Lesson 2: How are MLLs and SLIFEs both separated and integrated?
Before beginning this lesson, it is important to understand the difference between Students with Limited or Interrupted Formal Education (SLIFE) and Multilingual Learners (MLLs).
| Students with Limited or Interrupted Formal Education | Multilingual Learners |
| Students come from another country in which they have had a lack of formal education beyond the formal years due to political or social events in their home country. The travel time between their home country and the U.S. has led to gaps in their education. SLIFE also may have specific social and psychological needs as a result of potentially traumatic migration experiences or experiences with war or displacement. | A Multilingual Learner is a student whose home/primary language is a language other than English. This can be a result of many reasons: having just moved from another country, being raised by non-English speaking parents, etc. The important difference between MLLs and SLIFE is that MLLs have had typical schooling until their move to the United States. |
This distinction is important because SLIFE follow different routines and protocols when it comes to inclusion and integration into English-speaking classes. Another important idea to note here is the difference between Foundational MLLs and Transitional MLLs. Based on their ACCESS or other state-wide testing scores, they fall into a category. If a student is considered Transitional, then they are fully integrated and included in all classes as if they were a native English speaker with modifications and support from an MLL teacher. If the student is considered Foundational, the following applies:
In a typical school environment, most Foundational MLLs are integrated into content area classes/blocks, such as math, history, science, and specialists. During these classes, there is typically push-in support from an MLL teacher to provide varying levels of support to each student, whether that is graphic organizers, translated worksheets, or small-group instruction. However, it is not just up to the MLL teacher to provide support to these students. The classroom teacher needs to co-teach and co-plan with the MLL teacher to ensure that all students are accessing the material.
Foundational MLLs typically work in their own classroom during reading/writing blocks/periods. During this time, they will receive direct language support and instruction from their MLL teacher.
It is important to note that every school is different in the way that they support, include, and integrate MLLs, and to take the time to learn how your school does so.
Review: Answer the following 4 questions on another document or piece of paper:
- How are SLIFE and MLL students different?
- Which classes do MLLs push into?
- What kind of instruction do MLLs receive in an isolated setting?
- What extra level of support do SLIFEs need?
Once you have completed these questions, please move on to Lesson 3: How to include MLLs in your classroom