by Victoria (Tori) Pierson 

April is National Bilingual/Multilingual Learner Advocacy Month!

Over the course of my career, I’ve embraced a shift in how we describe our students: from “English learners” to “multilingual learners.” It may seem small, but language matters. This shift sends a powerful message: Students learning English bring valuable assets to our classrooms.

When I began teaching ESL in Richmond, I worked in a large middle school with a growing multilingual learner population. I taught a full class of students at WIDA level 1, many of whom had been in the country for less than two years. At the time, all of my students were Spanish speakers, so I began experimenting with bilingual strategies during ELD instruction.

My favorite strategy was helping students make explicit connections between English and Spanish. It started with something small. One day, I noticed that my students wrote the date differently at the top of their assignments. I wrote two versions on the board: the U.S. format (MM/DD/YYYY) and the format used in most Spanish-speaking countries (DD/MM/YYYY). Then, I asked them to compare.

The students noticed differences in capitalization and punctuation, and similarities in the sounds and spelling of the months like September and septiembre. From there, I started intentionally building in these quick comparisons:

• Words in English that end in -tion are nouns, just like words in Spanish that end in -ción
• In English, adjectives usually come before the noun; in Spanish, they come after
• Those tricky vowel sounds! We started referencing “English e” vs. la e de español


These were simple, quick comparisons - mini-lessons I now call “pivots.” They took just a few minutes, but they noticeably increased engagement, and my students’ reading and writing began to improve.

Reflecting on those lessons, I realized something important: my students were capable of far more than many people assumed. They were learning grade-level content while acquiring English and, at the same time, developing a deeper understanding of how language works. They were making connections across languages and thinking in complex, flexible ways.

Too often, when schools see students learning English, the response is remediation. We pull them from grade-level instruction, simplify the curriculum, and focus on “catching them up.” While well-intentioned, this approach can limit access to rigorous content and overlook the strengths students already bring.

My students showed me something different. They didn’t need less rigor - they needed more opportunity. When we compared English and Spanish, they weren’t struggling to keep up. They were engaging deeply with language and building new understanding.

That realization shifted my thinking. Supporting multilingual learners isn’t about lowering expectations or remediating what they lack. It’s about expanding access - to rigorous content, to their home language, and to opportunities to develop bilingualism. Equity means raising the bar while providing the tools to reach it. Bilingual education does exactly that.

At the time, our division was serving more than 3,000 multilingual learners (97% of whom were Spanish speakers), but we had no formal bilingual programs. I kept asking: Why not?

Eventually, a leader was ready to listen (or maybe just ready for me to stop asking!). When a state grant opportunity came up, I wrote a proposal to give our division a year to research and design a dual language program. That year was filled with reading, listening, connecting, and reimagining what was possible. Then we built the plan. The rest is history, and a lot of hard work.

Fast forward to 2026, and Richmond now has two schools that host two-way 50:50 dual language programs. So far, about 200 children in our city have benefited from structured bilingual education. 

Across Virginia, dual language programs have been growing slowly and steadily for decades. This year, Virginia recognized its 100th dual language program, meaning that thousands, if not hundreds of thousands, of Virginia students are benefiting from the power of bilingualism and biliteracy.

For me, what began as small “pivot” moments in a middle school classroom grew into a larger conversation about the power of bilingualism.

During National Bilingual/Multilingual Learner Advocacy Month, I’m reminded that change often starts with teachers noticing their students’ strengths and asking a simple question: What more could we be doing?

Maybe it starts with one small pivot and turns into a movement.

by Lisa Rose Johnson Ed.D., VATESOL Blog Editor

Hello VATESOL Members and Advocates,

Every year, schools and communities across the country come together to celebrate Read Across America Week, a nationwide literacy initiative led by the National Education Association (NEA). This special week is dedicated to inspiring a love of reading in children of all ages while promoting diverse books, inclusive stories, and lifelong literacy habits. Originally launched in 1998, Read Across America has grown into more than just a one-day event. It is now a year-round commitment to ensuring that every child sees themselves reflected in books and has access to high-quality literature that broadens their understanding of the world. In conjunction with this event and the spirt to keeping this as a year-round commitment. I wanted to share some resources and suggested texts to consider adding your school and classroom library. The NEA Read Across America website has many free resources but I wanted to highlight some texts that your students will love:

The first novel Front desk and other books in the series follows Mia Tang, a 10-year-old girl who helps her parents manage a motel in California while navigating school, friendship, racism, and financial hardship. Mia works the front desk after school, translating for her parents and helping guests—while secretly dreaming of becoming a writer.

