What is Language-Based Instruction?
Students with dyslexia and other specific learning disabilities (SLDs) benefit from specialized language-based instruction. Language-based instruction is a structured, explicit, and systematic approach to teaching that integrates language development across all four areas: listening, speaking, reading, and writing. This instructional model not only emphasizes language acquisition and development, but also embeds the direct teaching of content knowledge and executive function skills. The overarching goal of language-based instruction is not just academic achievement, but the development of metacognitive and self-regulatory skills that allow students to become independent, confident learners capable of navigating language-rich environments both in and out of school.
Specialized language-based instruction is explicit, systematic, and sequential:
- Specialized: Instruction is intentional and individualized. Rooted in a deep understanding of neurodevelopmental variation, it is individualized and tailored to a student’s unique strengths, challenges, and learning profile.
- Explicit: Teachers clearly define concepts, model strategies, state learning goals, and scaffold routines. Students are taught how to learn, not just what to learn.
- Systematic: Instruction follows a planned sequence with consistent routines. Systems are clearly explained and practiced, ensuring that foundational skills are reinforced and built upon over time.
- Sequential: Lessons progress in a logical order, developing skills in a cumulative manner based on a scope and sequence.
Language-based instruction demands teacher intentionality. Teachers must organize and structure content and also determine how to scaffold the speaking, listening, reading, writing, and executive function skills demanded by each lesson to meet their students’ unique needs.
In order for specialized language-based instruction to be successful, the classroom environment must reflect the same level of intentionality and structure as the instruction itself. When teachers thoughtfully design the learning space and establish consistent, predictable routines, they help reduce extraneous language and cognitive demands for students. In this way, the environment itself becomes an instructional support, fostering students’ readiness to learn.
Specifically, teachers should create consistent, effective routines that help students manage their experience in the physical classroom. When teachers create routines to support the organization of their space, students can reallocate their mental energy to focus on the academic and language tasks at hand. To support this, teachers should consider the following environmental strategies:
- Record and reference key information on the board: Post a daily schedule, class-specific agendas, the day of the week, the date, and nightly homework assignments. Build in time for students to record their homework at the beginning or end of class to reinforce executive function habits.
- Post and use visible calendars: Weekly, monthly, or year-long calendars that are large and easily read can help students understand the passage of time and plan for upcoming events. For example, for older students, they can see how many days they might have for an assignment, which can be beneficial for long-term planning.
- Post and reference relevant anchor charts and visuals: Use visual supports like sound walls, character maps, writing process steps, grammar rules, templates, word walls, story timelines, and geographical maps. These should be visible, relevant, and frequently discussed and referenced.
- Post and use classroom expectations: Display classroom norms, expected behaviors, and policies (e.g., technology use). When students need redirection, having these norms visible provides a neutral, consistent reference point.
- Provide and reference organization examples: Post pictures that illustrate examples of desk, locker, and materials bin organization. Include expectations for shared spaces and digital organization, such as file naming conventions or folder structure. These models support students’ ability to manage their materials independently.
A well-designed classroom environment, supported by teacher-guided routines and clear environmental cues, helps reduce unnecessary demands on students’ language and executive function systems.
For further information about how to structure language-based classrooms, please explore the Landmark’s Teaching Principles.
