Becoming confident in Functional Language Planning is the key to creating high-impact language outcomes that align seamlessly with content area curriculum.
advanced training for eld leaders
enroll for the fall cohort now!
The Functional Language Planning Expert Intensive is a comprehensive 12-week cohort program designed to elevate your expertise and impact on learning.
By committing just two hours a week to this intensive, you will:
No more guessing when it comes to embedding language instruction into your content lessons. You’ll have a clear, structured approach to identify language your students need and planning explicit instruction.
You’ll gain practical tools to bridge the gap between language and content instruction, making co-planning smoother and more effective.
Your students will gain the confidence to use language in meaningful ways, moving beyond memorization to real, authentic communication in math, science, social studies, and beyond.
REVOLUTIONIZE YOUR ELD PROGRAM
Instead of scrambling to “fit in” language support, you’ll have a streamlined, research-backed framework that naturally integrates with what you’re already doing.
Teach with Confidence
Strengthen Collaboration
become intentional
See Immediate Impact
Picture this: You walk into your classroom or a co-planning session, and instead of second-guessing how to support your multilingual learners, you know exactly what to do. You’re not just handing out vocabulary lists or sentence stems—you truly understand how language works in academic contexts and how to make it accessible to your students.
This isn’t just about learning new strategies—it’s about transforming the way you see language, instruction, and your role as an educator. By the end, you won’t just have new ideas—you’ll have a plan, a toolkit, and the confidence to put it all into action.
Go beyond surface-level strategies. This expert-level intensive gives experienced ELD teachers the research-backed tools and coaching they need to plan, scaffold, and align academic language instruction with lasting impact.
elevate your expertise & impact on learning
From using a children’s book to introduce complex language concepts in her 9–12 classroom, to developing a tech-savvy dropdown tool for aligning language features with content standards—she's paving the way for meaningful, contextualized language learning.
Amber is bringing genre-based writing instruction to life using the Teaching and Learning Cycle and Systemic Functional Linguistics (SFL).
case studies
In a recent collab with Kelly and Dr. Ruslana Westerlund, she shared how integrating SFL into writing instruction is transforming the way teachers and students approach language. Together, they explored how to make the functional language approach work within real curriculum constraints like HMH and CKLA—theory is only powerful when it’s usable.
Christine, a passionate FLPEI coaching participant, is transforming how her biology students access language through the Systemic Functional Linguistics (SFL) approach.
if you're ready to deepen your expertise, drive instructional change, and build a sustainable system for language development—this is for you.
This intensive is designed for English Language Development teachers (2+ years) who are seeking to enhance expertise in language development and instructional planning for multilingual learners.
this is for you...
What's Inside?
The Functional Language Planning Expert Intensive isn’t just another sit-and-watch program—it’s an interactive, hands-on experience designed to give you real support and real results.
You’ll get...
live Zoom workshops
flexible training materials
one-on-one coaching
small group collaboration
All designed to help you feel confident in your planning, teaching, and role as a team player. Plus, you’ll have access to all the resources and expert guidance you need to make an impact right away.
30 hrs of expert-guided, collaborative, and individual learning & coaching: $3500 Value
SAVE TIME. SAVE STRESS. ACHIEVE RESULTS.
get started
3 individual coaching sessions per participant. Including goal setting, classroom video analysis, and feedback: $1800 Value
Quarterly cohort participant virtual collaboration sessions for an additional year: $1000 Value
Functional language planning template models for high-utility academic language: $350 Value
English Language Development Standard Alignment Guides to ensure you are teaching a wide-range of age-appropriate language features. $1500 Value
Lifetime access to ELP's "Teacher's Archive" including nearly 100 hours of past content and webinar. $1500 value
$825
per person
Can you explain what Functional Language Planning (FLP) is and how it supports multilingual learners?
How does FLP help teachers identify and scaffold the language students need for success in different subject areas?
