When we think about Multilingual Language Learners, also known as MLLs (or ELLs), it can be tempting to view them as a uniform group with similar needs and experiences. In reality, nothing could be further than the truth. MLLs are an incredibly diverse group of students who bring a wide range of cultural and linguistic backgrounds, identities, educational histories, and lived experiences to their learning.
Being able to recognize and respond to MLL variability is essential to providing targeted and meaningful program adaptations. The type of instructional accommodations you would use for a newcomer MLL should be completely different from the strategies you might use for an ELL who is Canadian born or has been in Canada for a number of years. This notion also extends to the social and emotional needs of MLLs. For example, younger MLLs may be more focused on building friendships and learning school routines, while older MLLs may be grappling with more complex questions of belonging and peer perception.
Furthermore, every student’s experience is shaped by other intersecting identities such as race, gender, religion, and socio-economic background. Recognizing this diversity reminds us that supporting MLLs involves language instruction plus creating emotionally safe, identity-affirming spaces where students feel valued, capable, and connected.
This post is all about taking a closer look at MLL variability. We will also explore some of the strategies that can be put in place to support the range of experiences and portraits within this group.
Knowing the Learner through MLL Portraits
Looking at some common portraits of MLLs can be a good starting point for better understanding the needs and strengths of this unique group of students. It’s important to acknowledge that the portraits that follow are in no way meant to fully summarize or limit the possibilities of MLL identities and experiences; they are intended to provide a starting point to develop a more nuanced perspective of MLLs that will better inform teaching and assessment. Each MLL should be considered on a case by case basis, as they will have various other intersected identities as their non-MLL peers.
Newcomer students with Uninterrupted Schooling
These are recently arrived students from another country who are acquiring English as an additional language. Typically, they have experienced consistent, uninterrupted schooling in their home country and often possess literacy and numeracy skills in another language (L1).
The academic foundation built in their prior schooling and learning experiences allows them to transfer knowledge and strategies like decoding, comprehension, critical thinking skills, and organization from L1 to English.
Common strengths:
- Well-developed literacy and cognitive skills in their home language.
- Familiarity with school structures, routines, and academic expectations.
- Established learning strategies and study habits that support rapid acquisition of English literacy.
Areas for growth:
- Developing vocabulary and syntactic structures in English for interpersonal and academic contexts.
- Adjusting to cultural differences in pedagogy, classroom participation, and assessment.
- Building confidence in oral communication, particularly in informal settings or group work.
Instructional implications:
- Provide explicit instruction in academic English while recognizing and valuing first-language skills.
- Offer opportunities for translanguaging, allowing students to use L1 for comprehension and planning.
- Use visual supports, graphic organizers, and sentence stems to scaffold English learning.
- Placement on ESL STEP Continua.
With a strong academic background in L1, these students often progress well through the STEP Continua, particularly when instruction intentionally connects prior learning to new English content.
Newcomer student with significant interruptions to formal schooling
This group includes students who have experienced gaps in schooling due to displacement, conflict, limited access to school, or migration. They may arrive in Ontario classrooms in grades 3-12, and are developing basic literacy and numeracy skills for the first time, sometimes in any language. As per Ministry policy, they are eligible to receive English Literacy Development (ELD) programming.
In addition to language acquisition, they need support in orienting to school life: understanding routines, using academic tools, and building confidence in a structured learning environment. The ELD Orientation to School Life and ELD STEP Continua are highly effective tools that can be used to inform instruction and assessment.
Common strengths:
- High motivation and resilience; strong desire to succeed in school.
- Rich life experiences and knowledge that contribute to classroom discussions.
- Developing oral proficiency in English through immersion and social interaction.
Areas for growth:
- Foundational literacy (letter-sound awareness, phonics, decoding).
- Academic vocabulary and understanding of content-specific terminology.
- Familiarity with school systems, digital tools, and study routines.
Instructional implications:
- Begin with diagnostic assessments to determine literacy and numeracy starting points.
- Integrate foundational literacy instruction (phonics, word recognition, sentence building) into daily routines.
- Pair language learning with hands-on, experiential tasks to make learning concrete.
