|February 8, 2019 | nex•us: noun \'nek-ses\ a relationship or connection between people or things|
The Department of Education’s Office of English Language Acquisition (OELA) has released the English Learner Family Toolkit. This toolkit is a free, online resource with answers to questions families may have about public schools and education services in the United States. The English Learner Family Toolkit was created to help families choose education services that meet their child’s needs. Educators, elementary and secondary school teachers, principals, and other school staff can also share the toolkit as a resource for English learners (ELs) and their families.
The Department of Education’s Office of English Language Acquisition (OELA) has released the following surveys:
1. Assistance from OELA Survey. This brief survey is designed to gather feedback from teachers, coaches, administrators, researchers, and others working with ELs regarding what OELA services have been helpful and what other areas of support are needed.
2. NCELA Website User Survey. Help us improve the NCELA website! OELA wants to hear from you on what’s working and what can be improved on the NCELA website at ncela.ed.gov. Key goals for the website are to provide a positive experience for users and quick access to reliable and useful content on ELs. You can share your feedback until February 25, 2019.
The National Academies published English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. This report notes that ELs are underrepresented in science, technology, engineering, and mathematics (STEM) fields, but they can offer vast resources to STEM learning unique to their diverse backgrounds and, often, education in other countries. ELs do not require English fluency to succeed in these fields. The report also offers recommendations for changes in policies and practice to increase STEM learning opportunities for ELs.
The National Association for Multicultural Education (NAME) is calling for proposals for the NAME 29th Annual International Conference. NAME is an international organization that works to empower individuals and improve society by exposing inequities and injustices for all people. NAME encourages its members to submit proposals for posters, presentations, panels, interactive workshops, and roundtables by February 28, 2019, for the annual conference scheduled for November 6–10, 2019, in Tucson, AZ.
The Association of Tribal Archives, Libraries, and Museums (ATALM) announced its partnership with the United Nation’s declaration of the “2019 International Year of Indigenous Languages.” The declaration aims to focus attention on the loss of indigenous languages and the urgent need to preserve them and the cultural diversities embedded in them. To support this initiative, ATALM has committed to collect data on how tribal cultural institutions support language initiatives, develop case studies on successful initiatives, increase visibility and impact of language programs, increase financial support for indigenous language programs, and provide professional development in these areas.
In 1993, Massachusetts passed a school funding formula that was considered “groundbreaking” and designed to ensure all students in the state could receive a quality education. A 2015 commission studied the school funding formula and found that it did not adequately provide for the growing EL population nor the increased number of students requiring special education. A bill to revamp the state’s school funding formula is under consideration.
Center on Standards and Assessment Implementation
The Center on Standards and Assessment Implementation (CSAI) has announced a professional learning series on culturally responsive instruction for Native American students. This series of five sequential online lessons is available at no cost. CSAI recommends teachers complete the series with colleagues in a professional learning community.
Daily Hampshire Gazette
The Massachusetts Department of Education had awarded $300,000 for dual language programs. The funding will start a dual language program in Amherst and expand Holyoke’s current dual language program.
The University of Dayton (UD) has a new student club called Teaching English Language Learners (TELL). UD students provide academic assistance to immigrant students in the Dayton public schools. TELL helps students with homework or engages them in conversations to enhance students’ English skills.
Medford Wicked Local
School officials at the McGlynn Middle School in Medford, MA, announced that they are seeing educational and behavioral improvements they attribute to integrating ELs in classes with native speakers this past fall. Teachers were provided professional development to learn strategies for teaching in this new integrated model.
Montana lawmakers are considering a bill to extend two Native language preservation programs and to supplement federal grants to teach ELs with state and local funds. The Native language programs support districts to offer part-day language immersion programs to preserve students’ Native languages and cultures.
Metacognition is thinking about one’s own thought processes. The author asserts that ELs can benefit from a better awareness of their learning processes given that they are learning both language and content. In this first part of a two-part series, the author defines metacognition and provides strategies for teaching ELs metacognitive skills.
