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Dual Language Teacher Preparation Pathways (Part 2) Webinar
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Be sure to register for the second part of the Dual Language Teacher Preparation Pathways webinar on
Thursday, May 16, at 2 p.m. ET. This is an opportunity not to be missed. You will learn about the six Educators for a Multilingual Multicultural America (EMMA) Standards and hear how our expert panelists are using them in their respective
milieu.
Register
Today
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Raise the Bar: How Community-Based Schools Can Contribute to the Multilingual Landscape Webinar
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Join the Office of English Language Acquisition (OELA) on Thursday,
May 30, at 2 p.m. ET for the "Raise the Bar: How Community-Based Schools Can Contribute to the Multilingual Landscape" webinar.
The webinar will feature Montserrat Garibay, Assistant Deputy Secretary and Director for OELA at the U.S. Department of Education (ED), who will discuss the importance of heritage
language education in the light of OELA’s ‘Raise the Bar’ call to action.
Register
Today
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Celebrating Teacher Appreciation Week (May 6–10)
Teachers are collaborators, advocates, mentors, learners, leaders, and so much more! Explore a new blog post by OELA's Montserrat Garibay titled "Multilingualism, My Superpower."
Learn how her ESL teacher influenced her educational journey, fostering a strong belief in her academic potential.
Read
Blog
|
Visit our
database
of 20,000+ resources.
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Introducing OELA’s New Multilingualism Digital Badges
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ED’s OELA announces the Multilingual Digital Badge Program, which recognizes individuals who support and promote multilingualism through their professional development activities.
The title of the badge varies depending on the number of webinars attended. There are three micro badges that can be earned, as well as a macro badge. Each badge reflects your passion for continuous learning and encourages conversations about the OELA webinars
you have attended.
Micro Badges:
·
Level 1: Multilingualism Ally - Attend three webinars.
·
Level 2: Multilingualism Advocate - Attend six webinars.
·
Level 3: Multilingualism Champion - Attend twelve webinars.
Macro Badge:
·
Multilingualism Superpower - Available after earning all three micro badges (Ally, Advocate, Champion).
Once you reach a level, please complete this
form
to request your badge. Please note you will be awarded badges based on your attendance of OELA webinars
after May 1, 2024. Webinars prior to May 1, 2024 are not eligible to earn digital badges.
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OELA Celebrates Teacher Appreciation Week
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This week and every week, OELA celebrates teachers and educators. As an expression of our gratitude, the OELA team prepared shout outs to their favorite teachers in a special blog
feature.
Thank you, teachers! We appreciate you!
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English Learners Who Speak Arabic as a Home Language
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OELA released a new fact sheet,
English Learners Who Speak Arabic as a Home Language, which includes numbers and percentages of English learner (EL) students who spoke Arabic as their home language during the school year 2020–2021. Access State-specific data and more in this valuable
new resource.
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English Learners and Post Secondary Education
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OELA is hosting a webinar on
Friday, June 14, at 3 p.m. ET that will address the current issues related to postsecondary access for ELs, including newcomer ELs. Presentations will highlight both research and practice perspectives, and panelists will share challenges, successes,
and tools that can improve postsecondary access for ELs, highlighting best practices to support students.
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2024 Education Innovation and Research Grant Competitions
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The U.S. Department of Education is pleased to announce the FY 2024 Education Innovation and Research (EIR) Grant Competitions. Evidence-based projects that include STEM, social
emotional learning, educator recruitment/retention, and other field-initiated innovations are welcome.
Notices Inviting Applications:
·
Expansion
NIA
·
Mid-phase
NIA
·
Early-phase
NIA
Deadlines for Transmittal of Applications:
·
Expansion: July 05, 2024
·
Mid-phase: July 05, 2024
·
Early-phase: July 22, 2024
Additional Information:
·
Pre-Application
Webinar: May 14, 2024 at 2pm (EST)
·
Office Hours:
·
Organizing and Submitting an Application Q & A
Webinar: May 16, 2024 at 2pm (EST)
·
Evidence Q & A
Webinar: May 21, 2024 at 1pm (EST)
·
Preparing a Budget Narrative Q & A
Webinar: May 23, 2024 at 2pm (EST)
·
Requirements Q & A
Webinar: May 28, 2024 at 2pm (EST)
·
Notice
of Intent to Apply
·
Call
for peer reviewers
·
For more information (including other application material), visit the competition
website.