Dani De La Cruz – A local scholarship student navigating racism, classism, and financial stress while supporting her immigrant family.

The Little Prince by Antoine de Saint-Exupery—a timeless classic by a famous French author

Holes by Louis Sachar—young kids find an adventure after digging holes for punishment

Esperanza Rising by Pam Munoz Ryan—deals with Mexican immigration

References

Find your book. National Education Association. (n.d.). https://www.nea.org/professional-excellence/student-engagement/read-across-america/find-your-book 

Recommended reading list | english language learning program: Loyola University Chicago. (n.d.). https://www.luc.edu/esl/resourcesforcurrentstudents/recommendedreadinglist/ 

Yang, K. (2024, April 29). An award-winning middle grade novel by Kelly Yang. Front Desk. https://frontdeskthebook.com/ 

Yang, K. (2022, February 17). Kelly Yang. Kelly Yang Parachutes. https://www.kellyyang.com/parachutes/ 

Did you know that teacher educators can give free 2-year TESOL International Association memberships to their students? This link provides all the details. Referrals are accepted twice per year. The current referral deadline is Feb. 16.

This collaborative professional learning session focuses on High Leverage Practice 14: Cognitive and Metacognitive Strategies. Participants will examine how educational professionals (including special education and ESL teachers) can strengthen instructional decision-making to build student independence through self-study and teacher-as-researcher approaches. Educators will engage with practical examples, reflective tools, and research-informed strategies that support students in taking greater ownership of their learning. All teachers are welcome to attend.

Please open the pdf file below to view and register

Building Learner Independence.pdf

Two key bills are up tomorrow in the Senate Public Education Subcommittee tomorrow afternoon: SB 685 (codifies existing federal civil rights obligations regarding language access in public schools) and SB 491(privacy and other protections for immigrant youth in schools).  Unfortunately remote testimony is unlikely based on the subcommittee meetings held so far, but please let us know if you can join us in Richmond tomorrow.  

Here are the bills:  SB 685 https://lis.virginia.gov/bill-details/20261/SB685

                                  SB 491https://lis.virginia.gov/bill-details/20261/SB491

We would love stories/anecdotes (the blog post did not result in any) if folks have time to share them here. These can be anonymous but help us with our testimony and with talking to legislators. 

Amy Walters

Associate Director of Clinics

Legal Aid Justice Center

302-593-7653 (cell)

Proposed 2026 legislation impacting VATESOL Teachers and Students: 

• Student Protections to ensure that all children in Virginia have equal access to public education by: 

• Codifying the constitutional right to education regardless of immigration status 

• Establishing uniform procedures for law enforcement access to schools 

• Protecting student privacy and preventing discriminatory practices 

• Providing enforcement mechanisms to ensure compliance 

• Clarifying that Virginia’s Human Rights Act covers students in schools 

• Meaningful Language Access Provisions for Students and Families  

• Codification of funding add-ons for high-need students including English Language Learners 

• Increasing funding add-ons for high-need students 

From funding to protecting students, here are three ways to make an impact on Virginia’s budget and legislation this winter. 

1. Take 3 minutes to anonymously share your experiences as a teacher or the experiences of your students and their families.  Hearts and minds (and legislators!) are persuaded by stories, and we need to hear from you – both the good and the bad. Do you have a student who has succeeded because of the resources you were able to offer? Are you underfunded and/or short-staffed? Have your students suffered from discriminatory harassment? Has attendance dropped since January 2025? We are seeking individual stories and specific anecdotes from teachers about their experiences and the experiences of their students to assist in our advocacy efforts. 

