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Supporting Multilingual Learners in Developing Reading Fluency across the School Day


Portrait of smiling teenage girl wearing glasses reading book in school library with friends copy space

The Importance of Building Reading Fluency in Every Classroom
To comprehend and discuss challenge-level text, English learners (ELs) must first be able to read the content relatively fluently. Fluency in reading is the ability to read print material with accurate decoding, appropriate pacing, and prosody. Prosody— that is, meaningful expression—involves suitable rhythm, intonation, stresses, and pauses for the text. To read aloud at an efficient pace, with good expression, an EL must capably break a text sentence into meaningful syntactic and semantic units. In other words, reading emotively partly hinges on a student’s recognition of key grammatical features and logical phrases.

Fluency serves as a critical conduit between decoding and comprehension. When students can read a text passage with efficient decoding, effective pacing, and meaningful expression, they are able to free up brain power to focus on the actual text content. Because students acquiring English approach standards-aligned prose with gaps in language knowledge, they cannot be expected to achieve fluency and grasp text meaning after only one reading. Whether a teacher reads aloud or groups peers for a shared read-aloud, one pass at a demanding text section is woefully insufficient.

In all subject areas, teachers must structure multiple reads of an assigned text, one section at a time, and provide effective models of fluent reading to support all basic readers, ELs and English speakers alike. Advanced narrative and informational texts are not designed for a single riveting read-aloud, spontaneous auditory processing, and immediate discussion of the key idea and details. To illustrate, a sixth-grade science chapter on the causes of seasons contains complicated sentence structures, a heavy concept load, and unfamiliar academic vocabulary that strain a listener’s short-term memory. Similarly, the Newbery Medal–winning novel Number the Stars focuses on forced relocation of Jews in Denmark during World War II. Even with a relatable eleven-year-old protagonist, this work of historical fiction merits conscientious rereading and guided analysis of key passages for middle school readers to grasp geographic, political, social, and thematic nuances.

Visual 1

Text Reading
Faced with a complex unit text, an unforgiving pacing plan, and basic readers striving to access meaning in a second language, many teachers resort to the “popcorn reading” strategy they experienced firsthand in their own formative schooling. The name popcorn reading derives from the practice of spontaneously calling on students to read aloud a short passage, whether their hands are raised or not. The process customarily begins with the teacher leading the charge and reading aloud the first text section.

Next, the teacher popcorns—that is, rapidly appoints the initial student reader, at times randomly with a name card or digital device. The unsuspecting victim is charged by the teacher with a cold unrehearsed reading of unfamiliar text in front of peers. As the reader stumbles inaudibly through polysyllabic words and complicated sentence structures, classmates typically dodge eye contact or are preoccupied anticipating what might be the next assigned passage. The teacher routinely intervenes to correct pronunciation as the reader falters, enhancing performance anxiety and further sabotaging fluency. The exhausted reader ultimately concludes, breathes a sigh of relief, turns over the reins to a nominated peer, and disengages.

This ineffectual classroom practice may be anticipated and forgiven in the hands of a substitute teacher outside of their curricular element and going rogue on a provided lesson plan. Unfortunately, veteran and novice teachers alike resort to it routinely when poorly equipped with more productive strategies to support developing readers in tackling challenging text. This instructional mainstay fails to build reading fluency and comprehension because students are not reading text sections multiple times, nor are they reliably benefitting from fluent, audible reading models. Of equal concern, only one individual, either the teacher or the designated student reader, is engaged in actual reading, while most classmates sit passively listening, anxiety-ridden, skipping ahead, or distractedly awaiting their turn. Moreover, pivoting to text-dependent questions after a single read-aloud, a teacher signals to neophyte readers that successful “reading to learn” is an elusive and innate talent, like a beautiful singing voice, rather than a competency developed through multiple purposeful reads (see Visual 2).

Another unproductive practice in upper-elementary and secondary coursework is to assign students to small groups to take turns reading aloud segments of a focal unit text. Whether referred to as round robin reading or collaborative reading, this strategy can readily backfire. Under the guise of peer-assisted learning, readers with varied levels of proficiency and confidence attempt an unrehearsed reading of their segment while fellow group members often sit idle, worried, or actively off task. As a teacher educator regularly coaching read” to “It’s not my turn” to “I am the motivator.”

Like the ubiquitous popcorn reading strategy, round robin group reading does not achieve the intended outcome of text engagement and comprehension because students do not have an active and accountable role as a peer reads aloud, nor are they profiting from repeated reading and effective fluency models. Both classroom staples have no defensible research base and thus merit being discarded in the instructional dustbin.

Visual 2

Establishing Schoolwide Fluency Routines
Extensive research has identified repeated reading as the key strategy for improving students’ fluency skills (NICHD, 2000). Repeated reading incorporates two essential elements: 1) giving students the opportunity to read and then reread the same text passage, and 2) having students practice reading orally with teacher guidance provided as needed. ELs most definitely benefit from planned and consistent teacher guidance with reading lesson material, from text passages to directions to model verbal and written responses. Any challenge-level content should be read multiple times, using familiar instructional routines. An instructional routine is a “research-informed, classroom-tested, step-by-step sequence of teacher and student actions that are regularly followed to address a specific instructional goal“ (Kinsella, 2018). Rather than a revolving door of activities and indefensible strategies like popcorn reading, English learners depend upon their teachers for classroom practices that will advance their text understanding and literacy skills. Adopting a set of consistent schoolwide fluency routines improves student text engagement and confidence because vulnerable readers are familiar with the processes and poised to focus on learning.

The Building Fluency Routines outlined below provide a model of capable reading with a clearly communicated, active, and accountable student role. They progress in a gradual release model from “I do” (teacher-mediated) to “We do” (teacher and class) to “You’ll do” (peer-mediated) to “You do” (independent). Students who actively participate in teacher-mediated reading of text gain the fluency they need for subsequent partner and independent text rereading and response. Although many basic readers are quite content to sit back and listen as a teacher or proficient classmate reads aloud, passive listening will not improve reading fluency or comprehension. The phrase-cued “echo” reading routine (Glavach, 2011; Kinsella, 2017) and the oral cloze routine (Harmon and Wood, 2010; Kinsella, 2017) can be effectively implemented across upper-elementary and secondary subject areas to promote learner engagement and reading fluency.

Visual 3

Effective Building Fluency Routines
Before introducing students to one or more of the Building Fluency Routines, it is important to explain what reading fluency is and describe the characteristics of fluent readers (see Visual 1). Teachers in every subject area must provide a compelling rationale for multiple reads of a challenge-level text, detailed task directions, or writing assignment exemplars.

We can lessen their reading anxiety by emphasizing that we will make every effort to help them read course material more comfortably and capably. It is helpful to clarify what you perceive as the challenge level of something you are expecting them to read because lesson material isn’t static in terms of complexity.

Within core content coursework, I have found it useful to display a color temperature scale to visually demonstrate the level of text complexity in our lesson content and justify the amount of segment rereading we will do before text marking and discussion.

