Resources/Recursos

La interacción es de gran importancia en los salones de clases, donde los estudiantes bi/multilingües intercambian ideas y contribuyen a una comunidad educativa a medida que continúan ampliando su repertorio lingüístico. Esto explica por qué la interacción es una de las seis ideas principales del Marco DALE. En este boletín de enfoque, exploramos la interacción y su conexión con las multiliteracidades y los modos de comunicación y expectativas del lenguaje del Marco DALE.

Publicado 2024
Autores: Analleli Hernández, Margo Gottlieb

View and download in English.

This document articulates the theoretical foundations for the 2012 Amplification of the WIDA English Language Development Standards, Kindergarten-Grade 12. The 2012 Amplification and its theoretical foundations are in the process of being retired. For the most up-to-date information, please see Appendix F: Theoretical Foundations in the WIDA ELD Standards Framework, 2020 Edition.

The 2012 Amplification of the WIDA ELD Standards drew on multiple theories and approaches in an effort to describe language use in academic contexts, as this is the language students must acquire and negotiate to participate successfully in school. These multiple theories and approaches formed a theoretical foundation that supported the 2012 WIDA ELD standards framework. This document articulates that theoretical foundation.

This WIDA Focus Bulletin explores ways to strengthen reasoning and language in Science, Technology, Engineering, and Mathematics (STEM) education.

Published January 2017 
Author: Rita MacDonald

This WIDA Focus Bulletin focuses on the needs of students who have limited or interrupted formal education (SLIFE). Because the vast majority of students in this group are enrolled in grades 6 through 12, we will focus on those grade levels. However, many of the tips and suggestions can be applied in lower grade levels as well. Throughout the bulletin we will explore academic and social-emotional factors that may affect this group of students, examine the benefits of building community partnerships, address how to assess student readiness levels, and offer a checklist of considerations for instructional planning.

Published May 2015
Authors: Lauren Keppler, Lucia Morales, Julia Cortada, Maria Austin

​This Focus Bulletin illustrates how teachers and students can use language development portfolios to interpret and document language growth. The bulletin follows the story of how a grade-level team introduced portfolios to their practice, posing several questions the team asked as they refined their usage. It closes by offering two sample tools that teachers can use and adapt to capture multilingual learners’ language growth using modified Proficiency Level Descriptors (PLDs) from the WIDA English Language Development Framework, 2020 Edition.

Published: December 2022 
Authors: Fernanda Marinho Kray, Margo Gottlieb, Lynn Shafer Willner

This Focus Bulletin illustrates how educators in featured International Baccalaureate schools are integrating WIDA resources as they design lessons for multilingual learners.

Published June 2019 
Authors: Jon Nordmeyer, Ruslana Westerlund, Elizabeth Cranley, Anne Katz

This working paper provides insights into how all teachers can provide linguistically and culturally responsive and equitable education for all students by orchestrating instruction to meet their varying socioemotional, cultural, linguistic and academic needs. Grounded in social justice, the Cultural, Linguistic, Equity, and Responsiveness (CLEAR) paradigm presented in this paper describes a guiding framework for educators who wish to integrate sociocultural and sociolinguistic responsiveness and critical pedagogical practices to achieve quality, equitable education for their students.

This WIDA Focus Bulletin addresses how English Language Learners engage with technology within the classroom.

Published October 2014 
Authors: Meagan Rothschild, Julia Cortada

This WIDA Webinar examines the Key Language Uses in writing in both Spanish and English. A WIDA expert explores an analysis of bilingual writing examples and mentor texts using the lens of the Key Language Uses and los usos clave del lenguaje del Marco DALE.

In this recorded webinar, Mark Chapman, senior assessment innovation manager at WIDA, discusses the value of interim English language proficiency data and how WIDA's interim assessment, WIDA MODEL, can be used to support instruction for multilingual learners.

The Framework for Equitable Instruction (FEI) is an instruction-focused resource designed to promote the equitable engagement in disciplinary learning and language development of multilingual learners. The FEI complements the WIDA ELD Standards Framework, 2020 Edition. This working paper can inform teachers’ practice, support teacher collaboration within and across disciplines, and serve as a foundation for the design of professional learning opportunities and resources.

This report addresses three primary questions:
1. How do you determine a meaningful English language performance standard?
2. How do you establish a realistic, empirically anchored time frame for attaining a given ELP performance standard?
3. How can states take into account English learners’ English language performance level when setting academic progress and proficiency expectations?

Published May 2013

This paper focuses on the creation of an instructional hyper textbook that serves as a personal environment for learning a less-commonly-taught language, Turkish in this case. It shows how digital personal environments can advance self-regulated language learning in tandem with more formal learning strategies.

This focus bulletin explores translanguaging from the perspective of four educators, spanning kindergarten through high school. Translanguaging, a common practice among multilingual people, can be explained as using all languages and language varieties available to communicate and understand the world around oneself. The bulletin provides specific ideas on how to use translanguaging to create spaces for students' multilingualism and includes reflection questions to help educators adopt translanguaging strategies in their practice.

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As teachers, staff and administrators in school buildings, district offices and educational agencies across the country, we play a critical role in responding to the individual needs of students in our teaching and learning settings. Trauma can be experienced by any student, but for those who are also learning English as an additional language or who are adjusting to a new culture, these experiences add another dimension of care to be addressed by educators. Through this focus bulletin, readers will be introduced to a research based guide for working with multilingual learners who may benefit from trauma informed practices, including discussions on special populations, the sharing of empowering and engaging strategies, a raising of awareness about prompting adverse behaviors, and building rapport across whole school, student and family networks.

These lesson plans (with accompanying worksheets) guide grades 6-12 students in understanding language proficiency, determining their own strengths, and setting goals for language development.

These lesson plans (with accompanying worksheets) guide grades K-5 students in understanding language proficiency, determining their own strengths, and setting goals for language development.

Los descriptores del desempeño lingüístico in Marco DALE provide guidance on how bi/multilingual students can develop language that they can interpret, interact and express in each of the communication modes (interpretative, interactive and expressive).

WIDA research findings show that WIDA MODEL Online scale scores can be interpreted in terms of Common European Framework of Reference for Languages (CEFR) levels. Use the tables in this document to look up students' MODEL scale scores and see the corresponding CEFR levels for each domain.

This flyer provides a breakdown of the role school/district-level educators, state-level administrators and WIDA play in using or developing ACCESS Online and Paper test scores, interpreting scores and making decisions based on scores to best serve English learners. Plus, there’s a checklist outlining the positive and intended outcomes of using ACCESS Online and Paper scores, so you’ll always know what it takes to ensure your students have the supports they need.