New Webinar: Supporting English Learners in Math and Science
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With growing numbers of ELs in U.S. schools, general education teachers need practical and effective instructional approaches that can help them provide these students with access to academic content. The NCELA Teaching Practice Briefs Integrating Language While Teaching STEM and Integrating Language While Teaching Mathematics highlight current research findings and evidence-based instructional practices for teaching science and math to ELs.
Join presenters from OELA and WestEd on June 30 at 1:30 pm ET for Supporting English Learners in Math and Science: Effective Instructional Practices and Examples from NCELA’s Teaching Briefs. Learn more from Drs. Martha Castellón and Haiwen Chu, both Senior Program Associates at WestEd, about five educator practices that can be enacted to enhance the teaching of math and science to ELs and how these practices can be implemented in remote learning environments.
A certificate of completion will be available to registered attendees who participate in at least 90% of the webinar time. Be sure to join us on June 30 for this interesting discussion!
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IES Releases Two Reports on American Indian, Alaska Native Students |
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The Institute of Education Sciences (IES) released two new reports focused on American Indian and Alaska Native (AI/AN) students through the National Center for Education Statistics (NCES) and Regional Education Laboratory (REL) Northwest: |
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2019 National Indian Education Study Results – The National Indian Education Study is administered as part of the National Assessment of Educational Progress (NAEP) to allow more in-depth reporting on the achievement and experiences of AI/AN students in grades 4 and 8. This report from NCES provides a closer look at the findings from the student, teacher, and administrator survey questions that were focused on AI/AN culture and language; information about the achievement of AI/AN students at grades 4 and 8 on the NAEP reading and mathematics assessments; and an examination of contextual factors that are associated with higher- and lower-performing AI/AN students.
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Alaska Native Students as English Learner Students – REL Northwest’s latest report provides information about Alaska Native kindergarten students classified as EL students, as well as identification and classification practices, service provisions, and reclassification patterns specifically for Alaska Native students. Understanding whether and how policies and services meet the unique needs of Indigenous EL students can guide efforts—in Alaska and other states serving Indigenous EL students—to ensure that these students receive appropriate supports for heritage language, English language, and academic development.
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Join English Learner Portal’s colleague, Laura Gardner (Founder, Immigrant Connections), for a conversation about how to best welcome and support new unaccompanied youth in our schools. This webinar will cover who unaccompanied immigrant youth are and strategies to get you started in planning for their arrival. |
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May 27–28 or June 1–2, and June 3–4
Summer Institutes
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Join leading experts during these virtual summer institutes to get support for navigating this ever-changing educational climate for ELs and emerging bilinguals. Teachers, instructional coaches, and district leaders will have the opportunity to dive deeper into best practices, cultural responsiveness, and support for language learners. |
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June 23 and July 14
Webinar/Panel Discussion
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Internationals Network invites you to join them for two events that will explore the needs of multilingual learners and immigrant youth and discuss the findings from research across their national network as schools return to in-person learning. On June 23, join an interactive webinar that will cover findings from their report, Re-Engaging Multilingual Learners (MLL) Post-Pandemic: Lessons from Internationals Network for Public Schools, that shares perspectives on the pandemic’s impact and highlights innovations from network schools.
On July 14, join a National Panel with District MLL Leaders to address considerations and recommendations specific to the needs of MLLs during school reopening.
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June 24–26
Virtual Conference
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Join a community of Indigenous educators and researchers to share proven strategies and practical resources that participants can immediately use to welcome students to their classrooms and to promote student success in 2021. The theme is “Culturally Sustaining Practices for Teaching Indigenous Students.” |
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July 14–16
Virtual Conference
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Attend keynotes and sessions led by SIOP® authors, guest keynote speaker Dr. Ayanna Cooper, and phenomenal K–12 educators from across the U.S. Learn best practices to foster academic language development and make learning relevant and comprehensible for language learners. |
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July 26–29
Virtual Conference
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This Summit is a virtual statewide Washington Association of Educational Service Districts Opportunity and is for ALL school staff regardless of job role. The event will discuss preparing for the 2021–22 school year with a focus on equitable practices and meeting the needs of diverse populations through creating, connecting, collaborating, and orchestrating change together. Proposals to present during a session of the Summit are due by June 15.
