WHO WE ARE

At NNELL, we don’t just teach languages. We shape mindsets. We open doors. We create belonging.

Dear Educators,

There’s something powerful about being part of a community that sees what’s possible—especially when that community is made up of early language educators who believe in planting seeds that will grow far beyond our classrooms.

At NNELL, we don’t just teach languages.
We shape mindsets. We open doors. We create belonging.

Right now, across the country, teachers like you are sparking joy, curiosity, and connection through language—often with limited time, resources, or support. And yet, you show up. You innovate. You lead.

That’s why NNELL exists.
To be your home base. Your launchpad. Your network of bold, generous professionals who believe in the future of language learning.

Whether you’re a new teacher or a seasoned advocate, I invite you to explore, connect, and contribute. Join a regional event. Access powerful resources. Lift your voice through policy and practice. Let’s build something that matters—together.

Welcome. We’re glad you’re here.

With gratitude and purpose,
Edgar Serrano
President, NNELL

We are a national network of K-16 professionals who champion early language teaching and learning through advocacy, collaboration and education. We help educators connect nationally for regional and local impact.

NNELL MISSION

We believe in a future where every child expects to be multilingual and has every opportunity at their disposal to become so. That future is now.

NNELL VISION

NNELL believes that all students should have access to high quality, ongoing and systematic world language instruction beginning in pre-K and elementary. This belief is based on research that indicates:

The period of early childhood is considered an optimal time to begin learning additional languages, as the methods and materials used in early childhood classes are multi-modal and may facilitate second language acquisition and learning.
Children in effective early second language programs show overall gains on standardized tests of basic skills, and derive additional cognitive, social, and affective benefits.
The integration of content and language learning and the development of positive attitudes towards people who speak other languages occur more easily when long, articulated sequences of second language instruction begin in early childhood and become an integral part of school learning.
Early second language learning may result in improved phonological and phonemic awareness, two building blocks of literacy in one’s native language.

NNELL CORE BELIEFS

Get connected! Become a member!