Differentiating for Multilingual

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Learners

There are many reasons why learners may be recommended for language acquisition support. It is important to note that multilinguals, also known as bilinguals, may not qualify for support if there proficiency assessment rates them near a grade-level native-speaker proficiency. As stated earlier, learners also move through the language acquisition process at different rates and may "test out" or no longer qualify for language support at different times. The care providers of multilingual students who qualify for language support may also refuse formal language support at their discretion. Always check with your cooperating teacher or school site ESL coordinator for information related to learners in your specific classroom context.

Multilingual Learners

Once students are identified as eligible for language support through the WIDA proficiency assessment system, there are three further "types" of language learner required to be distinguished and identified for support within Minnesota state education law as identified by current research. A link to policies regarding English Learner Education in Minnesota is provided for you here.Types of Multilingual Learners

Three additional distinctions made within multilingual learners receiving supports include the following groups:

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3) Long-Term ELs: Students who have received language support services for eight or more years.

What are some of Multilingual Language Learners' general strengths and challenges?Language Learners needs, strengths, and challenges can vary dramatically, even within the same classroom or among students from the same countrybackground.  Having an effective way to evaluate students’ needs is crucial to helping students succeed. 

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For more fast facts regarding English Learners in the United States such as where there are ESL teacher shortages, access this infographic article "English Language Learners: How Your State is Doing (NPR, 2017).

Student WIDA Proficiency Scores

Example Multilingual Learner Profile:

Differentiating with WIDA's CAN DO Descriptors

Common Resources and Adaptations for Academic Language Supports