 Chapter XXI Modifcation of Learning Objects for NESB Students Christina Gitsaki The University of Queensland, Australia Copyright © 2009, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. AbstrAct Due to the increasingly diverse student population in multicultural nations such as Australia, the U.S., Canada, and the UK, educators are faced with the challenge of how to best meet the needs of students with limited English profciency without ‘watering down’ the curriculum. The use of educational digital resources is one way of enhancing non-English speaking background (NESB) students’ academic skills and understandings, but without explicit English as a second language (ESL) support integrated into these resources, the benefts for NESB students are limited. This chapter documents a study of the content and format of a number of learning objects designed by The Le@arning Federation in an attempt to explore how specifc learning objects can be modifed to address the language needs of NESB students and unlock the value of their content. Design guidelines for ESL adaptation of digital learning content are provided based on current research and second language acquisition (SLA) principles. nesb students In the mAInstreAm cLAssroom Australia is a multicultural nation with a large migrant population. In 2005–2006 alone, there were over 111,000 permanent arrivals, of which 68% came from a non-English speaking country (DIMIA, Immigration Update, 2005–2006). Over 20% of immigrants are school aged children and young adults. Upon arrival to Australia, NESB immigrant and refugee students receive an in- tensive English course for a few weeks, and then they are placed in mainstream classrooms where they have to attend regular classes alongside their Australian peers. Immigrant students, indigenous Australian students, and second phase NESB students comprise 25% of the total P–12 student population in Australia. This large-scale presence