Using guidance and data to inform the instruction of multilingual learners

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University of Delaware
This Educational Leadership Portfolio (ELP) focused on improving the literacy instruction of multilingual learners (MLLs) in Brandywine School District. Improving the literacy instruction of MLLs has the potential to influence their English language proficiency performance and, ultimately their Smarter Balance Assessment (SBAC) performance in ELA and mathematics. To reach this goal, I researched evidence-based practices for teaching MLLs, I administered and analyzed a teacher survey, reviewed existing data and resources used to serve MLLs, created new guidance documents, and provided professional learning (PL). ☐ A review of the MLL teacher survey and existing resources in the district revealed that educators could benefit from improved guidance and PL. Each guidance document addresses evidence-based practices for co-teaching, how to scaffold grade-level English language arts instruction, and how to discuss and celebrate English language proficiency progress with MLLs. PL sessions focused on increasing teachers’ understanding of MLLs’ assets, research about second language acquisition and native language characteristics, and the use of assessment data to improve the instruction of MLLs. ☐ The implementation of specific guidance, ongoing school visit feedback, and PL showed that ESOL teachers/tutors gained confidence discussing MLLs’ assets and scaffolding grade level instruction to promote language and content learning and revealed areas for continued leadership.
Coteaching, English learners, English language proficiency, Multilingual learners