Multilingual Services

Vision

All multilingual students thrive academically and personally, belong to learning environments where they are affirmed in their language, identity and culture and develop English language proficiency in a manner which values and leverages their home language(s).

Programs and Networks

The ML Consortium is a regional network of Multilingual Directors, Specialists, and teacher leaders. We meet six times a year to collaborate around best practices, share resources and develop as leaders in supporting students who are multilingual/ELs.

Multilingual Learners Network is a network of school teams working together over the 2021-2022 academic school year to learn and test new approaches to support multilingual learners using continuous improvement methods. After this pilot year, we aim to expand to support additional schools in our region. For more information click Multilingual Learners Network tab.

The Additive Language Work Group is a working group of educators and community partners focused around the connection between language and racial equity. The group completed recommendations for shifting away from deficit-based language toward asset-based terminology used to describe students who have previously been labeled as English language learners. View the full recommendations and learn how you can support this in the Asset Based Language Tab.

Exploring Culturally Responsive Teaching Professional Development Series is a series of synchronous and asynchronous courses designed to support elementary and secondary teachers, as well as instructional coaches/specialists in providing culturally and linguistically responsive instruction. These courses will be offered again in January 2021.

Services

• Plan and lead professional development based on

  • The WIDA English Language Development Standards and writing language objectives 

  • The new WIDA assessment

  • Integrated and designated English language development 

  • SIOP and GLAD strategies

  • Differentiating formative assessments for multilingual learners

• Support schools and districts with program design and systems level planning

• Facilitate regional partnerships with districts who are pursuing similar priorities

• Developing sustainable family and community partnerships 

The Multilingual Learners Network is now accepting applications for our 2021-2022 school cohort. The MLL Network was developed to support regional shifts in mindsets, culture, and practices to foster school environments which value the identity, culture and language of multilingual students and lead to more equitable conditions and outcomes for multilingual learners.

What is it? 

The MLL Network, hosted by PSESD and SHIFT Consulting, will consist of 8-10 school based teams who work together to learn and test new approaches to support multilingual learners using continuous improvement methods. 

Why is it important?

As we transition back to in-person learning, a whole-child, asset-oriented approach will be critical for all students, and in particular multilingual learners. The MLL Network is designed for teams to learn through Learning Sessions, monthly webinars and coaching over the course of a 9-month period. 

When will the MLL Network meet?

Four sets of Learning Sessions will take place between June 2021 and June 2022.

How can I sign up

2021-2022 Application is currently closed.

Learn more

Please contact Ury Salinas if you have any questions. 

Read more about the MLL Network in the OSPI Office of School and System Support March Newsletter.

What's the difference between Translation & Interpretation? 

Translation Services: When a written document needs to be translated into a different language to be accessible to speakers of other languages. For example, a translator could be used to translate information sent home from school from English to other languages. There are increasing options for automatic electronic translations, but care should always be taken to ensure that these translations are accurate.

Interpretation Services: When a live interpreter is needed to convert spoken words from one language to another in real-time. For example, an interpreter could be used during a phone call, or during a training or community meeting.

Resources for Translation/Interpretation

Below is a list of agencies PSESD has used/been referred to, along with other resources for Translation & Interpretation.*

List of Translating and Interpreting Services

Multilingual Services aims to create a network of in house resources for translation and interpretation.  For more information about Translation and Interpretation, please contact Angelica Alvarez at aalvarez@psesd.org.

*PSESD cannot recommend or endorse, if you need further assistance, please contact us.

Regional Assets

In our region, over 200 languages are spoken! You can explore information about multilingual learners indifferent school districts below.  

Introduction

Multilingual students are one of the fastest growing student demographics in the United States, and are a diverse group, representing different language backgrounds. In 2017 there were five million (10.1%) multilingual students enrolled in a public school language program in the United States (“The Condition of Education 2020”). As of October 2020, there are 135,307 students enrolled in English language development programs in Washington State, representing 11.8% of the overall student population (“Washington State Report Card”). This increase represents 233 different home languages (Gallardo and Randall 3). Educating, empowering, and responding to the needs of students in Washington state schools requires nimble efforts, not only on the part of educators, but also the decision and policy makers who support them and the community members they partner with. In order for educational systems to equitably meet the needs of those they serve, all students and families must be valued and respected for the contributions they bring to the classroom, school, and community. Thus, it is important to understand the impact of deficit-based language and the intent driving the shift to asset-based language.

For shared understanding, these terms are defined as follows:

At its core, the purpose of this document is to:

• encourage critical self reflection on the alignment of language and practice
• cultivate awareness and address the differences between language that remains in law and policy and currently recognized best-practices;
• provide alternative, asset-based, terminology that highlights what students, commonly labeled as English language learners or English learners, know and are able to do; and
• guide and facilitate educational, equitable paradigm shifts and practices that value students’ diverse linguistic and cultural backgrounds

Read the full document   Read the text-only document