Multilingual learners
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Evaluation of Structured Linguistic Phonics Instruction in Grades 4-8
SRI is evaluating an innovative speech-to-print phonics approach designed to support students’ reading and spelling development.
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Progress and Potential: School System Approaches to Strengthening Literacy Instruction
SRI is partnerning with Schusterman Family Philanthropies to examine K–5 literacy instruction, curriculum implementation, professional learning supports, and student learning outcomes across four school districts.
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Evaluation of the Pathway to Academic Success Project
SRI studied the effectiveness of a promising program focused on secondary students’ academic English skills.
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Bilingual Education Research: How to connect in a culturally relevant way with Spanish speaking families
SRI Education researcher Katherine Necochea Tinco provides insight on how to connect with Spanish-speaking families in a culturally relevant manner.
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![A move towards multilingual: why this term is better than others [for now]](https://www.sri.com/wp-content/uploads/2023/02/A-move-towards-Multilingual-newsletter.png)
A move towards multilingual: why this term is better than others [for now]
The terms we use to describe students who speak two or more languages or speak a language other than English at home impacts how we envision and develop programs and policies for those students.
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Valuing and evaluating an único bilingual professional development program – BBILY
SRI Education is leading an external evaluation of bilingual professional development created by faculty from Santa Clara University and San Jose State University: BBILY – Bilingual/Biliterate Instruction for Bilingual Youth. BBILY strives to equip teachers with mindsets, theories, and instructional practices that can support bilingual students’ learning and leverage their linguistic and cultural identities.
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How empowered do multilingual students with disabilities feel to make their own choices?
Students who feel greater self-determination – the attitudes and abilities to act as a causal agent and make independent choices – tend to do better as they transition to life outside of secondary school.