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"Collaborator" is a powerful word in education circles that a growing number of teachers use to describe themselves. From speaking to many of you, we know that strong collaborative relationships between educators are needed to support student success. More specifically, collaboration on behalf of multilingual learners with exceptionalities (MLEs) must be built on mutual trust and shared expertise. It is further based on a belief that MLEs can be successful both academically and socially when you work together in teams.

Ready to join the team? When multiple educators with varied expertise participate on teams you can better support MLEs. This may include classroom teachers, special educators, ESOL specialists, speech-language pathologists, occupational therapists, psychologists, social workers, and many others.

Asking a key question supports the efforts of the team: How can we learn together and continue to learn about each student?

Sharing key information may occur through formal discussions such as IEP or 504 meetings or even informal discussions during planning time. When planning time is limited, use Google Docs or other cloud-based digital platforms to share educational information and goals. Make sure all lessons are accessible and include modifications or adaptations when necessary. Very often, the special educator-with modified instructional expertise-can offer learning strategies that are asset-based and productive, whereas the language development specialist can create multiple access points and scaffolds.

What can collaboration for MLEs look like? It will vary from classroom to classroom, school to school, and district to district! Your collaboration may focus on creating consistency in the curriculum across grade levels and between classes or course sections. This type of collaboration is most effective when not limited to select classrooms. Across-grade collaborative practices invite you to speak to each other about best practices. You may share research-based instructional ideas and work together to accelerate learning for all students, perhaps specifically for MLEs. We know that MLEs receiving explicit and targeted instruction will progress in their language and literacy development.

Consider some other collaborative practices that you and your colleagues can share:

Speaking about your favorite strategies and inviting other educators to watch through non-evaluative peer observations.

Informing schools' or districts' professional development plans and having input regarding your learning needs.

Sharing high-leverage practices focused on the subset of students who are multilingual learners with exceptionalities.

What are the benefits of collaboration? Recognizing MLEs through an asset-based lens means that language and literacy development remain at the forefront of your lessons. Since certain learning disabilities may make language acquisition more complex, you can work together to integrate language, especially new vocabulary and concepts. In many cases, a lack of understanding about language acquisition affects planning and teaching, so collaborative practices allow for a shared exploration of how language and literacy are attained among neurodiverse multilingual learners.

What are practices to jumpstart collaboration? You can begin to collaborate by coordinating plans and instruction for classrooms in which you share students. Consider the programs that your MLEs are in and make sure there is:

Flexible scheduling

Professional development for classroom teachers, special education teachers, ESOL specialists, and any other service provider

Back-mapping the curriculum for content that may have been missed based on limited access to education or prior knowledge

Consideration for newcomer programs that may help the MLE become more acclimated to your school's structure

Built-in extended time for instructional support, including practice and application

Systemic implementation of a collaborative cycle of co-planning, co-instruction, co-assessment, and reflection (Dove & Honigsfeld, 2018)

Regular communication with your team members and parents

What are the challenges? We must prevent multilingual learners with exceptionalities from becoming marginalized or sidelined either for their diverse learning needs or their inconsistent development through language proficiency levels. Therefore, those of you who work in inclusive settings with MLEs need to make it your mission to advocate for everyone and to use asset-based lenses. When you recognize students' multidimensional identities, you must also keep in mind that students come from different homes and communities with varied languages and oral skills as well as diverse cultures and traditions. Additionally, in recent years, we have observed more students with traumatic life situations, which may include refugee status, difficult immigration experiences, poverty, family separations, interrupted formal education, and/or homelessness. These become more complex when overlapped with a learning disability or language difficulty.

What can collaborating teachers accomplish together? Teachers who work together can discuss and confirm how you will address and evaluate challenging concepts and skills. You can agree that knowledge and skills will not be watered down but rather explicitly taught. Teams can also agree on responsibilities and roles in planning and implementation. If you have multiple teachers in the classroom at the same time, a discussion of how to best configure the class (whole group, small group, one-on-one, learning centers) will allow for optimal instructional time. In short, you should clarify all structures that support the integration of content, language, and learning needs of your MLEs. Other strategies to consider are mini-lessons that integrate students' lived experiences, predictable routines and structures, visual or physical adaptations of content, and modifications to activities.

