What Is Meaningful Access to the General Curriculum?
The purpose of providing comprehensible input to English-language learners with learning difficulties is to ensure that theyhave meaningful access to the general curriculum. In essence, thismeans that students are entitled to instruction that deals withgrade-appropriate content, concepts, and skills.
What, then, is meaningful curriculum access for an English-language learner with learning difficulties? Two examples mayhelp to clarify the meaning of this concept.
- If students in a particular district are learning about the weather in grade four, then English-language learners with learningdifficulties in grade four should be learning the key conceptsabout the weather.
This may or may not mean that these students use the typicalfourth-grade science text. English-language learners need to beexplicitly taught how to access grade-level texts, and the materials may require adaptation to meet the students' needs. It doesmean that these students receive something extra to ensure thatthey learn the key principles in that unit of fourth-grade science.
- If learning about character clues and character motivation ina novel is a major district objective for grade six, then these students should be reading novels, being taught how to detect character clues, and being given opportunities to write about character clues.
The novel may be at less than sixth-grade readability, ifthis fits the students' current English-language reading ability.However, the novel should contain engaging characters withinteresting motives and clues as to reasons for the decisions theymake. In this way, the concept of character motivation is taughtto these students in a way that is comprehensible to them.
Excerpted from Teaching English-Language Learners with Learning Difficulties
More resources on Teaching English-Language Learners with Learning Difficulties