Across the United States and beyond, a quiet revolution is underway in how schools teach English to students for whom it is not their first language. From the bustling corridors of Aurora Central High School in Colorado to the classrooms of Sioux Falls, South Dakota, and all the way to select schools in the Philippines, innovative programs are transforming the educational landscape for English language learners. These efforts, often rooted in collaboration and cultural exchange, are not only helping students master a new language but also opening doors to brighter academic and professional futures.
In Aurora, Colorado, Maria White stands as a testament to the power of empathy and lived experience in the classroom. White, now an English language development (ELD) teacher at Aurora Central High School, once walked the same halls as a student struggling to learn English. Today, she draws on those formative years to inspire her students, many of whom are just beginning their journey in the United States. According to 9NEWS, approximately 75% of Aurora Central’s students are English language learners, and nearly one in four are new arrivals to the country.
White’s approach is both practical and personal. She teaches grammar lessons in both English and Spanish, ensuring her students feel seen and supported. “It just means the world to be back and doing something like this,” White told 9NEWS. Her methods are rooted in the WIDA English Language Development framework, developed by the University of Wisconsin, which emphasizes teaching language through content from other subjects. "It's just about how they can express themselves in a variety of ways, in a variety of content, so it's not just like always just, 'Oh, this is how you say this in English,'" White explained.
The impact is already visible. Sophomore Lesomary Infante, who moved from Venezuela three years ago, credits White’s encouragement for her academic success. "In some classes, they only speak to us in English and we don't know what it means in Spanish and she's helped us a lot and tells us what we need to do," Infante said in Spanish, as reported by 9NEWS. For Infante and her peers, White’s unwavering faith is more than just a teaching strategy—it’s a lifeline. "She always tells us that we're smart and that we can do it. That's why I get good grades because she helps us a lot," Infante added.
White’s influence now extends far beyond Aurora. Over the summer of 2025, she collaborated with the University of Wisconsin to film instructional videos demonstrating how the WIDA framework can be effectively implemented. These videos, now featured on WIDA’s new Standards in Action webpage, are being used to train ELD instructors nationwide. WIDA officials praised White’s contributions, stating, "These videos featuring Maria, which form the backbone of our new Standards in Action webpage, were created to give educators serving multilingual learners a clear and practical view of how the WIDA ELD Standards Framework can be implemented to best support students in their classrooms." For her efforts, White is set to be recognized by the Aurora Public Schools board during their meeting on January 13, 2026.
Meanwhile, in Sioux Falls, South Dakota, a different but equally collaborative model is yielding impressive results. The Sioux Falls School District recently reported the success of a two-year pilot program that pairs English language specialists with general classroom teachers for co-planning and co-teaching. This approach, implemented in six elementary, two middle, and two high schools, allows English learners to spend more time with their peers in mainstream classrooms while accelerating their language acquisition.
According to a report presented to the school board, students in the pilot program scored higher on assessments measuring listening, speaking, reading, and writing skills than those not participating in the model. The largest gains were observed at the middle and high school levels. Sara Klaahsen, supervisor of the district’s English Learner program, described the experience as “truly magical,” emphasizing that the success comes from collaboration and access. Superintendent Jamie Nold noted that the district’s goal is for students to exit the English Learner program within five years, though the current average is about six years. Enrollment in the program has also grown, from 2,632 students in 2021 to 3,114 as of December 2025, even as immigration to the U.S. has slowed. "We’re still seeing growth," Nold said. "It’s just coming from a different source."
Feedback from teachers and administrators has been overwhelmingly positive. The collaborative model not only supports a wider range of students but also encourages the consistent use of instructional strategies tied to grade-level content. The district is now refining its newcomer programs at the elementary level, deploying specialized teams to work with new English learners across multiple schools. Funding for these initiatives comes largely from federal and state sources, and despite a temporary nationwide delay in 2025, the district ultimately received the full amount it expected. School Board President Nan Kelly called the program “critically important,” highlighting its role in preparing students for the local workforce.
On the international stage, the United States Embassy in the Philippines is also investing in the future of English language learners. On January 8, 2026, the Embassy launched the English Access Program Scholarship in Davao City, a two-year after-school initiative designed for 150 high-achieving Filipino students aged 13 to 15. The program, a partnership between the US Embassy’s Regional English Language Office, the Philippine Department of Education, and public schools in Davao City, Bohol, and Bataan, aims to equip students with English proficiency, digital literacy, and critical thinking skills needed for the global workforce.
Participants are not only immersed in advanced literacy and professional-level communication but also engage in cultural activities celebrating America’s 250th anniversary and the 80th anniversary of US–Philippine diplomatic relations in 2026. The program’s launch in Bohol took place on January 10, with the third event scheduled for January 17 in Bataan. Since its inception in 2004, the English Access Program Scholarship has benefited over 200,000 students in more than 85 countries, including nearly 1,500 alumni in the Philippines. The program also provides educators with opportunities to strengthen their instructional skills through American English excellence, as noted by the US Embassy.
Rebecca Sagot, Department of Education Davao City assistant superintendent, highlighted the program’s role in "raising the English proficiency of learners, especially those from far-flung schools." She added, "Through well-structured weekly lessons, interactive, learner-centered activities and support from mentors, the program builds learners’ confidence and communication skills in English, empowering them to express themselves more effectively and opening wider academic and future opportunities."
These stories, unfolding in classrooms near and far, share a common thread: the belief that every student deserves the chance to succeed, no matter where they start. Through collaboration, innovation, and a deep commitment to inclusion, educators and institutions are rewriting the narrative for English language learners—one lesson, one student, and one community at a time.