Phoenix New Times
In 2000, Arizona voters approved a law mandating English learners (ELs) in grades K-12 to spend four hours per day in English-only instruction in segregated classrooms. Arizona legislators are now trying to change the four-hour per day mandate. Some attribute the state’s extremely low graduation rate for ELs to this restrictive policy.
Teachers in Storm Lake, Iowa, a district where 63% of students are English learners (ELs), are receiving professional development in trauma, toxic stress, and other mental health issues. This training will provide teachers with strategies to better respond to ELs dealing with stress from immigration and fear of parents’ deportation.
English learners (ELs) in the Roaring Fork School District (RFSD) in Colorado are outperforming ELs in other districts. The RFSD ELs had a median growth score of 58 on the ACCESS which measures ELs’ ability to speak, read, write and listen in English. About 21% of students in RFSD are ELs. School officials attribute their success to creating units tailored to ELs and all teachers seeing ELs’ development of English as their responsibility.
English learners (ELs) are underrepresented in STEM fields. This blog announces a new report by the National Academies of Sciences, English Learners in STEM Subjects. The report discusses the misconception that English proficiency is a prerequisite for STEM learning. It presents instructional strategies for English learners (ELs) to learn STEM content while acquiring proficiency in English.
School officials in Worcester, Massachusetts reported increases in the number of high school students completing advanced classes. District-wide, 58% completed advanced classes.but at a lower rate (40%).
The Fresno Bee
Amal Qasem is an eighth grade English learner who immigrated from Yemen. Although she is still learning English, she excels in computer programming. Amal was at the top of her class in Yemen before fleeing the civil war in December 2017.
The Seattle Times
A recent report on the impact Washington’s charter schools have indicates that overall, students’ scores on state math and reading assessments grew at comparable rates. The exception was English learners (ELs). ELs enrolled in charter schools performed considerably better than ELs in traditional public schools.
The Washington Post
Officials in Delaware have proposed increasing funding for the education of English learners (ELs) and low-income students. According to this three-year plan, district schools and charter schools would receive an extra $500 per EL student, and $300 for each low-income student. Schools would have flexibility on how to spend the additional funding, but their plans would need approval by state education officials.
US Department of Education
The US Department of Education has published national data focused on English learners (ELs) outcomes. Specifically, this online report focuses on ELs’ on-time graduation rates in 2015-2016, and fourth and eighth grade ELs’ performance on the 2017 National Assessment of Educational Progress (NAEP). The report includes interactive maps for readers to delve into individual state data.
CATESOL, Los Angeles Regional Conference of 2019, March 2, 2019, Los Angeles, CA. CATESOL is a professional organization for teachers, paraprofessionals, and administrators of all levels in California and Nevada who are involved with teaching English as a second language and bilingual education. The theme for this year’s conference is, “Fostering growth, learning, and development.”
The National Council of State Title III Directors (NCSTIIID) is convening its 2019 Annual National Meeting, March 6, 2019. NCSTIIID is a nonprofit organization that serves state and local education administrators of EL programs and others interested in and advancing the education of ELs. The 2019 Annual National Meeting is being held in coordination with the National Association for Bilingual Education (NABE) and are scheduled on the same day as NABE’s pre-conference institutes. The NCSTIIID 2019 Annual National Meeting is an opportunity for EL program administrators, teachers, researchers, policy makers, and other interested parties to come together to receive federal updates, attend presentations from leaders in EL education, and collaborate on relevant topics.
National Association for Bilingual Education (NABE), 48th Annual NABE Conference, March 7–9, 2019. NABE is a nonprofit organization that advocates for educational equity and excellence for bilingual/multilingual students through improving instructional practices, providing professional development, and securing adequate funding for programs serving English learner students. The annual conference draws students, parents, teachers, administrators, researchers, and policymakers; and will focus on enriching education for empowerment, equity, and excellence. The conference will feature special presentations and more than 200 concurrent sessions.
