Episode Details

Last week, we met Carlene Thomas. This week, she returns to answer more questions from school leaders searching for solutions for Multilingual Learners.

Carlene Thomas is the CEO and founder of an educational consulting company that advocates for equity for multilingual learners (MLs) and specializes in support for bilingual education and English as a second language (ESL) programs. Carlene also currently serves on the executive board for the National Association for English Learner Program Administrators (NAELPA), coordinating with other states and the U.S. Department of Education to advocate for MLs across the US. 

Throughout her career, Carlene has been able to impact MLs through multiple perspectives. After teaching as a Teaching English to Speakers of Other Languages (TESOL) professor at a university in Bejing, China, she returned to the states with a clear passion for MLs. In Texas, Carlene has worked in various roles including ESL teacher (in both elementary and secondary school settings), ESL curriculum writer, ML compliance coordinator, ESL director, regional ESL/migrant educational consultant, and the ESL Program Coordinator for the state of Texas. 

In her work at the Texas Education Agency, Carlene developed extensive compliance guidance resources, program implementation and evaluation tools, training materials, and comprehensive guidance on instructional practices for MLs. She is dedicated to serving MLs and their families by promoting additive bilingualism within all programs for MLs.

In Part 2 of this conversation, we explore the following questions from principals of second language learners who emailed the following. Listen to the entire episode to hear the full context of Carlene’s responses!

How do we help teachers develop the social consciousness to make connections and better serve our ELL students?

• Meet people where they are along the spectrum of implementation from understanding/awareness to relevancy to sustainability; from deficit to difference to asset-based approaches. 

How can I (as an LPAC Coordinator and Assistant Principal) make myself more involved?

• Define LPAC for listeners (TX context)

• Listen to the teachers

• Spend time in the classrooms in a non-evaluative purpose

• Grow your capacity through ongoing professional development

Any tips on how to incorporate our ELL students with non-ELL students?

• Model inclusivity (staff relationships; approach with students and families)

• Elevate ELs as leaders

• Implement effective program models that limit isolation

What suggestions do you have related to testing newcomers in Kindergarten Readiness Assessment, Dyslexia, state testing, and third grade reading guarantee requirements?

• Invest students in the purpose of the assessment with the goal of progress measure

• Communicate with parents/families about these purposes as well

• As feasible, assess students in their primary