Stay ConnectedOn the Highest Aspirations Podcast, we engage in important conversations about the most rapidly growing student demographic in the United States – English Language Learners. We speak with educators and students, researchers and policy makers, and parents and community members about how we can help all students reach their highest aspirations.
Join us on this important journey as we bring the vibrant ELL Community together around the topics that matter most to the students we serve.
In this episode of Highest Aspirations, Sandra Medrano-Arroyo speaks with Georgina Owen, Indian Education Coordinator at the Colorado Department of Education, about advancing authentic and equitable education for Native American students. Georgina shares how collaboration with tribal nations has shaped Colorado’s culturally grounded curriculum, strengthened trust, and ensured that Indigenous voices guide classroom instruction. Listeners will learn about innovative initiatives supporting Indigenous language and culture, efforts to refine identification processes under Title III, and strategies for sustaining meaningful partnerships between schools and tribal communities.
Key questions we address:
For additional episode and community resources:
Download the transcript here.
Information on Colorado’s American Indian Education
Resources from History Colorado
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Georgina Owen has worked at the state level as an English Language Development (ELD) Specialist and Indian Education Coordinator for more than 11 years. Prior to that, she served as a Title III Coordinator and Exceptional Student Services Specialist for the San Juan BOCES, an adjunct professor at Colorado Christian University, a Title I Reading Specialist, and an elementary teacher. She holds a Master of Arts in Educational Leadership with a principal license from the University of Northern Colorado.
Currently, Georgina serves as the Indian Education Coordinator at the Colorado Department of Education (CDE). In this role, she manages Title VI, a federal program that supports the academic, cultural, and linguistic needs of American Indian and Alaska Native students. She facilitated the first government-to-government agreement between the CDE and Colorado’s federally recognized tribes, represents the CDE as an ex-officio member of the Colorado Commission of Indian Affairs, and has led the development of Nuu-Ciu Strong: Lessons About the Ute People of Colorado, among other educator resources. In addition, Georgina works with educators across Colorado to strengthen programming that supports Native American students.
She has also served on the Colorado Commission to Study American Indian Logos in Schools, Colorado Commission of Indian Affairs Education Committee, the Southwest Native American Education Committee, the Urban Indian Education Committee, the Indian Education State Leaders Network, and the Western Educational Equity Assistance Center Indian Education Community of Practice.
In this episode of Highest Aspirations, Sandra Medrano-Arroyo speaks with Dr. Michelle Benegas about building sustainable, schoolwide support for ELs. Michelle shares insights on empowering teacher leaders, creating effective infrastructure for multilingual learner programs, and strategies for strengthening both direct and indirect support. Listeners will learn how to foster collaborative, capacity-driven approaches that help educators expand their impact and ensure lasting success for all ELs.
Key questions we address:
1. How can schools build sustainable, schoolwide systems to support ELs beyond individual classrooms?
2. What role do teacher leaders play in strengthening EL programs and educator capacity?
For additional episode and community resources:
Michelle Benegas, Ph.D., is an associate professor at Hamline University and a co-founder of TESOL International Association’s School Wide English Learning (SWEL) Professional Development Series. A former secondary English Language development (ELD) teacher, her career began in a newcomer high school. She now supports educators to meet the needs of linguistically diverse students. In her work with teachers and schools, she promotes a model in which ELD teachers serve as site-based experts and coaches to their colleagues. Her books include Teacher Leadership for School-Wide English Learning (TESOL Press, 2025, 2nd edition) and Language of Identity Language of Identity, Language of Access (LILA): Liberatory Learning in Multilingual Classrooms (Corwin, 2024). Learn more at www.benegasconsulting.com.
In this episode of Highest Aspirations, Sandra Medrano-Arroyo speaks with Paula Polk about her journey from classroom teacher to language coach and district leader. Paula shares insights on coaching with integrity, empathy, and justice, strategies for supporting multilingual learners, and practical approaches to building teacher expertise. Listeners will learn how to expand their impact in education while fostering collaborative, student-centered learning environments.
Key questions we address:
For additional episode and community resources:
Paula Polk’s journey into educational leadership began as a language coach before embarking into district leadership as an ESL Facilitator. In this role she coaches Language Coaches, Specialists and ESL Teachers PK-12 as they work with stakeholders on campuses including principals, teachers and multilingual students and families. This role affords her the opportunity to curate professional learning for teachers, coaches, coordinators and administrators as they create spaces for multilingual students to thrive. Her upcoming book with ASCD: Enhancing Instruction for Multilingual Learners: Coaching Practices to Empower Students will detail her coaching journey and practices for multilingual students and their teachers.
In this episode of Highest Aspirations, we speak with Dr. Margo Gottlieb and Dr. Gisela Ernst-Slavit about the powerful concept at the heart of their new book, Academic Languaging. They challenge the traditional view of academic language as a fixed code to be mastered, redefining it as an active, student-driven process that empowers multilingual learners. The conversation dives deep into the crucial role of student agency, exploring how authentic voice and choice can transform the classroom.
Key questions we address:
For additional episode and community resources:
Download the transcript here.
