multilingual-learners
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- PaperTESOL Journal6 Jul 2026
“Hands on Is Great”: Deficit Thinking and Discourses About Career and Technical Education for Multilingual Learners of English
Mark R. Emerick
U.S. media and nonprofits advocate career and technical education (CTE) for multilingual learners of English (MLs) without sufficient evidence. This ethnographic study reveals that educators often employ deficit thinking when discussing CTE for MLs, though asset-based discourses also emerge, offering implications for collaborative support.
Original abstract
Recently, U.S. media outlets and nonprofits have suggested that career and technical education (CTE) is a valuable educational opportunity for multilingual learners of English (MLs), despite a lack of evidence supporting these claims. In light of these reports, the focus of this study is to examine how deficit and asset discourses manifest when educators, who have a direct impact on MLs' access to CTE, talk about CTE as an opportunity for MLs. Data included 34 semi‐structured and unstructured interviews with teachers and school counselors during a 10‐month multi‐sited ethnographic study in a large urban high school and a CTE center. Drawing on Valencia's (Dismantling Contemporary Deficit Thinking: Educational Thought and Practices, 2010) theory of deficit thinking, the findings show five discourses on CTE for MLs, three of which were informed by deficit thinking. Two asset‐based discourses are also presented as well as implications for supporting MLs' access to CTE from an asset‐oriented perspective through collaboration among ML and CTE teachers and school leaders.
- PaperETS Research Report Series29 Jun 2026
An Approach for Personalizing Accommodations in Digital Content Assessments for Multilingual Learners
Alexis López, Lin Gu, Diego Zapata-Rivera
This research memorandum proposes a practical approach for personalizing accommodations for multilingual learners in digital content assessments such as mathematics and science. The approach outlines specific actions to be taken before, during, and after the assessment, and includes a sample use case along with the empirical evidence needed for validation.
Original abstract
In this research memorandum, we propose a practical approach for personalizing accommodations for multilingual learners in digital content assessments (e.g., mathematics, science). We begin by providing background information about multilingual learners in U.S. public schools and the accommodations commonly used in content assessments. Next, we describe our personalized approach to assigning accommodations to multilingual learners, which we believe is not only effective but also feasible to implement. This approach includes specific actions before, during, and after the assessment. We then provide a sample use case to illustrate how this approach works in practice. Finally, we outline the empirical evidence needed to validate this approach, further supporting its effectiveness.Suggested citation: López, A. A., Gu, L., & Zapata-Rivera, D. (2026). An approach for personalizing accommodations in digital content assessments for multilingual learners (Research Memorandum No. RM–26-05). ETS. https://doi.org/10.64634/and9sy26
- PaperTESOL Journal18 Jun 2026
Using Grammar Dimensions to Transform Multilingual Teachers From Rule Repeaters to Reason Givers
Chris Corbel, Julie Choi, David Nunan
A 13-week MTESOL subject using the Grammar Dimensions framework (form, meaning, use) transformed multilingual teachers from rule-repeaters to reason-givers. Participants showed epistemic shifts from rule-based to pattern-focused understanding, professional repositioning toward confident reason-giving, and began using AI as an investigative tool rather than an authority. The framework was readily embraced, suggesting it fills a foundational gap in traditional grammar teacher preparation.
Original abstract
This study examines a reconceptualized approach to grammar addressing fundamental gaps in multilingual teacher preparation. Traditional rule‐based training has historically prepared teachers to give prescriptive responses that shut down student inquiry rather than to reason about grammatical patterns in context. Drawing on functionalist conceptions of language, in particular, Larsen‐Freeman and Celce‐Murcia's Grammar Dimensions framework of form, meaning, and use (henceforth FMU) (2016), we designed a 13‐week MTESOL subject repositioning FMU as potential transformative knowledge for specialist grammar teachers. The subject integrated theoretical development with practical application through authentic text analysis and systematic engagement with professional grammar resources. Focus group data from seven multilingual participants reveal three patterns of transformation: epistemic shifts from rule‐based to pattern‐focused understanding, professional repositioning toward confident reason‐giving, and emerging approaches to AI as an investigative tool rather than an authoritative replacement. Contrary to Meyer and Land's Threshold Concept theory predictions, participants embraced FMU readily rather than finding it challenging, suggesting it represents essential foundational knowledge and processes absent from traditional programs. The study illustrates how sustained FMU instruction can support multilingual teachers in developing a shared analytical vocabulary for grammatical reasoning, a form of pedagogical expertise that neither native‐speaker intuition nor AI currently supplies.
