NCELA Newsletter Header
July 26, 2022
New Release: 2020–21 Discretionary Grant Reports
New Discretionary Grant Reports for the 2020–21 project year are now available for the Native American and Alaska Native Children in School (NAM) and National Professional Development (NPD) programs. The reports, produced by OELA, are based on performance results from the Government Performance and Results Act (GPRA) and other project-specific measures.
NPD Discretionary Report – 2017 Cohort
The NPD program supports professional development activities designed to improve classroom instruction for ELs and assist educational personnel working with such children to meet high professional standards. In 2020–21, close to 1,800 preK – 12 teachers, administrators, paraprofessionals, school support staff, and preservice teachers participated in programs administered by the 2017 grantees. Additionally, close to 1,300 in-service teachers participated in programs, on average exceeding grantees’ participation targets for in-service teachers.

NAM Discretionary Report – 2018 Cohort
The purpose of the NAM program is to award grants to eligible entities to develop and enhance capacity to provide effective instruction and support to Native American students who are identified as ELs. For the 2020–21 project year, NAM 2018 grantees made progress toward both GPRA measures and project-specific measures, Native language proficiency, and increases in student enrollment.

Information ELevated: Immigrant Children and Youth
Did you know the number of K–12 immigrant children and youth who were served in a Title III program decreased by 27% between 2002 and 2019? The newest episode of Information ELevated explores immigrant children and youth during school years 2018–19 and 2019–20. Watch now for more information on states with the highest and lowest enrollment of immigrant youth in Title III programs.
Upcoming Events
The Illinois Resource Center presents this workshop for K–12 EL teachers featuring Carly Spina. Attendees will gain relevant strategies for resource sharing and collaboration with colleagues serving multilingual learners.
September 28–30 
Hybrid Conference 
The WIDA Annual Conference is the premier event for educators of K–12 multilingual learners, giving educators from around the globe the opportunity to share best practices and discover innovative classroom strategies. The in-person conference is sold out, but registration for the curated virtual option is still available.
This conference is for program directors and administrators of community-based heritage language schools; members of the language communities involved in these schools; and directors and leaders in public, private, and charter schools who are interested in working with community-based heritage language schools. The conference will be held both on site at American University in Washington, DC and online, and the theme is “The Power and Sustainability of Multilingualism.”
November 2–5
Hybrid Conference
This November, come together at La Cosecha Dual Language Conference in Santa Fe, NM, to share current theory, best practices, and resources and build networks to fuel community efforts for a better future for our children! This national conference brings together the largest gathering of educators, parents, researchers, and practitioners supporting dual language, two-way immersion, one-way developmental bilingual, and one-way heritage language immersion programs from across the United States.
In the News
USA Detail Zero
The United States and Spain renewed their agreements on education aimed at promoting cultural exchange and bilingual education for learning English and Spanish in schools in both countries. U.S. Secretary of Education Miguel Cardona and Spanish Ambassador Santiago Cabanas signed the new Memorandum of Understanding between the two departments. The memorandum supports the exchange programs for teachers and students and the promotion of multilingual and multicultural education. There are currently more than 500 visiting Spanish teachers who work in schools in the United States and 7,338 American “conversation assistants” who work in Spanish public schools helping teachers teach English.
Johnson City Press
The EL population of Johnson City, Tennessee, has been growing steadily, recently topping 6% of total enrollment in city schools. There are roughly 60 home languages spoken by students in Johnson City Schools. Some of the most common languages include Mandarin Chinese, Vietnamese, Arabic, Spanish, and Portuguese. In response to this trend, Johnson City Schools employs a full time Spanish translator/interpreter who helps with registering new students and translating forms and documents. The system has identified two areas it would like to work on with the English as a Second Language (ESL) program going forward. Schools want to fully understand the new 2020 WIDA standards so they can develop their own unique benchmark tests. Additionally, Johnson City Schools want to continue to foster relationships with the parents of ELs and to help connect them to resources within the community. 
WIDA, an educational services organization housed at the University of Wisconsin – Madison’s Wisconsin Center for Education Research, has announced Grace Li as the organization’s new chief assessment officer. In this role, Li provides oversight, leadership and management for the development and delivery of WIDA assessment products and services, like ACCESS for ELLs, a suite of summative English language proficiency assessments, and she also advances research initiatives in the areas of assessment, standards, accountability, technology, and evaluation.
Center for Global Development
This report identified 40 empirical studies estimating student learning loss or dropout rates for students in pre-primary, primary, or secondary school in countries at any income level. Most estimates of average learning loss are negative, although—especially in low- and middle-income countries—this is not always the case, and average losses are not as significant as some models predicted. Furthermore, learning loss was consistently much higher among students with lower socioeconomic status in high-, middle-, and low-income countries, highlighting the finding that the pandemic resulted in increased learning inequality.
American Institutes for Research (AIR)
AIR released the First 5 California Dual Language Learner (DLL) Pilot Study, the final publication in the series for this study. The brief provides an overview of the study, highlights the key findings, and shares recommendations for supporting DLLs and their families through classroom instructional practices, family engagement strategies, and professional development for educators across early learning and care settings. 
Education Week
In this article, classroom educator Meaghan Martin discusses the benefits of technology use by ELs. She argues that tech use can benefit ELs in expressing themselves in the classroom because it reduces the pressure and anxiety of having to talk to other people. Martin also shares some of her favorite tech tools that can be used in the classroom for communicative purposes. 
Language Magazine
Lexia Learning, a company specializing in structured literacy, recently convened a roundtable on “Unifying Language Acquisition with Literacy Instruction for Language-Minority Students.” Organized by José A. Viana, former assistant deputy secretary and director at OELA, the event brought together some of the nation’s and world’s top experts and practitioners in literacy education and its application to multilingual learners.
Professional Learning
California Association for Bilingual Education (CABE): 2023 Institute Proposal/Call for Workshop Presentations, Deadline: July 29
CABE is seeking presentations that engage participants in topics related to quality education for dual language learners. CABE 2023 will be held in Long Beach, CA, March 22–25, 2023.

NABE will hold its 52nd Annual Conference on February 22–25, 2023, in Portland, OR. Abstract proposal submission is open until July 31. Proposal applicants that demonstrate how their topic addresses one or more of the following competitive priorities will be able to earn extra points in the proposal review: dual language learners, multilingual/multiliteracy, and ELs. Early Bird Discount Registration is now open and will end November 4. On-site and online registration packages are available. Visit for more information.
This institute is designed for teams of classroom teachers, special education teachers, English language development teachers, administrators, and other support personnel working with students who are ELs with disabilities. The institute helps you develop skills for instructional planning in the classroom. Participants will gain an understanding of how to implement asset-based, future-oriented practices to support learning acceleration and at the same time gain a better understanding of the intersectional and diverse needs of this student group. Teams will be guided in taking a deeper look at high-quality instruction using a variety of supportive frameworks.
CAL Institutes provide research-based strategies and practical, hands-on tools and help teachers meet the language and literacy demands of content instruction for all language learners. At this institute, participants will learn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom.
TQ is seeking proposals from prospective guest editors for the 2024 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 2024. 
Job Opportunities
Internationals Network for Public Schools
New York, NY
Omaha Public Schools
Omaha, NE
Connect With NCELA
National Parenting Gifted Children Week
National Parenting Gifted Children Week (observed during the third week of July) raises awareness to improve understanding and provide successful alternatives for children with higher than average intelligence. Despite the growing numbers of ELs in the United States, their representation in gifted and talented programming continues to lag behind traditional learner populations. Get the facts from OELA’s fact sheet on English Learners in Gifted and Talented Programs.
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, August 2 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.