Upcoming Webinar: Supporting Multilingualism for All: Implementing the Seal of Biliteracy Part 2 | |
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OELA will host the second part of “Supporting Multilingualism for All: Implementing the Seal of Biliteracy” on Monday, November 13, at 12:30 p.m. ET. The Seal of Biliteracy (SoBL) honors students who have completed high school and can read, write, speak, and listen in at least two languages, one being English.
Geared toward educators and leaders (administrators and superintendents) leading biliteracy efforts in states, schools, districts, and communities, this two-part webinar centers on the presenters’ research-based 5P framework to implement the SoBL and promote biliteracy for all students, including an explicit lens on equity for multilingual and heritage-language learners. Whether just beginning to implement the SoBL or looking to enhance and expand current implementation, participants will identify actionable steps to implement the SoBL in their unique contexts to broadly and equitably promote biliteracy.
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Invitation to Nov. 15 Event Celebrating International Education Week | |
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You are invited to celebrate International Education Week with the International and Foreign Language Education office by attending an in-person event at the U.S. Department of Education on November 15 at 9:00 a.m. ET. The “Raise the Bar: Advancing Careers through Multilingual Education” event will feature a panel discussion with alumni of Fulbright-Hays and Title VI programs as they reflect on how learning about languages and other world regions have contributed to their academic and career success. There will be time for networking as well. Registration is required by November 8.
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Parent Partnership: Secretary Cardona and Friends Celebrate National Parent Involvement Day | |
Secretary Cardona and several other U.S. Department of Education senior officials will be hosting a live webinar for parents to celebrate National Parent Involvement Day on November 16 at 7:00 p.m. ET! This high energy event will focus on the Department’s commitment to supporting parents and the success of their children and will feature the Secretary and other senior Department officials in conversation with Grace Bastidas of Parents Magazine. | |
Internet for All – FCC’s Affordable Connectivity Program | |
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The Affordable Connectivity Program is a Federal Communications Commission (FCC) program that helps connect families and households struggling to afford internet service. This new benefit provides a discount of up to $30 per month toward broadband service for eligible households and up to $75 per month for households on qualifying tribal lands. Eligible households can also receive a one-time discount of up to $100 to purchase a laptop, desktop computer, or tablet from participating providers. Eligible households can enroll through a participating broadband provider or directly with the Universal Service Administrative Company using an online or mail-in application.
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From Florida to California, U.S. states are active in legislation and policy affecting you, ELT educators, and multilingual learners of English. Join TESOL on November 11 from 1:00–2:00 p.m. ET as they provide an overview of issues across the states, explore the implications, and discuss how you can make an impact in your own advocacy efforts. | |
The COVID-19 pandemic disrupted learning for all students in the United States, with ELs facing unique challenges. In this REL Southwest webinar, panelists will discuss recent reports on changes in EL students’ English language proficiency during the COVID-19 pandemic and host a question-and-answer session. This webinar is intended for state, district, and school-level policymakers, staff, and practitioners focused on serving and supporting EL students. | |
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Esta sesión discutirá cómo el centro de juegos dramáticos es donde los niños pequeños utilizansus recursos y experiencias para mejorar su juego. Imitan su vida familiar, representan sus experiencias y demuestran normas culturales. Estos espacios de aprendizaje lúdico brindan oportunidades para andamiar el lenguaje. También compartiremos cómo los maestros pueden escuchar atentamente lo que los niños están comunicando para capturar temas relevantes en su vida cotidiana. Compartiremos estrategias prácticas que ayudarán a los maestros a planificarentornos de comunicación enriquecedores donde los niños puedan desarrollar sus habilidades lingüísticas.
*Esta sesión se impartirán íntegramente en español. (This session will be in Spanish.)
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The Illinois Resource Center is excited to bring together educators from across the state for the Multilingual Illinois 2023 Statewide Conference in Conjunction with ESSA. This event will be held in person from December 5-7, 2023, at the Hilton Chicago/Oak Brook Hills Resort in Oak Brook, Illinois. More than 75 informative sessions will be offered across the three days of the conference, with a dynamic lineup of speakers. Register by November 17, 2023, at 5 p.m.. For further information or questions about this event, please email the Illinois Resource Center at ircregistration@cntrmail.org. | |
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Tampa Bay Times
Some Tampa Bay schools teach in English and Spanish. It’s catching on.
A growing number of families see value when children learn in two languages. Parents are driven by research that suggests learning in multiple languages boosts brain power while making students more marketable and socially adaptable as adults. Spanish dual language programs have been offered in Hillsborough and Pinellas counties in the Tampa Bay area for several years. Hillsborough currently has 12 schools with dual language programs, encompassing nearly 1,700 students. Four more schools have launched Spanish immersion programs under a grant from the U.S. Department of Defense. The dual language enrollment numbers are growing exponentially as schools new to the program add another grade level every year. Pinellas County is also moving into dual language with 200 students in two elementary schools.
