Play on Purpose: Bridging What We Know and What We Do for Multilingual Learners

Play connects research and practice—inviting educators to bridge what we know with what we do for multilingual learners.

A surprise classroom visit can send even the most confident teacher into a momentary panic. Are my objectives posted? Are my students engaged? Are they sitting and working the “right” way?

Now imagine that an administrator walks in, and every student is playing. You don’t panic—because you know that play is purposeful learning.

Teachers understand what works for their students and what they need to thrive. The challenge is that reality often requires us to justify those instincts through the language of “research-based practices.” Fortunately, a growing body of evidence confirms what playful teachers already know: that play is a powerful driver of cognitive, linguistic, and social development—especially for multilingual learners.

Play nurtures the whole child, integrating cognitive, linguistic, and social development through joyful, connected learning.

Learning Through Play: Three Pathways

Cognitive development happens as children think critically, solve problems, and use their imagination to make sense of new experiences. When we offer simulations, storytelling, or matching games, students test ideas safely, take intellectual risks, and learn through trial and error. These moments of discovery strengthen executive function and flexible thinking.

In one dual-language kindergarten, students acted out the water cycle—evaporating like steam and raining back to earth. The laughter was real, but so was the learning: they used scientific vocabulary in two languages while deepening conceptual understanding. Another third grade example can be seen here.

Social development unfolds as children interact, negotiate, and collaborate with others. During role play, cooperative games, or even structured review activities like Jeopardy! or Hedbanz, students practice communication, turn-taking, and empathy. They learn to express themselves, navigate disagreement, and appreciate others’ perspectives. These interactions are the foundation of an inclusive classroom community where everyone feels seen and valued.

Linguistic development weaves through every kind of play. For multilingual learners, play is a natural context for authentic communication. Whether explaining the rules of a game, improvising dialogue in a skit, or labeling objects during pretend play, students are engaging in meaningful language use. Research summarized by Colorín Colorado shows that this kind of social interaction builds builds vocabulary, comprehension, and oral fluency far more effectively than isolated drills.

Beyond Standards: What Play Teaches That Tests Cannot

Two powerful outcomes—conflict resolution and cultural awareness—span all three domains. These may not appear in curriculum maps or standardized assessments, but they are central to what it means to learn and live well together. Through playful experiences, students learn to listen, compromise, and honor multiple viewpoints. They encounter diverse stories, symbols, and traditions, building a sense of curiosity and respect that extends beyond the classroom walls.

During a storytelling circle, one student retold a folktale from her home country in English while classmates added sound effects and gestures. The room erupted in giggles, but by the end, everyone had learned a new word—and a new worldview.

Bridging Research and Reality

When an observer walks into a classroom alive with play, it might look different from what many think of as “serious instruction”—but it is anything but unstructured. Every game, simulation, or collaborative challenge connects directly to learning standards and developmental goals. Students might be building vocabulary through storytelling, applying content knowledge in a role play, or deepening comprehension through interactive problem solving.

As educators, we can confidently articulate how play aligns with what the research tells us about how children learn best. When we make those connections visible—to administrators, to families, and to ourselves—we strengthen our professional voice and model the kind of creativity and curiosity we hope to inspire in our students.

So, the next time someone walks into your classroom and sees students laughing, collaborating, and learning through play, you can simply smile and say: “They’re not just playing—they’re learning on purpose.”