ELSF believes these Guidelines will benefit those who play a role in ensuring teachers have access to curricular materials that are high-quality and consider the needs of all students, including multilingual learners. Audiences may include:
Ideally integrated into the design, prototyping, or creation of any new curricula, these Guidelines can be used by any developer of curriculum, which may include publishers, state education agencies, districts, schools, or teachers. Additionally, those seeking to adapt or enhance current materials to be more inclusive of the needs of multilingual learners can use the Guidelines to self-assess and revise materials to reflect the strategies and practices within each Area of Focus.
ELSF believes content and language learning should be simultaneous. Leaders who are looking for practical ways to support science teachers with multilingual learners in their classrooms could consider using the Guidelines within professional learning communities or to ground conversations within professional learning experiences.
At minimum, each of the Guidelines should be reflected in high-quality core science materials that claim to be inclusive of the needs of multilingual learners. Leaders may use the Guidelines as a tool for reflecting on current support for multilingual learners, finding gaps, and determining appropriate actions to meet the needs of multilingual learners.
The Guidelines are organized into five areas of focus, sequenced intentionally to best support content developers. The five science Areas of Focus are shared along with 15 Guidelines, which are intended to be continuously integrated throughout the design of a curriculum.
We then provide detailed specifications that accompany each guideline. These specifications include explanations, suggestions, strategies, supports, and examples that demonstrate how the Guidelines can be operationalized in materials development.