Raise the Bar: Lead the World |
|
“Raise the Bar: Lead the World” is ED’s call to action to transform P–12 education and unite around what truly works—based on decades of experience and research—to advance educational equity and excellence. Raising the bar means recognizing that our nation already has what it takes to continue leading the world—if we deliver a comprehensive, rigorous education for every student; boldly improve conditions for learning; and ensure every student has a pathway to multilingualism and to college and careers.
Over the next year, the Department will focus on providing tools, resources, and assistance to states, districts, and schools to advance the three focus areas below, which are connected to six strategies aimed at promoting academic excellence and wellness for every learner and better preparing our nation for global competitiveness.
- Achieve Academic Excellence
- Boldly Improve Learning Conditions
- Create Pathways for Global Engagement
To learn more, check out this one-page overview:
|
|
Request for Information Regarding Interpreters and Translators in Education |
|
OELA is seeking information on practices that are currently being used to recruit, hire, train, and retain interpreters and translators for education services.
Submit your comments on or before March 27, 2023.
|
|
OELA’s Upcoming Engagements |
|
Throughout the month of March, OELA’s Acting Assistant Deputy Secretary and Director, Montserrat Garibay, will speak to the Department and OELA’s work to support ELs while highlighting efforts to support multilingual learners and promote multilingualism at the following events:
|
|
Join Avant Assessment to learn about the benefits of the Seal of Biliteracy and Global Seal of Biliteracy, including AATSP teacher anecdotes about seal promotion, its role in language program growth, funding, student recognition ideas, and more. |
|
Join the global community of English language professionals for TESOL 2023 in Portland, OR. Through an engaging in-person event, you will be able to choose from 900 in-person sessions, access 200 virtual sessions, and interact with exhibitors. |
|
The Reading League Summit 2023 is a 1-day experience where experts from the EL/Emergent Bilingual (EB) and the Science of Reading communities will come together to elevate the understanding of evidence-aligned literacy instruction for EL/EB students. Take a look at the summit agenda, which includes opening speaker Montserrat Garibay along with top neuroscientists, researchers, and multidisciplinary experts. The event is taking place at Caesar's Palace in Las Vegas, NV.
|
|
Who is the gifted multilingual learner? What are the characteristics of gifted multilingual children? How can teachers play a role in their identification? How can educators increase the rigor of instruction to address both the language and learning needs of not only the gifted multilingual learner, but all multilingual learners? This session, which will be presented by Marcy Voss in Dallas, TX, will provide answers to these questions and more. |
|
March 30–31
Virtual Conference
|
This conference is sponsored by the University of North Texas’s Department of Teacher Education and Administration. |
|
June 26–28
Save the Date: 2023 SIOP® Virtual Conference
Virtual Conference
|
Join SIOP® authors and fellow educators from across the country who are seeking to make a positive impact on student learning for the 2023 SIOP® Virtual Conference hosted by Savvas Learning, an authorized source for SIOP® events and professional learning. Registration will be opening soon. The conference offers new and seasoned educators an opportunity to reinvigorate and strengthen their teaching practices to successfully support multilingual learners/ELs. Conference session proposals are now being accepted through March 15. Submit your proposal here. Presenters will be notified by April 5.
|
|
EdSource
The Fresno Unified Hmong Dual Language Immersion Program is the most extensive of its kind. Each year the program welcomes new students, while the other classes move up. About a quarter of the school’s 850 students are in the dual immersion program. Next year the school will have Hmong classes in all grades for the first time. The Fresno region is home to the second-largest population of Hmong in the United States. At Vang Pao Elementary, students learn not only the Hmong language, but the group’s history. The Hmong program was started after community leaders asked the district to help preserve their language and culture. It aligns with the state Department of Education’s initiative to have half of all K–12 students participate in programs leading to proficiency in two or more languages by 2030.
|
|
The Lewiston Tribune
Burton Elementary School in Idaho’s Madison School District 321 is one of the few schools that offers preschool to ELs. Madison’s EL preschoolers are diverse; they come from Mexico, Ukraine, Korea, and the Middle East. There are 24 English-language learning students in the program. Unlike most states, Idaho doesn’t fund preschool, but English as a Second Language (ESL) students don’t pay to attend preschool at Burton. Instead, the program for these students is primarily funded through the district's general fund and through tuition from non-English-learning students.
|
|
Ct.gov
Governor Ned Lamont held a news conference to announce that he has submitted a legislative proposal to the Connecticut General Assembly establishing the ELs’ Bill of Rights in Connecticut state statutes to make it clear to students, parents and guardians, educators, and school administrators the rights of ELs to receive a quality education in Connecticut public schools. The legislation directs the State Board of Education to draft a written Bill of Rights that clearly and succinctly compiles existing federal and state laws and requirements that safeguard and protect the provision of bilingual education.
|
|
Language Magazine
In this article, Ayanna Cooper discusses the importance of using instruction models that suit particular students while always believing in their potential for success. Which Language Instruction Education Program (LIEP) model yields the best results for primary and secondary students learning English as a new language in school depends upon various factors. However, one factor remains: mindsets about student potential. Another factor related to student success and potential is the climate and culture of their school communities. A positive school climate and culture depends upon the relationships established and maintained with the families the school serves, including multilingual families.
|
|
ELLEVATION
ELs with disabilities work with a variety of educator teams including general education teachers, ESL specialists, and Special Education teachers. This combination of stakeholders working to support a student’s learning and reclassification journey poses both challenges and opportunities. In this blog and podcast episode, Dr. Sara Kangas shares more about the importance of collaboration throughout this process, the latest challenges facing students, and how schools can employ a collaborative approach in addressing inequities.
|
|
The Priority Teacher Professional Development Scholarship program is designed to promote equity and access to affordable professional development for world language educators who are currently teaching a Less Commonly Taught Language in the United States and/or are currently teaching at a community college, Historically Black College/University, or postsecondary Minority Serving Institution in the United States. The program provides free registration for selected teachers in these categories to attend a CARLA Summer Institute.
|
|
The Savvas SIOP® Virtual Institute is hosting monthly cohorts. This foundational course, developed in collaboration with the foundational SIOP® authors, is ideal for anyone looking for a comprehensive overview on how to implement the research-based SIOP® Model instructional framework or for anyone looking for a review. The institute features a live Q&A session with SIOP® author Dr. MaryEllen Vogt. Participants may opt in to earn graduate credits through a partnership with the University of the Pacific.
|
|
University of Illinois at Urbana-Champaign
Urbana, IL
|
|
Center for Applied Linguistics
Washington, DC
|
|
Internationals Network for Public Schools
New York City Area
|
|
ICYMI: Top Languages Spoken by ELs in the United States |
|
In case you missed it, OELA recently updated the fact sheet, Top Languages Spoken by ELs in the United States. Spanish, Arabic, Chinese, Vietnamese, and Portuguese are among the most commonly spoken languages other than English spoken by ELs. The fact sheet highlights trends in languages spoken between school years 2006–07 to 2019–20. |
|
Subscribe to NCELA Nexus
Did you receive the Nexus from a colleague? You can subscribe here.
|
|
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, March 14, 2023 for inclusion in the next edition of Nexus.
|
|
National Clearinghouse for English Language Acquisition (NCELA)
|
|
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.
|
|
|
|
|
|
|
