Classroom Strategies to Support Multilingual Learners

Multilingual learners (MLs) make up over 10% of the U.S. student population—a number that continues to rise. However, many educators have received minimal training in how to effectively instruct and assess MLs. As a result, these students often face significant challenges in the classroom.

Compounding these challenges is the elimination of the Office of English Language Acquisition and the planned elimination of the Department of Education, which may result in fewer federal resources, research initiatives, and grants dedicated to supporting MLs.

Additionally, an executive order designating English as the official language of the United States threatens the funding of dual-immersion and bilingual education programs. Now, more than ever, content teachers must incorporate ML-specific teaching practices into their instruction.

This article explores what it means to be a multilingual learner and provides actionable strategies teachers can implement immediately to support MLs in their classrooms.

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Who Are Multilingual Learners?

The term "multilingual learners" (MLs) encompasses students whose home language is not English. However, MLs are far from a homogenous group. Understanding their diverse backgrounds is key to providing effective support. Here are some key differences to consider:

Educational Background

• Some MLs arrive with strong academic foundations and social English proficiency.

• Others come from educational systems that differ significantly from the U.S., leading to gaps in learning.

• Some students fall into the SLIFE category (Students with Limited or Interrupted Formal Education), meaning they may have had little schooling or inconsistent school experiences before entering a U.S. classroom.

  
  

Experiences with Trauma

• While some MLs—such as refugees or unaccompanied minors—have experienced significant trauma, this is not the case for all MLs. Avoid making assumptions about a student’s background based solely on their immigration status.

  
  

English Proficiency Levels

• A Newcomer (in the U.S. for a year or less) will have vastly different needs than an Advanced ML (whose English proficiency test scores approach fluency).

  
  

• Most schools have ELD (English Language Development) or ESOL (English for Speakers of Other Languages) specialists who can provide insights into students’ proficiency levels in listening, reading, speaking, and writing.

Academic Challenges Faced by MLs

Adjusting to the U.S. School System

Schools, like countries, have unique cultures and expectations. For Newcomers, adjusting to the U.S. school system can be overwhelming. Practices such as raising a hand to speak, following a bell schedule, or staying on campus for lunch may be entirely new concepts.

Understanding Content Language & Conventions

Every subject has its own specialized vocabulary and language structures. MLs may struggle with both content-specific terms and the broader academic language used in instruction. Teachers can support students by explicitly teaching the language expectations of their content areas and incorporating language objectives into lessons. Dr. Jennifer Himmel offers valuable insights on writing effective language objectives here.

Cognitive Fatigue

MLs are tasked with learning a new language, adapting to a new culture, and mastering academic content—often simultaneously. This cognitive load can lead to mental fatigue. Providing structured brain breaks, such as breathwork exercises, coloring activities, or short movement breaks, can help students recharge and process information more effectively.

Effective Teaching Strategies for MLs

Use Visuals with Purpose

• Classroom visuals should enhance learning, not overwhelm students.

• Keep walls 60-75% clear to reduce visual clutter.

• Use clear, readable fonts (e.g., Arial, Calibri, Times New Roman) for instructional materials. Decorative fonts may be difficult for students—especially those unfamiliar with the Roman alphabet—to decipher.

  
  

Be Mindful of Speech Patterns

• Speak at a moderate pace and enunciate clearly.

• Face students while speaking to allow them to pick up on facial expressions and lip movements.

• Use gestures and non-verbal cues to reinforce understanding.

  
  

Encourage Student-Created Meaning

• Have students build interactive vocabulary dictionaries.

• Adapt the Frayer Model (word, definition, example, and non-example) by incorporating:

  • Audio recordings of words

  • Related images, sketches, or video clips

    
    

By implementing these strategies, teachers can create a more inclusive and supportive learning environment for MLs. With intentional practices, educators can ensure that all students—regardless of language background—have the opportunity to succeed.