Supports for English Learners

ACT provides supports on the ACT® test to US students who are not proficient in English. These supports are designed to improve access and equity for those students whose proficiency in English might prevent them from fully demonstrating the skills and knowledge they have learned in school.

Available English Learner Supports

Some English learner (EL) students may need to use one or more of the following supports:

  • Translated test directions in limited languages
  • Use of approved word-to-word bilingual dictionaries
  • One and one-half time, single day

Translated Test Directions

ACT provides test directions in a limited number of languages that are printed locally at testing centers. On test day, EL students should plan to arrive early to notify the testing staff that translated test directions are needed.

Check the following lists of available translations prior to the scheduled test day to ensure that the language needed is available. Using any translation that ACT does not offer is considered prohibited behavior and will result in scores to be voided.

Available translated test directions for National testing:

ACT Test Translated Directions for English Learners - Online (PDF)
ACT Test Translated Directions for English Learners - Paper (PDF)

Word-to-word Bilingual Dictionary

EL students are required to bring their own word-to-word bilingual dictionary on test day. Testing centers will not provide or have dictionaries to use.

Prior to the test day, EL students should check that the bilingual dictionary they plan to bring is listed on the ACT-Approved Bilingual Word-to-Word Dictionaries (PDF) list.

If it is not listed, they are not authorized to use it for the ACT test. Refer to the dictionary list for guidelines on how to request a bilingual dictionary that is not listed. Using a dictionary not on the authorized list is considered prohibited behavior and will result in scores to be voided.

One and One-Half Time, Single Day (extended time)

If an English learner examinee needs one and one-half time, single day, the school must submit the request through ACT’s accommodations request system by the posted deadline. ACT will review the request and required supporting documentation to determine whether the examinee is authorized to use this support on the ACT test. Requests and documentation must be submitted on time so ACT can provide a decision for the examinee’s intended test date.

ACT authorization for one and one-half time, single day is valid for two years. Examinees should review their decision notification to confirm the support has not expired. If the authorization has expired and the examinee still needs one and one-half time, single day, the school must submit a reconsideration request through ACT’s accommodations request system and provide current supporting documentation from the current academic year.

Note: One and one-half time, single day is the only timing support ACT authorizes for English learners. Multiple-day testing is not available as an English learner support and is not authorized by ACT under the English learner policy.

Criteria for Establishing English Learner Status

ACT follows criteria from the US federal law for establishing EL earner status, primarily from the Every Student Succeeds Act (ESSA). To be eligible for EL supports that requires ACT approval, an examinee must reside within the United States, US territories, or Puerto Rico.

Acceptable supporting documentation for English learner support requests must be current and show at least one of the following:

  • Limited English Proficiency 
  • Current participation in an English language acquisition program
  • Currentschool-based supports for English learner needs


Acceptable Documentation

Supporting documentation may include but is not limited to:

  • English language proficiency assessment results such as:
    • WIDA
    • ELPA21
    • TOEFL


Supporting documentation does not include:

  • Passports
  • Applications to US schools
  • Exchange student status
  • Student visas
  • Home language surveys
  • Documentation that does not meet requirements such as
    • Older than 12 months
    • Missing information
    • Student in exited status

Determining English Learner Supports on the ACT

ACT has adopted the following guiding principles for responding to requests from examinees identified as English learners for test supports:

  1. Requirements and procedures for test supports must ensure fairness for all examinees, both those seeking supports and those testing under standard conditions.
  2. Supports must be appropriate and reasonable for those with English learner needs.
  3. Documentation of English learner status must meet guidelines established herein. Examinees must provide information about prior supports received in a similar setting, such as in academic classes and other testing situation.

