Supporting Multilingual Learners in Early Elementary Education
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In the United States, ten percent of all students–roughly five million students total–come from multilingual households. Multilingual students speak more than one language and need individualized instruction to develop literacy and communication skills in all of those languages. In addition, multilingual families need access to resources that help them feel welcome in school and engaged with their student’s teacher.
Teachers and school administrators both play an important role in culturally responsive teaching for multilingual students. Read on to learn more about the support that multilingual learners and their families need and how you can provide it in your school.
Encouraging Culturally Responsive Teaching for Multilingual Learners
Prioritizing multilingual support and education in schools helps engage multilingual families. If families feel like their first language is supported in school, they will be more likely to feel welcomed and connect with their child’s teacher. Teachers will also be better equipped to partner with families in setting reading goals for all languages that a child speaks, so families can provide support for all languages at home.
Educators whose first language is English sometimes exhibit a bias while teaching multi-language learning students, whether intentionally or subconsciously. Instead of encouraging growth in both English and the student’s first language, educators may only provide support in English.
Instead of this teaching style, the best strategy for multilingual learners is biliteracy.
What is Biliteracy?
Biliteracy is defined as the ability to read and communicate in all of the languages a student speaks.
Children who are biliterate tend to have stronger reading skills in all languages they speak when they are provided with support, particularly:[1]
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Biliteracy Strategies for Teaching Multilingual Students
1. Teach with an Additive vs Subtractive Language Learning Mindset
Additive language learning is when teachers provide support for literacy and communication skills in a student’s first language while they’re learning their second language. These students have opportunities to use and develop their skills in both languages inside and outside of school.
On the opposite end of the spectrum, subtractive language learning is when a student learns a second language without support in strengthening their abilities to read and communicate in their first language. Without consistent learning support in their first language, the student may lose the ability to communicate in their first language over time.
Students whose teachers have a subtractive language learning mindset may not have opportunities to practice their first language and may even feel like their first language is unwelcome in class.
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