Featured Educator offers expertise on collaborating with content teachers

Beverlyn Villanueva has years of practice and expertise in collaborating with content teachers under her belt. In this edition of Featured Educator, she shares her research, tips and vision for collaboration in schools.

How did you get started in education and what drew you to work with multilingual learners (MLs)?

Beverlyn Villanueva: I’ve been in education for 14 years. I have an EdD in educational management, an M.A. in education and a major in English from President Ramon Magsaysay State University in the Philippines. I also hold a bachelor's degree in secondary education and a major in English with honors from the University of Baguio, Philippines.

Before moving to the U.S., I taught English to students in grades K-5 for one year and to students in grades 7-10 for five years. I was the head English teacher at the high school level for five years.

I didn’t fully realize the importance of this work until I saw the high demand for English teachers in international schools, Korean institutions and tutorial centers in Baguio City, Philippines. This sparked my passion for working with MLs, leading me to focus on language education during my college years.

I’m multilingual and I see myself represented in my students. I want to inspire others and show the tremendous opportunities that multilingualism unlocks. Language is not just about words—it’s about opening doors to limitless possibilities.

What and where is your current role and what does your day-to-day look like?

BV: I currently teach kindergarten through eighth grade ESL for Cumberland County Schools in Fayetteville, North Carolina. As an itinerant teacher, I travel daily between three schools, providing ESL services tailored by grade-level cluster and proficiency. My students receive three Levels of Service (LOS):

• Level 1 (Comprehensive): I meet with these students three times a week for 45 minutes.
• Level 2 (Moderate): I meet with these students twice a week for 45 minutes.
• Level 3 (Transitional): I monitor these students once a month, ensuring they continue to succeed as they transition from ESL support.

I also work with students who are no longer in the ESL program to help them continue their progress.

Every day comes with its unique challenges, like organizing materials at each site and taking quick lunches in my car, usually parked in a school lot. In my first year, I navigated working with over 50 classroom teachers across three schools, learning the names of various teachers and principals, and managing emails from multiple schools and our department. I shared these stories in my session at the 2024 WIDA Annual Conference, and the audience’s laughter made it clear they found those stories relatable. At the end of my presentation, one educator said, “Thank you for the therapy!” This moment was so precious and memorable to me.

Your #WIDA2024 session focused on collaborating with content teachers. Can you tell us more about that work?

BV: Supporting over 50 teachers and administrators across multiple schools, I’ve seen firsthand the importance of strong partnerships. While many teachers are eager to help, they often feel uncertain about applying the WIDA English Language Development Standards Framework, 2020 Edition in their classrooms.

To gain a deeper understanding, I conducted a survey with teachers in my school to gather data on their experiences with WIDA. The results were revealing:

• Familiarity with the WIDA ELD Standards Framework: 39.5% of teachers were "Not at all aware," and only 2.6% were "Extremely aware."
• Training: 65.8% had received no training on the WIDA ELD Standards Framework.
• Challenges: 62.9% reported "Limited understanding" of the WIDA ELD Standards Framework as their main obstacle, followed by insufficient resources and a lack of collaboration.
• Assessment practices: Nearly half (47.4%) were unsure about assessing language proficiency for diverse students.
• Frequency of collaboration: 86.8% reported "Rarely" collaborating with language specialists.

Despite these challenges, a promising 52.6% rated collaboration as "Extremely important" for supporting language development.

These insights motivated me to help bridge these gaps. During my session, I shared this data to encourage fellow educators to conduct similar surveys with their principals’ approval, assessing the status of the WIDA ELD Standards Framework implementation and collaboration in their own schools.

What are some of the biggest challenges you see educators face when trying to implement the WIDA ELD Standards Framework collaboratively?

BV: The first major challenge is a lack of familiarity and comfort with the WIDA ELD Standards Framework. While teachers are highly dedicated to supporting MLs, many have not received specific training, making it difficult to confidently integrate language objectives into their content lessons. There’s a clear need for professional development.

Time constraints are another major barrier. Educators cite a lack of time for co-planning, which is essential for meaningful collaboration. Without sufficient time, content and language teachers struggle to engage in discussions that allow for cohesive integration of language and content goals. A 2019 study by Giles and Yazan, ESL and Content Teachers’ Collaboration, found conflicting schedules as one of the obstacles to co-planning and co-teaching—a challenge that persists in today’s schools.

