The Learning Professional, April 2019

May 17, 2019

Focus on English learners

April 2019, Vol. 40 No. 2

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Q&A with Delia Pompa

By Suzanne Bouffard


An education policy expert explains why we need to do more for English learner students and how professional learning can help. Read now.

Language of learning

By Maryann Cucchiara


A program of online professional learning courses helps educators incorporate content-rich texts and dialogue with English learners. Read now.

In their own words

By Rosita Apodaca, Tabetha Bernstein-Danis, and Sara DeMartino


How teachers can incorporate students’ native language into the classroom. Read now.

Support at every level

By Hilda Maldonado, Imelda L. Nava, and Marco A. Nava


To help English learners succeed, school leaders need support, too. Read now.


Diversity in the teacher pipeline: Empower bilingual paraeducators to become teachers

By Toni Rader and Shawn Pennell


In Nevada, professional learning for paraeducators was designed to cultivate the next wave of licensed teachers while supporting English learner students. Read now.

At a Glance: English learner students in the United States

By Learning Forward


An infographic captures the demographics of English learners in U.S. schools. Read now.


Do your materials meet English learners’ needs?

By Crystal Gonzales and Renae Skarin


A set of tools from the English Learners Success Forum to assist those who are developing, procuring, or using instructional materials and for those who want to create better learning conditions and academic outcomes for English learners. Read now.


Our students, our solutions: Educators can customize their learning through action research

By Craig Mertler


In action research communities, educators customize their learning with the support

of a PLC. Read now.


Reading, writing, and reform

By Chad Sutton


With the support of federal Title II-A funds, Missouri’s North Kansas City Schools created a professional learning approached that improved literacy. Read now.



How assessment supports English learners.

By Elizabeth Foster


Margo Gottlieb, an author and expert in curriculum, instruction, and assessment of language learners, explains how schools and systems can support multilingual learners through assessment. Read now.


No matter our role, multilingual students are our students

By Suzanne Bouffard

Experts call on all of us to work more intentionally and

inclusively to learn from and

with English learners, not just teach to them.

Read now.


Take a schoolwide approach to supporting English learners.

By Sarah B. Ottow

A needs-specific, systemwide learning approach builds knowledge and capacity across the entire school. Read now.

Bilingual teacher pipeline starts with English learner students.

By Belinda Bustos Flores and Lorena Claeys

Improving teaching for English learners can start with recruiting bilingual high school students and teacher assistants into the profession. Read now.


Let’s ensure that equity includes English learners.

By Leigh Wall

Our goal in equitable achievement should not be centered on remediation, but rather high-quality, high-level teaching and learning. Read now.

How learning shaped my leadership.

By Stephanie Hirsh

In her last column as Learning Forward’s executive director, Stephanie Hirsh explores the habits she’s found valuable as a leader, all built on a foundation of continuous learning. Read now.


What it takes to build a strong principal pipeline.

District leaders share lessons learned from participating in The Wallace Foundation’s Principal Pipeline Initiative. Read now.



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Use this tool to deepen your understanding of the standards and strategies for implementing them. Read now.