Skip to end of metadata
Go to start of metadata

You are viewing an old version of this page. View the current version.

Compare with Current View Page History

« Previous Version 9 Next »

Supporting Multilingual Learners

There are many reasons why learners may be recommended for language acquisition support. It is important to note that multilingual learners may not qualify for language 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 supporting the 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.

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

1) Recently Arrived: Newcomers that are new to the country

2) SLIFE: Students with Limited or Interrupted Formal Education

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

Language Learners' needs, strengths, and challenges can vary dramatically, even within the same classroom or among students from the same background.  Having an effective way to evaluate students’ needs is crucial to helping students succeed. 

Some of a multilingual learner's strengths may include:

  • Strong literacy skills in their native language
  • Academic skills and content area knowledge developed in their native language
  • Strong family support and commitment to children’s future
  • Strong interest in education
  • High levels of personal responsibility, resilience, resourcefulness, and commitment to success

Some of their challenges may include:

  • Little or no formal schooling
  • High levels of mobility in moving between schools (especially in the case of students from migrant farmworker families)
  • Lack of access to effective, consistent language instruction, as in the case of students who have experienced bilingual education during one year and then English immersion in another
  • Limited practice developing and using academic language
  • Personal responsibilities that occupy hours during or outside of school, such as caring for siblings, working one or more jobs, and translating for families

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

It is necessary to know the language proficiency scores and background information for all of your multilingual learners who are receiving support services in language learning based on their individual comprehensive WIDA scores.

Example Multilingual Learner Profile:

Differentiating with WIDA's CAN DO Descriptors

Common Resources and Adaptations for Academic Language Supports

  • No labels