multilingual

How can schools create supportive, culturally responsive environments for students with disabilities from diverse backgrounds? Adapted from the second edition of The IEP Checklist, the questions in today’s post will help…

What are some things teachers can do to improve outcomes for culturally and linguistically diverse students? Adapted from the practical guidebook Teaching Dual Language Learners by Mariela M. Páez & Lisa…

How can schools support educational equity, academic success, and positive social-emotional development for the increasing number of multilingual students? Our authors have answers—and today’s post is a roundup of some…

Reading aloud in class is one of the most important things teachers can do to help their students learn to read—and become fluent readers. As Wayne Wright points out in…

What are some schoolwide changes that can help boost language development and literacy in multilingual learners, especially those who are having academic difficulties? Today’s post outlines 9 key ideas, adapted…

To support student learning, it’s important for teachers to relate lesson content to real-life purposes and settings—especially in diverse classrooms that include multilingual learners. Today’s post, adapted from the third…

How can K–12 educators use co-teaching to strengthen success for the growing number of multilingual learners in schools? That’s the question Holly J. Porter tackles in her new guidebook, Intentional…

Differentiated instruction and assessment provide different pathways to learning so that every student in your classroom—including students from linguistically and culturally diverse backgrounds—can reach high expectations and standards. In their…

What kinds of postreading activities do you use with your students? Effective postreading activities help deepen students’ comprehension of the text and extend their learning beyond it—a goal that’s especially…

The number of dual language learners (DLLs) in early childhood classrooms is expanding every year. Programs serving these children must be ready to promote their age-appropriate progress in language development—and…