Jessica Sangale, Neosho Middle School, Neosho   Intro Family engagement is very important to supporting English learners’ (ELs) literacy (Beuch, 2022). Altamimi and Ogdol (2023) found that when students read with families, it improved their comprehension. When schools include students’ cultures and family traditions in activities, families feel more welcome and are more likely to take part (Breiseth et al., 2015). Even if parents are not fluent in English, when they have the

Tatyana Romashenko Sedalia Middle School, Sedalia, Missouri   Introduction This project focuses on improving engagement and motivation among fourth-grade English Learners by implementing bilingual book clubs. Students are given high-interest, low-level bilingual texts. The main goal is to create a supportive environment in which students build confidence, improve comprehension, and actively participate in literacy activities.   This project helps fourth-grade English Learners

Jill Freeman Gibson Branson Schools   Introduction This project utilizes culturally responsive toys and materials that encourage Pre-K multilingual learners (MLs) to use and celebrate their home languages during play-based learning. By integrating familiar objects, role-play sets, and storytelling tools, this initiative fostered language development, social-emotional growth, and identity affirmation in our youngest learners.   Research shows that play is a powerful medium for