Multilingual Learner Guidance and Resources

Most educational assessment tools used by schools, districts, and states are designed for administration in a single language. Yet, Multilingual Learners (MLs) engage with multiple languages at varying proficiency levels across different contexts, with these proficiencies fluctuating over time. Teams should take an assets-based approach by gathering data to develop a Linguistic Profile, which can guide instructional decisions and ensure accurate assessments of MLs' abilities.

Genre pedagogy is an explicit, functional approach to writing instruction that teaches students how to write for various purposes and audiences. It enhances their skills as both writers and readers by helping them recognize text organization and authors' decisions across literary genres, contributing to deeper comprehension. The WIDA Consortium broadly advocates for a functional approach to language instruction, and the WIDA 2020 Standards are informed by this approach. Implementing genre pedagogy across content areas helps ensure that students' learning opportunities build off of each other cohesively, which is especially supportive to bilingual and multilingual students. 

Language-Focused Writing Instruction Webpage Includes:

• Information and resources to help you learn about a genre-based approach to writing instruction 

• Pedagogical considerations for supporting bilingual and multilingual students 

• Resources to help you teach different literary genres

Language-Focused Writing Instruction Webpage

The purpose of this guide is to support the literacy and biliteracy instruction of Multilingual Learners (MLs) in bilingual education programs. It includes evidence-based practices that integrate all components of reading while addressing their specific application across languages. Key topics covered include oral language development, oracy, translanguaging, cross-linguistic connections, and holistic assessment. By understanding how to implement these practices, educators can better support students in achieving bilingualism and biliteracy.

READ Act Significant Reading Deficiency (SRD) Guidance for Multilingual Learners

Like-Peer Comparison Guidance for Multilingual Learners

READ Plan Template for Multilingual Learners

If an Multilingual Learner is determined to have a significant reading deficiency (SRD), a READ plan must be developed. Given the unique opportunities and needs of Multilingual Learners, the department has created a sample READ plan specific to Multilingual Learners. The READ plan template for Multilingual Learners contains the required components of a READ plan, including components for an individual student English Language Development (ELD) Plan.

READ Plan Template for Multilingual Learners

• The READ plan template for Multilingual Learners is an example, not a required template.
• Plans must align with READ Act requirements; however, districts can determine the format of the plan.
• The sample intends to illustrate the areas of English language and literacy development a teacher should consider when planning instruction and/or intervention for Multilingual Learners.

Selecting Evidence-Based Instructional Programs for Multilingual Learners

These interview questions are meant to be used as a resource when educators need information related to a student’s cultural background, academic profile, prior experiences, etc., in addition to that of the Home Language Survey/Home Language Questionnaire results. These questions can also be helpful for educators knowledgeable about English Language Development/Acquisition and acculturation.

English Language Proficiency (ELP) standards are required by Colorado state and federal law.  On December 10, 2009, the Colorado State Board of Education voted unanimously to adopt the English Language Development (ELD) standards developed by WIDA as the Colorado English Language Proficiency (CELP) Standards.

The CELP standards should be used, in conjunction with Colorado’s Academic Standards, to plan instruction that supports Multilingual Learners as they engage in academic content. 

To learn more about language development and the CELP Standards, refer to, the CELP Standards Resource Library.

For Multilingual Learners receiving instruction in Spanish and English, WIDA has created Marco DALE (Marco de los estándares del desarrollo auténtico del lenguaje español de WIDA) to support bilingual instruction and education.