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Use its speech-to-text features to help students respond to written questions in their L1.

The photo icon can be used to reread books, images, or pictures back to the students as well as translating it into whatever language they need!

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Students can read books in Spanish and English with provided comprehension questions in both languages.

Students have access to grade-level material books on topics that they want to read!

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Open a world of reading. Try Sora, the new reading app for students, by OverDrive.

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Equity, Anti-bias, and Diversity Activities

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Equity, Anti-bias, and Diversity Activities

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Create "Who am I?" poems with your students to learn more about their cultural experiences and background information. This can also help other students find similarities to each other!

Student fishbowl - "A student fishbowl gives pre-service and in-service educators an opportunity to hear the experiences, ideas, and critiques of current students while giving the students an opportunity to be active in the dialogue on multicultural education and education transformation" (Edchange, n.d.).

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EdChange - Equity, Anti-bias, & Diversity Activities & Exercises

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Multicultural, Anti-bias, & Diversity Activities & Exercises

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The Education Alliance at Brown University

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The Education Alliance at Brown University

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Research and papers created to inform teachers of new practices and strategies to use in the classroom.

Use this library to help research methods to encourage multiculturalism in your classroom.

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This collection holds materials from the Education Alliance at Brown University. The Education Alliance was a reform support organization committed to advancing equitable educational opportunities that prepare all student populations to succeed in the 21st century. From 1975-2021, the Alliance partnered with schools, districts and state departments of education to apply research findings in developing solutions to educational challenges. Its mission was to enhance learning for culturally and linguistically diverse students and focused on district and school improvement with special attention to underperformance and issues of equity and diversity. DOI: https://doi.org/10.26300/7eez-dz04

The Education Alliance archived website can be found here

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Brown Digital Repository | Collection | The Education ...

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This collection holds materials from the Education Alliance at Brown University. The Education Alliance was a reform support organization committed to advancing equitable educational opportunities that prepare all student populations to succeed in the 21st century. From 1975-2021, the Alliance partnered with schools, districts and state departments of education to apply research findings in developing solutions to educational challenges.

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Use this guide to find research on why culturally responsive teaching is important and how we can foster it.

Base your classroom rules list off of the bullet points under the "preparing teachers to be culturally responsive".

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Critical Practices for Anti-Bias teaching

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Critical Practices for Anti-Bias teaching

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Teachers can sign up for professional developments to help them see and correct unknown personal biases.

Links to articles and stories about culture, politics, civics, etc.

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The Learning Center is LFJ’s online popular education space for everyone (adults, youth and children), offering learning for civic and political action to build an inclusive, multiracial democracy.

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Have students practice their listening skills in English by playing stories with built in comprehension questions

Create short response questions to the stories to have students practice their writing skills.

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DailyESL.com provides free English lessons for ESL/EFL learners focusing on listening, reading, discussion, and critical-thinking skills.

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Can be used as fun time in the classroom or as a reward.

Use the games to help reinforce question words, expressions, colors, numbers, and daily living vocabulary.

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Aims to help students and children to memorize English (US) vocabulary in an easy and efficient way by using images, pronunciation and games. Free and Fun!

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"The idea that human languages, as superficially diverse as they are, share some fundamental similarities, and that these are attributable to innate principles unique to language: that deep down, there is only one human language" (Dabrowska, 2015).

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The cognitive theory, "proposes that learners actively build up their knowledge of a new language through analysis, synthesis and evaluation" (Sanako, 2024).

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"input hypothesis asserts that comprehensible input, or language input that is slightly beyond the learner’s current level of proficiency, is the primary driver of second language acquisition" (Sanako, 2024).

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How can these theories help me to write a teaching philosophy? 

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How can these theories help me to write a teaching philosophy? 

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Using these second language acquisition theories to help write a teaching philosophy will allow us to dive deeper into who we are. Understanding that there are different processes and theories to learning, will start the questioning process in our minds. The universal grammar, cognitive theory, and input hypothesis all have the idea that languages are diverse, but there must be a cognitive process to language.

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1) Be specific on your beliefs

2) Be humble and sincere

3) Make sure you have a definition of a "good teacher"

4) Discuss your teaching methods

5) Why you choose to teach using these methods.

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Cream and Brown Illustrative Unity in Diversity Poster

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Recording your lessons allow you to reflect on how and where we can change and tailor our lessons. It also allows us to see, unfiltered and unbiased, how we teach and run our classrooms! They also allow us to see our progress over a period of time!

