Learning Forward
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How investing in multilingual learners pays dividends for all
By Ana Luis
Categories: English learners, Reaching all studentsDecember 2025
In my first year of teaching in Indiana, two newcomer students from Guatemala arrived midyear. Instead of developing a plan to integrate them into the school community with a thoughtful schedule, the administration assigned them to my classroom for every period and told them to sit in the back of the room while I taught my main roster of students. They were to collect work from their other teachers for me to translate during passing periods. There was no plan, no scaffolds, and no opportunity for them to participate meaningfully in their core content classes. They were effectively isolated and excluded from the very learning spaces they most needed. Over my 17 years in education, I have seen versions of this scenario repeatedly, with multilingual
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References
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Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.
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Short, D.J. & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners. Alliance for Excellent Education.
Yoon, B. (2008). Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom. American Educational Research Journal, 45(2), 495-522.
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Ana Luis is the Director of Multilingual Learning Design at Leading Educators, where she leads the development of high-quality learning experiences that advance excellence in mathematics instruction for all students, with a particular focus on multilingual learners. A first-generation Argentinian immigrant with more than 15 years of experience as an educator, instructional coach, and leader across diverse contexts—including state prisons, youth detention centers, traditional public schools, and alternative high schools—her work is grounded in a deep commitment to dismantling systemic barriers through culturally and linguistically responsive curriculum and professional learning. Currently a PhD candidate, Ana’s research centers on mathematics identity and opportunity, contributing to the field’s understanding of how instructional design and systems can create more just and inclusive pathways for student success.
Categories: English learners, Reaching all students
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