Discussions abound in the media, in education journals, and online about the science of reading. While there isn’t agreement on exactly how it is defined, the science of reading generally refers to the body of research evidence about how individuals learn to read. Within that body of studies, there’s a paucity of research that specifically addresses reading and multilingual learners. Many empirical questions remain unanswered, however there are findings that provide guidance in teaching multilingual learners including the following:

1. Multilingual learners learn in many of the same ways as English speakers do. They need the same foundational skills that all readers need. However, learning in a new language is different. Some say, “Anything that benefits multilingual learners benefits all learners” but we need to be careful. While technically true, it’s more accurate to say that teaching approaches that benefit multilingual learners don’t disadvantage other students. In other words, it can’t be assumed that because multilingual students need foundational literacy skills that they’ll learn just like their English-speaking peers. While the skills are the same and transfer across languages, learning how to read in a language you’re still acquiring is distinctly different from learning in your home language, a language whose syntax, everyday vocabulary, and usage is familiar. Oral language proficiency (the ability to speak and understand the language) is the foundation on which academic language is built. Academic language found in texts – subject-specific vocabulary, complex syntax, rhetorical conventions — is particularly challenging for multilingual learners who have yet to master oral language proficiency.
2. Development of oral language is critical for reading and for overall school success. Since multilingual learners are not yet proficient in English, teachers should focus on accelerating language proficiency during content teaching (and during ELD, #3 below). Specific oral language skills are fostered through explicit instruction and structured practice. That is, teachers focus on an aspect of language such as a grammatical form or use of a vocabulary term, teach it explicitly, and plan time for students to practice using the new language. Language objectives help teachers identify the language needed in lessons such as making comparisons or using descriptive language. Opportunities to practice oral language skills need to be planned, intentional, and purposeful, not haphazard. These opportunities may be a) relatively brief, b) more extended, or c) the objective of the lesson.
   • a) Think-Pair-Share and Turn and Talk. Typically, teachers ask students to briefly engage about a question or topic. To be most productive, these interactions have an academic purpose such as having students turn to a partner and summarize information, preview a chapter and make predictions, ask students what they know about a topic, discuss experiences they have had related to the topic, and so forth. These interactions provide both oral language practice and an academic benefit for students. 
   • b) In-depth discussions. Working in partners or productive groups, students engage in authentic discussion about topics and grapple with ideas, practice defending their positions, learn to build on one another’s contributions, and so forth. A lot of language can surface in discussions around interesting books or through students’ own connection to a character in the book, e.g., Would you feel the same way? Or How would you react in that situation? Language is internalized and becomes part of students’ linguistic repertoire when there are multiple exposures to targeted words in meaningful contexts such as extended discussions.
   • c) English language development (ELD). Also called ESL, ELD is a specific time in the school day designed to advance students’ knowledge and use of English, especially listening and speaking skills. The primary objective is to learn about how English works and how to become a more proficient user of the language. Too often ELD teaching is unstructured and while there are opportunities for speaking and listening, it’s not always productive talk that is moving learning forward. When lessons are well planned, students practice using words and other aspects of language to create meaningful sentences or phrases. During ELD, students do a lot of talking, experimenting with the language and becoming more comfortable using words and phrases that initially might be unfamiliar or abstract. 

Multilingual learners will likely benefit from classroom settings where oral language use is emphasized, and student-to-student interaction is promoted. 

3. Adjustments to instruction are necessary when multilingual learners are learning and practicing literacy skills. Some adjustments differ in degree rather than in kind. For example, repetition is an effective way to remember information such as the definition of words, but multilingual learners require more repetition and exposure since the language is new to them. Apps such as Anki provide fun ways for multilingual learners to interact with new words. In addition, these students need multiple opportunities to practice and apply the language and literacy skills they’re acquiring. 

Tapping students’ background knowledge promotes comprehension for all students. With multilingual learners, teachers use students’ background knowledge, their lived experiences, and their home language to connect to lessons, making learning more meaningful and relevant. Using background to make connections to text is essential for these students.

