LITERACY FOR MULTILINGUAL LEARNERS
The National Committee for Effective Literacy uplifts research, policies, and practices to ensure that English learners/emergent bilinguals leave school as proficient readers and writers in English — and preferably more languages — and who thrive and succeed in school and their communities.
SUMMIT 2027 IS COMING!
NCEL Virtual Summit 2027
Thursday, January 14, 2027, 8am – 3pm PT | 11am – 6pm ET
Register now!
Join us on January 14, 2027 for the second annual National Committee for Effective Literacy (NCEL) Summit, a pivotal gathering dedicated to advancing effective literacy for multilingual learners. The Summit will feature two keynote addresses, interactive workshops, and a closing panel of national practitioners.
This full day of learning will expand our shared vision of what comprehensive, integrated language and literacy looks like and will empower educators and leaders committed to implementing equitable, multilingual literacy policies and practices.
NEW SEARCHABLE RESOURCE LIBRARY
Looking for more information on literacy instruction and the science of reading? NCEL’s new resource library is a curated collection of research and perspectives, with special attention to multilingual learners and biliteracy development.
Search by keyword or filter by topic to explore journal articles, blogs, white papers, and other media. There’s something here for educators, policymakers, researchers, and students, on topics like curriculum, advocacy, and state legislation.
Check out the library here!
NEW POLICY FRAMEWORK
A Comprehensive K-3 Literacy Policy for Multilingual Learners
By Ester de Jong, Silvia Noguerón-Liu, Jody Slavick, and Lucinda Soltero-González
This framework provides states, districts, and communities with research-based guidance for developing, strengthening, and revising literacy legislation and policies to address the specific needs of multilingual learners.
The framework outlines fundamental principles to support a comprehensive, integrated approach to literacy that considers students’ English proficiency, home language development, and prior and current schooling experiences. Reflective questions accompanying each principle help educators, policymakers, and education leaders review and enhance existing literacy policies and legislation to better serve multilingual learners.
NEW RESOURCE FROM ILLINOIS AFFILIATE
Accessible and Responsive Literacy Instruction: Grade-Specific Recommendations for Multilingual Learners in Illinois
New from the NCEL affiliate, Illinois Committee for Effective Literacy, these recommendations are a companion to the 2024 Illinois Comprehensive Literacy Plan. These recommendations offer linguistically and culturally responsive guidance for educators and school and district leaders in Illinois and throughout the country. The guide provides targeted considerations, strategies, and tools to support multilingual learners who are developing English as a new language in school.