First Read—Tracked Reading: The teacher reads aloud a text segment while students look carefully at the words and silently track, following with their finger, pencil, cursor, or guide card (a colored five- by eight-inch index card).
1. Explain the Task: Direct students to look carefully at the words as you read aloud at a “just right pace,” not too fast or slow, and to use their finger, pencil, cursor, or guide card to track the text and silently follow along.
2. Read Aloud: Read aloud each sentence at a moderate rate, with enhanced expression, pausing at natural intervals while students silently track.

Second Read—Echo Reading: The teacher reads aloud a text segment, breaking each sentence into meaningful phrases, cueing students to look carefully at the words and “echo back,” imitating the teacher’s capable pronunciation, emphasis, and pausing. When introducing the routine, consider typing a text excerpt and inserting slash marks to illustrate for students the meaningful phrasing and where you will pause to cue students to echo back (see Visual 3).
1. Explain the Task: Direct students to look carefully at the words as you read a phrase aloud, then echo back, imitating your pronunciation, emphasis, and pausing.
2. Read Aloud: Read aloud the target sentences within the text segment with enhanced expression, and pause at natural intervals, enabling students to chorally repeat the phrase. Repeat the process, combining key phrases so students are echo-reading lengthier phrasings. When introducing the routine, use a familiar hand gesture such as an open palm to cue repetition.

Third Read—Oral Cloze Reading: The teacher reads aloud a text segment, omitting a few carefully selected strong word choices within different sentences, while students follow along silently and chime in chorally with the missing words.
1. Explain the Task: Direct students to follow along silently as you read each sentence aloud and to chime in with the words you omit. Emphasize that you will only omit a few words, one at the beginning, middle, and end of the text segment, and that you will choose strong words (vs. prepositions, articles, etc.) you know they can pronounce.
2. Read Aloud: Read aloud at a moderate rate with enhanced expression, leaving out a few pre-taught or familiar words that come at the end of a meaningful phrase, each within a different sentence. Pause briefly for students to respond chorally after you omit a word. If some students do not chime in, or if they struggle with pronunciation of a word, clearly restate the word, and repeat the sentence to get students back on track. Repeat the process as needed, picking up the pace slightly and omitting different words.

Fourth Read—Partner Cloze Reading: Students read a text segment in three ways: 1) reading silently to choose words to omit while reading to their partner; 2) reading aloud to partner, omitting a few words; 3) following along reading and chiming in with words their partner omits.
1. Explain the Task: Tell students that they will read a manageable text segment aloud and leave out words for their partner to chime in, just as the teacher has done for an earlier read of the same material.
2. Facilitate the Process: Assign A/B partners and tell students which paragraphs or sentences within a paragraph they are responsible for reading aloud. Direct students to reread their assigned segment twice before choosing two or three words to omit when reading aloud. Advise students to choose meaningful nouns and verbs that come at the end of phrases. Encourage students to pick up their books and project their voices as they read aloud so their partners can easily follow.

When to Use Building Fluency Routines
English learners benefit from teacher-mediated reading support during many lesson phases. They deserve conscientious instructional attention to building reading fluency and comprehension well beyond text reading. Within dedicated English language development, intensive reading intervention, and core content classes, teachers can make excellent use of the routines (see Visual 4).

For example, to ensure more active participation in lesson discussions, teachers should clearly display prompts and follow at least a two-read protocol, with echo reading followed by cloze reading. I generally follow a three-read protocol whenever supporting newcomers and beginners: first, tracked reading; second, echo reading; third, cloze reading.

This sets the stage for clarifying a few key words in the prompt that may prove problematic for English learners and classmates who are basic readers. A two- to three-read protocol is equally essential when preparing English learners with response scaffolds. Response frames and model contributions should be visibly displayed and echo-read multiple times to build fluency, rehearsal, and confidence in contributing to the subsequent lesson interaction.

Visual 4

Concluding Thoughts
Persistently low national literacy rates demand an informed and sustained commitment from schools and districts to adopt practices that are in our students’ best interests. ELs require robust oral language and English language development in tandem with explicit reading and writing instruction. The Building Fluency Routines I have introduced have a proven track record of improving student engagement and literacy in linguistically diverse classrooms while not requiring reading intervention certification to effectively execute. I encourage you to introduce these practices in your next PLC or staff meeting and make a schoolwide commitment to implement them with consistency and fidelity. Your colleagues will feel like they have added potent yet practical tools to their instructional toolkit, and their students will have much to gain.

References
Glavach, M. J. (2011). “The Brain, Prosody, and Reading Fluency.” National Association of Special Education Teachers, The Practical Teacher.

Harmon, J., and Wood, K. (2010). “Variations on Round Robin Reading.” Middle Ground, 14(2).

Kinsella, K. (2018). “Are Strategies Helpful or Harmful for Teachers and English Learners?” Language Magazine.

Kinsella, K. (2020). English 3D: Language Launch, Vol. 1. Houghton Mifflin Harcourt.

Kinsella, K. (2017). English 3D: Course A–C. Teaching Guide. Houghton Mifflin Harcourt. NICHD. (2000). National Reading Panel Report.

Kate Kinsella, EdD ([email protected]), writes ELD curriculum and provides consultancy and professional development throughout the US addressing evidence-based practices to advance English language and literacy skills for multilingual learners. She is the author of research-informed curricular anchors for K–12 English learners, including English 3D, Language Launch, and the Academic Vocabulary Toolkit.

Paraguay Offers Korean in Schools

Presidential Palace in Asuncion, Paraguay. It serves as a workplace for the President and the government of Paraguay.

Starting this year, middle and high school students in Paraguay can learn Korean as a second foreign language subject, according to the Ministry of Education.

Paraguay’s Ministry of Education announced the signing of a memorandum of understanding with its Paraguayan counterpart officially adding the Korean language to its second foreign language list for schools. Amid growing demand for Korean studies in Paraguay due to the popularity of Korean cultural content, the Education Ministry has been supporting language teaching through Korean education centers in Paraguay, which has resulted in the number of middle and high school students learning Korean increasing from 1,900 students at 16 schools in 2017 to about 4,800 students at 23 schools in 2023.

As Korean will be recognized as an official subject starting this year and grades for it can be used to enter advanced schools, the number of schools that offer Korean as a second language classes is likely to increase, the ministry added.

The move is expected to open up more employment opportunities for local college graduates majoring in Korean so that they could be hired as teachers in Korea, according to the ministry in Seoul. Currently, there are a total of 42 Korean language graduates from Paraguay.
“We hope to see the nationalities of foreign students coming to Korea becoming more diverse following the spread of the Korean language in South American regions, including Paraguay,” a Korean Education Ministry official said.

EHLS Program Scholarships Now Available

EHLS is a scholarship program that is designed to support you while you are a program participant. Every EHLS participant signs a scholarship agreement before starting the program.

Purpose of the Scholarship
Scholarships for the EHLS Program are awarded through the National Security Education Program (NSEP), which is administered by the Defense Language and National Security Education Office (DLNSEO).

The purpose of the scholarship is to help people with critical language and cultural expertise develop the English language and career skills needed to pursue a career in the federal government with national security responsibilities.

As an EHLS participant, you will receive a full scholarship to attend the program. The scholarship will make it possible for you to devote your full time and attention to succeeding in the program by providing a living stipend.

