Instructional Playbook

Translation Guidelines Honoring and leveraging a student’s home language is essential for creating an inclusive and equitable learning environment. A student’s home language is a valuable asset that supports academic success and bridges understanding of new concepts in English. Thoughtful translation strategies ensure that Multilingual Learners (MLs) can access grade-level content while continuing to develop their English proficiency. The goal of translation in instruction is to serve as a scaffold , not a replacement for English learning. Methods such as verbal explanations, visuals, and hands-on demonstrations provide additional ways for students to demonstrate understanding. These strategies allow MLs to engage with content beyond written text while strengthening their English skills. By incorporating translation strategically, teachers can help MLs build confidence, deepen academic understanding, and enhance language development. ACCESSIBILITY & BEST PRACTICE Design instructional materials for multiple entry points. Certain academic terms do not translate directly into the home language. Switching between languages during instruction can be confusing so use translation strategically. Use translation as a scaffold, not a replacement. Overuse of translation can delay English language acquisition. Allow productive struggle. A healthy level of ambiguity in English instruction helps students develop academic resilience and problem-solving skills. When … Then … Because … Avoid …

Provide translations of classroom expectations and procedures in their home language

Newcomers will better understand routines and expectations

Assuming a student knows the routines and structure of a school in the U.S. Over-translating because it prevents language learners from developing critical thinking and decoding skills needed for comprehension

A student is new to the country

Translate definitions of key concepts while keeping key terms in English

This supports English development and comprehension

A student struggles to access key information

A student needs to access a lengthy text or novel Providing the learning intention and success criteria Students are engaging in performance-based tasks (e.g., labs, skill based learning)

Use translated summaries in both their home language and in English Alternate between amplifying with icons or images and translate key words Model and strategically translate key actions and concepts and amplify with visuals Use interpretation in the home language strategically (e.g. when students are working independently or in small groups) Amplify the language in the assessment by translating instructions and providing visuals for key words while allowing the student to demonstrate learning in various ways

This emphasizes and amplifies the main ideas

Overwhelming students with too much text

This reinforces content-specific vocabulary

Skipping over the learning intention and success criteria

Clear instructions help students follow along and fully participate

Excluding students from classroom activities because they can’t speak English

Encourages active engagement with English while providing strategic and necessary support

Using a translator during instruction because it can cause confusion and make it hard for ALL students to follow along

Providing explicit instruction

The instruction is in English so students need exposure to the assessment format in English

Assessing understanding of the content

Translating the entire assessment into the student’s home language