Reflections on Teaching Multilingual Learners

I’ve been pleasantly surprised by the plethora of resources available to teachers of multilingual learners, administrators, policy makers, and multilingual families. However, there is often a gap between the resources themselves and their dissemination. In this post I will share some valuable sources that offer information, materials, webinars, and the like. As you can see, several are available in Spanish and English. I hope you’ll find one or more that are useful to you in your own setting.  

English Learner/Emergent Bilingual Collegial Community meeting. Our monthly come-as-you-can meetings welcome all participants who are interested in discussing multilingual literacy research and practice. Sponsored by The Reading League and facilitated by Kari Kurto, Claude Goldenberg, and myself (Jana Echevarria), we meet on the last Friday of each month.

The next meeting will be on April 26, 2024 at 12:30 pm PST / 3:30 pm EST when we welcome Magdalena Zavalia and colleagues from Intelexia. They will describe research conducted on their Spanish foundational skills program, Aprendo Leyendo, both in the U.S. and South America. This is an important presentation for multilingual educators because criticism of the “science of reading” (which is simply research on how individuals learn to read) is that its research is only conducted with monolingual English speakers, OR that the research was done exclusively in other countries. The presentations the past two months were centered around seminal studies conducted with Spanish-speaking students in the U.S.

We would be delighted to have you join us, whatever your perspective. Please complete the Google Form invitation to get a zoom link. Also, feel free to pass the invitation along to any interested colleagues and friends.

In addition to lively, informative discussions, an added benefit of membership in the community is access to a Google drive folder containing previous recordings and readings. Hope to see you Friday, April 26^th. 

Evidence Advocacy Center (EAC). A group of passionate educators and researchers has begun an effort to promote the use of evidence (aka research) by those who make decisions about policies, practices, procedures, programs, curricula, and so forth. Called the Evidence Advocacy Center, it is aimed at policy makers, educational administrators (at the national, state, local, and building levels), teacher educators, interest groups and organization leaders, instructional coaches, and teachers. It is not designed to promote specific curricula, assessments, or other educational products; it is designed to assist those who make instructional decisions locate and interpret trustworthy evidence about education – what works and what does not. Please visit the website where there is loads of information including a powerful video from Ameer Baraka who learned to read at 45 years of age after a stint in prison. This video speaks to the critical need to reach every child in the early grades of their schooling. There’s no time to waste!

Sold A Story Podcast. (English and Spanish)  In this popular podcast series, investigative journalist Emily Hansford reported about what is characterized as American education’s failures to teach reading. To tell the story, Ms. Hansford interviewed parents, children, educators, and others. She heard and reported about problems that were prevalent across the country. The reports have had an impact on the public as well as educators. In part, the series prompted a national discussion that has resulted new laws in at least 15 states to try to change the way reading is taught in schools. 

Just recently, Sold a Story became available in Spanish and can be accessed through your preferred podcast outlet.

Apple: https://podcasts.apple.com/us/podcast/sold-a-story-en-espa%C3%B1ol/id1735791319

Spotify: https://open.spotify.com/show/35siysSMOUySvDzPiIftKR

This is the kind of resource that schools should share with Spanish-speaking families. It might prompt a discussion amongst families and school personnel and give families a voice in the national discussion about reading. 

The Reading League Compass (English and Spanish) Some of the content on the Compass site includes a resource developed by The Reading League and the National Committee on Effective Literacy (NCEL): a Joint Statement: Understanding the Difference: The Science of Reading and Implementation for English Learners / Emergent Bilinguals. The groups, who are sometimes characterized as representing dichotomous perspectives, came together and found areas of agreement. This Joint Statement was a significant step forward in realizing the areas of agreement and diminishing the perception that there is widespread disagreement in how reading needs to be taught. 

A related resource is a page on the science of reading (SOR) and English learners which contains various resources at your fingertips (or clicks!). Be sure to spend some time exploring the resources there. 

Families in Schools. (English and Spanish) Although the website is intended to serve the greater Los Angeles area, you will find that its themes and resources are universal. For over 20 years, Families In Schools (FIS) has served “low-income, immigrant, and communities of color, knowing that education remains the single most important opportunity for them. The mission of Families in Schools is to involve families and communities in their children’s education to achieve lifelong success.” One resource for promoting early literacy is their ReadLA! Campaign: Literacy and Justice for All. Please visit the site to find ideas that may apply to your district and/or state.

