what makes our courses unique?
Training alone is not enough. Educators require opportunities to apply new practices, receive expert feedback, and refine their skills in a continuous cycle until successful implementation is evident.
Our approach goes beyond addressing a standard or practicing once — it creates a continuum of learning with coaching, repetition, and proof of results.This approach ensures educators are fully prepared to engage multilingual children and support their optimal development.
what makes our courses unique
Training alone isn’t enough. Educators need time, guidance, and meaningful practice to develop targeted competencies. Our courses are built on proof of learning — not just participation. Through guided application, coaching, and real-time audio analysis of classroom interactions, educators demonstrate mastery as they strengthen multilingual children’s language and literacy.
Each experience is designed to move learning from theory to action — ensuring that every educator not only understands effective strategies but applies them with confidence, clarity, and measurable impact in multilingual classrooms.
EDUCATORS EXPERIENCE
01
Skills to design and deliver effective multilingual instruction.
02
Tools and frameworks that can be applied directly in classrooms.
03
Confidence built through ongoing coaching and expert feedback.
04
Demonstrated competence in practices that improve child outcomes.
Children experience
01
Richer conversations and expanded vocabulary in English/Home languages.
02
Stronger listening, speaking, and early reading skills.
03
Pride and confidence in their multilingual identities.
04
Joyful, engaging learning that supports long-term academic success.
Comprehensive Course
A full, competency-based program available for Continuing Education Units (CEUs) and Credit for Prior Learning. Designed to build deep expertise in multilingual language and literacy development from birth through age 8.
Specialized
Track Certificate
A focused learning pathway with a curated set of modules on key topics—such as multilingual infants and toddlers, family engagement, early literacy, math, science, and dual immersion. Ideal for educators seeking targeted professional growth and a certificate of completion.
INDIVIDUAL MODULES
Stand-alone learning experiences that allow educators to explore specific competencies at their own pace. Perfect for quick learning refreshers or customized professional-growth plans.
EDUCATORS EXPERIENCE
01
Skills to design and deliver effective multilingual instruction.
02
Tools and frameworks that can be applied directly in classrooms.
03
Confidence built through ongoing coaching and expert feedback.
04
Demonstrated competence in practices that improve child outcomes.
Children experience
01
Richer conversations and expanded vocabulary in English/Home languages.
02
Stronger listening, speaking, and early reading skills.
03
Pride and confidence in their multilingual identities.
04
Joyful, engaging learning that supports long-term academic success.
research
Our program are grounded in the latest research on linguistic and cognitive development in early childhood.
Operationalizing High Quality Dual Language Programming: From the Early Years to the early Grades
This report focuses on what it looks like to operationalize high quality dual language immersion for infants/toddlers, preschoolers, and students in Kindergarten through second grade. The brief provides an overview of important context and core concepts foundational for this work as well as a 7-part framework for high quality dual language immersion education for children in early care and education.
Oliva-Olson, C. et al (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation. https://cep.asu.edu/sites/g/files/litvpz916/files/2024-04/DLI-quality-indicators-032924.pdf
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
Promoting linguistic diversity and equity: Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Promoting linguistic diversity and equity:
Teaching in multilingual learning spaces
This chapter from NAEYC’s book, “Focus on developmentally appropriate practice: Equitable and joyful learning in preschool” provides early educators with family focused strategies from Personalized Oral Language Learning (POLL). These concrete strategies have been found to support early educators with the learning and development of children in classrooms with a range of diverse languages.
Oliva Olson, C., Espinosa, L. M., Hayslip, W., & Magruder, E. S. (2022). Promoting linguistic diversity and equity: Teaching in multilingual learning spaces. In Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (Chap. 11). National Association for the Education of Young Children.
Dos métodos: Two classroom language models in Head Start
This report highlights a study comparing Head Start classrooms implementing either the dual language model or the English with home language support model. The study shows that students in dual language classrooms showed significantly greater average gains from pretest to posttest in English oral proficiency and Spanish oral proficiency than did students in classrooms using the English with home language support model. Findings highlight the need for professional development on language model use to ensure consistency in delivery.
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute. https://www.urban.org/research/publication/dos-metodos-two-classroom-language-models-head-start
POLL Strategies
This resource focuses on Personalized Oral Language Learning (POLL). POLL is a set of research based, concrete approaches that support language learning in all environments, particularly for dual language learners (DLLs.) POLL focuses on developing children’s vocabulary, oral language, and comprehension skills through strategic planning for language experiences.
POLL helps Early Care and Education providers understand the importance of bilingualism and provides guidance and a range of strategies that all providers, including those who are monolingual, can implement to strengthen both children’s home language and English.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies. https://www.pollstrategies.org/about/
Oliva-Olson, C., & Arambula-González, A. (2021). Effective practice-based coursework for dual language educators: A California equity-minded early approach. Multilingual Educator (CABE).
