Building Capacity for Early Multilingual Learners: Bridging Literacy and ESOL
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The purpose of this project is to increase early multilingual learner (ML) instructional capacity in South Carolina by preparing Early Literacy Center-trained leaders to deliver ESOL instruction and support families of multilingual learners.
Two cohorts of 25 early learning literacy teachers will participate in professional development (PD) to improve instruction for MLs through the Master’s in Literacy at Clemson University, as well as certifications in Literacy Teacher, Literacy Coach, and ESOL.
The PD activities will incorporate evidence-based instructional practices, according to the What Works Clearinghouse recommendations for ML instruction.
Two cohorts of 25 caregivers in the selected school districts will receive evidence-based strategies for promoting literacy.
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A Note on Terminology
We use the asset-based term "multilingual learner" (ML) to refer to students whose native language is different from the language used in instruction in their schools. This term aligns with our partner districts as well as with the South Carolina Department of Education's shift in terminology dated June 2022. Our funding partner, the U.S. Department of Education, employs the term English Learners (ELs) to refer to this population of students. We also acknowledge other terms used throughout the literature such as emergent bilingual (Proctor, Boardman, & Hiebert, 2016).
The contents of this website were developed under a grant from the U.S. Department of Education, Office of English Language Acquisition, National Professional Development grant, #T365Z220099. The Department does not mandate or prescribe practices, models, or other activities described or discussed on this site. The contents of this website may contain examples of, adaptations of, and links to resources created and maintained by another public or private organization. The Department does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. The content of this website does not necessarily represent the policy of the Department. This publication is not intended to represent the views or policy of, or be an endorsement of any views expressed or materials provided by, any Federal agency.
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