Empowering Multilingual Learners: Strategies Every Educator Should Know

Empowering Multilingual Learners: Strategies Every Educator Should Know

HS
Hannah Secovnie
5 min read

Differentiated Instruction as a Foundational Strategy

Differentiation is a pedagogical approach that tailors instruction to meet the diverse needs of learners. For MLs, it is particularly essential because it addresses variations in language proficiency, prior educational experiences, and cultural backgrounds. One effective method involves modifying content, process, and product expectations based on each student’s English language development (ELD) level. For instance, while all students explored the same thematic unit, MLs were provided with scaffolded texts, visual aids, and sentence starters to support comprehension and expression (Tomlinson 2014).

My teaching team also implemented formative assessments to track language development and adjust interventions accordingly. These included exit tickets with sentence frames, one-on-one check-ins, and digital portfolios. This continuous feedback loop enabled targeted instruction and allowed MLs to demonstrate mastery through multiple modalities (WIDA 2020).

Technology Integration for Language Access and Engagement

Educational technology emerged as a critical tool during remote learning, particularly for enhancing accessibility for MLs. Digital platforms such as Google Classroom, Flipgrid, and Seesaw were used not only to deliver content but also to create interactive, multimodal learning experiences. We embraced and utilized language translation extensions, speech-to-text tools, and closed captioning to ensure students could engage with materials in both English and their home languages (Li and Lalani 2020).

For example, MLs used Flipgrid to record video responses to prompts, which allowed them to practice oral language skills at their own pace. These recordings were shared within a private classroom space, promoting peer connection and reducing linguistic anxiety. Tools like Immersive Reader helped students decode complex texts by offering read-aloud functions and definitions in multiple languages. These practices not only supported English acquisition but also validated students' linguistic strengths (Calderón, Slavin, and Sánchez 2011).

Encouraging Translanguaging to Empower Learners

Translanguaging refers to the pedagogical strategy of allowing students to use their full linguistic repertoire—including their home languages—in academic settings. This approach challenges the deficit perspective often applied to MLs and instead treats bilingualism as an asset. students are encouraged to draft ideas in their first language before translating them to English, collaborate with peers who shared a language, and incorporate home language texts into classroom discussions.

Research indicates that allowing students to access and produce knowledge in multiple languages can deepen comprehension, strengthen cognitive engagement, and reinforce cultural identity (García and Kleyn 2016). In this case, translanguaging practices helped students take ownership of their learning. For example, one student who initially hesitated to speak in class, gained confidence after being invited to present a bilingual project on her heritage country. The presentation was met with enthusiasm by peers, reinforcing the value of linguistic diversity within the classroom community.

Translanguaging refers to the pedagogical strategy of allowing students to use their full linguistic repertoire—including their home languages—in academic settings. This approach challenges the deficit perspective often applied to MLs and instead treats bilingualism as an asset.

Fostering a Positive and Inclusive Environment

Social-emotional support is critical for MLs, especially during periods of disruption like the pandemic or heightened concerns about immigration policies. Educators must prioritize building classroom cultures rooted in respect, empathy, and inclusion. Morning meetings, community circles, and identity-affirming projects created a space where students felt seen and valued. Visual displays of multilingual signage, student work, and cultural artifacts reinforced the message that all languages and backgrounds were assets in the learning environment (Gay 2010).

The importance or thoughtful and intentional efforts to build relationships with students’ families, recognizing them as partners in education, cannot be understated. Communication can be facilitated using multilingual apps like TalkingPoints and ClassDojo, which allowed for seamless translation and timely updates. Families feel seen, heard, connected, and empowered when they are invited to virtual learning showcases and able to engage with members of the school community. This two-way communication fostered trust and ensured that families felt welcomed and informed, which is essential for student success (Goodwin and Hein 2016).

Key Takeaways

  • Differentiated instruction enables equitable access to content. Tailoring lessons based on language proficiency, using scaffolds, and incorporating formative assessments can help MLs engage meaningfully in academic tasks and demonstrate growth.

  • Technology can be a bridge—not a barrier—when used strategically. Digital tools that support translation, multimodal expression, and interactive learning can enhance both engagement and comprehension for linguistically diverse students.

  • Translanguaging affirms linguistic identity and improves learning outcomes. Allowing students to draw on their full linguistic resources promotes deeper understanding and empowers them to contribute authentically.

  • Creating a welcoming environment is foundational to student success. Inclusive practices, cultural affirmation, and consistent routines help MLs feel secure, which is essential for both academic and social development.

  • Family collaboration strengthens educational partnerships. Effective engagement strategies, such as multilingual communication tools and regular check-ins, build trust and ensure that families are active participants in their children’s learning journey.

References

  1. Calderón, Margarita, Robert Slavin, and Marta Sánchez. 2011. “Effective Instruction for English Learners.” The Future of Children 21 (1): 103–127. https://doi.org/10.1353/foc.2011.0007.

  2. García, Ofelia, and Tatyana Kleyn, eds. 2016. Translanguaging with Multilingual Students: Learning from Classroom Moments. New York: Routledge.

  3. Gay, Geneva. 2010. Culturally Responsive Teaching: Theory, Research, and Practice. 2nd ed. New York: Teachers College Press.

  4. Goodwin, A. Lin, and Heather Hein. 2016. “Partnering with Families of English Learners.” Educational Leadership 73 (5): 56–60.

  5. Li, Cathy, and Farah Lalani. 2020. “The COVID-19 Pandemic Has Changed Education Forever.” World Economic Forum, April 29, 2020. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/.

  6. Tomlinson, Carol Ann. 2014. The Differentiated Classroom: Responding to the Needs of All Learners. 2nd ed. Alexandria, VA: ASCD.

  7. U.S. Department of Education. 2021. “Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students.” Office for Civil Rights, June 2021. https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf.

  8. WIDA. 2020. “WIDA Focus on Differentiation.” University of Wisconsin–Madison. https://wida.wisc.edu/resources/focus-differentiation.