Just Released: English Learner Family Toolkit App | |
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The EL Family Toolkit helps families and educators stay connected to the latest tips, innovative tools, and practical resources to support ELs enrolled in U.S. schools. This FREE app from the U.S. Department of Education (ED) is available in English, Spanish, Chinese and Arabic and can be downloaded on Android and Apple devices!
Parents, families, and guardians can use the EL Family Toolkit to:
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Learn more about U.S. schools
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Learn about their rights in U.S. public schools
- Find out about school enrollment and attendance policies
- Get information about programs, services, and extracurricular activities
- Find advice and helpful questions to ask when talking to school staff
- Find ways to support safety, health, and success for ELs
- Browse quick tips by topic
Teachers, other educators, and school staff can use the EL Family Toolkit to:
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Find resources to support quality educational opportunities for ELs
- Get updates on professional development and resources from ED
- Find tips for using the Toolkit to engage families
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Launch of the “Being Bilingual is a Superpower” Initiative | |
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As part of its Raise the Bar: Create Pathways for Global Engagement, the Biden-Harris Administration launched “Being Bilingual is a Superpower,” an initiative by the U.S. Department of Education (Department) to promote multilingual education and bolster high-quality language programs and a diverse multilingual educator workforce across the country.
"Being Bilingual is a Superpower” will promote and further the understanding of bilingualism and biliteracy as an educational and economic imperative for student success, global competitiveness, and engagement. The new initiative under the Department's Office of English Language Acquisition (OELA) seeks to promote research-based bilingual educational opportunities and language instruction in early learning education settings and beyond.
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New Resource: State Seal of Biliteracy Infographic | |
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A new infographic from OELA provides a deep dive into the State Seal of Biliteracy. The Seal of Biliteracy is an award given by a State Educational Agency to recognize students who have studied and attained proficiency in two or more languages by high school graduation. The seal is most often awarded at the state level (and is thus often referred to as the State Seal of Biliteracy, or SSB), but it can also be awarded by a school district, site, or program. Twelve years after its first introduction in 2011, the Seal of Biliteracy has spread to 49 states and Washington, DC.
The infographic discusses ways that school districts can increase the number of students who can earn SSBs, as well as connections between dual language programs and the Seal. Other highlights include:
- Benefits of receiving the Seal
- Requirements for ELs and non-ELs
- Criteria to demonstrate proficiency in English and other languages
- Resources
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FY 2024 HEP and CAMP Competition Announcement | |
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The Office of Migrant Education at the U.S. Department of Education administers two competitive discretionary grant programs that provide academic, financial, and supportive services to migrant and seasonal farmworkers, or immediate family members of such workers: the High School Equivalency Program (HEP) and the College Assistance Migrant Program (CAMP). The HEP helps migratory and seasonal farmworkers (or immediate family members of such workers) who are 16 years of age or older and not currently enrolled in school to obtain a general education diploma that meets the guidelines for high school equivalency (HSE) established by the State in which the HEP project is conducted and to gain upgraded employment, be placed in an IHE or other postsecondary education or training, or enter the military. The CAMP assists migratory and seasonal farmworkers (or immediate family members of such workers) to complete their first academic year of college and continue in postsecondary education.
The Fiscal Year (FY) 2024 Notices Inviting Applications (NIAs) for the High School Equivalency Program (HEP) and the College Assistance Migrant Program (CAMP) have been published in the Federal Register and are available at the links below. Eligible applicants are institutions of higher education (IHEs) and private nonprofit organizations. The deadline for transmittal of the applications is January 16, 2024.