Further, there are other techniques and strategies teachers can use to make text accessible to multilingual learners such as using visuals and multimedia. Our work has focused on providing teachers with a framework for lesson planning and delivery so that they include features known to help multilingual learners access text, understand the teacher’s instruction and the lesson’s content, all the while infusing language development into lessons. In this way, teachers make the adjustments to literacy instruction that benefit multilingual learners. 

This blog is based on an interview, How to Teach English Learners Based on the Science of Reading.

As multilingual learners acquire English proficiency, building oral language skills should be a priority. Oral language provides the foundation for literacy and overall academic success. Students — English speakers and multilingual learners alike — need to develop both productive (speaking) and receptive (listening) language. Vocabulary is a critical aspect of oral proficiency (but it’s not the whole story). We know that students with robust vocabularies do well in school because they use their word knowledge to comprehend text and read fluently, to understand lectures and explanations, and to more clearly express their ideas orally and in writing.  Students’ word knowledge is the driver of speaking and listening and is critical for learning new information. 

To get back to the “rest of the story,” other aspects of oral language that students need to develop are, for example, syntax, pronunciation, and pragmatics, which refers to socially acceptable ways of communicating such as knowing when more formal speech is required, taking turns in a discussion, or interpreting a comment as intended. 

Most multilingual learners enter U.S. schools with weaker oral language skills than their English-speaking peers. They’ve had much less exposure to the sounds, words, and phrases of English, have had fewer opportunities to develop an innate sense of English grammar, and may have culturally influenced pragmatic practices.

Thus, multilingual learners need daily opportunities to learn and practice oral English in classroom environments that invite collaborative academic discussions, where oral language use is emphasized, and student-to-student interaction is promoted. As students strengthen vocabulary and other oral language skills, their reading and writing skills are more likely to improve.

Multilingual learners benefit from brief interactions to express their understanding (e.g., Think-Pair-Share, Turn and Talk) as well as more extended discussions where they summarize material, grapple with ideas, and build on one another’s contributions. 

The following activities promote oral language practice through more extended language use, practice that is more likely to develop a deeper level of oral language than brief exchanges. As an added benefit, these activities combine oral language practice with movement. Research shows that movement improves learning and focus as well as reducing classroom management issues. Multilingual learners have double the work, learning new information and skills in a new language, so opportunities to get up, move, and interact provide much-needed breaks from seat work. Establish and practice transition routines so that students move smoothly into the activities. 

Take a Stand. This activity provides multilingual learners with listening skills practice. Students agree or disagree with a stated position and provide a rationale for their decision. Sentence frames may be useful for multilingual learners (and other students) such as, I respectfully disagree with ___________ because______________.  The activity begins with the teacher making a statement to students related to a topic being learned, a current event, a story or novel, etc. Working in partners or teams with four to six students per team, the partners/team first discuss the statement made by the teacher. They have a chance to grapple with ideas, make connections between others’ ideas and their own, build on a peer’s contribution, express disagreement, make a counterargument, and come to consensus. On the teacher’s cue, “Take a Stand,” the partners/team stand or stay seated depending on what they decided. They then explain to the class their rationale for agreeing or disagreeing. Multilingual learners participate orally in the discussion but also practice listening skills within the group and as other partners/groups articulate the rationale for their decision to stand or sit. They also hear vocabulary associated with the topic repeated multiple times by speakers and in their own group discussion. Depending on the age of students, the students themselves can create the statements used for agreeing or disagreeing and ask the rest of the class to respond.

Standing Circle Share. This activity promotes oral interaction among small group members. While appropriate for all grade levels, teachers need to ensure students can accurately paraphrase or summarize text and teachers should take care to select readings at appropriate reading levels for their students. This activity provides differentiated instruction by having texts on the same topic at varied reading levels. 