- Provide trauma-informed supports, recognizing that past experiences may affect learning and emotional regulation.
- Collaborate with ESL/ELD teachers, classroom teachers, guidance counsellors, and settlement workers to design wrap-around support.
These learners require language, literacy, and academic skill-building concurrently. Progress may appear gradual at first, especially in comparison to their peers in ESL programs, but their growth accelerates with targeted, sustained instruction and a nurturing, safe classroom environment.
Long-Term Learners of English (LTEL)
Long Term Learners of English, or LTELs, are students who were identified as MLLs and placed on the ESL STEP Continua early in their schooling, often since the primary grades. They have typically progressed in different areas of language acquisition and literacy learning over years of attending elementary school, and may demonstrate strong basic interpersonal communication skills. Some LTELs are Canadian-born, while others have arrived in Canada at a young age.
By the time they reach the intermediate grades, Long-Term English Learners usually demonstrate strong oral communication skills and social fluency in English (BICS) but continue to develop academic language proficiency (CALP) in reading, writing, and subject-specific vocabulary. They still continue to benefit from targeted support in areas like academic reading, writing, and subject-specific vocabulary development.
Common Strengths:
- Fluent conversational English and strong interpersonal skills.
- Deep understanding of oral classroom routines and expectations.
- Ability to navigate school culture and peer relationships confidently.
Areas for growth:
- Reading comprehension of complex, content-area texts.
- Academic writing structures, multi-paragraph writing, and formal tone.
- Academic vocabulary (ex. use and understanding of words like“analyze,” “infer,” “evaluate”) required as texts and learning tasks become increasingly complex.
Consider for Instruction:
- Integrate explicit vocabulary instruction and language objectives in all subject areas.
- Provide models of strong academic writing and opportunities for guided practice.
- Encourage metalinguistic awareness through reflection and self-assessment; help students notice differences between conversational and academic English.
- Use formative assessment tools (e.g., STEP, learning goals/success criteria, reading diagnostics) to track incremental progress in academic literacy.
It is easy to mistake LTELs to be “finished learning English” because they sound fluent with their peers. LTELs, along with many of their non-MLL peers, thrive when educators focus on advancing their academic language development through intentional scaffolding.
MLLs with Special Education Needs
Some MLLs may also have identified exceptionalities that impact their learning. Differentiating between a language acquisition challenge and special education needs can be complex, particularly when assessment tools are not culturally or linguistically responsive. It is important to take a collaborative, team-based approach with families when considering this unique group.
Common strengths:
- Diverse communication abilities across languages, modalities, and contexts.
- Unique problem-solving approaches and creativity.
- High motivation when learning environments validate identity and strengths.
Areas for growth:
- May require alternative communication methods or modified tasks.
- Need targeted instructional accommodations aligned with both language development and exceptional learning profiles.
- Benefit from consistency, explicit instruction, and visual reinforcement.
Instructional implications:
- Collaborate closely with school team (ESL/ELD specialists, Special Education teachers, administrators, DECEs, and other support staff) to build a complete learner profile.
- Next steps beyond regular tier 1 and tier 2 support may involve a formal observation period in which programming adaptations and learning goals are closely monitored.
- Use Universal Design for Learning (UDL) and ESL or ELD program adaptations to create multiple entry points in lessons, assistive technology, and multimodal expression.
- Maintain regular communication with families to ensure shared understanding of goals and supports.
MLLs with possible special education needs must be seen from an assets-based stance. These are learners with intersecting strengths, not compounded deficits. With coordinated support and inclusive design, these learners can demonstrate growth in both language and academic domains.
ETFO has recently developed some resources for members working with MLLs with possible Special Education Needs. They may be found here: Supporting Multilingual Language Learners with Possible Special Education Needs
Summing it Up
Recognizing MLL learner variability reminds educators that no single pathway of programming and support fits all MLLs. Every multilingual student’s story is shaped by their background, prior schooling, and individual strengths. When educators have a strong understanding of the learner, they can leverage tools like the STEP continua to provide the right instructional, resource, and assessment accommodations, and modifications when required.