How can you achieve parity? Educational parity means an expectation to serve students with equity. This indicates that students-no matter their learning needs-receive equitable instruction and that as educators, you are somewhat equal in your roles. This means not being a leader or helper, for instance. Parity is a goal teachers who share students need to work towards so that the students receive instruction and best practices from each of you, not just one educator.

The ideas for collaboration can keep flowing. A renewed focus on the relationship between English language development and academic content will benefit all students not just multilingual learners with excepetionalities. When you return to school next year, begin by asking yourself: How can you encourage other educators to join your collaborative efforts?

One new resource to jump start your efforts is Collaboration for Multilingual Learners with Exceptionalities: We Share the Students.

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author: Andrea Honigsfeld and Audrey Cohan

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author: Aaron Blackwelder and Jason Cowley

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author: John Almarode, Doug Fisher, Nancy Frey, and Kierstan Barbee

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Learn to Collaborate in Support of Multilingual Learners with Exceptionalities - Corwin Connect

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Explore the impact of shared expertise in supporting multilingual learners with exceptionalities and offer strategies to improve collaboration among educators.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Weekly Planning Template 2

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Assessing an Integrated Collaborative Model

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Assessing an Integrated Collaborative Model

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Collaboration for Multilingual Learners With Exceptionalities: We Share the Students

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Welcome to the Companion SiteFigure 2.4: Multilingual Learner Educational PlanFigure 3.2 Key Research Findings and Takeaways

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Under- and over-identification of ELLs in special education

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Podcast Episode · Bilingual in America · 07/24/2024 · 23m

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Special Education and English Language Learners

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Learn more about how schools and families can collaborate to ensure that ELLs, including those with special needs, have the appropriate support and services to meet their unique needs.

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Daily Planning Template

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Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners

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Welcome to the companion website for Co-Planning.Please use the chapter links on the left to download resources from the book.

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Episode Forty-Two - Empowering Educators: Collaboration for Multilingual Learners with Exceptionalities with Dr. Andrea Honigsfeld & Dr. Audrey Cohan

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Podcast Episode · Talking their language with Helen Bodell · 04/15/2025 · 31m

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Individuals with Disabilities Education Act

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OSEP Fast Facts: Students with Disabilities Who Are English Learners Served Under IDEA Part B

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These OSEP Fast Facts look at students with disabilities who are English learners served under IDEA Part B.

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Collaborative Planning in Language Magazine

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Collaborative Planning in Language Magazine

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Weekly Planning Template

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Collaboration and Co-Teaching Evaluation Survey

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Collaboration and Co-Teaching Evaluation Survey

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

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Chapter 1Figure 1.1 - Cultural, Linguistic, and Academic Profile for... (blank version)Figure 1.2 - An EL Profile-at-a-Glance (blank version)Video 1.1 - Student Benefits

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Ep 201. Collaboration for MLs with exceptionalities

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Podcast Episode · Teaching MLs · 07/04/2024 · 51m

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English Language Learners with Special Needs: Effective Instructional Strategies

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Students fail in school for a variety of reasons. In some cases, their academic difficulties can be directly attributed to deficiencies in the teaching and learning environment. For example, students with limited English may fail because they do not have access to effective bilingual or English as a second language (ESL) instruction.

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Dr. Andrea Honigsfeld and Dr. Maria Dove are renowned experts on the topics of collaborating and co-teaching on behalf of English language learners (ELLs).

Since the beginning of the COVID-19 pandemic, they have been working with numerous schools and districts; we wanted to find out what's working and what advice they have to offer their colleagues in the ELL field who are juggling so many complex challenges, responsibilities, and schedules this year.

Special thanks to Dr. Honigsfeld and Dr. Dove for taking time to share their insights and all of the educators who have shared their questions about these important topics!

Q&A with Dr. Andrea Honigsfeld & Dr. Maria Dove

Why are collaboration and co-teaching so critical right now?

The pandemic created a new-found urgency to collaborate and seek, as well as offer, support to each other. Generally speaking, navigating the fundamentals of quality in-class and remote learning has generated a considerable group of teachers who feel more like novices than experienced professionals.

Meanwhile, the pressures and expectations for successful instructional delivery are coming from all sides - administrators, parents, students, and most certainly, our own selves, too. It is no wonder why collaboration is essential at this time to not only incorporate the knowledge that we have already developed, but also to have opportunities to problem-solve issues that arise and have yet to be determined.

What might some goals of collaboration and co-teaching on behalf of ELLs look like currently?

