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Multilingual learners bring rich linguistic resources and lived experiences into the classroom. Effective literacy instruction builds upon their assets while supporting the development of foundational reading skills, oral language, vocabulary and comprehension. Learn more about literacy for early learners in this article.  

Have you ever heard that using two languages is too confusing for multilingual learners with disabilities, so it is better to focus on English only? Or, that students who do not use spoken language cannot communicate meaningfully? These two ideas are harmful myths about how multilingual students learn and grow. Debunking these falsehoods with asset-based approaches and research-based strategies is key to both the academic success and socio-emotional development of multilingual learners with disabilities.  

This article has everything you need to know about WIDA assessments, resources for the classroom and professional learning opportunities for the 2026-27 school year. 

WIDA is excited to welcome new and returning WIDA Fellows for 2026-2027. The program, launched in 2019, brings expert educators and WIDA staff together in a collaborative effort to enhance the development of WIDA products and services

The countdown begins for the 2026 WIDA Annual Conference. This year's conference, by teachers, for teachers, is under the theme “Building gateways to colaboración” from September 16-18, 2026, in St. Louis, Missouri. The virtual day is September 15.

The new WIDA Core Learning collection launches September 1, 2026.

Learn about what’s new with WIDA ACCESS, WIDA MODEL and WIDA Screener in the 2026-2027 school year.

For multilingual learners, the content of mathematics and the language for mathematics are connected, and understanding how to support both at once is one of the best things a math teacher can do. This article answers common questions math teachers ask about supporting multilingual learners and offers concrete, classroom-ready strategies you can start using right away.

Across the country, especially in rural settings, many classroom teachers are working with multilingual learners without consistent access to an English language (EL) specialist. Drawing on insights from WIDA Fellows and findings from Project RESPECT, this article provides practical, evidence-based ways for content teachers to dive into this work.

There is broad agreement: family engagement is not supplemental. It is foundational. Educators and families must work as partners to build systems where all children can thrive. Jenni Torres, WIDA executive director, offers a framework and tangible takeaways for building these systems in your schools.