Classroom Microgrants

Classroom Microgrants is sponsored by ACTFL (American Council on the Teaching of Foreign Languages). These microgrants are open to K-12 language educators to fund projects such as organizing cultural events or activities for learners, including collaborations with community organizations, and creating projects that support diverse perspectives and cultural competence developmen…

ACTFL | Classroom Microgrants This program is open to all K-12 language educators regardless of setting.

Eligible individuals may apply for grants of $300 to fund a variety of projects, including: Organizing cultural events or activities for their learners, including those in collaboration with relevant community organizations; and Creating projects that support diverse perspectives and provide opportunities to develop cultural competence. 100 microgrants of $300 each will be awarded between September 2025 and May 2026.

The three funding cycles include: August 4 - November 12 , with awards announced on Monday, November 17 November 13 - February 4, with awards announced on Monday, February 9 February 5 - April 29 , with awards announced on Monday, May 4 Please note the approximate dates of grant disbursement when making your request. Proposals should not include basic classroom supplies (eg. markers, pencils, storage solutions, headphones, etc.).

Applicants should be aware that eventual payments to selected recipients are made via ACH which will require you to enter your personal banking details or details from your district account, or school club, etc, into our fully encrypted online system; candidates who are not comfortable with the payment process or whose school policies prohibit completion of this step will not be eligible to receive funding.

See examples of successful applications Exam­ple 1 : Lei Mak­ing Workshops Description of need and purpose: Our students put on community performances. This grant would help with the cost of lei making supplies that are used to prepare pūpūs and lei that are given out at these events.

These performances are essential for strengthening languages within our community by providing opportunities for people to hear and use their language actively while preserving traditions through songs, stories, and performances. These events offer enjoyable ways for individuals, especially younger generations, to learn their language from elders and artists, fostering a sense of identity and belonging.

They inspire language learning, promote community bonding, celebrate linguistic diversity, boost local economies, showcase the beauty of the language through artistic expressions, and document its history for future generations, ultimately ensuring the continued vitality and relevance of the language within the community.

Description of anticipated expenses: 5 Lei Prep Scissors - $50 Exam­ple 2 : Immi­gra­tion Poet­ry Club Description of need and purpose: A major part of teaching language is about guiding students to be more empathetic towards others. In a Spanish classroom, that means covering immigration and environmental issues at a human level. What is more human than poetry?

I would like to be able to purchase two books of poetry written by a fellow teacher in my state to enhance students’ understanding of these two globally and locally important human issues. The books are written with comprehensible input, so they will be accessible to their level of language. The author, Diego Ojeda, is a native of Colombia.

I hope to be able to incorporate his experiences to enrich the cultural perspective of an immigrant educator in our state. I hope to invite him to a virtual chat to supplement their experiences. Finally, I would like students to create with language, so they will write and share their own works.

Description of anticipated expenses: 15 copies of Acuerdo Natural ($9. 00 each) = $135 15 copies of Nostalgia Immigrante ($9. 00 each) = $135 Exam­ple 3 : Fla­men­co Bal­let Com­pa­ny Tickets Description of need and purpose: To incorporate culture into the classroom, I would like to take my students to a performance of Flamenco dancing by the Flamenco Ballet company.

I would use the grant to give students access to the field trip who could not afford to go otherwise. This would bring Spanish culture to my rural community. Description of anticipated expenses: Student tickets for dual performance = $33 each.

A $300 grant would allow about 9 students to attend the performance who overwise would not be able to afford their ticket. With a group of 30-50 in second year Spanish, other students pay for their own ticket and field trip fees would cover transportation expenses.

PLEASE NOTE: The Application Submission Window for this Period Has Closed Application Requirements and Process Applicants must be K-12 language educators and provide a well-articulated need and purpose, including an itemized list of anticipated expenses—sharing all materials/services to be purchased and their prices. Applications that are not complete, or do not include the itemized list with budget will not be considered.

Applications will be accepted on a rolling basis , and applicants that don’t receive a grant in a given funding cycle (three per year) can reapply. Applicants are invited to submit one proposal per funding cycle. Awardees must agree to submit a short video (30-45 seconds maximum) within a week of grant notification to be used to promote the microgrants program.

Videos should answer the prompt: "I teach a language because..." and should share the grantee's name, language and level taught, and anticipated use for the funds. Recipients are limited to one award annually across the three funding cycles.

Recipients from the 2024-25 academic year may reapply (if applying for the same project as a funded proposal, please provide rationale). Interested in supporting an impactful initiative like this? We invite you to explore opportunities for corporate partners or contact ACTFL Executive Director Larry Paska to discuss customizable options.