Setting ridiculously small goals

Someone very recently shared with us the idea of starting with ridiculously small goals in any endeavor to greatly increase the likelihood that something positive will be accomplished. Considering the laundry list of possible goals that need to be negotiated for collaboration and co-teaching to take place - co-planning time, identifying content and language learning targets, instructional materials and strategies, developing appropriate assessments, grouping students for instruction, and so on - collaboration and co-teaching might seem like daunting tasks when you also consider the various levels of anxiety that our new normal has placed us all in.

In order to alleviate some of the worry and tension, we ask you to consider the strategy of ridiculously small goals and think about the following question: What possible objectives for collaboration and co-teaching might be set that can be readily accomplished? As you consider what goals might be met, we suggest you start with that one or two burning questions such as:

What technology can we try with remote learning?

How might we experiment with teaching multiple groups of students in a remote setting?

How can we incorporate Google Forms to gather assessment data?

What evidence-based, best practices can we transfer into the online or hybrid environment?

Targeting one specific topic is a good place to begin. In the above examples, the questions and topics to be explored are clear-cut and the solutions are achievable. We propose that you keep it simple this academic year, taking small steps at first, and build your collaborative conversations as questions naturally evolve, remembering to select only those burning questions that truly need to be addressed so that you don't become even more overwhelmed.

What are the benefits of master/flexible schedules this year?

Teachers and parents alike have been sharing their apprehension with us about class schedules for this academic year. Entire school communities seem to have one concern or another about schedules for in-class attendance and online learning. Some schools have devised a hybrid schedule of instruction consisting of a combination of online learning and face-to-face instruction for all students. Other districts are either opening schools for in-person, daily instruction or have chosen to present all learning online. Yet some schools only open their doors to the most vulnerable learners, with multilingual learners and students with disabilities among them.

Parents are further concerned that some remote learning schedules require students to sit for hours on end in front of some online device while others are worried that their children do not have access to the needed technology. To alleviate some of the anxiety, flexible schedules coupled with appropriate teaching and communication routines allows students ways to adapt their learning situations to meet with better remote-learning success.

Here are some ideas for establishing flexible schedules:

Consider how much time should be spent for students to receive full-class, direct instruction and how to arrange for flexible groupings for small groups of students based on their needs.

Examine the reason for all students to attend live class sessions or if recorded sessions and assigned tasks might work best for others.

Utilize technology such as Flipgrid that provides students a way to post videos of themselves responding to questions or prompts asynchronously.

Invite students, via Zoom or other similar platform, to some downtime sessions in which they are able to communicate freely with one another.

Consider screen-free activities, the use of print-resources, and authentic learning opportunities. (These offline learning ideas for ELLs are helpful both for students with and without access to technology.)

Identify regular contact times when teachers can be reached by phone, FaceTime, or Zoom meetings.

Learn more about how some teachers are navigating hybrid and in-person teaching at the same time.

What are some examples of what flexible scheduling could look like in the following models?

Here are some examples of what flexible scheduling could look like for ELL instruction:

Co-teaching ELLs
Designate Mondays-Wednesdays and Fridays as synchronous co-teaching times in support of your ELLs at the entering through developing levels.

On your face-to-face days, use two key approaches (whole group, vs. small group instruction).

During the at-home learning days, set up individual conferencing times and/or independent tasks for asynchronous learning

Co-plan/co-develop integrated tasks that support content and language development via asynchronous learning for Tuesday and Thursday.

For a more advanced group, reverse the schedule: co-teach synchronously on Tuesdays and Thursdays and set up asynchronous tasks for 3 days.

Collaboration on behalf of ELLs
Regardless of the medium of instruction, make every effort and advocate for two common planning periods per week; this may seem out of reach right now, but it's something to strive for. One collaboration time could be devoted to reviewing the upcoming core content that ELLs need support with; the second planning period will allow for discussing individual students and instructional strategies you will be using.

Individual check-ins with ELLs
Utilize the days/times when students are scheduled to work asynchronously for individual check-in.

Utilize the days when students are scheduled to learn from home for individual check-in.

What are some small steps individual teachers of ELLs can take towards:

Co-teaching ELLs

1. Start small - co-teach with 1 or 2 colleagues at first and focus on building trusting, supportive professional relationships.

2. Establish a predictable weekly routine by deciding whether you are going to have (a) all students in one group or (b) use flexible groupings strategies.

