FOCUS
Putting multilingual students at the center of curriculum-based professional learning
By Casey McAlduff and Lyn Westergard
October 2024
In a district office on a too-hot Saturday and already a few weeks into their summer break, four teachers are huddled around a piece of chart paper, each holding a different colored marker. They’ve been reading and discussing Sandra Cisneros’ book, Hairs/Pelitos, and are collaborating on a poster that uses figurative language to describe a character from the text. It’s almost lunch, but these teachers, along with an additional 30 teacher participants, are focused and ready to create something meaningful. The participating teachers are preparing to lead this same activity with their elementary students who are newcomers to the United States. The district, which is a large urban district in Nevada, includes newcomer students who recently arrived from 133 different countries and speak over 110
Read the remaining content with membership access. Join or log in below to continue.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
References
Davis, E.A., Palincsar, A.S., Smith, P.S., Arias, A.M., & Kademian, S.M. (2017). Educative curriculum materials: Uptake, impact, and implications for research and design. Educational Researcher, 46(6), 293-304.
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom. Heinemann.
Learning Forward. (2018). High-quality curricula and team-based professional learning: A perfect partnership for equity. Author.
Learning Forward. (2022). Standards for Professional Learning. Author.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reforms. Harvard Educational Review, 57(1), 1-22.
Walqui, A. & van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. WestEd.
Casey McAlduff is an educator who spent the last decade teaching college writing, Secondary ELA and Social Studies, and English Language Development in the Bay Area. Now located in Chicago, she works with teachers and colleagues across the country to create more equitable educational opportunities for multilingual learners as part of WestEd's English Learner and Migrant Education Services team. Casey received her MA in Education from UC Berkeley in 2016 and holds an MFA in Creative Writing from Saint Mary's College of California.
Lyn Westergard is an educator with fifteen years of experience, specializing in multilingual education. She has worked as a classroom teacher, an instructional coach, curriculum designer, and in district-level positions; she currently works for WestEd's English Learner and Migrant Education Services program and supports local education agencies in increasing equitable access for multilingual learners. Lyn received her doctorate degree in education from the University of Colorado, Denver's Leadership for Educational Equity program in 2019.
CURRENT ISSUE
Recent Issues
APPLYING THE SCIENCE OF LEARNING
April 2026
Cognitive science illuminates how people learn. This issue shows how...
LEARNING WITH AI
February 2026
Generative AI can be a powerful tool for professional learning design and...
WHAT STUDENTS NEED NOW
December 2025
For all students to thrive, we need to understand who they are and what...
LEARNING COMMUNITIES FOR LEADERS
October 2025
Leaders need opportunities to connect, learn, and grow with peers just as...
