Multilingual Learners and Access to High Quality Instruction in Upper‐Elementary School

ABSTRACT This study investigates the types of instruction multilingual learners (MLs) experience in the general education classroom in upper‐elementary school. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS‐K) we examine the types of instructional practices MLs experienced in reading, math, and science in fourth and fifth grade. Findings suggest there is no practical systematic variation in the frequency of use of instructional practices for MLs and non‐MLs in reading, math, and science. This result suggests there is not much evidence of teachers' differentiated practices based on who the students are. Thus, teachers may be missing out on opportunities to use effective instructional practices to further support MLs' learning.