English Learner Success

Part 3: Students Don’t Learn Professional Communication by Accident (Series on Communication Expectations in CTE )

by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first…

Part 2: What Changes When Communication Expectations Become Visible in CTE? (Series on Communication Expectations in CTE)

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By Mary DeSimone Founder, Mountaintop Education Consulting In our previous article, we explored how communication expectations in CTE often remain implicit. We examined how language operates across interconnected discourse, sentence, and word levels, and how clarity at each level strengthens student performance. A recent conversation with an automotive instructor brought this into sharper focus.…

Part 1: The Invisible Language That Strengthens CTE Programs (Series on Communication Expectations in CTE)

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Technical skill alone isn’t enough. This framework helps CTE teachers uncover and teach the word, sentence, and discourse-level language that supports long-term career success.

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Part 3: Students Don’t Learn Professional Communication by Accident (Series on Communication Expectations in CTE )

Part 2: What Changes When Communication Expectations Become Visible in CTE? (Series on Communication Expectations in CTE)

Part 1: The Invisible Language That Strengthens CTE Programs (Series on Communication Expectations in CTE)

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