Making a Difference

Representation
(acquiring knowledge and information)
Audio 
supports
Audio tools (e.g., digital books, talking books, e-books, books 
on tape, music CDs, radio, sound 
fi
les, podcasts, telephone) 
allow English language learners to practise listening to a wide 
range of voices and to develop an ear for the language. It also 
can provide opportunities for the student to replay and review 
content.
Video 
supports
Video tools (e.g., television broadcasts, movies, video 
fi
les, 
documentaries) allow English language learners to experience 
speakers with different styles of nonverbal communication. 
Video images give context to the audio, making it easier to 
decipher meaning.
Transcripts 
and 
captions
Transcripts, captions and audiovisual descriptions provide 
access to content for students with limited English because 
they are able to read along for better understanding or further 
clari
fi
cation. 
Text-to-
speech 
software
Text-to-speech software programs, such as 
Read, Write & 
Gold
, read text and often include other assistive features 
such as word prediction and dictionaries. Some text-to-
speech software programs have built-in scanning functions 
to convert print into a digital format. Students are supported 
by having the text highlighted as they listen to it being 
read. Other supports often built into text-to-speech software 
programs include speech feedback, screen reading, a phonetic 
spell checker, word prediction, a thesaurus, study skills and 
research tools.

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Chapter 9–English Language Learners (ELL)
168
Graphic 
supports
Content can be presented with picture symbols to support 
reading development. 
Boardmaker
is a communication and 
learning tool containing over 4500 picture communication 
symbols (PCS). It is a tool teachers can use to enhance the 
language and learning process for students of all levels. 
This software enables the creation of printed, symbol-based 
educational materials with PCS and other pictures and 
graphics in 42 languages.
Multiple Means of