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Journaling is a great way to work towards becoming a self-reflective practitioner. Journaling can be completed online through an app or documents. It can also be completed with pen and paper! Setting aside a certain amount of time is the best way to establish a routine. Journaling can be combined with recording! The teacher can write down their feelings after the recording is complete.

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Asking yourself a set of predetermined questions after situations or lessons happen can allow you to become a reflective practitioner. We can also ask students the same questions to compare answers and responses. This practice also allows students to become self-reflective as well!

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Setting goals for yourself is a great way to continue to push yourself. While establishing these goals, reflection is key. Making sure that throughout the course of our paths, we are asking questions and recording our responses.

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-Test Read – Human Reader

-Scribe for all ELA writing

-Extended testing time

-In a separate location of no more than 3 students

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-Test Read

-Extended testing time

-In a separate location of no more than 8 students

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For students with dyslexia, vision impairments or learning disabilities, it can be extremely difficult to read. Test read accommodations allow for us to see the results of what we are trying to assess. If the test is about reading comprehension, then it does the student no good to struggle with reading. This also helps alleviate testing anxiety for these students.

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A scribe writes down a verbal response for a student. This is helpful for students with mobility issues and those that have issues with their fine motor skills.

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Extended testing time allows students to not rush through an assessment or an assignment. New York State allows students time and half to take exams or all day for larger state examinations. Extended time allows students more processing time.

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Separate locations help our students with low attention spans stay focused. With so many students in one classroom, it is very easy to be distracted or feel overwhelmed. The smaller groupings also allow for more teacher support with focusing reminders and technology issues.

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Attending the TESOL convention is a great way to add to our professional growth. As the website states, "The convention offers a wide range of engaging professional development opportunities to English language teaching (ELT) professionals at all levels from around the world" (TESOL, n.d.).

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Below is a list of past TESOL convention dates and locations. Learn more about TESOL's history.

2024: 21-23 March, TESOL International Convention & Expo, Tampa, Florida, USA

2023: 21-24 March, TESOL International Convention & English Language Expo, Portland, Oregon, USA

2022: 22-25 March, TESOL International Convention & English Language Expo, Pittsburgh, Pennsylvania, USA, hybrid

2021: 24-27 March, TESOL International Convention & English Language Expo, Virtual

2020: 16-18 July, TESOL International Convention & English Language Expo, Virtual

2019: 12-15 March, TESOL International Convention & English Language Expo, Atlanta, Georgia, USA

2018: 27- 30 March, TESOL International Convention & English Language Expo, Chicago, Illinois, USA

2017: 21-24 March, TESOL International Convention & English Language Expo, Seattle, Washington, USA

2016: 5-9 April, TESOL International Convention & English Language Expo, Baltimore, Maryland, USA

2015: 25-28 March, TESOL International Convention & English Language Expo, Toronto, Ontario, Canada

2014: 26-29 March, TESOL International Convention & English Language Expo, Portland, Oregon, USA

2013: 20-23 March, TESOL International Convention & English Language Expo, Dallas, Texas, USA

2012: 28-21 March, TESOL International Convention & English Language Expo, Philadelphia, Pennsylvania, USA

