Webinars

NCELA Webinars provide participants from around the country an opportunity to hear expert speakers present research on all aspects of English learner education. Please check back for announcements about future webinars.

Upcoming Webinars

Hispanic Heritage Month Authors Series: Celebrating Latino Experience, History, People, and Cultures

October 13, 2021

The U.S. Department of Education’s Office of English Language Acquisition (OELA) is partnering with the White House Initiative on Advancing Education Equity, Excellence, and Economic Opportunity for Hispanics. OELA is hosting a panel discussion: Hispanic Heritage Month Authors Series: Celebrating Latino Experience, History, People, and Cultures with award-winning authors whose work highlights the diversity of heroes and heroines within Latino communities. Join OELA on October 13, 2021, at 2:30 pm ET (90 min) for an engaging conversation with these authors. The panel discussion will be followed by a Q&A session with the audience.

Moderator:

Guadalupe Garcia-McCall

Panelists:

Be sure to join us on October 13 at 2:30 pm ET for this important discussion!

Archived Webinars

Archived webinars and related materials are available below.

Webinar: Enhancing Language Instruction in Early Childhood Education: Effective Practices and Examples from NCELA’s Teaching Briefs

July 8, 2021

Young dual language learners (children aged 3-7 who speak a language other than English at home) are the fastest growing population of children in the United States. The beginning of preschool through the end of first grade is a critical time for young children to begin developing content knowledge, language and literacy, and social and emotional learning skills. To better meet the instructional needs of young dual language learners, early childhood educators need practical and effective instructional approaches that promote multilingualism and enhance foundational literacy skill development. The National Clearinghouse of English Language Acquisition (NCELA) Teaching Practice Brief:Integrating Language into Early Childhood highlights current research findings and evidence-based instructional practices for teaching dual language learners in early childhood settings.

In this webinar presenters from OELA and WestEd discuss four educator practices that can be enacted to enhance the teaching of dual language learners.

Webinar: Supporting English Learners in Math and Science: Effective Instructional Practices and Examples from NCELA’s Teaching Briefs

June 30, 2021

General education teachers need practical and effective instructional approaches that can help them provide English learners (ELs) with access to academic content. The National Clearinghouse of English Language Acquisition (NCELA) Teaching Practice Briefs: Integrating Language While Teaching Science and Integrating Language While Teaching Math highlight current research findings and evidence-based instructional practices for teaching science and math to ELs.

Webinar: English Learners in Secondary Schools: Trajectories, Transition Points, and Promising Practices

Wednesday, April 21, 2021

English learners (ELs) at the secondary level who are approaching high school graduation face unique challenges. Curricular requirements including English language development classes, graduation requirements, and for some, special education can create complex scheduling challenges, and intricate accessibility issues.

As schools engage in articulation activities to determine student placement in the upcoming school year, it's important to identify and eliminate structural barriers that may post challenges to ELs' path towards graduation.

This webinar discussed what research has shown about the academic trajectories of ELs at the secondary level, including the trajectories of newcomers, students who have been labeled long-term ELs, ELs with disabilities, and former ELs.

Dr. Ilana Umansky, University of Oregon
Dr. Karen Thompson, Oregon State University
Dr. Aída Walqui, WestEd

Webinar: Successful Native Education Projects: Stories from NAM Project Directors

Thursday, February 4, 2021

OELA has partnered with three Native American and Alaska Native Children in School (NAM) grant recipients to highlight successful Native language and English learner projects. In this webinar, NAM Project Directors will share their 5-year journey in cultivating successful NAM projects. As prospective FY21 NAM competition applicants prepare to submit grant applications, this webinar will provide concrete examples of successful grant applications.