La Ciencia de la Lectura en la Enseñanza de la Lectura (The Science of Reading in the Teaching of Reading). Dr. Horacio Alvarez Marinelli, Education Policy Expert & Creator of Let’s All Learn to Read provides an engaging and informative presentation in Spanish. A link to the transcript of the presentation is found below the video at: https://www.youtube.com/watch?v=9i2HdN1OHFU. In this presentation, Dr. Alvarez offers data from several countries that show the discrepancy between those who can understand oral language and written language. He characterizes lack of reading ability as “criminal” because of the limits it places on children. It is a very powerful presentation situated in a discussion of worldwide reading data.  

Conclusion

We have a responsibility to help educators access evidence-based resources that will drive classroom practice. Also, we need to reach out to parents so that they are informed about the education of their children. Too often families who are not proficient in English are left out of important conversations taking place in educational circles (including their own schools), conversations in which English-proficient families have a voice. 

The resources in this post are intended to be shared widely with colleagues, families, and others interested in literacy. Please feel free to pass along this post so that the dissemination gap is minimized. 

We have ar monthly come-as-you-can collegial community meeting hosted by Kari Kurto from The Reading League, Claude Goldenberg and Jana Echevarria facilitate discussions. Last month, the group engaged in a lively discussion of research shared by Elsa Carenas-Hagan and Sylvia Linan Thompson. There was so much to discuss that we are thrilled to say that we will be welcoming them back March 29th at 12:30pm PST / 3:30pm EST.

Here is a link to our last collegial community conversation led by Drs. Elsa Cardenas-Hagan and Sylvia Linan-Thompson. https://drive.google.com/file/d/1Q5AfQnSaB5WTnonFHThsTx4WsTKrKGZU/view?usp=sharing

This is a reminder that this group will meet this Friday, March 29 at 12:30 PST/3:30 EST for another lively discussion.

For those of you who are new to the group, here is a link to the group’s Google folder: https://drive.google.com/drive/u/2/folders/1fGqD9SEQnOrYdVPu1qh0vReUuOOCXPFR

 With more than 5 million multilingual learners in our schools, many teachers wonder how these students can be taught grade-level content in a way that makes the content understandable for them. Yes, teachers want to provide effective instruction for multilingual learners, but some teachers may not be aware that multilingual learners are legally entitled to the same educational opportunities as English proficient students, including access to grade-level curricula. All students, multilingual learners and English speakers alike, should be learning the same content. The idea that multilingual learners aren’t ready for grade-level material simply isn’t supported by research. In fact, literacy research tells us that students learn better with challenging text. However, it is essential that multilingual learners are provided with scaffolding and supports that allow them to access challenging texts and materials.

The following are three ways to help multilingual learners access grade-level content. 

1. Be clear. This may seem like a no-brainer but expressing oneself in a way that is easily understood is more challenging than it may seem. Remember that grade-level content contains vocabulary and language forms that likely will be difficult for multilingual learners to follow. While clear, concise speech is critical for multilingual learners, it is good for all. Think of TEDTalk speakers, newscasters and other professional speakers. They speak clearly, enunciate, and limit the amount of information they give to listeners. Typically, they pause a bit between chunks of words to let listeners process their message. Make sure your presentation of information and especially instructions for completing tasks are well-described, clear and unambiguous. Also consider posting a completed assignment for students to refer to in case they don’t understand all the language used in your instructions. 

Another way to make sure your message is clear is through modeling and repetition. Multilingual learners may become frustrated or disengage from learning if they can’t follow your instructions or can’t understand the presentation of content. I learned the value of modeling and repetition when I attempted to learn to play the guitar from internet instruction. The videos were easy to follow because the instructor 1) demonstrated what he was talking about; 2) repeated the message several times in slightly different ways; and 3) asked me to practice each step after teaching something. While I couldn’t ask the instructor questions, I could replay the videos and catch what I missed the first time (repetition).  

2. Explicitly teach vocabulary. Teachers select a set of academic vocabulary words and teach those words across several days with opportunities to practice using the words in a variety of instructional activities. Visuals, student-friendly definitions, and opportunities to use the words orally with peers are but a few ways to make the words meaningful for multilingual learners and “stick” so that the words become part of their own vocabularies.

