Designing, Delivering, and Evaluating Instruction and Services for Multilingual Learners

The term Multilingual Learner (ML) recognizes and values the linguistic and cultural assets students bring to classrooms in Colorado. It acknowledges that students use and build upon one or more languages while engaging in learning, with many developing bilingualism, biliteracy, or, in some cases, multilingualism and multiliteracy. When referencing and/or citing state and federal law and/or obligations under these laws, the terms English Learner (EL), Non English Proficient (NEP), Limited English Proficient (LEP), Fluent English Proficient (FEP) and other legal terms will be used.

Multilingual learners bring many assets to districts, schools, and public charter schools, including their home language(s) and culture(s) which enable them to make connections across multiple languages and cultures and contribute valuable perspectives to their learning communities. To best leverage these strengths and provide MLs with meaningful opportunities to participate in educational programs, Colorado districts, schools, and public charter schools must appropriately identify MLs, analyze multilingual learner academic performance, and implement and evaluate evidence-based Language Instruction Educational Programs (LIEPs).

The Colorado Department of Education (CDE) has developed several guidelines which reflect the philosophy and requirements of the Every Student Succeeds Act (ESSA), the WIDA Consortium, the Colorado Academic Standards (CAS), the Colorado English Language Proficiency (CELP) Standards, Colorado state education legislation, and relevant federal education legislation. Together, these frameworks provide the basis for supporting multilingual learners through equitable, standards-based educational practices across Colorado. 

Designing, Delivering, and Evaluating Instruction and Services for Multilingual Learners provide Colorado districts, schools, and public charter schools state and federal laws, as well as their legal and judicial responsibilities for ensuring equitable educational opportunities for MLs. The chapters offer an overview of the research and theory that inform effective practices and implementation of Language Instruction Education Programs (LIEPs). It also addresses the socio-emotional, linguistic, and educational strengths and challenges of multilingual learners. 

The chapters are the result of a collaborative effort among multiple CDE departments and offices, Colorado school districts, professional organizations, and other public and private stakeholders committed to providing high-quality education for multilingual learners. It is not copyrighted and readers are free to duplicate and use these materials in keeping with accepted publication standards. The Colorado Department of Education requests proper credit be given to original authors and contributors of this document, previously released as: Guidebook on Improving the Academic Achievement of English Learners, CDE, 2007.

During the 2026-27 school year, chapters will be revised to include current updates and information. To request as one pdf or for technical assistance navigating links on this page, please contact the CLDE Office.