[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586010-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586010-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","get-smart-fast-leveraging-the-assets-of-multilingual-learners","Get Smart Fast - Leveraging the Assets of Multilingual Learners","","Get Smart Fast examines how multilingual learners (MLs) represent a valuable, diverse educational asset and why shifting demographics in U.S. public schools make effective support urgent. The content summarizes evidence for student benefits, broader-community equity and voice, and emphasizes asset-based, culturally responsive systems at individual, institutional, and structural levels. It outlines innovative program models and practical funding sources, including Title III and multiple federal grant programs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/get-smart-fast-leveraging-the-assets-of-multilingual-learners/586010/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/get-smart-fast-leveraging-the-assets-of-multilingual-learners/586010.png","ImageObject",300,407,{"name":42,"@type":43},"Jordan Avery","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is supporting multilingual learners especially important now?","Question",{"text":63,"@type":64},"The share of U.S. public school students designated as English learners has risen by more than 25% in two decades, and many states have seen rapid increases, including serving substantial ELs for the first time in recent history.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What benefits does multilingualism provide according to the document?",{"text":68,"@type":64},"Multilingualism brings cognitive, educational, economic, and sociocultural benefits. Maintaining a home language and building multilingualism supports improved social and academic outcomes.",{"name":70,"@type":61,"acceptedAnswer":71},"How should schools support multilingual learners in a practical way?",{"text":72,"@type":64},"Use asset-based, culturally responsive instruction and adopt a systems approach that considers multiple levels—individual, institutional, and structural—alongside alignment, partnerships, and language-rich learning environments.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586010,1792886086,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":97,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Get Smart Fast: Leveraging the Assets of Multilingual Learners  \nWhy does this topic matter?  \nThe proportion of public school students in the U.S. who are designated as English learners (ELs) has increased by over 25% in the past two decades.  \nNearly half of states have  \nseen their proportion of students designated as ELs more than double since 2000 and several states, such as Kentucky, North Dakota, Mississippi, and South Carolina, are serving substantial numbers of ELs for the first time in recent history.  \nMultilingual learners (MLs) are a  \ndiverse group of learners  \nand vary on numerous dimensions, including time in the U.S., English language proficiency, and disability status.  \nWhat does the evidence say?  \n\n| Benefits for students\u003Cbr>| Multilingualism is an asset\u003Cbr>Multilingualism brings with it cognitive,  educational, economic, and sociocultural  benefits. Maintaining one’s home language and building multilingualism builds on existing language assets and improves social and academic outcomes. | A systems approach should be used to support MLs\u003Cbr>Asset-based and culturally responsive instruction  celebrates student strengths, expecting success and  promoting multilingualism as an asset. Taking a systems view allows us to account for multiple pieces that contribute to ML success at the individual, institutional, and structural levels. |\n| --- | --- | --- |\n| Benefits for the broader community\u003Cbr>| Multilingualism promotes equity, encourages  representation, and is a human right. | Language reclamation and revitalization build individual and community identity and provide opportunities to elevate student and community voices. |\n\ny Implement policies that promote multilingualism  \ny Utilize frameworks that identify key levers for change, including family and community partnerships and an asset orientation toward students and families  \ny Promote systems alignment and partnership to support ML success  \ny Provide access to professional learning and support implementation of high-quality instructional pracices  \ny Understand the diverse assets MLs bring to the classroom  \ny Create and sustain language-rich, highquality instructional environments  \nMultilingual Learners  \ny Experience cognitive, educational, sociocultural, and economic benefits  \nWhat innovative models exist?  \nHow are efforts funded?  \nA variety of funding opportunities exist with strategies for blending and braiding funds, depending on the type of program.  \ny Title III  \ny National Professional Development (NPD) Grants  \ny The Native American Language Grant  \ny The Native American and Alaska Native Children in School Program  \ny Augustus F. Hawkins Center of Excellence Program  \nFor more information and helpful resources, visit [https://compcenternetwork.org/](https://compcenternetwork.org/)  \nGet Smart Fast: Leveraging the Assets of Multilingual Learners June 2024•| 2","cbCainwWiYIXBbfk","https://ap.wps.com/l/cbCainwWiYIXBbfk","pdf",254087,"English","# Why this topic matters\n## What the evidence says\n# Benefits for students and communities\n## Multilingualism as an asset\n## Systems approach to support MLs\n# Funding and program support\n## Key federal funding opportunities\n## Resources","[{\"question\":\"Why is supporting multilingual learners especially important now?\",\"answer\":\"The share of U.S. public school students designated as English learners has risen by more than 25% in two decades, and many states have seen rapid increases, including serving substantial ELs for the first time in recent history.\"},{\"question\":\"What benefits does multilingualism provide according to the document?\",\"answer\":\"Multilingualism brings cognitive, educational, economic, and sociocultural benefits. Maintaining a home language and building multilingualism supports improved social and academic outcomes.\"},{\"question\":\"How should schools support multilingual learners in a practical way?\",\"answer\":\"Use asset-based, culturally responsive instruction and adopt a systems approach that considers multiple levels—individual, institutional, and structural—alongside alignment, partnerships, and language-rich learning environments.\"}]","Get Smart Fast - Leveraging the Assets of Multilingual Learners | PDF",1792056605]