Information ELevated: Number of Identified ELs
Information ELevated offers a first look at data from OELA’s forthcoming 2016–18 Biennial Report. The latest episode provides a snapshot on the number of identified ELs, which increased by 15.5% over the 15-year period between school years (SY) 2002–03 and 2017–18. In SY 2002–03, state educational agencies reported identifying 4,340,006 ELs. By SY 2017–18, the number of identified ELs totaled 5,011,462, an increase of 671,456 students. By comparison, over the same 15-year period, the entire K–12 population increased only by 4.5% or 2,192,630 students. |
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New Master Class on Supporting English Learners
These learning modules offer expert advice and ground-level guidance to help ELs flourish academically through rigorous in-person instruction, supportive learning environments, and ongoing family engagement.
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The country’s five million EL students—three-quarters of whom speak Spanish as their home language, federal data show—faced unique challenges during the periods of remote schooling last year. This webinar from Education Week will explore support strategies for educators working with ELs this fall.
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August 26
Webinar/Resource
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Join NABE’s Author Chat and take the opportunity to ask how to best tap into the incredible strengths and capacities of local, school, and classroom communities to better serve linguistically and culturally diverse students. Spend some time with Debbie Zacarian, Margarita Calderón, and Margo Gottlieb—the authors of Beyond Crisis: Overcoming Linguistically and Cultural Inequities—as they discuss an asset-based approach to help us navigate this incredible time of crisis.
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September 2
Webinar/Resource
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When we design learning from students’ perspectives, we show them that we stand in solidarity with who they are, what they bring to our classrooms, and what their learning means to their unique experiences. Join the Saddleback Webinar Series for this 1-hour session to discover and reflect upon ways to center the lives of students so they can exercise their agency in the classroom and beyond. |
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October 13–15
Hybrid Conference
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The National Family Engagement Summit is being held in-person AND virtually this fall. Join family engagement practitioners from around the country to reimagine what family engagement looks like in this new post-pandemic world. |
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October 14
Hybrid Conference
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Registration is now open for this 1-day virtual event that is open to members of the WIDA Consortium, international educators, and higher education faculty and staff. Registration includes access to live sessions, presentation handouts and materials, interactive breakout group opportunities, and all recorded content through the end of 2021. The keynote speaker will be Viet Thanh Nguyen, a professor at the University of Southern California. |
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November 10–13
Hybrid Conference
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La Cosecha 2021 will be a hybrid event, comprising both a virtual and an in-person conference. La Cosecha Conference offers you the unique opportunity to share best practices, resources, and current theory; build networks; and fuel community efforts to build a better future for our children as we “harvest” the best of our multilingual and multicultural communities. |
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November 19–21
Virtual Conference
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Join language educators at ACTFL’s virtual conference, featuring keynote speakers Omekonga Dibinga, Marcia Tate, and Shiza Shahid. The conference includes educational sessions and hands-on learning environments that will provide resources, ready-to-use techniques, and current trends in language education. |
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Stamford Advocate
The state of Connecticut is providing funding to the Stamford School District along with other districts in the state through the Learner Engagement and Attendance program to help support students who struggled with absenteeism and disengagement during the 2020–21 school year. The Stamford School District, which has already been working on reaching disengaged students, will use these funds to enhance their efforts. The district’s absenteeism rate during the last school year was very high with one out of every five students missing at least 10% of instruction. Absenteeism rates for ELs were even higher at 43% across the district and as high as 63% in one of the district’s elementary schools.
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Click2Houston
With about a third of Houston’s school population identified as an EL, many school districts need more bilingual teachers to begin the school year. However, some challenges to filling the positions exist such as more bilingual certification exams for candidates to take. To mitigate these challenges, some districts like Houston Independent School District are offering a $5,000 stipend, partnering with universities, and reaching out to retired teachers to fill bilingual teacher positions.
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The Cap Times
Bayview, a neighborhood in Madison, Wisconsin, is home to a diverse immigrant community. The neighborhood is supported by the Bayview Foundation, which offers affordable housing and supportive services to its residents. One example of such services is the International Center for Education and Arts, a community center that provides youth programs such as after-school and camp initiatives to immigrant children and families. The center works closely with the Madison Metropolitan School District and often serves as a connector between teachers and immigrant families in supporting academic engagement of culturally and linguistically diverse students.
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The Century Foundation
This report from the Century Foundation’s EL Virtual Learning Forum utilizes the knowledge base of hundreds of teachers and administrators who serve ELs across the country. Based on conversations with these educators, the report compiled recommendations in the areas of family engagement and relationships with students; trauma and the importance of social-emotional health and well-being; gathering data, targeting instruction, and accelerating (linguistic and academic) learning; and lessons learned for a post-COVID future. For each of these areas the report describes the pre-pandemic situation, acknowledges how it was handled during the pandemic, and makes recommendations for enhancements to EL support for the new school year.
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Ohio Department of Education
This new resource from the Ohio Department of Education provides guidance and resources for administrative decisions in supporting the needs of ELs and their families with the goal of delivering effective instruction that meets EL’s academic, linguistic, and cultural needs. The guide addresses areas of communication with families; enrolling and registering ELs; identification and placement of ELs; providing instruction to ELs; exiting EL status; resources; and frequently asked questions.
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NABE is accepting applications for the following award competitions: 2022 Student Essay Contest, 2022 Teacher of the Year, 2022 Bilingual Teacher Scholarship, and the 2022 Outstanding Dissertation. Visit NABE online to download the guidelines for the competitions.
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Center for Applied Linguistics (CAL): Virtual Institutes, October 6–28
CAL is offering these virtual institutes this fall:
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SIOP Training of Trainers Institute: Foundations, October 6–27: This comprehensive and interactive online institute is designed to help participants develop and deliver SIOP Model professional development as facilitators in a school or district-wide setting.
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Leading Dual Language Programs for Student Success, October 18–28: This live interactive institute will prepare school leaders to 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. The institute is based on Guiding Principles for Dual Language Education, 3rd Edition.
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With the #BlackMenTeach online campaign, the Initiative will feature Black male teachers nationwide to demonstrate that while they are underrepresented, there are many Black males who are dedicating themselves to serving their communities through teaching. Nominate a Black male educator by filling out the nomination form and emailing the Initiative at AfAmEducation@ed.gov. Be sure to include the educator’s name and contact information. You may also ask the educator to fill out the nomination response form and submit it to AfAmEducation@ed.gov.
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Are you seeking distance learning opportunities to develop leadership and advocacy skills to meet the growing demands for PK–12 biliteracy/multilingual programs? Leadership for Equity in English Learner Education provides educators from any linguistic or cultural background with current research on biliteracy and knowledge in programmatic and instructional issues to increase student achievement and language learning. Instructional coaches, administrators, and teachers will be equipped as leaders and advocates by this virtual learning community.
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Cicero School District #99
Cicero, IL
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TESOL International Association
Alexandria, VA
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Connect on LinkedIn
Connect with us on LinkedIn to receive tips, resources, and information for educators and to stay informed of the latest news and information from OELA.
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Subscribe to NCELA Nexus
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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, September 7 for inclusion in the next edition of Nexus.
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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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