ICYMI: Developing Educator Expertise to Work with English Learners
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Did you miss our February webinar on teacher expertise? The recording and presentation are now live on NCELA. Panelists presented a model for the development of teacher expertise to serve ELs and shared multimodal resources to plan and implement high-quality professional learning in pre-service and in-service programs. |
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How Local Education Leaders Can Contribute to National Digital Equity Planning Efforts |
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States are seeking feedback for their digital equity plans and want to hear the voices of ELs and educators. As part of the Digital Equity Act Programs in the Bipartisan Infrastructure Law, all states will develop digital equity plans throughout 2023. Given their experiences in navigating the pandemic, identifying barriers and strategies, developing trusted relationships in communities, and building digital skills, education leaders can provide essential perspectives on how to meet the needs of “covered populations” required by the law. Leaders and other advocates can find out about their state’s broadband office and National Telecommunications and Information Administration federal programs officer on the Internet for All Map and keep up to speed on their state’s stakeholder engagement efforts, such as those announced by the following states:
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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.
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Tribal leaders are advocating for systemic change to improve educational outcomes for American Indian and Alaska Native students. Participants will learn about ways that tribal governments and Native-serving organizations are designing and funding the nurturing of students for school, college, career, and community life. The series is presented by multiple federally funded technical assistance centers, including the Region 11, Region 13, Region 15, Region 16, and Region 17 Comprehensive Centers as well as the Western Educational Equity Assistance Center (WEEAC) at WestEd. |
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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. |
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March 30–31
Virtual Conference
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This conference is sponsored by the University of North Texas’s Department of Teacher Education and Administration. |
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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. |
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June 26–28
Virtual Conference
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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. |
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Language Magazine
In México, a new national university specializing in Indigenous language courses— University of Indigenous Languages of México (ULIM)—is set to begin classes by September. Initially the ULIM will offer four degrees: Teaching of Indigenous Languages, Interpretation and Translation of Indigenous Languages, Literature in Indigenous Languages, and Indigenous Intercultural Communication. Learning through linguistic immersion, students will be partially evaluated through community projects promoting the development of their chosen language.
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Austin American-Statesman
Parental involvement and community-based school environments are key to students’ success, especially those whose first language isn’t English, a group of parents told U.S. Education Secretary Miguel Cardona during his visit to Austin's Webb Middle School. Cardona’s Austin visit is part of his national push for several education priorities including a focus on schools like Webb Middle School that provide social services resources to families beyond the classroom. During the visit, the secretary met students learning English as a second language and spoke to them in both English and Spanish. Almost 31% of the Austin district’s students are emergent bilinguals whose first language is something other than English. Cardona noted that integrating multiple languages into curriculum was the best approach.
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EdWeek
English learners are one of the fastest growing student populations in the country, yet the number of specialized educators for them is lagging behind. This article highlights financial investments in educator preparation for work with ELs and a need for incorporating best practices for ELs into preservice training for all teachers. A profile of Norwalk Public Schools in Connecticut outlines their efforts to improve low graduation rates for the district’s growing EL population.
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Language Magazine
To support multilingual learners of English, The Center for Applied Linguistics, TESOL International Association, and WIDA have made recommendations and comments on the 2030 National Assessment of Educational Progress (NAEP) Writing Assessment Framework. The recommendations focus on utilizing appropriate research and evidence-based practices, considering inclusivity and equity for various student groups, incorporating technology and digital resources, as well as considerations for data interpretation and training.
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TESOL Quarterly
This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners.
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Hechinger Report
Last fall, U.S. college enrollment fell for the third straight year. At the same time, employers, including higher education institutions, have been grappling with staff shortages. Millions of immigrants are either unemployed or underemployed, representing a largely untapped but robust pipeline of potential learners and employees. The United States currently serves the needs of just 4% of adult ELs. Both 4-year universities and community colleges could have a significant role to play in the critical work of providing better access to quality English instruction. But to do so, they must reimagine what English language learning looks like inside and outside their classrooms.
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Are you a K–12 educator looking to integrate invention education and STEM concepts into your classroom? Apply today to the NSTI, a unique professional development experience to learn how to unlock the power of intellectual property and STEM and give students the skills, mindset, and confidence they need to succeed. Applications for this year’s program, which will be held in person July 16–21 in St. Louis, MO, are being accepted until March 31. Learn more about the program in the latest Director's Blog.
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This interactive institute is designed to provide participants with research-based, effective methods for teaching academic language and literacy to students in Grades K–8 in programs in which students are afforded the opportunity to learn in both Spanish and English. Classroom practices are framed by an understanding of how Spanish and English linguistic features are the same and different.
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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.
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Commonwealth Catholic Charities
Virginia Beach, VA
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St. Thomas Aquinas College
Sparkill, NY
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This March, you can meet OELA at conferences around the country. Our 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:
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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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