This April, join the Office of English Language Acquisition (OELA) in celebrating National Bilingual/Multilingual Learner Advocacy Month! This month sheds light on bilingual/multilingual learners as one of the fastest-growing student populations and highlights the rich diversity that they bring to U.S. schools.
It’s important that we provide every student with a pathway to multilingualism, which is an asset that can benefit English learners (ELs) and native English speakers in a variety of ways. To kick off the celebration, we’re sharing a list of resources on multilingualism and multiliteracy. Visit the National Clearinghouse for English Language Acquisition (NCELA) throughout the month for additional resources!
Infographic – Benefits of Multilingualism
The Benefits of Multilingualism infographic, now available in four languages, illustrates the cognitive, educational, economic, and sociocultural benefits of learning multiple languages.
• Benefits of Multilingualism (Arabic)
• Benefits of Multilingualism (Chinese)
• Benefits of Multilingualism (English)
• Benefits of Multilingualism (Spanish)
Fact Sheet – Raise the Bar: Lead the Word Initiative
“Raise the Bar: Lead the World” is the U.S. Department of Education’s call to action to transform P–12 education and unite around what truly works—based on decades of experience and research—to advance educational equity and excellence. Raising the bar means recognizing that our nation already has what it takes to continue leading the world—if we deliver a comprehensive, rigorous education for every student, boldly improve conditions for learning, and ensure every student has a pathway to multilingualism and to college and careers.
• Fact Sheet – Raise the Bar: Lead the Word Initiative (English)
• Fact Sheet – Raise the Bar: Lead the Word Initiative (Spanish)
Fact Sheet – Top Languages Spoken by English Learners in the United States
Spanish, Arabic, Chinese, Vietnamese, and Portuguese are among the most common languages other than English spoken by ELs. Explore this updated fact sheet from OELA for more facts, including trends in languages spoken between school years 2006–07 to 2019–20.
• Fact Sheet – The Top Languages Spoken by English Learners in the United States
Infographic – Heritage Language Learners and American Indian and Alaska Native Students
Historical conditions such as forced cultural and linguistic assimilation continue to result in language loss in Native communities. Promoting Heritage languages for American Indian/Alaska Native (AI/AN) students is important for whole-child development. A student’s Heritage language enhances English language development, academic achievement, and social and emotional well-being. This infographic highlights the importance of promoting and elevating the Heritage languages of AI/AN multilingual learners.
• Infographic – Heritage Language Learners and American Indian and Alaska Native Students
Podcast – Effective Literacy Instruction for Multilingual Learners: What it is and What it Looks Like
In this two-part podcast hosted by OELA, Melissa Escalante, Lead Management and Program Analyst, facilitates a conversation about effective literacy instruction for multilingual learners.
In part 1 of the podcast Dr. Laurie Olsen, Strategic Advisor from Sobrato Early Academic Language discusses key understandings about literacy development for multilingual learners, as well as literacy instruction in English-only educational contexts. The presentation is followed by a Q&A moderated by Grace Delgado and featuring Aloise Miller, Adjunct Professor from Seidlitz Education.
In Part 2, Dr. Kathy Escamilla, Professor Emerita at the University of Colorado, discusses literacy development in bilingual settings. The presentation is followed by a Q&A moderated by Grace Delgado and featuring Dr. Ana DeGenna, Associate Superintendent of Educational Services at Oxnard School District.
• Podcast – Effective Literacy Instruction for Multilingual Learners: What it is and What it Looks Like (Part 1)
• Podcast – Effective Literacy Instruction for Multilingual Learners: What it is and What it Looks Like (Part 2)