OELA Moderators:

Celeste McLaughlin, NAM Team Lead
Elizabeth Bucknor, Education Program Specialist
Stephanie Nichols, Education Program Specialist

NAM Presenters:

Lorraine David, NAM Project Director, Fairbanks Native Association
Naomi Long, NAM Project Director, Red Lake Band of Chippewa Indians
Heather Oats, NAM Project Director, Rocky Boy Schools

Webinar: Culturally Responsive School Practices to Promote the Success of Native American English Learners

Thursday, November 12, 2020

Native American and Alaska Native English learners are incredibly diverse; they possess varied demographic, linguistic and academic backgrounds which are not always evident when students are characterized as a group. It is critical to increase our awareness of the diversity that exists among Native American and Alaska Native English learners and to identify and highlight the cultural, and linguistic assets that students bring to their school and their community.

Native American and Alaska Native English learners represent approximately 8% of all English learners in public schools. Policies have been established at the federal, state, and local levels to support the academic and social emotional well-being of Native American and Alaska Native students and yet the achievement and opportunity gaps between them and their peers persist. This requires a focus on factors that influence the success and development of Native American and Alaska Native English learners and the cultural, instructional, and structural practices that promote their academic achievement and social development.

Webinar: Culturally Responsive School Practices to Promote the Success of Hispanic English Learners

Thursday, October 8, 2020

Hispanic English learners (ELs) possess varied demographic and academic backgrounds which are not always evident when students are collectively viewed as a group. It is critical to increase educators' awareness of the diversity that exists among ELs who are Hispanic, and to identify and highlight the cultural and linguistic assets that students bring to their school and their community.

English learners (ELs) who speak Spanish as a home language make up nearly 75% of all ELs in public schools, which leads to the increased development and availability of Spanish language resources and scaffolds. However the persistence of academic achievement disparities between Hispanic ELs and their EL peers requires us to examine curriculum and instruction practices for alignment with culturally responsive leading and learning.

Presenters:

Dr. Katie Gao, Managing Researcher at McREL International
Dr. Tameka Porter, Managing Consultant at McREL International
Delia Pompa, Fellow for Education Policy at MPI’s National Center on Immigrant Integration Policy

Webinar 2 – Hispanic Language Heritage: Language Assets for Career Preparedness

Thursday, September 24, 2020

The Office of English Language Acquisition (OELA), in collaboration with GlobalMindED hosted this second installment of a two-part webinar series to inspire linguistically and culturally diverse students to cherish, nurture, and revere their primary culture, heritage, and language so they can realize the short- and long-term personal, educational, and professional benefits of being multilingual. In "Language Assets for Career Preparedness," panelists discuss how multilingualism can shape career paths and share how language skills have influenced their career trajectories.

Webinar 1 – Hispanic Language Heritage: Retention of Heritage Culture and Language(s)

Thursday, September 17, 2020

The Office of English Language Acquisition (OELA), in collaboration with GlobalMindED hosted this first in a two-part webinar series to inspire linguistically and culturally diverse students to cherish, nurture, and revere their primary culture, heritage, and language so they can realize the short- and long-term personal, educational, and professional benefits of being multilingual. The first webinar – "Retention of Heritage Culture and Language(s)," was a discussion of the cognitive, economic, educational, and sociocultural benefits of multilingualism with expert panelists from a variety of fields and professions.

Webinar: Teacher Collaboration: Aligning Content and Language Instruction

Wednesday, September 9, 2020

Teacher collaboration that leads to English learner (EL) success, is built on a foundation of shared ownership of EL achievement, and includes co-planning, co-creating, co-facilitating, and co-assessment of learning. This collaboration is even more critical as districts prepare to pivot among a variety of possible scenarios for instruction in the fall.

This webinar from the Office of English Language Acquisition (OELA) and REL Southwest examined the policy context for content and language teacher collaboration, shared research-based practices and resources, and highlighted promising practices for teacher collaboration and professional development in the post COVID-19 context.

