The modern classroom is more linguistically and culturally diverse than ever before, a trend especially visible in the Gulf region. This diversity enriches learning environments but also introduces unique challenges, particularly for multilingual learners (MLLs), also referred to as EAL/ELL students.
During a recent webinar, Louise Dawson, a UAE-based Inclusion Specialist with expertise in assistive technology, SEND, EAL support, and holistic school improvement, joined ReadSpeaker to explore a critical question:
Are we doing enough to support multilingual learners?
The discussion provided valuable insights into the realities faced by schools and offered practical solutions grounded in inclusive frameworks and assistive technologies.
The Gulf Region: A Linguistic Landscape
Demographics in the Gulf illustrate the urgency of this issue. In the UAE, Emirati nationals account for just 13% of the population, while across the GCC, 52% of residents are non-nationals. Globally, 40% of students do not receive education in a language they fully understand.
In such contexts, language barriers become a primary obstacle to access and equity. When English is the dominant language of instruction, students whose first language is different often experience a disconnect that can impede both learning and well-being.
Key Barriers Multilingual Learners Face in the Classroom
Language differences affect every aspect of the learning process:
- Listening: Difficulty following instructions or distinguishing unfamiliar sounds
- Speaking: Limited vocabulary and pronunciation challenges
- Reading & Writing: Complex spelling and unfamiliar grammar structures
- Confidence & Belonging: Fear of mistakes, feelings of exclusion, and reduced engagement
- Teacher Workload: Additional strain in providing individualized support
These challenges highlight the need for systemic, long-term solutions rather than temporary interventions.
Defining the Learner: EAL vs. ELL
Clarity in terminology is essential. In the UAE:
- EAL (English as an Additional Language): Learners exposed to multiple languages from birth, including some English proficiency.
- ELL (English Language Learner): Students new to English who primarily speak another language at home.
Both groups require support, but their learning journeys differ—making differentiated strategies critical.
The Importance of Holistic Inclusion
Academic success is closely tied to emotional and social well-being. Drawing from Maslow’s Hierarchy of Needs, schools must first ensure safety, belonging, and self-esteem before expecting cognitive growth.
This requires addressing not only language skills but also:
- Cultural identity and heritage celebration
- Protection from bullying and discrimination
- Support for socio-economic challenges and family stability
Holistic inclusion ensures that education meets the academic and emotional needs of students.
Universal Design for Learning: A Framework for Access
To move from equality to equity—and ultimately liberation—schools need systemic frameworks. Universal Design for Learning (UDL) provides three guiding principles:
- Multiple Means of Engagement: Foster motivation through collaboration, real-life context, and learner choice
- Multiple Means of Representation: Deliver content in varied formats (text, images, audio) for accessibility
- Multiple Means of Action and Expression: Allow learners to show understanding through writing, speaking, multimedia, or creative projects
This approach benefits multilingual learners and strengthens outcomes for all students.
Assistive Technology: Bridging the Gap
Assistive technology (AT) plays a pivotal role within UDL by helping language-diverse students:
- Access translation and pronunciation tools
- Improve reading fluency and comprehension
- Expand vocabulary through interactive aids
- Gain autonomy and reduce reliance on teacher intervention
Text-to-Speech: A Critical Tool for Accessibility
Among assistive technologies, Text-to-Speech (TTS) is especially powerful for multilingual learners. By converting written text into spoken words, TTS supports comprehension and reduces barriers.
Research in Gulf universities shows:
- 65% of students improved focus when using TTS for English texts
- 20% reported better comprehension in their native language
TTS also supports learners with dyslexia, visual impairments, neurodiverse learners, and busy adult students—proving that accessible design benefits everyone.
Practical Recommendations for Schools
- Conduct Needs Assessments: Identify language profiles and learning barriers
- Invest in Professional Development: Train teachers in UDL and AT strategies
- Adopt Scalable Solutions: Implement tools like TTS for equitable access
- Promote Inclusive Culture: Celebrate diversity, challenge systemic bias, and build belonging
- Monitor Impact: Use data and feedback to continuously improve inclusion efforts
Conclusion: Changing the Narrative
Inclusive education is not about providing identical support to all learners—it’s about ensuring each student has what they need to succeed.
By embracing frameworks like UDL and leveraging assistive technologies such as Text-to-Speech, schools can create equitable, inclusive learning environments where every learner thrives.
Amy Foxwell is an education technology strategist with over 20 year’s deep expertise in accessibility and digital inclusion.
At ReadSpeaker, she helps schools, universities, and corporate learning teams integrate text-to-speech solutions that improve outcomes, support diverse learners, and ensure compliance with accessibility standards.
Amy’s work is driven by a belief that every learner—whether in the classroom, on campus, or in the workplace—deserves equal access to knowledge, and that thoughtful use of technology can make that possible.