     Students in a group are given a short passage or a paragraph from a text to read that is numbered, such as 1-6. Students number off so each one has a section of text to read. After students read their section, they all stand up and form a standing circle joining with their group members. In their groups, each person orally paraphrases what they read in the section of the text. Together, the group of students answers a series of teacher-created questions based on the information they read and shared, coming to consensus about their answers. After students finish their conversation about the questions and the text, they return to their seats and record in their notes three things they learned, or individually answer the questions after having the benefit of listening to the standing circle share.

Example: Math – Fractions Review

1. Students are given one of the following readings: Adding Fractions, Subtracting Fractions, Multiplying Fractions, Dividing Fractions
2. Students read and highlight/annotate their section of the text.
3. Students form standing circles of 4 that represent each of the readings.
4. Students paraphrase their section of the reading.
5. Together, students discuss:    
   1. “What similarities and differences are there between adding and multiplying fractions?”
   1. “What similarities and differences are there between dividing and subtracting fractions?”  
   1. “What are ways to remember the steps for one of the readings?” (e.g., a mnemonic for the steps of adding fractions)

Frozen Moment. In this activity, students re-enact scenes from a book and freeze in place as they role play for their peers. In this example, students are studying immigration and reading a piece of literature connected to the content. After reading, Front Desk, a book about a Chinese immigrant family, the teacher distributes to each group of four or five students a piece of paper that has a three-or four-sentence scene taken from the story. Each group takes a few minutes to discuss their planned re-creation of the scene in pantomime, requiring that the scene be delivered with absolutely no movement (similar to a tableau), and each person in the group must assume a role. The roles may be characters (such as Mia or Mr. Yao) or stage props (such as the front desk, hamburger, or ledger). After adequate time to practice, students create their “frozen moments” while the rest of the class members close their eyes. When ready, class members open their eyes to view the scene and attempt to identify the which section of the book is being portrayed. (No calling out is permitted. If students think they can identify the scene, they raise a hand or use an agreed-upon signal). After the students have viewed the scene for a few minutes, the teacher joins the performers, tapping one of the actors who then “comes to life.” In character, this student describes what he or she is thinking or feeling at that moment. For example, Mr. Lorenz’s bright green car might say, “I can’t believe I was stolen in the middle of the night. I’m in a strange place now.” The teacher ends the soliloquy by again tapping the student, who returns to the fixed, still position. Other players in the scene are tapped until class members have correctly identified the scene that is being performed.          

These activities are only a sampling of the many engaging ways to enhance oral language development in general education classrooms. All students benefit from these opportunities but oral language practice is critical for our multilingual learners to become more proficient users of English. 

  Activities are from: 99 Ideas and Activities for 99 Ideas and Activities for Teaching English Learners with the SIOP Model, 2nd edition (2022). Special thanks to Andrea Rients for her contribution.

Multilingual learners don’t necessarily have to write long essays or research reports to improve their writing skills and to enhance language proficiency. In fact, opportunities to write shorter pieces are likely to be more motivating and improve their confidence as writers. These writing opportunities allow students to practice important writing skills, practice which is naturally differentiated since students work at their own level of English proficiency. The following are a few practical ideas for digital writing that can be used with face-to-face or remote learning. 

Blogging: Blogs offer a safe format for students to explore their voice as they create and share their blogs. Platforms like Fan.school offer students chances to interact, read, write, and give meaningful feedback to others. Some advantages of blogging include:

1. Students have a chance to share their voices with a larger audience than just the teacher. Knowing that someone will read their writing is a powerful motivator so publishing for peers—whether within the same class, school, or to an international pen pal—adds extra incentive for students to improve their writing skills. 
2. Students learn to provide feedback. Blogging can be used to teach students how to provide constructive feedback, and how to write for a specific audience. The teacher models constructive feedback by praising insights and requesting elaboration on specific ideas rather than focusing on conventions. For editing, which is an important part of the writing process, blogging platforms offer live editing sessions which can be used to point out mistakes and fix them in the moment. The power of digital publishing is that editing is easy, and young authors will start to care about getting it right when they know there’s an actual audience.
3. It fosters enthusiasm for writing. Instead of asking everyone to answer the same question, or start their article the same way, teachers let students choose to write about something that is personal to them and may be more interesting to their peers: something that makes them feel angry, or motivated, or scared, or unique. Multilingual learners may or may not feel comfortable writing about their experiences as immigrants or multilingual learners, but it is their choice. Help them understand that they are writing for a reader—not the teacher. 

