Are Instructional modifications for ELs really unique for ELs?

Yes, there are instructional modifications that are unique for ELs. However, there are also
instructional modifications that we as teachers can use for any student who needs support.
Instruction should be made accessible to everyone. As I navigated the IRS CENTER page and
read my “Unlocking English Learners’ Potential '' book, I jotted down some scaffolding
strategies that are unique to our EL population but also some supports that benefit all of our
learners.
Unique Supports for our EL students :
English/ bilingual glossaries and bilingual dictionaries. These are both specific modifications for
our ELs who are skilled in literacy of either their home or English language. I have also used
google translate for my students who are more orally skilled.
Pre Teaching content-specific vocabulary :
Supports that we can offer all of our students :
Activate background knowledge : According to the IRS Center, “background knowledge helps
students make connections with new information and helps them understand concepts.When
teachers make connections between the lesson and their ELL students’ backgrounds, they
validate their culture and experiences and may facilitate greater interest in the lesson.” I have
found that when background knowledge is activated there is so much more engagement. Getting
to know my student’s background and thus making connections while learning is something I do
with all of my students.
Using Visuals : The majority of our students are not going to retain information one way. Using
a variety of visuals like pictures, graphs, venn diagrams, videos (slowed down with captions
especially for our Els) and even objects will enhance comprehension for all students.
Student Grouping : When grouping, “it is important to draw on student’s strengths so that all
students can have an opportunity to demonstrate what they can do,”(Fenner and Snyder). Pairing
a struggling reader up with a higher reader not only gives students oral communication skills but
also allows them to be helped in a low stress environment. As a teacher, even without EL
students, peer tutoring and group work have always been a focus as a scaffolding tool before my
students work independently.
In conclusion, modifications should be appropriate for the students at hand. “Some scaffolds
might be developmentally appropriate for all students and may be used as supports for the whole
class,”(Fenner and Snyder). So, yes, there are unique modifications to fit our El’s needs but we
also have to be cognisant of all our student’s needs.

References :
https://iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p05/#content
Fenner, D. S. & Snyder, S. (2017). Unlocking English Learners' Potential: Strategies for
Making Content Accessible. Thousand Oaks, CA: Corwin.