Webinar: Back to School – Aligning Structural and Instructional Practices to Promote English Learner Success During the 2020–21 School Year

Thursday, July 23, 2020 | 3:00 – 4:30 p.m. ET

Engaging English learners (ELs) in any instructional setting requires alignment of classroom level, school level and district level practices. This coherence becomes even more critical when schools need to pivot between a variety of possible scenarios of school operation. During this webinar, presenters from the Office of English Language Acquisition (OELA), Department of Justice (DOJ), and Regional Education Laboratories (REL) West engaged in a lively discussion on administering EL programs and instruction in preparation for the 2020–21 school year.

Panelists reviewed the Equal Educational Opportunities Act (EEOA) in the context of EL education; presented a theory of action (TOA) that reflected both the legislative context and foundations for EL education; presented a sample of evidence-based instructional practices for ELs that support rigorous teaching and learning; and addressed systemic actions and leadership strategies that participants may use to support educators within their contexts.

Webinar: Engaging English Learners and Families through Distance Learning

Wednesday, June 24, 2020

OELA and Gabriela Uro from Council of Great City Schools and Shelly Spiegel-Coleman from Californians Together discussed best practices and examples for continuous EL family and community engagement in the current remote environment.

How can you assist your ELs with FAFSA? Webinar

Wednesday, May 13, 2020

Students' completion of the Free Application for Federal Student Aid (FAFSA) is essential for financial assistance while attending a college or a career school. OELA speaks with Isaiah Ellis, a Federal Student Aid (FSA) Outreach Specialist to learn about FAFSA® updates and new tools and resources from FSA that can help students prepare and pay for college or a career school.

Supporting English Learners (ELs) Through Technology Webinar

Thursday, September 26, 2019

OELA and Dr. Phil Vahey, Director of Strategic Research and Innovation for SRI Education, provided an in-depth look at digital learning resources that can strengthen instruction of ELs. In this one-hour webinar, you’ll receive an overview of the types of digital learning resources available to support ELs and learn about key findings on supporting ELs through technology from the 2019 National Study of English Learners and Digital Learning Resources. You’ll also receive recommendations and resources from two useful toolkits: the Educator Toolkit and the Developers Toolkit.

Newcomer Toolkit Webinar

August 26, 2019

OELA and English learner (EL) Educator and Advocate Dr. Marguerite Lukes engaged in a lively discussion on how to successfully support EL newcomers. In this one-hour webinar, you’ll learn more about the background of EL newcomers and get an introduction to the popular Newcomer Toolkit, before learning tips on developing a welcoming environment and establishing high quality instruction for your newcomers.

English Learner Newcomer Webinar Cover

English Learner Toolkit Webinar

August 8, 2019

OELA and EL expert Teddi Predaris provide an inside look at the EL Toolkit for State and Local Educational Agencies. This one-hour webinar features tools, strategies, and Q&A on: staffing and supporting EL programs, providing meaningful access to core curricula, providing meaningful access to extracurricular activities, and evaluating district EL programs.

OELA Family Engagement Webinar

February 27, 2019

This interactive webinar provided an overview of EL family engagement, Every Students Succeeds Act (ESSA) requirements related to EL family engagement, and OELA’s EL Family Toolkit. EL Expert Dr. Diane Staehr Fenner presented research and strategies for fostering EL family engagement and addressed ESSA requirements related to EL family engagement. José A. Viana, Assistant Deputy Secretary and Director of OELA, along with OELA staff shared information about OELA’s new EL Family Toolkit. They highlighted sample questions from the toolkit for EL families to use when interacting with school personnel and how school personnel can assist in increasing EL family engagement and agency.

