4 Critical Shifts Needed in English Language Development Materials to Meet the Needs of Multilingual Learners

In the last adoption cycle, the most widely used programs included integrated ELA, ELD, and Spanish Language Arts (SLA) components, reflecting the demand for comprehensive solutions. However, many of these programs required significant supplementation, with educators turning to additional professional development and outside resources to bridge gaps. This next adoption cycle presents a chance to address these challenges by ensuring that ELD materials are not just present but purposefully designed to support both language and content learning that is effective and scalable for schools. This shift in expectations is shaping how districts and publishers approach ELD materials. 

ELSF is deeply involved in state-wide coalitions that believe multilingual learners deserve access to grade-level, rigorous materials. We collaborate with state and county offices and education leaders to ensure that materials meet the needs of these students. As demand for well-designed ELD materials grows, curriculum developers will play a critical role in shaping the next generation of programs that truly accelerate language and content learning.

Our upcoming Designated ELD Guidelines, set to be released in April 2025, provide a clear, research-based roadmap to support content developers in designing high-quality ELD materials that align with California’s evolving standards and expectations.

The Process Behind the Guidelines

Creating these guidelines was a rigorous, collaborative process.  ELSF conducted an extensive review of current literature, analyzed existing ELD materials, and held focus groups with researchers, district leaders, and teachers nationwide. We engaged expert reviewers from CA knowing that the CA ELA/ELD adoption is upcoming and that CA has some of the clearest expectations for ELD materials. The feedback from these conversations was invaluable in shaping a set of comprehensive guidelines that were then piloted with a content developer and a district in CA for further refinement.

This inclusive approach ensures that the guidelines reflect a variety of perspectives and expertise, providing a well-rounded resource for educators. As a forum, ELSF’s goal is to incorporate the insight of experts and researchers but also the needs of educators, education decision-makers, and content developers to create guidance that benefits everyone.

What State and District Leaders Are Saying

So, what did we learn from educators and researchers about current ELD materials? How well did current materials stack up to CA’s ELD expectations?  The feedback was clear: ELD resources must do more to align content and language instruction. Key concerns included:

• Oversimplification: Many materials are overly simplistic, failing to connect to grade-level content and challenge students. High-quality materials must embed language learning within rich, intellectually challenging, grade-appropriate texts and discussions.
• Limited Options: The market lacks high-quality options, with many programs repurposed from reading interventions. New materials should be purpose-built with clear language objectives.
• Lack of Engagement: Current materials can be boring and unengaging, particularly for secondary students. ELD materials must move beyond worksheets and vocabulary drills to incorporate engaging, real-world language use.
• Rote Learning: An overemphasis on grammar rules and vocabulary memorization hinders meaningful communication.  High-quality materials should embed explicit language instruction within authentic, content-based tasks that promote real-world application.
• Limited Interaction: Insufficient opportunities for student-to-student interaction and authentic language use. ELD materials should include structured, collaborative activities that build academic language through meaningful peer interactions.

Additional concerns included random or disconnected topics, repetitive activities that lack depth, and materials that do not build language skills in a meaningful way.

A Unified Approach to Language and Content Development

Research has shown that the most effective language instruction connects directly to the grade-level content students are learning. This approach is best for all students but particularly important for MLLs, as it ensures that language learning is both meaningful and relevant to their academic experiences.

California’s English Language Arts/English Language Development (ELA/ELD) Framework stresses that “English learners' content and language learning is fostered when targeted language instruction builds into and from content.” This integrated, context-driven model challenges the outdated idea that language learning is separate from academic content.

ELSF’s Designated ELD Guidelines for Content Developers: Key Shifts Needed

The upcoming Designated ELD Guidelines will offer clear, practical guidance for developing materials that support language development within the context of meaningful grade-level texts, topics and tasks. The Guidelines focus on aligning materials with best practices for multilingual learners while addressing key considerations such as disciplinary language, student engagement, and authentic language use.

From our research and feedback,  we identified several common pitfalls in current ELD instructional materials, such as a failure to celebrate multilingualism, a focus on isolated skills, a disconnect from grade-level standards, and a lack of meaningful interaction. 

To create stronger Designated ELD materials, content developers should consider the  following key shifts:

1. Connect ELD to Core Content: Designated ELD materials should help students engage with and meet the language demands of the content areas
   
   
2. Promote Interaction and Oral Language Development: Materials should provide multiple opportunities for students to engage in meaningful oral language activities, building both receptive and productive skills.
   
   
3. Explicit Language Instruction in Context: Language instruction should be integrated into authentic, content-driven tasks, helping students understand how language works within their specific disciplines.
   
   
4. Foster Student Agency and Curiosity: Rather than focusing on rote language drills, ELD materials should encourage students to explore how English works, especially concerning their home languages, promoting curiosity and ownership over their language learning.
   
   

These shifts are central to the guidance outlined in the upcoming Designated ELD Guidelines. The Guidelines are designed to help content developers create materials that meet the needs of MLLs and the demands for building high-quality ELA/ELD materials while also supporting broader academic goals.

Looking Ahead: Upcoming Webinar and Resources

The upcoming California ELA/ELD adoption presents an important opportunity for curriculum developers to strengthen the quality of ELD materials. The Designated ELD Guidelines offer clear guidance to help ensure that instructional materials are aligned with California’s ELA/ELD Framework and effectively support multilingual learners.

Join our free webinar in April 2025 to explore these Guidelines in more detail and discuss practical considerations for curriculum development. This session will highlight key shifts in ELD materials and provide strategies to strengthen instructional materials to better meet the needs of districts, educators, and multilingual learners.

Register for our webinar today and stay tuned for more updates on our upcoming resources and services.