In this episode of "Learning with Multilingual Students," Dr. Megan Alubicki Flick, the multilingual learner consultant at the Connecticut State Department of Education, discusses recent developments in supporting English Learners and Multilingual Learners (ELs/MLs).

1. The English Learners Bill of Rights: While not introducing new rights, this legislation makes existing rights more accessible by requiring districts to post them online and provide them directly to families of identified English Learners.
2. Terminology Evolution: Dr. Flick explains the shift from "English Learner" (which focuses on what students lack) to "multilingual learner" (which recognizes their linguistic assets), though both terms are currently used as the field evolves.
3. Common Misconceptions: She addresses the misconception that English Learners are a monolithic group, emphasizing that these students come from diverse backgrounds with varying levels of education, language proficiency, and life experiences.
4. Shared Responsibility: Dr. Flick stresses that while ESL and bilingual teachers have specialist credentials, supporting multilingual learners is everyone's responsibility in a school. The supports and structures that help MLs are beneficial for all students but are essential for English Learners.
5. Resources: She recommends several resources for educators, including the Connecticut State Department of Education's English Learners webpage.
6. Throughout the interview, Dr. Flick emphasizes an asset-based approach to multilingual education and the importance of making educational rights and resources accessible to all students and their families.

• 17 Ways the CSDE is Supporting Multilingual Learners
• English Learners in Connecticut's Public Schools: Guidelines for Administrators
• The power of multilingualism in education (Megan Alubicki Flick, Ted.com)

In this podcast, we'll hear students share their experiences and insights on their Individualized Education Plans, or IEPs. We're excited to have you join us.

Big thanks to the Milford Public Schools and the podcast team for helping us bring student voice to the forefront of education.

A Walk in my Shoes was developed through the Special Education Youth Advisory Council, currently in its eighth year of representing students from across Connecticut. The Special Education Youth Advisory Council creates a space for students to share their experiences and increase their capacity to make informed decisions regarding their education. The Council is funded by the Connecticut State Department of Education, bureau of Special Education, and coordinated by SERC, the State Education Resource Center.

Episode Link: https://podcast.serc.co/ep-02-a-walk-in-my-shoes-part-1/

In this podcast, we'll hear students share their experiences and insights on education. We're excited to have you join us.

Big thanks to the Milford Public Schools and the podcast team for helping us bring student voice to the forefront of education.

A Walk in my Shoes was developed through the Special Education Youth Advisory Council, currently in its seventh year of representing students from across Connecticut. The Special Education Youth Advisory Council creates a space for students to share their experiences and increase their capacity to make informed decisions regarding their education. The Council is funded by the Connecticut State Department of Education, bureau of Special Education, and coordinated by SERC, the State Education Resource Center.

We hope you enjoy the first episode and look forward to having you join us for future episodes to hear the brilliance that our students have to share.

https://podcast.serc.co/ep-1-i-want-my-teachers-to-know-how-hard-it-is-to-participate/

Newly arrived immigrant students share about their high school experiences in Connecticut and their future goals. A bilingual school leader provides context about successes and challenges.

For information about English Learner classified students' educational rights: Office for Civil Rights: Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents