Greatness in Grouping: Strategically Including Multi-Language Learners

Utilize the benefits of strategic grouping to boost the social-emotional development and academic success of MLLs. 

DR. JEN GOWERS
Instructional Specialist
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​As educators, we want every young person to be part of the classroom community and to reach their full potential. “We want,” as John Dewey so eloquently stated, “for every child what we would want for our own child, as everything less is narrow and unlovely and, if left unchecked, destroys our democracy.”

Even before the influx of migrant young people in NYC schools, administrators and teachers have needed a myriad of approaches (and have seen mixed success with) educating and supporting the social emotional development of multilingual learners. Now that it’s common for young people with interrupted formal education to join classrooms mid-year or all year long, how can we systematically support each child to feel part of the community and to receive a strong education? 

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Creating the quad

​One great way is through how we group students. Whether you have the support of a multilingual learner coordinator or co-teacher in your classroom, or whether you’re relying mostly on translation systems and any resources you can find (or whether you’re anywhere in between), one classroom practice that greatly supports students who are learning language is heterogeneous grouping.

As a coach, I have seen a very specific type of grouping work most successfully for young people. It is practiced regularly and expertly by Rachael Clarke, an eighth grade ELA teacher at I.S.192 in Queens, NY, and it can work for any subject area, and any grade level. 

First, using data (from any testing your state may use to determine language level, like the NYSESLAT exam in New York, to any baseline or anecdotal data you have gathered since the student has joined your classroom), select a language learner who struggles most, who is most in need of support.

Next, pair them with a language learner who is showing growth, or is testing at higher levels, or who even just shows incredible intellectual effort (as we know this leads to greatness).

Now, select two native speakers who make a good pair for any number of reasons: they have strong intellectual rapport, they help others, they work hard, they have a penchant for the subject — they work well together.

Finally, pair the two language learners together with the two native speakers for group work.

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Why this approach works

​The reasons this simple method is so powerful is because students experience the full benefits of heterogenous grouping:

Social-emotional support
Students can access a supportive quad of peers with whom they may not otherwise regularly interact, which can make learning more enjoyable.

Native speakers deepen content knowledge and leadership skills
As they support their MLL peers, native English speaking students increase their understanding of the content, develop their problem-solving skills, and enhance their leadership and confidence. 

Language learners gain access to academic conversations
English Language or multilingual learners have the opportunity to hear how their peers discuss the content with one another, allowing for greater understanding, active participation, and learning from their peers in this new language.

Everyone is thus stretched to both communicate and to learn more broadly and more beautifully. And everyone has something to celebrate in the moments when learning occurs.

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​I believe the quad, thusly organized, is already sufficient to support both academic and social-emotional growth for young people. However, you can further tailor the experience with supportive discussion questions, with an expectation that the group helps each other using specific roles, with opportunities for groups to present together, etc. The ways this group can be organized and the things this group can be expected to do can vary widely and can creatively, diversely enhance the success of all young people.

If you’re in need of a new way forward with both social emotional and academic benefits for all young people in your class, consider this kind of heterogeneous grouping as a surefire next step and promising practice in your classroom!

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