Districts including Marietta and McAllen say using students’ heritage languages—via native-language supports in literacy tools—can accelerate English learning, strengthen grammar, and improve readiness for school and work.
Heritage languages are moving from “at home” to center stage in the classroom, and some districts are reporting fast gains in English learning.
A quick jump in English outcomes
Misryoum reports that Marietta City Schools in Georgia saw elementary English learners (ELs) rise from 11% to 67% working at or above grade level in one academic year.. In the same period. the charter system’s middle and high school students showed a sharp decline in those struggling with foundational grammar skills—falling from 78% to 34%.
The change, according to Misryoum, wasn’t driven by smaller class sizes or more intensive tutoring. Instead, the district leaned on a simpler shift: using students’ heritage languages as a bridge to English rather than waiting for English-only progress.
What changed: native-language support in literacy learning
Misryoum says Marietta moved away from earlier approaches that kept heritage languages at the margins—such as sheltered content-area instruction paired with school-by-school ESOL models. While that framework helped many students improve, it still left learners lagging on state literacy assessments.
So the district adopted literacy software that offered native-language support.. Lessons remained in English, but students could hear instructional directions in their first language after initially receiving them in English.. For multilingual learners. that “hear it in my language” option matters because it reduces the moment where confusion turns into disengagement.
A similar pattern appears in Texas.. Misryoum reports that McAllen Independent School District. where 64% of roughly 20. 399 students are multilingual learners. adopted literacy software with native-language support as well.. Within one academic year. 85% of students who met platform usage guidelines advanced at least one grade level—and the district’s RTI/504/dyslexia director noted that some students identified with dyslexia were among them.
Why heritage languages can accelerate reading—and grammar
For years. conventional wisdom in many systems leaned on the idea that English proficiency improves best when heritage languages are set aside.. Misryoum highlights research and educator perspectives that challenge that trade-off.. The core argument is not that English gets replaced. but that the language systems students already have can support what they build in English.
Misryoum frames this as coordination rather than competition.. When students read or process language, their brains draw on multiple linguistic resources.. Native-language support in early instruction can therefore make tasks more accessible—especially directions. routines. and key vocabulary moments that otherwise create silent barriers.. Understanding what to do isn’t just a convenience; it helps students stay in the learning flow long enough to practice English meaningfully.
This is also where the science-of-reading conversation meets real classrooms.. Many literacy challenges are compounded by partial comprehension—students can “sound out” words yet still miss the point of a task. the structure of sentences. or how ideas connect.. Heritage-language support can help learners map existing knowledge onto English rather than starting from zero.
Misryoum also points to evidence that bilingual pathways can correlate with stronger performance on English language arts standards.. The report notes that in California. students who had been ELs and spoke both English and another language before entering school showed higher rates of meeting or exceeding English language arts benchmarks than peers who spoke only English at home.
What this means for districts—and for students
The practical implication for Misryoum readers is straightforward: language policy is not just a philosophical stance; it shapes day-to-day learning decisions.. If students can’t fully understand directions, they may appear “off pace” even when they are trying.. If students see their home language treated as an asset, they’re more likely to participate, persist, and build confidence.
That confidence matters in ways schools can feel but may not always measure quickly. A student who understands an assignment is more likely to complete it, ask questions, and engage with reading—behaviors that translate into practice, and practice is what drives literacy growth.
There’s also a workforce angle behind the classroom. English proficiency is critical, but employers also increasingly value multilingual ability and cross-cultural communication. Biliteracy can become a durable foundation rather than a temporary bridge.
Misryoum notes that educators can leverage this through culturally affirming literacy materials, not just technology. Diverse bilingual characters, for example, do more than represent students—they communicate belonging and expand the range of identities students can imagine for themselves.
Clear steps schools can take now
Misryoum outlines several classroom and district strategies that go beyond one software setting.. One approach is translanguaging—allowing students to use their home language during specific activities. such as brainstorming. drafting. or explaining ideas.. Teachers might also permit a blend of languages in targeted contexts, helping students communicate while gradually strengthening English structures.
Another route is community-based confidence building.. Misryoum highlights multicultural events where ELs share traditions, food, or personal stories.. When students can explain what they value—especially to teachers—they’re more likely to build trust. and trust often shows up as stronger classroom engagement.
At the system level, some districts and schools can pursue recognition models such as the Seal of Biliteracy.. Misryoum frames this as a way to formalize bilingual achievement and connect multilingualism to college and career readiness. including for high school graduates who demonstrate proficiency in two or more languages.
Misryoum’s takeaway is that the decision to suppress or leverage heritage language is not academic theater—it influences learning momentum and long-term opportunity.. If Marietta’s jump and McAllen’s gains reflect a broader shift. then the emerging equation is simple: English proficiency plus biliteracy can help students become not only stronger readers and speakers. but also more prepared for an increasingly interconnected world.
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