Empowering Multilingual Learners: Strategies Every Educator Should Know

Empowering Multilingual Learners: Strategies Every Educator Should Know

HS
Hannah SecovnieProject Manager,
4 min read

The first summer after the pandemic hit, I had too much time on my hands and too little to do. We were still limiting contact as much as possible and my resilient first graders were not to be attending online summer school. So when my principal informed me about St John’s University's online Advanced Certificate in TESOL program being offered for 25% of the usual price, I jumped on the opportunity to improve my practice for the multilingual learners I’d had in my classroom every year of my teaching career.

I love teaching multilingual learners and seeing them steadily build confidence and connections within their classroom communities. Here are some tips on how to support your MLLs by focusing on what students know, celebrating their existing linguistic abilities, and integrating support throughout the curriculum.

1. Create a Positive Classroom Culture

A positive classroom culture is the foundation for student success. This involves explicitly teaching multicultural values and social-emotional learning (SEL) skills through read-alouds, lessons, and activities. Activities like "about me" projects, icebreaker games, and creating a classroom charter can help build relationships between MLLs and their peers and teachers. Additionally, effective classroom management promotes a positive culture by establishing clear expectations and routines. You can also involve students' home communities by inviting family members to participate in bilingual read-alouds or career day presentations, or by sending home HMH literacy unit printables in their native languages.

2. Value Students' Other Languages (Translanguaging)

Translanguaging is the practice of encouraging students to use their first language to make sense of new information. This strategy allows students to use their full linguistic repertoire for brainstorming and collaboration. Examples of translanguaging activities include providing bilingual glossaries, allowing students to draft written work in their first language, or conducting online research in their native language. Cooperative learning is an excellent way to implement this, as it provides a safe space for students to rehearse vocabulary and ideas before sharing with the whole class.

3. Teach Vocabulary and Academic Language

Systematic vocabulary instruction is essential for MLLs. You can pre-teach key vocabulary within content lessons, morning meetings, and games. For example, if you're teaching about verbs, you can incorporate a "verb of the day" activity where students say, spell, and act out the word. Provide pictures where possible and add the words to a word wall. It is also important to model how to use academic phrases in context and provide students with opportunities to practice using the new language in both speaking and writing activities.

4. Leverage Technology and Small-Group Instruction

Technology and small-group instruction can provide targeted support. Teachers can meet with students in small groups of 2-6 based on assessment data, while other students work at independent stations. It is crucial to model independent station work and behavior expectations beforehand. When planning small group instruction and stations, consider integrating supports such as visual aids, graphic organizers, sentence starters, simplified language, multilingual texts, and adaptive tech programs that offer customized learning experiences. 

By incorporating these strategies, teachers can create a dynamic and supportive learning environment that honors the diverse linguistic backgrounds of their multilingual learners.

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.