2013
	Meeting the School Readiness Needs of Latino Dual Language Learners in the Early Childhood Classroom Almost a quarter of all students entering U.S. schools this academic year are Latinos and many are considered Dual Language Learners. This webinar focuses on recent research on the school readiness development of young Latino Dual Language Learners living in the United States. In addition to sharing recent research findings, Dr. Lopez will share research based best practices for welcoming and working with Dual Language Learners and their families in the Early Childhood classroom. Suggestions for developing a culturally and linguistically responsive environment will also be provided.
	Teaching and Learning for Students with Interrupted Formal Education & Refugee Backgrounds This webinar focuses on classroom practices and strategies which support refugee students and students with interupted formal education (SIFE), aged 13-16. Myrna Ann Adkins, President and CEO of the Spring Institute for Intercultural Learning, focuses on background pedagogical knowledge that equips teachers to work effectively with this population of students, including ways to increase sensitivity to the specific backgrounds of diverse students, as well as looking at behavioral and other signs which might indicate a history of trauma survivorship. Dr. Andrea DeCapua, Educational Consultant and Adjunct Assistant Professor at New York University, continues the discussion by examining different ways of learning and assumptions about teaching and learning.
	Meeting the Needs of Students with Interrupted Formal Education & Refugee Backgrounds Students with both limited English proficiency and interrupted formal education (SIFE) are increasing in today’s elementary and secondary schools. These students often come into the classroom as immigrant students who have arrived in the US as refugees; fleeing war, persecution and other situations that have had a negative impact on their educational experiences. This webinar will provide background information on Office of Refugee Resettlement programs and policies, along with an update on refugee populations coming into the US. Strategies and solutions in addressing the educational needs of students from refugee families will also be addressed, including innovative programming at the high school level for students who have gaps in their educational backgrounds.
	Common Core and English Language Learners The Common Core State Standards mean greater rigor, higher expectations and considerable greater language demands. Leadership and professional development are needed to act collectively to implement supportive policies, build educator capacity and develop effective approaches for providing ELs with access to and opportunities for rigorous academic work. Join three experts as they outline what needs to be done for this population. Presenters: Judy Elliott, former Chief Academic Officer, Los Angeles Unified School District, Lily Wong Fillmore, University of California, Berkeley, and Margarita Calderón, Professor Emerita, Johns Hopkins University.2012
2012
	Pre-application Technical Assistance for Potential Applicants: FY 2013 Native American and Alaska Native Children in School Program Competition Representatives from the US Department of Education will conduct a pre-application technical assistance webinar for the FY 2013 Native American and Alaska Native Children in School Program competition. The potential applicants will have the opportunity to interact with the presenter and discuss the information required in the Grant Application Package.
	Honoring the Bitterroot: Traditional Knowledge, Science Education, and Intrinsic Motivation This webinar examines how Native American students learn and become engaged in science. A lack of Native Americans in the field of science prompted the researcher to conduct a mixed methods study consisting of 150 Native American and white students living on the Flathead Indian Reservation in western Montana. The study examines whether Native American students are intrinsically engaged in science when culture is incorporated into the lessons. Findings from this study, as well as a discussion on the instructional implications of embedding culture with science to actively engage Native American students will be presented. The aim is ultimately to encourage Native students to pursue careers in the fields of science and technology.
	Teaching Native American Youth: Collaborative Efforts This webinar highlights collaborative efforts made by a district in Arizona working with Native American youth. Dr. Louise Lockard discusses “what works” when teaching and working with Native American youth and provides examples from the Diné Dual Language Teachers Professional Development Program implemented at the Northern Arizona University. As a Title III National Professional Development grant recipient, she will addresses some frequently asked questions by education professionals working with the Native American and Alaska Native student population. Insight, strategies and ideas from her experience will be provided.
