Multilingual ≠ Low Ability
Gather evidence of reasoning and prior knowledge without equating developing English with low intellectual ability.
Worked model: Multilingual ≠ Low Ability
View the illustrated activity card
- 1Gather evidence of reasoning and prior knowledge without equating developing English with low intellectual ability
- 2Compare evidence across subjects and response modes
- 3Identify a small number of teaching priorities instead of relying on one overall score
- 4Review fresh evidence after planned support and update the profile
A learner may explain science orally yet struggle with an extended written evaluation. Plan a writing scaffold and collect a new response rather than treating the overall proficiency label as a full account.
Use the move
Prepare · 10 minutes
Gather recent reading, writing, listening and speaking evidence alongside learning history.
- 1
Gather evidence of reasoning and prior knowledge without equating developing English with low intellectual ability.
- 2
Compare evidence across subjects and response modes.
- 3
Identify a small number of teaching priorities instead of relying on one overall score.
- 4
Review fresh evidence after planned support and update the profile.
EAL upgrade
Reduce support when independent evidence is sustained across relevant tasks; review access needs separately.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Gather recent reading, writing, listening and speaking evidence alongside learning history.
Gather evidence of reasoning and prior knowledge without equating developing English with low intellectual ability. Compare evidence across subjects and response modes.
Does the next response show progress in the identified skill and task?
Reduce support when independent evidence is sustained across relevant tasks; review access needs separately.
What to look for
Does the next response show progress in the identified skill and task?
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Gather evidence of reasoning and prior knowledge without equating developing English with low intellectual ability.
Show the relationship and explain the choice you made.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Apply in your setting
Science: oral versus written explanations. Humanities: source reading versus discussion. Maths: word-problem reading versus calculation.
Adjust language support
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.