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February 23, 2021
ELs in Career and Technical Education Programs
February is Career and Technical Education (CTE) Month! CTE directly prepares students for high-wage, high-demand careers. OELA’s fact sheet English Learners in Career and Technical Education highlights details on EL participation in CTE programs:
  • In the 2017–18 school year, 532,489 ELs were enrolled in CTE programs. Of the students in this group, 80% were also enrolled in secondary CTE programs.

  • In the same school year, New Mexico had the highest concentration of ELs in secondary CTE programs, at 13.4% of 62,066 total participants.
Notice Inviting Applications: National Professional Development (NPD) Program
The NPD Program provides grants for eligible entities to implement professional development activities intended to improve instruction for ELs and assists education personnel working with ELs to meet high professional standards. Institutions of higher education (IHEs) or public or private entities with relevant experience and capacity, in consortia with state educational agencies (SEAs) or local educational agencies (LEAs), may apply.

Submit your intent to apply by March 15 and applications are due on April 23. For more information, view the Notice Inviting Applications and visit OELA online.
ED Releases Digital Learning Guides
February 25 is Digital Learning Day! ED has released two new resources that help teachers and school leaders meet the needs of their students by using thoughtful and creative digital learning experiences. Teachers and leaders may also use the guides to support parents and families as they navigate learning from home.
The Teacher Digital Learning Guide includes insights on ways to meet the individual needs of students by using educational technology, promoting personalized learning, and embracing professional development opportunities. 

The School Leader Digital Learning Guide provides suggestions to school leaders on developing a vision for digital learning and to help consider, plan, fund, implement, maintain, and adapt learning programs designed to best serve and empower students of all abilities.
Upcoming Events
Join WIDA for this webinar series providing educators the opportunity to hear from members of the WIDA Standards Development team and ask questions live.
February 23, March 30, and April 20
Online Conversations
The Center for Applied Linguistics is hosting live, open discussions with policy makers on the status of digital equity in U.S. education. Each episode of the 30-minute webinar series examines education for multilingual learners and culturally diverse populations through the lens of digital equity. Topics range from student assessment to teacher education, students with disabilities, early childhood education, and more.
The SCOLT 2021 conference is going virtual with synchronous and asynchronous components, pre- and postconference workshops, and fun activities. 
March 23–27
Virtual Conference
Join the California Association for Bilingual Education (CABE) for its annual virtual conference. This year’s theme is “Standing Together for Unity, Multiliteracy, and Equity.”
Through an engaging online platform, join a global community of English language professionals to build your professional English language teaching network; learn from and interact with thought-provoking keynote speakers; gather research, strategies, and best practices from experts in the field; and visit the Virtual Expo for information on the newest English language teaching products and services.​

April 27-29
Hybrid Conference
The National Association for Bilingual Education (NABE) conference will be structured as a two-day hybrid conference with a preconference on April 27 and the conference on April 28–29. The theme is “Honoring the Past, Treasuring the Present, and Shaping the Future.”
In the News
A dual-language Spanish immersion program is set to commence this fall at Emerson Elementary School in Washington state’s Everett school district. The school plans to begin with the 90–10 model in three of its five kindergarten classes, gradually adding English language instruction with the goal of attaining a 50-50 model by grade 5. The district also plans to implement dual-language programming in at least one middle school and high school, making it possible for the children who begin the dual-language program in the fall to continue through grade 12. 
This commentary highlights the need for more translation services and more dual-language programs in Boston Public Schools. The author recalls her own experience as a child of immigrants who were ELs and points out that it is often challenging for ELs to master school curriculum in a new language and for their families to navigate the U.S. school system and support their children’s education. The author calls for offering more translated languages in the district and opening more dual-language programs in more sites, with more of the partner languages represented among the students.  
Multi Briefs: Exclusive
This article highlights the importance of reading and vocabulary acquisition for all students and ELs in particular. The article offers four teaching hints for vocabulary instruction for ELs and provides examples and suggestions for classroom activities
In this opinion blog post, Larry Ferlazzo invites four EL educators to discuss lessons that have been learned during remote instruction and how these lessons can be applied when schools resume for in-person or hybrid instruction. The guests of the blog share their experiences with supporting ELs during distance learning and emphasize how areas such as student leadership, differentiated instruction, access to technology, value of EL communities, and relationship building can be promoted when students return to the classroom. The discussion is available as a blog and as a recorded conversation on Ferlazzo’s BAM radio show.
This brief is part of a series from the National Research and Development Center to Improve Education for Secondary ELs. The brief provides concrete and actionable suggestions for districts and school leaders, educators, families, and policy makers on how to support ELs in a remote learning environment. The brief also focuses on how schools and districts can develop and implement effective and efficient professional development practices that will help their educators support ELs’ academic progress. 
Professional Learning
This program is designed to help early-career language educators succeed in their current assignments and learn the skills to be successful long-term in their careers. Mentors and mentees will be matched by language, level, interest, and location as best as possible. Three mentor programs are available: the traditional program for in-person educators, the distance language-educator program for those who teach online, and a hybrid program for those currently teaching in person and remotely.
This four-week course addresses specific issues in assessment, intervention, and identification strategies that are most effective in separating difference from disability. Participants will learn what tools and strategies are available and appropriate to use. 
Job Opportunities
California School Boards Association
West Sacramento, CA
Connect with NCELA
Listen Now: Teacher Resources Podcast

Check out OELA’s podcast series highlighting promising practices related to STEM, language-instruction educational programs, teacher preparation, and early childhood instruction.

Coming soon! A new brief and podcast focusing on teaching math to ELs.
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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.