With content area topics, writing prompts in social studies, for example, that allow for individual expression might include:  

• What videos or movies taught you something cool about history? What did you learn?
• Who was the best leader in world history and why? What can we learn from them for our everyday lives? 
• How did (historical figure) handle mistakes every human makes and learn from them?  

Microblogging. As its name implies, microblogs are short entries (maximum of about 150 characters) like those used on Twitter. Students react to one another’s comments, pose questions, or challenge a point. Questioning and challenging are key aspects of critical thinking, and learning to accept other points of view or politely disagree are important aspects of effective communication. A microblogging tool such as Talkwall engages students in collective classroom interaction. After the teacher presents a topic or question, students typically have a collaborative discussion in groups, then post their messages individually to a shared ‘wall,’ or large classroom screen. Talkwall allows ‘browsing’ topics and the ability to reposition and edit posts. The use of hashtags and a short message format helps to promote the identification of key concepts. Student ideas are immediately visible to all members of the class, which enables students to engage with, and build upon, ideas from others beyond their own discussion group. The public display also allows teachers to give immediate feedback on students’ responses.

To extend the class-wide discussion, groups might take a topic from the hashtags and summarize salient points from the topic’s thread. Microblogging is particularly well suited to multilingual learners because they can participate fully when they may not yet be ready for extended writing assignments. When their group uses more complex grammar and academic language to summarize a thread, multilingual learners are exposed to higher levels of language use while being valuable, contributing members of the group. 

As with oral discussions, ground rules need to be established for productive digital interactions. Some rules include:

• Show respect to everyone in the group. Be mindful of body language, eye contact and tone of voice when discussing a post. If a peer mispronounces a word or uses incorrect grammar, they should try to make sense of the meaning, not call negative attention to the mistake.
• Disagree politely. If they are surprised by a comment, they may say so, but politely. “I see what you’re saying but I think…” Sentence frames are useful for providing students with ways to disagree politely and state their counterpoint. 
• Listen to everyone’s point of view and question others by asking “Why do you think that?”
• Build on each other’s ideas. “I agree with … and would add… .” or “I disagree with that point. My idea is… .” Students learn to explain their point of view by backing up their ideas with reasons or evidence.

Practice with adhering to ground rules not only facilitates productive classroom interaction, but it also prepares students to be responsible digital citizens.

Authoring Books:  Creating e-books allows students to express their ideas and understandings in ways that augment written expression. They may add photos, make text boxes, edit the text, and add voice recordings. The finished product includes writing coupled with other modes of expression. Book Creator is an app that can be used across content areas. The following example illustrates how Book Creator is applied to a first-grade math lesson. In this lesson, students are practicing strategies for addition and subtraction. Students, working in pairs, use the app on a tablet to take photos of different combinations of math manipulatives, e.g., 8 red tiles + 8 blue tiles = 16 (double the fact strategy). Partners import photos and create captions for each photo, including an equation. The process of creating an e-book facilitates discussion of the concepts among the students. 

To extend the activity, students may create word problems for other students to solve. For additional oral language practice, the teacher shows students how to use the voice recording option to narrate the process of solving equations. For multilingual learners, the recordings document progress in their English acquisition over time. The student-created e-books can be transferred into the iBooks app, which allows teachers to share student work with parents during conferences.

Tip: Make sure that the app or platform used has built-in security features. The teacher can set controls to preview all posts and comments before they are published. Student information such as names and posts can be kept private behind a password.

