Classroom Behavior and Performance
2. Behavior Mimics
Learners who are still acquiring the primary language of instruction may display behaviors that can be misinterpreted as having another meaning, particularly with respect to comprehension. Review the following characteristics and behaviors often associated with various learning problems and common manifestations of Multilingual Learners (MLLs) during classroom instruction that may mimic various disorders or cognitive deficits, but which may be more likely due to a lack of linguistic understanding.
Characteristics and behaviors often associated with various learning problems |
Common manifestations of Multilingual Learners (MLLs) during classroom instruction that may mimic various disorders or cognitive deficits. |
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Slow to begin tasks Looks like: failing to begin tasks/activities in a timely fashion compared to peers |
MLLs may have limited comprehension of the classroom language so that they are not always clear on how to properly begin tasks or what must be done in order to start them or complete them correctly.
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| Slow to finish tasks Looks like: failing to complete tasks/activities in a timely fashion compared to peers |
MLLs, especially those with very limited English skills, often need to translate material from English into their native language in order to be able to work with it and then must translate it back to English in order to demonstrate it. This process extends the time for completion of time-limited tasks that may be expected in the classroom.
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| Forgetful Looks like: appears unable to remember events, expectations, or key information needed to engage in work |
MLLs cannot always fully encode information as efficiently into memory as monolinguals because of their limited comprehension of the language and will often appear to be forgetful when in fact the issue relates more to their lack of proficiency with English.
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| Inattentive Looks like: off task, looking out windows, at the walls or others |
MLLs may not fully understand what is being said to them in the classroom and consequently they don’t know when to pay attention or what exactly they should be paying attention to. |
| Hyperactive Looks like: frequent fidgeting and movement |
MLLs may appear to be hyperactive because they are unaware of situation-specific behavioral norms, classroom rules, and other rules of social behavior.
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| Impulsive Looks like: frequently moving to an activity that may or may not be what is required/needed and appears to be without reflection |
MLLs may lack the ability to fully comprehend instructions so that they display a tendency to act impulsively in their work rather than following classroom instructions systematically.
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| Distractible Looks like: easily loses track of discussion, place in reading, next step of an assignment or task |
MLLs may not fully comprehend the language being spoken in the classroom and therefore will move their attention to whatever they can comprehend appearing to be distractible in the process.
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| Disruptive Looks like: interrupts, excessive talking or noise-making |
MLLs may exhibit disruptive behavior, particularly excessive talking—often with other MLLS, due to a need to try and figure out what is expected of them or to frustration about not knowing what to do or how to do it.
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| Disorganized Looks like: desk/bag/locker in apparent disarray, unable to find needed items |
MLLs often display strategies and work habits that appear disorganized because they don’t comprehend instructions on how to organize or arrange materials and may never have been taught efficient learning and problem-solving strategies.
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