Debunking Myths: Is the Science of Reading for Multilingual Learners?

“You can’t [teach] in this country without having students who have this beauty of more than one language,” Dr. Elsa Cárdenas-Hagan says about multilingual learners in the American education system. 

According to the Institute of Educational Sciences, nearly 25% of students in K–12 public schools in the United States speak more than one language. In light of this fact, teachers have questioned whether the science of reading—and the evidence-based practices they use in their classrooms—are also effective during literacy instruction for multilingual students.

In short, the answer is a resounding yes. 

A closer look reveals the science of reading is not only effective for multilingual learners, but it can also be tailored to support their unique needs and honor their current skills. In fact, being multilingual can actually be an asset in English literacy development, not a barrier. 

Cárdenas-Hagan, president of the Valley Speech and Language Learning Center in Brownsville, Texas, and Margaret Goldberg, literacy coach and co-founder of the Right to Read project, recently explored this topic in an insightful two-part discussion on the All For Literacy podcast.

Cárdenas-Hagan and Goldberg emphasize three key takeaways about applying the science of reading to multilingual learners: Research supports its effectiveness, multilingualism is an advantage in literacy developing, and asking the right questions allows educators to make strategic adjustments to drive student success. 

1. Science of Reading is the evidence

A common myth suggests the science of reading does not apply to multilingual learners because there is not enough research supporting its effectiveness for this population. “The misconception [is] that we don't have the body of evidence,” Cárdenas-Hagan says. 

In reality, multilingual learners have been included in many of the foundational studies about literacy instruction, and there is ample research demonstrating the success of using the science of reading for multilingual learners. “Very clearly, these students have been included in these studies,” she says. “We've had studies directed only to them, and we've worked on it through a Multi-Tiered System of Support.”

The relevant studies have been shaped by the experiences of multilingual learners. The science of reading may not be a one-size-fits-all approach, but it is a research-backed framework that can be adapted to meet the needs of a diverse body of students. “This science of reading is the body of evidence, it's the why behind [what] we do,” she reiterates. 

2. Knowing multiple languages is an asset

Another misconception in the literacy space is that knowing multiple languages holds students back in the classroom when learning to read, speak, and write English. However, research tells a different story, showing “language in literacy development in one language enhances and supports language and literacy development in a new language.” 

Cárdenas-Hagan recommends “using that cross language connection as an asset,” and applying the patterns and habits the students already possess to their English learning journey. When instructors understand how to capitalize on what students already know, the students are better set up for success. 

Multilingual learners should not be considered a blank slate. Foundational language learning skills in one language can be applied to the learning and acquisition of a second language. The most important thing for instructors to do in this position is to provide ample practice opportunities. “We can do some things even in language that can be very purposeful and authentic and helpful, but we have to give the opportunities,” Cárdenas-Hagan says.

3. Asking the right questions to make the right adjustments

For Goldberg—whose school has around 67% multilingual learners—success comes from learning to ask the right questions. “We're learning about how to listen to our students to understand where they are in their language progression,” she says about using the science of reading in multilingual classrooms. 

Asking the right questions can help teachers make the right adjustments to evidence-based instruction to better work for multilingual learners. Effective questions that can help guide educators include:

• How did they develop in their first language?

• Did they meet developmental milestones?

• Are they more fluent in one language than the other? 

“The [science of reading] works for [multilingual learners] with adjustments,” Cárdenas-Hagan says. “Adjustments for where they are in their language, where they are in their literacy, and using that cross language connection as an asset.”

The science of reading is for multilingual learners

As Cárdenas-Hagan powerfully states, “When you give [multilingual learners] what they need … then they soar.”

With the right knowledge, training, and mindset, educators can harness the strengths of multilingual students, making literacy instruction more effective. Understanding how to leverage students’ linguistic assets, combined with the right instructional adjustments, can ensure every child—regardless of their language background—has the opportunity to thrive.

To learn more, listen to the two-part All For Literacy episode with Cárdenas-Hagan and Goldberg for a deeper dive into how to use the science of reading to drive multilingual learner success in the classroom.