Reflections on Teaching Multilingual Learners

On of my pet peeves is – literally – the misuse of the word “literally.”  People often say things like, “My head literally exploded when I heard the news.” No, it didn’t. Or “The cat literally scared me to death when it jumped on the couch.” The speaker was alive to tell the story. 

The title of this post is literally what I will write about: International settings and research on SIOP. It’s interesting to discover the many places in the world where SIOP has been adopted as a teaching approach. 

English is currently the most popular language for people around the world to learn which isn’t surprising given how rapidly our world is becoming interconnected. Globalization and economic growth have transformed the way we work and interact, creating a growing demand for advanced language and literacy skills. 

But what exactly does that mean for learners?

Today’s learners need much more than just basic English proficiency. They require the ability to communicate effectively in various contexts and with diverse audiences. This goes beyond simply speaking and writing. Students must be able to interpret and make meaningful use of written texts for different purposes, whether it’s following instructions, analyzing reports, engaging with colleagues via email, text, and social media, or reading complex literature.

Further, collaboration and creativity have become essential skills in our interconnected world. Students need to learn how to work productively with others, sharing ideas and creating innovative solutions to real-world problems. This means developing critical thinking and problem-solving abilities, as well as cultural awareness and competence to effectively navigate different social and professional contexts.

Here’s where the SIOP Model serves as a resource. SIOP isn’t just a buzzword—it’s a research-validated approach proven to effectively build both academic English and content-area knowledge. SIOP integrates language development with subject matter teaching, making content comprehensible and accessible for multilingual learners. Teachers who use SIOP carefully plan and deliver lessons that not only convey content clearly but also actively support students in developing the language and literacy skills necessary to thrive in our globalized world. 

In international settings, content is taught to non-native speakers of English so that they develop proficiency in English, or English as an additional language. There are many similarities between U.S. and international contexts. In both, students are learning content material through English, but English is not their first language and is likely not spoken in their homes. The differences in the two settings include that fact that in the U.S., English is the medium of instruction for most multilingual learners while students outside the U.S. are educated in their first (or home) language and are learning English as an additional language. Instead of, for example, studying English as a separate subject area, increasingly English is used as the medium of instruction to teach content. This approach has dual benefits: learning subject matter such as science, literature or history while also developing students’ English proficiency. 

At the 2025 International TESOL conference, Dr. Deborah Short and I presented the topic, Applications of International Research on Integrated Language and Content Instruction. We focused on three areas of international SIOP research: Teacher attitude, teacher 
self-efficacy and fidelity of implementation, and student achievement and language development. Here is a summary of selected studies.

International SIOP Research on Teacher Attitude

The following studies were conducted in Saudi Arabia, Spain, Morrocco and Turkey, respectively. We’ll highlight below the study from Turkey.

• Aldakhil, A. & Alfadda, H. (2021). The implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi schools: A study of EFL teachers’ perspectives English language teaching. English Language Teaching Vol. 14, No. 9.
• Bárcena-Toyos, P. (2023). CLIL and SIOP: An Effective Partnership? International Multilingual Research Journal 17 (1), 1–14. 
• Boughoulid, M. (2020). The SIOP Model as an empowering teaching method for English language learners: A study case. European Journal of English Language Teaching, 6 (2), 39-53.
• Inceli, O. (2015). The perceptions of English teachers to the SIOP Model and its impact on limited English proficiency. Journal of Ethnic and Cultural Studies, 2 (1), 15-28.

 This qualitative study by was conducted by Inceli in Turkey to explore English teachers’ perceptions of the SIOP Model and its impact on university students with limited English proficiency. 

Methodology:

• Participants: 10 experienced teachers (3 male, 7 female) in an English Preparation Program for university LEP students who had not started their majors yet.
• Data Collection: Semi-structured interviews to gather in-depth insights into the teachers’ experiences and perceptions regarding the SIOP Model​.
• Data Analysis: Thematic analysis to identify recurring themes and patterns in the teachers’ responses​.

