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 6th -12th 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:
- 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.