Classroom accommodations for esl students
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Classroom Accommodations for ESL Students. Mobile County Public School System 2013-2014 English as a Second Language Program. Why Accommodate?. ESL Students must receive accommodations: To help them understand content To help them complete assignments To improve their English skills

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Classroom Accommodations for ESL Students

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Classroom accommodations for esl students

Classroom Accommodations for ESL Students

Mobile County Public School System

2013-2014

English as a Second Language Program


Why accommodate

Why Accommodate?

ESL Students must receive accommodations:

  • To help them understand content

  • To help them complete assignments

  • To improve their English skills

  • To help them feel included and comfortable

  • Because it is the law


Classroom accommodations for esl students

The Civil Rights Act, Title VI 1964

“No person in the United States, on the ground of race, color or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.” -42 U.S.C. § 2000d.


Lau v nichols

Lau v. Nichols

The failure of a school system to provide English language instruction to national origin students who do not speak English, or to provide them with other adequate instruction denies them a meaningful opportunity to participate in the public educational program.

- Lau v. Nichols

(U.S. Supreme Court Decision, 1974).


Classroom accommodations for esl students

Lack of English proficiency does not mean there is a lack of content knowledge or thought.


Classroom accommodations

Classroom Accommodations

Using teaching strategies and learning resources that make content comprehensible is the key to helping the student understand the content, learn the language, and be engaged in the learning process.


Sample instructional strategies

Sample Instructional Strategies

  • Seat the student near the teacher

  • Write instructions clearly on the board as well as give them orally

  • Write key words, page numbers, homework, deadlines, etc. on the board

  • Incorporate visuals such as props, graphics, organizers, charts and gestures

  • Avoid slang, colloquial expressions and complex structures

  • Speak clearly

  • Allow extra time


Sample instructional strategies1

Sample Instructional Strategies

  • Allow the ESL student to write less, have fewer answer choices or answer simpler questions

  • Consider it may take them longer to complete a task

  • Allow the use of bilingual dictionaries for older students who are literate in their first language, but discourage over reliance

  • Use meaningful word walls

  • Provide a model of what completed work should look like


Sample assessment accommodations

Sample Assessment Accommodations

Level One:

  • Point to answers

  • Use yes or no test items

  • Test Orally

  • Accept one-word answers or pictures

    Level Two:

  • Reduce Test Questions

  • Allow errors in speaking/writing

  • Extended time

  • Allow the use of study guide/outlines


Sample assessment accommodations1

Sample Assessment Accommodations

Level Three:

  • Allow extra time

  • Reduce Test Questions

  • Only grade work completed

  • Allow use of study guides and notes

    Level Four:

  • Retest

  • Accept some grammatical errors

  • Allow use of word-to-word dictionary

  • Rephrase directions if necessary


Accommodation documentation

Accommodation Documentation


Accommodation documentation1

Accommodation Documentation

  • This will be provided to you by your ESL Resource teacher

  • This accommodation form provides suggested accommodations for each ESL student

  • A copy will go into the students file for documentation that accommodations were provided as required by law


For more information

For more information:

  • Contact your local ESL teacher

  • Contact Tracy Jay

    ESL and Migrant Coordinator

    221-5189

    [email protected]


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