The new school year is all about welcoming students, as it should be. But this is an unusual time. The pandemic dramatically changed teaching which, among other impacts, resulted in teachers feeling stressed, isolated, and exhausted. For teachers to be present and effective with students, they need to take care of themselves. At the present time, effective teaching begins with teacher care: take deep breaths, lean on colleagues for support, go for a walk, be kind to yourself. 

More than ever, positive relationships are critical for students. Most students have not been face-to-face with other students and teachers for a long time, so they may need to feel connected to school and experience success early on.

Administrators: In talking with friends and colleagues who are administrators, I’ve garnered some ideas that may be helpful as you begin the school year.

• While continuing to maintain high standards and professionalism in your building, consider prioritizing efforts to build and enhance relationships with staff, families, and students. 
• Avoid assigning staff non-essential paperwork and tasks that create an additional burden during this time when teachers are already going the extra mile. 
• Create systems that welcome diverse learners. For example, greet families at the front gate each morning, preferably by name. 
• Foster a welcoming environment for culturally and linguistically diverse learners all year long by translating notices sent home, including multilingual families in meetings and on committees, and so forth.
• Treat all students, but especially multilingual students, respectfully. Multilingual students are more likely to be sensitive to the attitudes of adults in authority, particularly immigrants who may have had negative experiences with authority figures. 
• Keep an eye out for stressors with teachers.

Teachers. First, consider the impact of the pandemic and plan, even more than ever, to connect with and get to know your students.

• Learn each student’s name. Making students comfortable begins with knowing how to pronounce each student’s name correctly, and then calling them by name. There is a growing awareness of the importance of honoring students’ identity by saying their name correctly. There are resources available for school staff on the topic, including this poster created by Pamela Broussard @LeadingELLs. Consider teaching a lesson that lets students research their names, followed by classroom presentations. Some questions to ask: how each student’s name is pronounced phonetically; their name’s origin; why parents chose the name; its meaning, and so forth. Not only does this activity respect students’ identities but it will help teachers (and classmates) learn more about their students and remember how to pronounce their names. Further, in hallways, on the playground, at school activities, take time to greet students by name.

• Get to know your students. Each one comes to school with interests, likes, dislikes, talents, and strengths. Find out about your students and make it a habit to ask about each one: “How was your basketball game?” “Is your mom feeling better?” “Did you play any video games yesterday?” “I see that you cut your hair. It looks nice.” These interactions take only seconds, but they establish a valuable connection with each student. When teachers connect with students, are respectful, and convey genuine interest, students engage more academically because they want to please their teacher. Aggressive or disruptive behaviors are rare.
• Acknowledge the time away. Spend time talking and writing about students’ experiences during the pandemic. Many students faced the loss of a family friend or relative and others experienced difficult home environments so being sensitive is paramount. Allow students to share as much or as little as they are comfortable doing. Suggest topics such as, The most creative thing I did was… or,  One good thing about learning from home was….. Use students’ experiences as a basis for moving learning forward. 
• Establish classroom routines. Efficient and effective classrooms operate with consistent, predictable routines and norms. These routines and expectations will need to be explicitly taught and/or reviewed, especially routines for transitions and productive group work practices. Consider integrating movement to enhance learning and avoid extensive seat time.
• Create a caring classroom. Not all teachers resonate with “caring” because they associate it as being a touchy-feely person or having or a kumbaya classroom. But caring is an attitude more than a feeling. It’s a decision one makes. Think about an outstanding college sports coach. She inspires, motivates, mentors, and teaches. Players are held to high standards but are taught individually according to their strengths and needs. On the sideline of a game, there isn’t much touchy-feely! There is an expectation of accountability and that high standards will be met; individualized support is provided by coaches, as needed. The same is true with effective teaching. Teachers make a decision to care in the same way. Consider connecting with students by sharing something about your own experience to show empathy.   
• Communicate high expectations, even though there may have been learning loss. Now is not the time to focus on what students have missed but to communicate confidence that students can make progress. Most of us are drawn to a person who believes in us. Letting each student know that you believe she or he can be successful will enhance the relationship: “I see you finished that assignment. I knew you could do it.” “Thank you for being on time again today. I know it’s tough for you sometimes.” In addition to daily affirmations of assurance that students can achieve, talk with them about colleges and careers. Have middle school students research programs offered at high schools and encourage them to participate in college preparation courses, vocational education courses, and school activities.  