2011: 16-19 March, 45th Annual Convention, New Orleans, Louisiana, USA

2010: 24-27 March, 44th Annual Convention, Boston, Massachusetts, USA

2009: 26-28 March, 43rd Annual Convention, Denver, Colorado, USA

2008: 2-5 April, 42nd Annual Convention, New York, New York, USA

2007: 21-24 March, 41st Annual Convention, Seattle, Washington, USA

2006: 15-19 March, 40th Annual Convention, Tampa Bay, Florida, USA

2005: 29 March-2 April, 39th Annual Convention, San Antonio, Texas, USA

2004: 29 March-3 April, 38th Annual Convention, Long Beach, California, USA

2003: 25-29 March, 37th Annual Convention, Baltimore, Maryland, USA

2002: 9-13 April, 36th Annual Convention, Salt Lake City, Utah, USA

2001: 27 February-3 March, 35th Annual Convention, St. Louis, Missouri, USA

2000: 14-18 March, 34th Annual Convention, Vancouver, British Columbia, Canada

1999: 9-13 March, 33rd Annual Convention, New York, New York, USA

1998: 17-21 March, 32nd Annual Convention, Seattle, Washington, USA

1997: 11-15 March, 31st Annual Convention, Orlando, Florida, USA

1996: 26-30 March, 30th Annual Convention, Chicago, Illinois, USA

1995: 28 March-1 April, 29th Annual Convention, Long Beach, California, USA

1994: 8-12 March, 28th Annual Convention, Baltimore, Maryland, USA

1993: 13-17 April, 27th Annual Convention, Atlanta, Georgia, USA

1992: 3-8 March, 26th Annual Convention, Vancouver, British Columbia, Canada

1991: 24-28 March, 25th Annual Convention, New York, New York, USA

1990: 6-10 March, 24th Annual Convention, San Francisco, California, USA

1989: 7-11 March, 23rd Annual Convention, San Antonio, Texas, USA

1988: 8-13 March, 22nd Annual Convention, Chicago, Illinois, USA

1987: 21-25 April, 21st Annual Convention, Miami Beach, Florida, USA

1986: 3-8 March, 20th Annual Convention, Anaheim, California, USA

1985: 5-14 April, 19th Annual Convention, New York, New York, USA

1984: 6-11 March, 18th Annual Convention, Houston, Texas, USA

1983: 15-20 March, 17th Annual Convention, Toronto, Ontario, Canada

1982: 1-6 May, 16th Annual Convention, Honolulu, Hawaii, USA

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TESOL Convention | TESOL | International Association

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Join us in Tampa, Florida, USA, 20-23 March 2024.

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The New York State United Teachers organization has a comprehensive ENL seminar program that teachers can sign up for. The programs can be completed in person or online. The online programs also help satisfy the Part 154/CTLE Language Acquisition mandate. Through these programs teachers and paraprofessionals can learn how to support ELLs and their education journeys.

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ELT offers a rapidly expanding array of relevant training for all educators, including school-related professionals, ENL, Bilingual and classroom teachers on the topic of language acquisition and the needs of English language learners.

ELT has developed training to assist educators in meeting the Part 154/CTLE Language Acquisition mandate designed to address the needs of English language learners (ELLs).

View the full listing of seminars addressing English language learners in our updated Seminars on Language Acquisition Requirement flyer.

Online Seminars
Academic Language for English Language Learners: What Teachers Need to Know
This five hour online seminar will help general education teachers target and improve academic language for all learners across disciplines and grade levels, particularly those who are learning English. Participants will identify the differences between social and academic language, analyze the academic language demands of a text, and examine research-based strategies for targeting academic language development in all domains of language.
Culturally Responsive Classrooms
In order to meet the needs our diverse student population, educators must possess the mindset and skills needed to foster a positive learning environment for all students as it is critical to their academic success. Culturally responsive instructional practices honor and support this diversity, connecting learning to students' cultural and linguistic background while building on prior experiences. As a result, educators create an inclusive environment that is accessible and relatable to all students. In this seminar, participants will learn how to build on their current practices to create a culturally responsive classroom for their students. The goal of culturally responsive teaching is to instruct in a way that ensures engage in cognitively demanding tasks that foster independent learning by increasing student engagement and strengths-based mindset.
Establishing an Optimal Co-teaching Classroom with English Learners in Mind
What do teachers need to know and do prior to stepping in front of students as a co-teaching team? Participants of this online seminar will learn how to create a positive relationship by building a foundation for collaboration, welcoming the strengths and contributions each teacher brings to the partnership, and exploring ways to establish a presence where there is trust and respect. Through the co-teaching models for various classroom environments, participants will gain planning strategies to aid all students to learn at higher levels.
Equitable Assessment: Implications for Instruction of English Learners
Assessment is a powerful tool for teachers as the results are a quantifiable measure of students' knowledge of the content. As an integral part of the teaching and learning cycles, assessment is a key focus for the teachers of English learners as it influences future instructional practice. This online seminar will guide participants through understanding the critical role both formative and summative assessments play and exploring practical assessment strategies for validly measuring English learners' knowledge in various content and grade-level classrooms.
Intervention and Identification: Supporting ELLs with Ability Differences
Although all students demonstrate a wide range of strengths, needs, and social characteristics, the increasing diversity among English language learners (ELLs) presents puzzling questions for education professionals. This is especially true of ELLs who, despite receiving appropriate language-related supports and services, still do not demonstrate adequate growth or achievement in school. In these cases, we ask the question: Is this issue related to language acquisition or to disability? In this online seminar, you will explore critical issues related to interventions for ELLs who present unique learning challenges, as well as the assessment and disability identification processes which occur once intervention is proven ineffective.
Strategies for SIFE Success!
Students with Interrupted/Inconsistent Formal Education (SIFE) are English language learners who enter U.S. schools at least two years below grade level in reading and/or math in their native language due to underschooling. These learners bring with them rich cultural and life experiences, but are doing double the work in learning English and academic skills simultaneously. Teachers looking for support in how to address the intense needs of this population will benefit from this course. In this seminar, participants will examine common characteristics and experiences of the SIFE population, and learn how to design classroom environments and apply specific strategies that honor students' backgrounds to foster SIFE success.
These seminars can be used to meet CTLE hours and C.R. Part 154 Language Acquisition requirements.
For districts wanting to request online seminars for their educators, download our Online Seminar Request Form.

