Reading is one of the biggest hurdles for Multilingual Learners, especially when they see it as a chore rather than a meaningful activity. Reading is often a drudgery in their eyes, and we don't help our case when we implement boring, unintentional reading programs that don't simply demonstrate growth.

Reading is fundamentally imortant to building an interlanguage, and if we ignore that, we do so at the expense of all four domains of language growth. In a podcast back in March, Claudia Elliott, with Growing with Proficency spoke with Stephen Krashen about the power of reading in language classes. Here are a few points he made in the conversation:

• Reading enriches your language skills, serving as a primary source of vocabulary and grammar acquisition.

• "It’s reading that makes things happen. Conversation is wonderful… Fill your class with interesting conversation. Absolutely. But it’s reading that’s going to propel us forward."

• "Studying grammar is not the route to knowing grammar. The way to acquire it is through self-selected reading that you love and doing a lot of it."

If students aren’t reading, they aren’t building the fluency and confidence they need. So how do we flip the script and make reading something they actually do?

1. Graduate multilingual learners into a reading habit

   The fact is that often, its the case that reading isn't valued at home. For whatever reason, reading is not something that people do in their spare time, and I understand that. It's a lot easier to binge a series or kick a soccer ball but if you asked these students how many books they have in their houses, many of them would respond with fewer than five.

   
   

   So, because we are implementing an entirely new paradigm for life, we have to start as small as possible. It's often the case that reading has only been associated with frustration and boredom in the past, so if you lead your students with curiosity, and only do so for a few minutes, you might see reward later on. Try setting a timer for as little as five minutes of reading in the front of the class. When the timer goes off, students are able to stop reading the next week, set a timer to seven minutes and then 12 minutes and then eventually 20 or 25. Students can be taught to sit and read for large stretches of time, but not suddenly and without understanding.

   
   

2. Ditch the Overly Difficult Texts

   Many Multilingual students associate reading with frustration because they’ve been handed texts far beyond their comfort level. Instead, use decodable books, scaffolded readings, or texts designed for their level—without making them feel like they’re reading “baby books.” AIR Language’s books for secondary learners are an example of how we can bridge the gap.

   
   

   Quick Tip: Let students preview the text and highlight words they already know. This builds confidence before they even start.

   
   

3. Let Them Choose Their Reading

   Choice is a powerful motivator. If students always read teacher-assigned texts, they never develop personal reading habits. In fact, Stephen Krashen says this is one of the prerequesits to establishing a positive, long term reading habit that delivers real language growth.

   
   

   Set up a library of engaging, high-interest texts at different levels and let them explore. Digital tools like AIR Language’s library can also help by giving students options that match their proficiency.

   
   

4. Make It Social

   The fact is that half of the world is extroverted. And that means at least half of your class probably wants to talk about what they have been reading. Ways of doing this, are:

   - After reading time, have students turn to their neighbors and answer a question you write on the board

   - Have three random students share what they learned during reading time.

   - Interview students who have made gains in proficiency in front of the class.

5. Connect Reading to Speaking & Writing

   Reading should never be an isolated skill. Students are more likely to engage when reading feeds into a meaningful speaking or writing activity.

   
   

   Example Activities:

   1. Role-play conversations between characters in the book

   2. Write an alternate ending to a story

   3. Create a one-minute summary video of what they read

      
      

6. Implement Reading Conferences

One of the most effective ways to boost engagement and growth is through reading conferences—short, one-on-one conversations where students talk about what they’re reading. These conferences build accountability, boost comprehension, and give teachers a chance to provide targeted feedback. One caveat is that reading conferences have to be implemented in conjunction with indepednent reading.

📌 How to Start Reading Conferences:

1. Use guiding questions like: What’s happening in the story? What do you think will happen next? How does this connect to your own life?

2. Set individualized reading goals based on the student’s needs (fluency, vocabulary, comprehension).

3. Encourage self-reflection—ask targeted questions that grow in proficiency during reading conferences. This builds confidence and gives evidence of growth.

   
   

4. Have short, impromput check-ins with students about the goals tey (are setting, even a 30 second conversation can make a huge difference).

   AIR Language’s Reading Conference Portal makes this process even easier by helping teachers track conversations, set goals, and monitor student progress over time. Or click below for a reference sheet that makes reading conferences simple?

Do you want a few other ideas about how to instill reading habits in your classroom? Click below for a free sheet of ideas.

Conclusion: The Goal Is to Build the Habit

The key isn’t just getting students to read—it’s getting them to want to read because they see the benefits. That comes from making reading purposeful, accessible, personal, social, and connected to their broader language goals.

Want to see these strategies in action? Try out AIR Language by clicking below.