Differentiating instruction for ENL (English as a New Language) students in a unit on the Holocaust means supporting both language development and comprehension of complex historical content, while remaining sensitive to the emotional weight of the topic. The following are offered as strategies to support this:
Prior to Instruction
- Pre-Teach Key Vocabulary with Visuals: Introduce essential words (e.g., Holocaust, Nazi, concentration camp, survivor) using images, simple definitions, and real-life examples to build language and concept understanding. Use self-goal setting and self-assessment tools to monitor and confirm mastery level of vocabulary proficiency prior to the start of a new unit.
- Provide students with the space and time to create a personal dictionary or glossary (this should be used during every activity during the unit).
- Use an inquiry approach by allowing students to create their own individual or small group learning agenda. Expose students to the topic and ask them to document a group of key questions they would like answered by the end of the unit.
- Build background knowledge and make connections by using Venn Diagrams to create a Cultural Comparison activity based on a key question (for example, “What Is a genocide?”). Allow students to research this topic and compare it to a similar time in history where this happens in other regions such as Latin America.
During Instruction
- Use Visual Aids and lnfographics: Support text-heavy materials with charts, time lines, maps, and diagrams. These tools support ENL students in grasping key ideas, even with limited language proficiency.
- Provide Bilingual Resources (when possible): Offer materials in the student's native language alongside English versions or use translation tools/apps to clarify complex concepts (use self-created dictionaries and glossaries in addition, when possible).
- Incorporate Multimedia Sources: Use subtitled or close-captioned videos, animated clips, or survivor interviews with language support to make content more engaging and easier to follow.
- Scaffold Reading Materials: Provide leveled texts, sentence frames, or fill-in-the-blank activities, providing opportunities for students to paraphrase what has been read. Also, have the students change the meaning of statements or sentences by replacing the new vocabulary words with synonyms and antonyms.
- Break readings into small, manageable sections with guiding questions (allow students to work together to Identify responses to the self-created learning agenda during the pre-reading.
- Encourage Use of Graphic Organizers: Venn diagrams, story maps, time lines, and cause-and-effect charts can help ENL students visually organize their thinking and language.
- Allow Alternative Ways to Show Understanding: Instead of essays, let students draw scenes, label diagrams, make digital presentations, or act out events using simple language.
- Use Repetition and Paraphrasing: Repeat and rephrase key ideas often in diverse ways. Encourage students to paraphrase in their own words to reinforce understanding.
- Pair with Peer Buddies: Pair ENL students with supportive classmates for reading or discussion. Choose peers who model excellent English skills and show patience and empathy (consider grouping students based on interest, as working based on interest will stimulate students to expand their skills and work in collaboration).
- Build Cultural and Emotional Connections: Creating a space to make connections is essential throughout the entire unit. Relate Holocaust themes to students' own cultural experiences or ideas of injustice, kindness, and survival. Allow students to connect the Holocaust themes with similar historical events in other parts of the world (leave this open for the student to choose if they want to share something that is personally related to them or another part of the world to avoid recall of trauma). It is extremely important to be mindful of trauma, especially for refugee students, and to apply effective strategies such as those cited above.