Students. Social skills develop through practice and socializing with other children is an important part of growing up. It may take time for students to adjust to being around peers and many students may have forgotten some of the norms of social interaction. 

• Review respectful interaction. Talk to the class about being kind to one another inside and outside of the classroom. Set clear expectations that students will treat one another with respect and kindness. Create an inclusive classroom by make sure that multilingual learners are included – and welcomed — in groups with English speakers.  Consider assigning several students the role of monitoring behavior and intervening when there is unkind or disrespectful behavior. Some multilingual learners have been through difficult or even traumatic experiences and benefit from a safe, caring classroom and school environment where they can thrive, determined in large part by how they are treated by peers.
• Practice routines. Remind students to use established procedures for working together with partners and groups, as well as practices for productive interaction, e.g., turn-taking, and polite disagreement in a discussion. Social behaviors improve with consistent, predictable experiences. Expect that some students may be “rusty” in their ability to collaborate effectively with other students.  
• Encourage students to use their home language. There is growing awareness that one’s language is tied to culture, and restricting use of the student’s home language (L1) sends a message that their language and culture are somehow less-than. Using their L1 doesn’t minimize the importance of learning English. English acquisition is critical for school success, for advancing into college and careers and for being a contributing member of society. However, using their L1 allows students to better express themselves when working with peers, it helps clarify information they don’t understand in English, and is a valuable resource for learning. Using the home language also recognizes the asset of multilingualism. 

Well organized, consistent lesson planning and teaching are what effective teaching  for MLLs is all about but it is built on a foundation of valuing the assets students bring to the classroom, being student-centered, student-focused, and creating a classroom culture that respects each and every student. When you build relationships with your students and connect with them every day, you’ll reap the benefits. 

I am often asked, What can our school (or district) do to improve the academic performance of  English learners (ELs), or multilingual learners (MLLs)? 

First, let’s put these learners into context. Multilingual learners are the fastest growing population in U.S. public schools. More than 10% or nearly 5 million students in public schools nationwide are MLLs. Interestingly, the majority of MLL students are U.S.-born. In fact, more than 85% of pre-K – 5th grade multilingual learners and 62% of 6^th -12^th graders were born in the U.S. Although most districts have a number of languages represented, Spanish is by far the most common language spoken (74.8%) followed by Arabic (2.7%) and Chinese (2.1%).

To improve outcomes for MLL students, begin by focusing on the following three areas:

1. Examine Classroom Teaching

Instruction is at the heart of schooling. An optimal education for every multilingual learner starts with high quality teaching. That’s the baseline. The approach used needs to be research validated, proven to be effective with MLLs, and implemented to a high degree. For example, teachers consider the linguistic needs of their students and use techniques to make content material comprehensible for all students. 

Also, it’s important that the classroom environment and lessons therein are culturally responsive. A culturally responsive classroom is one in which teachers have high expectations for multilingual learners, they value students’ linguistic and cultural assets and integrate their language and experiences into lessons, they create a safe community of learning and encourage students to interact with one another and build relationships. Further, students have opportunities to think critically about topics as well as to express their thoughts, beliefs, and ideas from their own cultural perspectives.

