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:
- 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.
- 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.