What is LEAVES?
LEAVES stands for Language Exposure and Acquisition through Validation, Engagement and Scaffolding.
The LEAVES Approach/Framework was born out of this mission:
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to affirm students' linguistic and cultural identities
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to help educators in all subject areas understand Second Language Acquisition
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to equip educators with the strategies that will help them create safe learning environments for Multilingual Learners to take risks and not fear making mistakes, These strategies are called BUDs (Brief, Useful and Doable Strategies).
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to empower Multilingual learners in feeling confident that they CAN thrive in both language acquisition and content mastery.
The framework positions meaningful language exposure and acquisition as the outcome of three interconnected mechanisms:
Validation: identity safety and linguistic affirmation.
Engagement: meaningful participation and academic interaction.
Scaffolding: access to rigorous curriculum through temporary support.
LANGUAGE EXPOSURE & ACQUISITION
Language acquisition does not happen simply because a student is surrounded by English.
Learners need opportunities to encounter language they can increasingly understand, connect language with meaning, interact with others, process ideas and use language purposefully.
LEAVES therefore asks:
What conditions make meaningful language exposure and acquisition more possible for multilingual learners?
The answer sits at the heart of the approach:
VALIDATION + ENGAGEMENT + SCAFFOLDING
These are not separate stages.
They work together.
VALIDATION
Recognising the learner before focusing on the language
Validation means creating learning environments in which students' existing linguistic and cultural resources are recognised rather than treated as something that must be left outside the classroom.
In practice, this can mean:
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distinguishing difficulty expressing knowledge in English from difficulty understanding the concept
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allowing students to draw strategically on their stronger language(s) to support thinking and learning
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recognising prior linguistic, cultural and educational knowledge as a resource
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creating environments where developing English does not position a learner as less capable
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reducing the fear of making linguistic mistakes when participating
ENGAGEMENT
Creating opportunities to participate while language is developing
Language develops through meaningful use.
However, multilingual learners cannot benefit fully from opportunities for language exposure if they cannot access, process or participate in what is happening around them.
Engagement therefore goes beyond simply being present in an English-medium classroom.
Learners need meaningful opportunities to listen, process, interact, rehearse, question, respond and communicate.
In practice, this can mean:
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allowing sufficient processing time before expecting a response
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providing opportunities to rehearse ideas before public speaking or extended writing
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creating different pathways for classroom participation
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using interaction and collaboration purposefully
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supporting learners to communicate ideas even when their English is still developing
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creating psychologically safer conditions for linguistic risk-taking
SCAFFOLDING
Making rigorous learning accessible without removing the challenge
Multilingual learners may understand the concepts being taught while still needing support with the language through which those concepts are explained, discussed, read or assessed.
Scaffolding provides temporary support that helps learners access learning they may not yet be able to navigate independently in English.
The aim is access, not simplification.
In practice, this can mean:
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making disciplinary language visible and explicit
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modeling how successful responses are constructed
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using visuals, examples, demonstrations and contextual support
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breaking complex linguistic demands into manageable steps
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supporting comprehension before expecting production
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identifying the language functions students need within different subject areas
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gradually removing support as learners become increasingly independent