This approach allowed for a comprehensive understanding of how the SIOP Model influences teaching practices and addresses challenges associated with limited English proficiency.​ Key findings of the study included:

1. Teacher Perceptions: Teachers viewed the SIOP Model positively, recognizing its structured approach as beneficial for enhancing students’ language performance.​
2.  Identified Themes: Three main themes emerged from the interviews:​
   • Interest: Engaging students’ interest was considered critical for effective language learning. Content topics sparked interest.
   • Understandable Content: Providing content that is comprehensible to students was highlighted as essential. Chunking and level appropriate texts help.
   • Supporting Language Production: Encouraging and facilitating students’ active use of the language was considered vital. 
3.  Implementation Challenges: Teachers noted challenges in implementing the SIOP Model, such as time constraints and the need for adequate training.​

The implementation challenges cited by participants in this study are consistent with other studies in the U.S. and internationally. Teachers require sufficient time to learn and implement the features of SIOP for its application to become second nature. Coaching and peer support have also been mentioned as important supports for effective implementation. 

International SIOP Research on Teacher Self-Efficacy and Fidelity of Implementation

The following studies were conducted in South Korea, Egypt, Indonesia, and South Korea, respectively.

• Kang, A. (2005). How to promote comprehension and participation in CBI courses: The SIOP Model. English Teaching, 12, 159-196.
• Koura, A. & Zahan, F. (2017). The impact of the Sheltered Instruction Observation Protocol Model on student teachers’ teaching skills and self-efficacy. Journal of Language Teaching and Research, 8 (4), 704-714. 
• Mayuni, I., Leiliyanti, E., Mustikaning Palupi, T., Lusiana Sitorus, M., & Chen, Y. (2022). Designing literacy E-coaching model for English language teachers of junior high schools In Indonesia. TEFLIN Journal, 33 (2), 310-329.
• Song, K. (2016). Applying an SIOP-based instructional framework for professional development in Korea. TESL-EJ, 20 (1). 

The study by Koura & Zahan was quasi-experimental study conducted in an Egyptian teacher training university to examine self-efficacy and teaching performance of EFL teacher candidates.

Methodology:

• Participants: 22 EFL student teachers, divided into two groups: an experimental group that received training using the SIOP Model and a control group that followed the regular teaching curriculum.
• Duration: 12-week training program.
• Data Collection: Pre/post-observations in classrooms using teaching performance observation checklist (SIOP protocol) and pre/post ratings on self-efficacy scales.
• Data Analysis: Statistical tests on observation group mean scores and self-efficacy ratings, comparing the two groups.

Key findings included:

1.  Enhanced Teaching Skills: The experimental group demonstrated significant improvement in teaching performance compared to the control group.​
2.  Increased Self-Efficacy: Participants trained with the SIOP Model reported higher levels of teaching self-efficacy, indicating greater confidence in their instructional abilities.​
3.  Motivation and Creativity: The SIOP Model was found to be motivating for student teachers, providing opportunities for decision-making and creativity in lesson planning and delivery.

Findings from the study suggest that incorporating the SIOP Model into teacher education programs can effectively develop teaching skills and boost self-efficacy among EFL student teachers. 

International SIOP Research on Student Achievement and Language Development

The following studies were conducted in Pakistan, Saudi Arabia, Iran, Egypt, Northern Macedonia, and Indonesia, respectively. 

• Ali, H., Afzal, H., & Basri, R. (2019). Effect of Sheltered Instruction Observation Protocol [SIOP] Model on eighth-grade students’ academic achievement in English. Review of Applied Management and Social Sciences, 4 (4), 909 – 919. 
• Alnusayan, I. S., & Al-Salouli, M.S. (2020). The effectiveness of Sheltered Instruction Observation Protocol (SIOP) Model of developing mathematical achievement in preparatory year female students at Al-Imam Mohammad Ibn Saud Islamic University. Journal of Educational and Psychological Sciences, 4(25), 93-113.
• Bassiri, M. A. (2012). Relative impact of sheltered instruction on academic literacy and language development in Iranian ESP classroom context. International Journal of Instructional Technology and Distance Learning, 9, 11, 49-58.
• Ebedy, H.G.M. (2019). Developing reading comprehension skills using Sheltered Instruction Observation Protocol (SIOP) among EFL students. Journal of Research in Curriculum, Instruction and Educational Technology, 5 (2), 197-220.
• Kareva, V. & Echevarria, J. (2013). Using the SIOP Model for effective content teaching with second and foreign language learners. Journal of Education and Training Studies, 1 (2), 239-248. 
• Suweken, G., Waluyo, D., & Okassandiari, N. L. (2017). The improvement of students’ conceptual understanding and students’ academic language of mathematics through the implementation of SIOP Model. International Research Journal of Management, IT & Social Sciences, 4 (4), 51-60. 

