Every student deserves an education that values them, their languages, and their community.

About Our Work

  • We help you build sustainable programs by meeting you where you are with the additional expertise and experience you need to ensure every student’s success.

  • High-Quality Instructional Materials and Supports: Teaching and learning resources and supports should meet and exceed state standards as HQIM, whether they are for students or educators, are in English or the community language.

    Meaningful Access: Equitable language and literacy education requires us to examine disparate outcomes and historical contexts, to dismantle systemic barriers, and build student and community centered programs, policies and practices that support and challenge all students as they learn and grow.

About the Founder

Founder of Cultivating Multiliteracy, expert in dual and heritage language program development.

Ema Shirk is an expert in language acquisition and literacy development with over two decades of experience teaching, leading and supporting literacy, heritage language, and dual-language programs.

She specializes in bridging the gap between research and classroom reality, with a focus on:

  • Secondary Programs: Designing master schedules, courses, and teacher training specifically for Middle and High School programs.

  • Advocacy for Access and UDL: Creating programs and high-quality curriculum that are built on inclusionary practices and are accessible to all students.

  • Language and Literacy Alignment: Translating complex literacy and linguistic research into actionable standards and objectives at the state, district, and department levels.

  • Language Parity: Developing parallel and integrated standards, curriculum, and instruction that support comprehensive and language specific literacy.

With a career spanning community-building classroom instruction and state-level policy, Ema Shirk is dedicated to ensuring that all students have access to multilingual and multiliteracy education. They believe in students’ right to their own languages, that linguistic justice is the responsibility of all educators, and that comprehensive literacy is a pillar of student success.