For School-Related Professionals:
Creating a Welcoming School Environment for English Language Learners
This seminar will familiarize participants with who our English language learners are and the challenges they face as they learn a new language. By examining the critical nature of culture and its deep impact on an English learner's identity, participants identify strategies to ensure the school environment is a caring, accessible place for our English learners.

Our World, Our Students

The seminar examines the complexity of the diverse student populations within our schools. Our students represent the financial disparity, diverse cultural backgrounds and differences in learning styles and abilities found amongst the citizens within our state.

We will explore the importance of recognizing our own biases, consider the obstacles which may prevent us from understanding our students and identify those beliefs which can hinder the way we interact with them. We will also look at ways to use our students' backgrounds, cultural resources, as well as their unique strengths and challenges, to create a more conducive environment for learning. In addition, we will explore ways to involve students in the learning process while providing strategies to demonstrate how we, as educators, can use cultural connections to assist our students in appreciating themselves and each other.
This seminar can be used to meet CTLE hours and C.R. Part 154 Language Acquisition requirements.

Site-based Seminars

These informative three hour seminars can be brought to districts for Superintendent's Conference days and for after school professional development sessions. NYSUT's Education & Learning Trust (ELT) has been approved as a CTLE provider.

View the full listing of seminars addressing English language learners in our updated Seminars on Language Acquisition Requirement flyer.

To request one of these sessions, please download our Seminar Request Form and e-mail, fax, or mail the completed form back to us.

For Teachers:
Collaborative Identification of English Learners with a Disability - 3 hour
Participants will examine the many facets of identifying English learners with special needs. Federal regulations and New York's CR Part 154-3 regulations will form the foundation of this session. Participants will analyze a case study and apply concepts and tools acquired throughout the course. Enriching discussion will focus on the collaborative process of identifying ELs who have a disability. Many practical resources and tools will be provided for educators to utilize from throughout the collaborative process of identifying ELs with a disability.
Collaborative Identification of English Learners with a Disability - 6 hour
Historically, there has been a problem of over- and under-identification of English learners for special education. Participants in this six-hour seminar will simulate a team approach model using a case study as a way to address the issue. This collaborative process will include a review of state and federal regulations, an analysis of student behavior to distinguish a language difference versus a learning disability, a discussion on how the RtI process might look different for English learners, parent support at IEP meetings, and the use of data leveraged to design a program for English learners identified with a disability.

What important things do co-teachers need to know prior to stepping in front of students together? Participants of this workshop will experience and embed strategies to develop a positive co-teaching partnership, learn how to apply the co-teaching models for various classroom environments, and gain planning strategies to ensure the learning of all students at high levels. Please bring a laptop or device, headphones and upcoming lessons/unit plans to the session. It is highly recommended that ENL and content teachers take this seminar with their co-teaching partner.

You've been co-teaching together for a while.... Now what? This session aims to provide co-teachers with the "next steps" in co-teaching. Participants will revisit ways establish a collaborative relationship that truly represents a shared curriculum. Co-teachers will walk away with concrete steps for intentional reflection, effective communication, and thoughtful planning. Beyond this, co-teachers will also become equipped to rise above pitfalls and challenge each other to take their teaching to higher levels, where ALL students are bound to thrive. Please bring an upcoming lesson/unit plans to the session. It is highly recommended that ENL and content teachers take this seminar with their co-teaching partner.
Creating a Culturally Responsive Classroom
Available as a three hour session
In order to meet the needs our diverse student population, educators must possess the mindset and skills needed to foster a positive learning environment for all students as it is critical to their academic success. Culturally responsive instructional practices honor and support this diversity, connecting learning to students' cultural and linguistic background while building on prior experiences. As a result, educators create an inclusive environment that is accessible and relatable to all students. In this seminar, participants will learn how to build on their current practices to create a culturally responsive classroom for their students.