Benefits of the Scholarship
As an EHLS scholar, you will receive the following benefits:

  • Coverage of all tuition and fees for the full 8 months of the program
  • A living stipend of $3,600 per month for the first 6 months and $1,200 per month for the final 2 months of the program
  • Reimbursement of up to $1,000 for costs of relocating to attend the program. This is offered to scholars moving from outside the metropolitan Washington, DC, area only. You must provide receipts or other proof of payment to receive reimbursement.
  • Health Insurance through Georgetown University for the scholar, additional insurance for dependents is available for purchase

    Obligations During the Program
    When you accept the scholarship, you incur certain obligations that you must fulfill while in the program:

    • You agree not to hold any form of employment and not to study in another academic program during the first 6 months (the intensive portion of the program)
    • You agree to
    • attend all classes as scheduled, prepare for and participate in all instructional activities, communicate professionally inside and outside the classroom, and complete all assignments.
    • If you fail to fulfill these obligations, you may be dismissed from the program and be liable for repayment of part or all of the scholarship.

    Service Requirement After Program Completion
    The scholarship is funded by the National Security Education Program (NSEP), which is administered by the Defense Language and National Security Education Office (DLNSEO). When you accept the scholarship, you agree to fulfill the EHLS service requirement, which requires you to work for the federal government for one year after you complete the program.

    The EHLS Program will not give you a federal job; you must make a full and good faith effort to find one for yourself. You must begin working for the government no later than three years after you graduate from the program, and you must complete the one-year requirement within five years of the date you begin your service. If you do not demonstrate a full and good faith effort to fulfill the service requirement, you will be required to reimburse the U.S. government for the full amount of assistance received from the scholarship.

    As a scholarship recipient, you will be expected to seek a position that has national security responsibilities. All positions in the Department of Defense, Department of State, Department of Homeland Security, and the Intelligence Community fit this definition, as do many positions in other agencies and positions with some government contractors.

    You will be encouraged to seek a position that meets your interests and aligns with your skills and background. You will receive assistance from NSEP during and after the program to help identify appropriate federal job opportunities.

    Past EHLS scholars and graduates of other NSEP programs have found positions with national security responsibilities in the agencies on this list of examples.

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    Building Bonds


    Social–emotional learning’s (SEL’s) reach has expanded significantly over the past decade and has especially accelerated during the last few years. High-quality SEL can support students’ general well-being as a pathway to improved academic outcomes (Durlak et al., 2011; Zins and Elias, 2007). With multilingual learners comprising nearly 23% of the US student-age population and rising (National Center on Education Statistics, 2022), as well as the numerous challenges MLs face in receiving an equitable and excellent education, it is important to ask the question of how inclusive SEL initiatives and programs are of multilingual learners.

    The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social and emotional learning as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions” (2020).

    Their framework is made up of these five competencies:
    1. Self-awareness
    2. Self-management
    3. Social awareness
    4. Relationship skills
    5. Responsible decision-making

    As well-known as CASEL’s SEL work is, it does not seem to have been developed with MLs in mind. My co-author Mindi Teich and I decided to address this lack of inclusion of MLs in most SEL frameworks by writing a book titled Social Emotional Learning for Multilingual Learners: Essential Actions for Success,1 which will be published by Corwin in April 2024. We believe that educators who work directly with students must adapt SEL programming to ensure it is culturally relevant and accessible for diverse learners (Staehr Fenner and Teich, in press).2 We share a new framework aligned with MLs’ strengths and needs that is specifically designed to seamlessly integrate SEL into content instruction as a way to foster MLs’ well-being, increase engagement with content, and promote language development.3

    In my recent work coaching educators of MLs, I witnessed the academic and social growth in students whose teachers were intentional in developing relationships with and among MLs, which is one component of SEL. In this article, I will first provide an overview of unique considerations in SEL for MLs, and then narrow my focus to explore how educators can support MLs’ development of relationship skills. To do so, I will summarize relevant research on relationship building for MLs and then share two tools to foster relationships with and among MLs.

    Unique Considerations for SEL Competencies for MLs
    When Teich and I dig deeper into the definitions of each CASEL SEL competency, we note that there is wide room for interpretation based on educators’ own cultures and personal lived experiences. Considering that White, middle-class women make up the majority of educators in the US (Taie and Lewis, 2022), it is not a reach to believe that in many classrooms the SEL competencies will be interpreted from the perspective of this demographic. It is crucial for all educators, irrespective of their backgrounds, to consider how multilingual learners’ diverse cultural and linguistic backgrounds can impact their understanding and engagement with these SEL competencies. For example, if educators come from an individualist culture like the US, they may not be aware that many MLs have been raised in collectivist cultures that value the group over the individual, possibly making self-reflection and self-advocacy more of a challenge.

    In our SEL for MLs framework, Teich and I first provide a summary of considerations for educators to more deeply understand how each SEL competency may look different for MLs. We then provide four practical educator actions to foster MLs’ access to each competency. I will illustrate these unique considerations and tools for MLs through the SEL competency of relationship skills. First, let’s look at some of the research that undergirds the importance of relationship building for MLs.

    Supporting MLs’ Relationship Skills
    The relationship skills competency is defined by CASEL as “the abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.”

    CASEL’s associated skills for this competency include the following:
    • Communicating effectively
    • Developing positive relationships
    • Demonstrating cultural competency
    • Practicing teamwork and collaborative problem-solving
    • Resolving conflicts constructively
    • Resisting negative social pressure
    • Showing leadership in groups
    • Seeking or offering support and help when needed
    • Standing up for the rights of others

    After reading the description of this competency and the associated skills, what do you think might be missing for MLs to have access to this competency?

    Why It’s Important to Support MLs’ Relationship Skills
    The benefits of teachers developing relationships with multilingual learners are numerous. Here are just a few: Relationships are a precursor for authentic, deep learning to occur and can lead to positive learning outcomes and higher levels of self-esteem for multilingual learners (Flint et al., 2019).

    MLs’ connections to teachers correspond with students’ increased motivation and academic effort (Green et al., 2008).

    When multilingual learners are aware of teachers’ warmth, they are shown to achieve at higher levels in English language arts and literacy (Banse and Palacios, 2018; López, 2012).

    MLs’ relationships with each other can yield multiple positive results. ML peer interaction offers opportunities for scaffolding, supporting learning and guiding student interaction (Kibler, 2017).

    Peer relationships that promote academic English positively influenced MLs’ academic oral language as well (Carhill-Poza, 2015).

    ML Considerations and Educator Actions
    To support MLs in building relationship skills, it’s essential to recognize that MLs’ patterns of interaction and communication, including nonverbal communication, may be different than those of their peers and teachers. These differences can be extra challenging if students are learning English, leaving room for potential misunderstandings and misinterpretations of interactions and attempts at relationship building (Staehr Fenner and Teich, in press). We suggest four educator actions to support MLs’ relationship building and note that this is not an exhaustive list but instead a starting point. Due to the brevity of this article, I share one tool that aligns with each of the first two educator actions. For the third and fourth educator actions, I share the importance of the action and a description of a tool included in our book that aligns with that action.

