June Webinar Wrap-Up: Empowering Language Learners through Collaboration


Our SEAL team participated in a few engaging webinars to help boost the success of Dual Language Learners and English Learners during the month of June. We shared our knowledge as well as learned from partners and other experts during these insightful conversations. 

The following are key takeaways that emerged from these discussions:

Lessons from the Field – Kindergarten As a Sturdy Bridge: Transforming the Kindergarten Year

  • Host: U.S. Department of Education 
  • SEAL Panelist: Partner Amy Boles, Assistant Superintendent at Oak Grove School District
  • Key Takeaways:
    • SEAL programs teach rigorous and precise academic vocabulary to kindergarteners
    • Kindergarten is an important year to build upon emerging bilingual students’ assets, including their home languages
    • Engaging practices like dramatic play, hands-on activities and using microscopes promote joyful learning, especially for emerging bilinguals
    • Intentionality and a strengths-based mindset are important
  • Access webinar resources

Strengthening Kindergarten to Improve Children’s PreK-3rd Grade Experiences

  • Host: Campaign for Grade-Level Reading 
  • SEAL Panelist: Anya Hurwitz, Ed.D., Executive Director
  • Key Takeaways:
    • When we truly ground [our efforts] in assets, in seeing children for all of their potential across their multiple languages, cultures, and worlds and seeing teachers for all their potential, we create a stronger kindergarten and a stronger PreK through third grade experience.
    • Essential components:
      • Family partnerships that celebrate and build from the languages and cultures of the family and community
      • Teacher capacity building and agency so teachers can implement research based, linguistically and culturally sustaining instruction 
      • Comprehensive, rich language and literacy development integrated across content areas to support dual language learners
  • Access webinar resources

Following the Science: Bilingualism as an Asset Supporting Early Brain Development

  • Host: Campaign for Grade-Level Reading 
  • SEAL Panelist: Martha I. Martinez, Ph.D., Senior Director of Research and Evaluation
  • Key Takeaways:
    • SEAL highlights multilingual learners’ needs and gaps in the research around effective bilingual education and biliteracy development
    • Policies sometimes prevent the enactment of effective instruction for multilingual learners based on research that honors their cultural and linguistic backgrounds
    • Science of reading movement has often overlooked the needs of multilingual learners and effective practices for bilingual education
    • Important to change the narrative to include research on bilingualism and biliteracy
  • Access webinar resources
June Webinar Wrap-Up: Empowering Language Learners through Collaboration2023-10-17T17:37:49-07:00

EL Roadmap Policy Priorities


SEAL is proud to partner with leading education nonprofits to advocate for policy solutions that support, enhance and lift up the needs of English Learners (ELs) and Dual Language Learners (DLLs). The “EL Roadmap Policy Priorities: Advancing the Vision” has been developed in collaboration to guide present and future policy, programs, and practices for English learners and dual language learners across the state.

The English Learner Roadmap Policy Priorities sets a vision and mission to achieve a common goal by promoting legislation for multilingual/dual language education and raising awareness of the English Learner Roadmap among state and local decision-makers through a collective agenda rooted in the four principles of the California English Learner Roadmap. We have come together to elevate these policy priorities: 

2023 EL Roadmap Policy Priorities: 

AB 370 (Addis) –Pupil instruction: State Seal of Biliteracy.
Co-sponsored by California Association for Bilingual Education (CABE) and Californians Together

Would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 4 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 3 specified requirements. (Based on 03/30/2023 text)

AB 393 (Rivas) – Childcare: dual language learners.
Co-sponsored by California Association for Bilingual Education (CABE), Early Edge California and Californians Together

AB 393 builds on AB 1363, which created an asset-based approach for identifying DLLs in California’s State Preschool Program (CSPP), aligning with recommendations from the Governor’s Master Plan for Early Learning and Care for supporting DLLs and making California the first state in the nation to implement such a process. AB 393 expands the asset-based DLL identification process established through AB 1363 to general child care programs (CCTR) and the Migrant Child Care Program (CMIG). Would require the Director of Social Services to develop procedures for general or migrant childcare and development contractors to identify and report data on dual language learners enrolled in a general childcare and development program or migrant childcare and development program, as specified, and requires the director to develop informal directives and adopt regulations to implement these provisions. The bill would require the Superintendent and the director to coordinate their efforts in developing the procedures for the dual language learner data collection and reporting. (Based on 02/02/2023 text)

AB 714 (McCarty) – Pupil instruction: newcomer pupils: curriculum frameworks: high school coursework and graduation requirements: exemptions and alternatives.
Sponsored by Californians Together

Would, subject to an appropriation of funds for its purposes, require the State Department of Education, in consultation with the State Department of Social Services, to (A) develop and issue guidance regarding requirements, best practices, and available state and federally funded programs for newcomer pupils, (B) publicly report on an annual basis on its internet website the enrollment and performance of newcomer pupils, as provided, and (C) maintain at least one position dedicated to supporting local educational agencies, including charter schools, in serving newcomer pupils, as provided. (Based on 03/30/2023 text)

AB 1106 (Soria) – PK-3 early childhood education specialist credential: grant program.
Co-sponsored by Education Trust – West and Children Now

Current law requires the Commission on Teacher Credentialing to award planning grants of up to $250,000 each to regionally accredited institutions of higher education to develop plans for the creation of integrated programs of professional preparation that lead to more credentialed teachers with an emphasis on identified shortage fields, as provided. Current law requires the commission to also award implementation or expansion grants of up to $500,000 each for regionally accredited institutions of higher education to develop new programs of professional preparation or to establish a new partnership with a California community college, as provided. This bill would, separate from those grants, require the commission to develop and implement a program to award, on a competitive basis, planning grants of up to $250,000 each to regionally accredited institutions of higher education for the development of plans to guide the creation of programs of professional preparation, and implementation grants of up to $500,000 each to regionally accredited institutions of higher education for the implementation of programs of professional preparation, that lead to more credentialed teachers obtaining the PK-3 Early Childhood Education Specialist Credential, as provided. (Based on 03/30/2023 text)

AB 1127 (Reyes) – Teachers: professional development: Bilingual Teacher Professional Development Program.
Co-sponsored by California Association for Bilingual Education (CABE), Californians Together and Superintendent of Public Instruction Tony Thurmond

AB 1127 would provide that it is also the purpose of the grant program to increase bilingual teachers in multiple languages to staff bilingual classrooms, such as Spanish, Vietnamese, Mandarin, Cantonese, Tagalog, and Arabic classrooms, and other languages, as represented in instructional programs. The bill would require the department to meet quarterly with grant recipients to share promising practices and resources, and to resolve issues of implementation. The bill would instead require grant recipients to report specified information related to the program to the department by January 1, 2029, and would revise the project performance period to January 1, 2024, to June 30, 2029, inclusive.


Join us. Be informed. Share. Contact your state representative today.

EL Roadmap Policy Priorities2023-05-17T22:01:34-07:00
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