Summary
Multilingual learners benefit from science of reading instruction that combines foundational reading skills with intentional language development and asset-based support.
Key takeaways
- Teach foundational reading skills alongside vocabulary, syntax, oral language, and comprehension so multilingual learners develop decoding and meaning-making skills together.
- Build on multilingual learners’ existing language, knowledge, interests, and cultural perspectives instead of treating English proficiency as the starting point for what students can learn.
- Match scaffolds and differentiation to students’ language proficiency while maintaining high expectations and access to rich, complex texts and grade-level learning.
The science of reading (SOR) movement has transformed how we think about literacy instruction in classrooms across the country and has demonstrated a strong and measurable impact on literacy development. However, when it comes to multilingual learners (MLs), there’s no such thing as a one-size-fits-all approach. Because of their unique strengths, backgrounds, and learning needs, MLs require an additional layer of support beyond evidence-informed foundational skills instruction to become proficient readers, writers, listeners, and speakers in English.
Teachers can support MLs in their classrooms by blending code-based instruction (the explicit, systematic teaching of foundational reading skills that enables students to access the written code of language) with language-based instruction (the intentional development of skills in oral language, vocabulary, syntax, discourse, and comprehension that allow students to make meaning, participate in academic conversations, and express complex ideas).
Science of reading and multilingual learners: An intentional approach
The science of reading is grounded in decades of research on how children learn to read, with a strong emphasis on foundational skills like phonological awareness, decoding, and word recognition. These are essential for all students, including MLs. For multilingual learners, though, this critical foundational skills focus cannot stand alone as the “first and only” method of instruction.
In their Framework for Foundational Literacy Skills Instruction for English Learners, the Council of the Great City Schools (CGCS) describes an instructional approach to literacy that connects language-based and code-based skills using “rich, complex texts to motivate students and to support their development of foundational literacy skills.” CGCS advises that educators “systematically and strategically address both language-based and code-based skills, showing how these components of the language system interact; thus, enabling students to be effective code breakers, meaning makers, text users, and text analysts.”
Experts from WIDA and the English Learner Success Forum (ELSF) provide similar counsel and recommendations connected to the idea that SOR-based instructional methods are effective for all learners. But for multilingual learners, who may need additional support, they benefit from an intentional blend of code-based and language-based instruction.
The unique needs and strengths of multilingual learners
Multilingual learners bring a wealth of linguistic assets, prior knowledge, and cultural perspectives to the classroom. In their ELA Guidelines for educators of multilingual learners, ELSF includes Leveraging Students’ Assets as one of their Areas of Focus. They advise educators to take an asset-based model, recognize and activate background knowledge and interests, value their home language(s) as a resource, and promote student agency and autonomy. Educators can use this asset-based approach to effectively blend code-based and language-based methodologies to support multilingual learner success.
Why multilingual learners need a blend of code-based and language-based instruction
CGCS explains that “pre-reading or early literacy experiences, particularly oral language skills, serve as a base on which to build learning about how print language works and is a foundation for broader language-based skills. Foundational literacy skills instruction should leverage and build on these pre-literacy skills” (18). Multilingual learners, however, may not yet have had the opportunity to build these early literacy skills in English. Because of this, they will need an intentional combination of:
- Code-based instruction focusing on the building blocks of reading: phonological awareness, phonics, decoding, and word recognition.
- Language-based instruction that develops vocabulary, syntax, discourse, comprehension, and meaning-making.
The CGCS Framework makes it clear that in addition to the code-based skills like phonics, phonemic awareness, and decoding that are already widely and effectively taught in school, multilingual learners need instruction that also includes, “broad language-based skills with related content knowledge to support meaning-making and learning the English language system." Teachers can put this into action in the classroom by blending high-quality foundational skills instruction with rich language experiences.
Practical application: Classroom practices for blending approaches
To help educators get started on supporting their multilingual learners with a combination of code-based and language-based instruction, CSCG, ELSF, and WIDA provide practical strategies. Here are some tools and resources teachers can use right away:
Start with an understanding of what multilingual learners are capable of at their stage of language development.
- WIDA’s Can Do Descriptors, organized by grade level, provide educators with a tactical understanding of what multilingual learners are capable of at each stage so they can set high expectations around those capabilities.
Select instructional resources that support the balance of code-based and language-based instruction.
- Beginning on page 44, the CSCG Framework provides comprehensive guidance and look-fors that educators can review as they select instructional materials with the needs of multilingual learners in mind.
- ELSF’s How-To Guide for Teachers addresses critical considerations for multilingual learners in the selection of instructional materials.
- WIDA has a filterable listing of educational materials that align to the most current (PRIME 2020) and past iterations (PRIME v1, PRIME v2, and PRIME V2 Español) of their standards frameworks.
Integrate effective code-based instruction with comprehensive and connected language-based instructional practices.
- Consult Section II: Approach for ELs in the CSCG Framework. Beginning on page 30, they provide a series of guiding principles. The description of each principle is followed by a helpful “So what does this look like in the classroom?” chart with useful look-fors.
- The WIDA Focus Bulletin: Expanding Reading Instruction with Multilingual Learners (PDF) provides strong guidance for how to incorporate language-based instruction, including an at-a-glance reflection tool (beginning on page 10) that matches language-based instructional goals with suggested classroom activities.
Provide multilingual learners with proficiency-aligned scaffolding and differentiation.
- Beginning on page 23, the WIDA Implementation Guide has detailed information on lesson planning and scaffolding approaches, including tactical sample resources and colleague practice stories.
- In Area of Focus 4, Guideline 13: ELSF’s ELA Guidelines have guidance for how teachers can promote learner autonomy using appropriate scaffolding and a broad range of strategies to support differentiation.
Moving forward with a blended approach
Supporting the success of multilingual learners means embracing both the science and the art of teaching English literacy. By integrating code-based and language-based instruction and leveraging the strengths and assets multilingual learners bring to the classroom, educators can help every student become confident readers, writers, listeners, and speakers of English.
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Frequently asked questions
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How can teachers distinguish between a reading difficulty and a language-development need?
Teachers can distinguish between a reading difficulty and a language-development need by considering a multilingual learner’s English proficiency, literacy development, educational history, and skills across languages. Using multiple sources of information can help determine whether a student needs additional language support, targeted reading instruction, or further assessment rather than relying on one measure alone.
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Should multilingual learners receive phonics instruction while they are still developing English?
Multilingual learners can receive explicit phonics instruction while they are still developing English, alongside instruction in oral language, vocabulary, syntax, and comprehension. Connecting how written English works with opportunities to build meaning helps students develop decoding skills without separating foundational reading skills from broader language development.
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Should multilingual learners work with complex, grade-level texts while developing English proficiency?
Multilingual learners can work with rich, complex grade-level texts while developing English when instruction provides appropriate language support and scaffolding. Access to challenging texts allows students to build knowledge, vocabulary, and comprehension while developing English instead of postponing grade-level learning until they reach a particular level of proficiency.
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How should reading instruction account for a multilingual learner’s prior literacy experience?
Reading instruction can account for a multilingual learner’s prior literacy experience by considering what the student already knows about reading, writing, language, and academic content. Educators can use this knowledge to determine which English literacy skills require explicit instruction and where students’ existing knowledge can provide a foundation for new learning.
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How can teachers monitor reading progress for multilingual learners?
Teachers can monitor reading progress for multilingual learners using multiple measures of foundational reading skills, comprehension, oral language, and English proficiency. Looking at patterns across these measures over time can help educators distinguish developing English proficiency from specific reading needs and adjust language and literacy support accordingly.
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