An accommodation changes how information and concepts are presented or practiced ensuring that each student has the opportunities and support needed to learn. Accommodations do not reduce the learning expectations and should be chosen based on the student’s individual needs and not applied arbitrarily to all MLs. Accommodations are not to be viewed as an advantage to the student; accommodations provide access to the content for the student.

Accommodations:

• Provide access to grade-level curriculum;
• Alter the environment, not the curriculum;
• Do not change the learning outcomes;
• Happen in the content-area classroom; and 
• Should not impact grading, though how learning is assessed may change.

Description

Bilingual Dictionaries can be very helpful when learning a new language by helping the learner connect and transfer their home language (L1) to the target language (L2). However, not every ML benefits from a bilingual dictionary and not all bilingual dictionaries are the same. Encouraging the use of a bilingual dictionary by MLs with limited literacy skills in their L1 may hinder their progress. Overuse of bilingual dictionaries may also create "bilingual dictionary reflex," where students automatically reach for the bilingual dictionary whenever there is a new word, rather than attempting to use background knowledge and context to learn the new word. It is important to note also that only specific dictionaries are allowed by the state for use in assessment, so practice with these specific dictionaries is critical.

	Teacher	Student
	The teacher encourages student to connect unfamiliar L2 vocabulary to familiar L1 by guiding bilingual dictionary use. The teacher uses student’s prior knowledge and L1 in creating lessons so students can use bilingual dictionaries efficiently.	The student connects unfamiliar L2 vocabulary to familiar L1 by using a bilingual dictionary as a resource. The student uses prior knowledge and L1 skills to transfer concepts to L2 with support from a bilingual dictionary.

	Teacher	Student
	“Would it help to see this word in your first language?”	“What is this word in my home language? Can I make a connection in my home language?”

 

Recommended Domain(s)	Recommended Level(s)
Speaking, Writing	Entering (1) through Developing (3)

Scaffolding

When should the accommodation be removed?

The Bilingual Dictionary accommodation may be removed when the student develops more proficient vocabulary. Most MLs do not require the Bilingual Dictionary accommodation for assessments beyond the Developing level (3), but dictionary work during instruction can still support vocabulary building. MLs who have reached more proficient levles of L2 (around 3,000 words) benefit from using a combination of bilingual and monolingual dictionaries (including learner dictionaries like this one). Remember that only Word to Word bilingual dictionaries are allowed for assessments. If you have questions, or feel your ML requires a change in their ILAP regarding this accommodation, please reach out to the Multilingual Learner Program Specialist (MLPS) in your building to discuss the student's needs.