Functional Language Planning is a methodology for planning language development instruction. It is based on the research and principles of Systemic Functional Linguistics or SFL. SFL is based in sociolinguistics, which approaches everything from language being a tool for communication, more than a long list of pieces and grammar points to learn.
What are Systemic Functional Linguistics (SFL) principles, and how do they apply to Functional Language Planning?
How can teachers use SFL to assess the language demands in their content areas, like science or social studies?
Could you give us an example of how SFL principles are applied in a classroom setting?
What does scaffolding look like in Functional Language Planning, and why is it so important?
For teachers new to FLP, what are simple steps they can take to begin integrating language and content in their planning?
How can FLP help teachers manage the balancing act of supporting both content mastery and language development?
What are some tools or strategies that help make language planning more efficient and less overwhelming for teachers?
Can you explain what Functional Language Planning (FLP) is and how it supports multilingual learners?
How does FLP help teachers identify and scaffold the language students need for success in different subject areas?
What are Systemic Functional Linguistics (SFL) principles, and how do they apply to Functional Language Planning?
How can teachers use SFL to assess the language demands in their content areas, like science or social studies?
Could you give us an example of how SFL principles are applied in a classroom setting?
What does scaffolding look like in Functional Language Planning, and why is it so important?
For teachers new to FLP, what are simple steps they can take to begin integrating language and content in their planning?
How can FLP help teachers manage the balancing act of supporting both content mastery and language development?
What are some tools or strategies that help make language planning more efficient and less overwhelming for teachers?
Functional Language Planning takes teachers through a systematic, purpose-driven approach to lesson planning. In Functional Language Planning, you follow the same steps for each content area lesson or unit you want to support. It’s backward mapping, but with an emphasis on the language students will need, not just the content.
In our Functional Language Planning Expert Intensive, we have developed and continue to develop tools to ensure that teachers are covering all of the language expectations for a given proficiency level or grade level.
Can you explain what Functional Language Planning (FLP) is and how it supports multilingual learners?
How does FLP help teachers identify and scaffold the language students need for success in different subject areas?
What are Systemic Functional Linguistics (SFL) principles, and how do they apply to Functional Language Planning?
How can teachers use SFL to assess the language demands in their content areas, like science or social studies?
Could you give us an example of how SFL principles are applied in a classroom setting?
What does scaffolding look like in Functional Language Planning, and why is it so important?
For teachers new to FLP, what are simple steps they can take to begin integrating language and content in their planning?
How can FLP help teachers manage the balancing act of supporting both content mastery and language development?
What are some tools or strategies that help make language planning more efficient and less overwhelming for teachers?
Language is functional—Language is used to do things.
Language choices are driven by context—real-life rather than staged scenarios
Language has 3 meta functions—ideational or representing your ideas, interpersonal or communicating those ideas to others (tone, audience, etc.), and textual or organizing your ideas clearly
Grammar is a resource for making meaning—it’s not taught in isolation, but in the context of communicating
Language develops from explicit instruction and use
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Can you explain what Functional Language Planning (FLP) is and how it supports multilingual learners?
How does FLP help teachers identify and scaffold the language students need for success in different subject areas?
What are Systemic Functional Linguistics (SFL) principles, and how do they apply to Functional Language Planning?
How can teachers use SFL to assess the language demands in their content areas, like science or social studies?
Could you give us an example of how SFL principles are applied in a classroom setting?
What does scaffolding look like in Functional Language Planning, and why is it so important?
For teachers new to FLP, what are simple steps they can take to begin integrating language and content in their planning?
How can FLP help teachers manage the balancing act of supporting both content mastery and language development?
What are some tools or strategies that help make language planning more efficient and less overwhelming for teachers?
We have language alignment tools and planning documents that allow teachers to quickly zero in on what to look for in their content. Kind of a menu of choices, so they are not trying to search for the unknown. Once content teachers know the various language functions and features and such, they become more in tune with noticing them when they happen in the content classroom and can become more proactive.
