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July 13, 2022
Save the Date: Registering and Enrolling Refugee and Immigrant Students in Secondary Schools 
Join OELA for a webinar on Friday, August 12, from 2:00 p.m. – 3:30 p.m. ET discussing best practices and resources for facilitating refugee and immigrant students’ transition into U.S. secondary schools, including scheduling considerations, academic evaluations, and options for registering newcomer students who arrive without academic credentials or who do not meet state academic requirements. Panelists will also discuss models of academic background review and assessment that can be used during newcomer immigrant registration and enrollment in secondary grades to set students on a successful trajectory and pathway to graduation. 
Upcoming Events
In learning a first or second language, learning disabilities (LD) often affect language-based tasks such as reading, spelling, writing, or listening. While digital learning resources can be transformative to meet the unique needs of students with an LD, overcoming barriers to digital access for these learners, particularly those with IEPs or 504 plans, should be carefully considered and addressed. Join the Center for Applied Linguistics (CAL) for a webinar in which panelists will discuss issues facing multilingual learners with disabilities.
The Illinois Resource Center presents this workshop for K–12 English learner (EL) teachers featuring Carly Spina. Attendees will gain relevant strategies for resource sharing and collaboration with colleagues serving multilingual learners.
September 28–30 
Hybrid Conference 
The WIDA Annual Conference is the premier event for educators of K–12 multilingual learners, giving educators from around the globe the opportunity to share best practices and discover innovative classroom strategies. The in-person conference is sold out, but registration for the curated virtual option is still available.
This conference is for program directors and administrators of community-based heritage language schools; members of the language communities involved in these schools; and directors and leaders in public, private, and charter schools who are interested in working with community-based heritage language schools. The conference will be held both on site at American University in Washington, DC and online, and the theme is “The Power and Sustainability of Multilingualism.”
November 2–5
Hybrid Conference
This November, come together at La Cosecha Dual Language Conference in Santa Fe, NM, to share current theory, best practices, and resources and build networks to fuel community efforts for a better future for our children! This national conference brings together the largest gathering of educators, parents, researchers, and practitioners supporting dual language, two-way immersion, one-way developmental bilingual, and one-way heritage language immersion programs from across the United States.

In the News
School districts in California struggle to hire bilingual teachers in all languages, but the shortage is more severe for teachers who are fluent in Asian languages. The budget put forth by the California Legislature includes $5 million for the Asian Language Bilingual Teacher Education Program Consortium, which helps prepare bilingual teachers in Asian languages, such as Vietnamese, Korean, Mandarin, Cantonese, Japanese and Hmong. The program pools resources at 10 California State University campuses to allow students enrolled at any campus in the consortium to take classes at the other campuses to receive their bilingual authorization. A large portion of the funding will go toward helping students pay for classes.
Last month, the Cedar Rapids school board approved an agreement with the Catherine McAuley Center— a nonprofit serving immigrants, refugees, and women experiencing crisis in Cedar Rapids — to provide 10 weeks of summer programming for students entering high school this fall. The school district allocated $25,000 to provide at least 25 English Language Learners two full days and two half days of learning each week to mitigate summer learning loss, build stronger English proficiency and literary skills, contribute to students’ personal growth, and engage them in the community.
Language Magazine
This article focuses on the opportunity for two-way teacher capacity building and collaborative coaching through co-teaching in classes that integrate both content and language learning for ELs. While teachers often share a range of common skills, sustained collaboration and co-teaching provides an opportunity for the two professionals to combine their expertise through job-embedded and ongoing professional learning activities. When teachers work together in an ongoing fashion, they are afforded a platform for sharing their understanding of the curriculum and the students they jointly teach, while at the same time supporting each other in developing new pedagogical and cross-cultural competencies.
The population of multilingual learners is growing in our schools, yet we have not fully tapped into the assets these children bring. When multilingual people use language, their languages all combine into one whole resource they draw upon when they communicate. This blog entry outlines various benefits of multilingualism and provides concrete suggestions on how educators can embrace and promote multilingualism in their classrooms — and how this can contribute to students’ academic achievement.
This white paper examines tensions in classroom assessment with the intent of demystifying purposes, practices, and policies for educators of multilingual learners in K–12 settings. United by a common experience of the novel coronavirus-19 and its variants, the paper revisits seven sets of competing ideas that were posed in CAL’s inaugural blog series, Multilingual Mysteries, in fall 2021. 
National Association for Family, School, and Community Engagement (NAFSCE)
NAFSCE recently announced the launch of “Family Engagement Core Competencies: A Body of Knowledge, Skills, and Dispositions for Family-Facing Professionals.” The purpose of this new set of core competencies is to advance effective family engagement practice, serve as a guide for family-facing professionals, and create a unifying set of professional competencies for the family engagement field.
Professional Learning
CAL: Virtual Institutes, Registration Open
CAL Institutes provide research-based strategies and practical, hands-on tools and help teachers meet the language and literacy demands of content instruction for all language learners.

California Association for Bilingual Education (CABE): 2023 Institute Proposal/Call for Workshop Presentations, Deadline: July 29
CABE is seeking presentations that engage participants in topics related to quality education for dual language learners. CABE 2023 will be held in Long Beach, CA, March 22–25, 2023.

NABE will hold its 52nd Annual Conference on February 22–25, 2023, in Portland, OR. Abstract proposal submission is open until July 31. Proposal applicants that demonstrate how their topic addresses one or more of the following competitive priorities will be able to earn extra points in the proposal review: dual language learners, multilingual/multiliteracy, and ELs. Early Bird Discount Registration is now open and will end November 4. On-site and online registration packages are available. Visit for more information.
TQ is seeking proposals from prospective guest editors for the 2024 special topic issue. Proposals are chosen by the TQ Editorial Advisory Board, and the guest editor(s) are responsible for overseeing the review process and selecting the content of the issue. The issue will appear in September 2024. 
Job Opportunities
University of Nevada, Las Vegas
Las Vegas, NV
The Children’s Literacy Initiative
Northern New Jersey, NJ
Connect With NCELA
Policy Brief: EL Education and Employment Status

Ready, Set, Succeed! Support EL students in charting their course for success during and beyond high school. A summer job, internship, mentorship, or plan to pursue higher education sets our future leaders on a path to change the world. Check out this policy brief from OELA for facts on education attainment and employment status of ELs ages 14–21.
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National Clearinghouse for English Language Acquisition (NCELA)
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.