Multilingual Education

Program Overview

Students and teacherProspect Hill Academy Charter School has a diverse student population. The district is committed to offering the highest quality of educational services to all students, including English Learners. Through research-based programs and exemplary instruction, PHA implements a Sheltered English Immersion program with the goal of developing English language proficiency and achieving state content-area standards, while simultaneously valuing students’ linguistic and cultural backgrounds.
There are over 22 languages represented at PHA where over 50% of the total number of students speak a language in addition to English. Approximately 18% of our total district population is identified as English learners and are enrolled in our Multilingual Education program.

Guiding Principles

The Department of Multilingual Education is committed to: 
  • Effective programs have equitable access and are based on both standards and current research.
  • Effective instruction meets the needs of culturally and linguistically diverse students.
  • Effective on-going family involvement is integral to student success.
  • Effective professional development improves teaching through the integration of language and content.

WIDA Guiding Principles of Language Development (2019) 

The Guiding Principles of Language Development exemplify the overarching and ever-present WIDA Can Do Philosophy and emphasize the importance of language in learning. They highlight the four Big Ideas of the 2020 Edition. 
  1. Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling and classroom life; leveraging these assets and challenging biases help develop multilingual learners’ independence and encourage their agency in learning.
  2. Multilingual learners’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use.
  3. Multilingual learners’ language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools, and communities.
  4. Multilingual learners’ language, social-emotional, and cognitive development are interrelated processes that contribute to their success in school and beyond.
  5. Multilingual learners use and develop language when opportunities for learning take into account their individual experiences, characteristics, abilities, and levels of language proficiency.
  6. Multilingual learners use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication.
  7. Multilingual learners use and develop language to interpret and access information, ideas, and concepts from a variety of sources, including real-life objects, models, representations, and multimodal texts.
  8. Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to develop effectiveness in language use.
  9. Multilingual learners use their full linguistic repertoire, including translanguaging practices, to enrich their language development and learning.
  10. Multilingual learners use and develop language to interpret and present different perspectives, build awareness of relationships, and affirm their identities. 
From the 2020 WIDA English Language Development Standards: WIDA ELD Standards  

Mission Statement

The Multilingual Education Department offers research-based programs and exemplary instruction for multilingual learners in Prospect Hill Academy Charter School.  PHA has a diverse student population and currently instructs students who speak approximately 21 languages. We are committed to offering the highest quality of educational experiences to all students through language development programs that foster grade-level social and academic language proficiency and mastery of state content-area standards, while simultaneously building on and celebrating students' cultural, linguistic and educational backgrounds, practices, and experiences.