English Learner Family Toolkit App | |
|
The English Learner 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!
For answers to common questions, visit our EL Family Toolkit and App: Frequently Asked Questions (FAQs) Blog. There, you’ll find detailed information to help you navigate these resources effortlessly.
| |
Raise the Bar: How Community-Based Schools Can Contribute to the Multilingual Landscape Parts I & II | |
|
This two-part podcast, hosted by ED’s Office of English Language Acquisition (OELA), focuses on how community-based heritage language schools contribute to the multilingual landscape in the United States.
The podcast features a panel of experts, including Joy Kreeft Peyton, the president of the Coalition of Community-Based Heritage Language Schools; Ana Lucia Lico, co-founder and board member of ABRACE; Heika Feltes, teacher and co-director at Bay Area Kinderstube; and Shahid Iqbal, co-founder and program director of the Indus Arts Council.
| |
Request for Applications: Policies, Practices, and Programs to Support English Learners | |
|
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.
| |
On Wednesday, August 14, the Department’s Student Engagement and Attendance Center and REL Midwest will host a Fostering Student Belonging and Connectedness to Improve Attendance webinar. Intended for state and district-level teams, this webinar will feature strategies that promote student belonging and connectedness and cover ways that these concepts can be measured and used to make data-informed school improvement decisions. | |
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. | |
Register for the second annual Institute of Education Sciences (IES) Research and Development Centers Conference on Improving Instruction, Assessment, and Policies for Secondary English Learners Across the Content Areas, which will take place at George Washington University in Washington, DC, on September 16 and 17, 2024. The conference is intended for educators, administrators, policymakers, researchers, and others involved in enhancing education practices and policies. | |
This WIDA webinar explores five critical, research-based aspects or “guideposts” of reading instruction for multilingual learners (MLs). For each guidepost, attendees will receive an overview of the current research and strategies and tips for how the guidepost translates to classroom instruction. | |
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. | |
|
Oct. 15–18
WIDA Annual Conference
Conference
| The WIDA Annual Conference is the premier event for educators of Pre-K through Grade 12 multilingual learners, 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. | |
|
Oct. 17-20
TABE Hybrid Conference
Conference
| The in-person portion of this year’s Texas Association for Bilingual Education (TABE) conference will be held at the Kalahari Resorts & Conventions in Round Rock, TX, from October 17–20. Virtual participation is also available. Conference registration opened on June 1. | |
Are you, or someone you know, looking for a conference focused on providing instructional and programmatic support to best serve your ELs and emerging bilingual students? La Cosecha 2024 will feature more than 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. | |
|
EdSource
Can High School Teacher Academies Address the Shortage? Programs Point to Yes
To address teacher shortages, including in bilingual education, Fresno Unified School District has launched a “grow-your-own” program for high school juniors and seniors. This program helps students develop communication, professionalism, leadership skills, teaching styles, lesson planning, cultural proficiency, and engagement techniques. The article highlights the meaningful educational experiences for high school participants and their positive impact on elementary students.
| |
|
GBH News
At Least 20,000 People Wait to Learn English in Massachusetts
Though one in 10 workers in Massachusetts speaks limited English, currently over 20,000 immigrants are waiting to get into English for Speakers of Other Languages (ESOL) classes according to the Massachusetts Coalition for Adult Education. A new report by MassINC and UMass Donahue Institute outlines strategies the state could implement to offer more language support to immigrants and newcomers, including advocacy for more federal funding.
| |
|
Learning, Joy, and Equity: A New Framework for Elementary Education
This report from the Children’s Equity Project and New America identifies 14 core ingredients that, when combined, can help us move toward transformative, quality elementary school experiences for every child. These ingredients are informed by data and research and illustrated through clear and concrete examples. Notably, ingredient number seven highlights the importance of children receiving dual language education to promote bilingualism, biliteracy, biculturalism, and positive self-identity.
| |
|
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!
| |
|
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.
| |
|
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
| |
New Fact Sheet: English Learners Who Are American Indian/Alaska Native | |
|
In the 2021–22 school year, 41,617 ELs identified as American Indian or Alaska Native (AI/AN). In addition, the Bureau of Indian Education serves 4,177 ELs who are AI/AN. Explore the latest fact sheet release from OELA for additional data insights and resources.
| |
|
Subscribe to NCELA Nexus
Did you receive the Nexus from a colleague? You can subscribe via the form on our website.
| |
|
Submit Your News
Do you have news to share with the Nexus community?
Send your alerts, upcoming events, resources, and job postings to AskNCELA
by Monday, August 12, 2024, for inclusion in the next edition of Nexus.
| |
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 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. | | | | |