The five high-leverage principles presented in this seminar synthesize the work of leading scholars and educators and reflect basic practices that can improve teaching and learning for English learners across the content areas. Participants will examine evidence-based instructional strategies that can be incorporated into daily lesson plans and routines as well as determine effective ways to teach and assess both language and disciplinary content. Through building upon students' background knowledge, incorporating academic language functions, designing and scaffolding deeper learning tasks integrating all four domains, and providing opportunities for student participation, teachers will help EL students become proficient in English and achieve rigorous state standards.

This seminar, designed for elementary teachers, focuses on language acquisition and the challenges ELLs at different proficiency levels face in the mainstream classroom. Teachers will experience a variety of research-based strategies and modifications and learn how to apply them in lesson plans that foster the academic achievement of ELLs in their classes.
Increasing Family Engagement to Promote the Achievement of ELLs - 3 hour
With so much attention focused on helping English learners meet grade-level expectations, teachers are looking for what works. In this seminar, participants explore four research-based recommendations for engaging English learners in subject area instruction. Participants will view real life classroom examples and experience practical hands-on activities that can be applied across grade levels and content areas.
Increasing Family Engagement to Promote the Achievement of ELLs - 6 hour
What are some approaches educators can use to develop effective partnerships with bilingual families? In this session, you will examine ways to increase family engagement and improve the home-school connection with the families of our English learners while taking into consideration the four stages of immigrant parent involvement.

In this six hour session, participants will examine a multitude of ways to develop effective home-school partnerships with the families of our English learners. Initial activities work to increase familiarity with the diverse cultures of the community in order to identify their needs, create a more welcoming school environment, and develop culturally responsive, two-way communication. The culminating activity will be to create an engagement plan in accordance with the requirements in the Every Student Succeeds Act (ESSA) that targets specific academic outcomes for ELLs while strengthening the meaningful engagement of diverse families. While this training is ideal for school- or district-based teams, it is still relevant and useful for individual educators.

English language learners are the fastest growing student population in schools, and they must be considered when the NYS Next Generation standards are being implemented. Geared for general education teachers, this seminar will help participants design effective content-area instruction while they explore research-based strategies, instructional guidelines and resources for helping ELLs succeed.

How does language development affect learning? Through exposure to research literature and information on language acquisition theory, you will gain a deeper understanding of the intersection of language and learning. Educators will be guided to reflect on how language development affects instruction and learning in their own classrooms.

Planning for the Success of ELLs in Content Classes
Available as a three or six hour session

This seminar provides the opportunity to examine research-based strategies and approaches that assist ELLs in meeting rigorous grade-level standards through a step-by-step breakdown of the lesson planning process that includes scaffolded language and content objectives. Participants will experience a variety of motivating and engaging instructional strategies that can be strategically applied to lesson plans as a way to increase academic language production and content comprehension for ELLs.
Supporting and Sustaining the Social-Emotional Needs of English Learners Who Experience Trauma
Available as a three hour session
Help! I have a newcomer in my classroom! What should I do? Teachers can start by taking this foundational seminar on Students with Interrupted Formal Education (SIFE) students and spend time exploring characteristics of SIFE students to better serve their needs in the classroom. During this seminar, participants will learn how to design classroom environments and apply specific strategies that both honor students backgrounds and support the intense needs of this population in order to foster SIFE success. This also provides a strong knowledge base for future learning opportunities on SIFE literacy, differentiation and culturally responsive instruction.

This seminar, designed for all educators who work with English language learners (ELLs), will address the multitude of trauma that many ELLs have experienced prior to and since their arrival to the US. Immigration, under the best of circumstances, involves separation, loss and challenges to one's identity. Many of our recently-arrived ELLs present with traumatic stressors most educators have not dealt with before. Participants will leave this seminar with strategies to help students who have experienced trauma, tools to support ELLs' social and emotional healing, growth and well-being, and ways to build trusting relationships with this fragile cohort.

