Embracing AI in the EL Classroom: Tools, Frameworks, and Ethical Considerations AI is transforming the EL classroom! Discover how AI tools can support multilingual learners with language scaffolds, writing feedback, and speaking practice—while keeping equity and ethics at the forefront. Explore practical strategies, the AIAS framework, and quick classroom activities to try tomorrow. Read the full article →

TESOL International recently shared important updates regarding shifts in U.S. federal priorities that impact funding, civil rights, and support for multilingual learners of English and the ELT profession. With these changes, advocacy has become more urgent than ever, and we wanted to share opportunities for action with you.   Opportunities for Advocacy Engagement: 1. Federal Funding of Education - FY26 Appropriations. The President's Proposal and the House Appropriations Subcommittee seek to eliminate funding for ELT education and for English learners in public and adult education. The Senate Appropriations Committee, though, has advanced its proposal that would level-fund these programs (keep funding at the same level as the prior year). You can read more about the process and share with your members the opportunity to contact their Members of Congress in voicing support for the federal funding of education here:  https://www.votervoice.net/TESOL/campaigns/126890/respond  2. Rescission of the 2015 Dear Colleague Letter supporting Civil Rights for English learners and their families. 1. Read TESOL's statement and supporting information here. Please disseminate this information through your networks. 1. TESOL's statement on the rescission: News item: https://www.tesol.org/news/tesol-statement-on-the-rescission-of-guidance-on-serving-multilingual-learners-of-english-in-us-public-schools/ 2. Direct link to the larger document: https://www.tesol.org/media/ijbmmjs4/statement-on-the-rescission-of-jan-2015-dcl-for-publication-2-sept-2025.pdf 2. Letter to USED and USDOJ - National English Learner Roundtable (NELR). TESOL is working with colleague associations in drafting a letter to ED and DOJ demanding the reinstatement of the DCL. We will have opportunity for Affiliate Sign On - and your voice as an association is needed. Please be on the lookout for a call for sign ons - more information to come! Additional Resources: TESOL Advocacy Center Advocacy Support Request TESOL Advocacy Resources      Including the Community and Family Toolkit, State/Fed Leg Tracker, and Supporting Learners in Current U.S. Admin Actions Position Statements Upcoming Event: AEFLA Week Thank you for your ongoing commitment to multilingual learners and to advocacy on their behalf. Together, our voices can make a difference.

NVTESOL PD Committee As we continue to strengthen support for our English learners, one exciting and evolving trend is the thoughtful use of AI and educational technology. Tools like translation apps, speech-to-text features, and adaptive language platforms can be powerful supports for MLLs, when used intentionally. Classroom Connection: Try incorporating technology to provide visuals, translated instructions, or interactive reading support. For example, enabling captions on videos, using Google Translate for quick clarification, or supporting writing with voice-to-text tools can make lessons more accessible. That said, tech should never replace good teaching—it should enhance it. The key is matching the right tool to a specific language or learning need. Where to Find Tools and Ideas: Here are a few trusted places to find tech tools and integration strategies designed with multilingual learners in mind: • Colorín Colorado – A go-to resource for EL strategies, including tech tool suggestions and classroom examples. • WIDA Teaching Resources – Explore Can Do Descriptors, teaching strategies, and guidance on integrating language and content. • Common Sense Education – Searchable library of teacher-reviewed edtech tools, with filters for EL support and accessibility. • Digital Promise – Offers research-based ideas for integrating technology with a focus on equity and English learner access. • ELLevation Education – If you're in a district that uses it, this platform is full of ready-to-use activities and tech-enhanced scaffolds for ELs. • Google’s Teach From Anywhere – Learn how to use built-in Google tools (Translate, Docs, YouTube captions) to support MLLs in digital spaces. If you're curious about how to use a specific tool with your students—or want help choosing one based on language proficiency, we'd love to collaborate with you! NVTESOL is here to support you with more resources and professional learning opportunities. Stay connected with us for more strategies and updates tailored for Nevada educators!

