Who is a Multilingual Learner?

A Multilingual Learner (MLL) is any student enrolled in Connecticut Technical Education and Career System in grades 9-12, whose dominant language is other than English, and whose proficiency in English is not sufficient to assure “equal educational opportunity” in the regular school program. In other words, a Multilingual Learner is a student who needs additional support in order to understand and fully participate in classes conducted in English. CTECS will determine if your child qualifies as a Multilingual Learner, per federal law, in order to provide them with the necessary additional support.

Our Program

CTECS’ vision is to be the primary pipeline for Connecticut’s skilled labor workforce. Through exemplary trade and academic programming, we prepare our students to meet the skilled workforce needs in Connecticut and for success in a global economy. Our Multilingual Learners (ML’s) are positioned to achieve that level of excellence. At CTECS, they will be uniquely prepared to enter a global economy with bilingual, trade and business skills and insights. 

Our ML’s come to us from different backgrounds and experiences and our teachers foster a safe and positive learning environment with lessons that are socially, linguistically and culturally relevant to students.

TESOL and Bilingual certified teachers instruct students through the implementation of the English Language Development curriculum, assess their progress on LAS Links, scaffold instruction to support ML’s in their Career and Technical Education program and maintain student data on ELLevation, social-emotional scales and other resources as needed. 

The English Language Development course is a Tier I instructional program to improve ML’s English proficiency. It is provided five times per week with decreasing frequency as the student becomes more independent in English. In addition, MLs have access to content academic instruction with appropriate support as part of our scheduling framework. CTECS’ goal is that MLs become proficient in English in academics and their Career Technical Education choice.

English for Speakers of Other Languages

(ED610, ED612, ED620, ED622) (½ credit, ¾ credit)

Students in Grades 9 and 10 who have been identified as English Learners (ELs) are provided with a Tier I Instructional Program to improve their English proficiency. This program focuses on the areas of listening, reading, speaking, and writing skills. This course expands students’ essential English communication skills and cultural knowledge and introduces the academic language of the classroom studies. Students will develop oral classroom skills and reading strategies, expand their vocabulary and use more complex sentence patterns. Students will also learn how to use some school and community resources.

(ED630, ED632, ED640, ED-642) (½ credit, ¾ credit)

Students in Grades 11 and 12, who have been identified as English Learners (ELs) are provided with a Tier I Instructional Program to improve their English proficiency. This program focuses on the areas of listening, reading, speaking, and writing skills. This course expands students’ essential English communication skills and cultural knowledge and introduces the academic language of the classroom studies. Students will develop oral classroom skills and reading strategies, expand their vocabulary and use more complex sentence patterns. Students will also learn how to use some school and community resources.

Resources

Pursuant to P.A.23-150 Section 17 the State Board of Education shall draft a written bill of rights for parents or guardians of students who are multilingual learners to guarantee that the rights of such parents and students are adequately safeguarded and protected in the provision of bilingual education under chapter 164 of the general statutes, and the sharing of this bill of rights in the dominant language of the parents or guardians. 

Visit the State Department of Education webpage to view the multilingual learner bill of rights.

  • Continue to use your native language at home 
    •  Encourage students to read and write in your home language. Students will learn a second language easily if they are strong in their home language.
  • Provide a literacy-rich home.
    • Keep books around in your native language. Literacy-rich environments contribute to the facilitation of a new language. Over meals, have conversations with your student. What did you do today? What are you doing tomorrow? Fill your home with language! 
    • Books in different languages can be found on Amazon.com and other online book retailers.
  • Parents should participate in any available school training with their student
    • Work with your child’s teacher. Talk about issues you’ve noticed, progress that’s been made and ask questions about what they think may help your student. Let your child know how important you think school is and encourage him or her to participate in class. Then point out ways you use education daily. Examples could be reading for pleasure, using money in stores, or how you use science, math and language at your job.
  • Encourage your student to be proud of your heritage. 
    • Find ways for them to incorporate their knowledge of this in their classroom (like on class projects).

  • http://www.colorincolorado.org/families   This site has a lot of information on how to help your child in school as well as how to do well in your community.
  • http://www.mamalisa.com/?t=hubsh  This site contains children’s songs from around the world. Use it to learn rhymes in your language and English.
  • http://en.childrenslibrary.org/  This site contains children’s books from around the world. These books have been scanned into the computer and can be read in a variety of languages.
  • http://wonderopolis.org/  This site asks a question, a “wonder”, each day and then provides information as well as an activity to explore this question. What a great way to connect with your child and what they are learning in school!

Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)

FAQ

Teachers monitor student progress through ELLevation – a web-based tool that tracks our student’s language proficiency in academic and CTE classes. The ELLevation platform maintains student data, including: LAS Links historical data, basic demographic information, instructional and testing accommodations, instructional services and individualized student goals.

All Multilingual Learners who also require Individualized Education Program (IEP) or a 504 plan, receive English language development services along with all other required objectives of the child’s plan. CTECS staff informs parents about how their student language instruction program supports their student’s Individualized Education Program (IEP) or 504 plans.

CTECS instructional staff is committed to continuous improvement and seeks out training opportunities to improve their professional practice and  collaboration. In addition, CTECS integrates professional learning opportunities on Connecticut English Learner Proficiency (CELP) Standards and Multilingual Learners’ instructional strategies. This includes training in culturally, socially and linguistically relevant instruction, information technologies, equity practices, co-teaching, inclusion strategies and behavioral interventions for academic and CTE teachers.

All CTECS students, including our Multilingual students, receive the opportunity to participate in paid, industry-aligned work experiences to better prepare them for post-graduation employment success. This is one of our program components that give our graduates a “competitive edge” upon graduation. 

The CTECS MLs Department is increasing its capacity to respond to expanding student enrollment. This includes the following needs:

  • Additional staff: TESOL Certified and Bilingual Certified teachers based primarily on the needs of the schools and the Mandated Bilingual Schools in CT Report.
  • Training needs: Provide research-based professional development for staff who work with English Learners/ MLs focusing on instructional methods to help students gain proficiency in speaking, listening, reading, and writing.
  • Additional supplies and materials: Increase electronic access to English Language Development courses, and provide teachers with technology for instruction and training on interactive platforms.
  • Collaboration time: Provide time for CTE and Academic teachers with Multilingual Learners to discuss content access strategies based on the needs of the students. 
  • PD:  Provide general content area teachers with professional development relevant to equity in education, inclusion best practices, and instructional strategies appropriate for Multilingual Learners. 
  • Continue to provide qualified students with the “Connecticut Seal of Biliteracy” upon graduation.
  • The Multilingual Learners Department is strengthening the value of graduates through communication efforts that connect bilingual business and trade needs with our preparation of our Multilingual Learners. Finally, the world of work needs a diverse and talented workforce with language and cultural skills. CTECS will improve collaboration efforts with multicultural business partners.

Contact Information

Margaret Ortiz-Sanchez
Supervisor of World Languages and Multilingual Learner Program
Margaret.ortiz-sanchez@cttech.org
860-807-2237