Embedded Supports and Resources for Multilingual Learners
The structure of PhD Science in Sync™ as well as certain embedded key resources help classroom teachers ensure that multilingual learners succeed with PhD Science®.
- The coteaching structure of PhD Science in Sync enables classroom teachers to focus on meeting the unique needs of multilingual learners. Because Great Minds teachers deliver the lessons' primary content through the Daily Videos, classroom teachers can follow up on the content of the Daily Videos by providing additional support or scaffolding to multilingual learners as needed through small group or one-on-one instruction.
- The Daily Videos' closed-captioning also supports multilingual learners, who sometimes develop listening and reading proficiency at different rates. Students can preview, pause, or review videos as needed, allowing them to monitor their learning and process content at their own pace. The Daily Videos are also dubbed and closed-captioned in Spanish so that Spanish-speaking students can access content in their native language, enhancing their comprehension and facility with tasks.
- Family involvement is essential for students, particularly those learning in hybrid or distance-learning contexts. PhD Science in Sync provides Family Tip Sheets in Spanish for Levels 3-5 to give families an overview of module content and suggest how they can support student learning. Spanish-speaking families can also watch the Spanish-dubbed and -captioned versions of the Daily Videos so they understand what students are learning and can provide any needed support. Studying content in their home language helps students build knowledge that helps them learn content in another language, such as English. Language development in students' home language supports English language development as well. Now, with students spending more time at home, educators can work more closely with families so that students can better explore module concepts and skills in their native language. Educators might also consider offering office hours for students and families, attended by interpreters as needed. Educators should also work with their grade-level team and English language support teachers to develop other supports for families to use at home.
Fostering Interaction for Multilingual Learners during Distance Learning
Although distance learning precludes in-person interaction and live conversations, teachers can and must still create effective opportunities for students to learn to talk and talk to learn. All students need to develop the ability to verbally express themselves. Not only is this skill a key element of college and career readiness, but articulating ideas verbally helps students process what they learn and prepare to apply knowledge gained in alternative contexts. Oral language development is even more crucial for multilingual learners who need opportunities to discuss their ideas verbally, not just to process content, but also to develop language skill.
As the following examples illustrate, PhD Science instructional routines (as described in the PhD Science Implementation Guide, pages 111–121) are easily adapted to virtual instruction and support speaking and listening development for multilingual learners:
- Think–Pair–Share gives multilingual learners low-risk opportunities to rehearse and revise ideas with a partner before sharing with a larger group.
- When engaged in a Jigsaw, multilingual learners can practice presenting new information to peers and listening to others' presentations.
- In Socratic Seminars, multilingual learners engage in authentic academic discourse as they collaboratively work to synthesize and extend their learning through exploration and debate.
Consider the following ideas for adapting these routines to distance learning, whether synchronous or asynchronous:
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Virtual Think–Pair–Share
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Format
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Steps
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Synchronous
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- Display a question and sentence frame for discussion.
- Display translations or visuals as needed.
- Provide wait time for students to think, write, or draw about the question.
- Review norms for breakout room discussions.
- If possible, send students in assigned pairs to breakout rooms to discuss the question. If breakout rooms are not possible or permitted, arrange for students to collaborate with their partners via a chat function or shared document.
- Provide targeted support for multilingual learners.
- Join the breakout room of students who need additional support.
- If you have other teachers supporting you, have them join other breakout rooms as needed.
- Provide time for pairs to talk.
- Bring students back from the breakout rooms.
- Invite pairs to share with the whole group or in larger breakout groups.
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Asynchronous
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- Pose a question and a sentence frame for discussion in a shared document.
- Include translations, visuals, or other supports as needed.
- Create one version of the document for each pair of students in your class.
- Have pairs respond to the question in writing and build on each other's ideas.
- Use speech-to-text tools so that multilingual students can practice oral language skills.
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Virtual Jigsaw
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Format
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Steps
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Synchronous
(works better for short learning activities)
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In a whole class meeting, introduce the jigsaw task. Display translations or visuals as needed.
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Display a list of “expert groups.” Explain that these groups will work together to read and analyze a section of the text. Group students who share the same native language in expert groups and encourage them to use all of their linguistic resources to analyze the text. Strategically match texts to expert group needs. Provide a graphic organizer to support note-taking and presentation.
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If possible, send expert groups into breakout rooms to read and discuss key ideas or other aspects of their assigned text. If breakout rooms are not possible, have students read independently and collaborate via chat or shared document.
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Return to the whole class meeting and explain that students will now work with a “home group” composed of members who read different assignments. Explain that members will take turns sharing what they learned from their assigned reading.
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Display list of “home groups.”
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If possible, send home groups into breakout rooms so that each member can explain the assigned text. If breakout rooms are not permitted, have students collaborate via shared document or video responses.
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Asynchronous
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Post a video explaining the routine and task (synchronous steps 1 and 2 above) and directing students where to find their expert group assignments.
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Post a graphic organizer in a shared document for expert groups to complete while reading.
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Post a video explaining the expectations for home group sharing.
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Direct each student to post a video to their home group, sharing what they learned.
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Post a graphic organizer for students to use for note-taking as they view their group's videos.
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Consider scheduling individual meetings with multilingual learners to discuss the project or offer to review their video before they share it with the group.
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Virtual Socratic Seminar
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Format
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Steps
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Synchronous
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Consider whether to hold the seminar with the entire class or in two smaller groups. Small groups will give students, especially multilingual learners, more opportunities to participate. For multilingual learners, translate the seminar question into students' native language(s), and give students the question ahead of time so they can prepare discussion ideas.
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Provide students who have beginning English proficiency an opportunity to practice discussing the seminar question in small groups. If possible, the small groups should consist of students who speak the same native language so they can help each other formulate their answers in English.
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When the seminar begins, direct students to put their videoconferencing platform on gallery view so that they can see everyone.
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Provide discussion sentence frames like those listed below and consider introducing visual signals for I agree, I disagree, and I would like to speak next.
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Pose the Socratic Seminar question, and facilitate it as you would an in-person seminar.
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Asynchronous
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Post a video introducing the seminar topic. Provide translations of the question and sentence frames to help students develop their responses.
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Have students post video responses. If students are nervous about their English proficiency, offer to review their responses before they post the responses to the entire class.
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Post a video or written instructions directing students to view others' videos and respond to classmates.
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Have students post their response videos.
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Post a video or written instructions directing students to view others' response videos.
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Sentence Frames for Grades K–4 or Beginning English Learners
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To share an idea
- I believe that ______ because ______.
- I think that ______ because _______.
To ask for more information or clarity
- Can you explain what you mean by __________?
- I am confused about ___________.
To agree
- I agree with __________ because _________.
- I agree. Also, _____________.
To disagree
- I disagree with _______ because _______.
- I partly agree, but I also think that __________.
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While you may have to reconfigure them for distance learning, instructional routines are essential to giving multilingual learners authentic opportunities to articulate their learning and develop their abilities to speak and listen in English.
