A publication of the Association of California School Administrators

Rethinking traditional approaches for multilingual learners

Supporting language to build a stronger elementary school community

By Katie Koontz | May | June 2026

Every educator believes students can succeed. However, anyone who has spent time in a modern classroom knows that some students arrive carrying far more than a backpack. Newcomers and multilingual learners (MLLs) and their families are also learning a new language, navigating an unfamiliar school system, and adjusting to a new culture, all at the same time. While schools work to meet rigorous academic expectations, the question many school leaders are asking isn’t whether we should support our most vulnerable students, it is how. What practices actually move the data? What structures go beyond good intentions and lead to meaningful, measurable growth?

Our academy approach to language At Gregory Gardens Elementary, a TK–5 school in Pleasant Hill, we serve 447 students, including 90 multilingual learners. Like many schools, our classroom teachers carry the responsibility of teaching reading, math, science, social studies, language development, and social-emotional skills within a finite number of minutes each day. Trying to “fit it all in” can feel overwhelming. Over time, we’ve learned that effectively supporting newcomers and multilingual learners requires a shift, not just in instruction, but in mindset, scheduling, and how we partner with families. When schools prioritize ability over grade level, language development over compliance, and families over systems, students don’t just survive school — they excel.

Rethinking how we group students for language support has been a game-changer for us. Traditional grade-level groupings often unintentionally limit multilingual learners. A fifth-grade newcomer reading at a first-grade level isn’t failing, they’re acquiring language. When we rely on grade level alone, we miss the opportunity to meet students where they truly are. This realization led to the development of our Gator Academies, a schoolwide rotation that happens five days a week for 30 minutes. This time is critical and rarely, if ever, canceled. It is intentionally protected so we can focus on student needs without interruption.

During Gator Academy time, English-only students work on targeted academic skills, while multilingual learners receive designated language support. Our MLL students are grouped across grade levels based on language proficiency rather than age. For example, our beginning language group includes students from kindergarten through fifth grade, while our intermediate group combines students grades second through fourth.

At first, this structure was uncomfortable. Schools are conditioned to keep students strictly separated by grade. In practice, however, the results have been powerful. Students learn alongside peers with similar language needs. Siblings, cousins or neighbors provide a sense of safety and calm. We encourage older students to step into mentoring roles, while younger students gain confidence hearing language modeled by peers who share their experiences. Language becomes a shared learning space rather than something to be ashamed of.

The impact extends beyond the classroom. We’ve seen students use their growing language skills to support younger siblings, translate for family members, and help neighbors navigate school systems. Social confidence improves, relationships strengthen, and students begin to see themselves as capable communicators in multiple settings. Recess and learning have become a whole lot more fun!

Language development cannot be something schools squeeze in “when there’s time.” For multilingual learners, language is the curriculum.

In addition to daily designated ELD instruction, our students receive a double dose of targeted language support once, sometimes twice, a week. This time is intentionally designed and focuses on:

Academic vocabulary and reading comprehension.
Oral language development.
Sentence frames, structured discourse, and writing skills.
Explicit ELPAC strategies so students understand how to demonstrate what they know.

This is not just test prep, it’s access. Part of our program is to build background knowledge of U.S. culture and systems that may be foreign to our newcomers. When students understand how questions are structured, how to respond using academic language, and how assessments work, performance improves because confidence improves.

Our data reflects this shift toward intentional, explicit instruction. Our yearly gains in district assessments, reclassification and on the ELPAC are the clear outcome of doing the right work consistently (see below).

These numbers represent more than growth — they reflect students gaining access, voice, and confidence in academic spaces.

Building strong support systems for newcomers Newcomer students bring incredible resilience, but resilience alone is not enough. Schools must create predictable systems that reduce cognitive overload and increase belonging.

For our newcomer students, this means:

Clear routines that remain consistent.
Visual supports and repeated language structures.
Explicit instruction on “how school works” in the U.S.
Safe spaces to practice language without fear of being wrong.
Opportunities to share and celebrate their cultures and experiences.

One of the most overlooked needs for newcomers is psychological safety. When students feel embarrassed, unsure, or are constantly corrected, language shuts down. When students feel safe, language grows.

This requires training staff to view language errors as evidence of learning, not problems to fix, and to celebrate effort alongside accuracy. A student willing to try is a student who will grow.

If there is one lesson we’ve learned, it’s this: Student success accelerates when families feel seen, supported, and connected.

For multilingual and newcomer families, schools can feel overwhelming. Forms, meetings, acronyms, emails — it’s a lot. When families don’t understand the system, students carry that burden into the classroom.

We shifted our approach by hosting family nights offered to and selected by specific communities that wish to participate and share their cultures. Rather than generic engagement events, we created spaces where families could:

Receive information in their home language.
Meet other families with shared experiences.
Learn how school systems work (grading, assessments, attendance, reclassification).
Build relationships with staff in a low-pressure environment.

These gatherings aren’t about presentations, they’re about connection. When families feel comfortable, they ask questions. When they ask questions, they become partners. And when families are partners, students succeed more quickly.

We’ve also seen families begin supporting one another outside of school, sharing rides, translating information, and helping newcomers navigate community resources. Schools don’t have to do everything; sometimes the most powerful role we play is helping families find each other!

Supporting vulnerable students does not mean lowering expectations, it means redefining success. In addition to academic data, we intentionally monitor:

Language growth over time.
Student confidence in speaking and participating.
Family engagement and attendance.
Reclassification progress and timelines.

Our improved outcomes confirm what we see daily in classrooms: Students grow when instruction is aligned, intentional, and responsive to who they are and where they are starting.

Serving our newcomer and multilingual learners isn’t about adding more programs, it’s about making smarter choices with the systems we already have.

What we’ve learned is simple, but powerful:

Group students by ability, not age.
Make language instruction explicit and consistent.
Provide multiple entry points for demonstrating learning.
Invest in family partnerships, not just communication.
Build systems that prioritize belonging and safety.

We are proud that as our school has committed to these practices, the impact has reached far beyond test scores. Our students have gained confidence, our families have built trust, and our school has become a place where every child, regardless of where they began, has a real opportunity to succeed.

Katie Koontz is the principal of Gregory Gardens Elementary School in the Mt. Diablo Unified School District.