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| EXECUTIVE DIRECTOR'S COLUMN|
NABE Executive Board 2015 Nominees
I am very pleased to inform you that the NABE Executive Board At-Large Election dates for three (3) board positions have been set to begin on May 27 through June17. You have been certified as a qualified candidate who met all of the requirements for the election. I am requesting that you send me, within the next 72 hours, a photo of your choice and your statement of qualification that will be posted on the ballot, our Web page, NABE eNews, and shared with all of the voters. The election will be by electronic voting and the results will be announced and posted on the NABE web page on June 22. Successful candidates will be notified immediately of the results of the election. In addition, successful candidates are expected to attend the first installation meeting of the NABE Executive Board at the DC Office in Wheaton, MD on July 10-11 for the annual re-organization meeting of the Board scheduled for July 11. I am not privilege to the voting instrument as it will be done confidentially on line by Simply Voting. Incidentally, Simply Voting is used by one of our largest Affiliates and is a very simple and user friendly process. My greatest respect and admiration to all of you on this journey. NABE needs your support and contributions so that we leave a greater legacy of success and possibilities for our future generation. As a good friend once remarked, this journey we take on behalf of our students, is not a "Sprint" or a "Marathon," but it is simply a "Relay" that will help us to continue to build upon the exceptional work of our former pioneers and move our institution forward another 45 years with relevance, credibility and great benefit to our growing population of ELLs and the many exceptional an dedicated teachers, administrators and support staff who serve them. Please feel free to let me know if you have any additional questions or concerns. PLEASE REMEMBER TO VOTE ON THE NABE WEB PAGE BEGINNING ON MAY 27 THROUGH JUNE 11. YOU ARE ASKED TO SELECT 3 CANDIDATES WHO WILL SERVE AS (AT LARGE) FOR A PERIOD OF THREE YEARS.
Si se puede!
NABE 2015 Executive Board Election
45th Annual NABE Conference
NABE's mission is to advocate for our nation's Bilingual and English Language Learners and families and to cultivate a multilingual multicultural society by supporting and promoting policy, programs, pedagogy, research and professional development that yield academic success, value native language, lead to English proficiency, and respects cultural and linguistic diversity.
NABE seeks proposals that engage participants in topics related to quality education for DLLs such as:
By using a peer review process with a panel of over 35 reviewers from across the nation NABE ensures that all accepted proposals are of the highest quality for our attendees.
- achieving educational equity for DLLs
- ensuring social justice for DLLs through strong linguistic and academic attainment
- providing equal educational opportunities for DLLs
NABE invites all education experts, researchers, authors and successful practitioners with information of interest to submit a proposal. We also encourage multilingual proposals.
Click here to Submit your proposal. Proposal submission will be open through June 30.
AFT, NABE, TESOL on Senate Bipartisan ESEA Bill
Leaders of three organizations representing the majority of educators who teach English language learners said they are encouraged by the Senate bipartisan Elementary and Secondary Education Act reauthorization proposal. "The proposed bill represents a significant step forward to support the academic and language needs of ELLs, to adequately prepare teachers to work with ELLs, and to promote equity," said leaders of the American Federation of Teachers, the National Association for Bilingual Education and TESOL (Teachers of English to Speakers of Other Languages) International Association, in a statement to their members.
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The 12th Annual ALAS Education Summit
The Association of Latino Administrators and Superintendents is an educational professional association advocating for Latino youth through professional development, interaction, and networking among administrators in school districts nationwide that serve Hispanic students. ALAS was formed in 2003 in response to the lack of national advocacy and representation by the existing mainstream professional associations. It is this void that ALAS seeks to fill with a determined effort to improve the educational success of Latino youth and career opportunities for Latino administrators. The ALAS mission is to provide leadership at the national level that assures every school in America effectively serves the educational needs of all students, with an emphasis on Latino youth, by building capacity, promoting best practices and transforming educational institutions.
Every Child Achieves
The Coalition for Teaching Quality — comprised of more than 100 civil rights, disability, rural, youth, parent, community, educator and principal organizations — thanks you for your leadership in developing bipartisan legislation to reauthorize the Elementary and Secondary Education Act, the Every Child Achieves Act. We write today to specifically comment on the teacher and principal quality provisions in the bill.
Opposition to Inclusion of S. 1052 (GREAT) Act in ESEA
As 91 organizations concerned with promoting educational quality and equity, particularly for students who have traditionally been least well-served by our education system, we are deeply committed to the development of well-prepared, experienced, and effective teachers for all communities, and to ensuring that every student has a fully prepared and effective teacher. We write to you with significant concerns about S.1052, the "Growing Education Achievement Training Academies for Teachers and Principals (GREAT) Act." We strongly oppose its enactment or inclusion in ESEA reauthorization.
Selected recommendations on ESEA reauthorization regarding English language working group on ELL Policy
English language learners comprise almost 10 percent of the U.S. student population at any given time. Many more students have been ELLs at some point in their schooling. In four states (Texas, New Mexico, Nevada and California) the percentages are significantly higher, ranging from 15 to 24 percent of the state's students. Moreover, many states in the Southeast and Midwest have experienced explosive ELL growth. Since the last re-authorization of ESEA, the numbers of ELLs have increased substantially, and growth is more broadly distributed across the nation.
It is now official!
Indiana Gov. Mike Pence signed the Biliteracy Certificate (includes Spanish and Portuguese) and Dual Language Immersion Program Senate Bill 267 that makes it now a State law. Indiana officially becomes the third state in the Midwest and 9th in the nation with a Seal of Biliteracy program.
