Strategies for Differentiated Instruction in the Spanish Classroom

All students are capable of and can benefit from learning a second language such as Spanish. Learning a second language can help students build cultural awareness, social skills, cognitive skills, and problem-solving skills, as well as boost their confidence.

Teachers of Spanish, however, face the challenge of meeting the diverse needs and wide variety of skill levels students bring into their classrooms. Each student comes in with a different level of understanding and proficiency of Spanish, yet they will all enter the same classroom at the same course level, and learn from the same core lessons.

Since student populations are becoming increasingly more diverse, it’s becoming more and more critical that Spanish teachers have the resources they need to create an environment that encourages learning at all levels.

In this blog post, we’ll provide strategies on differentiating instruction that will help all students — no matter what level they are at — gain the benefits of learning a new language. These strategies will also help teachers feel confident instructing in a way that accommodates the diverse needs of all their students.

The Need for Differentiated Instructional Materials in Spanish Classrooms

According to a recent poll of 480 Spanish teachers, only 39 percent said they were satisfied with the resources and training available to them to help them differentiate teaching by skill level.

When asked what features they would want to see in a new Spanish curriculum or program, “differentiated materials” was among the top answers — further illustrating teachers’ needs for these resources.

Teachers know that in order for all students in their classrooms to be successful in acquiring a new language — which will have benefits that extend beyond school and into their careers — it’s critical for them to have the materials and training that will help them teach with confidence and success.

Strategies for Differentiated Instruction in the Spanish Classroom

It is important to have strategies in place that show students that what they’re learning is relevant to them; help them organize their time and learning; direct their focus on what is important; provide multiple opportunities to learn utilizing different modalities; and assure that students know what is expected of them whether in the classroom or for homework.

Below are a few simple but effective strategies that can help teachers deliver differentiated instruction for all learners in the Spanish classroom:

• Clarify objectives. Students need to understand the outcomes for which they will be assessed.
• Provide “thinking time” before students have to talk. You may want to ask a question and then count to 10 before expecting a response. If a student is struggling, indicate that you’ll be back for the response in a minute. Move on to another student, and then return to the student for his/her response.
• Use visuals. Present vocabulary visually. Use charts to present grammar. Write all assignments on the board. Assignments given both verbally and visually are clearer to all students. Use video that provides visual support. Highlight key vocabulary words on the screen and show grammar videos that visualize grammar patterns.
• Build in opportunities for reteaching and practicing vocabulary words and grammar. Students need many opportunities to learn new concepts and need to practice in a variety of formats.
• Build vocabulary skills by teaching the patterns of language. Teach the meaning of prefixes, suffixes, and the role of cognates. Point out connections between English, Spanish, and Latin.
• Consider alternative means for demonstrating understanding. Think beyond the common modes of reading and writing. Students could present information orally, create a poster or visual representation of work, record their ideas on an audio file, create a blog or social media post, or act out their understanding.

Success in the Spanish classroom can be achieved by consistently and systematically integrating instructional strategies such as these that are responsive to the needs of all learners.

Teaching Spanish to Students with Learning Disabilities

Now, let’s review some ideas that you can use with a special focus on students that need extra help, such as students with learning difficulties and students who are eligible for and receiving special education services.

Students with learning disabilities can develop a level of proficiency in a second language with some modifications to instruction and testing. These learners benefit from a highly structured approach that teaches new content in context and in incremental amounts.

Teach, practice, and assess using multisensory strategies. Many students benefit when instruction combines seeing, hearing, saying, and writing. For example, a teacher would first show a visual of a word and say it aloud. This is followed by using the new word in context. The teacher then writes the word on the board. Students would say the word aloud with the teacher. They then write it down and say it aloud again. In subsequent days, many students benefit from frequent reviews of learned auditory materials.

Accommodations for Students with Special Needs in the Spanish Classroom

Here are a few suggestions for instruction for students with special needs, such as hearing impairments, visual perception challenges, and ADD/ADHD:

Strategies for Accommodating Students with Hearing Impairments in the Spanish Classroom

• Help students comprehend oral information or instructions by providing written directions/materials and/or visual cues to support what is presented orally. Face the students when speaking, repeat as needed, and speak clearly.
• Seat students with hearing impairments in the front of the classroom. Provide outlines of lectures or oral presentations. Have another student take notes and make copies of notes available to all students. Use audio and video scripts. Turn the closed caption feature on.
• Limit background noises that may distract students. Avoid seating these students where they may hear extraneous noise.

Strategies for Accommodating Students with Visual Perception Challenges in the Spanish Classroom

• Help students access information provided visually. Allow for preferred seating in the front of the class, including providing space for a guide dog, if necessary. Avoid seating students where they will be distracted by extraneous auditory or visual stimuli. Give students additional time to review visual input prior to an oral or written task. Highlight important information by providing key words, visuals, and simple outlines.
• Provide support for accessing printed information. Make sure the print is easy to read. The readings should be designed to maximize readability: easy-to-read font, layout, and design. Teach reading strategies that highlight the visual aspects of a selection: text organization, use of visuals, titles and headers, and the use of color. Provide copies of reading selections with additional support: underline key words/sentences/concepts or magnify the text in duplication.
• Teach, practice, and assess using multisensory strategies.

Strategies for Accommodating Students with ADD/ADHD in the Spanish Classroom

• Provide additional support that enables students to focus. Present information in small “chunks.” This includes new content, short instructions or directions, and shorter assignments, or break assignments into steps.
• Verify that students “got it.” Check that students are looking at you (eye contact) when providing oral instructions. Ask students to repeat what you just told them. Move closer to students to increase attention. Provide preferential seating that allows you to monitor students’ focus and attention. Allow extra wait time when students are responding.
• Be predictable. Establish a daily routine for managing the classroom and be consistent. Avoid surprises with these students.

Check for Understanding Using Can-Do Statements

While implementing these strategies in the classroom, it is critical to also maintain assessment milestones to check for understanding and that students are meeting benchmarks set by the department or district. “Can-Do Statements” can be an effective progress-evaluation tool to identify areas that are progressing and areas that need improvement.

Can-Do Statements were developed by the American Council on the Teaching of Foreign Languages (ACTFL) as part of its proficiency guidelines. They were created as a way to show what language learners can do independently, at different proficiency levels, and in different modes of communication, i.e., interpersonal, interpretive, and presentational.

For example, a language learner at the Intermediate-Mid level of proficiency would be able to express the following Can-Do Statements:

Using Can-Do Statements, students demonstrate what they “can do” consistently in each mode of communication in numerous situations throughout the learning process. Students and educators are encouraged to customize the statements to fit the content and context of the learning and their district’s learning targets.

Differentiated Instruction Makes Learning Accessible for All Students

By using these strategies for differentiated instruction, you’re enabling students who have different learning styles, needs, and backgrounds gain access to grade-level content alongside their peers. Each student in the classroom will have an equal chance of success in language learning, leading to a multitude of benefits that will positively impact their lives for years to come.

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