Writing and reading in a second language can take considerably longer than writing and reading in one’s native language. Assessment of learning often involves timed exams, but second-language users’ performance on timed exams can reveal more about their language processing time than their understanding of course content. English Language Support Programs would welcome a conversation with you about accommodations or other modifications that can help all students demonstrate their learning.
Why should I consider exam accommodations for multilingual students?
- Even fluent bilinguals rely on their knowledge of both languages when reading in one. This often results in slower text-processing, to a lesser or greater degree for different students (Carlo and Sylvester, National Center on Adult Literacy Technical Report TR96-08).
- The Conference on College Composition and Communication’s Statement on Second Language Writers and Writing states that “second language writers are still in the process of acquiring syntactic and lexical competence – a process that will take a lifetime.” As such, exam accommodation allows students to demonstrate their knowledge of course content without unnecessary limitation based on acquiring language conventions that take a lifetime.
How do I make exam accommodations?
- We recommend extending the exam time for any multilingual English learner who asks. However, they cannot use Educational Access Center services without a documented disability. Usually, 20-30% more time is enough, but some students may need more. Language processing time varies widely, even among highly proficient second-language users. We encourage you to talk with the student. They usually know how much extra time they need.
- Testing Center: Arrange testing at the testing center, if you would otherwise have students taking tests in the classroom. For more information, contact the Academic Testing Center.
- Translation software: Whether or not to allow Google Translate or other translation software is up to you. On one hand, if a student will be using discipline-specific vocabulary in an English-speaking context in the future, it will be important for them to know the English terminology. On the other hand, students are often still acquiring more general academic language as well as disciplinary terms. Quick translations of the meanings of crucial non-specialist vocabulary like “exception” or “model” or “demographic” help them access the exam content more efficiently.
How can exam accommodations be included in my course design?
- One option for time accommodation is to ask a smaller number of questions per exam. This may allow a native speaker of English might finish in a fraction of the allotted time but allow a nonnative speaker of English to complete the exam without additional time.
- Create take-home exams or group exams for all students. With the latter, students collaborate as teams, with each member of the team responsible for a different set of material.
If you have further questions or would like to consult with the English Language Support Program, please contact us at englishsupport@boisestate.edu.