    Educator Action 1: Identify one staff member for each ML who will actively build a relationship with that student in which the student feels safe and supported, by showing vulnerability, sharing interests, and demonstrating concern for the student and their family.
    Tool 1: Adults I Have a Good Relationship With
    This tool can help MLs determine which adults in the building they feel they have a connection with, in order to build on those relationships. Teachers may be surprised to learn which adults some of their MLs have indicated. Conversely, the tool will also help educators find out which MLs have not yet developed a relationship with any adults, which is especially important information to be aware of so that extra support can be given in developing relationships with those students. Figure 1, “Adults I Have a Good Relationship With,” is an example from the third grade, but this tool can be adapted for students in different grade levels. We were sure to include images of school staff and sentence starters as scaffolds for MLs to complete this form. Directions should be clear to students, and MLs who are literate in their home languages can receive translated versions.

    Educator Action 2: Support, encourage, and affirm students’ ways of communicating, including use of home languages.
    Tool 2: Sample Jenga Relationship-Building Questions and Sentence Frames

    This tool complements the use of Jenga games in small groups to foster relationship building among students so they can get to know each other a little more before they discuss academic content. Jenga (Figure 2) is a game made up of wooden blocks in which players build a tower out of the blocks and then take turns removing one block at a time until the tower falls. Using a game such as this supports, encourages, and affirms MLs’ ways of communicating while creating a sense of community and leveraging MLs’ oral skills and students’ collectivist, group-focused ways of interacting. It’s also simply a lot of fun for students.

    In this SEL-based version of the game, each Jenga block is numbered, and there is also a numbered list of questions for students to ask each other (see Figure 3). When a player removes a block, they ask their group the question corresponding to the number on the block, and all group members are encouraged to respond orally, repeating the process until the structure collapses.

    While this game can be used at the beginning of the year as an icebreaker-type activity, you can also use it throughout the school year with questions adjusted for the time of year. You can also adapt the questions as a way to review and reinforce content and academic language while simultaneously building student relationships (e.g., a review of states of matter in chemistry). Teachers can offer translated, culturally relevant questions and sentence stems for MLs who are literate in their home languages, and MLs should be encouraged to respond in their home languages if they feel more comfortable doing so. Figure 3 is a sample list of community-building questions in English with ML supports embedded.

    We caution you to avoid questions that may be triggering for students (e.g., questions about family for a student who you may know is separated from their family). In addition, it would be helpful for the teacher to model the process and allow students to pass if they don’t feel comfortable answering a particular question.

    Educator Action 3: Teach about nonverbal communication, including differences between the dominant setting and MLs’ cultures, while validating MLs’ nonverbal communication patterns.
    It is important for MLs as well as their teachers to be aware of the way in which culture shapes nonverbal communication, since nonverbal communication plays a large role in the way we make meaning. One tool we have developed to support this is the Pragmatics Awareness-Building Tool, which allows MLs to reflect on the ways certain nonverbal interactions take place in their home cultures and compare them with US school expectations.

    Educator Action 4: Model, practice, and scaffold self-advocacy skills, while recognizing self-advocacy may not be expected in students’ cultures.
    Expectations for self-advocacy vary widely in MLs’ home cultures, often with teachers being viewed as revered authority figures who are never to be questioned. In the US, we expect students to self-advocate, but this concept may not feel comfortable for MLs.

    Our Data Day and Discussion Day tools walk secondary-level MLs through a process of exploring how they approach the concept of self-advocacy, then guide them in collecting data on each class they are taking, noting where work may be missing or could be improved. Next, they complete scaffolded role-plays to prepare for discussions with any teachers they may need to check in with to self-advocate. Finally, they have time set aside to connect with their teachers as needed to discuss their schoolwork and then reflect on this process.

    Final Thoughts
    In this article, I first shared the sense of urgency around integrating SEL practices that are relevant for MLs and then underscored the need to be intentional about fostering relationship building for MLs with educators and also with their ML peers. After providing a brief snapshot of research on relationship building with MLs, I shared two practical tools to help develop relationships with MLs. I am hopeful that you have some new ideas for ways to intentionally foster your current MLs’ relationships and develop relationships with MLs who may enroll in your schools this spring.

    References
    Banse, H., and Palacios, N. (2018). “Supportive Classrooms for Latino English Language Learners: Grit, ELL status, and the classroom context.” Journal of Educational Research, 111(6), 645– 656. https://doi.org/10.1080/00220671.2017.1389682

    Carhill-Poza, A. (2015). “Opportunities and Outcomes: The role of peers in developing the oral academic English proficiency of adolescent English learners.” Modern Language Journal, 99(4), 678–695. www.jstor.org/stable/44135289

    Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). “CASEL’s SEL Framework: What are the core competence areas and where are they promoted?” https://casel.org/casel-sel-framework-11-2020/?view=true

    Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., and Schellinger, K. B. (2011). “The Impact of Enhancing Students’ Social and Emotional Learning: A meta-analysis of school-based universal interventions.” Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

    Flint, P., Dollar, T., and Stewart, M. A. (2019). “Hurdling over Language Barriers: Building relationships with adolescent newcomers through literacy advancement.” Journal of Adolescent and Adult Literacy, 62(5), 509–519. https://doi.org/10.1002/jaal.927

    Green, G., Rhodes, J., Hirsch, A. H., Suárez-Orozco, C., and Camic, P. M. (2008). “Supportive Adult Relationships and the Academic Engagement of Latin American Immigrant Youth.” Journal of School Psychology, 46(4), 393–412. https://doi.org/10.1016/j.jsp.2007.07.001

    Kibler, A. K. (2017). “Peer Interaction and Learning in Multilingual Settings from a Sociocultural Perspective: Theoretical insights.” International Multilingual Research Journal, 11(3), 199–203. https://doi.org/10.1080/19313152.2017.1328970

    López, F. A. (2012). “Moderators of Language Acquisition Models and Reading Achievement for English Language Learners: The role of emotional warmth and instructional support.” Teachers College Record, 114(8), 1–30. https://doi.org/10.1177/016146811211400803

    National Center on Education Statistics (NCES). (2022). “English Learners in Public Schools.” https://nces.ed.gov/programs/coe/pdf/2022/cgf_508.pdf

    Staehr Fenner, D., and Teich, M. (in press). Social–Emotional Learning for Multilingual Learners: Essential Actions for Success. Corwin.

    Taie, S., and Lewis, L. (2022). Characteristics of 2020–21 Public and Private K–12 School Teachers in the United States: Results from the National Teacher and Principal Survey—First Look. NCES 2022- 113. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022113

    Links
    1. https://supported.com/sel-mls
    2. https://supported.com/culturally-responsive-teaching
    3. https://supported.com/sel

    Diane Staehr Fenner, PhD, is the author of several books on multilingual learner education and president of SupportEd, a woman-owned small business that provides professional development, technical assistance, and curriculum support to empower MLs and their educators. You can reach her at [email protected] or on social media at @DStaehrFenner.

