Rethinking MTSS for Multilingual Learners

The language we use to describe students is powerful. It shapes not only how we see them, but also the expectations, opportunities, and supports they receive. Using an asset-based approach in how we think and speak about students has a direct impact on how they view themselves and their capacity for success.  

Adopting an asset-based lens means moving away from deficit thinking. Instead of seeing multilingual learners as students with “academic deficits,” we recognize their potential and focus on providing the right supports so they can thrive. This perspective is especially important when considering how we respond to multilingual learners’ needs within Multi-Tiered Systems of Support (MTSS), a framework that provides increasing levels of support based on student needs. Tier 1 includes high-quality core instruction and supports for all students, Tier 2 provides targeted small-group interventions, and Tier 3 offers intensive individualized support. Too often, multilingual learners are placed in Tier 2 or Tier 3 interventions, not because they have academic learning needs, but because they require language scaffolding. This practice overlooks the fact that needing language support is not the same as needing academic intervention. The traditional MTSS system is designed to address academic needs, but not the unique language development needs of multilingual learners.  

The power of language: Asset-based approaches for multilingual learners 

How we talk about students matters. While “English language learner” (ELL) is a common term to describe students whose first language isn’t English, it’s a term that highlights what they don’t know (English proficiency) rather than what they do know. Labels like “ELL” can unintentionally lower expectations, reinforce stereotypes, and emphasize gaps or remediation. In contrast, asset-based terms such as “multilingual learner” or “emergent bilingual” highlight what students bring: multiple languages, diverse perspectives, and rich cultural backgrounds. These terms recognize students for their abilities and potential for success.  

Language has power. When we use asset-based language, we encourage high expectations and practices that honor and support every learner. We frame language development as a process, not a problem, and affirm students’ identities and experiences. This shift is about more than just words; it’s about changing mindsets and instructional practices to ensure that all students, especially multilingual learners, are seen, valued, and supported. 

The limitation of MTSS for multilingual learners 

MTSS is a valuable and widely adopted framework designed to provide academic support through three tiers of instruction: 

• Tier 1: Universal or core instruction—High-quality instruction with differentiation, intended for all students. 

• Tier 2: Targeted or supplemental intervention—Additional support for students who are not responding to Tier 1 instruction. 

• Tier 3: Strategic or intensive intervention—Individualized, intensive support for students who are not responding to Tier 2 intervention.  

While MTSS is effective for addressing academic content needs, it does not inherently address the language development needs of multilingual learners. The risk is that multilingual learners are over-identified for special education and placed in Tier 2 or Tier 3 interventions based solely on their English proficiency, rather than on evidence of true academic learning needs. This is the result of conflating language needs with academic content needs and may result in interventions that may not be the best fit.

Unless multilingual learners are dually identified as needing both academic intervention and English language development (ELD), they should remain in Tier 1 instruction with language scaffolding aligned to their English proficiency level. MTSS tiers generally focus on students’ access to academic content, but not their language needs. To serve multilingual learners effectively, we need to first determine if a student should be dually classified because of true academic needs, then layer language scaffolds over all tiers of MTSS instruction.  

Understanding ELD standards and proficiency levels 

To provide effective language scaffolding, educators need to understand ELD standards and English language proficiency (ELP) assessments. States use a variety of ELP assessments—such as WIDA ACCESS, ELPA21, and others—to determine students’ English proficiency levels and guide instructional planning. These assessments categorize students into proficiency levels, ranging from newcomers to advanced proficiency learners, and set criteria for reclassification as proficient in English.  

Language scaffolds should be aligned to these proficiency levels. For example, newcomers may require substantial scaffolding, while learners at later proficiency may need only light or moderate supports. The goal is to provide proficiency-aligned language scaffolds that enable multilingual learners to access rigorous, grade-level appropriate academic content while developing English proficiency. 

Academic content scaffolds vs. language scaffolds 

Scaffolds are temporary supports that help students access learning and build independence as they develop new skills and knowledge. There is a critical distinction between academic content scaffolding and language scaffolding. MTSS is designed to provide academic content scaffolds so that students in need of academic intervention can access grade-level material. Multilingual learners, however, may or may not require academic supports depending on whether there is an underlying academic skill gap. What they do require are language scaffolds, which are supports aligned to their English proficiency abilities. Language scaffolds allow multilingual learners to engage with academic content. 

If dually identified, multilingual learners may need different types of scaffolds in different contexts. For example, a student might require academic intervention in math but only language scaffolding in ELA. MTSS addresses only one layer: academic content. To fully support multilingual learners, language scaffolds need to be intentionally woven within or included alongside academic supports, ensuring that language development is integrated into all instruction.  

Layering language scaffolds across all MTSS tiers 

Language scaffolds are not just for newcomers or students in ELD classes; they support multilingual learners of every proficiency level across all tiers of MTSS. Whether a student is in Tier 1, Tier 2, or Tier 3, they need language supports matched to their proficiency level. This means that even students receiving targeted or intensive academic interventions should also receive language scaffolding appropriate to their language needs. 

• Newcomers and earlier proficiency levels require substantial language scaffolding such as visual supports, sentence frames, family language resources, and explicit modeling. 

• Students at intermediate levels of English proficiency require moderate scaffolding. This could include guided practice, structured discussions, and graphic organizers. 

• Students at later proficiency levels, including those who have already reclassified, need light scaffolding, including opportunities for academic discourse, peer collaboration, and independent application of language skills. 

The key is to ensure that language scaffolds are present in every tier, woven within or included alongside academic supports, and aligned to students’ proficiency levels. 

Best practices for high-quality language scaffolding 

High-quality language scaffolding is critical for multilingual learners and, as a bonus, it can benefit all students. Effective scaffolding ensures access to grade-level content through vocabulary development, background knowledge, and meaningful engagement with rigorous material. It also accelerates English language development by integrating content learning with authentic language practice, such as structured discussions and peer collaboration. In addition, strong scaffolding activates prior knowledge and builds on students’ experiences to make learning more relevant and accessible. 

While translations are valuable tools, it’s important to keep in mind that they are only one part of the language scaffolding toolbox. When used, translations should be high-quality: consistent, accurate, and strategically incorporated alongside comprehensive supports for learning content in English. Simply handing a student a translated worksheet is not enough; meaningful language support goes beyond translation to include interactive vocabulary instruction, word walls, graphic organizers, sentence frames, and embedded language routines. 

Practical strategies for meaningful language supports 

Meaningful language supports align to proficiency levels, help students explain their thinking, encourage them to build on ideas, and provide support in the four domains of reading, writing, speaking, and listening. Here are a few examples: 

• Interactive vocabulary instruction and word walls build academic language. 

• Sentence frames such as “I figured out my answer by . . .” or “The strategy I used was . . .” support academic discourse in speaking and writing. 

• Embedded language routines, such as structured partner work, productive discussions, and close reading routines, simultaneously build language skills and content knowledge. 

• Graphic organizers and visual supports make complex concepts accessible.  

These strategies benefit all students, not just multilingual learners, and make language learning a natural part of every lesson. 

Rethinking systems of support