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 EXECUTIVE DIRECTOR'S COLUMN

Seal of Biliteracy Guidelines released
NABE
The American Council on the Teaching of Foreign Languages, the National Association of Bilingual Education, the National Council of State Supervisors for Languages, and TESOL International Association, have officially drafted recommendations for the implementation of the Seal of Biliteracy. The Seal of Biliteracy is an award made by a state department of education or local district to recognize a student who has attained proficiency in English and one or more other world languages by high school graduation. The recognition of attaining biliteracy becomes part of the high school transcript and diploma for these students.
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NABE 2015 Conference Press Release
NABE
Nearly 2,000 participants from across the globe converged at the 44th Annual NABE Conference held in Las Vegas from March 4-7 for several days of professional development and an all-star cast of keynote speakers. The conference theme, "Achieving Global Competence: Biliteracy for All," drew national and international interest. Representatives from the American Federation of Teachers, the National Science Teachers Association, the U.S. Department of Education, just to name a few, made presentations at the conference. Over 20 NABE affiliates from around the nation also showed their support at this conference.


Dr. Libia Gil, Assistant Deputy Secretary of Education and Director of the Office of English Language Acquisition (OELA) and the team from the Santa Clara County Office of Education (Dr. Yee Wan, NABE Board Member, Dr. Angelica Ramsey, Chief Academic Officer, and Toni Cordova, Chief Strategy Officer)

Dr. Julio Cruz, NABE President, California Senator Ricardo Lara, NABE 2015 Citizen of the Year, and Dr. Santiago Wood, NABE Executive Director

Dr. Julio Cruz, NABE President, Superintendent Jon R. Gundry, Dr. Yee Wan, NABE Board Member

Dr. Libia Gil, Assistant Deputy Secretary of Education and Director of the Office of English Language Acquisition (OELA) And NABE Board Members

California Senator Ricardo
Lara, NABE 2015 Citizen of the
Year and Dr. Yee Wan, NABE
Board Member

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SPONSORED CONTENT





NABE 2016 Chicago Conference
Please prepare for the NABE 2016 45th Annual International Bilingual Education Conference at the Chicago Hilton on March 3-5 with Pre-Conference on Wednesday, March 2, 2016.


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PRODUCT SHOWCASE
 
Gwinnett County Public Schools, located in metro Atlanta, is the largest school system in Georgia with 173,000 students and growing. GCPS is a school system of choice for people moving to the Atlanta area and a two-time winner of the Broad Prize of Urban Education (2010 & 2014).
 


 INDUSTRY NEWS


What we talk about when we talk about best practices: Assessment
By: Debra Josephson Abrams
In this part of the best practices series, we will examine assessment and the many manifestations it takes. Assessment is not limited to traditional testing. It includes programmatic and student needs analysis, alternative approaches to evaluating learning and student self-reflection. Best practices research indicates that traditional placement tests do learners an injustice.
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Catching up on statewide efforts to promote bilingualism
Education Week
Four national professional organizations have banded together to draft recommendations for the seal of biliteracy — a special recognition on high school diplomas and transcripts for graduates who demonstrate fluency in two or more languages. The American Council on the Teaching of Foreign Languages; the National Council of State Supervisors for Languages; the National Association for Bilingual Education; and the TESOL International Association, the organization for teachers who specialize in working with English learners, developed the recommendations in this five-page document.
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Looking for similar articles? Search here, keyword BILINGUAL.


3 tools to support ELL students
MiddleWeb
English language learners, students who do not have English as their native language, provide a specific set of challenges for teachers across the content areas. Depending on their lack of knowledge of English, they may be shy or lack confidence, overly reliant on visuals, or resistant to talking in small groups. However, as they learn the language, their confidence increases, as does their achievement. Let's look at three specific strategies that help ELLs learn.
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A majority of English-speaking Hispanics in the US are bilingual
Pew Research Center
About 1 in 6 U.S. adult Hispanics (62 percent) speak English or are bilingual, according to an analysis of the Pew Research Center's 2013 National Survey of Latinos. Hispanics in the United States break down into three groups when it comes to their use of language: 36 percent are bilingual, 25 percent mainly use English and 38 percent mainly use Spanish. Among those who speak English, 59 percent are bilingual.
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TRENDING ARTICLES
Missed last week's issue? See which articles your colleagues read most.

