The 7 Sides of Multilingual Instruction™
Art: “The 7 Sides of Multilingual Instruction™” by Jeena Ann Kidambi
- The 7 Sides of Dual Language Instruction™ has caught the attention of many practitioners lately, but I have had a number of people ask me how they can apply the 7 Sides of DLI™ to other multilingual programs. As a former Dual Language Bilingual Education (DLBE), Transitional Bilingual Education (TBE), Sheltered English Immersion (SEI), English as a Second Language (ESL), and World Language (WL) teacher, as well as a director of these multilingual education programs, I can tell you that there is a lot of overlap among structural and instructional strategies across language-based programs. Therefore, I have created the 7 Sides of Multilingual Instruction™.
In using the 7 Sides of Multilingual Instruction™, it is important that we recognize that each of our multilingual programs have different goals. DLBE and WL aim for bilingualism and biliteracy, while Transitional Bilingual Education, Sheltered English Immersion, and ESL programs focus more on English language acquisition.* Therefore, each side should be differentiated per program. However, by understanding the commonalities underlying our programs, it is easier to work across them, building culture and saving district resources for curriculum and professional development.
Furthermore, The 7 Sides of Multilingual Instruction™ are research and practice-based, coming from both my academic background and my practitioner experience. I have found that when any of these sides are missing, we lose out on the coveted high academic achievement for all of our students. So, let us examine the 7 Sides of Multilingual Instruction™.
- Structures – All multilingual programs need to have appropriate structures. An example of structure is the language allocation plan. When it comes to DLBE, you must determine if you are a 90-10 model, a 50-50 model, or something in between. But DLBE is not the only program where language allocation must be considered. WL programs, even at the earliest proficiency levels, should be 90-10, with 90% of time being in the target language. You must tailor your instruction accordingly. Another example of structures are assessments and MTSS structures. How do your MTSS structures differ for multilingual students? Do you have an MTSS structure for WL? What does assessment look like in each of your programs? Additionally, interdisciplinary curriculum that focuses on both language and content are also important for all programs. Lastly, co-teaching structures are important for DLBE, TBE, SEI, and ESL programs.
- Separation of Language & Translanguaging & Cross-Linguistic Connections – Recently, this has been a place of controversy where the argument has centered around separation of language or translanguaging. (The concept of cross-linguistic connections often falls by the wayside.) However, the key word is not or but and. This discussion should not be (and in reality is not) limited to just DLBE classrooms. While there needs to be separation of language on the part of adults in the classroom, students, especially younger students, should be able to use their entire linguistic repertoire in DLBE, TBE, SEI, and ESL classrooms. In other words, students need to be able to use everything they know in every language they know in order to grapple with the material. This, of course, should never take away from professional decisions made by teachers. For instance, in order to teach specific language objectives, the teacher may choose to have students stay in the language of instruction for a particular activity, and therefore, provide the scaffolds and support necessary for students to stay in the language. Older students or later proficiency students who can stay in the language may be asked to do so as well. Furthermore, while there may be a dedicated, intentional space for cross-linguistic connections, also known as bridging, in DLBE, TBE, and WL classes, there is always room to be making cross-linguistic connections during class in SEI and ESL programs as well.
- Speaking Practice and Schema – Academic discourse is important for all students, but especially for language learners. While educators may provide word banks, sentence stems, and other structures in accordance with students’ language proficiency, students need to develop their oracy skills. Students need the opportunity to speak both before starting literacy units and throughout students’ literacy instruction. Activities that can provide students with opportunities to speak include but are not limited to Readers’ Theatre, Total Physical Response, Whole Class Discussions, Structured Group Work, Debates, Turn and Talks, and Fish Bowl. Furthermore, language learners do better when we build their background knowledge before a lesson. Activities that can also help build schema include the Language Experience Approach, class discussions, and even field trips (virtual ones work too!).
