English language learners (ELLs) are the fastest-growing population in American schools. Their numbers, estimated at 5.5 million today, are projected to grow to one in four K-12 students by 2025. In many districts, ELLs pose the greatest educational challenges. Yet expertise to address their unique needs is often in short supply.
Here's where DiversityLearningK12 can help. We empower educators to respond effectively and proactively by offering professional services uniquely tailored to their students, schools, and communities.
Drawing on a wealth of research knowledge and classroom experience, DiversityLearningK12 provides expert guidance in working with ELLs in multiple contexts. Our areas of specialization include:
– Introduction to ELLs
– Second Language Acquisition
– Sheltered English Instruction
– Sheltering Language Arts
– Sheltering Math
– Sheltering Science
– Sheltering Social Studies
– Teaching Long-Term ELLs
– New Immigrants & Refugees
– Bilingual Programs & Methods
– Native-Language Instruction
– Dual Language Immersion
– Constructivist Pedagogies
– Literacy & Biliteracy
– Multicultural Education
– Creative Arts
– Parent Involvement
– Language & Disability
– ELLs in Mainstream Classes
– School Librarians & ELLs
– Federal Policy and Legislation
DiversityLearningK12 will customize workshops to the needs of districts, schools, universities, or other institutions. We offer individual sessions, Mini-Conferences, and a sustained Field Support Model of Professional Development.
Our partners are recognized authorities in ELL education. We have worked extensively as teachers, administrators, researchers, psychologists, teacher educators, and policy analysts. We have authored numerous books and professional articles in the field. And some of us have guided our own children through bilingual and multicultural education programs.
Believing that each educational context is unique, we offer services that are customized to the challenges of schools and districts – whether in designing quality programs, improving instruction, or working with the families of bilingual students. Because there is no one-size-fits-all for ELLs, we stress professional empowerment. Rather than selling a cookbook of "can't fail" strategies, we equip educators with the knowledge, skills, and confidence to create their own.
From teachers who participated in "Sheltering English through the Fine Arts," an interactive workshop by Sharon Adelman Reyes, Ph.D., Austin Independent School District, October 4, 2012:
"Great ideas to teach our ELLs. I love art and love to use it in my classroom."
"I wanted more! I liked the adaption of Rappaccini’s Daughter for Readers Theater. It was awesome."
"I particularly enjoyed the poetry and choral reading. I will incorporate the Langston Hughes’ poem this month! Thank you!"
"You did a fantastic job of making this workshop fun. Loved the reader’s theatre and have used [it] often in all my classes. Will work to implement the jazz chants – Super idea!!"
"Great training! I will use the strategies in my classroom. These activities can be used for all kids."
"You are awesome my friend …"
From teachers who attended the Professional Development Mini-Conference, "Becoming Bilingual: Strategies for Strengthening English Language Development," Pasco, WA, February 11-12, 2011:
"The speakers were dynamic!"
"Awesome! I loved it."
"Finally, something I can really use, not just in theory!"
"Great info and practical ideas. We need more of these."
"This was a well-planned, much-needed conference for our school district. All information presented was research-based and relevant to the Pasco context. Thank you!"
"I look forward to this annual gathering of like minds! Sharing was terrific and energizing."
"Krashen and Crawford rock!"
From educators who participated in Sharon Reyes/Tatyana Kleyn workshop, "Teaching in Two Languages," New York City Department of Education, July 14, 2010:
"This was the most positive/rigorous/helpful PD on this topic! Thank you for giving concrete takeaways. Excellent."
"I will be more aware of children's cultural background and how to integrate it within the classroom."
"This has inspired me to be more creative, to really explore more options in designing my program."
"Wonderful PD!! Bilingual staff in my school need this workshop."
"I am a constructivist and didn't know it!"
Our partners have published widely in the fields of second-language acquisition, language policy, curriculum and instruction, bilingual teaching methods, and education reform. Click on these links to view samples of our work: Books, Articles, PowerPoints.
To learn more about our services, sign up for our email newsletter, or to schedule a workshop or consulting visit, at
Be sure to provide complete contact information for your school or district, along with a description of your needs. We will be in touch promptly.
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by Sharon Adelman Reyes
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February 1, 2013
by Sara Tolbert
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by Our Partners
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by Sara Tolbert
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Author, Engage the Creative Arts. Coauthor, Diary of a Bilingual School; Teaching in Two Languages: A Guide for K-12 Bilingual Educators; and Constructivist Strategies for Teaching English Language Learners; formerly a teacher, principal, curriculum specialist, university professor, and educational researcher
Author, Educating English Learners (5th ed.), At War with Diversity, and Language Loyalties; coauthor, Diary of a Bilingual School and English Learners in American Classrooms: 101 Questions, 101 Answers; formerly Washington editor of Education Week and executive director of the National Association for Bilingual Education
Best known for developing a comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach; author of The Power of Reading and co-author of Summer Reading: Program and Evidence and English Learners in American Classrooms
Co-author, Bilingual and ESL Classrooms; associate professor, University of Arizona, specializing in literacy development for ELLs in structured English immersion classrooms; formerly director of the English Plus Information Clearinghouse
Language acquisition coach, Tucson Unified School District, specializing in ELL program development, language proficiency assessment, and ESL with primary language support; formerly a high school English teacher in Los Angeles and Tucson
Instructional coach specializing in math instruction for ELLs, Sunnyside Unified School District (AZ); coauthor, Instructional Strategies that Actually Work: Used Over and Over Again by Practicing Teachers of English Language Learners; developer of math lessons for Arizona Department of Education; formerly taught math in a grade 6–8 dual language program in Tucson
Author, Immigration: Stories, Struggles and Debates and co-author, Teaching in Two Languages: A Guide for K-12 Bilingual Educators; assistant professor, City University of New York; formerly a bilingual teacher in Honduras and the United States
Instructional coach specializing in sheltered instruction for ELLs, Sunnyside Unified School District (AZ); coauthor, Instructional Strategies that Actually Work: Used Over and Over Again by Practicing Teachers of English Language Learners; formerly taught ESL, Spanish Language Arts, and Social Studies in a grade 6–8 dual language program in Tucson
Linguist and teacher educator focusing on the needs of recent immigrant and refugee students; author of numerous ESL textbooks, children's books, and academic publications; formerly a professor in New York, Texas, Taiwan, and South Africa; currently teaches linguistics for Younstown State University in Ohio
Assistant professor and ESL Intensive program coordinator, Rhode Island College, specializing in parental engagement, culturally responsive instruction for ELL students, sociocultural foundations of language minority education, and functional linguistics; formerly an ESL teacher in his native Colombia and in the United States
Post-doctoral fellow, University of Connecticut, specializing in school leadership and science instruction for ELLs; author of academic publications on social justice pedagogy; formerly taught science to bilingual and monolingual students in Bronx, NY
Assistant professor of science education, University of Arizona, specializing in sheltered science instruction for ELLs; author of academic publications on science teaching and critical literacy; formerly taught secondary science and ESL in Bronx, NY, and Atlanta, GA
Bilingual psychologist, Western Oregon University, Teaching Research Institute; specialist in mental health evaluations that focus on acculturation, ethnic identity, and second-language acquisition; experienced in working with school-parent partnerships; formerly a bilingual teacher
Co-Author, Constructivist Strategies for Teaching English Language Learners; associate professor, Trinity Christian College (IL), specializing in reading, culture, and ESL instruction for mainstream teachers; formerly a mainstream classroom teacher
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