·
Clarifying questions can be sent to
eir@ed.gov. Please note that staff are unable to advise on proposed project ideas, eligibility determinations, or decisions about which tier/priority to submit under.
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Best Practices Clearinghouse Website Refresh
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ED’s Best Practices Clearinghouse has undergone a full website refresh! New resources, designed to help education practitioners better achieve education excellence and equity, have
been uploaded to every page of the Best Practices Clearinghouse website. These resources focus on crucial themes such as multilingualism and chronic absenteeism.
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What does it mean to implement project-based learning with adolescents who must adjust to U.S. schools as they learn English? Please join Internationals Network for Public Schools
educators [on May 15 at 4 p.m. ET] as they discuss high quality project-based learning and how it promotes language development, academic learning, and community in secondary schools serving multilingual learners. Examples and resources will be shared with
participants.
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Mark your calendar for the Cambio de Colores 22nd Annual Conference on June 5–7. The theme for 2024—
Sparking Change, Integration, and Deep Connections— renews our call to action and commitment to learning alongside leaders and experts from our changing communities. This professional
development opportunity is an excellent chance for bilingual educators, counselors, and school district leaders who aim to create welcoming communities for newcomers to learn from each other.
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Come join a fantastic lineup of educational experts, researchers, and policymakers to collaboratively explore innovative strategies and evidence-based practices, within the context
of the Science of Teaching Reading, in order to enhance academic achievement, bilingualism/biliteracy, and socio-cultural competence in Dual Language programs.
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Attend this 2-day, in-person conference being held on June 17–18 in Portland, Oregon. Learn from education professionals from all across the country and world; hear about studies
related to actionable teacher curriculum and instruction practices to support ELs; and network with others to build your understanding and share solutions
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Join SIOP® Authors and fellow educators from across the country who are seeking to make a positive impact on student learning for the 2024 SIOP® Virtual Conference hosted by Savvas
Learning, your authorized source for SIOP® events and professional learning. The conference offers new and seasoned educators a space to experience reinvigoration and growth in facilitating teaching practices that are beneficial for multilingual learners (MLs)/ELs.
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The WIDA Annual Conference is the premier event for educators of Pre-K through Grade 12 MLs, giving educators from around the globe the opportunity to share best practices and discover
innovative classroom strategies. The in-person conference will take place October 16–18, 2024, in Pittsburgh, Pennsylvania. A curated virtual option will be available on October 15 that includes a sampling of sessions from the in-person WIDA Annual Conference
and an exclusive virtual keynote speaker.
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This year’s Texas Association for Bilingual Education (TABE) conference will be held at the Kalahari Resorts & Conventions in Round Rock, Texas, from October 17– 20. Conference registration
opens on June 1.
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Are you, or someone you know, looking for the perfect conference focused on providing instructional and programmatic support to best serve your ELs and emerging bilingual students?
La Cosecha 2024 will feature over 280 professional presentations and workshops for supporting two-way and one-way immersion, developmental bilingual, and heritage/tribal language immersion programs and will bring together educators, parents, researchers, and
practitioners from across the United States.
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Summit Daily
Review
of Dual-Language Program at Dillon Valley, Silverthorne Elementary Schools Points to Strengths, Areas to Grow
“An outside review of dual-language programs at two Summit School District elementary schools by the University of Colorado Boulder’s Bueno Center noted strengths and areas for growth.
The report credited both schools for having classrooms ‘characterized by supportive and inclusive environments’ and teachers who ‘incorporated bilingual resources, encouraged language use in various contexts, and employed scaffolding techniques to ensure comprehension
for all students.’ At the same time, it found areas where teachers could further reinforce language comprehension and proficiency, provide more targeted support and feedback, and become more equipped with professional development opportunities specific to
dual language instruction.”
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Chalkbeat
New
Report Lays Out Roadmap for Improving How Hispanic Students in Denver Are Educated
“Unequal resources across schools, a lack of Latino teachers and leaders, and a ‘perpetual undervaluing’ of Latino culture are the barriers facing Hispanic students, families, and
staff in Denver Public Schools, the La Raza Report found. The Denver school district, the largest in the State, has more than 45,000 students who identify as Hispanic or Latino—51.8% of all students. The population had been increasing but started declining
at the start of the pandemic. The report also identified cultural resilience and the persistence of various community groups as a strength that has led to positive changes. Denver Superintendent Alex Marrero said the report gives the district a roadmap to
help students feel like their voices are heard.”
