Play: The Universal Language for Multilingual Learners

“Play is the universal language of childhood. It is through play that children understand each other and make sense of the world around them.” ~ Play Scotland

As you walk into a kindergarten classroom, you see children engaged in play centers–some are at a kitchen, others are building with blocks, while others are working on a puzzle. As you listen, you realize that some of the children are speaking in English, others speak in Spanish, a few Turkish words can be heard, and some students aren’t speaking at all. However, all students are engaged in some form of play with one another. They are learning social norms and how to communicate, regardless of language.

Why Does It Work?

Play is beneficial for multilingual learners because it simultaneously activates and develops their cognitive, social, and linguistic skills. WIDA, a leader in research, development, and assessments for multilingual learners, agrees that play is powerful, joyful, engaging, and affirming, and promotes interaction.

Many different types of play can be used within a classroom. Most people think of free play – child-initiated, with no set rules or objectives. But other types of play, such as guided play and structured play, have powerful benefits for multilingual students as well, and can be implemented in upper elementary and middle school. Guided play is when adults set up the environment or materials to encourage students to play with a learning objective in mind, while children still lead the activity. Structured play is organized and often follows specific rules, typically within the context of a game or activity, and in classrooms is typically intended to support specific standards-based learning outcomes.

What Does It Look Like?

For younger students, free play is often observed in classrooms during recess or center time. However, guided and structured play are essential too. For multilingual learners, these playful learning approaches can expose students to new concepts and gradually introduce vocabulary while they interact with peers. This might look like a matching game with objects related to learning objectives, simulations with materials, or games like Hedbanz to practice using descriptive words or specific vocabulary.

For older students, structured play can open doors to new peer interactions they might otherwise avoid because of language barriers. Teachers can use games such as Hedbanz and Pictionary to practice descriptive words and basic vocabulary, while Jeopardy can be adapted across content areas. These games not only reinforce academic concepts but also create space for collaboration and social language.

A Joyful Path to Language Learning

As teachers strive to help multilingual students achieve English proficiency, they must consider the possibility that the path to proficiency might not be found in drills, but in joyful and intentional play. Creating opportunities for play within classrooms supports multilingual learners on their journey to English proficiency while enriching the social and academic growth of all students.

When we create playful spaces for multilingual learners, we are doing more than teaching English—we are honoring their voices, building bridges across cultures, and reminding every child that school is a place where joy and belonging matter. That’s a lesson worth learning in any language!