Oliva-Olson, C. (2019). Dos métodos: Two classroom language models in Head Start (Strengthening the diversity and quality of the early care and education workforce paper series). Urban Institute.
Oliva Olson, C., Espinosa, L., & Magruder, E. (n.d.). POLL strategies.
Oliva-Olson, C. (2024). Operationalizing high quality dual language programming: From the early years to the early grades [Contributing author]. Arizona State University – Center for Education Poverty & Innovation.
1. FULL CERTIFICATE
Build deep expertise in multilingual language and literacy from birth through age 8. Learn how children develop listening, speaking, vocabulary, and early reading skills — and how to support both home language and English in everyday routines.
~54 total hours
Flexible pacing to work with your busy schedules
PD hours only, not college credit
Certificate of completion
2. ACELLERATED CERTIFICATE
Same content as the full certificate, with fewer required assignments, for those who don’t need credit hours but want access to the information and customized simulation activities. Allowing you to complete the same course in a shorter period of time.
~54 total hours
Flexible pacing to work with your busy schedules
PD hours only, not college credit
Certificate of completion
3. FOCUS AREA CERTIFICATE
Target a single skill set with a short, structured series. Each mini-certificate builds toward the Full Certificate.
Certificate of completion, professional development hours, and actionable strategies you can put to use the next day.
~54 total hours
Flexible pacing to work with your busy schedules
PD hours only, not college credit
Certificate of completion
who it's for
Classroom teachers, lead educators, coaches, and site leaders who want a full, structured learning journey.
what you'll learn
- Foundations of multilingual development and the science of reading
- Talk-rich routines and play-based language practice
- Explicit vocabulary and oral language supports
- Phonological awareness across languages
- Print awareness and interactive read-alouds
- Culturally responsive family partnerships
- Observation and simple progress checks
FORMAT
Self-paced modules, short videos, customized interactive simulations with personalized feedback, and printable, classroom-ready resources
who it's for
Classroom teachers, lead educators, coaches, and site leaders who want a full, structured learning journey.
what you'll learn
- Foundations of multilingual development and the science of reading
- Talk-rich routines and play-based language practice
- Explicit vocabulary and oral language supports
- Phonological awareness across languages
- Print awareness and interactive read-alouds
- Culturally responsive family partnerships
- Observation and simple progress checks
FORMAT
Self-paced modules, short videos, customized interactive simulations with personalized feedback, and printable, classroom-ready resources
who it's for
Classroom teachers, lead educators, coaches, and site leaders who want a full, structured learning journey.
what you'll learn
- Oral Language & Vocabulary
- Read-Alouds & Dialogic Talk
- Phonological Awareness Across Languages
- Family Partnerships & Home Language
- Language-Rich Play & Centers
FORMAT
Short videos + customized practice simulations, activities, and personalized feedback
~54 total hours
Flexible pacing to work with your busy schedules
Available with or without 3 college credits (Fresno City College).
~54 total hours
Flexible pacing to work with your busy schedules
PD hours only,not college credit
~6-12 total hours
Each course topic
Go deep on a focus area
~6-12 hours
Each course topic
Go deep on a focus area
~54 total hours
Flexible pacing to work with your busy schedules
PD hours only, not college credit
Not sure which path
is right for you?
Take a 2-min quiz here and we’ll tell you!
CUSTOM COURSES
DESIGNED FOR YOU
Interested in bringing this experience to your site or program? Work with us to design a custom experience for your educators.
FAQ
FAQ
Any early childhood educator working in a program serving multilingual learners
Yes. All materials and the learning platform are in English and Español.
Learners can choose the language that fits best.No. Courses are fully available in both English and Spanish; learners choose
the best path for them.No. Strategies shared in this course for language and literacy instruction work for bilingual, dual-language, and English-only classrooms
Each certificate offers 54 professional development hours, with the option to earn 3 college credits through Fresno City College by completing the included assignments.
The courses will be on-line, self-paced modules that include videos, customized interactive activities, as well as a virtual tutor to provide support throughout the course. Course participants will also have access to an AI coach to provide personalized feedback on classroom interactions.
12-months access, from the time they start the course. Progress is saved so staff can
start and stop anytime.Yes. Each course provides professional development hours and aligns with NAEYC standards, CA Teaching Performance Standards, and CA Early Childhood Education TPEs. (Check your specific permit level for more details about requirements.)
We include simulated implementation practice, built in tutoring throughout the course, customized activities and on-demand AI powered coaching to ensure each lesson meets the unique needs of the learner. These are the pieces that change practice and mindsets and are unavailable with CECO or CPIN courses.
