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This document articulates the WIDA Can Do Philosophy, which expresses the foundational belief that every learner brings valuable contributions to everything they do.Access Resource
This video provides an overview of the WIDA Can Do Philosophy – the foundational belief that every learner brings valuable contributions to everything they do.Access Resource
This study investigated a coaching process in which state educational representatives (SEAs) and WIDA staff engaged during 2012. The purpose was to enhance the quality of the professional development offered by states to their educators.Access Resource
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.Access Resource
This research brief reports preliminary results from a study of teachers’ successful experiences engaging ELLs in collaborative learning with peers.Access Resource
WIDA and the National Science Teaching Association formed Making Science Multilingual to support equitable and inclusive forms of science instruction through which all students, but especially multilingual learners, can learn science and language simultaneously. To guide this work, the Making Science Multilingual team devised eight design principles to define the integration of contemporary three-dimensional science and language-in-use pedagogies. These principles will guide educator resource development at both organizations and facilitate critical examination of how well educator resources support inclusion of multilingual learners in rigorous science learning.Access Resource