Logistical and structural barriers also prevent effective collaboration. 86.8% of teachers I surveyed reported "Rarely" collaborating with language specialists. I see this struggle on a day-to-day basis. Working across multiple schools limits my availability for co-planning with individual teachers and offering ongoing support.

These findings underscore the importance of structured professional development centered on the WIDA ELD Standards Framework, dedicated time for teacher collaboration and systemic support to promote consistent partnerships between content and language educators.

What are the biggest tips you would give to a language specialist who is looking to strengthen their collaboration with content teachers?

BV: Here are some of my biggest tips, tailored to address common challenges we face:

1. Increase familiarity with WIDA through shared resources and training

   Since many teachers lack familiarity with WIDA language development standards, it’s vital to start with awareness and education. I encourage teachers to explore the WIDA ELD Standards Framework, 2020 Edition, WIDA Scoring Rubrics and the Can Do Descriptors available on the WIDA website. These resources highlight practical starting points and model how language goals can be added to lesson plans.

2. Secure administrative support for structured collaborative time

   Building strong relationships with administration can be key to overcoming the time constraint barrier. In my experience, working across multiple schools means time with content teachers is limited, so I consistently communicate with my principals about the importance of designated co-planning time. Involving administrators early in the conversation about scheduling can help secure consistent co-planning opportunities.

3. Adopt the “one teacher at a time” approach

   At #WIDA2024, I had the honor of collaborating with educators and leaders nationwide and discussing best practices with WIDA Fellows. One major takeaway I had was to “collaborate with one teacher at a time.” Identify one content teacher who is willing to consistently collaborate, even if it means occasionally working beyond regular hours. By starting with a single teacher, you can build a model of collaboration that demonstrates its value to others, ultimately encouraging broader participation.

4. Leverage the collaborative cycle in the WIDA ELD Standards Framework

   The WIDA ELD Standards Framework highlights a collaborative cycle composed of co-planning, co-teaching, co-assessing and co-reflecting. This cycle is designed to be flexible and can adapt to varying school contexts; its purpose is to drive academic language development and achievement for MLs. For instance, co-planning is essential for successful co-teaching, as it allows language and content teachers to establish structured routines, define language objectives and create shared lesson plans that meet students' diverse needs. Even if co-teaching isn’t possible, co-planning sessions can align instructional goals with language support strategies.

5. Implement classroom-based formative assessments and co-assessing

   Using formative assessments aligned with WIDA Proficiency Level Descriptors allows us to monitor students' language progress more precisely. When language and content teachers co-assess, it creates a more tailored approach, ensuring differentiated instruction meets MLs’ needs.

How do you envision the role of collaboration evolving in multilingual education? Are there any new trends or approaches that excite you?

BV: I envision collaboration in multilingual education becoming more dynamic and essential as schools increasingly recognize the importance of integrating language development into every content area.

One particularly exciting trend is the role of AI in supporting collaboration. AI-powered tools can provide language and content teachers with resources that are culturally and linguistically responsive, making it easier to differentiate instruction. For example, AI-driven lesson planning platforms can analyze student demographics and language proficiency levels to recommend culturally relevant materials and language scaffolds tailored to specific students. This kind of customization allows teachers to create lessons that truly connect with students’ diverse backgrounds.

AI also helps simplify and enhance the planning process. An AI-powered platform could generate differentiated materials, such as simplified text for emerging MLs or interactive visuals for students who benefit from multimodal instruction.

Anything else you’d like to share?

BV: At the start of my #WIDA2024 presentation, I posed the following question: “We have the resources, we understand the research, and we've answered the ‘What’ and ‘Why’—the biggest question now is, ‘How can we Collaborate?’” This question has guided my approach to multilingual education, especially in schools where collaboration can feel daunting due to time constraints and varying levels of familiarity with language development needs.

During my presentation, I encouraged my fellow educators, especially new teachers, to keep pushing forward and to model initiatives like presenting at the WIDA Annual Conference. It’s an intentional way for our voices to be heard, and WIDA provides an incredible platform where all educators can share their insights and contribute to the field.

I look forward to the future of multilingual education with excitement and hope!