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Nicole Shimizu, Stevie Norman, Sarah Coddington and Thad Williams are presenting at the 2025 WIDA Annual Conference. Their session is rethinking how educators engage in professional development by flipping the traditional process on its head and putting students’ voices, teacher collaboration and real-time learning at the center.

Get ready to spark ideas, build connections and supercharge your teaching practices — registration for the 2025 WIDA Annual Conference is open!

This article explores ways in which inquiry, storytelling and multimodal resources can build bridges between language, culture and content learning, and encourage authentic engagement of our multilingual learners during social studies delivery and instruction each day.

Translanguaging is transforming classrooms, allowing students to harness their full language abilities in learning. The concept is fairly new to mainstream classrooms. So, what exactly is translanguaging, and how can educators integrate it effectively? Read the article to learn more.

A multifaceted approach to understanding and addressing the needs of multilingual learners with disabilities and their families can go a long way to help them achieve their fullest potential.

A recent report published by WIDA researchers reveals that proficiency scores for students classified as English learners (ELs) have continued to decline in the years following the pandemic. Interim assessments like WIDA MODEL can be used to gain real-time insight into multilingual students’ learning needs.

Engaging with families of multilingual learners (MLs) with disabilities is a vital step in creating a supportive classroom environment. Educator Brighid Finley often works with MLs with disabilities. She shares ways to be successful in this work.

Margo Gottlieb, WIDA co-founder and lead developer, whose groundbreaking contributions have transformed language education policy and assessment, joined an esteemed group of educators, researchers and advocates in the first ever class of inductees.

Classroom assessment can be categorized into three primary purposes: assessment as learning, for learning and of learning. Discover how classroom assessment can go beyond traditional assessments and include multimodality to capture students' language learning in multiple, meaningful ways.

La evaluación en el salón se puede categorizar en tres propósitos principales: la evaluación como aprendizaje, para el aprendizaje y del aprendizaje. Descubra cómo la evaluación en el salón puede ir más allá de las evaluaciones tradicionales e incluir la multimodalidad para capturar el aprendizaje del lenguaje de los estudiantes de múltiples maneras significativas.