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May 23, 2023
New Release: 2018–20 Biennial Report to Congress

The report provides a snapshot of the status of efforts by the U.S. Department of Education to hold states accountable for ensuring that all students classified as ELs make progress in attaining English language proficiency and that ELs and immigrant children and youth are achieving in the content areas of mathematics, reading/language arts, and science at the same high levels set by states for all students.
The latest report includes data on:
  • state educational agency funding and support activities for ELs
  • the EL population
  • instructional programs and educators for ELs
  • language assessment and accountability
  • content-area assessment and accountability
  • Puerto Rico’s Title III grant supporting Spanish learners
  • detailed data tables and state profiles
Watch Now – Teacher Appreciation: Spotlight on Multilingualism
Did you miss OELA’s webinar during Teacher Appreciation Week? If so, you can now watch Spotlight on Multilingualism, a listening session that featured multilingual K–12 educators Sonia Águila, Carol Pagan, Rebecka Peterson, and Rodrigo Rodriguez-Tovar. The teachers shared their experiences and expertise in supporting ELs and their families and highlighted resources that promote multilingual education and the maintenance of Native languages.
Mental Health Month: Supporting Multilingual Learners (MLs) in Schools
Supportive learning environments and conditions may help students overcome the negative effects of adverse experiences. OELA’s infographic, Addressing the Impact of COVID-19 on Multilingual Learners and Their Social and Emotional Well-Being, offers these eight recommendations for providing mental health support to MLs in schools:
  1. Implement district and schoolwide approaches to meeting the social, emotional, and mental health needs of students and staff. 
  2. Increase the number of culturally and linguistically competent counselors, social workers, and school psychologists who can support MLs in their home languages, if needed.
  3. Share mental health resources with students, staff, and families.
  4. Work to reduce any stigma that can be associated with underserved student groups.
  5. Talk about mental health.
  6. Provide students opportunities to speak openly about their lives, stressors, anxiety, etc.
  7. Let students know that they are not alone.
  8. Allow time to heal.
Upcoming Events
The 6th Annual National Association for Bilingual Education (NABE) DLS offers two full days of professional development for educators and includes a Dual Language Networking Event on June 1. NABE 2023 DLS will include an opening general assembly, a closing plenary, and over 20 professional development breakout sessions, including the following topics: Recruitment of Highly Qualified Dual Language Teachers; Developing Teacher Leaders – Growing Your Own Highly Qualified DL Teachers; Addressing the DLBE Teacher Shortage: Preventing Attrition and Increasing Retention; Improving Equity and Access in DLBE Programs; Enhancing Family Engagement in Dual Language Programs; and Integrating STEM/STEAM in Dual Language Curriculum.
June 7–10
Cambio de Colores (Change of Colors) is a multistate conference hosted by the Cambio Center at the University of Missouri-Columbia. Focused on the integration of Latin@s/Latinxs/Hispanics and immigrants in new destinations, this conference is a professional development opportunity in which people from various fields who work with Latine and immigrant communities come together to share research and promising practices.
June 26–28
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. The conference offers new and seasoned educators an opportunity to reinvigorate and strengthen their teaching practices to successfully support multilingual learners/ELs.
The Coalition of Community-Based Language Schools seeks to connect, collaborate with, and document all the community-based heritage language schools teaching all the languages spoken and taught in the United States. Registration is open for this annual conference, which is held at American University in Washington, DC, and online. Check to see if your school, or those you know about, are documented in their school survey. If not, please complete the school survey, or ask the school leaders to do so.
October 17–20
Registration is now open for the 2023 WIDA Annual Conference. The WIDA Annual Conference is the premier event for educators of pre-K–12 MLs, giving educators from around the globe the opportunity to share best practices and discover innovative classroom strategies. The in-person conference will take place October 1720, 2023, in Milwaukee, WI. A virtual track is also available on October 18 that includes a sampling of sessions from the in‑person conference.
October 23–25
Join peers from around the country at the 2023 Families Learning Conference to be held in Omaha, NE. This conference is for passionate people looking for innovative learning strategies and resources to support families in reaching their academic and economic goals. Attendees will gain practices and ideas to create equitable and relevant family learning experiences; exposure to a national network of family-facing professionals, researchers, policymakers, and funders; and inspiration and renewed energy for their work. 
