Building Curriculum Literacy: Professional learning can transform outcomes for multilingual learners
In the United States, about 65% of all teachers have at least one multilingual learner (MLL) in their class. That number will grow, as MLLs are one of the fastest-growing student populations. Adopting high-quality materials is critical to helping these students thrive. But it’s not enough.
Currently, 70% of teachers report not feeling prepared to teach multilingual learners. This gap exists in part because historically, multilingual support was provided through supplementary “add-on” programs rather than within the general classroom. However, research shows that add-on instruction is less effective than integrating language and content development into core content areas. Because MLLs are learning language and content simultaneously, instructional materials and the professional learning that supports them must intentionally integrate both. Learning the content alongside the language needed to explain that content is helpful for all students, but essential for MLLs who are learning both simultaneously.
But even the best-designed materials are not enough if teachers aren’t supported in understanding how to use them. Teachers know they need guidance on how to implement the curriculum in ways that respond to MLL content and language needs. Without this, MLLs lack access to the grade-level content they need to succeed. This is where curriculum-based professional learning rooted in curricular literacy must step in.
Curriculum-Based Professional Learning and MLLs
Curriculum-based professional learning plays a key role in helping educators deepen their understanding of the materials they work with. This is professional development directly connected to a specific adopted curriculum and is usually aligned with one specific publisher.
Currently, only 27% of K-12 teachers report participating in curriculum-based professional learning that helps them implement high-quality materials and meet the needs of multilingual learners. We know that many districts and local education leaders are looking to change this, seeking ways to strengthen their implementation efforts to better support multilingual learners.
Recently, we partnered with Rivet Education to co-create a new badge for the Professional Learning Partner Guide (PLPG). This badge identifies providers whose professional learning offerings are grounded in research-based practices that accelerate language development and strengthen content learning for multilingual learners. It’s designed to indicate that a provider’s professional learning goes beyond general curriculum implementation and will effectively build educator capacity to integrate language and content, leverage student assets, and ensure access to rigorous, grade-level learning.
The Multilingual Learner Badge clarifies what’s at stake and helps districts identify providers who intentionally center multilingual learners in their professional learning offerings.
Importance of Curricular Literacy
How can we build curriculum literacy among our educators?
A focus on implementation, and professional learning in particular, connects these efforts together by building curriculum literacy.
Curriculum literacy is a teacher’s knowledge and ability to use any high-quality instructional materials to meet the needs of all students. Curriculum literacy is publisher and content-agnostic and provides district leaders and educators with a framework for successful implementation, regardless of their selected curriculum
Curriculum literacy is key in all components of the materials process, from piloting and selection to adoption and implementation. With greater curriculum literacy, schools and districts can ensure that any material selected by education leaders is effectively utilized by educators to meaningfully support all students, particularly MLLs. By critically examining how the materials actually support a culturally and linguistically responsive education, educators can integrate language and content.
Integrating language and content means identifying not only the content goals, but the specific language skills needed to engage with and master that content. By building this literacy, educators can plan instruction that is both responsive and increases access, allowing MLLs to reach their full potential.
This allows educators to:
- Hone their eye for internalizing and making ML-inclusive shifts within any high-quality materials.
- Develop deep knowledge of how to implement components with the assets and needs of MLLs at the center.
What it looks like in action
ELSF has spent years working with education leaders, educators, and decision-makers across the country, and we know that there is no one-size-fits-all solution to implementation. But, we do know that it is possible. Examples include:
- Rhode Island Department of Education (RIDE): We supported the state's efforts to improve multilingual learners' academic outcomes through professional learning rooted in curriculum literacy and the development of coherent systems, delivered through cohorts of district leadership teams. By facilitating work across the system, we helped RIDE develop integrated approaches to material implementation and collaborate across schools, content areas, and leadership roles.
- Massachusetts Department of Elementary and Secondary Education (DESE): Similarly, our work with DESE focused on building district leaders' curriculum literacy, with an emphasis on better recognizing, planning, and implementing math language routines. District leaders reported increased ability and confidence in analyzing language supports within high-quality math instructional materials.
- Hillsborough County Public Schools: At the county level, ELSF conducted a comprehensive audit of the district’s curriculum guides to help educators more effectively implement their adopted high-quality instructional materials. District staff reported gaining new insights into the importance of providing scaffolding and supports in the district’s instructional guides, as well as the importance of keeping content and language at the center of any curriculum implementation.
ELSF’s work in the implementation space is focused on helping local and state education agencies build on their current strengths and assets, evaluate opportunities in existing materials, improve curriculum strategy and instructional guidance systems, and develop collective responsibility and capacity to lead implementation efforts to support multilingual learners.
We know that adoption without implementation addresses only half the problem. But the adoption of high-quality instructional materials, paired with implementation efforts focused on building curriculum literacy, will make sure that teachers have the resources, tools, and skills they need to help multilingual learners thrive.
Contact us to discover how ELSF can assist you and your educators in developing the awareness, understanding, and tools necessary to improve academic outcomes for multilingual learners.
