Empowering multilingual language learners: Evidence‐based strategies for inclusive support

Abstract This study examined how educators support multilingual language learners (MLLs) with exceptionalities in inclusive elementary classrooms in New Brunswick, Canada. Guided by Culturally and Linguistically Responsive Pedagogy and inclusive education frameworks, a qualitative comparative case study was conducted in three urban schools. The data included 12 semi‐structured interviews, 12 classroom observations and provincial, district and school‐level documents. The findings show that educators used a range of evidence‐based strategies, including visual support, linguistic scaffolding, trauma‐informed practices and culturally affirming approaches. Collaboration among classroom teachers, English as an Additional Language specialists and Education Support Teachers‐Resource is essential; however, role ambiguity, inconsistent co‐planning and limited time often hinder cohesive practice. Systemic challenges, including staffing constraints, limited sustained professional learning and gaps in integrated assessment data, further impacted equitable support. Despite these barriers, educators demonstrated a strong commitment and relational investment in supporting MLLs with exceptionalities. The implications include embedding adaptive scaffolding aligned with Universal Design for Learning, strengthening culturally sustaining pedagogy, clarifying collaborative roles and expanding job‐embedded professional learning and integrated assessment practices. Limitations include a localized sample, limited observation duration and underrepresentation of some stakeholders. Future research should explore longitudinal implementation, student and family perspectives, professional development and integrated assessment tools.