Guidelines For Linguistic Accommodations
Guidelines For Linguistic Accommodations
Guidelines For Linguistic Accommodations
Listening
Teachers
Speaking
Teachers
Reading
Writing
Teachers
native language to express concepts high frequency recently memorized, and short, simple, sentences sentence stems with present tense and high frequency vocabulary
Organize reading in chunks Practice high frequency, Use visual and linguistic Explain classroom Use adapted text
supports environmental print concrete terms
Intermediate (B)
Provide visuals, slower Preteach vocabulary before Teach phrases for student
discussions and lectures to request speakers repeat, slow down, or rephrase speech speech, verbal cues, simplified language
Allow extra processing time Provide sentence stems Model and provide practice
in pronunciation of academic terms with simple sentence structures and tenses
Provide opportunities
time, visuals, verbal cues, and gestures for unfamiliar conversations for student to request clarification, repetition and rephrasing
Provide grade-level
Provide complex sentence Allow abstract grade-level Provide minimal visual and Allow grade level
linguistic supports comprehension and analysis tasks with peer collaboration reading
Provide complex grade-level Allow abstract and technical Use genre analysis to
writing with minimal linguistic support appropriate writing tasks
*Guidelines at specific proficiency levels may be beneficial for students at all levels of proficiency depending on the context of instructional delivery, materials, and students background knowledge. Used with permission from Canter Press, 2008.
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