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This document includes important vocabulary and phrases to understand when talking about multilingual learners.

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LAS Links Proficiency Levels and Descriptors

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LAS Links Proficiency Levels and Descriptors

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ML Students take the LAS Links Proficiency test to determine their English proficiency yearly. This document provides descriptors on learners at each level of proficiency.

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LAS Links Proficiency Levels and Descriptors.pdf

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Stages of Second Language Acquisition: Social Language (BICS) versus Academic Language (CALP)

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Stages of Second Language Acquisition: Social Language (BICS) versus Academic Language (CALP)

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This chart depicts the characteristics of second language learners based on how long they have been learning a second language. Some suggestions are given for how a teacher can best support and prompt these students to use their second language. Note that "BICS refers to conversational fluency in a language, while CALP refers to students' ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school," (Cummins 2008).

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Language Learner Profiles (separated by different languages)

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Language Learner Profiles (separated by different languages)

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This guide provides information on the following languages and how natively speaking these languages differently impacts students who are learning English: Arabic, Bengali, Chinese, English, French, Haitian Creole, Hindi-Urdu, Karen, Korean, Russian, and Spanish.

This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department.

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Tips on Connecting with a Level 1 ML Student

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Tips on Connecting with a Level 1 ML Student

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This document includes advice for teachers on how they can communicate and connect with their Level 1, newcomer ML student. Because these students often speak little English and come from culturally and linguistically diverse backgrounds, connecting with these students is of the utmost importance. It can be very difficult to do, so use this document as your guide!

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Connect with your Level 1 ML on their first day with this worksheet!

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Connect with your Level 1 ML on their first day with this worksheet!

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Board games are great ways to engage, play, and engage with your ML students. Each board game is labeled with the level of English proficiency that students should be at in order to be able to play. Descriptors of Proficiency Levels 1-5 can be found under the "General Information on Multilingual Learners" section.

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Differentiator for Teaching MLLs (Fairbain & Jones-Vo)

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Differentiator for Teaching MLLs (Fairbain & Jones-Vo)

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Differentiating and modifying content for ML students hugely depends on their proficiency levels. All ML students in the general education classroom should be supported in their English language learning journey through the content that their other peers are learning about. This document from Fairbain and Jones-Vo provides student descriptors, assignment and assessment strategies, and instructional strategies for ML students at each proficiency level in their listening, speaking, reading, and writing.

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 Differentiator for Teaching MLLs (Fairbain & Jones-Vo)

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The Sheltered (English) Instruction Observation Protocol

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The Sheltered (English) Instruction Observation Protocol

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The Sheltered Instruction Observation Protocol (SIOP) was developed to make content material more comprehensible to English Language Learners. The model, developed by Jana Echevarria, Mary Ellen Vogt and Deborah J. Short, includes eight components of teaching multilingual learners that teachers can follow to help modify their content.

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As teachers of ML students, we know that we need to be giving our students comprehensible input in order to grow their English proficiency. It can hard to know what that is, especially if you are not a language learner. This powerpoint by Marcos Benevides at J. F. Oberlin University in Tokyo clears some of these questions up!

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How to Modify Content for a Level 1 ML Student

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How to Modify Content for a Level 1 ML Student

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This document includes best practices for modifying content for Level 1 ML Students and the step by step process that teachers can go through to do so. This process can work for students at other proficiency levels, too, although some changes would need to be made based on the student descriptors provided in this website.

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Reading / Literature Modified Work for a Level 1 ML Student

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Reading / Literature Modified Work for a Level 1 ML Student

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Included in this folder are examples of modified work for reading and literature classes. Modified worksheets, presentations, and readings can be found.

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Science Modified Work for a Level 1 ML Student

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Science Modified Work for a Level 1 ML Student

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Included in this folder are examples of modified work for science class. A modified study guide and presentation can be found.

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Social Studies Modified Work for Level 1 ML Student

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Social Studies Modified Work for Level 1 ML Student

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Included in this folder are examples of modified work for social studies class. Modified worksheets, presentations, and readings can be found.

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Pre-loading important vocabulary words and sentence starters is a great way to introduce new content and new words to ML students. Here is an example of what all levels of ML students can complete at the beginning of a new concept. While this particular dictionary was used for a Level 1 ML student, it can be adapted to fit other levels' needs.

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Building Vocabulary Skills? Try these Graphic Organizers (Sheltered Language Resources 2018)

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Building Vocabulary Skills? Try these Graphic Organizers (Sheltered Language Resources 2018)

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New Vocabulary: Concept Graphic Organizer

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Important Verbs and Sentence Chunks for Levels 1-3 ML Students

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Important Verbs and Sentence Chunks for Levels 1-3 ML Students

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When modifying content for ML students, take into consideration the most commonly used verbs and sentence chunks in the English language. Gaining proficiency with these words helps to boost students conversational and social language!

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Included in this folder are activity ideas to help supplement Level 1 ML students' English proficiency journeys. Activity ideas taken from multiple sources.

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Included in this folder are activity ideas to help supplement Level 2 and 3 ML students' English proficiency journeys. Activity ideas taken from multiple sources.

It is important to note that once students reach Levels 4 and 5 in their English proficiency, modifications and activities should include sentence starters, academic vocabulary building, and other similar modifications given to all other students who need extra support in the classroom.

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Translanguaging describes the way multilingual people use all of their linguistic repertoire to make sense of and interact with the world around them. If interested in learning more about what translanguaging is, how it can be used effectively in the classroom, and ways to put it into practice, this guide is a very user-friendly way to familiarize oneself with this concept!

This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department.