Collaboration on behalf of ELLs

1. Meet with your colleagues once or twice a week to establish priorities, attainable goals, and clarity around what ELLs can do.

2. Share! Share your lesson ideas and resources, stories and background information about your ELLs, your trials and tribulations, and so on!

Advocating for more collaboration time

1. Emphasize the importance of collaborative teacher expertise and collective teacher efficacy (two concepts highly regarded by John Hattie and many others).

2. Examine the new master schedule that came out as a result of the COVID-19 conditions and look for new opportunities for collaboration.

Advocacy for flexible schedules

1. Put students first by creating learner portraits and student clusters indicating which ELLs might have similar needs.

2. Develop a schedule that identifies which students will benefit from more synchronous (or face-to-face time) with you and which students may be able to work more independently, asynchronously or using non-technology-based tools with success.

Helping colleagues/administrators understand their expertise

1. Create a (simple) weekly digital newsletter with a "Tip of the Week" and offer a virtual "open house" or "office hours" inviting colleagues and admins to stop by and chat with you.

2. Showcase what works for you and what your students can do. Share their success stories by shining the spotlight on them. And don't forget to share successful stories of collaboration and co-teaching as well!

What are some strategies ELL educators can use to manage and organize their schedules in this environment?

As we enter the 2020-21 school year, many districts are utilizing the multi-phase reopening plan. Some districts are starting the new school year fully online, and incrementally phasing in face-to-face learning for their students. Others prioritize in-school learning for some of the most vulnerable students, including ELLs. Regardless of your context, this is the school year we all need a lot more flexibility than ever before.

Teachers of ELLs (both elementary classroom teachers and secondary core content teachers as well as designated ELD/ELL specialists) will need to create digitally accessible, shared documents, routines and structures including, but not limited to, the following:

1. Co-develop student portraits that allow all teachers to get to know their ELLs better and to document their progress. You can see these WIDA posts for suggestions on how to develop a Can Do portrait and this sample portrait.

2. Work with week-at-a-glance or unit-at-a-glance planning templates that indicate the learning targets for both content and language or literacy development as well as the success criteria.

3. Make sure you indicate the supports and scaffolds that will be in place for ELLs on various language proficiency level to meet the targets successfully.

4. Create learning choice boards for each unit of the study that embody multi-lingual, multi-cultural, multi-level, multi-sensory, multi-modal learning opportunities.

5. Align digital tasks and tools to ensure students SWIRL (speak, write, interact, read and write). Set up small group projects or station rotations.

6. Consider the benefits of flipped learning and adapt this approach to your unique context. See more here at FLIP Learning.

7. Have ELLs contribute select work samples (both written work and oral recordings) to digital student portfolios that allows them to set goals, monitor their own progress, reflect on their learning, and engage in periodic self-assessment.

How can ELL educators use social media to network online?

There are various forms of teacher collaboration, yet one of the simplest ways to work with other educators and get answers to burning questions is, believe it or not, through the use of social media. Facebook and Twitter both serve as virtual platforms where teachers knowledgeable in the area of working with ELLs seek out and offer direct, positive, and authentic advice. These social media groups are an outstanding resource for dealing with the most current issues with remote and in-class learning that is happening in real time.

For example, on Facebook, there are a few groups we subscribe to where educators engage in discussions and share ideas and resources for the benefit of teachers working with ELLs. These are forums where co-teaching, one of our recommended methods of instruction to ensure ELLs maintain their connection to core curricula while developing their English language skills, is also examined and discussed as teachers most often try to negotiate how this practice is delivered remotely. You may also be able to find (or start!) groups for educators in your school, district, region, or state.

Some of the largest ELL Facebook groups include:

On Twitter, you can follow:

We also post a number of resources related to collaboration and co-teaching for ELLs on Twitter at @AndreaHonigsfel and @MariaGDove .

Do you have any closing thoughts?

Remember "ridiculously small steps!" We earnestly hope that you resist the temptation to do it all, and you find every way possible to be as kind and understanding to each other and to yourselves as we continue the process of figuring out how to support our ELLs in the best way possible during this challenging year.

Recommended Resources

Dr. Honigsfeld, Dr. Dove, and a number of their colleagues have been hard at work creating new resources during the COVID-19 pandemic. Here are some of those resources for further exploration!

