Abstract
This thesis explores the roles and experiences of four secondary language and literacy specialists (LLSs) leading intervention efforts for multilingual learners in the three largest school districts in the Sacramento area. The purpose of the study was to gain an understanding of their multi-faceted role, including the challenges and support that impact their work. Independent interviews and a focus group were conducted to compose humanizing portraits and synthesize common themes of their experience. Key challenges identified were sustaining work-life balance within an expanding role, mitigating staffing changes, placing students correctly, disrupting silo culture, and interrupting biases. Key supports identified were creating collaborative culture and focusing on connections across their work. They envision building capacity among teachers, humanizing multilingual learners and their teachers, and embracing tensions as critical support to their future work.