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South Central Florida Life
Florida school district agrees to improve instruction for students who don’t speak English
The Clay County School District and the U.S. Department of Justice reached a settlement after federal investigators found that the district failed to provide EL students with the language instruction needed to become fluent in English and failed to provide parents who don’t speak English with important school information in a language they could understand. The U.S. Department of Justice determined that EL students could not meaningfully participate in many classes and didn’t receive appropriate individualized academic and behavioral supports. The district cooperated fully with the investigation and committed to improving its services for ELs. Under the agreement, the district will modify its practices so that ELs are properly assessed and identified, promptly provided with language services, and have the opportunity to benefit from academic and behavioral supports.
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The Hechinger Report
Lost in translation: Parents of special ed students who don’t speak English often left in the dark
Regardless of the language parents speak, they have a civil right to receive important information from their child’s educators in a language they understand. For students with disabilities, federal law is even clearer: Schools “must take whatever action is necessary” so parents can meaningfully participate in their child’s education. But schools sometimes fail to provide those services. Families who don’t speak English are forced to muddle through meetings unable to weigh in or ask questions. In Washington and a handful of other states, the issue has started to gain more attention. State lawmakers introduced legislation to bolster federal civil rights in state code. Teachers unions in Seattle and Chicago bargained for—and won—interpretation services for special education meetings. Still, efforts to expand language access in special education face an uphill battle due to the small pool of trained interpreters, lack of enforcement, and scant funding from Congress.
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Migration Policy Institute
NEW RESOURCE: Recent Immigrant Children: A Profile of New Arrivals to U.S. Schools
A significant increase in the number of immigrant children in U.S. schools over the last decade has challenged K–12 educators to expand their capacity to serve students who may arrive with limited education, little to no English proficiency, and trauma. This fact sheet uses U.S. Census Bureau statistics to explore the characteristics of recently arrived immigrant children. This information can help schools understand what resources are needed to improve academic support for these students and language access for parents with limited English.
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Language Magazine
Alongside technological adoption, the growing linguistic and cultural diversity in classrooms has broadened the essential literacy skills required for students. Literacy skills extend beyond reading and writing and increasingly involve navigating varied communication styles in diverse contexts. The notion of “multiliteracies” describes the suite of essential skills students should possess in this globalized and digital age. Multiliteracies have already been integrated into current academic standards. How can we ensure that multilingual learners meet the standards that require multiliteracies? This article discusses a research-based assessment tool that can be used for formative purposes as a classroom-based assessment and instructional resource to help students improve multiliteracy skills.
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The 2023–24 ExC-ELL Virtual Institutes: Virtual PD That Anyone Can Attend, October 26–December 5
Would you like to learn how to boost your students’ vocabulary development, academic language, reading comprehension, and writing skills across all content areas? Have you always wanted to learn the research-based ExC-ELL Model but haven’t been able to find an institute near you? Are you looking for ways to continue to hone your craft as an educator and/or earn professional learning credits? The ExC-ELL Virtual Institutes consist of three modules, which are each offered multiple times throughout the year to fit your busy schedule. Attendees of each module can expect a fun and meaningful 2-hour virtual professional learning session; opportunities to interact with colleagues and practice the instructional strategies being taught; and a digital toolkit to help implement what was learned back in the classroom or school. Dates:
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Vocabulary Module: December 6
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Reading Module: November 14
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Writing Module: November 13
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BONUS Module: Using ChatGPT & Other AI Tools in the Classroom: December 5
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University of Colorado Denver’s PhD in Early Childhood Policy
Are you interested in earning a PhD in Early Childhood Policy? The University of Colorado Denver now offers an Early Childhood Policy PhD program. This program emphasizes that specialized attention to policy and systems is crucial to achieving quality, equity, and scale in the field. Fellowships are available for BIPOC students and those who have historically been underserved by doctoral education.
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Leadership for Welcoming Newcomer Students: 6 Steps to Take
Does your school embrace asylees, refugees, and other newcomer students? If so, there are immediate steps that you can take to create a supportive school environment. Internationals Network presents six recommended steps from school leaders. By implementing these steps, you can create a welcoming and inclusive environment for newcomer students, fostering their academic success and overall well-being.
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Newcomer Welcome Kit
As schools in the United States are currently responding to the growing enrollment of newcomer students, including immigrants, asylees, and refugees from all over the world, Internationals Network for Public Schools presents this Newcomer Welcome Kit curated by school leaders for school leaders. In this kit, you’ll find strategies and resources that were developed and vetted by leaders across Internationals Network to aid you, your staff, and community partners; customizable samples of Internationals resources; and tip sheets on how to implement strategies.
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Pacific Collegiate School (PCS)
Santa Cruz, CA
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Brooke Charter Schools
Boston, MA
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Age of Learning, Inc.
Remote
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ICYMI: Information ELevated – Rural Localities and ELs in the United States | |
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Research suggests that rural educational settings can pose unique challenges for educating K–12 ELs. This new episode of Information ELevated provides a data overview of rural localities and ELs in the United States and offers insight into the diversity of localities and languages spoken by ELs.
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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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