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With the rising number of students who don’t speak English fluently, teachers may struggle to adapt and get new students invested in the learning process. In the edLeader Panel “Supporting Newcomers and Multilingual Learners in Your District,” experts discussed language trends, the difference between language FOR learning and language OF learning, and the key steps for the success of programs aimed at new English language students.

With the significant growth in the number of students from immigrant families and families who speak languages other than English over the past few decades, schools have an increase in multilingual learners. Spanish is the second most spoken language in the U.S., just behind English, with almost every state having a different next most spoken language, meaning that the majority of American students speak languages other than English.

In addition, areas that speak the same language have different regionalisms and colloquialisms, meaning that there can be multiple languages in one classroom and that teaching multilingual learners can be challenging at times.

There are many reasons for students to want to learn different languages. Spanish and French are the top two consistent languages that students express an interest in, but the third most popular language to learn often changes due to cultural events. Baby Boomers, for example, wanted to learn European languages due to then-current events, and the present popularity of anime and manga has caused many to become interested in Japanese.

On average, 60% of students have foreign-born families, 45% are English learners, and 30% speak Spanish. Knowing this, teachers must consider how to use language “for” learning, rather than language “of” learning. There are two principles of language learning to use here. The first is using known concepts to teach new languages. By using concepts students are already familiar with, like science, teachers can draw connections to the new language.

The second is using languages students already know to teach new concepts. For example, reading is an unknown concept that must be taught. A great way to do so is to use a known language and find concepts that are transferable from students’ native languages. That way, the students aren’t just reciting words and will actually understand what they’re reading and can build off the transferred concepts. If non-native languages are used, students may be able to read the words, but they won’t know what the meanings are.

Language can be divided into Receptive and Productive domains. Receptive domains, listening and reading, cannot be observed. Students can listen and read, but cannot show that understanding.

Productive domains, speaking and writing, can be observed. By doing these two things, students can show understanding. In addition, Viviana Hall, Global Bilingual-ESL-Dual Language Consultant at Global VIDA, included observing as a Receptive domain and reproducing as a Productive domain. Observing is anything the student can learn from by looking. Reproducing is anything the student can do to demonstrate understanding.

Newcomer multilingual students may not initially be well versed in secondary languages and will therefore need extra support. Programs aimed at those learners must have the goal of instructing students in meaningful ways and helping them become enthusiastic about school, starting with students introducing themselves and becoming integrated into the school community.

Staff members need to be invested in the students and share information to make students feel like they belong and to ensure they get needed support. Often, multilingual learners are unnecessarily put in special education programs due to language barriers, but with the right support, those students can demonstrate where they’re really at and if they need to be in a special education program at all. The key, again, is meaningful instruction.

With the proper support, multilingual learners will thrive. By forging connections between what students already know and new material, teachers can help students to not only succeed but to actually want to be in school.

Learn more about this edWeb broadcast, Supporting Newcomers and Multilingual Learners in Your District, sponsored by Britannica Education.

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Article by Jon Scanlon, based on this edLeader Panel