This 6 hour seminar, designed for all in the educational community who encounter English Language Learners (ELLs), will address the topic of significant trauma many ELLs have experienced prior and upon their arrival. Immigration under the best of circumstances includes separation, loss and challenges to one's identity. Many of our recently-arrived ELLs present with traumatic stressors most educators have not dealt before. The impact of early trauma on brain development and early attachment will be explored. When is it appropriate to activate prior knowledge when it includes violence, war, lack of basic needs, disruption in human development, and/or separation from family? What do educators know about Adverse Childhood Experiences (ACEs) that can improve their pedagogy? This seminar will provide the necessary tools and strategies to support ELLs' healing and growth, both academically and social-emotionally.

In addition to learning a new language, ELLs have to adjust to a new environment and culture while learning new academic skills and content knowledge. Explore the impact of culture on academic achievement, and identify factors that contribute to a culturally responsive classroom in this engaging session.

As a teacher, what can you do with students in your class who are learning English? How can you help them succeed? This seminar focuses on understanding the stages of verbal acquisition and identifying variables that influence the language acquisition process for ELLs. Strategies that have been shown to successfully engage ELLs are examined and instructional and assessment accommodations are demonstrated.

These seminars can be used to meet CTLE hours and C.R. Part 154 Language Acquisition requirements.

For School-Related Professionals:

Increasing Family Engagement to Promote the Achievement of ELLs - 3 hour
Increasing Comprehension of ELLs for SRPs
Available as a three hour session

This seminar will familiarize participants with who our English language learners are and the challenges that they face as they acquire a new language. Participants will have the opportunity to examine how critical culture is and its impact on an English learner's identity as well as explore strategies for making information more comprehensible and accessible to ELLs.
Supporting and Sustaining the Social-Emotional Needs of English Learners Who Experience Trauma
Available as a three hour session
What are some approaches educators can use to develop effective partnerships with bilingual families? In this session, you will examine ways to increase family engagement and improve the home-school connection with the families of our English learners while taking into consideration the four stages of immigrant parent involvement.

This seminar helps SRPs become more familiar with students' cultural abilities and needs in order to create a more conducive learning environment. Educators will engage in discussions of the importance of involving all students in the learning process while demonstrating how they can use cultural connections to assist students in appreciating each other's strengths.

This seminar, designed for all educators who work with English language learners (ELLs), will address the multitude of trauma that many ELLs have experienced prior to and since their arrival to the US. Immigration, under the best of circumstances, involves separation, loss and challenges to one's identity. Many of our recently-arrived ELLs present with traumatic stressors most educators have not dealt with before. Participants will leave this seminar with strategies to help students who have experienced trauma, tools to support ELLs' social and emotional healing, growth and well-being, and ways to build trusting relationships with this fragile cohort.

This 6 hour seminar, designed for all in the educational community who encounter English Language Learners (ELLs), will address the topic of significant trauma many ELLs have experienced prior and upon their arrival. Immigration under the best of circumstances includes separation, loss and challenges to one's identity. Many of our recently-arrived ELLs present with traumatic stressors most educators have not dealt before. The impact of early trauma on brain development and early attachment will be explored. When is it appropriate to activate prior knowledge when it includes violence, war, lack of basic needs, disruption in human development, and/or separation from family? What do educators know about Adverse Childhood Experiences (ACEs) that can improve their pedagogy? This seminar will provide the necessary tools and strategies to support ELLs' healing and growth, both academically and social-emotionally.

This seminar is designed to help educate students who will be living in a world of diverse communities. It will promote awareness of global differences while identifying shared values. It encourages the understanding of one's own culture as the doorway to understanding other cultures.

These seminars can be used to meet CTLE hours and C.R. Part 154 Language Acquisition requirements.

View the full listing of seminars addressing English language learners in our updated Seminars on Language Acquisition Requirement flyer.

To request one of these sessions, please download our Seminar Request Form and e-mail, fax, or mail the completed form back to us.

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ELT offers a rapidly expanding array of relevant training for all educators, including school-related professionals, ENL, Bilingual and classroom teachers on the topic of language acquisition and the needs of English language learners. ELT has developed training to assist educators in meeting the Part 154/CTLE Language Acquisition mandate designed to address the needs of English language learners (ELLs).

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As part of our constantly evolving continuing education requirements, teachers can learn how to support their ELLs through continuing their own education. Many different universities and colleges have classes that inform us on how to support our ELLs, connect with families, and how to encourage others to be supportive.