Can you explain what Functional Language Planning (FLP) is and how it supports multilingual learners?
How does FLP help teachers identify and scaffold the language students need for success in different subject areas?
What are Systemic Functional Linguistics (SFL) principles, and how do they apply to Functional Language Planning?
How can teachers use SFL to assess the language demands in their content areas, like science or social studies?
Could you give us an example of how SFL principles are applied in a classroom setting?
What does scaffolding look like in Functional Language Planning, and why is it so important?
For teachers new to FLP, what are simple steps they can take to begin integrating language and content in their planning?
How can FLP help teachers manage the balancing act of supporting both content mastery and language development?
What are some tools or strategies that help make language planning more efficient and less overwhelming for teachers?
In a school where I’ve been coaching, one grade level had a language arts unit about colonial times. In that unit, students had to identify details about the different jobs during the time frame. They had to retell the journey from England to America and compare life in England to life in America. There is a lot of language in those three expectations! Typically, teachers will dive into the content and expect students to follow along with the expectations.
In an SFL approach, we look at the language students need to identify details, retell a narrative, and compare. We think about what we want students to say or write and what language we would use to do this. Then we back-map that language into instruction as part of the lessons. We give opportunities for students to practice that language orally before any writing happens. We give feedback on the language used as much as we do the content details.
Can you explain what Functional Language Planning (FLP) is and how it supports multilingual learners?
How does FLP help teachers identify and scaffold the language students need for success in different subject areas?
What are Systemic Functional Linguistics (SFL) principles, and how do they apply to Functional Language Planning?
How can teachers use SFL to assess the language demands in their content areas, like science or social studies?
Could you give us an example of how SFL principles are applied in a classroom setting?
What does scaffolding look like in Functional Language Planning, and why is it so important?
For teachers new to FLP, what are simple steps they can take to begin integrating language and content in their planning?
How can FLP help teachers manage the balancing act of supporting both content mastery and language development?
What are some tools or strategies that help make language planning more efficient and less overwhelming for teachers?
Once you identify the language demand of a lesson or unit, the next step is differentiating and scaffolding based on proficiency level. I consider this the second level of Functional Language Planning. Level one is the basics. Getting language on the radar and into the lesson planning. Level two is knowing how to adjust the expectations based on who is in front of you—their English proficiency and literacy levels.
I think the ELD teachers tend to lead this part, where your language focus gets very targeted to a specific level, to systematically move students up the proficiency level continuum. When we get content teachers ready to do this, I’m beyond thrilled!
Can you explain what Functional Language Planning (FLP) is and how it supports multilingual learners?
How does FLP help teachers identify and scaffold the language students need for success in different subject areas?
What are Systemic Functional Linguistics (SFL) principles, and how do they apply to Functional Language Planning?
How can teachers use SFL to assess the language demands in their content areas, like science or social studies?
Could you give us an example of how SFL principles are applied in a classroom setting?
What does scaffolding look like in Functional Language Planning, and why is it so important?
For teachers new to FLP, what are simple steps they can take to begin integrating language and content in their planning?
How can FLP help teachers manage the balancing act of supporting both content mastery and language development?
What are some tools or strategies that help make language planning more efficient and less overwhelming for teachers?
Download our language alignment guides and put those side by side with your content. Start becoming more aware of not only WHAT students need to know but also HOW they will communicate that to you or on an assessment. A key piece of language development is providing opportunities for as much oral practice as possible. How do we get each student to speak English for as many minutes daily as possible? Then focus on language targets.
And, of course, join our Functional Language Planning Expert Intensive, where we will discuss all of this and align with each person’s specific needs.
Can you explain what Functional Language Planning (FLP) is and how it supports multilingual learners?
How does FLP help teachers identify and scaffold the language students need for success in different subject areas?
What are Systemic Functional Linguistics (SFL) principles, and how do they apply to Functional Language Planning?