Criteria for selecting words to teach include:

• Words necessary for understanding the text. Often referred to as key vocabulary, these words may be bolded in the text but there are most likely other words whose meaning is necessary for multilingual learners to understand the text. 
• Words frequently used in the text. Teaching words that students will encounter numerous times provides them with multiple opportunities to see how those words are used in text.
• General academic words that likely appear in other content area texts. Word lists may be consulted for selecting cross-curricular academic terms that students will be exposed to across subject areas. 
• Words with multiple meanings. Students will encounter certain words across disciplines with different meanings, e.g., the meaning of pound as a unit of weight in math differs from its meaning, to hit, in English language arts. Explicitly teaching the definitions of these words allows students to understand how words function in different contexts.  
• Words with affixes. Many words are comprised of root words and affixes. For example, view changes meaning when the prefix re– is added to make review. Teaching word parts gives students more bang for the buck. As they begin to understand the meaning of common prefixes such as un-, dis– and mis– and suffixes such as –ism, –ist, and –cy and learn how those word parts alter the meaning of words, their vocabulary expands exponentially. Knowledge of word parts facilitates analysis of the meaning of unknown words.
• Cognates. Teaching words that have relationships across languages such as conclusion (English) and conclusión(Spanish) helps students see that new words are related to those from their home language. 

There are lots of free and inexpensive vocabulary apps available so that students can practice new words, for instance, during free time, center time, and at home. Most apps provide a word’s pronunciation, its definition, translation, and a visual of the word.  Many vocabulary apps work on phones as well as tablets.

3. Provide supports for reading text. Grade-level texts are typically challenging for multilingual learners so scaffolds for reading text are essential. Here are some ways to provide access for multilingual learners:

• Audio books. Students listen to a text being read while they read along. Many commercial reading programs offer audio books, and there are numerous sites that offer free audio books to students.
• Teacher read-aloud. To be most effective, teachers pause after reading a portion of text, ask questions, make connections between the text and students’ experiences, and highlight key vocabulary. Comprehension is enhanced when teachers jot illustrations or use graphics to help multilingual learners understand and remember words and concepts. 
• Partner reading. Younger partners typically can read together and gain practice reading text. With older students consider Read Aloud, Think and Summarize.  In this process, each student reads a paragraph and summarizes it. For example, Partner A reads and orally summarizes while Partner B listens and asks clarification questions. Then partner B reads and summarizes. This technique is effective because students collaboratively figure out the meaning of the text through discussion. 
• SQP2RS  is a process for reading expository text that has been shown to improve reading comprehension. The steps are as follows:
  • Survey:  Students individually preview and scan the text to be read for about one minute to determine key concepts that will be learned. 
  • Question: In groups, students generate questions likely to be answered by reading the text. 
  • Predict: Students come up with three or four key concepts they predict they’ll learn while reading. 
  • Read: While reading, students mark answers to their generated questions using sticky notes or highlighters. 
  • Respond: Students discuss and answer the questions generated by the class. 
  • Summarize: Orally or in writing, students summarize the text’s key concepts.

The SIOP website offers free downloadable posters that outline each step of SQP2RS. The posters are useful for teaching SQP2RS as well as for student reference as they begin to use the process independently.  

There are many more ideas for helping multilingual learners access grade-level content in our book, Making Content Comprehensible for Multilingual Learners: The SIOP Model.

The ideas presented here are intended to facilitate using grade-level content with multilingual learners in your classes. Hopefully, you’ll find the ideas useful. 

(A version of this blog was posted on May 25, 2020)

For those of you interested in participating in conversations on the topic of literacy and MLLs, The Reading League hosts a monthly online group, the English learner/Emergent Bilingual (EL/EB) Community of Practice. Facilitated by Kari Kurto, Claude Goldenberg, and myself (Jana Echevarria), we meet on the last Friday of each month. Please feel free to join and invite colleagues by emailing them the link to the Google Form:  https://docs.google.com/forms/d/e/1FAIpQLSf0RM6IZtW4YJhIy2Fq8p6B_hioaxrzLJ3VB4-H6lmjf0Fdag/viewform?usp=sf_link

During the meeting on February 23, Dr. Elsa Cardenas-Hagan and Dr. Sylvia Linan-Thompson will be discussing their research on interventions for MLLs having difficulty in early reading in Spanish and in English. Of interest is that even students receiving native language literacy instruction can have difficulties. These studies look at how these students can be helped to get on track. 