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Language Magazine
TIPS
FOR EDUCATORS: Deconstructing English Learner Labels, Constructing Multilingual Schools
“Across tens of thousands of U.S. schools, a myriad of labels, from
limited English proficient, former limited English proficient, and
English language learners to ELs, have been assigned to students who speak languages in addition to English. These designations essentialize and constrain students’ educational experiences. Research has determined that labeling students results in
tracked, inferior, and limited schooling. Rather than labeling and modifying students and their language, the authors of this article propose that it is schools that require systemic and structural change.”
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Education Week
TIPS
FOR EDUCATORS: Title III Funding for English Learners Explained
“As the nation’s EL population grows each year, more researchers and policymakers are discussing how to best support these students linguistically and academically. Title III grants
send States and districts funding toward supplemental services for English learners. Different offices within ED have managed Title III. In 2023, U.S. Secretary of Education Miguel Cardona moved the administration of Title III dollars to OELA. Educators and
researchers alike applauded the move. However, questions and issues remain around Title III, including whether Congress has appropriately funded the program, and whether the rules work to help students. This article is a quick overview of how Title III formula
grants work, and the issues some researchers and educators say need to be addressed.”
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Resources for Current and Future Language Educators
The American Council on the Teaching of Foreign Languages (ACTFL) charity and its public education affiliate, the Language Connects Foundation (LCF), share a mission to elevate the
language education profession and promote the transformative power of language learning. Together they are offering these Spring 2024 opportunities:
·
LCF/Vista
Classroom Microgrants for Language Educators: K–12 educators who are passionate about teaching languages and incorporating cultural elements into their lessons
may apply for $300 grants. Deadline to apply is May 10, 2024.
·
LCF
Teacher Scholarship Program: This award provides up to $6,000 in funding for graduating high school seniors who aspire to teach languages other than English,
including those entering community colleges in Fall 2024. Deadline to apply is May 31, 2024.
·
ACTFL
& LCF Awards Program: This annual program recognizes outstanding contributions to the field of language education across 12 categories, with recipients announced
at the ACTFL Convention in November. Deadline to nominate is June 14, 2024.
·
LCF
Student Ambassadors Program: This program convenes a dynamic, international network of student language-learner leaders at the postsecondary level who empower
each other to become global advocates and trailblazers for language education. The program has no deadline (rolling enrollment).
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Promoting School Success for Immigrant-Origin Students and Multilingual Students who are Classified as English Learners Briefs
Results for America and the Annenberg Institute at Brown University recently released two newly updated EdResearch for Action briefs highlighting proven practices schools can use
to engage and support multilingual students who are classified as ELs and immigrant-origin students. In
Supports for Multilingual Students Who Are Classified as English Learners, the authors identify six research-proven strategies that improve outcomes for multilingual students. In
Promoting School Success for Immigrant-Origin Students, a review is done on collaborative programs and decision-making opportunities that successfully draw families into the school community. Take a moment
to explore the briefs and all they have to offer.
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Learning Session Series: Accelerating English Learner Success with Formative Assessment
The Region 15 Comprehensive Center, in collaboration with OELA, invites you to a series of learning sessions focused on what formative assessment is and how it can be implemented
to support the academic and socioemotional growth of EL students, with a particular focus on early learners in Grades K–2. Register for the upcoming sessions:
Learning
Session 2 – June 26, 2024
Learning
Session 3 – August 21, 2024
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Outreach Packet: English Learner Family Toolkit and App
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OELA has launched a new resource designed specifically to help educators and stakeholders better assist families of ELs. This resource comes in the form of an outreach packet that
includes a guide for effectively promoting the EL Family Toolkit to all EL stakeholders. To learn more about the outreach packet or to download the resource, check out this blog.
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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
Monday, May 13, 2024, for inclusion in the next edition of Nexus.
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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 all students,
including English learners, are provided with the highest quality education and expanded opportunities to succeed. The information and materials presented in NCELA Nexus do not necessarily constitute or imply endorsement, recommendation, or partiality by NCELA,
the Office of English Language Acquisition, or the U.S. Department of Education.
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