    In Memoriam: Ivannia Soto

    Ivannia Soto

    Ivannia Soto was an exemplary scholar-practitioner. Her scholarly contributions are impressive and include 14 published books, but perhaps even more impressive was her dedication to K–12 practitioners and the children they serve. From her early professional experiences as a classroom teacher in the Los Angeles Unified School District to her more recent work as a teacher educator at Whittier College, Ivannia worked to advance opportunities and justice for millions of English learners in our nation’s schools.
    Ivannia may be best known for her “shadowing multilingual learners” work—a professional learning design that has been enacted in school districts across the nation and is the subject of a best-selling professional book.1 The shadowing protocol was designed to sensitize teachers to the need to provide opportunities for oral language production for multilingual learners. Participants focus on the speaking and listening experiences of a multilingual learner over a portion of a school day. This “day in the life” observation reveals not only that such opportunities are typically quite limited but that the absence of these opportunities creates barriers to achievement and student disengagement. Participants in Ivannia’s shadowing workshops have called the experience “transformative,” yet Ivannia herself has stated that shadowing is strictly an entry point and must be followed up by sustained professional learning. In her words, shadowing is not a panacea—there must be a plan to disrupt silence and engage MLLs after shadowing.2
    Ivannia’s commitment to promoting multilingualism and multiliteracies is evident in nearly all of her professional endeavors. She reminded us of the need to affirm the assets of our multilingual students—even during the dark period of “English only” policies in California and other states. She challenged the deficit thinking that reified the “odds of predictable failure” based on a student’s zip code, race/ethnicity, English proficiency level, or labels like SIFE and LTEL in her conviction that these marginalized students, given the right supports, have the capacity to achieve greatness. She believed in the possibility and promise of multilingualism for all Americans by increasing opportunities for dual language education in our schools. After the passage of Proposition 58 in California—a policy sea change that opened the door to dual language instruction and programs—Ivannia recognized the need for highly qualified bilingual teachers across the state. In response, she developed and led the Bilingual Educator Strategic Training project in collaboration with the California Association for Bilingual Education. She also spearheaded an ambitious edited book project—Breaking Down the Monolingual Wall, a guide to exemplary practices and policies for dual language education.
    Finally, Ivannia’s belief in the possible extended to her work as a teacher educator and consultant. She loved and respected teachers and recognized the power of education to help us become the best versions of ourselves. We mourn her loss but are confident that her legacy will be long lasting.
    References
    [1] Ivannia Soto, Shadowing Multilingual Learners, 2nd ed, Thousand Oaks, CA: Corwin Press, 2001.
    [2] Ivannia Soto “Learning from Long Shadows,” Language, August 26, 2001.

    Dan Alpert ([email protected]) is a freelance writer and editor. As publisher and program director of Corwin’s equity line, he edited twelve of Ivannia Soto’s books.

    Teaching Cooperatively across Borders


    “Magandang umaga! Kumusta kayo, mga bata?”
    “¡Buenos días!”

    As students enter their classrooms, brightly decorated with colorful masks, piñatas, or flags, they may be greeted warmly in languages such as Filipino, Spanish, or Twi. These schoolchildren are not entering their classes in the Philippines, Latin America, or Ghana, but schoolrooms across the US, led by experienced professional educators who have come from around the world not only to teach essential curriculum but to share their languages, traditions, and cultures through their participation in the J-1 Teacher program. The cultural activities integrated throughout the exchange are truly the heart of this program, as they help promote diversity, dispel stereotypes, and strengthen international connections among people worldwide.

    J-1 Teacher Exchange Program Goals
    Cultural exchange programs share a common goal of promoting understanding and respect among nations from around the globe. The J-1 Teacher program, administered by the US Department of State, facilitates the exchange of teachers between the US and other countries.

    Through the exchange, teachers utilize and sharpen their professional knowledge and skills as they immerse themselves in American schools. They also have opportunities to participate in cross-cultural activities, sharing their experiences and insights as they expand their understanding of the US and its education system. This integration of cultural activities and education promotes global harmony and enriches the experience of all who participate.

    Connecting Cultures, One Classroom at a Time
    The J-1 Teacher program provides a unique opportunity for experienced teachers from around the world to teach in schools across the US, sharing their knowledge and pedagogical skills while gleaning innovative approaches from their American colleagues. The teachers do not focus only on meeting academic goals; their influence transcends textbooks, as they also serve as cultural ambassadors.

    While content expertise is essential to promote classroom learning, students and staff benefit greatly from the diversity of language, experience, and culture J-1 teachers bring to their school communities.

    The teacher exchange program requires that all participating professionals plan and facilitate at least two cross-cultural activities each year.

    The first activity requires that teachers share their cultures locally with their classrooms or communities, while the second activity involves the facilitation of an international dialogue between the teacher’s home school and their US host school. Within these broad guidelines, there is an incredible opportunity for teachers to utilize creativity and spark curiosity as they design activities that can make cultural connections in unique and impactful ways.

    International Alliance Group (IAG)– affiliated teachers are encouraged to integrate their cultures throughout their programs, enriching relationships, enhancing curriculum, and expanding global awareness and understanding.

    Participants must document their activities, providing narratives, reflections, and examples of how the J-1 Teacher exchange positively impacts their communities and, by extension, the world. While the available options to meet this requirement are as vast as the cultures represented, activities that IAG teachers have facilitated include:

    • Letter exchanges between students of the same academic level in which students write and respond to peers in other cultures

    • Real-time video conversations in which students expand their listening and speaking skills while meeting new friends and connecting on supervised online platforms

    • Teaching phrases from the home country’s language and integrating them into the classroom

    • Research projects for students to discover and share cultural information

    • Recording and sharing video messages between classrooms

    • Online book clubs: Students from two different cultures share their perspectives in guided conversations after reading a literary text

    • Virtual field trips: Teachers provide a guided tour featuring highlights from the home country

    • Learning new games or playing a country’s favorite sport

    • Celebrating special holidays or traditions

    • Creating cultural art or unique regional crafts

    • Reading a folk tale from the teacher’s country and discussing the significance

    • Hosting a fashion show to showcase cultural or traditional dress

    • Sharing traditional foods and special recipes

    • Participating with local organizations in community activities that promote global awareness and cultural appreciation

    Educational Enrichment Examples

    A Spanish teacher shared about traditional
    Colombian art and taught her high school
    students how to make masks.

    High school math students enjoyed learning
    about their teacher’s Nigerian heritage and
    seeing him model traditional clothing.

    Sixth-grade students learned how to make
    a parol, the traditional Filipino Christmas
    lantern ornament.

    Students in Hartford, Connecticut, read
    Dominican Republic travel brochures and
    wrote about the information they learned.

    A teacher from Cameroon shared videos of
    traditional dances and wore her beautiful
    native dress.

    Elementary students from Colorado and
    Mexico exchanged letters.

    Kindergarten students made piñatas
    and celebrated Las Posadas, a Mexican
    Christmas tradition.

    A special education teacher taught her class
    about Philippine symbols.

    Middle school science students had an
    engaging lesson about the geography of
    Africa.

    First-grade students enjoyed learning about
    the Colombian Flower Festival and created
    colorful silleta arrangements.

    Students created art and memories as
    they learned about celebrations in other
    countries, such as Dia de los Muertos, a
    Latin American holiday that honors and
    remembers loved ones who have passed
    away.

    Teachers and their families participated in
    community cultural celebrations including
    the Feast Day of Our Lady of Guadalupe.

