Our organization was built on a strong belief in the capacity of public education. As relentless advocates for the educational rights of English learners, we are committed to supporting districts in meeting the needs of their communities. Increasing English learner achievement requires a system-wide course of action. Our approach is rooted in multiple areas of educational theory, research, and practice, including effective literacy and content instruction, second language pedagogy and policy, trusting and caring school environments, academic optimism, and the science of implementation.
Along with effective, student-centered pedagogy in settings supported by purposeful leadership, English learners need opportunities for robust language learning. Our research-based and federally compliant blueprint illustrates how school systems can structure the day to ensure English learners receive explicit language instruction for these two related, but distinct, purposes:
- Constructing Meaning – Explicit support in acquiring the language needed to comprehend and express understanding of grade-level work. This is also referred to as integrated ELD.
- Systematic ELD – Instruction in the English language as its own subject of study designed to grow students’ proficiency in English. This is also referred to as dedicated or designated ELD.