- Standards – Whether a student is in a DLBE, TBE, SEI, or ESL classroom, students should be working with grade level content. Students at higher levels of WL should also be working with grade level content. Just because students are learning an additional language or two should not mean that we are watering down the curriculum. We are still teaching grade-level content in all subject areas. Furthermore, every multilingual teacher needs to see themselves as both a content and a language teacher. It is important that we are thinking about the language that will move our students to the next level, and that we integrate both content and language together.
- Struggle – Often when we talk about grade-level standards, we hear that it is not fair for students learning an additional language to have to do grade-level work. I have even heard AP, WL, and DLBE teachers not believe in their students’ capacities to reach native-like proficiency. It is important to remember that bilingualism and multilingualism is the norm in many countries, especially in countries with strong education systems. Students can accomplish high levels of biliteracy and bilingualism, but they have to be given grade-level standards (or higher) and be expected to productively struggle with them. The amount of struggle expected should be a Goldilocks-level of struggle. They should not struggle too little, or they will either be bored or surface-level engaged without growth. The struggle should also not lead them to frustration, or they will give up. Instead, there should be a productive struggle that leads students to growth. This Goldilocks-level of struggle will be different for each child and therefore, lessons need to be differentiated for each student.
- Scaffolds and Supports – To teach students grade-level standards while ensuring a Goldilocks-level of struggle, we need to provide students with appropriate scaffolds and support. These scaffolds and support may include gestures, vocabulary introduction before the lesson, graphic organizers, sentence stems, and/or word banks. Because the Goldilocks-level of struggle will be different for each child, scaffolds and supports should look different as well. As aforementioned, it is also important to build schema for our students before embarking upon a unit. Students can successfully work at higher levels when they know about the topic they are reading.
- Subject-related and language-based literacy – The more we teach multilingual learners language in context, the faster they will grow. Therefore, it is important to teach integrated, biliteracy units. Even in ESL and WL classrooms where our intent is teaching the language, our focus should not be on just vocabulary and grammar, but on learning the vocabulary and grammar through content. Integrated units where content is woven in with language arts and language standards can help.
If The 7 Sides of Multilingual Instruction™ are properly implemented in Tier 1 instruction, I am confident that programs and more importantly, students, will see much greater success. If you would like help with the 7 Sides of Multilingual Instruction™, whether it is to determine how they pertain to your particular multilingual program, to conduct evaluations of your programs, or you are simply seeking support in implementing any of the sides, please reach out to me at arm977@mail.harvard.edu or you can find me at Language & Equity Education Solutions. I’m here to help.
*It is important to note that I believe strongly in bilingualism and multilingualism for all of our students. I recommend considering implementing DLBE programs if you do not have one, or pairing Heritage WL programs with your ESL, TBE, and SEI classrooms. At the least, please encourage your families to keep up the home language to the best of their abilities. Bilingualism and multilingualism have so many benefits that I recommend encouraging them as early as possible.
Author: Aradhana Mudambi
Dr. Aradhana Mudambi is the founder and Chief Advocate for Students at Language and Equity Education Solutions LLC, a consulting firm that supports schools and school districts to build and improve their multilingual programming, especially their Dual Language Education programs. Through Language and Equity, she provides professional development, consulting, and coaching. For the past few years, Dr. Mudambi has run her popular blog, Social Justice and Education. She has taught several courses such as Intercultural Communications, TESOL Methods, and Assessments for Bilingual Students at Eastern Connecticut State University. Furthermore, she serves as the Director of Multilingual Education at Framingham Public Schools in Massachusetts where she oversees Dual Language programs in Spanish and Portuguese. Additionally, she worked as the Director of Bilingual Education at Windham Public Schools, not only overseeing and restructuring Windham’s Two-Way Dual Language program, Compañeros, but also founding and building Dos Ríos, New England’s first One-Way Dual Language program. Dr. Mudambi has served as a building leader, a Dual Language teacher, an ESOL teacher, and a Spanish teacher. She has worked in India, Mexico, France, England, and The United States. You can reach Dr. Mudambi at arm977@mail.harvard.edu.