From NCELA website, "The English Learner Family Toolkit was created to help families choose education services that meet their child’s needs. U.S. educators, elementary and secondary school teachers, principals, and other school staff can also share the toolkit as a resource for English learners and their families." https://ncela.ed.gov/educator-support/toolkits/family-toolkit

From OELA website, "The Newcomer Tool Kit is designed to help U.S. educators; elementary and secondary teachers, principals, and other school staff who work directly with immigrant students—including asylees and refugees—and their families. The Newcomer Tool Kit has 5 chapters, and contains an overview, sample tools, and resources." https://www.ed.gov/teaching-and-administration/supporting-students/newcomer-toolkit

From OELA website, "English Learner Tool Kit Updated with ESSA references. OELA’s EL Tool Kit was published in 2015 as a companion to support the 2015 Dear Colleague Letter (DCL) produced by the Department of Education, Office for Civil Rights, and the Department of Justice, outlining legal obligations for ELs. Some chapters of the tool kit have been updated related to the Every Student Succeeds Act of 2015 (ESSA). The English Learner Tool Kit helps state and local education agencies help English Learners (ELs) by fulfilling these obligations. The Toolkit has 10 chapters (one for each section of the DCL), and contains an overview, sample tools, and resources." https://www.ed.gov/teaching-and-administration/supporting-students/english-learner-tool-kit-oela

Multilingual learners (MLs) form a rich and varied group of students in Nevada and across the nation. Each student brings unique experiences, skills, and needs to the classroom. Within the broader category of multilingual learners, several subgroups warrant attention, including emergent bilinguals, English learners (ELs), and other distinct categories. Educators who understand these subgroups can better address their diverse needs and create equitable learning opportunities. Click here to learn more about these subgroups.

We wanted to share a summary of the article Supporting Neuroplasticity in Multilingual Learners by Sarah Said & Thamir Aljobori, which explores the importance of rigorous, culturally responsive instruction in fostering language development and critical thinking for multilingual learners. Article Summary Many assume that making instruction accessible for English learners means making it "easier," but true culturally responsive teaching challenges students while supporting their cognitive growth. Zaretta Hammond, in Culturally Responsive Teaching and the Brain, emphasizes the need for independent learning, where students build resilience and problem-solving skills rather than becoming overly dependent on teacher support. Key strategies include: • Encouraging productive struggle by balancing support with challenge, ensuring students engage with complex thinking. • Reconsidering student language output by moving beyond simple comprehension tasks and incorporating creativity, project-based learning, and STEM activities. • Embedding students' cultures into rigorous assignments to make learning relevant, engaging, and cognitively demanding. By integrating these approaches, educators support neuroplasticity, helping multilingual learners strengthen both language proficiency and critical thinking skills. Classroom Connections To further explore how these ideas translate into classroom practice, we've created a Google Document with specific strategies for elementary, middle, and high school settings. You can access it here: Implementing Rigorous, Culturally Responsive Instruction for Multilingual Learners NVTESOL is here to support you with more resources and professional learning opportunities. Stay connected with us for more strategies and updates tailored for Nevada educators!

WIDA ACCESS Test Prep: Supporting English Learners NVTESOL From Dec. 2: The article outlines strategies to help ELs prepare for the assessment, including familiarizing students with the test format, focusing on academic vocabulary, and providing structured speaking and writing practice. Additional resources, such as Padlet and adaptable Google Slides, offer targeted activities to build students' skills and confidence in the speaking and writing domains. Read More

Scaffolding Success for English Learners in Nevada Classrooms NVTESOL From Nov. 13: The article highlights five practical strategies to support ELs in accessing grade-level content and building language skills, including using visuals, native language connections, QR codes for listening, and word banks. These techniques empower Nevada educators to create equitable, inclusive classrooms where all students can thrive. Read More