    A Lasting Impact
    Organizations like International Alliance Group (IAG) offer international teachers the opportunity to participate in the J-1 cultural exchange program in the US while learning valuable professional skills and the culture and history of the country. Simultaneously, each school that hosts exchange teachers sees its students’ knowledge and global understanding expand as they interact with a teacher from another part of the world. Participants in the cultural activities facilitated by J-1 teachers consistently reflect on how learning about others’ experiences through exposure to art, cuisine, language, or traditions broadened their worldview. The activities often catalyze discussion and promote interconnection in meaningful and lasting ways. One teacher reported that her activity “created awareness and appreciation of similarities and differences among cultures.” Another shared, “The response was amazing! My students were really engaged in the activity, excited to learn about my culture, and many expressed that they would like to visit my country one day.”

    International educators expand understanding within their classrooms and communities, and the participating teachers also grow professionally and personally. Through engagement with American educational practices and collaboration with other teachers, participants learn instructional strategies, engage with technology, and strengthen classroom skills they can utilize and share when they return home. The cultural exchange journey also exposes international teachers to new experiences and diverse perspectives, leading to the transformative development of invaluable qualities such as perseverance, resilience, and empathy.

    Long after an exchange teacher’s US teaching experience ends, the impact of the cultural integration continues. By fostering deep connections and lasting interpersonal relationships, the J-1 program extends beyond the classroom, empowering all participants to advocate for global cooperation and positive change in their communities and to promote a more connected world.

    Kristen R. McLaren, EdD, is director of the J-1 Teacher program at International Alliance Group (www.iagusa.org). As a BridgeUSA designated sponsor of qualified international teachers, International Alliance Group (IAG) with ESI is dedicated to the effective implementation of cultural activities in alignment with Department of State goals. Within the first three years of participating in the exchange, IAG prioritized expanding global connections and sponsored teachers from 16 countries, supporting the creation of a vibrant mosaic of represented cultures.

    Learning from Long Shadows


    My decade-long involvement in shadowing projects across the country has taught me that the average percentage of time that multilingual learners (MLLs) are speaking is often 5–10%. This is in contrast to what researchers like Pauline Gibbons (2015) tell us—that MLLs should be spending at least 30% of their school day in academic talk. This deafening silence has also affected virtual classrooms, where our MLLs are typically invisible and all students may have few speaking opportunities. Additionally, five major lessons learned after ten years of shadowing include the following:

    • Shadowing is not a panacea—there must be a plan to disrupt silence and engage MLLs after shadowing.

    • Each educator must experience shadowing themselves—although it might be “faster” to have a smaller group of educators shadow and share their results, the power of shadowing is really in each educator experiencing a day in the life of an MLL for themselves. This may take more time, but it is well worth it.

    • Systemic change means an ongoing focus on MLLs—since shadowing is not a panacea, there must be a sustained professional learning focus on meeting the needs of MLLs. In this way, it is often not enough to conduct one year of shadowing, but instead shadowing must be carried out for different purposes.

    • Shadowing can be used with a variety of student groups—although this particular process was initially created to be used with MLLs, other student groups can also be shadowed. For example, in Rialto Unified School District, standard English learners as well as students dually identified as MLL and SPED were also shadowed. Data can then be compared across student groups to determine next steps with each group.

    • Shadowing can also be used for progress monitoring—shadowing can continue to be used often after the first baseline shadowing project is conducted. After professional development is provided, participants can go back in to shadow and see if the professional development has taken effect in the classroom.

    This article will further unpack some of the major lessons learned, as well as guide the reader through the power and steps of the shadowing process. Additionally, major changes to shadowing in a virtual setting will be described.

    Focus of Shadowing
    During shadowing, we focus on the speaking and listening experiences of MLLs, as these are often the two most underdeveloped domains of language taught in classrooms. This is in contrast to the fact that speaking is the foundation of literacy for MLLs. Similarly, James Britton (1983) suggests that “Reading and writing float on a sea of talk.” Additionally, and strategically, speaking is a scaffold for writing and listening is a scaffold for reading. For these reasons alone, we should intentionally embed talk and active listening in our classrooms. After all, the person doing the most talking is doing the most learning. There are many benefits to classroom talk for MLLs, and some of them include:

    • They hear more language—from a variety of sources and not just the teacher when MLLs are placed in pairs and groups to practice classroom discourse.

    • They speak more language—a small group or pair represents a safer community where language risks can happen.

    • They understand more language—MLLs benefit from being paired with a linguistic model who can explain things more effectively.

    • They ask more questions—MLLs are more likely to ask for clarification, especially when in small groups or pairs.

    • They are more comfortable about speaking—small and well-structured groups can represent a safe community and are sometimes similar culturally to an MLL’s home, which might be more collective than individualistic.

    Shadowing in a Virtual Setting
    Shadowing can assist systems in refocusing their attention onto MLLs, as well as disrupting silence, whether that be in a virtual or on-the-ground setting. Over the past year, I have pivoted shadowing projects in virtual settings with several options that can continue to assist educators with monitoring their MLLs’ progress in academic speaking and listening. Some of these options include:

    • Record your own lesson in Zoom or your LMS, select one of your own MLL students, and complete the shadowing protocol at every five-minute interval.

    • Shadow one of your own MLL students during a breakout or group session.

    • Obtain a substitute teacher and shadow virtually in someone else’s classroom. This is what typically happens with on-the-ground shadowing as well.

    • Shadow using the Jeff Zwiers videos (use all nine videos and take down activity at the beginning and end of each). Please note that these are exemplar videos, so you will have a slightly skewed shadowing experience with them. www.jeffzwiers.org/videos

    Debriefing the Shadowing Experience
    Ideally, a group of teachers engages in the shadowing experience and then shares a debrief in which they analyze the results and determine next steps from the data. The quantitative data that is collected during shadowing is coded in a manner that informs the group of who is doing the most talking and listening. The comments section (or qualitative data) can be analyzed to find themes and patterns from the observations. Such data analysis discussions can assist school systems with setting incremental goals around student talk in the classroom setting. For example, after a shadowing training at the Orange County Office of Education in Southern California, Anaheim Union High School District decided to set a district-wide goal of 30% student talk across all schools. After setting such goals, educators can then use shadowing for progress monitoring at least once a year, to continue to see if the goal that has been set is being met following ongoing professional development.

    Educator Reflections after Shadowing
    After shadowing multilingual learners, educators often use words like frustrating, insightful, cold, and enlightening to describe the experience. Such reflections often become the catalyst for change and a way to disrupt silence on behalf of MLLs. I like to describe the entire shadowing process as a “day in the life of a multilingual learner,” in which educators can experience both the assets and needs of this group of students. Through the shadowing experience, educators monitor the academic speaking and listening experiences of multilingual learners and often come to the realization that they themselves do far more of the talking than their students.

    Figure 1: Shadowing Reflection Wordle

    Creating a Plan after Shadowing
    After the data collection portion of the shadowing experience, it is essential that school systems have a plan for disrupting silence systemically with their MLLs. My Shadowing Multilingual Learners book outlines three research-based strategies that teachers can begin to use to create more student talk in their classrooms. These strategies are think–pair–share 2.0, the Frayer model, and reciprocal teaching. As part of the professional development provided and outlined in the book, shown in Figure 2, teachers incrementally begin to try out each of the strategies with their MLLs, so that both they and their MLLs become comfortable with classroom talk. Each strategy is taught one at a time across the three-day series, with sessions one month apart, so that teachers can practice and become comfortable using each of the strategies. Teachers also bring student work samples from each of the strategies to days two and three of the training series, in order to analyze and reflect upon how each strategy was implemented and received by students. Next steps for refinement with each strategy are then shared before additional strategies are introduced.