	Engaging Native American Youth in Learning This webinar will present an overview of what it means to engage Native American youth in learning. Dr. Jon Reyhner will discuss some key considerations that should be taken into account when engaging Native American youth in learning. Discussion of perceptions of learning and cultural perspectives on education will be provided as well as what works best to engage and motivate Native American youth. Insight, strategies and ideas from his years of experiences working with Native American populations will be provided.
	National Professional Development Grant: Performance Reports Cynthia Ryan and Samuel Lopez of the Office of English Language Acquisition at the U.S. Department of Education will explain the reporting requirements and what to consider when completing the two performance reports due each year as well as the final report. Tips and additional information will be provided. The webinar will be helpful to all program staff, including the project director, evaluator, and staff. While there will be a focus on helping first time grantees, all grantees will find the topics useful.
	Effective Ways to Teach Native American Language and Culture This webinar will present an overview of current education development in teaching Native American Language and Culture. Robin Butterfield will discuss some key considerations that should be taken by education professionals when working with and teaching Native American culture especially in the areas of leadership development. Nāmaka Rawlins, will provide strategies and ideas from the Hawaiian model on teaching Native American language. She will stress best practices and address some of the Native American language issues. Both will share and discuss appropriate strategies, ideas and models that seem to work best with Native American ELs.
	Graphic Organizers that Build Good Literacy Habits for Native American ELs This NCELA webinar features a Title III Native American Children in Schools Program in Welling, Oklahoma. Sharon Ballew and Pam Henley provide information regarding appropriate reading strategies for ELs, specifically Native Americans. Additionally, “best-practices” are discussed and attendees learn instructional strategies that complement the learning styles of Native American students, how to create engaged learners, and are presented with comprehension strategies and graphic organizers that are effective.
2011
	STEM and ELs: A Collaborative Effort This webinar will provide an overview of science, technology, engineering and math (STEM) and ideas for inclusion and implementation with ELs from a science platform. Dr. Hooper will give an overview of her experience of implementing a STEM program in a San Francisco Bay area school and offer some ideas from her experience working with teachers and students at the Institute of Inquiry, the Exploratorium. She will provide examples of collaborative approaches and ideas as well as some techniques that assist in creatively engaging all students in STEM.
	The National Professional Development Grant: Key Considerations This webinar will provide an overview of the National Professional Development grant. Ms Ryan will present issues and items that prospective grantees need to take into consideration when applying for an NPD grant. Dr. Herrera will provide some tips for applicants based on her experience in writing over 15 successful NPD grants; she will focus on collaborative approaches and ideas as well as some techniques that will assist future grantees in their application and grant-writing process.
2010
Considerations for Meaningful Classroom Assessment of ELs in Math and Science How States can Improve Their Practices to Ensure ELLs are Meaningfully Accommodated in State Content Assessments Using Universal Design in Test Development to Benefit ELLs Working with your State ELL Office: Assisting Local Educational Agencies in Serving ELLs Improving Math Instruction for ELLs Test Translation for ELLs: Basic Concepts and Methods What Does the Research Say about Curriculum and Assessment for Young Dual Language Learners? Effective Professional Development for Teachers of ELLs Test Development and Item Writing for Teachers of ELLs Meaningfully Assessing English Learners in Local and Statewide Academic Assessments: What Does It Entail? Effective Language Learning Strategies for English Language Learners
2009
Implementing Professional Development for Content Area Teachers with ELLs What Teachers Need to Know to Assist ELLs in Math Using Computer-Assisted Language Learning (CALL) to Increase ELLs' Math and Science Literacy Academic Language in Secondary-Level Standards and Classrooms Participation and Performance of English Learners in the National Assessment of Educational Progress (NAEP) Assessing K-2 English Language Proficiency: Principles, Purposes and Practices Using Mathematics Think Aloud: A Field-Identified Teaching Strategy for English Language Learners with Disabilities How to Welcome and Support Head Start Dual Language Learners when they get to Elementary School
2008
Supplement, not Supplant Guidance Title III Policy: The Notice of Interpretations The Federal Title III Policy and Program: An Orientation for State Directors of Title I The Federal Title I Policy and Program: An Orientation for State Directors of Title III Professional Development for Content Area Teachers of English Language Learners Defining Academic English Language Recommendations for Instruction of Adolescent Newcomers

Technology_Study_PPT_9.26.2019_FINAL.pdf