IRC is pleased to offer a curated list of resources. Please click on a category below to search for information that’s relevant to your needs.
6 Ways to Use Technology With English Learners (downloadable infographic by Maggie Essig)
ACTFL – Language Connects (Link)
“We are a membership community of language education professionals passionate about expanding cultural richness and diversity at all levels of education. Together we provide resources to address challenges to meet the changing needs of language educators and their learners.
ACTFL’s innovative quality research, standards, assessments, professional development, and publications empower us to advance the practice of language learning. The influence of our work cascades through society one learner at a time.”
Association of Two-Way & Dual Language Education (ATDLE) (Link)
The Association of Two-Way & Dual Language Education (ATDLE) was formed into a national organization in 2013. It had previously existed as Two-Way CABE for over ten years. The Board of Directors found it necessary to move from a state organization to a national organization to mitigate the development of programs throughout the U.S.A. In 2017, there are over 1800 Dual Language and Two-Way Bilingual Immersion programs in the country in five different languages: Spanish, Mandarin, Korean, Spanish and Japanese.
As the leading organization in Two-Way Bilingual Immersion Education, we work closely with other organizations and agencies that share a common vision and mission for this work. These agencies form the National Dual Language Consortium to support the development and continued implementation of Two-Way & Dual Language programs throughout the United States. The Center for Applied Linguistics (CAL), Dual Language Education New Mexico and others work to provide quality training and support as programs develop in their respective communities.
Bilinguals United for Education and New Opportunities (BUENO) (Link)
Located in the School of Education at the University of Colorado, Boulder, The BUENO Center is recognized nationally for its work with culturally and linguistically diverse students and their teachers.
Through a comprehensive range of research, training, and service projects, the BUENO Center strongly promotes quality education with an emphasis on cultural pluralism. The Center is deeply committed to facilitating equal educational opportunities for culturally and linguistically diverse learners as well as students with special needs. The BUENO Center has led a range of educational programs that promote quality education for over 40 years. Learn more about the programs we currently support, partner with, or lead via the links below.
Center for Applied Linguistics (Link)
“The mission of the Center for Applied Linguistics (CAL) is to promote language learning and cultural understanding by serving as a trusted source for research, resources, and policy analysis. Through its work, CAL seeks solutions to issues involving language and culture as they relate to access and equity in education and society around the globe.”
Claimed.blog (by IRC specialist Olivia Mulcahy)
Culturally responsive reflections, resources & infographics created by IRC specialist Olivia Mulcahy on translanguaging, community & other topics.
Communication Preferences Survey Template (downloadable classroom resource created by IRC specialist Carly Spina)
Cooperative Grouping Strategies With English Learners (infographic by IRC specialist Maggie Essig)
Article from MultiBrief (link)
“The current state of affairs has caused a shifting tide from face-to-face instruction to online learning and out-of-the-classroom learning through online platforms; apps; paper packets being sent home; letters and communications; and other creative means to keep students learning. Educators have done a phenomenal job all over the world in transitioning to remote learning and are working diligently to meet the needs of each student in their classes. But for emergent bilingual and multilingual students, many issues have arisen in terms of meeting their instructional needs. The intent here is not to share specific resources, as myriad resources are available from a variety of sources. Rather, there are a few critical concepts in instructing these students that hold true for both face-to-face as well as distance learning, be it online or through paper packets, that we should always strive to consider and embed into our instruction.”
Cultural Orientation Resource Center – Refugee Populations (Link)
The COR Center develops and hosts numerous resources designed to inform community members and service providers about a variety of refugee populations. The development of these resources is based upon input from refugees themselves, scholars, and service providers.
These resources are arranged by refugee population. We strongly recommend that you view the videos posted here, showing refugees from particular ethnic or age groups speaking about their own experiences with resettlement.
Available resources also include cultural backgrounders, case studies, and other materials.
Culturally Responsive Teaching & the Brain (by Zaretta Hammond)
Blog, book & resources from culturally responsive teaching expert Zaretta Hammond.
Culturally Responsive Teaching for Multilingual Learners: Tools for Equity (Corwin)
A series of educational videos & appendices on the importance of culturally responsive teaching for multilingual learners.