The debate about how to best teach reading is not new but it has gained steam in recent years when journalists and parents entered the discussion which caught the attention of the public, policy makers, and other interested groups. 

Regarding literacy and multilingual students, there are at least two issues that merit attention. One is that these students, although the fastest-growing population in our schools comprising over 5 million students, are woefully absent from many of the conversations about literacy regarding the science of reading.  Secondly, there have been divergent viewpoints between researchers and advocates in the science of reading field and some researchers and advocates who support multilingual students.

As I’ve written about previously, science of reading folks assert that we should focus on foundational reading skills like phonemic awareness, phonics and decoding, but also understand that language and knowledge must be developed and should include activities such as hearing stories and expository texts read aloud to get rich language and content exposure. It’s not all about decoding; it’s about building comprehension and important literacy skills such as fluency, vocabulary, and oral language. 

Some of those who advocate for multilingual learners, on the other hand, promote “balanced literacy” which focuses on understanding the meaning of what you’re reading right from the start. Balanced literacy folks are not opposed to phonics teaching, but sounding out written words is considered only one way to recognize words. Students can also use pictures and other clues to guess at what the word is or what the sentence means. 

The common goal shared by all stakeholders is to strive for proficient reading and writing skills for every student. It is critical that these same stakeholders provide accurate information to practitioners, a message that is evidence-based and promotes instruction that addresses not only phonics but also the components of language comprehension, writing, oral language development, word recognition, and, for multilingual learners, English language development. 

To that end, there is a growing number of educators who are focused on finding common ground as we move forward and continue working on deepening and expanding our knowledge about literacy issues, particularly as they relate to multilingual learners.  

In 2022, The Reading League initiated conversations between experts on both sides of the literacy debate. The group discussed critical points of contention, “aiming to listen, learn, and build trust.” The group acknowledged that “proponents of the science of reading sometimes don’t intentionally emphasize supporting the language needs of ELs/EBs. They also worked to dispel myths, challenging misconceptions about the science of reading as a one-size-fits-all approach, a specific instructional program, phonics-only, or any misinformed beliefs that misrepresent what the science of reading truly is—a body of knowledge derived from decades of scientifically-based reading research.”

The efforts to build consensus between science of reading experts and experts who support multilingual learners led to a one-day Summit in March 2023 where a variety of viewpoints were represented. 

In April 2024, The Reading League will host a second summit in San Diego, CA, Finding the Alignment: From Research to Practice. As stated on the website, the Summit will continue the conversation from last year where “voices from the field of reading science united with those from the English learner/emergent bilingual community.” The impressive list of topics and panelists is found on the website. 

We hope that you will join us on Friday, February 23 or any of the monthly meetings in the future. For more information, please register by completing the form. https://docs.google.com/forms/d/e/1FAIpQLSf0RM6IZtW4YJhIy2Fq8p6B_hioaxrzLJ3VB4-H6lmjf0Fdag/viewform?usp=sf_link

If you don’t have multilingual learners in your class today, you will shortly. “Teachers of multilingual learners” means essentially every educator in America since multilingual learners are the fastest growing student population comprising approximately 10% of students nationwide with much greater percentages represented in urban areas and elementary grades. In many areas of the U.S., the numbers of multilingual students continue to grow, and other geographic areas and grade levels will undoubtedly experience an influx of multilingual students in the near future. The resources we offer are designed to make a positive impact on the lives of our multilingual learners — and their teachers — by providing tools for making grade-level lessons understandable for students and empowering teachers to meet the educational and linguistic needs of all students. 

We’re delighted to announce that a new edition of Making Content Comprehensible for Multilingual Learners: The SIOP Model was published in 2023. What educators know about effective instruction continues to evolve as we learn more from research and practice. Over the past decade, understanding of effective sheltered instruction and the needs of multilingual learners has grown substantially. As a result, there are new trends in teaching multilingual learners which are included in the book, highlighted below. 

Perhaps most notable is that we have added a new author to our SIOP team, Dr. Katie Toppel, who brings a wealth of experience, creativity, and knowledge to the team. (And fun!) Based on her experience as a SIOP teacher and a SIOP author she says about the SIOP Model: “It’s powerful and it’s meaningful and it works.” Her passion for multilingual learners is undeniable and she made the following comment about the SIOP author team: “We care so much about the teachers, and we care so much about the children.” Indeed, that is what keeps all of us active in the education of multilingual learners. 

