Multilingual Learners Hub
Supporting English Language Learners
Resources for students acquiring English, families navigating a new school system, and teachers building language-rich classrooms. All free or low-cost.
Embedded Files
Quick Access
Quick Access
Duolingo
Duolingo
Free language learning app
Google Translate
Google Translate
Instant translation tool
Newsela
Newsela
Leveled reading articles
Vocab Spelling City
Vocab Spelling City
Academic vocabulary games
For Students
For Students
English Language Learning
English Language Learning
Free
All levels
Ages 5–12
Interactive games
Early reading & phonics
Reading & Vocabulary
Reading & Vocabulary
Leveled articles
Free
Word games
Vocab + charity
Read-alouds
Listening & Speaking
Listening & Speaking
Math (Language Accessible)
Math (Language Accessible)
For Families
For Families
Translation & Communication Tools
Translation & Communication Tools
Free
High accuracy
Camera translation
Multi-person mode
Understanding Your Child's Rights
Understanding Your Child's Rights
Spanish
Learning differences
Rights overview
Latino family advocacy
Supporting Learning At Home
Supporting Learning At Home
Colorín Colorado
Reading strategies
Multilingual
Learn together
School Communication
School Communication
For Teachers
For Teachers
English proficiency levels — what to expect
English proficiency levels — what to expect
Entering
Entering
Entering (Level 1): Students have minimal English. Instruction should rely heavily on visuals, gestures, native language support, and simplified language. Focus on basic social vocabulary and high-frequency words. Allow students to respond by pointing, drawing, or using their home language.
Emerging
Emerging
Emerging (Level 2): Students understand and produce simple sentences. Use short texts, visual supports, and predictable language patterns. Pair with supportive peers. Allow one-word or short-phrase responses and gradually build toward full sentences.
Developing
Developing
Developing (Level 3): Students can communicate in simple sentences and understand general content. Provide scaffolded reading, graphic organizers, and sentence frames. Students can participate in structured discussions with support.
Expanding
Expanding
Expanding (Level 4): Students use English in a variety of contexts with some errors. Reduce scaffolding gradually. Focus on academic language and complex sentence structures. Students can participate actively in most grade-level activities with modified support.
Bridging
Bridging
Bridging (Level 5): Students are near-proficient and can access most grade-level content independently. Focus on closing remaining gaps in academic vocabulary and complex writing. Students may still need support with idioms, figurative language, and disciplinary writing.
Instruction & Lesson Planning
Instruction & Lesson Planning
ELL teaching strategies
Center for Applied Linguistics
Research & tools
Lesson plans
Free lesson plans
Free & paid
Sheltered Instruction & Scaffolding
Sheltered Instruction & Scaffolding
Research-based model
Literacy strategies
Standards & assessments
NY state ELL assessment
Vocabulary & Language Tools
Vocabulary & Language Tools
Free
Flashcards & games
Multilingual dictionary
Vocabulary graphic org.
Assessment & Progress Monitoring
Assessment & Progress Monitoring
Annual ELP assessment
Benchmark screening
Early literacy screener
Scholastic
Translation & Multilingual Classroom Tools
Translation & Multilingual Classroom Tools
Free
Academic glossary
Multilingual
Translated comms
Bilingual tutors
Phone interpretation
Instructional Tips for ELL Classrooms
Instructional Tips for ELL Classrooms
Building Language-Rich Classrooms
Building Language-Rich Classrooms
Label classroom objects in English and students' home languages
Use visuals, realia, and graphic organizers consistently
Provide sentence frames and starters for all activities
Allow wait time — ELL students need more processing time
Use total physical response (TPR) for early-level learners
Supporting Home Language Development
Supporting Home Language Development
Encourage families to maintain and develop the home language
Bilingualism is an asset — frame it positively with students
Allow students to use their home language when processing new content
Provide bilingual texts and resources when available
Connect content to students' cultural backgrounds and experiences
Academic Language Development
Academic Language Development
Distinguish between BICS (social language) and CALP (academic language)
Pre-teach key vocabulary before reading or content lessons
Use content-area word walls updated regularly
Teach signal words for text structures (compare, contrast, sequence)
Family Engagement
Family Engagement
Send communications home in the family's home language
Use translation apps during parent-teacher conferences
Invite families to share cultural knowledge with the class
Connect families to community ESL programs and resources
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