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A complex text is one that has different dimensions of language contained within it, such as sentence length, word complexity, text structure and characteristics such as readers background.

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Group 1: A complex text is specific to a discipline, has a structural organization, with newly introduced concepts, and relies on the readers` understanding of the purpose.

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Some of the difficulties for ELLs/MLLs are their prior experience (such as prior learning, knowledge, educational background), level of literacy, English proficiency and instructional factors (e.g. instructional support and reading strategies).

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A complex text has lengthy words and sentences, high word frequency, difficult text meaning, different text structures, complex language and requires background knowledge and motivation from the reader.

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Complex-Rich linguistic features: Not just a "long" text, but one with complex sentences, multiple meaning words, multisyllabic words. The text structure is rich.  Requires metalinguistic and background knowledge.  Group 4

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Complex-Rich linguistic features: Not just a "long" text, but one with complex sentences, multiple meaning words, multisyllabic words. The text structure is rich.  Requires metalinguistic and background knowledge.  Group 4

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Particular difficulties include lack of background knowledge, metacognitive and metalinguistic capabilities, and "simplifying" texts to a point of actually making the text more complex.

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Through scaffolding background knowledge, modeling thinking and reading comprehension skills explicitly, using cognates and strategically chunking texts.

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Background knowledge
Text difficulty/ text meaning
Level of literacy, English proficiency
Tier II and Tier III words
Metalinguistic awareness
Metacognition

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Group 3: We can simplify text by re-writing text with the intention of being understood by second language learners. We can do different scaffolds depending on student learning.Creating before, during, and after reading activities to engage students with text. Modeling for students is also important.

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Group 3: We can simplify text by re-writing text with the intention of being understood by second language learners. We can do different scaffolds depending on student learning.Creating before, during, and after reading activities to engage students with text. Modeling for students is also important.

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Amplification of the text versus simplification which means that rather than simplifying texts (e.g. breaking sentences down into simple language) for our ELLs/MLLs we would take the key concepts and core vocabulary of the text and chunk it so that students can use that strategy to independently comprehend complex texts). Additionally, providing focusing questions to guide reading. Heading and subheadings can also be used to guide reading.

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Group 1: Some of the particular difficulties of texts for ELLs are lack of prior knowledge, level of schooling, redundancy, literacy in their native language, and simplified text.

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Two ways to make text more accessible is pedagogical scaffolding and text engineering. Pedagogical scaffolding includes opportunities to make sense of the text, analyze, etc. It includes thoughtful selection of text, metacognitive skills and metalinguistic awareness. Text engineering is amplification of language in a text, through language clues and redundancy, chunking texts into meaningful sections, etc.

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Metacognition: A learner who is unaware of what they don't know is already lost.
How do you teach a student to recognize what they do not know?

Now - preparing the learner is key to identifying the areas that of students unawareness and preparing them for their work.

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Because of their different cultural background, ELLs may not be familiar with the content of the text; this can also lead to lack of engagement and minimal understanding of the text.

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Group 1: In order to make complex text more easy to ELLS, the text recommends that teachers amplify words instead of simplify them, add visuals and captions.

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Group 2: A complex text is made up of 3 parts: Quantative, (word length, frequency and sentence length) Qualitive (text meaning, purose and sentence length) and Reader and task (readers background and motivation and knowledge about the topic)

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We used to think that simplifying text is a helpful tool, but we can see that less can actually be "more complex". Eliminating connectors/conjunctions can make the text less understandable.

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Group 4 - Pedagogical scaffolding, MODELING, activate prior knowledge, metacognitive development ( reading strategies and appand metalinguistic awareness (text structure, cognates)

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Group 4 - Pedagogical scaffolding, MODELING, activate prior knowledge, metacognitive development ( reading strategies and appand metalinguistic awareness (text structure, cognates)

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we used to think that it was best to simplify text however that text recommends for words to be amplified instead

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Simplifying the text isn't always the way to go! We need to give them opportunities to use metacognitive skills, increase metalinguistic awareness, and create meaning in a complex text.