Articles

Podcast episodes: Empowering ELLs with Tan Huynh

Webinars: Collaboration & co-teaching during COVID-19 (External links)

Books

Many books by Dr. Honigsfeld and Dr. Dove are featured on our Collaboration and ELLs booklist.

For additional books and materials on collaboration and using technology in ELL instruction, see Dr. Honigsfeld's website.

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How ELL Educators Can Collaborate and Co-Teach During COVID-19

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Dr. Andrea Honigsfeld and Dr. Maria Dove are renowned experts on the topics of collaborating and co-teaching on behalf of English language learners (ELLs). Since the beginning of the COVID-19 pandemic, they have been working with numerous schools and districts; we wanted to find out what's working and what advice they have to offer their colleagues in the ELL field who are juggling so many complex challenges, responsibilities, and schedules this year.

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Collaboration Menu

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Deliver Tool

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Videos and templates for teacher collaboration

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Videos and templates for teacher collaboration

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Collaborating for English Learners: A Foundational Guide to Integrated Practices

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Welcome to the Companion Website to Andrea Honigsfeld and Maria Dove's Collaborating for ELs, 2E!Chapter 1:Video 1.1- IntroductionVideo 1.2- The Collaborative Instructional Cycle

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OSEP Fast Facts Students with Disabilities who are English Learners (ELs) Served under IDEA Part B

This OSEP Fast Fact explore our IDEA, Section 618 data with the specific lens on one of the fastest-growing populations of students with disabilities served under IDEA. OSEP Fast Facts is an ongoing effort to display data from the 12 data collections authorized under IDEA Section 618 into graphic, visual representations with the intent to present 618 data quickly and clearly. Visit the OSEP Fast Facts page for existing and future Fast Facts.
POLICY LETTER: November 15, 2021 - Individuals with Disabilities Education Act

The policy letter address inclusion of language development goals in an individualized education program (IEP), best practices to ensure appropriate instruction throughout the school day, and resources for developing IEPs and providing instruction for ELs with disabilities.

Dear Colleague Letter on IEP Translation - Communication from OSEP (June 14, 2016)

Statement of Interest (SOI) on IEP Translation
These documents were filed by U.S. Department of Justice (DOJ) and the U.S. Department of Education (ED) in T.R. v. The School District of Philadelphia. to the court its interpretation of the correct legal standard governing the language-based discrimination claims of these Limited English Proficient (LEP) parents under Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA). The SOI addresses, among other matters, the extent to which individualized education programs (IEPs) of children with disabilities must be translated for LEP parents under Title VI and the EEOA.

ED.gov Office of Civil Rights (OCR): English Learners

The following materials include information for students and parents, OCR guidance and resources for education officials about their obligations to students who are English Learners (EL) and parents who are Limited English Proficiency (LEP), and added resources with related information.

Q&A Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments and Title III Annual Measurable Achievement

The Office of Elementary and Secondary Education (OESE) and the Office of Special Education and Rehabilitative Services (OSERS) issued guidance to help States and local educational agencies (LEAs) understand how Part B of the Individuals with Disabilities Education Act (IDEA) and Titles I and III of the Elementary and Secondary Education Act (ESEA) address the inclusion of English Learners with disabilities in annual State English Language Proficiency assessments. These documents are available below. The 2014 guidance was amended by the 2015 Addendum.

July 2015 Addendum: PDF (216KB)

July 2014 Cover Letter: Word (203KB) | PDF (216KB)

July 2014 Q&A: Word (250KB) | PDF (94KB)

English Learner Tool Kit: Tools and Resources for Addressing English Learners with Disabilities

Resources from the Federally Funded Projects and Centers
Special Education--Personnel Development to Improve Services and Results for Children with Disabilities

OSEP funds a number of Personnel Development grants that prepare practitioners (educators and related services) to work with ELs and dual language learners (DLL) with disabilities.

Special Education -- Educational Technology, Media, and Materials for Individuals with Disabilities Program

OSEP just closed on a competition for new Stepping Up Technology Implementation (CFDA 84.327S) discretionary grants. New awards must support Early Childhood or K-12 Educators to deliver literacy instruction based on the science of reading to ELs with, and at risk for, disabilities.