Order Dr. Gottleib and Dr.Ernst-Slavit book Academic Languaging
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Margo Gottlieb, Ph.D., has been a bilingual teacher, coordinator, facilitator, consultant, and mentor across K-20 settings. Having worked with universities, organizations, governments, states, school districts, networks, and schools, Margo has co-constructed linguistic and culturally sustainable curriculum and reconceptualized classroom assessment, policy, and practice. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison in 2003, Margo has helped design and contributed to all the editions of WIDA’s English and Spanish language development standards frameworks and their derivative products. She has been appointed to national and state advisory boards, served as a Fulbright Senior Scholar, and was honored by the TESOL International Association in 2016 for her significant contribution to the field. In 2025, Margo was inducted into the Multilingual Education Hall of Fame.
Gisela Ernst-Slavit (PhD, University of Florida) is a Professor Emerita at Washington State University, where she maintains an active research program focused on academic languaging and the education of multilingual students.
A native of Peru, Gisela grew up speaking Spanish, German, and English. She is the author, co-author, or co-editor of 13 books and over 100 articles and chapters. She has been a visiting professor at the Universidad Autónoma de Madrid and has also served as President of the Washington Association for English to Speakers of Other Languages (TESOL affiliate) and held leadership roles in several professional organizations, including the American Educational Research Association, the Council on Anthropology and Education, and TESOL International Association.
In this episode of Highest Aspirations, we speak with Sarah Whitfield, an ML Instructional Specialist, about the summer Newcomer Academy she directs. Sarah shares the intentional structure of the program, which is designed to build a strong sense of belonging and identity for middle and high school newcomers. She details a profound shift in her approach—moving from "family engagement" to true "family collaboration"—and discusses a simple yet transformative practice of asking parents about their hopes and dreams for their children. This conversation provides a practical roadmap for creating welcoming environments and building authentic, lasting partnerships with newcomer families.
Key questions we address:
How can a summer newcomer academy be structured to build a strong sense of identity and belonging for students?
What is the difference between "family engagement" and "family collaboration," and what does this shift look like in practice?
How can a simple question about a family's "hopes and dreams" for their child transform the relationship between home and school?
For additional episode and community resources:
Download the transcript here.
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For additional free resources geared toward supporting English learners, visit our blog.
Sarah Whitfield is an ML Instructional Specialist for Cabarrus County Schools in NC, and adjunct faculty at Greensboro College in the Department of Education. With over 15 years of experience in education, Sarah supports multilingual learners, their families, and the educators who serve them. Her work spans instructional coaching, newcomer summer program design, and teacher preparation. Her work is grounded in the belief that collaboration and asset-based thinking are key to meaningful change. She is especially passionate about supporting new teachers and creating inclusive spaces where both students and educators feel seen, valued, and empowered to thrive.
Season 15 of Highest Aspirations begins with Dr. Carol Salva, author of Boosting Achievement. In this episode, Dr. Salva shares updated strategies from the new edition of her book designed to support English learners, newcomer students, and students with limited or interrupted formal education (SLIFE). She discusses practical tools educators can use to accelerate language development, build student confidence, and create welcoming classroom environments that foster belonging and success.
Key questions we address:
For additional episode and community resources:
Download the transcript here.
Dr. Salva’s website: https://salvac.edublogs.org/
DIY PD a Guide to Self-Directed Learning for Educators of Multilingual Learners by Katie Toppel, Tan Huynh, Carol Salva
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Carol Salva is an award-winning educator with proven success working with unschooled/under-schooled, multilingual learners classified as SLIFE (Students with Limited or Interrupted Formal Education) or ELD (English Language Development) students. She is a key Seidlitz Education consultant for training, coaching, modeling, and supporting program leaders. Dr. Carol Salva is a co-author of Boosting Achievement: Reaching Students with Interrupted Our Minimal Education and a co-author of DIY PD: A Guide to Self-Directed Learning for Educators of Multilingual Learners. She has taught elementary, middle, and high school.
Carol holds a doctorate in education in the area of ethical leadership from the University of St. Thomas in Houston, Texas. She also has her Masters degree in Education Administration. Along with her ESL certification, she is a Certified Gomez & Gomez Dual Language Trainer and a Certified Abydos Writing Trainer. Dr. Salva is a Kahoot Ambassador and the co-chair of the NAELPA professional learning committee.
This episode of Highest Aspirations features Carly Spina, an author and passionate advocate for English learners, as she shares her inspiring journey and groundbreaking work.
Join us to hear how Carly's upbringing profoundly shaped her deep commitment to ELs, tracing her path from early experiences on Chicago's North Side to becoming a leading voice in education. We'll delve into her impactful work at the Illinois Resource Center, where she dedicates herself to supporting educators in creating more equitable and effective learning environments for these students. Discover the core philosophy behind her first acclaimed book, Moving Beyond for Multilingual Learners, and get an exclusive sneak peek into her new book, Igniting Real Change for Multilingual Learners. This latest work aims to spark even more profound and urgent action within the field. This powerful episode offers a vital call to action for anyone committed to championing all students.
