In the United States, nearly five million, or one in ten students, speak a language other than English at home.[1]
These multilingual learners come from diverse linguistic backgrounds, with Spanish identified as the most common language, spoken by 76 percent of multilingual learners nationally.
Maine presents a slightly different story. Over the last decade, Maine has become home to many refugees, asylum seekers, and families, creating a vibrant and diverse population across the state. Today, 63 percent of Maine schools—across all sixteen counties—enroll at least one multilingual learner.
As educators across the state welcome an increasingly diverse school community, Maine’s multilingual learners differ from national trends. According to the Maine Department of Education (DOE), the top five most common languages among multilingual learners in Maine are Portuguese, Somali, Spanish, Arabic, and French.
While the uptick of multilingual learners has been a trend in Maine for the last decade, many districts across the state have welcomed hundreds of newcomers in just the last few years. The Maine DOE reports that in the 2023-2024 school year, more than 7,000 multilingual learners were enrolled in Maine schools, and the pace of migration is not slowing.
Last year, Maine experienced a 15 percent increase in total multilingual enrollment, a trend that appears to be accelerating among children aged three to five, a demographic that has grown by 54 percent since 2020.[2] This makes multilingual learners the fastest-growing demographic in Maine schools today.
As educators embrace multilingual learning in their classrooms, they often encounter a significant challenge: many teacher preparation programs provide limited, if any, training on how to support students with diverse linguistic backgrounds. Additionally, many districts are under-resourced and lack the multilingual teachers needed to serve the growing population of diverse learners.
According to data compiled by the Maine DOE, there are 234 multilingual teachers licensed in Maine. However, the teacher-to-student ratio is disproportionately represented throughout the state. Of the 234[3] licensed multilingual teachers in Maine, 57 percent are employed by Portland Public Schools, Lewiston Public Schools, and South Portland Public Schools.
The challenges faced by under-resourced schools are real, but there are resources available to support educators. One avenue for support includes a series of eight micro-credentials designed by the National Education Association (NEA) to support educators in understanding the complexities of teaching students who are learning English and working with families of multilingual learners.
Maine’s growing multilingual population is a strength to the state and an asset to our communities. It is critical that we set educators up for success to meet the needs of all students. To help educators continue to foster rich, diverse classrooms throughout the state, MEA has compiled a list of resources and suggestions to help.
If you have more ideas, please let us know!
‘Top Five Languages Other than English Spoken by Maine Families:
| Language | Number of Students | % Change (One Year) | % Change (Five Years) |
|---|---|---|---|
| Portuguese | 2150 | 42.4% | 150.9% |
| Somali | 1409 | -8.7% | -25.1% |
| Spanish | 1281 | 18.1% | 50.4% |
| Arabic | 1117 | 2.3% | 2.8% |
| French | 848 | 9.8% | 14.6% |
Number of Multilingual Learners by District
| District | Number of Students | % of Maine ML Learners |
|---|---|---|
| Portland | 2002 | 27.8% |
| Lewiston | 1554 | 21.5% |
| South Portland | 583 | 8% |
| Westbrook | 466 | 6.5% |
| Biddeford | 316 | 4.4% |
Districts with the Largest Growth in Multilingual Learners in Five Years
| District | Number of Students | % Change (Five Years) |
|---|---|---|
| RSU 5 | 116 | 625% |
| Sanford | 103 | 267.9% |
| Brewer | 18 | 260% |
| RSU 23 | 39 | 254.5% |
| Waterville | 52 | 225% |
Sources:
[1] National Center for Education Statistics. (2024). English Learners in Public Schools. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved [10/1/2024], from https://nces.ed.gov/programs/coe/indicator/cgf.
[2] 1 i Multilingual Learner (English Learner) Dashboard | Department of Education (https://www11.maine.gov/doe/index.php/Multilinguallearnerdatadashboard)
[3] ESSA Dashboard | Department of Education (https://www.maine.gov/doe/dashboard)
Resources for Multilingual Learners
We have compiled a list of strategies and support to help you set your multilingual learner up for success.
Share how to pronounce their names
Take the time to learn your students’ names correctly. Pronouncing their names accurately demonstrates respect and can significantly strengthen your relationships with them. Students may be hesitant to repeatedly correct others, so ensuring that all staff members know their names correctly can help students feel valued and included in the school community.
Use a tool like NameCoach to share student name pronunciation with your colleagues. Consider assigning a multimedia project to all students where they share the meaning behind their name, an acrostic poem of their name, and/or an artistic presentation of their name.
Learn about students’ language proficiency and background levels
Begin by assessing your students’ prior schooling experiences and their literacy levels in their native languages. Additionally, gather information about their English language proficiency in reading, writing, speaking, and listening. Keep in mind, students may have varying strengths and weaknesses across these different language skills and content areas.
Be aware of the “silent period”
Many students experience a “silent period, a phase in language acquisition where learners are relatively quiet as they listen and absorb a new language. During this stage of language development, consider incorporating read-alouds and music to emphasize listening comprehension, modeling language for students, and utilizing pictures or visuals to support vocabulary acquisition.
Embrace students’ cultures and languages
Encourage students to share a greeting in their native language and invite them to discuss aspects of their culture. This not only highlights their linguistic abilities, but celebrates the diversity of languages and cultures within the classroom. It also provides an opportunity for other students to gain insights into the experience of language exposure.
Help students understand how the classroom works
Utilize visuals, schedules, and assist students in tasks that may be unfamiliar, such as using a locker. Be prepared to make adjustments to accommodate students who are still acclimating to a new culture and language by creating an inclusive classroom environment.
Pre-teach Content & Vocabulary
Think about how students need language to access your content area. Identify key vocabulary in the lesson and look for different ways to present new content and vocabulary, such as the use of images, videos, student glossaries, and simplified definitions of more complex content-specific terms.
For example, when teaching word problems in math, consider shortening word clauses and using familiar terms or visuals to help students understand the problem’s requirements. To save time, consider using an AI tool like Google Gemini to help you simplify math word problems.
Learn More
Colorín on the Go
This app offers a collection of over 100 practical strategies and tips to support multilingual instruction, including ideas for new teachers, family engagement, and social and emotional support.
ML Chat: Conversations with multilingual Educators
ML Chat is a place to learn more and continue to refine your craft. Hosts talk with experts, researchers, and educators to explore how best to serve our language learners. (Look up this podcast through your favorite listening platform)
NEA Resources
Visit: nea.org/weta/resources-for-english-language learners
