By Jeannette Washington
Working at an international school has given me a front-row seat to witness the remarkable evolution in how we support multilingual learners. What began as a few scattered English as an Additional Language (EAL) support groups has blossomed into a comprehensive department, reflecting the increasingly diverse linguistic landscape of international education.
As someone who has worn multiple professional hats—from Speech-Language Pathologist to Librarian, and now pursuing Special Needs Coordination—I’ve gained a unique perspective on how language, literacy, and learning intersect in these dynamic educational spaces. My journey through these varied roles has reinforced one core belief: communication is a fundamental right that transcends traditional boundaries.
In the library, I’ve championed audiobooks and text-to-speech technologies, watching students’ faces light up when they discover they can access complex stories despite reading challenges. As a Speech-Language Pathologist, I’ve introduced augmentative and alternative communication (AAC) tools that have helped non-verbal multilingual students share their thoughts in multiple languages.
These experiences have shown me that when we expand our definition of “successful communication,” we open doors for all learners to flourish.
Embracing Diverse Communication Methods
The power of diverse communication methods became crystal clear when I worked with a student named Lin who struggled with traditional text but excelled at visual storytelling. By introducing graphic novels and encouraging her to create comic-style book reports, we transformed her library visits from sources of anxiety into opportunities for creative expression.
Similarly, Ahmed, a student with both dyslexia and emerging English skills, found his voice through a combination of speech-to-text software and bilingual vocabulary apps. These tools didn’t just support his learning—they empowered him to actively participate in class discussions and share his often-brilliant insights.
Within this linguistic tapestry, I’ve encountered numerous students like Ahmed who face additional challenges with dyslexia. Take Sofia, a bright 10-year-old who spoke Spanish at home and was learning both English and Mandarin at school. Traditional reading assessments painted an incomplete picture, but by allowing her to demonstrate comprehension through mind mapping and verbal storytelling, we uncovered her true capabilities. Drawing from my experience across different educational roles, I recognized that her struggles weren’t just about language acquisition—they reflected the complex interplay between dyslexia and multilingual learning.
Working with these students has highlighted a critical question that myself and many other educators face today: how do we create truly inclusive environments that support students with dyslexia in our multilingual classrooms? The answer, I’ve found, lies not in forcing students to conform to a single mode of learning and expression, but in embracing the diverse ways they can demonstrate their understanding and share their ideas.
Identifying Dyslexia
This growing intersection of multilingualism and learning differences has transformed how we approach education. Where once we had simple support structures, we now need explicit and prescriptive approaches that consider both language acquisition and learning disabilities.
Dyslexia, a specific learning disorder that affects reading, writing, and spelling abilities, presents distinctive challenges when intersecting with multilingualism. This neurological condition impacts the brain’s ability to process language, making it particularly complex for children navigating multiple linguistic systems simultaneously. For multilingual students, the presence of dyslexia can significantly impact their educational journey, requiring specialized attention and support strategies that account for their unique linguistic profile.
The identification of dyslexia in multilingual children often proves more challenging than in monolingual contexts. Educational professionals must carefully distinguish between typical second language acquisition challenges and genuine indicators of dyslexia. This complexity frequently leads to delayed diagnosis or misidentification, potentially impacting a child’s academic progress and self-esteem during crucial developmental years.
Cultural and linguistic factors play pivotal roles in both the identification and treatment of dyslexia in multilingual children. Different cultures maintain varying perspectives on learning disabilities, with some communities experiencing significant stigma or lacking awareness about dyslexia. These cultural attitudes can influence whether families seek assessment and support for their children. Furthermore, the structure of different languages—whether alphabetic like English and Spanish, or logographic like Chinese—affects how dyslexia manifests and how it should be addressed in instruction.
Supporting Students
Educational challenges for multilingual students with dyslexia extend beyond mere academic performance. These learners often face unique obstacles in standardized testing situations, where language proficiency and reading ability become intertwined.
The social and emotional impact can also be significant, as students navigate not only the challenges of dyslexia but also the complexities of operating in multiple linguistic environments. This dual challenge can affect their self-confidence and willingness to participate in classroom activities.
To effectively support multilingual students with dyslexia, educators must implement comprehensive, tailored instructional strategies. Language-specific interventions should account for the unique characteristics of each language while maintaining a balanced approach that doesn’t overwhelm the student.
