Language-Integrated Framework for Teaching (LIFT) - A Framework Supporting Multilingual Learners Through Core Teaching Practices

Oct 15, 2026

Uploaded by Bintang

As linguistic diversity grows in American K–12 classrooms, educators need practical tools that build on multilingual learners’ assets. Multilingual learners must learn both the language of instruction and rigorous academic content, yet core teaching practices often lack a systematic language-and-culture focus. This working paper proposes LIFT, a teacher-education framework embedding language attention into core teaching practices, combining content and language integration with culturally and linguistically responsive pedagogy to improve access and belonging.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Complexity and Challenges in Preparing Teachers to Work With Multilingual Learners

Language-Integrated Framework for Teaching (LIFT): A Framework Supporting Multilingual Learners Through Core Teaching Practices WCER Working Paper No. 2025-5 October 2025 Mariana Castro Wisconsin Center for Education Research University of Wisconsin–Madison [mcastro@wisc.edu](mcastro@wisc.edu) Keywords: multilingual learners, core teaching practices, high-leverage practices, content and language integration, culturally and linguistically responsive pedagogy, assets-based pedagogies, teacher education Suggested citation: Castro, M. (2025). Language-Integrated Framework for Teaching (LIFT): A framework supporting multilingual learners through core teaching practices (WCER Working Paper No. 2025-5) . University of Wisconsin–Madison, Wisconsin Center for Education Research. © 2025 by Mariana Castro. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. 2321205. Any opinions, findings, or conclusions expressed in this paper are those of the author and do not necessarily reflect the views of the National Science Foundation, WCER, or cooperating institutions. Readers may make verbatim copies of this document for noncommercial purposes by any means, provided that the above copyright notice appears on all copies. WCER working papers are available at [https://wcer.wisc.edu/publications/working-papers](https://wcer.wisc.edu/publications/working-papers) Language-Integrated Framework for Teaching (LIFT): A Framework Supporting Multilingual Learners Through Core Teaching Practices Mariana Castro ABSTRACT As linguistic diversity within American K–12 classrooms increases, educators need tools to effectively leverage and support the assets of multilingual learners (MLs) . MLs face the significant challenge of simultaneously mastering the language of instruction and learning academic content. While core teaching practices are recognized as a research-based, robust approach to fostering student engagement and critical thinking, they often lack a systematic focus on the unique linguistic and cultural needs of MLs. This oversight is compounded by current policy and structural deficiencies in teacher preparation, which frequently fail to require comprehensive training in second language acquisition and culturally responsive teaching for all educators. To address this critical gap, this paper introduces the Language-Integrated Framework for Teaching (LIFT), a theoretical structure for teacher education that embeds a language focus directly into core teaching practices. LIFT brings together the theoretical underpinnings of core teaching practices, content and language integration, and culturally and linguistic responsive pedagogies to enhance MLs’ access to rigorous, grade-level curricula and cultivate a stronger sense of belonging within the general education classroom. Language-Integrated Framework for Teaching (LIFT): A Framework Supporting Multilingual Learners Through Core Teaching Practices Mariana Castro Introduction The landscape of American K–12 education is increasingly characterized by linguistic diversity. According to NCES (2024), despite a disruption due to the pandemic, the number of multilingual learners (MLs) in U. S. schools continues to grow rapidly. Thus, it is critical for educators to have the capacity to attend to, leverage, and support MLs’ linguistic and cultural assets. Core teaching practices are a promising approach for building this capacity among educators, given their emphasis on active learning, critical thinking, deepened understanding, and precise language use in classroom discussions (Grossman, 2021) . However, although these practices are research-based and effective in improving student achievement (Kane et al., 2011), they traditionally overlook the specific needs of MLs—students who navigate the dual challenge of mastering the language of instruction while learning subject content. This paper argues for a theoretical

FAQs

What problem does the paper identify about supporting multilingual learners?

Multilingual learners need to master both the language of instruction and academic content, but core teaching practices often do not include a systematic focus on multilingual learners’ unique linguistic and cultural needs.

What is LIFT, according to the paper?

LIFT (Language-Integrated Framework for Teaching) is a theoretical structure for teacher education that embeds a language focus directly into core teaching practices, integrating content and language integration with culturally and linguistically responsive pedagogy.

How does the framework aim to help multilingual learners in classrooms?

LIFT is designed to enhance multilingual learners’ access to rigorous, grade-level curricula and strengthen their sense of belonging in general education classrooms.

Oct 15, 2026

Uploaded by Bintang