Lack of high-quality instruction contributes to MLL students becoming long-term English learners (LTELS), those students who have been designated as an English learner for 5-7 years or more. They are essentially “stuck” and are not making sufficient progress in the acquisition of English language and literacy skills. There are various reasons that account for their status. These include:

• Weak English language development services at some point in their schooling. Multilingual learners need a specific time each day that focuses on English language development (ELD) so that they can develop the skills necessary to participate fully in all areas of schooling.
• Narrowed curriculum (ELD vs. subject area classes). Although ELD is critical, it cannot come at the cost of content area teaching. Students need exposure to grade-level content. MLL students require separate ELD coupled with attention to academic language and content in general education classes. 
• Attending multiple schools. Mobility is a reality for many multilingual families and with each move it is not uncommon that there is a change in curriculum, approach to literacy teaching, language program offered, e.g., bilingual class, dual immersion or English-only, and so forth.
• Missing school: “limited or interrupted formal education” which are SIFE or SLIFE students. Many unaccompanied minors are typically SLIFE but not exclusively. Other students stop out of school for any number of reasons, had interrupted education in their home country or during the immigration process. These students must catch up on academic skills while learning English. 
• Being enrolled in inappropriate courses and programs due to unidentified or misidentified learning disabilities. Site-based decision-making teams must have representation of individuals knowledgeable about students’ cultures and second-language acquisition. There remains a lot of misinformation about MLL students and their families that can be clarified by school personnel with expertise in cultural and linguistic diversity. 

2. Consider Instructional Programs

Beyond classroom teaching, the type of programs offered in schools have a direct impact on MLL student outcomes. For example, is the ELD program offered appropriate in terms of focusing on developing speaking, listening, reading and writing skills? Is the class taught by a certified ELD specialist? Are students grouped by language proficiency level to maximize learning?  Further, what about the courses offered to MLLs? Do they meet college entrance requirements?

ELD

In a recent Reading Research Quarterly summary of what we know about teaching reading skills to ELs, Goldenberg pointed to the important role of oral language. Oral language skills contribute to literacy development at both the word- and text-level. For example, vocabulary knowledge, awareness of cognates, listening comprehension, and dialogue influence the acquisition of literacy skills. Explicit instruction and structured practice are essential for advancing proficiency. 

Too often ELD teaching that I’ve observed is unstructured and while there are opportunities for speaking and listening, it is not always productive talk that is moving learning forward. We know that literacy is the foundation of all learning whether the subject is math, science, or social studies. So effective ELD should include significant attention to oral academic language development such as creating opinion pieces, making presentations on topics, and participating in debates. Teachers should encourage the use of substantive language linked to the core curriculum. 

How does ELD teaching differ from what is taught in the general education classroom? The purpose of content teaching in general education is to learn the subject matter found in content standards, curriculum guides, and materials. The lesson’s purpose is reflected its content objectives. However, with MLLs, language development is also addressed in lessons, although to a lesser extent than content learning. Teachers consider the language skills needed for students to be successful in the lesson and write language objectives accordingly. General education teachers also capitalize on language learning opportunities as they arise. 

The purpose of a separate ESL or ELD time on the other hand, is to learn about how English works. The primary function is to learn the language so that students can advance in their proficiency in reading, writing, speaking, and listening. Content is the vehicle for language learning; ESL time should build on core lessons but not be used as tutoring for completing an assignment or preparation for a test. The motivation to help MLLs pass their classes is noble but it is short-sighted. The time needs to be used to for structured practice of specific language skills. 

Equitable Educational Pathways for College and Careers

Another aspect of educational programming is offering all students the coursework that will lead them to achieve their dreams and aspirations. Exposure to college requirements and the option to enroll in college preparation courses needs to be a choice MLL students make, not one that is automatically made for them because of their linguistic status. 

There are innumerable examples of MLL students who, with the support of school personnel, were provided access to college preparation courses and achieved their dreams. One example is Jennifer Montepeque Diaz, the 2021 Outstanding Graduate at California State University, Long Beach. A child of Guatemalan immigrants, Jennifer planned to work to help support her family when she finished high school. However, a teacher encouraged her to take college pathway courses, a counselor urged her to become involved in extra-curricular activities to be a competitive college candidate, and a college counselor helped her complete financial aid applications. She not only went to college and graduated with a Master’s degree in school psychology, she excelled. Hers is a powerful story and it demonstrates the power each educator has to come alongside students and change lives. But it begins with programs that are accessible to all students. 