Key questions we address:
For additional episode and community resources:
Carly Spina has two decades of experience in Multilingual Education across various roles. She is currently a multilingual education specialist at the Illinois Resource Center, providing professional learning opportunities and technical assistance support to educators and leaders across the country. Her first book, Moving Beyond for Multilingual Learners, was a 2023 Equity in Excellence Award Winner. Her second book, Igniting Real Change: Equity and Advocacy In Action, will be published in June of 2025.
This episode of Highest Aspirations features Sarah Nandi, Alaina Peterson, and Thomas Hekma—former educators who now work at Ellevation—sharing how their classroom experiences shape the way they support educators across the country.
Tune in to hear how their journeys from teaching multilingual learners to working in edtech help them build tools and resources that are relevant, empathetic, and grounded in real classroom needs. Learn how they stay connected to what matters most for teachers and students, and how their roles at Ellevation allow them to amplify the impact they once made in a single school or district.
For additional episode and community resources:
Download the transcript here.
For additional free resources geared toward supporting English learners, visit our blog.
This episode of Highest Aspirations welcomes Alice Collins from the Colorado Department of Education and Dr. Esther De Jong from the University of Colorado Denver to explore the dynamic landscape of bilingual education in the state. Discover the innovative programs designed to support Colorado's growing number of multilingual learners and the crucial initiatives aimed at building a strong pipeline of qualified bilingual educators.
Tune in to gain insights into the collaborative efforts between the state and universities to equip teachers with the specialized skills needed to serve multilingual students effectively. Learn about the various courses and programs available that empower educators to create inclusive and successful learning environments for all students, fostering academic growth and linguistic development.
Key questions we address:
What types of bilingual education programs are available for Colorado's multilingual learners?
How does the University of Colorado Denver support the training and development of teachers for multilingual students?
What are the key strategies discussed for supporting and retaining qualified teachers of multilingual learners in Colorado?
For additional episode and community resources:
Download the transcript here.
Newcomer resources course - Free 1-hour webinar
Online, self-directed newcomer course with deep dives (ideal for Professional Learning Communities)
Radical Candor: Be a Kick-Ass Boss Without Losing Your Humanity
T-PREP: The Partnership for Rural Educator Preparation at University of Colorado Denver
Learn more about the Ellevation Scholarship and how to apply.
For additional free resources geared toward supporting English learners, visit our blog.
Alice Collins is an ELD Senior Consultant with the Colorado Department of Education serving the state of Colorado in the office of Culturally and Linguistically Diverse Education. She partners with districts across the state to ensure quality language programming for the Multilingual Learners. Alice has many years of experience serving MLs, some of those roles include, teacher, CLDE Specialist, Instructional Coach, Assistant Principal, and CLDE Director. She has received multiple Teacher of the Year awards as well as CLDE Director of the Year. Alice is dedicated to providing every opportunity possible for ML students to succeed in education.
Dr. Ester de Jong is a Professor in Culturally and Linguistically Diverse Education and Interim Associate Dean for Graduate Education and Advanced programs at the University of Colorado Denver. Her research interests include two-way bilingual education and other integrated models for language minority schooling, educational language policy, and teacher preparation for bilingual students. Prior to UC Denver, she was the Director of the School of Teaching and Learning and Professor in ESOL/Bilingual Education at the University of Florida in Gainesville, Florida. She has been in the field of ESL/bilingual education for over thirty years, as a practitioner and a researcher. Her research focuses on preparing teachers to work with bilingual learners in K-12 schools, and integrated approaches to the schooling of bilingual learners, including two-way bilingual education. Her book, “Foundations of Multilingualism in Education” lays out a principles-based approach to educational equity for bilingual learners. Dr. de Jong was President of TESOL International Association (2017-2018). She is the co-editor of the Handbook of Research on Dual Language Bilingual Education (Routledge, 2023) and co-Editor of the Bilingual Research Journal.
Elise White Diaz, a passionate advocate for trauma-informed multilingual education, joins Highest Aspirations to discuss practical strategies for connecting with and supporting students who have experienced trauma or come from challenging backgrounds. Drawing on her extensive work in diverse settings, Elise emphasizes the power of understanding students' experiences and building trust as foundational elements for effective teaching.
This episode explores the impact of trauma on learning and language acquisition, highlighting the importance of emotional attunement in the classroom. Elise introduces her "Discover, Connect, Respond" framework and the practical "Four S's" routine as actionable ways for educators to create safe and supportive environments. Learn how fostering secure connections and responding empathetically to student needs can unlock their potential and promote growth.
Key questions we address:
For additional episode and community resources:
Elise White Diaz is well-versed in the challenges facing students from hard places. Her journey in trauma-informed education began in Honduras, where she dedicated herself to a school for child laborers in the city's garbage dump.
Elise brought her global experience to a diverse district in North Texas. There, she integrated principles of culturally relevant, trauma-informed education with language acquisition strategies, driving substantial growth in student performance.
As a consultant with Seidlitz Education, Elise travels nationwide to assist districts in fostering language development and cross-cultural connections. She is honored to keynote state conferences and is the author of the forthcoming book, Discover, Connect, Respond: A Practical Approach for Trauma-Informed Education.
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