    As we begin to reopen schools, I encourage systems to use the shadowing process and series to understand the specific assets and needs that MLLs may have after their schooling has been interrupted by the traumatic experiences of the pandemic. Through careful observation and data collection, our MLLs will show us where gaps in opportunity may have occurred. By analyzing data, educators and school systems can devise explicit next steps to quickly meet the specific needs of their MLLs. For more information on how to shadow, please see Shadowing Multilingual Learners (Corwin, 2021).

    References
    Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.
    Soto, I. (2021). Shadowing Multilingual Learners. Thousand Oaks, CA: Corwin Press.

    Figure 2: Three-Day Shadowing Series

    Day 1Day 2Day 3
    • Introduction to MLLs
    • Importance of Listening and Speaking
    • How to Shadow
    • Strategy #1: Think-Pair-Share 2.0    		• Debrief Shadowing Experience
    • Debrief and Analyze Student Work from Think-Pair-Share 2.0
    • Strategy #2: Frayer Model    		• Debrief and Analyze Student Work from Frayer Model
    • Strategy #3: Reciprocal Teaching
    • Strategy Review

    Dr. Ivannia Soto is professor of education and director of graduate programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English language development to a population of 99.9% Latinos who either were or had been multilingual learners. Before becoming a professor, Dr. Soto also served LAUSD as a literacy coach and as district office and county office administrator.

    She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Urban Education Conference. As a consultant, Soto has worked with Stanford University’s School Redesign Network (SRN), WestEd, and CABE, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Recently, Soto also directed a CABE bilingual teacher and administrator program across California.

    Dr. Soto has authored and co-authored twelve books, including The Literacy Gaps: Building Bridges for ELLs and SELs; ELL Shadowing as a Catalyst for Change, which was recognized by Education Trust-West as a promising practice for ELLs in 2018; From Spoken to Written Language with ELLs; the Academic English Mastery four-book series; the Common Core Companion Book Series for English Language Development four-book series; Breaking Down the Wall: Essential Shifts for English Learners’ Success; and Supporting Cultural and Linguistic Diversity: A Framework for Responsive Schooling. Together, the books tell a story of how to equitably engage and include ELLs by ensuring that they gain voice and an academic identity in the classroom setting. Soto is executive director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission is to promote relevant research and develop academic resources for ELLs and standard English learners (SELs) via linguistically and culturally responsive teaching practices.

    Implementing a Bilingual Authorization Program


    In Fall 2022, Whittier College’s Teacher Education program launched their online bilingual authorization program (BILA). In year 1, the program was initially fully asynchronous, but after surveying BILA students mid-way through the semester, they provided feedback that they wanted more synchronous instruction with their instructors. Whittier College students are used to personalized and small group instruction, so this did not surprise the three faculty members who taught in the program. The BILA program introduced Canvas as the primary learning platform, providing students with a user-friendly interface. The platform’s simplicity allowed students to navigate easily through their asynchronous courses. The following three questions are what we asked BILA students mid-way through the semester, in order to identify how they were experiencing the program. Below, we have included a few student responses for each question, as well as an overall summary of themes and patterns for each question.

    The first question that we posed to students was: Please tell us both what you enjoyed about Canvas and what could be improved. A few student responses are also included below.

    I like Canvas. It is user friendly.

    I like the fact that it’s very organized, however I don’t like that I can’t look at assignments until I finish the one before.

    Canvas was easy to navigate through. I did not feel overwhelmed with it and I appreciate how simple it is to access everything.

    The major themes and patterns from survey question #1 were that students valued the flexibility to work at their own pace via Canvas, while professors remained accessible through email and periodic check-ins, being true to Whittier College’s supportive and interactive teaching approach. The survey results noted that Canvas enhanced the learning experience for BILA students, which combined convenience and guidance excellently.

    The second question that we posed to students was: Do you think the material covered in this course could have been enhanced with additional synchronous time? Why or why not? According to students, additional synchronous time would be beneficial, particularly meeting every other week to coincide with major assignments. Students agreed that bi-weekly in-person classes before significant projects would be valuable to address questions and clarify assignment expectations. Specific student feedback for question #2 is included below.

    I don’t think so, the readings and discussion boards are helpful.

    I would say that I would have benefited from additional synchronous time. However, I do not think it is needed on a weekly basis. An option could be to check in for review after a few weeks. However, I really enjoyed being able to do things at my own pace.

    I like when we meet with the professor before any significant assignment. For example, when I presented my rough draft to my professor, she helped me enhance my work and gave me ideas to improve it. I hope we can have that synchronous time for every significant assignment, as it eases my anxieties.

    The feedback for question #2 demonstrated that bi-weekly synchronous meetings would allow students to receive immediate feedback, seek clarification on complex tasks, and ensure they are on the right track. By incorporating synchronous sessions strategically, professors would be able to enhance the learning experience, foster student engagement, and facilitate a better understanding of course content. Additionally, synchronous time would serve as valuable checkpoints to ensure students are adequately supported.

    The third question on the survey asked students to comment on their experience with the asynchronous delivery of this course. They were also asked to tell us what they enjoyed and what could be improved. Overall, students affirmed that asynchronous classes offer convenience, as this type of learning suits busy schedules. Access to videos and readings aids review and enhances learning flexibility and accessibility.

    Specific student feedback for question #3, included the following:

    I am enjoying the recorded lessons because you can review the content as many times as needed. Asynchronous classes are ideal for a student with a busy schedule. You work from home and during the time that works the best for you. However, I would love it if there were weekly/bi-weekly class time to get additional support. I guess this is what I missed from being in the classroom. When you are in the classroom, you have face to face clarification with the instructor and there are more opportunities to work with classmates.

    The lesson videos are helpful because one can watch as many times as needed to understand the concept. Videos and readings are helpful to look back into.

    I’m unsure whether I prefer this model or if I prefer in person. I do think that the asynchronous model really helps me go at my own pace and not rush things, especially because I don’t have to attend/log in to the course.

    From the overall survey results, we decided to add more personalized components, which Whittier College is known for. One way to do this in the online setting was to provide more time to teach synchronously. Additionally, specific changes to each course are also included below.

    In the class Methodology for Primary Language Instruction in a Bilingual Setting, valuable insights were gained over the course of one semester. It was evident to students and the professor that human connection was necessary and increased synchronous instruction was paramount. Asynchronous learning is definitely an avenue many students may decide to participate in, and it has the capacity to be very successful. Thankfully, because Whittier College is paving the way for the BILA program, it has the ability to enhance students’ learning experience and tailor the program to meet the student’s needs.

    This was especially true when fulfilling the key signature assignments where students do bilingual shadowing work in a school setting. This project may have proved to be a challenge to complete asynchronously due to the level of guidance needed to grasp the process and data recording. Shadowing work is not simply tallying a sheet but requires thinking, planning, and reflection.

    Because Whittier College prides itself on providing personalized instruction, the professor held periodic check-ins with students to facilitate a better understanding of the course requirements. For this reason, it was decided to implement more synchronous instruction moving forward to accommodate all learning modalities, incorporate real classroom application, and foster student engagement and collaboration.

