Anna Leaman’s recent article on the ASCL website strongly resonated with me as we are reviewing our literacy programme at school. Anna notes:

We know reading underpins learning across every subject. From historical sources to science investigations, it is the gateway to progress. For multilingual learners—and for many pupils with SEND or disrupted prior education—the ability to navigate complex texts often determines whether they can participate fully and achieve their potential. Yet, many teachers feel unprepared when it comes to embedding inclusive reading strategies within their curriculum design.

So, how can we get literacy development right for multilingual learners, particularly in KS2? We’ve seen an increase in learner numbers who start at our school with a combination of being New to English and low literacy in general. This usually stems from the differences in when children start school in different countries. As we are an international school that follows the British curriculum, our year 1s start at the age of 5. However, the majority of our EAL cohort arrive from countries in Asia where children start school later, usually at the age of 6 or 7.

This difference can have serious, long-term consequences and it can easily be misunderstood as a learning difference. Children might only attend a few months of year 1 in their home countries before they join an international school where they are age appropriate for year 3. This skip ahead means that not only do they have gaps in academic knowledge, low proficiency in English at admissions, and they likely arrive with underdeveloped literacy skills.

1. Understanding How Reading Develops

Effective literacy instruction begins with understanding how reading works. Synthetic phonics, rooted in the Science of Reading, takes a bottom-up approach—starting with the smallest units of sound (phonemes) and progressing to larger units such as words. Children learn to blend individual sounds together to form words, “synthesising” them from their smallest components.

However, reading is more than decoding. Scarborough’s Reading Rope reminds us that skilled reading relies on the intertwining of word recognition and language comprehension. Phonological awareness, decoding, vocabulary, background knowledge, and language structures are all strands that must be strengthened together to develop fluent, meaningful reading. For multilingual learners, these strands can develop unevenly – especially when they are still acquiring English as an additional language.

2. Recognising the Distinct Needs of Multilingual Learners

Multilingual learners bring rich linguistic and cultural resources to the classroom. Yet they also face unique challenges. While some can decode words quickly, they may lack the background knowledge or vocabulary needed for comprehension. Others may have strong oral language skills but limited exposure to English phonics.

This means literacy instruction must be adapted, not simply translated. Multilingual learners require specialised, responsive teaching that builds bridges between their existing linguistic knowledge and new English literacy skills.

3. Strategies That Make a Difference

Getting literacy right for multilingual learners means making deliberate instructional choices. Here are some evidence-informed strategies:

• Teach vocabulary explicitly. Focus on meaning, form, use, and pronunciation. Don’t assume learners will infer word meanings from context. (Working out meaning from context is another reading sub-skill that must be taught and practised regularly.)
• Create rich contexts. Use stories, images, and visual supports (such as Widgit symbols) to make abstract ideas more accessible.
• Clarify misconceptions. Check comprehension frequently using tools like Concept Checking Questions (CCQs).
• Link phonics to comprehension. Phonics lessons should not exist in isolation – help learners apply decoding skills to real texts that build their knowledge and confidence.
• Value home languages. Encourage pupils to discuss and compare linguistic patterns across languages, which reinforces metalinguistic awareness and strengthens English learning. (It’s just as important that learners realise which sounds exist in their other languages as learning which ones don’t!)

4. Building Teacher Confidence and Capacity

The ASCL blog rightly highlights a key barrier: teacher confidence. Many teachers are unsure how to integrate inclusive literacy practices into everyday classroom routines. Professional learning should focus on helping teachers understand how the strands of Scarborough’s Rope interact, how to scaffold vocabulary and background knowledge, and how to make reading instruction culturally and linguistically responsive.

5. Towards a Truly Inclusive Literacy Curriculum

Getting literacy development right for multilingual learners isn’t just about helping pupils learn to read—it’s about ensuring they can read to learn. When we design reading instruction that is inclusive, explicit, and language-aware, we empower every learner to access the full curriculum and achieve their potential.

Inclusion begins with understanding. And understanding begins with asking the right question:
Are we teaching multilingual learners to decode words—or are we helping them unlock meaning?