Students who are learning a second language, whether that be English in an English-centered classroom or either English or the LOTE in a Dual Language classroom need to be given grade-level texts or above.  

Let me repeat that.  All multilingual learners need to be given grade-level texts or above.  There’s no two ways about it.  If we constantly give students texts that are below grade level in hopes of waiting for them to learn the language, they will always be behind both in reading and content.  Unfortunately, however, in an effort to be kind and patient with students, we often make the mistake of watering down material.  For example, I once knew an English teacher who printed out 3rd grade material for all her 7th graders because she wanted to make sure that all her students, especially the Emergent Bilinguals and Former Emergent Bilinguals, could access the reading.  Her argument was that it was all some of her students could do, and that she was letting them know that she cared by watering down the curriculum.  But that’s not actually what she was communicating.

When we insist upon giving students texts that are below their grade level, we are telling them that we do not believe in them, not that we care about them.  And worse, we are ensuring that they always stay behind.  However, going back to our friend, the 7th grade teacher, she was right in that if we give students texts well above their reading level and offer no support, we are indeed communicating that we do not care.  Perhaps the 7th grade teacher was right in that some of her students were reading at a 3rd grade level.  How could she have made sure that students who were learning the language and therefore, reading at earlier proficiency levels could access the text?

We need to provide scaffolds and support that are tailored for the different proficiency levels in the classroom.  Here are 5 ways to make grade-level texts more accessible to the students in your class.

1. Build common experience.  Consider engaging in an Inquiry-Based Language Experience Approach where students can learn about the topic you are about to study through hands-on experiences.  Students can explore magnets, pictures of habitats, or photographs from the 1950s… whatever matches the text you are about to read.
2. Pre-teach vocabulary.  Teach students the academic vocabulary they will encounter in the text before they read it.  This will help make the text easier for students while not watering it down.
3. Read an easier text on the same topic first.  This is another way to build background knowledge and potentially introduce students to some of the vocabulary they will encounter when they read grade-level text.
4. Allow students to read a different text in their native language first.  In English-centered classrooms, allow students to have first exposure in their home language.  The text should not cover the exact same material but can help students begin to think about the topic.
5. Text engineer the text.  Add headings, visuals, student-friendly definitions, and cognates to the text to support students when they are reading the text.  They still get the exposure but with the support that they need.

Remember that just because a student is or was at some point not fully proficient in the language of instruction does not mean that they need these scaffolds or that all students in the class need the same support.  All students should be working at a level of productive struggle, where they are challenged yet able to eventually succeed without becoming exceedingly frustrated.  Also, remember that certain students’ threshold for challenge is higher than others.  This means that for some students, you may need to slowly raise the level of challenge they experience while for others, you will need to start them at higher levels of challenge.

When you clearly differentiate for students in their scaffolds while providing all students grade-level texts or above, you will see not only your earlier proficiency students’ scores but all of your students’ scores soar.  And with those scores, their confidence levels in the new language will blossom.

If you would like more support with scaffolds at your school, please reach out to me through the contact form or email me at arm977@mail.harvard.edu.