If We Truly Care About Our Multilingual Learners, It’s Time to Start Over

The future of funding for multilingual learner programs is dire.

Despite decades of investment, program reform, and passionate educators, the truth is hard to ignore: our approach to teaching Multilingual Learners in secondary schools isn’t working. Even when well-funded, the traditional methods—isolated instruction, test-driven goals, and (sometimes) grammar-heavy curricula (and not to mention all that is happening legislatively)—haven’t produced the long-term, high-level English proficiency that students need to succeed.

We need to reset. Not tweak. Not wait. We must reset how we teach MLs in the classroom. That means rejecting outdated models and embracing innovations grounded in both research and the lived experiences of multilingual students. Structured literacy, personalized pathways, real-world language use, and schoolwide ownership of reading and academic language must replace old habits.

Let’s examine what the research and reporting are telling us—and where it points us next.

The Science Is In: Structure Wins with Multilnugal Learners

We now know what works. As Language Magazine explains in "Rooted in the Science of Reading", the structured, explicit principles behind the Science of Reading—once applied mainly to early childhood—are just as powerful for older MLs. Phonics, morphology, and vocabulary instruction, when coupled with culturally relevant reading materials and consistent feedback, can unlock language faster than open-ended, unsystematic instruction ever did.

Platforms like AIR Language are translating this science into action. Their tools allow students to read independently, engage in AI-powered conversations, and track their progress over time—all while reducing teacher workload and increasing student agency. It's not remediation. It's a reimagination.

The System Isn’t Broken—It’s Misaligned

But even the best instruction can’t succeed in a misaligned system. As the IWTLE article "Caught in a Broken System"outlines, many MLs are placed in programs that neither nurture their strengths nor address their needs. Schools often fail to communicate effectively with immigrant families, offer one-size-fits-all instruction, and leave students stranded between language tracks.

Even students who “exit” ML services often remain under-supported. That’s why California’s nonpartisan Public Policy Institute calls the "Road to Proficiency Bumpy for English Learners". The report emphasizes that long-term English learners (LTELs) struggle the most—not because they aren’t trying, but because the system hasn’t innovated to meet them where they are.

Resetting our approach means refusing to accept outdated, compliance-driven models and instead building flexible, student-centered learning ecosystems.

Proof of Potential: When Students Thrive

When English learners are actually supported—consistently, rigorously, and with high expectations—they don’t just survive. They thrive.

In "Former English Language Learners Outperform Most Students", Chalkbeat Chicago highlights how former ML students in CPS now outpace their native-speaking peers. This didn’t happen by accident. It happened because the district implemented structured, data-informed instruction, provided better access to academic pathways, and treated language development as everyone's responsibility—not just the ESL teacher's.

What’s possible in Chicago is possible anywhere—if we reset our expectations and systems accordingly.

Global Lessons: Time Is Not Enough

Consider Japan, where students spend years studying English but rarely reach conversational fluency. In "Why English is Taught for Years in Japan but Rarely Spoken Fluently", experts point to a fixation on test prep and grammar drills, rather than real communication. Students know the rules, but not how to use the language in context.

The takeaway is clear: more time doesn’t equal more proficiency. We need better design—not just more hours.

Reading Is a Gateway—Not a Bonus

Finally, we must center reading—not as an afterthought, but as the foundation of academic success. The AIR Language article "Why High School English Language Programs Fail—and How to Fix Them" identifies the lack of a reading habit as one of the most damaging oversights in secondary ML programs.

Building a reading culture means:

• Giving students choice and voice in what they read.

• Incorporating reading conferences that track growth and build relationships.

• Using decodable and age-appropriate texts to close gaps without condescension.

  
  

This isn’t just about literacy—it’s about restoring confidence and competence in academic spaces.

Conclusion: Reset Means Rethink

We can’t continue using outdated models and expect different outcomes. If we truly want to serve English learners—not just support them on paper—we must reset our approach.

This reset involves:

• Embracing structured, evidence-based instruction.

• Rebuilding systems to value long-term growth, not just reclassification.

• Equipping teachers with tools that reduce guesswork and maximize time.

• Centering reading as both a practice and a culture.

• Listening to what students—and the data—are telling us.

English learners don’t need more of the same. They need something better. Innovation is no longer optional. It’s the only way forward.