TESOL International Association, TESOL 2019 International Convention and English Language Expo, March 12–15, 2019, Atlanta, GA. TESOL is an international association of professionals working to advance the quality of English language teaching by providing opportunities for professional development, guiding research to improve standards, and building advocacy. The TESOL Convention will provide professional development opportunities to English language educators of all levels, from around the world, and is expected to include nearly 1,000 sessions.
Teach to Lead, 17th Teacher Leadership Summit, March 29-31, 2019, Philadelphia, PA. Teach to Lead summits provide teams with time for collaboration, skills development, and professional consultation to nurture innovation and create a positive impact for students, their schools, communities, districts, and states. The summit will focus on ideas from the field that encourage leadership, promote collaboration among multiple stakeholders, identify an area in need of innovation, and are sustainable over time.
CATESOL, 2019 Northern California Regional CATESOL Conference, May 11, 2019, Petaluma, CA. The theme for this conference is, “Cultivating Teaching and Learning for tomorrow.”
The Center for Advanced Research on Language Acquisition (CARLA), 11th International Language Teacher Education Conference, May 30-June 1, 2019, Minneapolis, MN. CARLA is the University of Minnesota’s research and resource center focused on improving language teaching and learning. CARLA organizes and hosts a series of international conferences devoted to the exchange of professional practices, research findings, and resources among immersion and dual language professionals. This biennial conference aims to address the education of teachers of all languages, at all instructional and institutional levels, and at all national and international contexts. This is an opportunity for educators to gather to discuss and share research, theory, and best practices across languages and settings.
National Council of Teachers of English (NCTE), 2019 NCTE Annual Convention, November 21-24, 2019, Baltimore, MD. NCTE hosts this annual convention for literacy educators from across the country to come together to discuss strategies and best practices for teaching literacy, language, and composition. Educators will learn new ideas for providing instruction that engages students and addresses prominent needs within their schools and districts. Attendees will have the opportunity to connect with leading luminaries and authors in the field.
National Academies of Sciences, Engineering, and Medicine, English Learners in STEM Subjects, December 12, 2018, through February 22, 2019, webinar series. The National Academies are private, nonprofit institutions that provide expert guidance on science, engineering, and health issues to inform policies, shape public opinion, and encourage advancements in these fields. This webinar series consists of four sessions that will focus on professional learning, classroom instruction and assessment, building capacity, and large-scale classroom assessment.
The Administration for Children and Families Office of Head Start
SupportEd, Winter 2019 Online Courses, January 22–March 8, 2019, online courses. SupportEd is comprised of expert English as a Second Language educators, administrators, and researchers and creates opportunities for professional development, standards, and research-based educational tools to support ELs. This series consists of four courses that provide guidance on using research-based strategies and best practices for supporting the academic achievement and language development of ELs.
The Center on Standards & Assessment Implementation, Culturally Responsive Instruction for Native American Students, video series. This series of videos and exercises provides a framework for culturally responsive instruction that encourages experiential, active, and student-centered learning. This professional learning series targets individuals who teach and advocate for Native students to help them conduct classroom observations, provide feedback to teachers and schools, and inform recommendations to improve programs for Native students.
AmeriCorps National Civilian Community Corps (NCCC) and Federal Emergency Managements Agency (FEMA) Corps. This national service federal program is dedicated to building young leaders, serving disadvantaged communities, increasing job skills, and providing opportunities to earn money toward education. Through this program, young adults are assigned to non-profits, government agencies, institutions, and community-based organizations for 10 months of service. In exchange, students receive money toward college, college loans, living allowances, and health benefits.
University of Texas at San Antonio is seeking an Assistant Professor in Bicultural-Bilingual Teacher Education.
Internationals Network, New York City, New York, is seeking a School Development Manager.
The National Clearinghouse for English Language Acquisition (NCELA)
4340 East-West Highway, Suite 1100 | Bethesda, MD 20814 | firstname.lastname@example.org