Getting Multilingual Learners Talking: 4 Simple Moves That Build Academic Speaking Skills

Walk into any secondary classroom, and you’ll see multilingual students reading, writing, and listening.

But to get your multilingual learners talking? That’s challenging.

Despite all our efforts to improve reading and writing scores, academic speaking remains the most underutilized skill in schools—especially for English learners. And that’s a big problem. Because speaking is where students build confidence, organize their thinking, and activate the language they’ve been learning passively.

If multilingual learners aren’t using academic language out loud, they’re not owning it.

So the question is:How do we create more opportunities for students to speak—and make sure that speech pushes their language growth forward?

Here are four classroom-tested, schoolwide strategies that work:

✅ 1. Use Common Sentence Frames Across Classrooms

Vocabulary is powerful—but students also need structures for using those words in context. That’s where sentence stems(or “language frames”) come in.

Examples:

• “I predict that…”

• “The reason is…”

• “One example is…”

• “In conclusion…”

Click below for a downloadable PDF to give to students for all of their classes.

Sentence frames.pdf

Download PDF • 96KB

These aren’t just fill-in-the-blank tools. They’re scaffolds for thinking, and they support students as they move from simple observations to more complex analysis.

What’s more: When every teacher in a school uses the same set of frames, multilingual learners get daily repetition. That repetition builds automaticity—helping students internalize the academic patterns of English, whether they’re in English, science, or social studies.

Pro tip: Post your schoolwide sentence frames on every wall. Start every class discussion with one. Make it part of your routine.

🎯 2. Set a Daily Speaking Goal to Get Multilingual Learners Talking

Want students to talk more? Measure it.

Try setting a simple speaking goal each day:

• “Everyone speaks twice during group time.”

• “You’ll say one sentence in the exit ticket discussion.”

• “Try to use one academic word when explaining your answer.”

Even better, have students track their own speaking goals using a self-monitoring checklist. When students reflect on their own participation, they’re more likely to step up.

Over time, this transforms speaking from something students avoid into something they expect to do.

🔄 3. Turn Every Reading or Writing Task Into a Conversation

We often treat speaking as an “add-on” to reading or writing.

But it can be the bridge that connects the two.

Here’s how:

• After silent reading → “Turn to a partner and explain the main idea using this frame: ‘The article is mostly about…’”

• After writing → “Before you submit, tell your partner one sentence you’re proud of using: ‘I like this sentence because…’”

• Before a quiz → “In pairs, say how you’d answer #3 out loud before writing it down.”

The goal isn’t perfect grammar. It’s activation. Students solidify their understanding by verbalizing their thoughts.

🤖 4. Use AI to Practice Speaking in a Safe, Private Space

Some students just need more reps—and a safer place to try.

That’s where technology can help.

With AIR Language, students can now practice academic conversation with Ari, our new reading tutor. After reading a leveled text, students are prompted to have a conversation with Ari using key vocabulary and concepts. Ari listens, gives feedback, and helps students refine their speaking skills—privately and at their own pace.

It’s not just screen time. It’s structured speaking practice, personalized to what students are reading and learning.

➡️ Explore our new speaking feature with Ari

💬 Final Thought: Speaking Is the Shortcut to Ownership

For multilingual learners, speaking isn't just a skill—it’s a signal.

It tells us they feel safe enough to take risks. It shows they’re beginning to internalize the academic language we’ve been modeling. It proves that the ideas we’re teaching aren’t just passing through—they're sticking.

We often think of speaking as the last step, the output that comes after reading and writing.

But what if it’s actually the engine?

When students speak, they process. When they process, they understand. And when they understand, they grow—not just in language, but in knowledge, identity, confidence, and agency.

If we want students to own their learning, they have to hear themselves in it.Let’s give them the mic.