In the News
Sonia Águila teaches second grade in a dual language immersion program at Canalino School in Carpinteria, a town in Santa Barbara County, CA. This is her 25th year teaching. Six years ago, Águila helped her district start a dual language immersion program. Born in Santa Barbara, Águila moved back to Mexico with her parents when she was 5. When she returned at 11, she said the extent of her English was knowing how to count to 10. Águila was just named the National Bilingual Teacher of the Year by NABE. Last fall, she was named teacher of the year by the California Association for Bilingual Education.
The number of ELs is shrinking at many dual language immersion schools while the number of English-dominant and White students is increasing, according to a new analysis released by The Century Foundation and Children’s Equity Project. When comparing student enrollment by ethnicity, the number of White students increased at many dual language immersion schools in Los Angeles and other cities, including New York City, Dallas, Albuquerque, Portland, and Washington, DC. There is evidence that dual immersion programs help ELs learn English and maintain their home language. Ideally, these programs should enroll equal numbers of students learning English and students who already speak English fluently.
St. Paul Public Schools Superintendent Joe Gothard recently announced the launch of the East African Elementary Magnet School in St. Paul, MN. The school has been months in the making, and plans are to focus the curriculum on the culture and languages of Somali, Amharic, Oromo, Tigrinya, Arabic, and Swahili. The state’s second-largest district has about 2,400 East African students, or about 7.5% of its K–12 enrollment. Officials see the school as an opportunity to draw new kids from within and outside the district, noting that 2.7% of the Twin Cities metro area population speaks an East African language at home. Gothard said that the district’s Mandarin, Spanish, and French immersion programs are attracting students from outside the city, and that Phalen Lake Hmong Studies Magnet on the East Side now is the district’s largest elementary school.
Internationals Network
Nearly one in three students attending college in the United States are foreign-born or children of immigrants. This highly diverse group includes not only international students, but also immigrants and children of immigrants educated in U.S. high schools. A new set of learning briefs from Internationals Network focuses on domestically educated immigrants and children of immigrants. The briefs explore postsecondary pathways of multiple high school graduation cohorts of immigrant students who entered high school as ELs and after graduation entered college. The authors share some real-world examples of how schools that serve immigrant ELs address their college readiness needs and make recommendations for schools and districts on postsecondary support systems for immigrant students.
This report ​examines EL testing, proficiency, and growth in the years surrounding the COVID-19 pandemic. This research builds on an October 2021 report on the impact of the pandemic and includes data from the 2021–22 ACCESS for ELLs test administration. Findings indicate that in some grades and language domains, ELs’ average proficiency and growth have returned to pre-pandemic levels. However, for most grades and language domains, the evidence points to a continuing impact of COVID-19 on ELs’ English language development.
Education Week
Larry Ferlazzo, Tan Huynh, and Beth Skelton, the authors of Long-Term Success for Experienced Multilinguals, answer a few questions about their new book in this blog entry. The authors discuss the terminology used to refer to long-term ELs, their educational needs, and the types of support that can make instruction more equitable for ELs.
Professional Learning
CARLA at the University of Minnesota provides high-quality professional development for language teachers that link research and theory with practical applications for the classroom. The CARLA summer institutes are primarily targeted at elementary through postsecondary foreign/world language educators and language teacher educators. There are 15 institutes (online and in-person in Minneapolis) offered this year.
NABE 2024 will offer both on-site and pre-recorded on-demand (virtual) presentations. There are approximately 30 presentation strands; proposals that demonstrate how their topic addresses one or more of the following competitive priorities will earn five extra points in the proposal review: Dual Language Learners, Multilingual/Multiliteracy, ELs, and Family Engagement. Proposal notifications will be sent by September 15.
TQ is seeking proposals from prospective guest editors for the 2025 special topic issue. Proposals are chosen by the TQ Editorial Advisory Board, and the guest editor(s) are responsible for overseeing the review process and selecting the content of the issue. The issue will appear in September 2025. Successful proposals have an overarching theme that is timely and interesting to the TQ readership.
Job Opportunities
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University of California, San Diego
San Diego, CA
Connect With NCELA
ICYMI: Spotlight on NPD Grantees
In case you missed it, check out this new video that showcases the impact of the National Professional Development (NPD) Program by highlighting the success stories of Project Moving Forward, ECELA Project, ELEVATE Project, Project ÉXITO, and Project PEARLL. Each of these grantees has been able to use their funding to ensure ELs have access to the education and resources they need to succeed.

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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.