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It frames English learner policy through key legal and program requirements, clarifies terminology by contrasting EL and multilingual learner, and promotes an integrated systems-change perspective. 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Parker, Anne Partika, &  \nSara Rutherford-Quach  \nStrengthening the Teacher Workforce to Support Multilingual Learners: A Tool for State Educational Agencies  \nThis publication is in the public domain. While permission to reprint is not necessary, reproductions should be cited as:  \nParker, C., Partika, A., & Rutherford-Quach, S. (2024). Strengthening the Teacher Workforce to Support Multilingual Leaners: A Tool for State Educational Agencies. National Comprehensive Center at Westat.  \nThis document was prepared by the National Comprehensive Center under Award \\#S283B190028 for the Office of Program and Grantee Support Services (PGSS) within the Office of Elementary and Secondary Education (OESE) of the U.S. Department of Education and is administered by Westat. The content of the document does not necessarily reflect the views or policies of the PGSS or OESE or the U.S. Department of Education.  \nA copy of this publication can be downloaded from [https://www.compcenternetwork.org/](https://www.compcenternetwork.org/) .  \nContents  \nStrengthening the Teacher Workforce to Support  \nMultilingual Learners: A Tool for State Educational Agencies 2  \nContents 3  \nIntroduction 4  \nTerminology 4  \nA Systems-Change Approach 5  \nPurpose of the Tool 5  \nHow to Use the Tool 6  \nGoals for Using the Tool 8  \nSection 1. Multilingual Learners in Your State/Jurisdiction Context 9  \nSection 2. Existing Support for Teacher Pathways 17  \nSection 3. Existing Support for Teacher Retention 25  \nSection 4. Reflection and Planning 30  \nResources to Support Financing Programs 32  \nGlossary 34  \nReferences 36  \nIntroduction  \nOne in 10 public school students in the United States are designated as English learners (ELs), an increase of more than 25 percent over the past 2 decades (National Center for Education Statistics, 2022). In nearly half of states, the proportion of students designated as ELs has more than doubled since 2000. Further, several states—such as Kentucky, Mississippi, North Dakota, and South Carolina—are serving substantial numbers of ELs for the first time in recent history (NCES, 2022) .  \nWith these increases, many state educational agencies (SEAs) are grappling with shortages of certified teachers to provide bilingual instruction or English language development (ELD) support to their linguistically diverse student populations.1 This tool helps state leaders identify specific needs to recruit, retain, and support teachers who serve multilingual learners (MLs) .  \nTerminology  \nIn federal education policy, the term English learner (EL) refers to an elementary or secondary school student who (a) has a home language other than English and (b) is developing English language skills to succeed in U.S. educational settings. ELs are legally entitled to support and services for learning English, a policy that stems from the Supreme Court ruling in Lau v. Nichols (1974) that ELs were “effectively foreclosed from any meaningful education” in the absence of English language development (ELD) support. This ruling was extended in Castañeda v. Pickard (1981), which established that programs to support ELs must be (a) based on sound educational theory; (b) implemented effectively with sufficient resources; and (c) evaluated for effectiveness following a trial period. Additionally, current federal policy articulated by the Every Student Succeeds Act (ESSA) (2015) specifies that education agencies are obligated to sufficiently staff EL programs (Lhamon & Gupta, 2015) .  \nImportantly, EL status changes over time, and children who reach a certain level of English proficiency are reclassified as English proficient and are no longer considered ELs but rather former or monitored ELs (Sugarman, 2020) . Therefore, EL is a dynamic term that only applies to a child fora limited time. The term multilingual learner (ML), on the other hand, is","cbCaipxuDhBCJ6H4","https://ap.wps.com/l/cbCaipxuDhBCJ6H4","pdf",1297745,38,"English","# Introduction\n## Terminology\n## A Systems-Change Approach\n## Purpose of the Tool\n## How to Use the Tool\n## Goals for Using the Tool\n# Section 1. Multilingual Learners in Your State/Jurisdiction Context\n# Section 2. Existing Support for Teacher Pathways\n# Section 3. Existing Support for Teacher Retention\n# Section 4. Reflection and Planning\n## Resources to Support Financing Programs\n# Glossary\n# References","[{\"question\":\"What does the tool help state leaders do?\",\"answer\":\"It helps state leaders identify specific needs to recruit, retain, and support teachers who serve multilingual learners, using a structured approach for planning and reflection.\"},{\"question\":\"How does the document define English learners (ELs) and multilingual learners (MLs)?\",\"answer\":\"ELs are students with a home language other than English who are developing English language skills for U.S. settings. MLs include all students with a home language other than English, emphasizing multilingualism as an asset.\"},{\"question\":\"Why is a systems-change approach included?\",\"answer\":\"The document argues teacher recruitment and preparation must be considered within broader workforce issues—such as retention, workforce diversification, culturally responsive practices, and professional growth—so change addresses root causes rather than isolated problems.\"}]","Strengthening the Teacher Workforce to Support Multilingual Learners - A Tool for State Educational Agencies | PDF",1792056329,96]