Which practice involves translating English into a student's writing language to support LD/ADHD and enabling multi-mode presentations?

• A. Direct instruction
• B. For ELL students
• C. Content-area literacy
• D. Behavioral support

Answer: (B)

The key idea is giving language accommodations that make content accessible for students who are still developing English proficiency and who benefit from using more than one way to express or share what they know. Translating English into a student’s writing language helps them organize ideas and demonstrate understanding without getting overwhelmed by a second language, which can be especially helpful for students with learning differences like LD/ADHD. At the same time, allowing or supporting multi‑mode presentations lets the student choose how to convey information—through writing in their own language, speaking, visuals, or a combination—so they can engage with the material in ways that fit their strengths. This approach directly supports participation and expression across linguistic and processing differences.

Direct instruction focuses on explicit teaching of skills and doesn’t inherently involve language translation or multimodal output. Content-area literacy aims at building reading and writing skills within subject areas, not specifically translating into the student’s writing language. Behavioral support centers on managing behavior, not language access or presentation formats.