It seems like everywhere you look there are more books, articles, and blogs written about what works with multilingual learners (MLLs), but these resources don’t always reflect research-validated approaches and interventions. Empirical studies provide guidance for achieving desired outcomes that go beyond what intuitively seems like a good idea for teaching students in this population. The following areas of research are of particular importance in informing practice, especially for MLL students.
1. Academic language. Cummins (1979) introduced the distinction between conversational language and academic language, and others more recently have discussed specific ways that academic language is challenging (Scheppegrell, 2020), particularly for multilingual learners. Academic language is more formal and abstract than conversational language and uses complex sentence structure (e.g., embedded clauses and conjunctions), highly sophisticated, abstract vocabulary (e.g., representational democracy in social studies), and rhetorical forms (e.g., figurative language), and it is encountered almost exclusively in school.
Research has identified the critical relationship of academic language to reading comprehension, a cognitive and linguistic process needed to acquire and use knowledge in every academic content area. As MLL students become more proficient in English, they become more efficient readers and more similar to their English-speaking peers in their reading ability. Conversely, if EL students don’t become sufficiently proficient in English, they expend more cognitive effort, and their reading remains inefficient which negatively affects achievement and motivation.
The importance of advancing academic language development is clear. Findings verify that MLLs don’t “pick up” academic language nor will the achievement gap close without explicit instruction in English language development (ELD). A separate ELD time each day focusing on English language instruction is critical but may not be sufficient for expediting English language growth. In every content lesson, teaching key content vocabulary and exploiting teachable academic language-learning opportunities likely will enhance English proficiency.
2. Student assets. The idea that students come to school as empty vessels in need of filling has been dispelled. Indeed, students begin school with a minimum of 5 years of lived experiences, accumulated knowledge and language development in their home language (L1), and these continue to grow with each subsequent year. This treasure trove should be acknowledged and built upon as students learn academic content in school.
For multilingual learners, some lived experiences are culturally influenced, such as attending quinceañeras or receiving red envelopes as gifts, and others are common to their age group such as popular social media sites, video games, and sports. Linguistic knowledge in their L1 can be used to bootstrap learning in English. Studies suggest that instructional routines that draw on students’ L1, their knowledge and cultural assets support literacy development in English. Some examples of practices used in studies include previewing and reviewing materials in children’s L1, providing opportunities for students to engage in conversations around text with peers using their L1 when needed, giving definitions for key vocabulary terms in both English and their L1, and introducing key concepts by connecting them to students’ knowledge or experience in the home and community. Teachers who don’t speak the language of their students shouldn’t be apprehensive about using these types of practices. Many technologies assist in translating words and definitions, and peers can be used as supports by grouping students with a common L1 together for discussions, then asking each group to summarize their discussion in English. Further, as teachers practice a dynamic interaction style with students, they will learn about students’ lived experiences which, in turn, can be used to connect lesson content to what students know and have experienced.
Capitalizing on students’ linguistic and experiential assets by linking them to content, materials, and activities have motivational and engagement benefits, and contributes to MLL students’ sense of belonging and well-being.
3. Reading foundations. Much has been written recently about the science of reading,
a discussion that spans decades. However, little research specifically addresses multilingual learners and how teaching reading may or may not differ for this population. Goldenberg (2020) conducted a review of research on reading and multilingual learners. He summarizes the findings and draws several conclusions. First, learning to read is similar for multilingual learners and English-speaking students. MLL students must learn the same foundational skills as English-proficient students. As Goldenberg says, “Full-fledged literacy certainly requires more, but there is a reason this group of skills is called foundational: It is required for the literacy edifice under construction. As with any building, if all you have is a foundation, you do not have much. Yet, a solid foundation is still essential” (p.133)
Secondly, along with foundational skills, additional supports are required for MLL students so that instruction in English is made comprehensible to them. They need additional instruction in the vocabulary found in text, especially for beginning speakers who are learning to recognize new words as they are read. Also beneficial is additional repetition and rehearsal as well as opportunities to practice. Specifically, beginning readers need practice in developing oral language, primarily in the form of effective ELD instruction to boost English proficiency.
Lastly, as MLL students advance through the grades, the academic language required to navigate grade-level texts and the disciplinary knowledge students need to comprehend texts becomes increasingly complex and demanding. Oral English language instruction and support needs to match the level of challenge for these students, particularly in language-intensive subjects.
Future research
Developing English proficiency arguably has the greatest impact on success in school. Understanding and responding to the specific ways that academic language is most efficiently developed might offer ways for teaching ELD most effectively and result in accelerated English acquisition. Current studies show the importance of oral language for MLLs to improve early literacy, but which components of the interventions were most impactful remains unknown.
Secondly, the effects of different instructional arrangements on multilingual students’ achievement should be explored. Debate continues around issues such as whether pull-out or push-in services are more effective, the optimal amount of time devoted to ELD instruction, and whether to group MLLs together or with English-speaking peers. These are areas of practice that warrant investigation.
(A version of this post appeared in Larry Ferlazzo’s Education Week blog)
Jana Echevarria, Ph.D. is Professor Emerita at CSULB where she was selected as Outstanding Professor. She is co-developer of the SIOP Model of instruction for English learners and co-author of Making Content Comprehensible for English Learners: The SIOP Model and 99 Ideas and Activities for Teaching English Learners among other publications.