- PaperTESOL Journal12 Jun 2026
Reimagining Translanguaging Through Arts‐Based Pedagogical Translation
Kuo Zhang, Kathleen R. McGovern
This conceptual article introduces arts-based pedagogical translation as a translanguaging and dialogic approach that positions multilingual learners as active creators, collaborators, and meaning-makers across languages and modes. Through two illustrative examples—a collaborative translation project in teacher education and a community-based theater program for adult ELLs—the authors show how this approach fosters linguistic agency, affirms learner identity, and deepens cross-cultural understanding. The article discusses implications for teacher education, TESOL practitioners, and literacy educators.
Original abstract
This Conceptual Feature article introduces arts‐based pedagogical translation as a translanguaging and dialogic approach that positions multilingual learners as active creators, collaborators, and meaning‐makers across languages and modes. Through two illustrative examples in the Northeastern United States—(1) a collaborative translation project in a teacher education setting and (2) a community‐based theater program for adult ELLs that incorporated translation—we explore how this approach fosters linguistic agency, affirms learner identity, and deepens cross‐cultural understanding for both educators and students. We aim to offer a conceptual and practice‐centered discussion of how arts‐based pedagogical translation disrupts deficit perspectives of language learners and opens translanguaging spaces. We conclude by discussing implications for teacher education, TESOL practitioners, and literacy educators interested in integrating arts‐based pedagogical translation as a translanguaging practice into their work.
- PaperTESOL Journal2 Jun 2026
Designing Multimodal Social–Emotional Learning Through Read‐Alouds for Multilingual Learners
Natalia Ward, Shuling Yang
This article details how an elementary ESL teacher integrated social-emotional learning (SEL) into picture book read-alouds, discussions, multimodal activities, and writing for multilingual learners. The approach was flexible and context-specific, aiming to support identity development, belonging, and language learning simultaneously.
Original abstract
Socio‐emotional learning is essential for young multilingual learners, as it supports identity development, a sense of belonging, and language learning. This article describes how an elementary English as a Second Language teacher embedded flexible, context‐specific socio‐emotional learning opportunities within a picture book read‐aloud, discussion, multimodal activities, and writing with her multilingual learners.
- PaperDOAJ — ELT & TESOL1 May 2023
The influences of cultural characteristics in writing English: Perspectives from multilingual learners
Rahma Fitriana
This case study of two Indonesian ESL students in Australian high schools found no significant differences between their first and additional language writing, aside from grammar difficulties. Factors like teacher instruction, feedback, classroom environment, and home literacy practices influenced performance. The study advocates for an intercultural rhetoric approach that values diverse cultural backgrounds in ESL writing classrooms.
Original abstract
Research studies have discussed about potential influences of the learners’ cultural characteristics on writing in the first language to writing in English. However, only limited bodies of literature highlighted the phenomenon from the learners’ perceptions and experiences. Using a case study approach, the current study interviewed two ESL writing students who come from Indonesia and went to Australian high schools. The audio-recorded interviews were analyzed using thematic content analysis. Findings of the study show that writing in their first and additional languages as well as writing in English do not have significant differences, despite a few difficulties dealing with English grammar. There were several other factors which could also determine students’ performance in writing classes, such as teachers’ instruction, teachers’ feedback, classroom environment, and home literacy practices. The participants’ experiences have demonstrated that intercultural rhetoric (IR) better approached ESL writers as it views culture in complex and dynamic perspectives, and acknowledges learners’ different cultural backgrounds. The learners expect that the writing teachers aware of potential cultural differences in their writing and provide more intercultural opportunities. This article also highlights the IR-informed pedagogical approach which can potentially utilize the strengths of multicultural and multilingual writers in ESL classrooms.