Resources

 
TitleDescription
ACT-Approved Bilingual Word-to-Word Dictionaries (PDF)Guidelines and a detailed list of approved word-to-word dictionaries for use by examinees approved for English learner supports
ACT Test Translated Directions for English Learners - Online (PDF)Translation of the online test directions in the ACT test booklet
ACT Test Translated Directions for English Learners - Paper (PDF)Translation of the paper test directions in the ACT test booklet
English Learner Supports Infographic (PDF)Quick visual reference about available EL supports for the ACT test. Available in multiple languages
EL Documentation Comparison - Acceptable vs Unacceptable (Video)Video comparison guide on acceptable and unacceptable supporting EL 
EL Supports Documentation Requirements (PDF)PDF guide on EL Supports documentation requirements

Frequently Asked Questions (FAQ)

One and one-half time, single day is the only English learner support that requires ACT authorization through ACT’s accommodations request system.

Translated test directions and ACT-authorized word-to-word bilingual dictionaries are locally authorized supports and do not require ACT authorization when used according to ACT policy. For National testing, small group testing may be available only when the examinee is authorized by ACT for one and one-half time, single day. Small group testing is not available as a standalone English learner support at a National test center.

“Current” documentation means the student’s English Learner status and supports are based on information from the current school year.

This typically includes:

  • An English Learner (EL) plan or program documentation that is active during the current school year
  • English language proficiency assessment results from the current school year (including approved screeners, when applicable)
  • Confirmation that the student is currently participating in an English language acquisition program

Documentation should reflect the student’s present level of English proficiency and current instructional supports, not past eligibility alone.[

...when the school submitted for "standard time"?

One and one-half time, single day is the only English learner support that requires ACT authorization. If an English learner support request is submitted and the documentation shows the examinee is not proficient in English, ACT may authorize one and one-half time, single day even if the school did not specifically request it.

ACT recommends one and one-half time, single day for English learner examinees who are not proficient in English, particularly when the examinee plans to use ACT-authorized translated test directions or an ACT-authorized word-to-word bilingual dictionary. ACT’s policy is informed by research indicating that English learners may need additional testing time because of language-related barriers, including language processing, reading comprehension, and translation time.

If the examinee does not want one and one-half time, single day, the school should not submit a request for ACT-authorized English learner supports. Locally authorized supports, such as translated test directions and ACT-authorized word-to-word bilingual dictionaries, may be used according to ACT policy without submitting a request through ACT’s accommodations request system.

...that I need translated test directions? 

Before test day, confirm that the needed language is included on ACT’s authorized translated test directions list. If the language is not listed, translated test directions will not be available for that language on test day.

Examinees who need translated test directions should arrive early on test day and notify the test coordinator at the test center which translated test directions they need.

...that I need to use a bilingual dictionary? 

Before test day, confirm that the dictionary the examinee plans to use is listed on ACT’s authorized word-to-word bilingual dictionary list.

On test day, the examinee should arrive early and bring the dictionary to the test center. Testing staff will review the dictionary to confirm it is authorized for use during testing.

...Translated Test direction list?

ACT permits examinees to use only the translated test directions listed on ACT’s authorized translated test directions list. If the needed language is not listed, ACT does not provide translated test directions for that language.

...word-to-word bilingual dictionary list?  

If the examinee would like to test with a word-to-word bilingual dictionary that is not listed, please contact ACT at ACTAccom@act.org.

Include the following information for review:

  • Resource name
  • Publisher
  • Year published
  • ISBN -10 or  ISBN-13
  • Relevant website(s)

ACT will review the requested dictionary or glossary to determine whether it may be used during testing. Requests must be submitted for ACT review at least two weeks before the test date for examinees testing with ACT-authorized English learner supports.

... in school, or not currently attending a high school qualify for English learner supports?

Examinees who are homeschooled, no longer enrolled in high school, or not currently attending a school may still qualify for English learner supports on the ACT test. ACT requires current supporting documentation showing limited English proficiency or current participation in an English language acquisition program. Examples may include English language proficiency assessment results or documentation of enrollment in an English language acquisition course through a local school, community college, or other educational program.