Ali, Afzal & Basri conducted a quasi-experimental, pre/post design study to measure the impact of SIOP instruction on the English achievement of 8^th grade students in Pakistan.

Methodology:

• Participants: 8^th grade students in two government schools (experimental n=32, control, n=40)
• Intervention: 40 SIOP lessons developed and delivered based on national English curriculum for experimental group; traditional lessons for control group
• Data Collection: Pre/post Grade 8 English Achievement Test
• Data Analysis: Inferential statistical to compare pre-test scores and post-test scores between groups, and pre-post growth within experimental group

The key findings of this study included:

1. There were no significant difference between groups on pre-test scores
2. Statistically significant difference were found between groups on post-test scores
3. Statistically significant difference we found within the experimental group comparing pre-test to post-test scores
4. Teaching English through the SIOP Model significantly improved the academic level of 8^th grade students.

This study recommends that teacher education programs and teacher training institutes include SIOP in their curriculum to enhance teacher knowledge and competency which may lead to improved outcomes for students. 

Summary

Integrated language and content instruction is growing in implementation globally to prepare students to be successful in our interconnected world. According to studies conducted internationally (and in the U.S.), SIOP has been shown to help students access subject-area content while simultaneously developing academic English. SIOP research is taking place around the world with studies designed for the local context. 

The studies presented here show that teachers’ self-efficacy in working with multilingual learners increases when they learn and practice using the SIOP Model. Teachers can become high implementers of SIOP with 1) sustained PD and coaching/peer support; 2) more awareness of language demands in content areas; and 3) sufficient time to practice using the model. When teachers implement SIOP with fidelity, student academic achievement and language development improves significantly.

Background knowledge plays an important role in learning, especially for multilingual learners (MLLs) who may not have had some of the experiences that the curricula assume students have had. This knowledge—also known as prior knowledge or content knowledge—refers to the information and experiences that students possess and bring to your classroom. It covers a wide range of cultural, social, and historical contexts, all of which are crucial for understanding language and learning new content.

Background knowledge serves as a foundation for reading comprehension. Numerous research studies show that the more knowledge you have, the better you are able to understanding what you read. 

Reading across subject areas isn’t just about being able to read or decode words; it’s also about understanding what those words mean in context. Often, MLLs struggle with comprehension because they haven’t had much exposure to the subjects they’re reading about. For example, what is the following topic based on these terms: pigskin, whistle, helmet and flag? For some, you would immediately recognize things associated with a football game because of your background knowledge. For others, the terms and topic are completely new.  The words and ideas they represent would likely be harder for you to remember if you don’t have any background on the topic.

When learners have prior knowledge of a topic, it makes it much easier for them to grasp and engage with the text. Teacher can build on what MLLs already know and then build on that knowledge with new information. The more we know, the more knowledge we possess to connect to new learning. 

 Knowledge levels the playing field. Being able to think critically and solve problems comes down to how much we know. 

In our work with the SIOP Model, we’ve organized ways that teachers can facilitate knowledge building into the following three features: 

1. Connecting the lesson’s information and concepts to students’ own knowledge and experience.

Background knowledge refers to the lived experiences and information that students bring to bear on the learning process. This encompasses their knowledge of the world as well as cultural and social knowledge, all of which play a role in making sense of new information. For multilingual learners, expansion of their background knowledge is paramount not only for learning content but also for enhancing language proficiency.  

To effectively teach new content, teachers should connect the lesson to students’ existing knowledge. For instance, before reading the story, Front Desk, about a girl who works at a motel after school, the teacher might ask students about a time when they faced challenges, linking these personal experiences to the character’s struggles. This same approach can be used in other subjects such as social studies, math, or science. In a science lesson on solar energy, the teacher might ask students to think about how many things in their homes require electricity, helping them understand the concept of energy use in daily life. 

These concepts are part of students’ daily experiences or common knowledge and integrating them helps bridge the gap between their current understanding and the new material. This is the first step in knowledge transfer, which is the ability to apply past learning to new concepts.

