Unlocking the Power of Emergent Language in Multilingual Classrooms
In England, over 20% of schoolchildren speak English as an Additional Language (EAL). So, how can teachers support these learners with unplanned language learning opportunities in the classroom? Tom Beakes advises.
To learn more strategies and techniques for emergent language, watch our recent webinar on Emergent Language.
What is emergent language and why does it matter?
In every multilingual classroom, communication unfolds naturally. A student points at a drawing and says, "I putted the names of the characters." Another points to the beaker they are using in a science lesson and asks, "How do I say it when…?” and mimes a stirring motion. These mistakes or partial attempts, while seemingly minor, are golden opportunities for language development. They represent emergent language – spontaneous language that students produce or need to produce in response to a specific situation. 
For teachers working with English as an Additional Language (EAL) learners, harnessing emergent language can be a powerful way to develop linguistic proficiency. Instead of rigidly sticking to pre-planned language objectives, teachers can use these natural moments to build meaningful language skills, increase engagement, and create a richer classroom environment.
According to Chinn & Norrington-Davies (2023), there are several key benefits of focusing on emergent language:
- It occurs at the point of need, making it highly relevant for learners and increasing the likelihood the language is retained.
- It is adaptive, responding to students’ immediate linguistic gaps regardless of their language proficiency.
- It promotes learner agency and engagement, as students are provided with the language they need to express themselves more clearly and authentically.
- It fosters deeper awareness of language use, helping learners refine their communicative skills and notice where the areas they need to develop.
For EAL learners, who may struggle to bridge the gap between their current level of English and academic language demands, emergent language enables them to learn language specific to their own situation and experience. This makes learning much more relevant and memorable for learners.
Creating the conditions for emergent language
While emergent language is spontaneous, teachers can intentionally create conditions that encourage its development. This involves structuring classroom activities that provide ample opportunities for meaningful language use.
1. Activity types that support emergent language:
This is not an exhaustive list: any task or interaction that requires learners to spontaneously generate language will create opportunities for emergent language.
Simple strategies like think-pair-share or using mini-whiteboards can also provide students with low-stakes opportunities to try out new language.
Making choices: when and how to intervene
One of the biggest challenges teachers face is deciding when to intervene or build on students’ emergent language as it arises, rather than trying to do so at every opportunity.
When deciding whether to intervene, consider:
- What is the learner trying to say? Are they able to say what they want and make their meaning clear to others?
- Is an error worth correcting? Is it a one-time mistake or a repeated pattern?
- Should I intervene now or later? Would on the spot or delayed feedback be more effective? Is it just this learner who would benefit, or would this benefit the whole class?
- How will the learner feel about my intervention? Will it support or hinder their confidence?
- What word or phrase would be more appropriate here? Does the alternative match the learner’s proficiency level or stage of development?
When selecting a language point to focus on, consider:
- Language that causes miscommunication: E.g. “He was very boring.” (rather than ‘He was very bored.’)
- Language necessary for the task: Ensure students have the vocabulary and language structures needed to complete an activity.
- Repeated issues: Address patterns that persist over time, especially if they are used by multiple learners.
- High-frequency language: You may want to build on and provide alternatives for language that commonly appears across the curriculum and is useful in multiple contexts.
- Interesting or useful language: Don’t underestimate the power of sharing memorable idioms or cultural stories behind phrases. This can often lead to fascinating opportunities to hear about how other languages translate these ideas, building language awareness and allowing learners to bring their home languages and cultures into the classroom.
Techniques for working with emergent language
In their research, Chinn and Norrington-Davies identified several different techniques that teachers use when dealing with emergent language:
Strategies like using sentence frames and substitution tables are excellent ways to extend language in a visual way.
Conclusion
Working with emergent language is a key skill for educators working with multilingual learners. By recognising and intentionally working with spontaneous language, EAL learners can benefit from contextualised learning experiences that are both responsive and meaningful. Rather than seeing unplanned language use as a detour from ‘the plan’, we can embrace it as a pathway to deeper linguistic development.
Further Reading: Chinn, R. & Norrington-Davies, D. (2023). Working with emergent language: Ideas and activities for developing your reactive skills in class. Pavilion ELT.