    Poor internet access hinders Hispanics' educational success (eSchool News)
Education Department releases second chapter of English Learner Tool Kit for State and Local Education Agencies (U.S. Department of Education)
Education Department pledges to prioritize needs of language learners (Education Week)
Money, dream jobs, a better brain: Why everyone should learn a second language (The Next Web)
Simple exercises to improve ELL reading skills — Part 2 (By: Douglas Magrath)

Don't be left behind. Click here to see what else you missed.



The 'two-sizes-fits-all' approach to bilingual education doesn't work
Truth-Out
How long should it take for English language learners to achieve second-language proficiency? That is the question under debate in the Oregon Legislature. A bill, HB 3499, sponsored by several state legislators, proposes a maximum of seven years for students who have been identified with low-level, English language proficiency and seven years for students with moderate skill. English literacy is a critical first step for "ELL" student academic success. Current state law does not dictate a maximum length of time students may rely on ELL program support, nor does the state determine how districts must spend the $3,750 in additional funding they receive for each ELL student.
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5 key benefits of US community colleges for international students
U.S. News & World Report
Community college should be familiar to most international students and their parents. However, many parents often misunderstand several key things about this type of U.S. college. They may think that community colleges have zero admission requirements, for example, or that they are for students who are not good at school. This is definitely not correct. Here is some information on what community colleges really are and how they are different from four-year institutions, as well as which types of international students may want to consider community college.
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ESEA's 50-year legacy a blend of idealism, policy tensions
Education Week
Fifty years ago this month, President Lyndon B. Johnson signed into law the Elementary and Secondary Education Act outside the former one-room schoolhouse in rural Texas he'd once attended. The new law dramatically ramped up Washington's investment in K-12 education, carving out a role for the federal government in educating the nation's poorest children. But shortly after that cinematic ceremony, administrators in the U.S. Office of Education — the predecessor of today's separate, Cabinet-level department — found themselves with a difficult task.
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One person: One language and bilingual children
Psychology Today
A well-known approach used with children who are acquiring two languages simultaneously is for each parent to use his or her own language with their child. Thus, for example, parent 1 will use Spanish and parent 2 English. This is known as the one person — one language strategy or OPOL. The strategy has probably been around since the beginning of intermarriages between people belonging to different language groups. In recent times, however, its onset has a precise date: 1908. It was in that year that a baby boy, Louis, was born to the Ronjat family in France.
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Experts weigh in on states' English language learner policies
EdSource
California and Arizona are cited as the only two states that require all teachers and staff to be certified as specialists in English language learning methods, even if they don't teach students who are learning English as a new language, according to a new report by the Education Commission of the States. The report recommends that, at the very least, all states should require every teacher who is a candidate for a credential to receive some training in ELL instruction. The report states the change is necessary, because students who are learning English are taught by teachers who overwhelmingly lack training in ELL instruction.
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NEA campaign aims to shift ESEA away from 'testing, labeling and punishing schools'
THE Journal
A new multi-pronged campaign from the National Education Association will try to shift the focus of federal education policy away from high-stakes testing and back toward students, with a special emphasis on "children living in poverty, students with disabilities and English language learners." The campaign, called "Wave of Action," coincides with the 50th anniversary of the signing of the Elementary and Secondary Education Act of 1965 by Lyndon Johnson (reauthorized under George W. Bush as No Child Left Behind, or NCLB), which is currently undergoing another reauthorization process in Congress.
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Study: Latino children's language skills are lagging by age 2
The Washington Post
Nine-month-old Latino babies have the same language and cognitive abilities as their white peers, but by the time they reach age 2, they lag significantly behind, according to new research from the University of California at Berkeley. The research suggests that prekindergarten may be too late to start trying to close persistent academic achievement gaps between Latino and white students, said Bruce Fuller, the study's lead author and professor of education and public policy at UC Berkeley.
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Cutting to the Common Core: Fostering academic interaction
Language Magazine
A primary goal of English language development and world-language coursework is to ensure that students develop the verbal and written language skills to communicate effectively in social and academic settings. To develop communicative competence, students at all grade levels and proficiency levels need daily supported opportunities using their second languages for diverse purposes. Simply providing provocative questions and exhortations to "share with a neighbor" will not yield impressive linguistic results. In this frequent classroom scenario, students are likely to respond inefficiently and inaudibly, using brief phrases punctuated by everyday vocabulary, without being able to recall their lesson partners' contributions.
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