Knowledge Transfer

2. Explicitly linking past learning and new concepts.

The previous feature referred to students’ own knowledge and experiences whereas this second feature refers to previous learning in school. We can’t assume that students, especially multilingual learners who are learning in a new language, retain and connect past academic learning to current lessons, i.e., transferring knowledge. Teachers must make an explicit link between the two. For example, teachers might refer to a previous lesson’s PowerPoint slides, a text that was read, or other visuals related to the topic. By preserving and explicitly referring to photos, word banks, illustrations, charts, maps and graphic organizers, teachers have tools for helping students make those connections between previous learning and new learning. The review of previous learning may be brief but should focus on key information that students need to remember and academic vocabulary from prior lessons. 

3. Building vocabulary

Students need labels – or vocabulary — for the concepts they are learning. Background knowledge and vocabulary are interconnected. This means that as students learn new language, they are simultaneously learning new concepts. Teachers play a pivotal role in fostering the development of vocabulary knowledge among multilingual learners. For instance, when discussing mathematical concepts, teachers might emphasize terms like “base,” “height,” “dimensions,” and “area” so that they learn the terms but also the concepts the terms represent. 

When multilingual learners are exposed to a variety of experiences and information, they can better understand the subtle differences in how words are used, which allows them to express themselves more clearly and accurately. The more background knowledge they have, the easier it is for them to pick up on the multiple meanings that words can have, depending on the context, boosting their overall language skills.

The most effective way for students to learn new vocabulary is for teachers to be explicit, meaning that each word is introduced, written, repeated, practiced with peers, and highlighted in context. The teacher would provide a visual of each word, use the words repeatedly during the lesson and point out their meaning when the words are encountered in text. Students may work together on an activity in which they practice using the words. In this way, students not only learn new words, but they are also developing an understanding of the concepts that the words represent and how to use them in context, such as finding the area of an object. 

Another way to foster vocabulary learning is to make students more aware of words and encourage them to become word learners. In early grades, this might include teaching students the different forms of a base word, such as “please,” “pleased,” or “pleasant.” By revisiting these words regularly and showing how they change in different contexts, students gain a deeper understanding of the English language.

In conclusion, the importance of developing background knowledge with multilingual learners cannot be overstated. It’s the foundation for not only understanding what they read and learn about but also for building vocabulary and improving overall language skills, giving them the tools they need to thrive.

English Learner/Emergent Bilingual/Multilingual Learner Collegial Community meeting. Our monthly come-as-you-can meetings welcome all participants who are interested in discussing multilingual literacy research and practice. Sponsored by The Reading League and facilitated by Kari Kurto, Claude Goldenberg, and myself (Jana Echevarria), we meet via zoom on the first Friday of each month.

The next meeting will be on November 1, 2024 at 12:30 pm PST / 3:30 pm EST when we welcome renowned researchers, P. David Pearson and Rob Tierney who will discuss their book, Fact Checking the Science of Reading, https://lnkd.in/gD8srbFb. Both the open access book and Executive Summary are available on the site. Also, please consider examining Claude Goldenberg’s response: https://drive.google.com/file/d/1oyA2HhQlkJ2gM-rBHJYFmdO-QE9hMv_a/view

We would be delighted to have you join us, whatever your perspective. Please complete the Google Form invitation to get a zoom link. Also, feel free to pass the invitation along to any interested colleagues and friends.

In addition to lively, informative discussions, an added benefit of membership in the community is access to a Google drive folder containing previous recordings and readings — a treasure trove of resources! Hope to see you Friday, November 1st. 

For many educators, it is the beginning of a new school year – or will be very soon. For both students and teachers, it is an exciting time of preparation, new beginnings, and anticipation. Whether you’re a veteran educator or just starting out, the beginning of the school year can feel both exciting and daunting. For students, especially multilingual learners, there may be a level of anxiety involved about doing well in school, fitting in, and feeling welcome.

To help you get off to a strong start, here are ten tips to ensure a successful year for both you and your students.

1. Use Welcoming Words and Actions

Your attitude and behavior as a teacher have a profound impact on how students see themselves as learners, directly influencing their academic performance. Simple gestures like a smile, eye contact, or a kind word can make a world of difference, helping multilingual learners – and all students –feel valued and included in your classroom.

2. Learn and Pronounce Students’ Names Correctly

A student’s name is a core part of their identity, and pronouncing it correctly shows respect and recognition. I know from personal experience how embarrassing it can be when a teacher mispronounces your name or makes a comment such as, “Oh, this is a tough one. Let’s see if I can say it.” Such comments usually incite laughter from other students. Take the time to learn the correct pronunciation and say their names with the same care you would with any other name, like “Emily Thomas.”

