UDL Week: Day 4 - English Language Learners / Emerging Bilinguals
The principles of Universal Design for Learning (UDL) provide a valuable framework for scaffolding instruction to meet the needs of English Language Learners (ELLs). Much has already been written about this topic, but I’ll add my view today as we continue our series. (Click here to go to Day 1.)
UDL recommends providing multiple means of representation, action and expression, and engagement in all lessons. For example, to support representation, teachers could pre-teach key vocabulary terms, provide bilingual graphic organizers to help ELLs visualize concepts, and model procedures step-by-step. To aid action and expression, ELLs could be given sentence frames to facilitate mathematical discussions and share their problem-solving strategies. To assist engagement, incorporating visual aids and manipulatives can help scaffold understanding and give context. The goal is to embed the scaffolds ELLs need directly into the lesson from the start, rather than as an afterthought. Flexible teaching methods allow ELLs to comprehend complex math content, actively participate in collaborative learning, develop fluency in academic language, and demonstrate their skills and abilities in a low-risk environment. With UDL principles guiding instructional design and delivery, ELLs are empowered to productively grapple with grade-level standards.
What about Emerging Bilinguals?
First of all, The terms English Language Learner (ELL) and Emerging Bilingual (EB) both refer to students who are developing proficiency in English in addition to their native language. However, there are some key differences:
ELL emphasizes English acquisition, whereas EB focuses on developing bilingualism/multilingualism.
ELL can imply a deficit view of non-English languages, whilst EB values bilingualism as an asset.
ELL is often used for classification/documentation purposes, while EB is preferred by many in academic discourse.
ELL refers broadly to anyone learning English, but EB specifically describes those learning English plus maintaining / growing their home language skills.
With ELL the end goal is often to transition students into English-only classrooms, while EB supports sustained native language development.
ELL has a clinical association in education contexts, while EB has a more asset-based connotation.
Whilst the terms overlap substantially, EB is considered more culturally inclusive and focused on developing proficiency in multiple languages over transitioning exclusively to English. The terminology distinction reflects a broader philosophical difference in framing multilingual language development.
But … you won’t find EB mentioned in the curriculum we’ve been examining. There, the language is all about ELLs. If any Translanguaging strategies are employed in the classroom, it’s up to individual teachers to make that happen. Thus, here, we’ll treat the two separately. First, from the standpoint of the curriculum as it is. Then, from a translanguaging supportive EB point of view. To be transparent, I prefer translanguaging, and have made it a feature of my upcoming book, Holistic Language Instruction (out next year).
Supporting those struggling with a new language in our class
At this point in UDL Week, I hope you’re up to date on the background of UDL and the terms we’ll use. If not, click here to begin at Day 1 and then work forward to here. With that in mind, here are some ways English Language Learners may struggle with our geometry lesson:
The lesson involves a lot of verbal instructions, multi-step procedures, and complex vocabulary. ELLs may have difficulty following along or understanding key terms.
The ramp design process requires background knowledge of concepts like slope, ratios, angles, and triangle similarity that ELLs may not have yet.
The small group and whole class discussions require strong oral language skills that ELLs are still developing. They may struggle to effectively communicate their ideas.
The written cool-down problem relies heavily on mathematical vocabulary and reasoning that could be challenging for ELLs.
The lesson moves at a fast pace with different activities and routines, which could be overwhelming for ELLs.
There are few visual aids, representations, or native language supports provided.
To counter these problems, some strategies to better support ELLs would be:
Providing visual models and diagrams to illustrate key concepts.
Using gestures, actions, and manipulatives to demonstrate procedures.
Pre-teaching essential vocabulary and background knowledge.
Providing sentence frames to scaffold mathematical discussions.
Allowing students to show understanding through drawings or native language when possible.
Building in more opportunities for peer interactions and small group work.
Providing written materials and assignment directions in simplified English and/or students' native languages.
Checking frequently for understanding and adjusting pacing as needed.
Did you notice that often, the solution involves using the student’s native language skills? This is why I prefer translanguaging as a strategy. Increasingly, however, I’m finding that students are conversant in their native language, but lack academic native language vocabulary. This makes it difficult to anchor the complex academic English they must master to be successful in a highly technical class like geometry.
What is Translanguaging
Translanguaging is an instructional strategy that leverages students’ full linguistic repertoire to support learning and communication. Some ways it can be used to support ELLs and EBs include:
Allowing students to discuss academic concepts or perform tasks using their dominant language to enhance understanding.
Having students collaborate on solving a math problem bilingually, such as describing steps in English while calculating in their native language.
Using cognates and words common to students’ languages to reinforce vocabulary acquisition.
Incorporating bilingual word walls, posters, or reference sheets to scaffold instruction.
Permitting students to write, create projects, or respond to assessments in their strongest language.
Inviting bilingual classmates or para-educators to clarify concepts informally in students' home languages.
Using mixed language grouping strategies to encourage peer teaching and fexibility.
Allowing code switching as needed whilst speaking, rather than enforcing English-only.
Valuing multilingualism and representing students’ languages in the classroom setting.
The goal here is to utilize all the linguistic tools students possess to unlock learning, promote engagement, and validate their cultural identity. This creates an inclusive environment that sets ELLs and EBs up for academic success.
Separating computational and language processing tasks
It’s no secret that standardized test scores are dismal in the US. As an RSP, I often get to sit with my students and simplify the test instructions. I find that in doing so, they will know how to arrive at the correct answer using their computational skills, but the complexity of the question’s language often confounds them. That’s where translanguaging can help.
Allow students to read word problems or instructions in their native language (or provide a translation using a LLM assistant like Claude.ai), then work through the computations, in a way most comfortable to them, then explore the possible answers in English. This divides decoding from calculation.
Provide verbal step-by-step directions in students’ home language, but have them solve problems in writing in English. This separates listening comprehension from written skills. You can even scaffold this with sentence starters that allow them to fill in the blanks with their answers.
Let students describe or explain their mathematical reasoning verbally in their dominant language, then write their final solutions in English. This divides verbal fluency from written expression.
Have students work through calculations and procedures collaboratively using their home language, then individually write explanations of the process in English. This divides computation from language formulation.
Use cognates, gestures, and visual aids to establish background knowledge and vocabulary in the home language, then shift to English for abstract learning discussions. This divides concept building from analysis.
Teach test-taking strategies and time management techniques in the native language, then have students demonstrate those skills on English assessments. This divides meta-cognition from subject matter knowledge.
The key is to provide temporary linguistic support in the home language so students can devote more cognitive resources to comprehending and applying the math concepts in English. This promotes engagement, persistence, and learning.
Conclusion
Rather than insisting on an unrealistic, instant English immersion, strategically incorporating students’ home languages into our geometry instruction can yield invaluable rewards. Translanguaging provides a supportive scaffold that empowers language learners to fully engage with challenging content, without their participation being needlessly obstructed by language barriers. It enables students to deploy their strongest linguistic skills in tackling rigorous mathematics, validating their bilingualism as an asset, not an impediment. Best of all, by removing unnecessary cognitive loads, translanguaging allows deeper levels of understanding, retention, and transfer of knowledge. Students grasp concepts more readily, gain confidence in using geometry to solve problems, and strengthen skills for application across contexts. Our shared aim is ensuring all students achieve mathematical proficiency. Thoughtfully embracing multilingualism through translanguaging is a proven, equitable means to this worthy end that will enrich our entire community of diverse learners.