3. Create a Positive School Culture

Finally, student outcomes are enhanced by a school culture that promotes success for each student. Whether an MLL, a student in special education, or an at-risk student, everyone benefits – school staff, students, parents, and the community — when all students make academic progress. 

In many schools, school personnel view multilingual learners as the responsibility of an EL coordinator or similar staff person. Especially in schools with large numbers of ELs or MLLs, a team effort will more likely increase the number of students who reach proficiency, exit EL status, and are equipped to be successful in general education classes. There are several ways schools can develop a culture of moving learning forward. 

Implement an “all hands on deck” approach. Without question, individual teachers can have a positive impact on students but imagine the exponential power of a school-wide approach where every administrator and all staff worked together for a common goal. A first step might be to demonstrate each child’s importance by meet individually with multilingual learners from 3rd grade on to discuss the areas they need to improve, i.e., speaking, listening, reading and/or writing. Be transparent about English language proficiency (ELP) assessment results and set goals for improvement in the area(s) of need. These meetings should probably take place more than once a year to keep students and school personnel focused on their set goals.

Ask a group of principals how many students exited their school’s EL program the previous year and likely few could answer accurately, probably because they depend on their EL coordinators to check on English learners’ progress. Make sure principal and staff are proactive in analyzing each English learner’s progress. One principal had butcher paper covering the wall of her office and had every multilingual learner listed with color codes for proficiency levels in each domain and other pertinent information. Any teacher who walked into her office saw a reminder that advancing English proficiency was a high priority.

Get teachers on board. Transparency about ELP scores and other student language/literacy data extends to teachers. Every teacher should be knowledgeable about their students’ levels of proficiency and need to be informed when they are close to meeting exit criteria so teaching can focus on specific targeted areas. However, in observing classes, some general education teachers couldn’t identify their MLLs when asked to do so much less know their proficiency levels. Instruction can’t be differentiated to meet students’ needs if their levels aren’t known. 

A remedy is to create an instructional profile for each student so that teachers know their specific skill levels and can identify areas targeted for growth. For example, many LTELs have solid listening and speaking skills but fall short in reading and writing. Rather than spending lots of time on simple “turn and talk” type activities, teachers should focus on building academic language skills by providing multiple opportunities for MLLs to read (with scaffolds, independently, with a partner, and with the teacher), talk about what they’ve read, write a response, reaction, or summary, then share it with a peer. Interesting discussions around text coupled with writing activities will advance students’ proficiency in all domains. 

Get buy-in from students. Many multilingual learners, especially LTEL students, have taken a language proficiency assessment every year since they entered U.S. schools. Some students become weary of taking the same test with the same results. Most are not informed about how they performed on the assessment; they only know that they remain an EL student. 

The first way to get students involved in their own language growth is to motivate them with choice. Secondary MLL students typically have limited electives because they take ELD one or two periods a day. Let students know from upper elementary grades on that they will have more choices to take art, band, and other electives if they accelerate their English development. 

Also, be explicit with students about their own control over their education. Let them know that if they double down on their efforts during ELD – and all classes — they will likely perform better on the next proficiency assessment. 

Finally, encourage students to be responsible by giving their best effort on the test. Let them know that every answer counts so they need to take the test seriously. Emphasize the importance of coming prepared for the test by getting a good night’s sleep the night before test day and eating breakfast on the day of the test. Most students (English learner or not) aren’t aware of the impact of sleep and nutrition on performance.

Enlist parents’ help. This valuable resource is often overlooked. Research shows that when EL parents are asked to assist with schoolwork, they do. We can involve parents by asking them to assist with their student’s targeted areas of growth by supervising their work. For example, if reading goals are set, parents make sure their student reads at home each day. Teachers may design an accountability system for reporting work done at home. Further, ask parents to make sure their student attends school on testing day, is on time, and is well rested. When parents are informed that an ELP assessment is high-stakes and impacts their child’s education, they undoubtedly will encourage their student to do his or her best on the test and take it seriously.