Current grantees funded under this program with a focus on Els include ESCOLA and Step Up AT

Model Demonstration Research Projects - In September 2011 and September of 2016, OSEP funded two cohorts of Model Demonstration Projects that developed and implemented culturally and linguistically responsive models for multitiered system of supports for ELs, including those with, and at risk for, disabilities. Features of these models include:

Appropriate research-based reading instruction and intervention for ELs

Culturally responsive teaching strategies and principles

Professional development and strategic coaching for teachers

Linguistically aligned progress monitoring and screening measures

Data-based educational decision making

Center for Parent Information and Resources (CPIR)

National Center on Intensive Intervention (NCII)

NCII has a page on Intensive & English Learners: This section highlights resources and tools designed to support educators in implementing intensive intervention with ELs.
IRIS Center

The IRIS Center develops and disseminates free, engaging online resources about evidence-based instructional and behavioral practices to support the education of all students, particularly struggling learners and those with disabilities. Teaching English Language Learners: Effective Instructional Practices. This module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for ELs.

National Center for Systemic Improvement (NCSI)

NCSI supports states to transform their systems to improve outcomes for students with disabilities. Through a series of events in 2022, NCSI commits to supporting state education agencies (SEAs) and their allies in expanding understanding about the intersection of language, culture, and disability in K-12 education and identifying next steps to enact system improvements that focus on elevating equity in both opportunity and achievement for students who are ELs with disabilities.

Early Childhood Technical Assistance Center (ECTA)

When assessing young children for early intervention or special education services, practitioners need to be sensitive to the cultural and linguistic variations that exist in our society. Appropriate procedures need to be in place to determine which language will be used to conduct assessments and to ensure that appropriate assessment/screening tools are being used. It is critical to obtain a non-biased picture of the child's abilities, in order to determine whether certain patterns of development and behavior are caused by a disability or are simply the result of cultural and linguistic differences. Resources are presented here to help address these issues.

Identifying and supporting English learner students with learning disabilities:
Key issues in the literature and State practice

This report was authored by the National Center for Education Evaluation and Regional Assistance, funded by the Institute of Education Sciences. This review of research and policy literature distills several key elements of processes that can help identify and support English learner students with learning disabilities. It also describes current guidelines and protocols used by the 20 States with the largest populations of English learner students. This report informs education leaders who are setting up processes to determine which English learner students may need placement in special education programs as opposed to other assistance.

Other

Statement on Supporting Young Dual Language Learners (2016)

The purpose of this joint U.S. Departments of Health and Human Services (HHS) and ED policy statement is to support early childhood programs and States by providing recommendations that promote the development and learning of young children, birth to age five, who are DLLs.

RTI-Based SLD Identification Toolkit: Considerations for English Learners

This webpage contains guidance for the instruction of students who are culturally or linguistically diverse and for making valid decisions for determining special education eligibility in the following areas: Tier 1 Core Instruction, Tiers 2 and 3 Interventions, and Culturally Responsive Assessments and Interpretation. This page also includes references that provide additional information about the cultural- and linguistic-sensitivity of assessments.

Video: English Learners with Learning Disabilities

This video of a webcast features bilingual speech-language pathologist Dr. Elsa Cárdenas-Hagan. The presenter discusses effective assessment and instruction strategies for English learners (ELs) with learning disabilities (LD), as well as ways to help encourage the active involvement of parents of ELs with LD in their children's schools. Colorin Colorado is a bilingual site for educators and families of English learners (ELs).

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OSEP Fast Facts Students with Disabilities who are English Learners (ELs) Served under IDEA Part B This OSEP Fast Fact explore our IDEA, Section 618 data with the specific lens on one of the fastest-growing populations of students with disabilities served under IDEA.

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Unit Planning Template

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Observation of ELLs

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Interview in Edweek based on 2022 WIDA presentation

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Interview in Edweek based on 2022 WIDA presentation

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When it comes to providing English learners with an equitable education, some researchers point to the need for more-strategic collaboration between general classroom and content teachers and multilingual specialists.

About 10 percent of all public school students were classified as English learners in 2019. While only 2 percent of all public school teachers teach English as a Second Language as their main assignment, 64 percent of all public school teachers have at least one English learner in their class, according to the latest federal data available, which is from the 2017-18 school year.

At the Sept. 28 to 30 conference of the WIDA consortium-which offers language assessments for English learners in 36 states, several U.S. territories, and federal agencies such as the Bureau of Indian Education-tips and tricks were shared on how to best meet the needs of this growing student population, including the call for collaboration among educators.

