
Accommodating English Learners (ELs) in the classroom can feel overwhelming, and teachers the teachers we work with often report feeling uncertain about the best ways to provide the right support. What is allowed? How much is enough? Is it fair? While accommodations are essential to ensuring that ELs can access the curriculum and succeed in school, there are several common misunderstandings that can make it difficult to navigate this process effectively. In this post, we’ll address these concerns and provide clarity on how to best support your ELs.
What Are Accommodations and Why Are They Important for ELs?
At the core, accommodations are changes in how students access content, participate in learning activities, or demonstrate their knowledge, without changing the content or learning expectations themselves. For English Learners, accommodations help bridge the language gap so that students can engage with and progress through the curriculum.
However, it’s crucial to differentiate between accommodations and modifications. Modifications refer to changes in the curriculum’s content, often reducing the complexity or breadth of what students are expected to learn. Accommodations, on the other hand, provide support that allows ELs to engage with the content at the same level as their peers, without altering the essential learning expectations. In our educator training sessions, we often look at these as the “what” and the “how.” How do we preserve the what by adjusting the how?
Misunderstanding #1: Accommodations Are Only for Beginner ELs
It’s a common misconception that accommodations are only for ELs who are just beginning to acquire English. In reality, all English Learners, regardless of their proficiency level, benefit from accommodations that support language access. Even (especially?) advanced ELs or Former English Learners (FELs) still face challenges in accessing academic content due to language complexity, cultural differences, and unfamiliar academic vocabulary and structures.
Accommodations should be tailored to the specific needs of each student, taking into account their English proficiency, background knowledge, and the content itself. As students’ proficiency increases, the types of accommodations might change, but support is still necessary.
Misunderstanding #2: Accommodations "Water Down" the Curriculum
Many teachers worry that providing accommodations will make the curriculum too easy or reduce rigor for ELs. However, accommodations are designed to ensure that students can engage with the content at the same level as their peers—not to reduce the challenge. The goal is equity, not equal treatment. For example, providing sentence frames, visual aids, or allowing extra time doesn’t diminish the complexity of the content; it ensures that the student can access it and demonstrate understanding in a way that honors their journey to English language proficiency.
Misunderstanding #3: Accommodations Are Only for Students with IEPs or 504 Plans
Another common misunderstanding is that accommodations are only available for students who have an Individualized Education Program (IEP) or a 504 Plan. While it's true that students with disabilities are entitled to accommodations under these plans, ELs are entitled to accommodations as well—no special plan required! This is mandated by federal laws, including the Civil Rights Act and Title VI, which require schools to provide language support for ELs to ensure they can access the curriculum.
In fact, some of the best accommodations for ELs, such as peer support, bilingual glossaries, or adapted instructions, can support a broad range of learners, including those without an IEP.
Misunderstanding #4: All ELs Should Receive the Same Accommodations
A one-size-fits-all approach to accommodations is tempting but often ineffective. Each EL is unique, with varying levels of English and home language proficiency, previous educational experiences, and cultural backgrounds. For instance, a US-born EL with intermediate English proficiency will require different accommodations than a Newcomer EL who has just arrived. Tailoring accommodations to each student’s needs—based on their proficiency level, linguistic profile, academic background, and specific skills—is key.
This individualized approach helps ensure that each student has equitable access to content without the accommodations being overwhelming or underutilized.
Misunderstanding #5: Translation Will Do the Trick!
While it may seem like a helpful accommodation, translation should not be the primary means of support for ELs. In fact, over translation can prevent students from engaging with the English language and with peers. Instead, accommodations such as translanguaging, bilingual glossaries, chunking or visual aids can help students access the content without isolating them from English interaction. It's essential that students engage with the sounds, print, and context of English to develop their academic language skills over time.
Misunderstanding #6: Accommodations Are Not Needed for Former English Learners (FELs)
Teachers sometimes believe that once an EL has "graduated" to FEL status (Former English Learner), accommodations are no longer necessary. However, even students who have reached proficiency levels may still benefit from ongoing support, especially in their transition to more complex academic language. Language acquisition is a continuum, and often, when a student appears fluent in conversational English we don’t see their need for support with academic language and content-specific vocabulary. Continuing to provide scaffolds like extra time or support with academic writing ensures that FELs remain successful as they tackle increasingly complex material.
How to Avoid These Pitfalls and Support ELs Effectively
To ensure you’re providing the right accommodations for your ELs, consider these best practices:
Know your students: Connect with the ESL educators in your building to understand your students' proficiency levels and adjust accommodations as needed.
Incorporate a variety of supports: Use visual aids, scaffolding, peer collaboration, and additional time as needed.
Encourage language development: Think of your classroom as a place to encourage ELs to engage with English through content, discussions, and writing, providing language opportunities.
Don’t assume one size fits all: Tailor accommodations based on each student’s strengths and language profile.
Monitor progress: Regularly check in on the effectiveness of your accommodations and adjust as necessary.
By understanding and addressing these common misconceptions, you can create a more inclusive, supportive environment that helps all ELs succeed. Accommodations are not a shortcut; they are a means to give students the fair chance they deserve to engage with the curriculum and reach their full potential.
If you're looking for practical examples of accommodations to implement in your classroom, be sure to download the ML Classroom Accommodation Checklist. For further detail, elaboration, and hands-on practice, consider bringing UpRiver Education to your school—either in-person or virtually! Our expert-led sessions will provide you with the tools and strategies needed to effectively support multilingual learners and ensure they thrive in your classroom.
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