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Abstract
The production of simplified language materials (SLMs) is a widespread practitioner response to delivering a curriculum to a diverse student population across mainstream settings. This paper examines the approaches of two groups of teachers and support staff in producing SLMs. It firstly reports on SLMs produced by 33 practitioners, identifying four main approaches. It then surveys 43 practitioners to test the reliability of these identified approaches. It offers a conceptual framework for describing SLMs and exploring their possible efficacy, highlighting the need to examine SLMs within the class context and their value as a tool of educational engagement.