Finally, educators can pair questions with multimodal supports( gestures, visuals, movement, facial expressions, props) to increase comprehension and participation( Gámez et al. 2017). These supports make abstract language more comprehensible and help multilingual learners connect spoken words to meaning.
Embrace the Role of a Language Model
Educators can model both thinking and language through interactive read alouds. By thinking aloud, answering questions, and sharing observations about a text, educators demonstrate how readers make sense of ideas and use evidence from the story( Rojas et al. 2024). These models help multilingual learners develop critical thinking skills while providing examples of how language can be used to express ideas( Chaparro-Moreno et al. 2017).
For example, after posing a question, Mr. Jensen sometimes paused to model his own thinking before inviting children to respond, such as when he connected his body movements to those of a gorilla’ s. By making his thinking visible, Mr. Jensen demonstrated how children can use information from the text and their background knowledge to construct responses.
Educators can also model language by engaging children in conversations, expanding their responses, and showing how to communicate complete ideas. Multilingual learners may respond in their home languages or English or use gestures, such as Jaime’ s response to Mr. Jensen’ s questions. While educators actively listen, ask follow-up questions, and express genuine interest in responses, they can strategically pause and rephrase. The goal is not to correct every error or interrupt children’ s ideas, but rather to provide rich language models that children can hear and use over time. By hearing complete ideas modeled in meaningful and engaging contexts, multilingual learners develop vocabulary, grammar, and expressive language skills while actively participating in conversations.
Observing and Assessing During the Read Aloud
Read alouds also offer valuable opportunities for formative assessment. Educators can observe children’ s
› Gestures and actions › Responses to questions › Participation in discussions › Use of vocabulary and other targeted skills › Engagement with the ideas in the text
Mr. Jensen recognized Jaime’ s action of imitating the elephant as an indicator of comprehension and participation( McCormick et al. 2023). By paying close attention to children’ s words and actions, educators can make informed decisions about when to provide additional guidance, revisit important concepts, or extend children’ s thinking.
After the Read Aloud
The story may be over, but through intentionally planned follow-up activities, educators can help children cement the language and ideas covered in the read aloud.
Extending Language Use
After the read aloud, Mr. Jensen reflects on ways he can reinforce the vocabulary and concepts taught to the children. He creates a dramatic play center with mirrors, pretend play medical tools, movement cards, and visual labels. He also adds stuffed animals resembling the animals in the book and attaches bandages to their arms, legs, or heads.
Once the center is ready, Mr. Jensen engages with the children as they pretend to be veterinarians.
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