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Why Accommodate?

“If a child can’t learn the way we teach, maybe we should teach the way they learn.”      -   Ignacio Estrada


One of the greatest challenges for teachers is to be able to address the wide range of learning needs of all students and at the same time move them toward high levels of achievement. It can be challenging to educators to ensure that all students, including English Language Learners, have equal access to grade-level academic content. Accommodations provided during instruction and assessment promotes equal access to grade-level content for these students.


Who are English Language Learners or English as an Additional Language students?

English Language Learners (ELL) or English as an Additional Language (EAL) students are students whose first language is other than English. Even though these students are classified as a general group, it does not mean that each student can be understood in the same way. Each ELL student is different and requires different accommodations and cultural awareness. Therefore it is important as a teacher to discover these backgrounds as best as possible in order to better understand each learner.


What are accommodations?

Accommodations are practices and procedures that provide equitable access to grade-level content. Accommodations are intended to reduce or eliminate the effects of a student’s disability or a student’s limited English proficiency. They do not reduce learning expectations. They do not change the content or the required skill level of an activity, lesson, or test.


Why Accommodate?

English language learners must receive accommodations:

1. to help them understand the content

2. to help them complete assignments

3. to help them improve their English

4. to help them feel included and comfortable

The key to helping the student understand the content and engage is by using teaching strategies and learning resources that make content comprehensible.


What types of accommodations should I use for ELL students in my classroom?



Generally speaking, accommodations that are helpful for ELL students are usually helpful for all students.  With this in mind it is important to remember that many of the accommodations that can be made for ELL students can be applied when differentiating for student needs on a regular basis.  Below are just a few examples of classroom accommodations for ELL students.

General classroom accommodations

  • Use a variety of instruction and assessment strategies
  • Use cooperative group learning- reciprocal teaching, learning circles
  • Use visuals during instruction and accompany print material with visuals for clarification and explanation
  • Allow partner work
  • Explicitly instruct different types of learning strategies
  • Follow predictable routines in order to create an environment of security and stability especially for students new to the language and culture
  • Involve students’ culture and family in school events and projects
  • Create a sense of belonging for EVERY student in the class

Specific classroom accommodations

  • Find alternate ways for students to respond. To demonstrate knowledge, students can draw pictures with captions or speak their  responses instead of writing.
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  • Prepare and distribute advance notes. This gives students opportunity to preview what will be taught and, in turn, aids in comprehension of the material.
  • Give extended time. Students may require more time to process and communicate information. Giving them extra time will help lessen anxiety, which often has a significant impact on performance.


  • Provide a model or demonstration of required/expected written or oral responses. Modelling and using gestures to aid in understanding can be a very effective accommodation for students.
  • Simplify written and verbal instructions. This can be easily done by taking out extra words or turning complex sentences into simple ones. Consider these directions:

                 Carefully read each sentence below and determine its subject and predicate.                         Then, underline the subject once and the predicate twice.

                 These directions can be easily changed to this simpler version:

                Read each sentence. Put one line under the subject. Put two lines under the                             predicate.

               These simple changes require minimal effort and time, but actually do make a                       huge difference for students.

  • Provide frequent breaks. Learning can be hard work for students learning a new language. They need more frequent breaks than others so that they can perform at their best.


Are there any specific management strategies I should consider for ELL students?

There is no “one-size-fits all” magic formula for classroom management—every classroom situation is different, just as each student is relatively unique. Teachers really need to become aware and sensitive to cultural differences. The following is a short list of strategies toward better classroom management processes when teaching ELL students:

Strategy #1:  Learn your students’ names as fast as possible.

Not only will students quickly respond to hearing their names, but they will also recognize that you acknowledge them. In some cases it may be very difficult to quickly get to know all your students’ names. You need to familiarize yourself with the subtlety of pronunciation and intonation sometimes.  You need to make some effort to increase your effectiveness as a classroom teacher and manager.

Strategy #2:  Get to know your students as individuals

Build rapport with your students by making a brief, personal conversation every now and then in and out of the class. Generally, if students like you, they may be more inclined to follow directions, participate and behave.

Strategy #3: Gauge your language according to a student’s level. 

It is really important that teachers learn to communicate with a level of English their students can understand. You will need to constantly simplify the vocabulary, avoid complex sentences, cut out idiomatic expressions and phrasal verbs (replacing them with more direct forms of expression) and, most importantly, speak clearly and slowly.

Students will quickly lose interest in classes when they don’t understand what the teacher is talking about.  They will lose focus and become a distraction; which makes it so vital to maintain a comprehensible level of language and to develop a sense for when others don’t understand you. Don’t assume they understand something just because it seems simple to you. Simplify it.

Strategy #4:  Provide clear directions and transparent assessment criteria

Students should always comprehend directions, explanations, or assessments. It’s always best to keep things as clear and simple as possible when relaying important information about grade criteria, directions, rules, and so forth. Problems may later stem from confusion—which is difficult to anticipate or control—but can be avoided.

Strategy #5:  Construct lessons plans that are active, diverse, engaging and relatable.

When students aren’t engaged and interested in the lessons or don’t understand the relevance of a task, they will become restless. Aim to create lesson plans that have clear learning objectives but that are fun, fresh and dynamic.  Students prefer active rather than passive learning, where students are up on their feet and talking with each other.

Strategy #6:  Be consistent with rules and processes

Students do appreciate routine and structure to classes. Students like to know what is expected of them and they respond well to activities and lines of questioning and inquiry that they’ve had some familiarity with in the past. It’s really essential to create an environment where students have a clear path to success.



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