The bilingual dictionary accommodation: Can it help your students succeed on tests?

ABSTRACT

In 2016, there were 4.9 million students identified as English language learners (ELLs) in U.S. public schools who undergo testing. Students identified as ELLs are allowed to use paperback bilingual dictionaries during testing as an accommodation. When deciding whether to provide the accommodation, teachers need to consider several factors. First, research regarding the effectiveness of the accommodation shows mixed results. Second, dictionary use is not allowed to the same extent in all states; some circumscribe the use; others do not. Third, not all students can benefit from bilingual dictionary use. Teachers should consider the language and literacy profiles of their students when assigning the accommodation. Additionally, all states limit the type of bilingual dictionary that can be used during testing. The dictionary must be a word-for-word translation dictionary. This has implications for bilingual dictionary use in the classroom also. Finally, some research findings provide guidance regarding the most effective way to use bilingual and other dictionaries in the classroom.

Notes

1. The Smarter Balanced Consortium does not consider using a bilingual dictionary as an accommodation. The Consortium characterizes it as a non-embedded “universal tool.” Use of a glossary is a “designated support” in Smarter Balanced terminology. “The Smarter Balanced Usability, Accessibility, and Accommodations Guidelines”, p. 41. https://smarterbalanced.alohahsap.org/core/fileparse.php/3410/urlt/2019_Usability-Accessibility-and-Accommodations-Guidelines.pdfThe Smarter Balanced States are California, Connecticut, Delaware, Hawaii, Idaho, Indiana, Michigan, Montana, Nevada, Oregon, South Dakota, Vermont and Washington. The U.S. Virgin Islands and the Bureau of Indian Affairs are also members.

2. Remember, however, that research shows that the extra or extended time accommodation alone is not an effective accommodation for ELLs.