Multilingual Learners

This blog from Region 4CC discusses policies and programs related to bilingual education programs in New Jersey.

This brief is the first of a four-part series that focuses on bilingual education, bilingual educators, and addressing the bilingual teacher shortage in contexts across the United States. This research was commissioned by the New Jersey State Department of Education, which is committed to providing quality bilingual education to its linguistically diverse student population. 

This brief is the third of a four-part series that focuses on bilingual education, bilingual educators, and addressing the bilingual teacher shortage in contexts across the United States. This research was commissioned by the New Jersey State Department of Education, which is committed to providing quality bilingual education to its linguistically diverse student population.

This brief is the fourth of a four-part series that focuses on bilingual education, bilingual educators, and addressing the bilingual teacher shortage in contexts across the United States. This research was commissioned by the New Jersey State Department of Education, which is committed to providing quality bilingual education to its linguistically diverse student population.

This brief from Region 4 CC is the second of a four-part series that focuses on bilingual education, bilingual educators, and addressing the bilingual teacher shortage in contexts across the United States. This research was commissioned by the New Jersey State Department of Education, which is committed to providing quality bilingual education to its linguistically diverse student population.

Learn about principles for ensuring that curriculum and programming work for multilingual learners. A district shares its process for developing curricula and supports that work for all students.

Four Instructional Practices for Bolstering English Learner Achievement in Grades K–12: This R7CC blog breaks down several evidence-based instructional strategies and activities to support English learners. The blog makes connections to video content provided by REL Northwest.

This guide helps district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students. It comprises two tools—the Teacher Self-Reflection Tool and the Classroom Observation Tool—and outlines a 10-step process to help districts align their professional learning decisions with the data collected from these tools.

State and local education leaders were invited to join this Town Hall event featuring renowned researcher and educator, Dr. Gloria Ladson-Billings, on the importance of culturally responsive pedagogy, practices, and culture in recruiting, preparing, retaining, and supporting a racially diverse educator workforce. Dr. Ladson-Billings moderated a conversations with a panel of youth of color who shared their experiences and insights to illuminate our understanding of the importance of having racially diverse educators.

This brief from R10CC summarizes a review of research, evaluation, resources, and stakeholder knowledge related to the topic of remote support for English Learners. The search for research on remote learning support for English Learners produced far more online “resource hubs” than peerreviewed articles. Findings have been separated into two tables: one includes links to online resources and one includes peer reviewed articles. Despite the difference in resource type, findings across resources share common themes to consider.

This R7CC blog post provides an overview of English learner (EL) student participation in the National Assessment of Educational Progress (NAEP). It also covers the change in the percentage of EL students scoring at or above proficient from 2019 to 2022 and offers educators suggestions on supporting EL academic progress.

This brief from R10CC summarizes a review of research, evaluation, resources, and stakeholder knowledge related to the topic of translation services for schools and districts.

Learn about principles for ensuring that curriculum and programming work for multilingual learners. A district shares its process for developing curricula and supports that work for all students.

This set of facilitator guides from the Region 17 Comprehensive Center walks through four evidence-based recommendations for improving academic content and literacy for English learning students in grades 4-8. Developed for the Idaho State Department of Education, these guides are helping instructional leaders deliver consistent, research-backed professional development to teachers across the state.

This R7CC blog post provides an overview of English learner (EL) student participation in the National Assessment of Educational Progress (NAEP). It also covers the change in the percentage of EL students scoring at or above proficient from 2019 to 2022 and offers educators suggestions on supporting EL academic progress.

The Comprehensive Centers of Region 18 (R18CC) and Region 19 (R19CC) co-hosted a webinar on multilingualism and assessment on November 1, 2021. The key presenters were renowned author Dr. Margo Gottlieb and two immersion teachers, Ms. Lee Pangelinan and Ms. Lisa Emwalu, who both teach at Kagman Elementary School in Saipan, Commonwealth of the Northern Mariana Islands.

Circles of Reflection: A Toolkit for SEAs is a self-guided, interactive opportunity for state education agencies (SEAs) to lead with equity and ensure Native students receive important academic and well-being supports. The online toolkit assists states, districts, and Tribes through three discussion-based Circles that examine what the SEA is currently doing for Native students, what Tribes and districts would like the SEA to be doing, and what initiatives take priority to turn into actionable plans.

This brief provides a holistic perspective of physical and behavioral health from a Native worldview. The richness, depth, and beauty of this perspective is much more than what can be observed in an educational setting. The authors consider how history affects the health of Native people today. This academic-level review focuses on the cultural aspects of physical and behavioral health.

This brief describes a partnership between the Region 15 Comprehensive Center (R15CC), Region 13 Comprehensive Center (R13CC), and Regional Educational Laboratory West (REL West) that convened directors of Indian education at state education agencies (SEAs) to learn together, explore challenges and opportunities of practice, and advance equity for Native students.

This brief provides key insights and examples of the work accomplished in Native education across the United States to revitalize and strengthen Native cultures and languages. This brief focuses on the following themes: history and culture in curriculum for all students; place-based tribal history and culture; place-based tribal language and language immersion, and culture-based and culturally responsive teaching.

This infographic boldly illustrates Native American language status, fluency, and immersion program structure. Of 500 original native languages, 200 are still in use today and there are 34 Native languages taught to children as a first language.

The Comprehensive Centers of Region 18 (R18CC) and Region 19 (R19CC) co-hosted a webinar on multilingualism and assessment on November 1, 2021. The key presenters were renowned author Dr. Margo Gottlieb and two immersion teachers, Ms. Lee Pangelinan and Ms. Lisa Emwalu, who both teach at Kagman Elementary School in Saipan, Commonwealth of the Northern Mariana Islands.

This quick reference highlights the importance of Native culture, summarizing important facets of cultural identity, biological identity, and legal/political identity. The guide suggests 4 practical steps to nativize classrooms, stressing that inclusion strategies will sustain and revitalize local cultures which benefit both Native and non-Native students.

In this session, presenters discussed considerations for addressing the needs of students with disabilities, students experiencing homelessness, English Learners and other students disproportionately impacted by the pandemic. The discussion focused on thinking holistically to harness community systems and to engage all resources to achieve the best supports possible. Discover the importance of being mindful of the individual needs of students and of being intentional about inclusion.

True systemic change requires time. There must be a clearly defined scope, a commitment to build a strong foundation, and a crafted partnership determined to see solutions through a holistic lens. In this project, the Region 11 Comprehensive Center (R11CC) team partnered with Nebraska education agencies to create and systematize processes for data use and implementation of evidence-based practices to increase academic achievement. Based on 2019 student group performance data, Nebraska recognized 100 schools in need of Targeted Support and Improvement and Additional Targeted Support and Improvement for students who are multilingual learners (MLs)

The Region 2 Comprehensive Center (R2CC) assisted the Rhode Island Department of Education (RIDE) with the development of a Blueprint for Multilingual Learner (MLL) Success and accompanying Strategic Plan for implementation. With support from the R2CC, RIDE engaged a broadly representative group of stakeholders to develop these documents.