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January 25, 2022
OELA's Dr. Supreet Anand to Speak at NABE 2022
Join OELA’s Deputy Director Dr. Supreet Anand and other featured speakers at this year’s National Association for Bilingual Education (NABE) Conference in New York City. Dr. Anand will present at the following sessions:
Wednesday, February 9
Awards Luncheon, 12:10 p.m. ET
Panel Discussion, time TBD
Thursday, February 10
Featured Session, 8:15-9:00 a.m.
Visit the NABE conference website to view the schedule.
Survey Last Call: Share Your Feedback by January 31
We’re conducting a review of NCELA’s resources. We’d like to hear from you about which resources are most useful and what content you’d like to see in the future. The survey should take less than 5 minutes, and your responses are completely anonymous. 
Visit the NCELA home page to take the survey (the survey will pop up on the screen). If you have any questions, please email us:
Upcoming Events
Registration is open for the NAELPA 2022 Annual National Conference (hybrid – both virtual and in-person). Six pre-conference webinar sessions, two per week, began the week of January 17th, culminating with the in-person conference on February 7th. The NAELPA Conference is held jointly with the NABE Conference, with the in-person conference happening separately, but at the same time as the NABE Pre-Conference.
Growth- or mastery-based grading systems measure a student's performance and improvement over time. For multilingual learners, and in particular for newcomers and students with limited or interrupted formal education (SLIFE), this type of grading helps teachers more accurately measure academic development and identify target areas of struggle for students. In this 1-hour webinar, presenters will dive into the why and how growth-based grading creates a more nuanced approach to student success in the classroom.
February 7–10
Registration is now open for the National Association for Bilingual Education’s (NABE) 2022 conference in New York City, New York. The theme is “Building a Globally Diverse Multilingual Society.”
February 16–19
Hybrid Conference
The National ESEA Conference is intentionally aimed at coordination among federal education programs under ESEA and other federal programs. Join the ESEA Network in New Orleans, Louisiana, as they unite to address a shared goal: how to best meet the needs of disadvantaged students.
The 8th International Conference on Immersion and Dual Language Education will be held in Salt Lake City, Utah. Inclusive of all languages, program models, and educational levels, the 2022 conference brings together researchers and practitioners from the U.S. and around the world to share knowledge, expertise, and best practices in dual language and immersion education. The conference theme, “Embracing Languages and Cultures for A Better World,” represents the key tenets: diversity of languages, collaboration and inclusivity, and equity.
September 28-30
The 2022 WIDA Annual Conference will take place in Louisville, Kentucky, with a limited virtual option. The WIDA Annual Conference is the premier event for educators of multilingual learners, giving educators from around the globe the opportunity to share best practices and discover innovative classroom strategies. The call for proposals is now open and the deadline to submit a proposal is January 31, 2022. Registration for this event opens in spring of 2022.
In the News
Charles County Public Schools       
C. Paul Barnhart Elementary School was recently honored as a National ESEA Distinguished School, an award that honors Title I schools for outstanding achievement. One of the categories in which this school is recognized as exceptional is in its excellence in serving special populations of students such as ELs. Barnhart Elementary has made a lot of effort in creating a welcoming environment for ELs and their families, supporting ELs academically, and providing high-quality professional development to its educators.
Even though many schools have returned to in-person learning, a large number of parents are still concerned about their children’s mental and emotional health. A recent poll revealed that 49% of parents are very or somewhat concerned about this issue, with the parents of ELs reporting higher percentages at 68%. Polls also show that parents’ concern about their children’s mental and emotional health rivals that of concern for their academic achievement. Many parents are in favor of incorporating mental health awareness into the curriculum, hiring more mental health counselors, and making mental health screening available for students. In particular, parents who identify as Black and Asian expressed their desire for more mental health screenings and services for their children.
Immigrant Connections
In response to newly arriving Afghan immigrants to the United States, Immigrant Connections compiled a list of resources that can help schools, districts, and individual educators create a welcoming environment and orient newcomer immigrant students and their families to the U.S. educational system. These include national resources, such as The Cultural Orientation Resource Exchange, as well as state- and district-level resources, such as General School Orientation from the state of Kansas.
Institute of Education Sciences, Regional Laboratory West
This guide is designed to help district and school leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of EL students. It comprises two tools — the Teacher Self-Reflection Tool and the Classroom Observation Tool — and outlines a 10-step process to help districts align their professional learning decisions with the data collected from these tools.
Colorín Colorado
As schools are grappling with supporting students during the latest COVID-19 surge, it is critical to ensure that planning and decision-making includes ELs and multilingual learners and their families. This resource compiles lessons learned about how to partner with EL and multilingual families during the pandemic. The resources include strategies on communication, essential information, and case studies and other sources for supporting EL and multilingual families during this time.
Professional Learning
Fort Lewis College offers paths to becoming a licensed teacher, a special ed teacher, a principal, or specialize in language and culture. The college offers practical classes online or in-person with knowledgeable professors. Out-of-state students are welcome. Contact or call 970-247-7097 for more information.
Proposals are now being accepted for conference sessions for the SIOP® Virtual Conference scheduled for July 13–15. This event offers new and seasoned educators an opportunity to reinvigorate and strengthen their teaching practices to successfully support multilingual learners. Presenters will be notified by April 11 of session acceptance or nonacceptance.
The Coalition hosted a series of professional development webinars focused on improving instructional practice in 21st century heritage language schools. The final webinar in the series, Parental Role in the Process of Heritage Language Learning, is scheduled for March 3.
This 12-hour, synchronous institute, guided by CAL’s experience connecting research to practice and the CAL publication, Guiding Principles for Dual Language Education, provides information and tools to help school leaders gain a solid understanding of the benefits of dual language education, explore how they can develop a program that promotes student success in two languages, and increase their impact as leaders. 
Job Opportunities
Northern Arizona University
Flagstaff, AZ
Opportunities for Learning
Compton, CA
East Cleveland City Schools
East Cleveland, OH
Connect With NCELA
Support Newcomer Students with OELA’s Toolkit

Looking for ways to support your newcomer students? OELA’s Newcomer Toolkit has tools, strategies, and resources to help educators engage with immigrant students — including asylees and refugees — and their families. 
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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.