Let Them Talk: The Power of Oral Language in Multilingual Classrooms

Multilingual learners bring rich linguistic and cultural assets into the classroom, and oral language serves as the critical bridge connecting their home language to academic English. When educators focus on talk as a learning tool, they tap into a natural and powerful resource for building understanding. Oral language is not just a precursor to reading and writing; it is the foundation on which these skills are built. According to WIDA’s Guiding Principles of Language Development, language is acquired through meaningful use in social and academic contexts, and oral communication is a key part of that process.

For students navigating multiple languages, spoken interaction supports the development of both cognitive and linguistic skills. Through conversation, learners connect new vocabulary to prior knowledge, negotiate meaning, and gain confidence in using academic language structures. The transition from informal, everyday speech to more formal academic discourse doesn't happen through worksheets or silent reading alone. It happens in structured, supportive conversations where students get to make mistakes, clarify their thinking, and try out new language in real time.

Creating Low-Risk Opportunities for Meaningful Talk

One of the most effective ways teachers can support oral language development is by designing classroom activities that are low-risk but high-engagement. Think of turn-and-talks, partner interviews, or small group discussions where all students are expected to contribute but the stakes are low. These types of activities allow students to rehearse language, explore content, and build fluency without the fear of public correction or judgment. This aligns with WIDA’s Can Do Philosophy, which emphasizes the importance of focusing on what multilingual learners can do with language at different stages of development.

When students are regularly invited to speak in structured settings, they begin to see themselves as capable communicators. For many multilingual learners, especially those newer to English, confidence grows not through silent absorption but through talking. This is especially important in municipal school systems where classrooms are increasingly diverse, and inclusive pedagogical practices must reflect the linguistic realities of the student population. Educators can scaffold these opportunities by modeling sentence stems, using visual supports, and encouraging students to draw on their full linguistic repertoire.

Talk as a Tool for Building Vocabulary and Comprehension

Language develops most powerfully when it is used to process ideas. This is why conversation is so critical in helping students deepen their comprehension and expand their vocabulary. Research demonstrates that students who engage in frequent academic conversations show greater gains in content understanding and oral profici