Create language supports for multilingual learners

Multilingual learners can do grade-level thinking long before they can express it in grade-level English. Good supports lower the language barrier, not the cognitive demand: a newcomer comparing life cycles still compares, using a frame, a labelled diagram and a word bank, instead of copying a simpler worksheet. Planning starts from the language the task actually demands (the function such as compare, explain, argue; the grammar it needs such as comparatives or "because" clauses; and the vocabulary, both subject terms and general academic words), then adds supports that are graduated by proficiency level and designed to be removed over time. Home languages are a resource for thinking and drafting, not something to ban.

Create language supports for this task in
ph:grade_level:

Only if [PROFICIENCY_LEVELS] is given: Proficiency levels to plan for: [PROFICIENCY_LEVELS] If no proficiency levels are listed, plan for beginning, intermediate and advanced, and say so. Only if [HOME_LANGUAGES] is given: Home languages in the class: [HOME_LANGUAGES].

1. Language demands: the language function(s), the key grammar structures, subject-specific vocabulary (tier 3) and general academic vocabulary (tier 2) the task requires, and whether it involves listening, speaking, reading or writing.
2. Supports by level: for each proficiency level, what the student does (same task and thinking, with adjusted language output), the supports provided, and the expected product. Beginning students might label, sort, use a frame with a word bank, or speak before writing; advanced students might use a frame only for the trickiest structure.
3. Sentence frames: 2 to 4 frames per level that carry the task's language function, graduated from heavily supported to open. Each frame must be usable for this task, not generic.
4. Word bank: 8 to 15 words with a student-friendly definition, an example sentence from the task's context, and a note on which need a picture.
5. Visuals and realia: what to show or hand out (labelled diagram, graphic organiser, gestures, objects), described clearly enough to make.
6. Home-language bridges: ways to use home languages (think and plan in any language, bilingual partner talk, a bilingual glossary). List cognates only for the home languages given and only when you are confident; mark any you are unsure of for checking with a speaker. Warn about false friends if relevant.
7. Checking content and language: how the teacher assesses the content understanding separately from English accuracy, with one look-for at each level.

• Keep the cognitive challenge of the original task for every level. Do not replace it with an easier task.
• Do not translate whole texts or instructions into home languages unless you are confident of accuracy; recommend a fluent adult or a checked resource for anything important.
• Frames and word banks use language correct for [GRADE_LEVEL] and the subject.
• If the task is too vague to analyse (no clear output or topic), ask for the exact task before writing supports.
• Avoid deficit language; describe what students can do at each level.

Language demands

Function, grammar, vocabulary (tier 2 and tier 3), skills.

Supports by level

Table: Level | What the student does | Supports | Expected product.

Sentence frames

Grouped by level.

Word bank

Table: Word | Student-friendly meaning | Example from this task | Picture needed.

Visuals and realia

Bullets.

Home-language bridges

Bullets, with cognates marked as confident or to check.

Checking content and language

Content look-fors and language look-fors per level.