To support entering-level English learners in a project requiring an oral presentation about artifacts, which modification is most effective?

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Allowing entering-level English learners to describe their artifact creation in their home languages meets their need to express meaningful content without getting stuck on English vocabulary. This approach lowers the language barrier, builds confidence, and lets students articulate details about the artifact, the creation process, and personal significance with accuracy. It also honors their linguistic and cultural background, providing a solid foundation from which they can add English terms or phrases with teacher-supported scaffolds as they grow more comfortable with the language. While bilingual dictionaries or translation tools can help with specific words, they don’t reliably build the oral presentation skills or depth of explanation in English. Drawing pictures can aid understanding, but it doesn’t develop the ability to speak and explain in English. By allowing L1 description first, students participate more fully, share authentic content, and gradually develop English expression.