    From pilot course to Year 1, the Chicano/Latino Cultures: An Interdisciplinary Perspective course underwent significant changes in delivery and assignments. During the pilot, the course was taught in person during the Spring 2022 semester. The majority of students in the course were already teaching in middle and high school settings but wanted to acquire the BILA authorization to further their professional opportunities. The content in each class discussion inspired reflections on personal and professional experiences that resonated with the BILA students, many of whom identified as Latinx, and saw parallels between the material and their students’ stories. Moreover, the BILA students expressed their surprise that they were not introduced to this material earlier in their undergraduate careers.

    Midway through the semester, the professor of this course noticed that the BILA students would arrive to class exhausted because of miscellaneous after-school duties, or in rare cases, arrive moderately late because of their long commutes in the Los Angeles area. This prompted the professor to hit the “pause button” so-to-speak and check-in with the BILA students relative to their classroom (and out-of-class) experience.

    It was determined that the content and the course experience itself was great, however, some of the schools where the BILA students taught were not flexible in accommodating them to attend after-school classes. As a result, a suggestion was made to change the meeting dynamic and shift to a synchronous online format. Overall, students enjoyed the convenience of remote delivery when considering outside factors (work, commute, etc.), although, they also reiterated that being in-person would have helped to continue developing personal relationships (Spring 22 evaluations).

    In Year 1, the course shifted to asynchronous delivery. With our planning informed by the feedback of former students, there are aspects of the course that were developed to retain a synchronous element, particularly when engaging directly with the instructor and when providing feedback on course experience. For instance, in the Chicano/Latino Cultures course, there are three 1-on-1 meetings throughout the course to check-in with students on their course experience.

    These 1-on-1s simultaneously helped to clarify questions for students and to receive broader feedback on course experience at different intervals. While there is a consensus that there is no substitute for in-person instruction, it is also possible to provide an engaging and personalized experience using asynchronous modalities. One recent student describes her experience with the asynchronous BILA program in this way:

    “I am glad I selected Whittier College as the institution to earn my BILA credential. This program is a hundred percent asynchronous but engaging, perfect for working individuals like myself. The professors teaching the courses are highly qualified in their subjects and are always available to answer any questions I have. The curriculum is rigorous, meaningful, and relatable to the classroom. The small teacher-to-student ratio has allowed me to create professional relationships with my professors and get constructive feedback on classroom assignments. If you plan to earn your BILA credential, Whittier College is an excellent option that will exceed your expectations.” (Karina Andrade, Single Subject Candidate, Art)

    Due to the fact that Whittier College prides itself on the personalized experience that it provides its students, the BILA faculty continually evaluate their courses and program to ensure that students are receiving an engaging and relevant course experience.        

    Similar to my colleagues, and due to the survey results, the professor of the course, Bilingualism and Biliteracy, needed additional synchronous support to be successful, especially with larger, core assignments. Additionally, I noticed that previous students in completely synchronous courses did much better in that learning format and struggled with only asynchronous environments. This made the BILA professors want to survey all of our students to see if they also preferred to have synchronous/asynchronous mode of learning. I am glad that the survey data substantiated that this was what students preferred.

    One of the most engaging projects that students were able to engage in was a Center for Engagement with the Community grant project at Ceres Elementary School in Whittier, CA. For this project, BILA students hosted an after school bilingual book club (with books purchased from the grant) with children that included art projects, music, as well as reading and writing in Spanish and English. BILA students would meet with their professor to plan each after school day, and then they would work with the children to strengthen the pedagogy that they had learned in the BILA program. Below is feedback from one student who participated in the after school program.

    “The Bilingual Authorization Program was the most effective route for helping me reach my professional objectives. Throughout the program I gained knowledge and skills for addressing the needs of students in academically linguistic environments. I had the opportunity to take part in a project with Dr. Soto where I co-led an after school dual language immersion book club program at Ceres Elementary. The book club provided students in dual language classrooms with the chance and experience to interact with a bilingual book using a variety of media, including art, music, reading and writing in both Spanish and English. In order to become the bilingual educator I have aspired to be, the Whittier College BILA program and the professors have supported and guided me through the various content I was personally able to relate to.” (Yenice Canas Guerrero, Multiple Subject Candidate)

    Additionally, as a BILA faculty we met several times to determine what the survey feedback would mean for the second part of implementation in year 1, as well as what it would mean for implementation in year 2. We also met as a team to complete the BILA transition plan for the California Commission on Teacher Credentialing, which included the new bilingual standards. During this time, we also discussed how our teaching and assignments would change in order to meet the new standards. We look forward to continuing to meet the needs of our BILA students by surveying them yearly and by working collaboratively.

    Winners Announced for 2024 Crystal Apple Awards

    School Specialty today announced the 2024 winners of its annual Crystal Apple Awards, which celebrate teachers who embody inspiration, leadership, and passion in teaching.

    Each year, students, parents, administrators, fellow teachers, family, and friends nominate teachers who go above and beyond to touch the lives of students every day. School Specialty selects 10 finalists from the nominees, and three winners are then selected by public vote. School Specialty received a record 611 nominations this year, nearly doubling last year’s total. This year’s winners will each receive a personalized trophy and a $500 gift certificate from School Specialty for themselves, as well as a $250 School Specialty gift certificate for their school. They are:

    • Typhani Russo, from Commonwealth Charter Academy in Harrisburg, PA, is the founder of Bookworms Against Bullies, a nonprofit that inspires students with stories of overcoming bullying;
    • Mercedes Salas from Uvalde Elementary School in Uvalde, TX, whose constant love, kindness, and support has impacted so many students; and
    • Julie Pfeifer from Abraxas School of Ohio in Mansfield, OH, who has launched a book club, an auto body club, and a 3D printing club as she sought to engage students using their own interests, and written curricula for new courses, allowing students to earn certificates they can use after graduation.

    To read the full stories of this year’s winners, visit SchoolSpecialty.com.

    “Having witnessed firsthand the immense efforts and lifelong impact educators have on students, I am profoundly honored to be part of the Crystal Apple Awards,” said Sue Ann Highland, PhD, the national education strategist at School Specialty. “Teachers serve as the cornerstone of our education system, wholeheartedly devoting themselves to crafting enriching experiences and safe havens for our students. Recognizing their dedication and exceptional contributions is extremely important, and one of the most rewarding aspects of my role at School Specialty.”

    Finalists for the Crystal Apple Awards receive a $100 School Specialty merchandise certificate for themselves and an additional $100 certificate for their school. This year’s finalists are:

    • Lisa Longino from Mayfair Elementary in South Euclid, OH;
    • Claudette Henson from Creative Environment Day School in Fayetteville, NY;
    • Debra Cline from Manatee School For the Arts in Palmetto, FL;
    • Holli Herndon from Pleasant Grove Elementary in Inverness, FL;
    • Meghan Bodie from Edison Elementary School in Milan, OH;
    • Kaylie Morgan from Uwharrie Charter Academy in Star, NC; and
    • Michelle Morgan from Nichols Elementary in Huntington, WV.

    To learn more about the Crystal Apple Awards, please visit SchoolSpecialty.com.

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