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October 14
Hybrid Conference
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Registration is now open for this 1-day virtual event that is open to all, including members of the WIDA Consortium, international educators, and higher education faculty and staff. Registration includes access to live sessions, presentation handouts and materials, interactive breakout group opportunities, and all recorded content through the end of 2021. The keynote speaker will be Viet Thanh Nguyen, a professor at the University of Southern California. |
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November 10–13
Hybrid Conference
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La Cosecha 2021 will be a hybrid event, comprising both a virtual and an in-person conference. Virtual registration is open now, and in-person registration is expected to open in July. La Cosecha Conference offers you the unique opportunity to share best practices and resources and current theory and practice, build networks, and fuel community efforts to build a better future for our children as we “harvest” the best of our multilingual and multicultural communities. |
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Telegraph Herald
The Dubuque Community Schools are training interpreters and translators to become “cultural brokers” who can speak with the families of ELs and who also understand the families’ cultures. This effort is part of the district’s initiative to build stronger connections between the district and families who do not speak English as a first language. According to a district administrator, the district has made “significant progress” in the past year.
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Community Advocate
The Hudson Public Schools are launching a dual language program this coming school year. The Portuguese/ English program will start with two dual language kindergarten classes and add a grade level each year through middle school. The impetus for the dual language program is the schools’ growing EL population and the increasing number of families immigrating from Portugal and Brazil. The program plans to enroll both native Portuguese and native English speakers with the goal of all children eventually becoming bilingual. The program will use a 50/50 model; half of the day the children will be taught in Portuguese and the other half in English.
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The 74
A recent study completed in Florida found that native-born U.S. students performed significantly better in reading and mathematics tests when they were in classes with immigrant students compared to their siblings who were in classes with very few or no immigrant students. These academic gains were greater among Black and low-income students. The author of the study hypothesized that this effect might be due to immigrant students coming from families who are very highly motivated and driven for success, which can have a spillover effect in the classroom.
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Multi Briefs: Exclusive
This article presents three “teaching hints” teachers can use to support students’ reading and acquisition of a second language (L2). The teaching hints are: (1) use group work, (2) provide children with books that build upon their innate curiosity of how things work, and (3) teach the interrelated skills of reading and writing together rather than in isolation. The author concludes by observing that good literacy skills in one or more languages are important in our increasingly complex and fast-paced world.
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Migration Policy Institute
This brief discusses K–12 school funding policies, sources, and mechanisms in the context of how schools can provide an equitable, quality education for ELs. Title III of the Every Student Succeeds Act is a designated federal funding source for EL education; however, it is not the only funding source nor is it sufficient. This article provides an overview of K–12 school funding sources and mechanisms at the federal, state, and local levels and discusses issues such as adequacy, equity, data transparency, and distribution of funds. The author concludes the brief with recommendations for how advocates of adequate and equitable education for ELs and immigrant students at the federal, state, and local levels can leverage change and increase funding to meet the unique needs of ELs.
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Would you like to attend the TESOL Policy & Advocacy Summit or TESOL ELevate event for new and emerging professionals but need funding? If you are a TESOL member, you can apply by June 6 for a TESOL professional development scholarship.
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Registration is now open for the Center for Advanced Research on Language Acquisition (CARLA) Summer Institutes, which are targeted at elementary through postsecondary foreign/world language educators and language teacher educators. All the institutes will be taught online in either an asynchronous or synchronous format.
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Take part in an engaging facilitated online professional learning community and earn a certificate for 12 hours of professional development upon successful course completion. All SupportEd online courses are asynchronous, go-at-your-own pace with intermediary deadlines. Most courses are based on books by Drs. Diane Staehr Fenner and Sydney Snyder. Courses include:
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This program is designed to help early-career language educators succeed in their current assignments and learn the skills to be successful in the long term. Mentors and mentees will be matched by language, level, interest, and location as best as possible. Three mentor programs are available: the traditional program for in-person educators, the distance-language-educator program for those who teach online, and a hybrid program for those currently teaching in-person and remotely.
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Seattle Pacific University
Seattle, WA
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LEEP Dual Language Academy Charter School
Brooklyn, NY
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Ask a REL Response: Supporting Dual Language Programs
Check out the full list of resources here.
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Subscribe to NCELA Nexus
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Submit Your News
Do you have news to share with the Nexus community?
Send your alerts, upcoming events, resources, and job postings to AskNCELA
by Tuesday, June 1 for inclusion in the next edition of Nexus.
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National Clearinghouse for English Language Acquisition (NCELA)
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Disclaimer: NCELA Nexus is intended to share information that can be of use to educators, parents, learners, leaders, and other stakeholders in their efforts to ensure that every student, including ELs, is provided with the highest quality education and expanded opportunities to succeed. The information and materials presented on NCELA Nexus do not necessarily constitute or imply its endorsement, recommendation, or favoring by NCELA, the Office of English Language Acquisition (OELA), or the U.S. Department of Education.
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