Click here to watch a short video of the authors discussing our latest work.

SIOP teachers tell us that the book, Making Content Comprehensible for Multilingual learners: The SIOP Model 6^thedition, is a resource they turn to again and again as they plan and carry out effective lessons. We encourage you to highlight sections, mark pages with sticky notes, and fill margins with application ideas. There is also an e-book available. 

What are the most significant changes? 

• Asset orientation. Since the creation of SIOP, we have consistently adhered to an asset orientation, but you will find it more prominently presented in this edition. We emphasize that multilingual learners bring cultural, linguistic, and experiential assets to the classroom and give concrete examples of how teachers can and must acknowledge those assets and build upon them instructionally. Another way we emphasize an asset orientation is a change of the book’s title. We have previously used the term, English Learners, but Multilingual Learners more accurately captures the linguistic abilities of these students. Oh, that we all were multilingual!
• Use of the home language. There is growing understanding that students benefit from using their full linguistic repertoire in two or more languages purposefully to accomplish a task. Translanguaging in a SIOP classroom is a pedagogical practice that encourages students to use and apply the knowledge they have gained through any language medium (e.g., meaning of words in their home language) to make meaning and perform instructional activities. You’ll find more explicit attention in chapters as to how teachers can use translanguaging practices and build upon students’ home languages and other assets. Further, SIOP Feature 19 has been slightly reworded to make it clear that using the home language in class strategically can help students acquire English and deepen their content knowledge. 
• New chapter, Collaborative Practices for Implementing the SIOP Model. Collaboration between ELD/ESL specialists and general education teachers is essential for providing coherent, effective services for multilingual learners. Co-teaching is most effective so that both teachers support one another. This important new chapter provides a detailed explanation of how to implement the co-teaching process effectively. Included are profiles of a general education teacher and ELD/ESL specialist to illustrate the co-teaching process. ELD/ESL specialists and general education teachers will find the content of this chapter to be an invaluable guide for effective collaboration.
• New chapter on Multi-Tiered System of Supports for Multilingual Students (MTSS). Many educators are concerned about multilingual learners who exhibit reading or learning problems and are struggling academically because of them. Few books about teaching multilingual learners address the topic of using data-driven supports to improve students’ academic performance. We provide an illustrated step-by-step process to help educators navigate MTSS with attention to the special considerations needed with multilingual learners. The chapter also includes three case studies of struggling multilingual learners and demonstrates how these students move through the process.
• Focus on technology. During remote learning, teachers found the use of technology to be essential for teaching. Competence in technology went from a skill that was nice to have to one that was a must-have. Accordingly, we’ve integrated technology throughout the chapters to reflect the competence teachers have developed in embedding technology in their lessons. We’ve also added more ideas for using technology for remote learning, which remains a reality for some teachers.
• Teaching ideas. Teachers enjoy learning a new activity or teaching idea to use with their students that reinforces their explicit teaching. You’ll find innumerable fresh, new, use-tomorrow ideas and activities throughout the chapters. 
• Research. Research studies and syntheses conducted in the past decade are included throughout the book to ensure that multilingual students are receiving instruction that is grounded in proven, tested practices. In sections that address literacy and multilingual learners, studies from the body of research known as the science of reading (SOR) are included. 
• Additional resources. There are links to new videos, revised teaching scenarios for practice in analyzing and rating lessons, revised discussion questions and application exercises for use in teacher preparation classes or professional learning networks (PLNs), an updated list of resources for further information, including books, journal  articles, book chapters, and downloadable research briefs. 
• Professional Learning. There are links to blogs and a link for information about SIOP professional development, http://siop .savvas.com. You’ll find a variety of professional learning opportunities offered by Savvas. 

The SIOP authors also have a podcast series, Essentials for Supporting English Learners / Multilingual Learners. We hope you’ll find it informative and useful.

We are gratified that for more than 20 years SIOP has provided a resource that, simply put, helps teachers help kids.

With SIOP now being used in dozens of countries, and with over 50 peer-reviewed published research studies demonstrating its effectiveness, we hope that the new edition of our book and other resources we offer will continue to positively impact the education of multilingual learners. 

(A different version of this blog was posted in May 2023, prior to the video being available.)