3. Engage Parents and Guardians Early

Strong communication with parents and guardians is vital for student success. Positive communication and interactions between schools and their parents and families can enhance student outcomes, enrollment, attendance, and behavior. Reach out to them early in the school year to establish a connection. Consider sending a welcome letter or email to introduce yourself and outline your expectations for the year. Using tools like classroom websites, newsletters, or apps like ClassDojo can help keep parents informed and involved throughout the year. For many multilingual parents, texting is most effective and apps like TalkingPoints translates messages into multiple languages.

4. Reflect Students’ Cultures and Languages in the Classroom

Display visuals and items that represent the diverse cultures and languages of your students. Photos, posters, and bilingual labels can create an inclusive environment. In elementary classrooms, displaying each student’s photo and name can reinforce that every child is recognized and valued. This idea can be adapted for older students as well.

5. Be Mindful of Back-to-School Activities
   Consider the diverse backgrounds of your students when planning back-to-school activities like sharing summer experiences. While some multilingual learners may come from affluent backgrounds, many may not have had the opportunity to attend summer camps or take vacations. Instead, focus on inclusive activities that allow all students to share and participate.
6. Display Schedules, Routines and Rules for Clarity

Students thrive in environments with clear and consistent expectations. Post your classroom rules, procedures, and daily routines in a visual format that is easy for multilingual learners to understand. Be sure to explain, demonstrate, and reinforce these expectations regularly until they become second nature to your students, setting them up for success.

7. Show Understanding Toward Absences

While it’s natural to feel disappointed if students aren’t present on the first day of school, it’s important to remember that absences are often beyond their own control. Don’t criticize students who return late. Instead, offer support and understanding while kindly letting them know the importance of regular attendance.

8. Take Care of Yourself

Teaching is incredibly rewarding but also demanding. To be the best teacher for your students, it’s important to take care of yourself. Set boundaries to maintain a healthy work-life balance and make time for yourself each day: take a walk, read a good novel, listen to relaxing music. Self-care activities are essential for rejuvenating yourself, and the result will be a more effective and resilient teacher in the classroom.

9. Prioritize Relationship Building

Establishing strong relationships, from the classroom to colleagues in your building and beyond, is essential for new teachers and experienced teachers alike. Getting to know your students and their families can be rewarding and creates a sense of community that benefits everyone. Make sure that you seek out supportive, like-minded colleagues in your building and connect with them regularly. It’s also possible to create meaningful relationships with teachers that you meet virtually, such as in online chat groups. The point is to avoid isolation. Building relationships with those in your sphere is essential for your well-being – and theirs.

10. Reflect and Be Flexible

As the school year unfolds, take time to reflect on what’s working well and where you might need to make adjustments. What might you do to make lessons more comprehensible for your multilingual students? Is there sufficient language practice to increase English proficiency? Be open to changing your practices to better meet your students’ needs. We’ve found in our research that regular reflection and a willingness to adapt instruction helps teachers grow as an educator and provides a richer learning experience for students.

The beginning of the school year is an opportunity to set the stage for a successful, enjoyable, and fulfilling year. By being prepared, building strong relationships, and taking care of yourself, you’ll be well on your way to another great year.

I’ve been pleasantly surprised by the plethora of resources available to teachers of multilingual learners, administrators, policy makers, and multilingual families. However, there is often a gap between the resources themselves and their dissemination. In this post I will share some valuable sources that offer information, materials, webinars, and the like. As you can see, several are available in Spanish and English. I hope you’ll find one or more that are useful to you in your own setting.  

English Learner/Emergent Bilingual Collegial Community meeting. Our monthly come-as-you-can meetings welcome all participants who are interested in discussing multilingual literacy research and practice. Sponsored by The Reading League and facilitated by Kari Kurto, Claude Goldenberg, and myself (Jana Echevarria), we meet on the last Friday of each month.

The next meeting will be on April 26, 2024 at 12:30 pm PST / 3:30 pm EST when we welcome Magdalena Zavalia and colleagues from Intelexia. They will describe research conducted on their Spanish foundational skills program, Aprendo Leyendo, both in the U.S. and South America. This is an important presentation for multilingual educators because criticism of the “science of reading” (which is simply research on how individuals learn to read) is that its research is only conducted with monolingual English speakers, OR that the research was done exclusively in other countries. The presentations the past two months were centered around seminal studies conducted with Spanish-speaking students in the U.S.

