Building Language Confidence with a CBLI Approach

I still remember the day my 7th grade multilingual learners diligently followed each step I’d given them to solve inequalities. There were correct answers all around. Then I asked, “Can you explain the process and why your strategy works?” …crickets. At that moment, I knew I needed to marry content and language more intentionally.

From Quiet to Confident: Cultivating Expressive Language for MLs

Over the past decade and a half, I’ve developed a four-step CBLI process by collaborating with colleagues, studying reference materials, and refining my approach in countless classrooms. Below, I’ve kept my classroom examples to show how I apply each step.

1. Unpack the Content Standard

I start by pinpointing exactly what ML students need to know and do.

 When I revisited the 7th-grade inequalities standard, I highlighted verbs such as justify and solve. As my process evolved, I guided teachers to unpack an algebraic standard to identify functions using ordered pairs, tables, mappings, and graphs. Next, I considered the following:

• “what do I want students to recognize?” (visual patterns in tables/graphs)

• “What do I want the students to describe?” (how inputs and outputs relate)

  
  

“Identifying the language function at the outset ensures that every lesson task becomes an authentic opportunity for multilingual learners to practice academic discourse” (Gonzales & Nelson, 2018, p. 12).

2. Choose the Language Function

Next, I choose the appropriate language the ML students need to demonstrate mastery. For the inequalities lesson, I chose explaining: The students were expected justify each step in words. In the functions unit, the goals were describing characteristics for example “This graph is increasing because…”  Students also had to compare/contrast and discuss similarities and differences amongst linear, quadratic, and exponential functions. 

I create language objections to correlate to each content objective so every activity has a clear linguistic purpose.

3. Match Strategies to Language Function

I select strategies that align with the language students will use. The supports varied depending on components for each lesson. 

• Graphic Organizer for Explaining

  • After solving an inequality together, students sketched a flow chart: each box named a step (“Subtract 3 from both sides”) and the arrow captioned why (“to isolate x”).

    
    

• Sentence Stems for Describing & Compare/Contrast

  • In algebra, students used sentence stems in small-group discussions  before writing their reflections. I displayed stems such as:

    • “The similarities these parent functions share are…”

    • “Quadratic functions differ from exponential functions in that…”

      
      

• Academic Vocabulary Instruction

  • Before our function lesson, I introduced key terms (vertex, intercept, mapping) with a quick word, picture (graph) matching activity. Then each student kept a math journal they revisited when they described graphs.

    
    

These steps align to the Texas Education Agency’s Framework for CBLI  which notes:

“Matching instructional strategies to language functions deepens student engagement in meaningful academic language and ensures that tasks align to both content and communicative goals” (TEA).

4. Vary Support Appropriately

To build independence for Multilingual learners, scaffolds should be intentional and then gradually withdrawn. 

• For newcomers,  I started with labeling parts of a function graph. Students dragged and dropped icons to label  x-intercept, y-intercept, and  origin. Those who were emerging used word banks to complete sentence stems such as:  “This function increases when ___ because ___.”

• I challenged the more fluent students  to use choose stems just above their level in order to push higher- language usage.

  
  

I revisit my supports, dropping frames that feel too easy and layering them with more complex sentence structures so that scaffolded language grows right alongside student proficiency.

Anchoring Thoughts. 

By unpacking standards, identifying language functions, matching them to targeted strategies, and gradually adjusting supports, multilingual learners not only master the language of mathematics but also build the academic language they need in every discipline. 

Let me know how you adapt this cycle in your classroom. Your insights fuels my passion as being a lifelong  learner! 

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References

Gonzales, H. P., & Nelson, K. (2018). Strategic Engagement for Academic Language (SEAL) framework. Scholastic Press. https://teacher.scholastic.com/ela/literacy-partnerships/seal-framework

Texas English Learners. CBLI & SLA introduction. https://www.txel.org/cbli-sla-intro/