Official Site of The State of New Jersey
Supporting Learning Acceleration for Multilingual Learners
Office of Supplemental Educational Programs
In 2019, 5.12 million students in United States schools identified as Multilingual Learners (MLs); the majority were Spanish speakers (English language learner statistics). Language in academics is a powerful asset and prepares New Jersey students to actively participate in the global workforce. Title III Language Instruction for English Learners and Immigrant Students funding can be used to accelerate learning and honor language as part of the rigorous academic curriculum.
For example, funds can be used to:
- provide targeted academic and social and emotional support for MLs;
- provide teachers with second language education (e.g., Spanish for teachers), thereby enhancing staffs’ ability to implement curriculum, instructional strategies and assessment; and,
- tap into parents’ language assets.
Research shows students thrive when they have access to appropriately challenging programs and instructional materials aligned to rigorous standards and are culturally and linguistically relevant (U.S. Department of Education 2016, September 23).
Promising Practices
1. Lead Culturally Responsive Teaching and Social Emotional Practices
Student learning is affected by more than just classroom instruction. It is affected by social-emotional elements. Learning environments for MLs must be culturally responsive and relevant to their authentic experiences.
Resources for Promising Practice #1:
- Resource Guide for Working with ESL Students
- What's the Best Way to Address Unfinished Learning? It's Not Remediation, Study Says (EdWeek)
2. Implement Data Driven Decision Making
Educators who use multiple data sources are better able to see the MLs' whole academic and socialemotional needs. Different data sources provide a piece of the postsecondary success puzzle. Question the data and determine what decisions are necessary to affect improvements in MLs' performance. The way MLs perform academically in school is directly related to their academic language proficiency.
Resources for Promising Practice #2:
- New Jersey Tiered System of Supports (NJTSS) Implementation Guidelines (PDF)
- Response to Instruction and Intervention (WIDA)
- WIDA Model
3. Identify Data Sources to Inform Instruction
Students learn and demonstrate what they can do at a different pace. Educators need to be able to differentiate between the progress a student is making learning a new language and the progress a student is making toward meeting and exceeding the New Jersey Student Learning Standards.
Resources for Promising Practice #3: