In multilingual classrooms, language learning is deeply connected to identity, engagement and a sense of belonging. For English Language Acquisition (ELA) students, understanding content is not just about language proficiency, it is about ensuring equitable access to knowledge. The LEAVES Approach is grounded in Second Language Acquisition (SLA) research, which provides insights into how multilingual learners acquire a second language, and it is to create connections between the research and the multilingual classrooms.

1. Comprehensible Input (Krashen, 1985) & The Natural Approach

• Language is acquired when learners are exposed to input that is slightly beyond their current level of proficiency (i+1).

• Understanding is facilitated when language is embedded in meaningful contexts rather than isolated vocabulary or grammar drills.

• Exposure to language in academic settings must be purposeful and connected to content learning.

2. The Affective Filter Hypothesis (Krashen, 1982)

• Emotional factors such as anxiety, motivation, and self-confidence influence language acquisition.

• When students experience stress or fear of making mistakes, their ability to process and acquire language is blocked.

• A low affective filter supports engagement with academic content and promotes deeper learning.

3. Social Interaction & The Role of Output (Swain, 1985)

• While exposure to language (input) is essential, producing language (output) is necessary for learners to process and refine their understanding.

• Interaction with peers and teachers provides opportunities for language development and conceptual learning.

• Constructing meaning through spoken and written communication is central to academic success.

4. Translanguaging & Multilingual Identity (García & Wei, 2014)

• Multilingual learners use all of their linguistic resources to process, understand, and communicate ideas.

• Traditional monolingual approaches often overlook how students fluidly navigate between languages in academic contexts.

• Recognising and leveraging multilingual students’ full linguistic repertoire affirms their identities and enhances comprehension.

5. The Zone of Proximal Development (Vygotsky, 1978) & Scaffolding Content

• Learning occurs most effectively when tasks are slightly beyond a student’s independent ability but within their capacity to achieve with guided support.

• Social interaction plays a critical role in advancing both language and content understanding.

• Gradual removal of supports as learners gain proficiency allows for deeper academic engagement and autonomy.

6. Cultural & Linguistic Validation in Academic Learning

• Multilingual learners bring diverse linguistic and cultural knowledge that shapes their engagement with academic content.

• Language is not just a means of communication but also a reflection of identity and cognitive development.

• Viewing linguistic diversity as an asset rather than a barrier leads to more equitable learning environments.

Understanding SLA in the Multilingual Classroom

Second Language Acquisition research provides key insights into how language is developed in academic contexts. Multilingual learners do not acquire English in isolation; they navigate learning experiences that intertwine language, identity, and content. A classroom that acknowledges these factors fosters an environment where students can access, engage with, and excel in their learning journey.