Grantee Spotlight: Addressing the Achievement Gap through The RULE of 3 |
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The University of California, Riverside, received two NPD grants from OELA for Project Moving Forward/Adelante (2017) and Project Avanzando (2021). The project team featured their work on closing the achievement gap for ELs using the RULE of 3 curriculum at the 2022 NPD Program Directors Meeting.
The RULE of 3 is a language and literacy program designed to accelerate the achievement of early childhood ELs and other diverse learners. This acceleration model gives students the foundational skills they need to successfully access academic learning across subject areas and in subsequent grades. During the pandemic, the RULE of 3 curriculum was enhanced and moved to a multimedia, online format at ABCRULEof3.com. The online program includes 350 standards-based lessons with songs, literacy games, and animated stories to engage young learners. The video lessons are delivered by an Animated Pedagogical Agent (APA), referred to as Mrs. Panda, an affable and entertaining animated teacher.
Check out our Q&A featuring Project Director and University of California at Riverside Research Professor Dr. Linda Ventriglia-Navarrette, who discusses the potential impact of this research, success stories, her inspiration for pursuing this work, and additional resources.
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FAFSA Applications Due June 30 |
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The Free Application for Federal Student Aid (FAFSA) deadline is approaching. Applications must be submitted by 11:59 p.m. CT on June 30. Check the FAFSA website for additional Federal and state deadlines. Students should check with the college(s) they are interested in attending to learn their FAFSA deadlines. Check out OELA’s financial aid webinar, How Can You Assist Your ELs with FAFSA?, for tools and resources for students.
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You are invited to join the CSEL Co-principal Investigator, Dr. Diane August, and Jessica Debski for a virtual discussion on innovative science interventions for ELs.
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July 13–15
Virtual Conference
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Attend keynotes and sessions led by SIOP® authors, guest keynote speaker Kelly Yang (author of Front Desk), and 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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September 28–30
Hybrid Conference
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Registration is now open for the 2022 WIDA Annual 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 will take place in Louisville, KY. In addition to the in-person conference, a curated virtual option will be available.
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November 2–5
Hybrid Conference
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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. |
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The Roanoke Times
Salem and Roanoke school systems in Virginia’s Roanoke County have seen a large increase in their EL population since 2014 — 7% and 25% respectively. Teachers in Roanoke County are developing innovative ways to help ELs in their schools. One teacher started a Homework Help Club where ELs can get help completing their assignments, as well as language support. Another teacher organizes scavenger hunts that help ELs develop their communication skills in English. While the district faces many challenges such as staff shortages, new positions for family liaisons and additional instructional staff have been filled, which will increase the support ELs and their families receive in the district.
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Berkeleyside
A disproportionate number of Black and Latino students are enrolled in special education in California’s Berkeley Unified School District. Over the last five years proportions have increased from 25% to 28% for Black students and from 13.8% to 16.3% for Latino students. The overall percentage of students in special education was only 12.2% in 2021. The district has implemented a host of programs to improve outcomes for Black and Latino students. In the last two years, the school board has passed two resolutions specifically dedicated to the academic achievement and belonging of Black and Latino students — the Black Lives Matter and the Latinx resolutions.
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Migration Policy Institute
This report presents an overview of the schooling experience of many of the nation’s 5 million ELs during the 2020–21 academic year. It considers how states approached administering statewide summative assessments in the 2020–21 school year and what data from these tests can and cannot tell us about ELs’ learning during this unprecedented period. The report concludes with a discussion of some early warning indicators related to the pandemic’s effects on ELs and some innovative strategies for supporting ELs in educational recovery plans.
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Language Magazine
This article underscores the importance of an assets-based approach towards languages and cultures of multilingual and multicultural students. It highlights the benefits of multilingualism as well as discusses potential harmful consequences of deficit approaches and linguistic discrimination. The article offers suggestions to teachers and administrators on how to create an academic environment based on asset pedagogy.
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TESOL Career Center
This article shares three classroom-tested assessment probes that can help teachers obtain a more complete picture of what ELs know and can do in the content classroom. Specifically, these assessment probes enable teachers to clarify and dig deeper into ELs’ developing ideas and language toward the goal of uncovering both their content and English language learning. After introducing each probe, the author illustrates how they work together in an assessment example from an elementary science classroom.
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This four-week course, designed for K–12 practitioners working with limited English language learners (ELLs) in general education, bilingual education, ESOL/ELL education, and special education, addresses specific issues in assessment, intervention, and identification strategies that are most effective in separating difference from disability. Participants will learn what tools and strategies are available and appropriate to use. Responses to intervention models for English language learners will also be explored, focusing on the interpretation of data gathered during the general education intervention problem-solving process, prior to conducting an evaluation for special education.
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Center for Applied Linguistics (CAL): Virtual Institutes, Registration Open
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.
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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
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NABE will hold its 52nd Annual Conference on February 22–25, 2023, in Portland, OR. Abstract proposal submission is open until July 31. Proposals 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 nabe-conference.com for more information.
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The English Language Fellow Program is now recruiting applicants for the 2022–2023 academic year. The English Language Fellow Program sends experienced U.S. TESOL professionals on paid in-country teaching assignments at universities and other academic institutions around the world. Fellow projects are 10-month, full-time positions for professionals with a graduate degree in English language teaching and TESOL teaching experience. In return, the program provides professionals with a platform to build skills that can greatly enhance their TESOL careers. Applications are accepted on a rolling basis until all projects have been filled.
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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.
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Internationals Network
New York Area
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TNTP
Flexible Location (Southwest Regions Preferred)
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Milwaukee Area Technical College
Milwaukee, WI
Allentown School District
Allentown, PA
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World Social Media Day
Celebrate World Social Media Day on June 30 by connecting with us online.
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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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