Audio reflections require consent; no child names are collected. We never sell personal data.
Data retention settings are configurable, and accessibility features (captions/alt text) are included.
Any data gathered will be used in aggregate without any personally identifiable information.We support PO/invoicing for programs and agencies. Check and credit card payments are also available.
Multilingual Promise • Shaped by the latest research and innovation in multilingual early childhood education • © 2025
2. ACELLERATED CERTIFICATE
Same content as the full certificate, with fewer required assignments, for those who don’t need credit hours but want access to the information and customized simulation activities. Allowing you to complete the same course in a shorter period of time.
~54 total hours
Flexible pacing to work with your busy schedules
PD hours only, not college credit
who it's for
Classroom teachers, lead educators, coaches, and site leaders who want a full, structured learning journey.
what you'll learn
- Foundations of multilingual development and the science of reading
- Talk-rich routines and play-based language practice
- Explicit vocabulary and oral language supports
- Phonological awareness across languages
- Print awareness and interactive read-alouds
- Culturally responsive family partnerships
- Observation and simple progress checks
FORMAT
Self-paced modules, short videos, customized interactive simulations with personalized feedback, and printable, classroom-ready resources
~54 total hours
Flexible pacing to work with your busy schedules
Available with or without 3 college credits (Fresno City College).
3. FOCUS AREA CERTIFICATE
Target a single skill set with a short, structured series. Each mini-certificate builds toward the Full Certificate.
Certificate of completion, professional development hours, and actionable strategies you can put to use the next day.
~54 total hours
Flexible pacing to work with your busy schedules
PD hours only, not college credit
Certificate of completion
who it's for
Classroom teachers, lead educators, coaches, and site leaders who want a full, structured learning journey.
what you'll learn
- Oral Language & Vocabulary
- Read-Alouds & Dialogic Talk
- Phonological Awareness Across Languages
- Family Partnerships & Home Language
- Language-Rich Play & Centers
FORMAT
Short videos + customized practice simulations, activities, and personalized feedback
~6-12 total hours each course topic
Go deep on a focus area
You’ve never had a learning experience like this
-
Videos + customized scenarios in real classrooms (infant/toddler and preschool).
-
In course tutor for just-in-time help and personalized feedback.
-
STELAR Coach that provides customized, objectives aligned feedback on your submitted audio, images, and written plans; get clear “you’ve got it” signals and recommendations for growth
Multilingual Promise • Shaped by the latest research and innovation in multilingual early childhood education • © 2025
Multilingual Promise • Shaped by the latest research and innovation in multilingual early childhood education • © 2025
FAQ
Any early educator working in an early learning program (center-based or family child care) serving multilingual learners . A student working to earn their AA or BA in ECE or child development.
Yes. All course materials and the learning platform are in English and Español. Learners can choose the language that best meets their needs.
No. You’ll learn routines, skills and instructional best practices that honor the home languages and cultures in your classrooms and promote English, even if you’re not bilingual.
No. Strategies shared in this course for language and literacy instruction work for bilingual, dual-language, and English-only classrooms
The credit bearing certificate is 54 total hours with the ability to earn 3 college credits for prior learning through Fresno City College upon completion.
The courses will be on-line, self-paced modules that include videos, customized interactive activities, as well as a virtual tutor to provide support throughout the course. Course participants will also have access to an AI coach to provide personalized feedback on classroom interactions.
12-months access, from the time you start the course. Progress is saved so you can start and stop anytime. If you need to complete the course and submit for credit for prior learning, please contact your college to identify when you need the course completed by in order to add to your transcript. Deadlines may vary.
Yes. Each course provides professional development hours and aligns with NAEYC standards, CA Teaching Performance Standards, and CA Early Childhood Education Teacher Performance Expectations (TPEs). (Check your specific permit level for more details about requirements.)
We include simulated implementation practice, built in tutoring throughout the course, customized activities and on-demand AI powered coaching to ensure each lesson meets the unique needs of the learner. These are the pieces that change practice and mindsets and are unavailable with CECO or CPIN courses.
Audio reflections require consent from the participant and no child names are collected. We never sell any personal or other data collected through the course or the app. Data retention settings are configurable, and accessibility features (captions/alt text) are included. Any data gathered will be used in aggregate without any personally identifiable information for reporting purposes only.
We support PO/invoicing for programs and agencies. Check and credit card payments are also available.
Multilingual Promise • Shaped by the latest research and innovation in multilingual early childhood education • © 2025
Multilingual Promise • Shaped by the latest research and innovation in multilingual early childhood education • © 2025
Multilingual Promise • Shaped by the latest research and innovation in multilingual early childhood education • © 2025