12 Ways to Support Afghan Refugee Students (Larry Ferlazzo)
“Depending upon the numbers of refugees the United States military is able to evacuate from Afghanistan, many U.S. schools may be able to anticipate large numbers of those children to be enrolling soon.
This quickly put together series offers a few suggestions…
Today, Valentina Gonzalez, Tan Huynh, and Vivian Micolta Simmons have contributed responses.”
EL Proficiency Levels Assessment (created by IRC specialist Carly Spina)
Google Arts & Culture (infographic by IRC specialist Maggie Essig)
How Flipgrid Can Empower English Learners (infographic created by IRC specialist Maggie Essig)
Hyperdoc: Multilingual Multicultural LGBTQ+ Communities (hyperdoc created by IRC specialist Olivia Mulcahy)
“Please feel free to make a copy and use this in your own learning community to open up conversations, explore, co-construct, and learn together. Please do this in as sincere a way as possible, making room for multiple ways of knowing, with an awareness of both intent and impact…& PLEASE create, use, and regularly revisit norms for your conversations that help keep everyone engaged in safe ways.”
Illinois Advisory Council on Bilingual Education (link)
“The purpose of the Advisory Council on Bilingual Education is to advise the State Superintendent of the Illinois State Board of Education on issues which related to the educational needs of students whose first language is not English. The council consists of 17 members including the Chairperson. Members hold office for a term of three years and are appointed by the State Superintendent.”
Illinois State Board of Education Multilingual Department (Link)
“The Multilingual Department provides leadership, advocacy and support to districts, parents and policy makers by promoting equitable access to language support services for students from culturally and linguistically diverse backgrounds who have been identified as English Learners.”
Illinois TESOL-BE (Link)
“The Illinois TESOL-BE is a professional, nonprofit organization which supports research and instruction in the teaching of standard English to speakers of other language or dialect and in bilingual education.”
Immigration Advocates Network (Link)
The Advocate Resource Center connects the advocate community to trainings and materials from national experts. Browse our materials, sign up for alerts, and join fellow immigrant allies and advocates.
Infographics, Conversation Starters & Other Resources On Translanguaging (created by IRC specialist Olivia Mulcahy)
Enjoy! Please feel free to browse, print, use (attribution is kindly appreciated)!
IRC Bilingual Parents Video Library (YouTube)
The purpose of the video library is to address topics including family engagement, Pre-K–Grade 12 educational programs and services, higher education opportunities, parental leadership and advocacy, and immigration and community issues to help BPAC members in their roles and responsibilities. The videos, 10 – 30 minutes in length, are available in various languages including English, Spanish, Polish, Arabic, Urdu, Tagalog, and French. All are welcome to take advantage of this valuable resource.
Article: Language Access: More Than Translation (Learning For Justice)
“For many years, and still in some places across the United States, students were pressured to act as de facto interpreters for their parents. Issues of equity and quality remain, despite the legal mandate for schools to provide interpretation and translation services. Under the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA), public schools are required to support ELLs in participating meaningfully and equally. This includes sufficiently staffing ELL programs, avoiding unnecessary segregation of ELLs and providing language assistance.”
Learning For Justice – Downloadable Classroom Posters (Link)
The One World posters featured in Learning for Justice magazine are a reader favorite, which is why we’re making them available for download.
- Click the thumbnail for an image file, suitable for your device wallpaper or using in your teaching materials.
- Or click the “Download PDF” link for a high resolution version suitable for printing these 11” x 17” posters at school or your local office supply store, then post them in your classroom to inspire students and teachers alike.
National Association of Bilingual Educators (NABE) (Link)
“Since 1975, the National Association for Bilingual Education (NABE) has been a non-profit membership organization that works to advocate for educational equity and academic excellence for bilingual/multilingual students in a global society.
NABE’s priorities include: Improving instructional programs and practices for linguistically and culturally diverse children; providing bilingual and dual language educators with high-quality professional development opportunities; securing adequate funding for quality dual language programs serving English Learners (ELs); and keeping the rights of ELs clearly in focus as states and communities move forward with sustainable educational reforms.”
