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October 4, 2022
New Webinar Recording! Effective Literacy Instruction for Multilingual Learners
Did you miss our webinar with the National Committee for Effective Literacy and the National Association of English Learner Program Administrators (NAELPA) on Effective Literacy Instruction for Multilingual Learners: What It Is and What It Looks Like? You can now watch the recording and download the resources shared on the NCELA website. Drs. Jasmine Bitnara Park, Kathy Escamilla, and Laurie Olsen discussed best practices and leadership actions to promote effective literacy programs that honor the multilingual brain and leverage the linguistic and cultural assets of multilingual learners. 
The discussion included panel reflections with educators moderated by NAELPA. Check out some of their featured quotes below!
“We believe, as a district, in the importance of literacy as a catalyst for the academic achievement and future success of all our students.”
– Ana DeGenna, Oxnard School District
“By making learners aware of the vocabulary they will need to understand in order to successfully navigate the lesson, the teacher places learners in a favorable position.”
– Aloise Miller, Seidlitz Education
“Advice for teachers to approach literacy instruction for multilingual learners: the brain retains information best when it’s relevant to the learner, so tap into students’ background knowledge at the beginning of a thematic unit. Peak their interest!”
Lillie Ruvalcaba, Mountainview School District 32
Promoting Educational Excellence for English Learners
Check out OELA’s updated infographic on efforts to promote educational excellence for ELs. In addition to providing national leadership to help ensure that all ELs attain English language proficiency and meet challenging state academic standards, OELA also identifies major issues affecting the education of ELs and supports state and local systemic reform efforts to improve EL opportunity and achievement.
Key highlights:

  • Focus areas include family engagement, pathways to multiliteracy, special student populations, STEM, and teacher preparation.
  • OELA funds 110 grantees through two grant programs: the Native American and Alaska Native Children in School (NAM) program and the National Professional Development (NPD) program.
  • OELA has published 52 fact sheets on a range of topics.
  • The NCELA Resource Library, a searchable database, has over 25,000 items on EL education.
Upcoming Events
The full conference schedule for the 9th Annual Community-Based Heritage Language Schools Conference is now available! This year’s keynote speaker is Ofelia García, Ph.D., Professor Emerita, Graduate Center of the City University of New York, who will present on Translanguaging Pedagogy in Community-Based Language Schools. Anyone involved with a community-based school teaching languages should participate in the conference. There will be a variety of workshops highly relevant to teachers and administrators. The conference will be held both on site at American University in Washington, D.C., and online. The 2022 conference theme is “The Power and Sustainability of Multilingualism.”
October 18–19
Online Event
Join primary and secondary English language professionals at TESOL Elevate, a highly engaging and interactive online event with in-depth workshops led by top English language teaching (ELT) experts. Explore critical areas of the field, such as student-centered learning, family engagement, and trauma-informed practices. 
October 25–26
Virtual Conference
This fall, educators, librarians, parent leaders, and family-facing staff will convene for the 2022 Families Learning Conference to explore strategies and resources in family literacy, engagement, and leadership. Sessions will cover topics like equity, inclusion, trauma-informed care, family math, co-design, immersive technologies, early childhood education, adult education, and more. This conference will be held virtually in October, with Regional Meetups November 4 in Nashville, TN, and December 2 in Phoenix, AZ. 
November 2–5
Hybrid Conference
This November, come together at La Cosecha Dual Language Conference 2022 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.
This event offers learning opportunities for all language education professionals at all levels and from all languages. Participants will have access to more than 700 sessions and learning opportunities both in-person and on demand in the digital platform. Pre-convention virtual workshops will be held in the evening on Thursday, November 17.
The NABE Conference will take place in Portland, OR. The conference includes sessions for teachers in the field of dual language, English as a second language, administrators, paraprofessionals, university professors, students, researchers, advocates, policymakers, and parents. Early bird registration ends November 4, 2022.
In the News
Nevada Appeal
Carson City School District (CCSD) is seeing more language diversity among its ELs, with at least 20 languages spoken amongst 900 students. As of this year, CCSD has demonstrated more language diversity in the local community and among students, including Afrikaans, Arabic, Cambodian, Chinese, Czech, Farsi/Persian/Dari, Hindi, Korean, Malay, Polish, Punjabi, Russian, Spanish, Tagalog/Filipino, Thai, Urdu, and Vietnamese. “Assessing Comprehension and Communication in English State to State” data for the 2021–22 school year also indicated a slight rebound among the district’s ELs on their proficiency tests. Approximately 30% of students have participated or are taking part in the EL program. As of the beginning of the 2022–23 year, about 1,500 CCSD students exited the program in 1 to 4 years.
Internationals Network
Nearly one in three students attending college in the United States are foreign-born or children of immigrants. This highly diverse group includes not only international students, but also immigrants and children of immigrants educated in U.S. high schools. Scant research has focused on specific pathways of immigrant students and ELs or former ELs who enter postsecondary pathways after graduating from U.S. high schools. Domestically educated immigrants and children of immigrants are the focus of this learning brief.
National Association of Elementary School Principals
Hispanic Heritage Month, which runs from September 15 to October 15, is a time to pay tribute to the rich Hispanic history and accomplishments and celebrate the traditions and cultures that have influenced — and continue to influence — our country. This Principals’ Voices in School Equity blog post highlights resources school leaders can use to create equitable learning environments for Latino students and celebrate Hispanic heritage this month and year-round.
Education Week
This article provides best practices on how states and districts can support and protect their populations of immigrant students. These suggestions include accessing federal funding, examining data closely prior to making decisions, investing in professional development for all staff and educators, and partnering with community organizations. 
Research shows that students who are classified as ELs may be perceived by teachers as less capable than their non-EL peers. Universal assessments that test multilingual students in English can provide inaccurate information that teachers use to guide their practice or can wrongly indicate learning disabilities. This blog entry written by a monolingual teacher of newcomer ELs recounts her experience and provides suggestions and resources on how monolingual EL educators can support their multilingual ELs while acknowledging, respecting, and leveraging students’ native language and background knowledge.
Professional Learning
This comprehensive and interactive institute is designed to help participants develop and deliver Sheltered Instruction Observation Protocol (SIOP) Model professional development as facilitators in their school or district.
MCAP invites anyone wishing to become a bilingual teacher to join them for information and resources to assist with navigating the process for receiving a bilingual credential. This session highlights a flexible program that allows attendees to take online courses and receive exam support as they work toward becoming a bilingual teacher in California. This session is offered both online and in person at five different locations in the state.
Job Opportunities
American Institutes for Research (AIR)
Remote within the United States or any of the following AIR locations: Arlington, Virginia; Columbia, Maryland; Rockville, Maryland; Chicago, Illinois; Waltham, Massachusetts; Chapel Hill, North Carolina; or Sacramento, California
University of Texas at Arlington
Arlington, TX
Connect With NCELA
Fact Sheet: Dual Language Learners in Early Care & Education
Dual language learner households were less likely than English language families to enroll in center-based early care and education and more likely than English language families to rely on parental care only, according to OELA’s fact sheet. Dual Language Learners in Early Care and Education presents information about children under the age of 6 growing up speaking a language other than English at home. Disparities between dual language learner households and English language households in accessing high-quality, affordable, early care and education options are highlighted.
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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.