 Tell us you story link: https://tinyurl.com/tellus2026

1. Follow relevant bills through the General Assembly, write your legislators, and provide public comment (written, virtual, or in-person) when the bill is in sub-committee.  Legal Aid Justice Center will work with VATESOL to share information on proposed legislation that will impact your teaching and your students.  There is little advanced notice, but you can work with the Legal Aid Justice Center to draft a brief statement or letter before session begins on January 14. 

1. Include your students in the legislative process: 

• Legal Aid Justice Center and/or the Youth Advocacy Clinic from UVA Law are happy to present on civic engagement generally or specific proposed legislation, and we can facilitate student and teacher advocacy. 

• You can develop public comment as a class or small group 

• Submit it in writing 

• Have it read by an advocate in-person 

• Testify virtually 

• Bring yourself and/or your students to the General Assembly 

• FundOurSchools’ Lobby Day is February 3; Register here 

• VACALOA also is hosting a Lobby Day on February 3 

For more information or questions, reach out to Amy Walters at the Legal Aid Justice Center: amyw@justice4all.org. 

 

1. Follow relevant bills through the General Assembly, write your legislators, and provide public comment (written, virtual, or in-person) when the bill is in sub-committee.  Legal Aid Justice Center will work with VATESOL to share information on proposed legislation that will impact your teaching and your students.  There is little advanced notice, but you can work with the Legal Aid Justice Center to draft a brief statement or letter before session begins on January 14. 

2. Include your students in the legislative process: 

• Legal Aid Justice Center and/or the Youth Advocacy Clinic from UVA Law are happy to present on civic engagement generally or specific proposed legislation, and we can facilitate student and teacher advocacy. 

• You can develop public comment as a class or small group 

• Submit it in writing 

• Have it read by an advocate in-person 

• Testify virtually 

• Bring yourself and/or your students to the General Assembly 

• FundOurSchools’ Lobby Day is February 3; Register here 

• VACALOA also is hosting a Lobby Day on February 3 

For more information or questions, reach out to Amy Walters at the Legal Aid Justice Center: amyw@justice4all.org. 

1. 
   

For more information or questions, reach out to Amy Walters at the Legal Aid Justice Center: amyw@justice4all.org. 

 

• Meaningful Language Access Provisions for Students and Families  

• Codification of funding add-ons for high-need students including English Language Learners 

• Increasing funding add-ons for high-need students 

From funding to protecting students, here are three ways to make an impact on Virginia’s budget and legislation this winter. 

1. Take 3 minutes to anonymously share your experiences as a teacher or the experiences of your students and their families.  Hearts and minds (and legislators!) are persuaded by stories, and we need to hear from you – both the good and the bad. Do you have a student who has succeeded because of the resources you were able to offer? Are you underfunded and/or short-staffed? Have your students suffered from discriminatory harassment? Has attendance dropped since January 2025? We are seeking individual stories and specific anecdotes from teachers about their experiences and the experiences of their students to assist in our advocacy efforts. 

Survey Link: https://forms.office.com/r/ztXnEL5Zjf

For more information or questions, reach out to Amy Walters at the Legal Aid Justice Center: amyw@justice4all.org. 

 

Proposed 2026 legislation impacting VATESOL Teachers and Students: 

• Student Protections to ensure that all children in Virginia have equal access to public education by: 

• Codifying the constitutional right to education regardless of immigration status 

• Establishing uniform procedures for law enforcement access to schools 

• Protecting student privacy and preventing discriminatory practices 

• Providing enforcement mechanisms to ensure compliance 

• Clarifying that Virginia’s Human Rights Act covers students in schools

• For more information or questions, reach out to Amy Walters at the Legal Aid Justice Center: amyw@justice4all.org. 

 

The Satchel is a web application designed to streamline the alignment of the WIDA English Language Development Standards with the Virginia Standards of Learning for English, History and Social Science, Mathematics, and Science.  

 

This format provides educators and leaders readily accessible and aligned competencies, skills, and standards that are needed to support the instruction of English Learners in the four core content areas. With this alignment, teachers can confidently design instruction that fosters both language development and academic success across the content areas. 

Watch this video to learn how to navigate through the Satchel and begin your journey to language integrated content instruction.

All the best,

Jo-el Cox

Coordinator of Multilingual Learner Instruction