Andrea Honigsfeld, a professor of teacher education for teachers of English to speakers of other languages, or TESOL, at Molloy University in New York, and Valentina Gonzalez, an educational consultant and author for Seidlitz Education, a consulting group for those working with multilingual learners, presented actionable practices that teachers can use when working with English learners and multilingual specialists in their districts.

The hope is that if all educators in a district view multilingual learners as their students, rather than just the responsibility of specialists or an add-on to their already packed workload, it prevents marginalization of these students and benefits teachers as well.

"When we collaborate with one another, we're reducing the workload we have," Gonzalez said.

The co-presenters shared the following five key strategies to bring about effective collaboration.

Collaborative planning

Collaboration starts at planning meetings. Schools should create opportunities for at least a weekly common planning time where grade-level teams at the elementary level, or content-area specialists at the secondary level, can work together with the English language development team or specialists. They would examine the curriculum and plan out how they will scaffold and differentiate instruction for multilingual learners and others who need the extra support, Honigsfeld said.

In an ideal world, she added, administrators would set up two of these weekly planning periods so that one could be a larger group or team meeting to focus on questions such as what are the curricular goals and grade-level standards. The second meeting would dive deeper into students' individual and group needs.

Questions in these collaborative planning meetings should also consider: what type of academic language and literacy opportunities are embedded in the lesson; how can teachers ensure all students can be successful and participate fully; and how to use scaffolding to ensure students understand the content while being appropriately challenged.

Intentional partnership building

At some point during the school week there may be teachers who are doing exemplary work when it comes to supporting multilingual learners alongside their peers and others who are still learning what strategies work best. This is where educators can intentionally build bridges by, for example, inviting colleagues to visit during certain class periods to either observe or offer feedback, Honigsfeld said.

"Many seasoned teachers might have started out their careers with the notion of 'my classroom, my kids, I close the door and behind the door it's my way of reaching these students,' " Honigsfeld said. "And with the best of intentions, we're creating silos or pockets of excellence."

In cases of resistance to such partnerships or to partnerships with a specialist within the classroom, finding ways to build trust among colleagues is key, Gonzalez said.

"Sometimes just talking less and listening more offers the other partner space to contribute, aiming for parity in the lesson, aiming for parity in the classroom, or in planning, and sharing the spotlight with one another," she added.

Content and language integration

The ability to incorporate academic language lessons into a multitude of subjects is key for supporting multilingual learners and their peers.

For instance, in math class, teachers can think about typical sentence structures that the students use in a math lesson, such as the comparative forms of "less than" or "greater than." Within the math lesson, teachers can explore these language forms and other nuances of academic language (such as using "than" rather than "then") as part of the content area, Honigsfeld said.

Integrating content and language also means coming up with creative opportunities for class participation like a talking activity where students articulate the thinking that goes beyond solving a math problem.

And teachers must remember that "every student, even your highly gifted monolingual, English-speaking student will be an academic language learner," Honigsfeld added. "It's not an add on, it is not something that now we're taking away time from all the other students. Instead, we're supporting all students in their academic language development."

Technology integration

Honigsfeld and Gonzalez advocate for teachers to use technology as a tool both for collaborating with fellow colleagues (such as sharing resources on Padlet), and for better engaging all students, and particularly English learners.

Multilingual learners, for instance, can benefit from watching prerecorded lectures they can pause and rewind and then dig deeper into with the teacher in class. This is something that can benefit their monolingual peers as well, Honigsfeld said.

Tools like Flipgrid can also allow students to record themselves, so they respond orally rather than in writing and practice that aspect of language acquisition.

Coaching and consultation

Recognizing that there are school districts that struggle to recruit and retain enough specialists to support their English learners and the heavy workloads teachers already have, coaching and consultation among educators in a school is helpful, Honigsfeld said.

This can look like teachers across class periods sharing materials and strategies to support multilingual learners since they each only get about 15 or 30 minutes to work directly with these students, she added.

It goes back to the importance of all educators thinking of themselves as the teachers of multilingual learners even when that student population isn't as sizable in their school as other groups. And district and school administrators play their own role by giving teachers the time and resources needed to make all five of these strategies work, Honigsfeld said.

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5 Ways Teachers Can Collaborate to Support English Learners

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To achieve equitable outcomes for English learners, all educators must work together, say researchers.

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Co-Planning

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Collaboration to Support English Learners

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NTA -- 2-page article on coteaching models 

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NTA -- 2-page article on coteaching models 