We would be delighted to have you join us, whatever your perspective. Please complete the Google Form invitation to get a zoom link. Also, feel free to pass the invitation along to any interested colleagues and friends.

In addition to lively, informative discussions, an added benefit of membership in the community is access to a Google drive folder containing previous recordings and readings. Hope to see you Friday, April 26^th. 

Evidence Advocacy Center (EAC). A group of passionate educators and researchers has begun an effort to promote the use of evidence (aka research) by those who make decisions about policies, practices, procedures, programs, curricula, and so forth. Called the Evidence Advocacy Center, it is aimed at policy makers, educational administrators (at the national, state, local, and building levels), teacher educators, interest groups and organization leaders, instructional coaches, and teachers. It is not designed to promote specific curricula, assessments, or other educational products; it is designed to assist those who make instructional decisions locate and interpret trustworthy evidence about education – what works and what does not. Please visit the website where there is loads of information including a powerful video from Ameer Baraka who learned to read at 45 years of age after a stint in prison. This video speaks to the critical need to reach every child in the early grades of their schooling. There’s no time to waste!

Sold A Story Podcast. (English and Spanish)  In this popular podcast series, investigative journalist Emily Hansford reported about what is characterized as American education’s failures to teach reading. To tell the story, Ms. Hansford interviewed parents, children, educators, and others. She heard and reported about problems that were prevalent across the country. The reports have had an impact on the public as well as educators. In part, the series prompted a national discussion that has resulted new laws in at least 15 states to try to change the way reading is taught in schools. 

Just recently, Sold a Story became available in Spanish and can be accessed through your preferred podcast outlet.

Apple: https://podcasts.apple.com/us/podcast/sold-a-story-en-espa%C3%B1ol/id1735791319

Spotify: https://open.spotify.com/show/35siysSMOUySvDzPiIftKR

This is the kind of resource that schools should share with Spanish-speaking families. It might prompt a discussion amongst families and school personnel and give families a voice in the national discussion about reading. 

The Reading League Compass (English and Spanish) Some of the content on the Compass site includes a resource developed by The Reading League and the National Committee on Effective Literacy (NCEL): a Joint Statement: Understanding the Difference: The Science of Reading and Implementation for English Learners / Emergent Bilinguals. The groups, who are sometimes characterized as representing dichotomous perspectives, came together and found areas of agreement. This Joint Statement was a significant step forward in realizing the areas of agreement and diminishing the perception that there is widespread disagreement in how reading needs to be taught. 

A related resource is a page on the science of reading (SOR) and English learners which contains various resources at your fingertips (or clicks!). Be sure to spend some time exploring the resources there. 

Families in Schools. (English and Spanish) Although the website is intended to serve the greater Los Angeles area, you will find that its themes and resources are universal. For over 20 years, Families In Schools (FIS) has served “low-income, immigrant, and communities of color, knowing that education remains the single most important opportunity for them. The mission of Families in Schools is to involve families and communities in their children’s education to achieve lifelong success.” One resource for promoting early literacy is their ReadLA! Campaign: Literacy and Justice for All. Please visit the site to find ideas that may apply to your district and/or state.

La Ciencia de la Lectura en la Enseñanza de la Lectura (The Science of Reading in the Teaching of Reading). Dr. Horacio Alvarez Marinelli, Education Policy Expert & Creator of Let’s All Learn to Read provides an engaging and informative presentation in Spanish. A link to the transcript of the presentation is found below the video at: https://www.youtube.com/watch?v=9i2HdN1OHFU. In this presentation, Dr. Alvarez offers data from several countries that show the discrepancy between those who can understand oral language and written language. He characterizes lack of reading ability as “criminal” because of the limits it places on children. It is a very powerful presentation situated in a discussion of worldwide reading data.  

Conclusion

We have a responsibility to help educators access evidence-based resources that will drive classroom practice. Also, we need to reach out to parents so that they are informed about the education of their children. Too often families who are not proficient in English are left out of important conversations taking place in educational circles (including their own schools), conversations in which English-proficient families have a voice. 

The resources in this post are intended to be shared widely with colleagues, families, and others interested in literacy. Please feel free to pass along this post so that the dissemination gap is minimized.