Addressing the needs of a diverse student population is a critical issue in school improvement efforts. Without appropriate support, ESL (English as a Second Language) students risk becoming low achievers. This pragmatic literature review endeavors to capture formative theories and practitioner ideas on ESL learning and multiage education. Multiage is a philosophy that embraces student diversity. Significantly, this pedagogy promotes inclusion of students who are different in age, needs, and abilities to extend their learning. From a survey of relevant literature, this review first examines the specific struggles of the Chinese ESL learners in literacy acquisition. Next the study explores the benefits of multiage concepts. The synthesis then situates the approach as an appropriate structure for the delivery of ESL support. After connecting pertinent findings, the multiage framework is reconceptualized as an enhancement program. ESL literacy development must advance students beyond oral or communicative fluency. Respectful engagement of all students ensures equity in education. This study proposes that an inclusive multiage community informs purposeful teaching and learning that are crucial to the literacy acquisition of Chinese ESL learners.