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National Scholarship Month | |
November is National Scholarship Month. Applying for scholarships can help students receive thousands of dollars for education. FAFSA's scholarship basics and tips can guide students through the process of searching for scholarships and preparing for applications. | |
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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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Developmentally appropriate classroom environments should embody authenticity, incorporate language-rich elements, embrace play-based approaches, and establish a foundation on children's social, linguistic, and cultural wealth. This session breaks down these principles into three key areas: (a) the print reflected in the classroom, (b) culturally familiar visuals, and (c) the culturally relevant materials expected in a responsive classroom. Early childhood educators can employ practical strategies to incorporate children's home language(s) and culture(s) throughout their classroom spaces. Registration deadline is December 8, 2023, at 12:00 p.m. | |
Join the National Association of English Learner Program Administrators (NAELPA) for the 2024 Hybrid Conference. The theme of this year's conference is Leading Change in Multilingual Education. In addition to the virtual offerings, the in-person conference will be Tuesday, March 26–Wednesday, March 27, 2024, in New Orleans, Louisiana, in conjunction with the National Association for Bilingual Education Conference. The conference includes keynote presentations from Dr. Jessica Costa and Crystal Gonzales as well as EDand OELA. | |
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March 28-30
NABE 2024 Conference
Conference
| The National Association for Bilingual Education (NABE) Annual Conference is a 3-day event scheduled to be held in New Orleans, Louisiana, from March 28–30. The conference will include educational sessions, inspiring keynote speakers, award competitions, and networking opportunities. Pre-conference events are also offered on March 26 and 27, in conjunction with the NAELPA Conference. Please note that the early bird registration period ends on December 4, 2023. For attendee registration and general conference information, you can contact mconf.reg.nabe@gmail.com. | |
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The in-person conference is scheduled at the Hyatt Regency Hotel in New Brunswick May 29–31. Register for one, two, or all three days and take advantage of networking opportunities with colleagues. Stay updated on state and national initiatives, and don't miss the chance to explore the latest teaching tools by visiting the representatives at the sponsor and exhibitor booths.
Presentation topics will include General Interest, Content Area Instruction, Bilingual/ESL Pre-K through 12, Higher Education, and more. Register by February 2, 2024, at 10 p.m. for a discounted rate, which includes one free year of membership.
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ED Source
Community College Students Can Take Classes in Their Native Language Under a New Law
Hoping to entice more non-English speakers to enroll in community college, California is making it easier for those students to take courses in their native languages. Bill 1096 will allow community colleges to offer courses in languages other than English without requiring students to enroll in ESL, which is the current policy. Community college officials think the bill could be a game-changer for potential students who might otherwise have been discouraged from enrolling or staying in college because of the ESL requirement. Some students have called the requirement a burden because of the extra time commitment.
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The Hechinger Report
Opinion: To Solve Teacher Shortages, Let’s Open Pathways for Immigrants so They Can Become Educators and Role Models
As our country continues to struggle with historic teacher shortages, we ought to consider an untapped pool of aspiring teachers—young immigrants who want to become educators. They can connect with newcomer students by sharing their stories and serving as role models. In this article the author describes her experience as a newcomer English learner who received help from educators who were immigrants themselves. She also outlines the need for immigrant educators and the obstacles that they face in acquiring teaching credentials.
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CT Insider
Stamford Schools Want to Start English-Spanish Dual Language Program in 2024
An English-Spanish dual language program is close to becoming a reality in Stamford, Connecticut, a school system where more than 50 percent of students are Hispanic. For the first year, the dual language program would only be offered at the kindergarten level and potentially first grade. A dual language program is designed to help students become proficient in two languages, including their native language. A typical dual language class would include a mix of both English-speaking and Spanish-speaking students, with the goal that each student would be proficient in both languages by the end of the course.
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The Century Foundation
NEW RESOURCES: Moving from Vision to Reality: Establishing California as a National Bilingual Education and Dual-Language Immersion Leader
The United States greets its future as a uniquely diverse and still diversifying country. Nearly 11.7 million school-aged children speak a language other than English at home. California represents this trend robustly. In 2022, roughly 40 percent of California K–12 students spoke a non-English language at home. In the past seven years, California has made significant improvements to its policies governing bilingual and dual-language immersion programs. This report outlines past and present policies of California’s bilingual and dual-language education and presents the state’s student and educator data.
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K–12 Dive
Having face-to-face visits with newcomer students and their families outside of the classroom can create lasting and meaningful connections between educators and families new to the country. These visits need to be prearranged, voluntary for both parties, and considerate of the challenges the families might be facing, such as language barriers and unfamiliarity with the American education system. Increased immigration has some communities calling for more guidance on best practices for welcoming students and families into school settings. To accommodate students new to the country, districts like Chicago Public Schools, Georgia’s Cobb County School District, and Florida’s Broward County Public Schools have opened welcome centers with staff to enroll students, orient families to the school systems, and provide other supports.
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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 also 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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Vermont Education Agency
Montpelier, VT
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The University of Texas at Arlington
Arlington, TX
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Watch Now: RAISE THE BAR - Supporting Pathways to Multilingualism Beginning with Early Learning | |
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Did you miss our Raise the Bar Webinar on Early Learning? The recording and PowerPoint presentation are now live on NCELA. During this event, presenters reflected on the importance of early learning as a critical component in fostering multilingualism and multiliteracy. They discussed ways to elevate multilingualism in the context of early learning.
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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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