Click here for the link of all the process we went through (click on "Bill Actions").
We are now blue on the Seal of Biliteracy national map and Indiana has started to reach national coverage on different mass media outlets.
Click here for the official press release from the Governor's Office.
Title III English Leaners FY16 Final
As the Subcommittee considers the Fiscal Year 2016 Labor, Health and Human Services, Education, and Related Agencies appropriations bill, we respectfully urge you to provide the President's Budget request of $773.4 million for Title III Language Acquisition Grant, consistent with the considerable growth of English learners being served in our nation's public schools.
NCLR applauds bipartisan effort on education bill; remains concerned about accountability
he Senate Health, Education, Labor and Pensions Committee voted unanimously to send the "Every Child Achieves Act" to the Senate floor. NCLR (National Council of La Raza) applauds the leadership of Chairman Lamar Alexander, R–Tenn., and Ranking Member Patty Murray, D–Wash., on their bipartisan work in moving the bill this far. "We are grateful for the efforts of members of Congress who have put the future of our nation's children at the forefront of the discussion and joined together in this bipartisan effort," said Delia Pompa, Senior Vice President of Programs, NCLR.
Seal of Biliteracy Guidelines released
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.
Scheduled for Hilton Anatole, Dallas on Feb. 23-25 with Pre-Conference on Wednesday, Feb. 22, 2017.
Social emotional learning and English learners
By: Erick Herrmann
Social and emotional learning, or SEL, is characterized by the teaching, practice and implementation of social skills in the classroom as well as helping students with managing emotions, making decisions that are considerate of others, and building and maintaining positive relationships. While all students can benefit from instruction in what these skills look like, English learners in particular will need support in what the skills sound like, including the words and phrases that exemplify the particular skill.
Bilingual students need support in their native language
Education Week (commentary)
A majority of the young people in schools where I have worked speak a different language at home than they do at school. In my work in Boston, New York City, and Baltimore, I have seen school policies respond to the bilingual abilities of young people as a strength, as a deficiency, or as something to be ignored. When I was working at a middle school in Boston, I had a student named Samuel who had recently moved to the neighborhood from El Salvador. His status as an English-language learner required that he be pulled from class on a regular basis to learn English.
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Nevada Governor signs bill allowing Dreamers to get teaching licenses
Fox News Latino
Gov. Brian Sandoval signed a bill that would make it easier for immigrants with temporary legal status to get a Nevada teaching license, saying it would help meet the needs of a "new Nevada." Among the people who flanked the Republican governor as he signed AB27 was Uriel Garcia, a 22-year-old Nevada State College student and recipient of the Deferred Action for Childhood Arrivals program who was previously denied a license. He said he plans to re-apply as soon as possible to get started on his student teaching and move toward his goal of teaching second grade English language learners.
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Educator gives advice for teaching English language learners
Educator Lindsey Meyer urges fellow educators to focus on helping English language learners succeed in the classroom and offers several ideas on how to do so. In Meyer's school, there are 64 ELLs from twenty different countries that speak over a dozen different languages combined. As a result, Meyer says she has taught a variety of students with different cultural backgrounds and past educational experiences that she has embraced in her teaching. According to Meyer, ELLs too frequently do get left behind.
Cutting to the Common Core: Mathematically speaking
Developing mathematics instruction for English language learners that is aligned with the Common Core State Standards can be achieved through research-based teaching practices that often run counter to commonsense notions of language and mathematics. This article outlines recommendations that are motivated by a commitment to improving mathematics learning through language for all students and especially for students who are learning English; they are not intended as recipes or quick fixes, but rather as principles to help guide teachers, curriculum developers, and teacher educators in developing their own approaches to supporting mathematical reasoning and sense-making for students who are learning English.
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Leaving the mother tongue: Why languages are so hard to learn and which are easiest
Unfortunately for Americans, fluency in a second language is something only enjoyed by a select few. Either you grew up in a home where English shacked up with a mother tongue, or you found the discipline to master a new language through practice. For the rest of us, English is all we've known and all we'll ever get. That's not to say some languages aren't easier to pick up than others. Assuming we get the urge to learn more about a culture or make a pact to travel like a native, which means talking the talk, we can fold in a new way of speaking, and indeed, thinking.
Immigrant students prompt new English language programs
Fairfax County Times
The Fairfax County school system in Virginia will be piloting intensive English language programs at Lee and Stuart high schools in the fall, aiming to address an inpouring of immigrant children into county schools. The county received 1,541 children apprehended by immigration authorities between October 2013 and March 2015. Caught coming into the United States without a parent or guardian, the children are sent to live with parents, relatives or family friends in the country as they await hearings on their immigration status.
How we learn to pronounce the unfamiliar sounds in a foreign language
A new Emmy Noether Research Group at LMU focuses on how we learn to pronounce the unfamiliar sounds in a foreign language, and why it is often difficult for us to avoid errors in pronunciation that we pounce on when they are made by others. Like all languages, English lays out many snares for the unwary non-native speaker, and Germans regularly fall foul of one in particular, pronunciation of 'th'. A prominent recent victim was EU commissioner Günther Oettinger, who was often heard to begin his responses to reporters' questions with the phrase "On ze one händ". But you don't have to have an especially high profile in the media to stumble at articulatory hurdles like this, as the majority of those who now use English well know.
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