ABSTRACT This article presents a practical and accessible framework for the articulation and implementation of content, language, and biliteracy objectives in K‐12 English‐medium instruction (EMI) content‐area classrooms. Grounded in work with pre‐ and in‐service teachers pursuing a TESOL endorsement in New Mexico, the framework guides educators in developing both general and specific language objectives, which ultimately scaffold toward the formulation of translanguaging goals—referred to here as biliteracy objectives. The manuscript emerges in response to teachers' requests for a manageable professional development tool that can be shared with K‐12 colleagues and administrators to support the integration of translanguaging approaches across all content‐area classrooms.
Armando Garza Ayala (2026) studied this question.