OELA just released a new podcast on effective literacy instruction for MLs as a follow-up to the webinar Effective Literacy Instruction for Multilingual Learners: What it is and What it Looks Like. The two-part podcast is hosted by OELA’s Melissa Escalante, Lead Management and Program Analyst.

In Part 1, Dr. Laurie Olsen, Strategic Advisor from Sobrato Early Academic Language, discusses key understandings about literacy development for MLs and literacy instruction in English-only educational contexts. Grace Delgado leads a Q&A with Aloise Miller, Adjunct Professor from Seidlitz Education.

In Part 2, Dr. Kathy Escamilla, Professor Emerita at the University of Colorado, discusses literacy development in bilingual settings, followed by a Q&A moderated between Grace Delgado and Dr. Ana DeGenna, Associate Superintendent of Educational Services at Oxnard School District. 

There’s a new episode of Information ELevated! This video offers a snapshot of data from EDFacts and Consolidated State Performance Reports on ELs and their participation in Language Instruction Educational Programs that instruct ELs in English and another language.

 

Local education agencies have the ability to offer a variety of programs to help ELs meet challenging state standards and acquire proficiency in English. Watch the video to learn more about EL enrollment in bilingual education and dual language programs for school year 2019–20, the top five state education agencies offering these programs, and languages of instruction.

The number of Indiana students learning English grew by more than 50% in the past 5 years. A new initiative offers free training for educators to learn how to teach these students. The Indiana Department of Education is partnering with the Center of Excellence in Leadership of Learning at the University of Indianapolis to boost the number of teachers licensed to help English language learners. Indiana will spend $2 million to fund tuition, books, and material fees for current educators and bachelor’s degree holders to complete coursework leading to English as a New Language licensure.

This year, Inside IES Research is publishing a series of blogs showcasing a diverse group of Institute of Education Sciences-funded education researchers and fellows who are making significant contributions to education research, policy, and practice. In this guest blog, Dr. Young-Suk Kim, Professor and Senior Associate Dean in the School of Education, University of California, Irvine, shares how her experiences and her work contribute to a better understanding of the importance of diversity, equity, inclusion, and accessibility in education.

A TNTP analysis of American Rescue Plan Elementary and Secondary School Emergency Relief III district plans for spending over $100 billion indicate that millions of MLs attend school in a district that did not earmark funding for targeted interventions in support of their learning acceleration. TNTP’s new toolkit, Leveraging Opportunity Toolkit: The Use of Pandemic Recovery Funds to Support Multilingual Learners, provides guidance on how districts can take action to ensure MLs are reflected within American Rescue Plan Elementary and Secondary School Emergency Relief plans.

This year marks the 21st Cambio de Colores-Change of Colors Conference, which has become the place for stakeholders to explore how our communities adapt to and benefit from demographic changes and to share how to enhance Latin@/Latinx/Hispanic and newcomer integration and well-being. This year, proposals are welcomed for posters, presentations, organized panels, and workshops on promising practices and/or research, especially in relation to the conference theme on “Identidades: Intersectionalities in the Latin@ Community and Beyond,” which addresses the diversity of Latin and immigrant/refugee communities. Proposals have a 500-word limit and are due by January 6, 2023, at 11:59 p.m. Contact cambio@missouri.edu with questions.

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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.