By Miriam Ebsworth and Erica Romero

Did you know that nearly 12 million students in our public schools speak a language other than English at home? That’s almost double the population of Arizona. Out of these, around 5 million are English learners (ELs) or Multilingual Learners (MLs), which is a more fitting term since these students are mastering their native language while learning English.

Here’s something to consider: Not all Latino students are English language learners, but more than three-quarters of all ELs are Latino. So, how do we ensure that our teaching methods truly support these diverse students? It all starts with understanding the students and the communities they come from.

The Latino community is incredibly diverse, with differences in language, socioeconomic status, education levels, and nationality. We are not a homogenous group. This means our teaching methods and materials must be just as diverse and flexible.

While Latinos may speak, or be familiar with, a Spanish variety, many are U.S.-born or “generation 1.5” learners who might be more comfortable with English, may or may not know Spanish as a heritage language, but still hold Latino values and perspectives close. Some might speak an indigenous language, or a version of Spanish influenced by it. Others might speak Spanish influenced by English.

An asset-based approach recognizes that all these language varieties are valuable and meaningful. Instead of correcting or replacing them, we should support and celebrate them. This helps with their psychosocial well-being and acknowledges their rich cultural backgrounds.

Latino students also bring varied social and educational experiences to the classroom. Whether they’ve been educated in the U.S. all their lives or have come with different educational backgrounds from their home countries, it’s important to create a classroom environment that respects and builds on their unique experiences.

Research shows that developmental bilingual education is the best approach. Teaching in a language the child understands, and providing literacy experiences in both Spanish and English, helps multilingual learners thrive. This approach not only supports cognitive and psychological development but also puts them ahead of their monolingual peers.

As multilingual learners become more bilingual and biliterate, we should encourage them to use all their linguistic resources. This means allowing them to use both languages to understand lessons and express their thoughts and questions.

It’s also important to identify any gaps in their knowledge due to disruptions in their education and to challenge gifted learners appropriately. A beginning language learner might already be very cognitively advanced, and our assessments should reflect that by allowing them to demonstrate their knowledge in the languages they know.

We need to distinguish between language differences and learning deficits. Proper evaluation in the languages the students know is crucial to avoid misidentifying special needs. Multilingual learners are often overrepresented in special education because of inadequate assessments, or their special needs being overlooked due to language barriers.

Family and community engagement is key. Activities inside and outside the classroom should involve family knowledge and celebrate community culture. Creating an asset-based curriculum lets students share their experiences with parents and peers, making learning more relevant and inclusive.

Classrooms should be safe spaces where trust and respect are paramount. Encouraging respectful peer interactions and using culturally sustaining materials and pedagogy can make a big difference.

Finally, let’s leverage technology to provide resources in both Spanish and English. Encourage the use of AI as a learning tool, but also be mindful of the digital divide and ensure all students have access to the necessary technology at home.

By embracing these strategies, we can create a more inclusive and supportive learning environment for all our multilingual and Latino students, helping them to succeed and thrive.

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Miriam Eisenstein Ebsworth, Ph.D., is Associate Professor in the NYU Steinhardt Dept. of Teaching & Learning, Programs in Multilingual Multicultural Studies (Bilingual & World Language Education and TESOL). She is also co-founder and Academic Director of the ISEP English program for the families of international students at NYU and co-chair of the ELL Think Tank. Miriam is a teacher educator, researcher, and advocate in the areas of Bilingual Education, TESOL, Second Language Acquisition, and Applied Linguistics. Her research interests include using technology in second language pedagogy, second language academic writing, language variation, and intercultural pragmatics. She is a consultant for the UN in the original and ongoing development of Actionthroughwords, a website for learning about the United Nations while becoming bilingual in English.

Erica Romero is responsible for providing thought leadership, policy analysis, policy development, and cultivating key partner relations with decision makers and influencers in the federal education space. She previously served as Assistant Vice President of State Advocacy at the Hispanic Association of Colleges and Universities, as well as Vice President of External Relations at the Association of Independent California Colleges and Universities. She is a graduate of both UC Berkeley and the Harvard Kennedy School of Government.