National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) (Link)
“Authorized under Title III of the Elementary and Secondary Education Act (ESEA), as amended, the National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) supports the U.S. Department of Education’s Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) in its mission to respond to Title III educational needs, and implement Section 3202 Title III of the ESEA as it applies to English learners (ELs). Since October 2018, NCELA has been operated by Manhattan Strategy Group, under contract from the U. S. Department of Education.
NCELA collects, coordinates, and conveys a broad range of research and resources in support of an inclusive approach to high quality education for ELs. To fulfill its mission, NCELA supports high quality networking among state-level administrators of Title III programs. In addition to SEA coordinators, NCELA serves other stakeholders involved in EL education, including teachers and other practitioners, parents, university faculty, administrators, and federal policymakers.”
New To Teaching English Learners? Start Here (Hyperdoc by IRC Specialist Maggie Essig)
A collection of helpful links, blogs, groups, books, organizations & more for new EL educators, compiled by IRC specialist Maggie Essig.
Nonprint Text/Reading Skills Matrix (by IRC specialist Maggie Essig)
Picture Books About Immigrants & Refugees (DiverseBookFinder)
Picture of the Day Template (created by IRC specialist Maggie Essig)
Positive Phone Calls Home Template (downloadable template created by IRC specialist Carly Spina)
Ratchetdemic by Christopher Emdin (Beacon Press)
Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity—one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom.
Remote Learning Resources Google Doc
Created by the IRC during the onset of remote learning with the Covid-19 pandemic, this valuable compendium includes tons of tools and resources for digital learning and that families can use to supplement learning at home.
Strengthening Partnerships with ELL Families: 15 Strategies for Success (via Colorin, Colorado)
Learn how schools can build off the successes and lessons they have learned on how to partner and engage with multilingual families in their community.
TESOL International (Link)
“TESOL International Association is the largest community dedicated to English language teaching. Our community of more than 13,000 English language professionals located around the world includes
- Language instructors, professors, teachers
- Teacher educators, trainers
- Program administrators, coordinators, supervisors
- Students
Our staff teams up with member volunteers from around the world to advance the knowledge and expertise of English language teaching professionals.”
The Center for Advanced Research on Language Acquisition (CARLA) (Link)
“The mission of CARLA is to study multilingualism and multiculturalism, to develop knowledge of second language acquisition, and to advance the quality of second language teaching, learning, and assessment by:
- conducting research and action projects
- sharing research-based and other forms of knowledge across disciplines and education systems
- extending, exchanging, and applying this knowledge in the wider society.”
Tools to Adapt Text (downloadable infographic by IRC specialist Maggie Essig)
“By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs.
Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs.”
U.S. Department of Education Newcomer Toolkit (PDF)
The U.S. Department of Education (Department) is pleased to provide this Newcomer Tool Kit, originally
published in September 2016. This tool kit can help U.S. educators and others who work directly with immigrant
students—including asylees and refugees—and their families.
It is designed to help elementary and secondary
teachers, principals, and other school staff achieve the following:
• Expand and strengthen opportunities for cultural and linguistic integration and education.
• Understand some basics about their legal obligations to newcomers.
• Provide welcoming schools and classrooms for newcomers and their families.
• Provide newcomers with the academic support to attain English language proficiency (if needed) and to
meet college- and career-readiness standards.
• Support and develop newcomers’ social emotional skills.
The Newcomer Tool Kit provides (1) discussion of topics relevant to understanding, supporting, and engaging
newcomer students and their families; (2) tools, strategies, and examples of classroom and schoolwide practices in
action, along with chapter-specific professional learning activities for use in staff meetings or professional learning
communities; and (3) selected resources for further information and assistance, most of which are available online
at no cost. The tool kit includes five chapters:
Chapter 1: Who Are Our Newcomers?
Chapter 2: Welcoming Newcomers to a Safe and Thriving School Environment
Chapter 3: Providing High-Quality Instruction for Newcomer Students
Chapter 4: Supporting Newcomers’ Social Emotional Needs
Chapter 5: Establishing Partnerships With Families
An online center for information and education for refugees, asylum seekers, immigrants and welcoming communities.
We #LoveOurLanguages Campaign (blog post by IRC specialist Carly Spina)
“In a country of anti-immigrant and English-only rhetoric, it is important that we are intentional about honoring students’ identities by acknowledging, recognizing, and celebrating their languages.”
