Teaching Tip: Model Accessible Speech

When we slow down, simplify, and support our spoken language with visuals or gestures, we’re doing more than just making communication easier. When we use accessible language and modifications, we’re modeling strategies that learners can use outside the classroom, too. This is part of language justice: making sure everyone has access to understanding.

---

Ways to Model Accessible Speech

1. Slow Down (but don’t “talk down”)

• Instead of: “Okay everyone, go ahead and take out your homework and turn to page 46 where we left off last week.”

• Try: “Let’s get our books. (pause) Page 46. (pause) Homework.”

  
  

  💡 Tip: Pauses give learners processing time. Use natural rhythm instead of oversimplifying vocabulary.

  
  

2. Add Context Clues, Don’t Just Repeat

• Instead of repeating louder: “Page 46! Page 46!”

• Try giving more information: “Page 46. Four-six. After 45.”

  
  

  💡 Tip: Learners get more “entry points” when they hear the idea in different ways.

3. Use Visual Anchors

• Write page numbers, key words, or instructions on the board.

• Point to objects or hold up a book as you give directions.

  
  

  💡 Tip: Pairing speech with a visual doubles comprehension pathways.

  
  

4. Chunk Instructions

• Instead of: “Get into groups of three, talk about your weekend, then write three sentences together and share with the class.”

• Try breaking it down:

  1. “Get into groups of three.” (pause, check)

  2. “Talk about your weekend.” (pause, check)

  3. “Write three sentences.” (pause, check)

  
  

  💡 Tip: One step at a time helps students stay on track without feeling overwhelmed.

  
  

5. Check Understanding with Yes/No or Either/Or Questions

• Instead of: “Do you understand?” (which is hard to answer honestly),

• Try: “Are we on page 45 or page 46?”

• Or: “Do we write three sentences—yes or no?”

  
  

  💡 Tip: Clear, simple questions give students an easier way to show what they know and give you real feedback.

  
  

6. Model Clarifying Questions

Show students it’s okay not to understand the first time:

• Say: “I didn’t understand—can you say again, more slowly?”

• Encourage students to practice asking each other: “Can you repeat?” or “What does ___ mean?”

  
  

  💡 Tip: This builds learner confidence to advocate for themselves in real-life situations.

---

✨ Quick Classroom Try-It: Next time you give instructions, write them on the board, say them slowly, then pause. Check for understanding with a quick yes/no or either/or question. Notice if more students follow along without confusion.