso, accommodations don’t mean just giving students answers.

Just to be clear, let’s make sure we define clearly what it is we’re talking about.Īccommodations are not modifications. Whenever a teacher asks another student to help out a student who is struggling, they’ve made an accommodation.