Welcoming America: Welcoming Refugees Toolkits
Welcoming America creates resources for local organizations and communities that are working to foster greater community support and understanding for refugees.
The webinars and toolkits below represent a wide range of topics, including: community sponsorship, refugee leadership, communication and resettlement strategies, and housing.
Additionally, Welcoming America is thrilled to participate in the Welcoming Refugees project as part of Students Rebuild, a program that invites students to learn about the world and empathize with others through art
WIDA (Link)
“WIDA provides language development resources to those who support the academic success of multilingual learners. We offer a comprehensive, research-based system of language standards, assessments, professional learning and educator assistance. WIDA’s trusted resources are used by 41 domestic states and territories and approximately 500 international schools throughout the world.
Core programs within WIDA include:
- WIDA Consortium – A U.S.-based collaborative group of 41 member states, territories and federal agencies
- WIDA International School Consortium – A network of approximately 500 member schools
- WIDA Early Years – A program to support multilingual children in early care and education (ECE) settings
- WIDA Español – A program to support Spanish language development of multilingual learners, grades K–12
WIDA is part of the University of Wisconsin–Madison, a top-five university in the field of education. WIDA is housed in the Wisconsin Center for Education Research (WCER), one of the first, largest, and most productive education research centers in the world. WCER has assisted scholars and practitioners to develop, submit, conduct and share grant-funded education research for more than 50 years.”
WIDA Focus on SLIFE: Students with Limited or Interrupted Formal Education (PDF)
This bulletin focuses on the needs of students who have limited or interrupted formal education. Because the vast majority of students in this group are enrolled in Grades 6 through 12, we will focus on those grade levels. However, many of the tips and suggestions can be applied in lower grade levels as well. Throughout the bulletin we will explore academic and social-emotional factors that may affect this group of students, examine the benefits of building community partnerships, address how to assess student readiness levels, and offer a checklist of considerations for instructional planning.
Writing Frames for the Interactive Whiteboard (Scholastic)
Recent Presentation Slides by IRC Specialists
Academic Language in Content Areas: Strategies You Can Implement This Week! (Michele Yanong & Maggie Essig)
Cooperative Grouping for Multilingual Learners (Maggie Essig)
Embracing Biliteracy: Transforming a Transitional Bilingual Program into a Dual Language Program (Rachell Anderson)
Indigenous Histories: Not Just For November (Olivia Mulcahy)
20+ Diverse Picture Books for Back to School (Michele Yanong)
Using Technology With Multilingual Learners to Develop Oral Language: Explore the Who, What, Where, When and Why (Maggie Essig)
Infographics by IRC Specialists
6 Ways to Use Technology with English Learners (Maggie Essig)
Conversation Starters on LILAC and Translanguaging (Olivia Mulcahy)
Cooperative Grouping with English Learners (Maggie Essig)
Google Arts & Culture (Maggie Essig)
How Flipgrid (and the Teachers Who Use It) Can Empower English Learners (Maggie Essig)
Infographics on Curriculum Design, Arts Integration & More (Olivia Mulcahy)
Tools to Adapt Text (Maggie Essig)
Downloadable Resources by IRC Specialists
Classroom Facilitation & Conversation Tools (Michele Yanong)
EL Proficiency Levels Tool (Carly Spina)
Hyperdoc: Multilingual, Multicultural LGBTQ Communities (Olivia Mulcahy)
Hyperdoc: Universal Design for Learning (Olivia Mulcahy)
Nonprint Text & Reading Skills Matrix (Maggie Essig)
Picture of the Day Template (Maggie Essig)
Parent Communication Preferences Survey (Carly Spina)
Positive Phone Calls Home For Multilingual Families Resource (Carly Spina)
Resources for Exploring Language and Culture Through Art (Adelicia Brienzo)
We #LoveOurLanguages Campaign (Carly Spina)
Printables Created by the IRC
Gender Diversity Around The World
Make Space for All Kinds of Stories
Multicultural Calendar: Holidays & Observances, 2024-25 School Year
(Do you celebrate/observe a day/month/week that isn’t included? Please let us know by emailing leanet@cntrmail.org!)
