National Summer Learning Week | |
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National Summer Learning Week is a celebration highlighting the importance of summer learning! It encourages collaboration to ensure children stay safe and healthy each summer, enabling them to return to school prepared for academic success. The summer months offer a great opportunity to help all kids bounce back, catch up, and move forward into the next school year.
The 2024 Summer Learning Week themes include Literacy and Learning; Arts; Wellness, Health, and Sports; STEM (science, technology, engineering, and math); and Community and Leadership.
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NEW BLOG: Seal Recipient Sejal Sekhar's Speech at the Seal of Biliteracy Summit | |
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During Sejal Sekhar's senior year of high school, she earned the Global and Missouri Seals of Biliteracy. Her journey with the Seal began with a strong personal commitment to bilingualism and cultural understanding, ultimately motivating her to pursue this achievement. Recently, on June 24, Sejal had the opportunity to speak at the Seal of Biliteracy Summit.
Read the newest blog to learn about her educational journey and experiences with biliteracy.
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Request for Applications: Policies, Practices, and Programs to Support English Learners | |
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Improving outcomes and meeting the needs of millions of ELs continues to be a pressing issue as the EL population in the U.S. expands rapidly across a range of geographic regions, grade levels, ages, and education settings. The experiences of ELs within rural school settings and among adult learners are especially understudied. The prevalence of ELs means that many if not all research projects have the opportunity to consider the unique circumstances associated with educating and conducting research with ELs.
The National Center for Education Research at the Institute of Education Sciences is competing the Education Research Grants program (ALN 84.305A) and welcomes projects across all topic areas and project types that will yield useful insights and effectively address education outcomes for EL populations. Applications are due September 12, 2024.
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Join your English language teaching colleagues in person on July 22 and 23 to raise your voice with the U.S. Congress on issues that matter to the profession, MLs of English, and their families. Preparation for the visits will take place online on July 10, 17, and 18. An in-person panel June 22 will showcase Maryland’s Credit for All Language Learning Act. In-person U.S. Capitol Hill visits will begin at 8:00 a.m. on July 23 with a keynote address in the Rayburn House Office Building. Register for the in-person event by July 12. | |
Join principal investigators Ilana Umansky, PhD, and Karen Thompson, PhD, to learn patterns evident from data analysis across several States and how malleable levers in States are associated with the expanded course access that students should receive in order to succeed. | |
The Coalition of Community-Based Heritage Language Schools Conference brings together everyone who is interested in learning about and collaborating with community-based heritage language schools. This hybrid event will take place both on-site at American University in Washington, DC, and online on October 4–5, 2024. Follow these links to visit the conference website, learn about the plenary speakers, and register. | |
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Oct. 15–18
WIDA Annual Conference
Conference
| 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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Oct. 17-20
TABE Hybrid Conference
Conference
| The in-person portion of this year’s TABE conference will be held at the Kalahari Resorts & Conventions in Round Rock, Texas, from October 17–20. Virtual participation is also available. Conference registration just opened on June 1. | |
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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Regional Educational Laboratory West
NEW RESOURCES: An Asset-Based Approach to Multilingual Learner Terminology
“Multilingual learners bring a wealth of resources and perspectives to their school and classrooms that can strengthen learning for all students. This infographic discusses how the terminology we use to describe and identify multilingual learners can help signal an asset-based approach that helps to ensure students' experiences are acknowledged, valued, and incorporated.”
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Immigration Initiative at Harvard (IIH)
NEW RESOURCES: Understanding and Supporting Asian Immigrant Students and Families
“Asians are now the fastest-growing racial-ethnic group in the United States. They are contributing to the diversification of our K–12 classrooms as well as our colleges and universities. This IIH Brief has been developed to help educators understand the intersectional nature of Asian immigrant students’ and families’ challenges, value culturally sustaining teaching practices, and appreciate the strength and resilience of Asian immigrant students and families to best support them.”
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Teacher Leadership for School-Wide English Learning (SWEL) Summer Institute
Based on the SWEL framework, you'll receive the knowledge and skills you need to provide professional development and support for your colleagues who work with MLs of English. During the TESOL SWEL Summer Institute in Alexandria, Virginia, on August 5–8, 2024, you'll complete all three workshops to become a SWEL Coach!
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Immigration Initiative at Harvard Educator and Policy Briefs
The Immigration Initiative at Harvard brings together scholars, students, policymakers, and others to support and understand immigrant populations. Explore their website, which offers a variety of educator and policy briefs focused on newcomers, immigrant youth, and students.
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Data on the High School Coursetaking of American Indian and Alaska Native Students
The National Assessment of Educational Progress (NAEP) High School Transcript Study collects and analyzes transcripts from a representative sample of U.S. high school graduates. In 2019, the National Center for Education Statistics (NCES) collected transcript data from graduates who took the Grade 12 NAEP assessments, including American Indian and Alaska Native students. This blog post highlights the available data on these students.
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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 3 – August 21, 2024
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Benefits of Multilingualism Infographics Available in New Languages | |
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Five new translations of OELA’s Benefits of Multilingualism infographic are now available: Hmong, Russian, Tagalog, Haitian Creole, and Somali! There are multiple benefits to being multilingual, multiliterate, and multicultural in today’s global society.
This resource illustrates the cognitive, educational, economic, and sociocultural benefits of learning multiple languages. Check out the new translations!
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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 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. | | | | |