Multisensory teaching methods have proven particularly effective, incorporating visual, auditory, and kinesthetic elements to reinforce learning across languages. This might include using color-coding for different languages, incorporating movement-based activities, and utilizing technology-based tools designed for multilingual learners with dyslexia.
Differentiated instruction becomes especially crucial in supporting these students. Teachers should leverage students’ strengths in one language to support learning in another, creating bridges between linguistic systems. This might involve using cognates (words that share similar meanings and spellings across languages) or developing cross-linguistic awareness to help students recognize patterns and differences between their languages.
Family involvement also plays a critical role. Educators must develop effective strategies for engaging families who may face language barriers themselves. This might include providing materials in multiple languages, using interpreters during meetings, and offering guidance on how families can support their children’s learning at home while maintaining their native language use.
Collaboration between educational specialists becomes paramount in supporting these students effectively. Speech-language therapists, reading specialists, and special education teachers must work together to develop comprehensive plans that address both the dyslexia and multilingual aspects of the student’s learning profile. Individual Education Programs (IEPs) should be carefully crafted to account for the student’s complete linguistic repertoire and include accommodations that support learning across all languages.
Building Inclusive Environments
The future success of multilingual students with dyslexia depends largely on early identification and appropriate intervention. As our understanding of the intersection between dyslexia and multilingualism continues to grow, so too must our approaches to assessment and support.
Educational systems must evolve to better serve these students, recognizing that their linguistic diversity is an asset rather than a barrier to overcome.
By implementing comprehensive support strategies, fostering inclusive learning environments, and maintaining strong collaboration between educators, specialists, and families, we can help multilingual students with dyslexia achieve their full potential. Their unique challenges present opportunities for innovation in educational practices, ultimately benefiting all learners in our increasingly multilingual world.
Building comprehensive support strategies and inclusive learning environments could look like the following:
Communication and Assessment
- Implement flexible assessment methods that allow students to demonstrate knowledge in their preferred communication style, such as oral presentations, visual representations, or written work;
- Use dynamic assessment techniques that consider both the student’s first language and English proficiency levels;
- Create opportunities for students to express understanding through multiple means (drawing, speaking, typing, using AAC devices);
- Establish regular check-ins using student-preferred communication methods to monitor progress and emotional wellbeing.
Classroom Environment and Resources
- Set up a technology station with easy access to text-to-speech software, translation tools, and AAC devices;
- Create a multilingual print-rich environment with visual supports, including bilingual labels and instruction cards;
- Establish quiet zones for students who need reduced sensory input while working;
- Maintain a diverse library of resources including audiobooks, graphic novels, and bilingual texts.
Instructional Approaches
- Utilize multisensory teaching methods that incorporate visual, auditory, and kinesthetic elements;
- Provide instructions in multiple formats (verbal, written, pictorial);
- Allow extra processing time when switching between languages;
- Implement peer-buddy systems where students can support each other while maintaining their dignity and autonomy.
Staff Collaboration and Professional Development
- Facilitate regular meetings between EAL teachers, classroom teachers, and support staff;
- Provide training on inclusive practices and diverse communication methods;
- Share successful strategies and resources across departments;
- Create collaborative planning time for modifying materials and developing individualized supports.
Family Partnership
- Establish clear communication channels in families’ preferred languages;
- Provide resources and strategies for supporting learning at home while maintaining first language development;
- Include families in decision-making about communication methods and support strategies;
- Create opportunities for families to share their cultural perspectives on learning and communication.
Technology Integration
- Train staff and students on assistive technology tools;
- Create easy-access systems for students to utilize preferred technology supports independently;
- Regularly review and update technology tools based on student feedback and needs;
- Ensure technology supports are available in all relevant.
Progress Monitoring and Adaptation
- Use flexible assessment tools that account for multiple modes of expression;
- Track progress across different communication methods and languages;
- Regularly gather student feedback about what supports are most helpful;
- Adjust strategies based on ongoing assessment and student.
Social-Emotional Support
- Create peer support groups for multilingual learners;
- Establish safe spaces where students can freely switch between languages;
- Celebrate diverse communication styles and cultural expressions;
- Build self-advocacy skills through structured opportunities to express needs and preferences.
Jeannette Washington, MEd, is the founder of Bearly Articulating, where she leverages her expertise as a Speech-Language Pathologist, educator, and DEI advocate to create neurodiversity-inclusive learning and workspaces. As an international speaker and author, she empowers organizations to embrace accessibility, literacy, and innovative education solutions.