How can teachers use SFL to assess the language demands in their content areas, like science or social studies?
Could you give us an example of how SFL principles are applied in a classroom setting?
What does scaffolding look like in Functional Language Planning, and why is it so important?
For teachers new to FLP, what are simple steps they can take to begin integrating language and content in their planning?
How can FLP help teachers manage the balancing act of supporting both content mastery and language development?
What are some tools or strategies that help make language planning more efficient and less overwhelming for teachers?
Once you get the hang of it, it flows very easily. When you provide the language up front, you spend less time re-teaching and getting better products, saving time in the long run.
The best thing is that you don’t have to be an expert to make a difference. Any steps you take to consider language will make a difference and add up. Getting coaching from someone ahead of you would make a world of difference also.
Can you explain what Functional Language Planning (FLP) is and how it supports multilingual learners?
How does FLP help teachers identify and scaffold the language students need for success in different subject areas?
What are Systemic Functional Linguistics (SFL) principles, and how do they apply to Functional Language Planning?
How can teachers use SFL to assess the language demands in their content areas, like science or social studies?
Could you give us an example of how SFL principles are applied in a classroom setting?
What does scaffolding look like in Functional Language Planning, and why is it so important?
For teachers new to FLP, what are simple steps they can take to begin integrating language and content in their planning?
How can FLP help teachers manage the balancing act of supporting both content mastery and language development?
What are some tools or strategies that help make language planning more efficient and less overwhelming for teachers?
Language guides for sure. The idea of teaching language is HUGE and overwhelming, so our language guides help teachers zero in on the most important pieces. Thinking about your best back-mapping strategies, looking at assessments and assignments and putting yourself in the students’ shoes make a world of difference.
Can you explain what Functional Language Planning (FLP) is and how it supports multilingual learners?
How does FLP help teachers identify and scaffold the language students need for success in different subject areas?
What are Systemic Functional Linguistics (SFL) principles, and how do they apply to Functional Language Planning?
How can teachers use SFL to assess the language demands in their content areas, like science or social studies?
Could you give us an example of how SFL principles are applied in a classroom setting?
What does scaffolding look like in Functional Language Planning, and why is it so important?
For teachers new to FLP, what are simple steps they can take to begin integrating language and content in their planning?
How can FLP help teachers manage the balancing act of supporting both content mastery and language development?
What are some tools or strategies that help make language planning more efficient and less overwhelming for teachers?
frequently asked questions
The Functional Language Planning Expert Intensive has been a fabulous learning experience for me! The readings and application ideas are useful right away and the opportunity to engage with Kelly, Dr. Westerlund & fellow educators from across the country has been informative and rewarding.
Carolynne Beless
This is a much needed dive into the components of language and best strategies for teaching those components to my students in a meaningful way.
Cape Cod, MA
2/4
Dr. Ruslana Westerlund's expertise, combined with Kelly Reider's practical applications, made the content highly relevant to my instructional planning. It helped me better identify and address the language demands in my district's new curriculum. I now feel more equipped to design instruction that supports the specific language needs of my multilingual students.
Maura Dean
This workshop was an excellent introduction to systemic functional linguistics.
Bridgeport, CT
3/4
They guide teachers towards working with multilingual learners. Kelly was flexible and responsive to our needs. EL Portal is connected to the top names in our field in terms of theory and practice in working with MLs. When we began working with them, we knew we would be getting the very best guidance and training.
Jonathan White
EL Portal is an exceptional service for districts needing professional development
Multilingual Learners Program,
Richland School District One
4/4
I have been able to immediately implement strategies that require little planning effort and yield increased oral language and understanding for ELL students!
Amanda Dillon
As a result of my experience in this expert intensive...
K-5 Reading Teacher
4/4
Patti, FLPEI Participant
I loved the pacing and format—it fit perfectly into my workflow.
FLPEI Participant
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