QTEL News: Addressing Misconceptions of a Language Focus
- Mar 11
- 3 min read
Addressing Misconceptions of a Language Focus
When we treat language as a resource for meaning-making—not just grammar rules or vocabulary lists—we create opportunities for multilingual learners to develop both language and disciplinary understanding at the same time. By intentionally planning for purposeful language use, we strengthen learning and ensure language is seen as a tool that accelerates understanding rather than as something that needs to be taught separately.
Teacher Corner
You can intentionally plan for quality student talk by anticipating the language students need to meet learning goals and providing formulaic expressions that support that language use and deepen content understanding. Formulaic expressions are chunks of language that allow students to add their own ideas about what they know or are learning as they process the core content. They can be used broadly and are flexible and generative, allowing students to express a wide range of ideas. Alternatively, sentence frames are more restrictive and can only be used to discuss a specific topic, for example, “A frontier is...” vs. the formulaic expression, “I think ______ means ______ because...”
To support this work in your classroom, you can reference these formulaic expressions by purpose.
Leading with Purpose
What if the key to accelerating multilingual learners' language development isn't correcting every error and endless lists of vocabulary, but creating space for meaningful talk? Former QTEL Director Aída Walqui and Dr. Margaret Heritage challenge traditional classroom discourse patterns and reveal what "productive talk" really looks like. Read the full article to discover their six-level framework for designing language and learning experiences.
Upcoming Opportunities
2026 QTEL Summer Institutes
Every summer, QTEL holds professional development institutes for educators focused on building educator expertise to engage English Learners—and all students—in deep, generative learning.
During our summer institutes, participants experience and unpack powerful models of learning that they can translate into school and classroom practices that accelerate academic language and literacy development for English Learners and all other students.
This year you can join us in three locations: Santa Cruz, CA; Seal Beach, CA; Austin, TX.
Reminder: If Santa Cruz is your first option, please register soon—space is filling up quickly.
Special promotion: Get $100 off Austin, TX registrations made from now through March 30.
Team Highlights
Our team had a wonderful time at the California Association for Bilingual Education (CABE) Annual Conference last week in San Francisco, connecting with educators and leaders dedicated to supporting multilingual learners.
Annette Gregg and Luis Covarrubias (Hayward USD) discussed how instructional coaching can help teachers implement the ELA/ELD Framework to support multilingual learner success in both integrated and designated ELD settings.
Gabriela Uro and David Lai (Council of the Great City Schools) shared strategies and an innovative tool developed through the CGCS–WestEd partnership to sustain and expand quality Dual Language Immersion (DLI) programs.
Gabriela Uro and Annette Gregg presented on system-level conditions for implementing and sustaining quality DLI programs.
Annette Gregg shared how Jurupa USD is building systemwide leadership, a shared vision, and coherent professional learning to expand opportunity and strengthen language development and access to rigorous instruction for multilingual learners.
Mary Schmida led a presentation on engaging Long-term English Learners (LTELs), sharing a model curriculum designed specifically for LTELs and highlighting pedagogical features and topics that help motivate and engage them.
Thank you to our presenters, partners, and all the educators who joined these sessions and conversations throughout the conference.
