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| EXECUTIVE DIRECTOR'S COLUMN|
NABE 1st Annual Dual Language Symposium
Ana G. Mendez University System, Wheaton, Maryland
Dear NABE Membership
The NABE Executive Board voting period to elect 3 At-Large positions has just began from May 27 thru June 17. You will be receiving a notice with instructions on how to access the NABE 2015 Election Web page and cast your confidential ballot. You may select 3 candidates only. Please open the link below to view the candidates and their statements. You may also visit the NABE Web page for additional information.
Si se puede!
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.
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 July 15.
Request for proposal and participation
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.
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.
GCPS has launched a Dual Language
in 3 of our elementary schools.If you have the ability to demonstrate advanced mid-level
language proficiency in French or Spanish on the Oral Proficiency Interview
(OPI) Apply now
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.
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.
Young Cultural Ambassador Program
The SCCOE has submitted the Young Cultural Ambassador Program video for the People's Telly award. This video was showcased at the NABE 2015 conference and is currently post at the NABE webpage. Please help to spread the word to encourage others to view and rate the video by June 4, 2015.
Steps for voting:
- Visit http://www.tellyawards.com/peoplestelly/ and register
- Click the link to the Young Cultural Ambassador Program video http://www.tellyawards.com/peoplestelly/?cid=381&id=26617
- Click the stars on the rating
- Please also vote for these two videos:
1st Chinese Star Contest http://www.tellyawards.com/peoplestelly/?cid=381&id=26616
Wall of Honor for Biliteracy and Pathway Awards http://www.tellyawards.com/peoplestelly/?cid=381&id=26612
ELL writing skills: The challenges
By Douglas Magrath
In light of the challenges presented by the latest methodological shifts, the question of how to teach writing and composition remains. Writing is an aid to total communication, as noted in the ACTFL Standards. The early introduction of composition in ESL instruction should improve proficiency. If writing is left to the more advanced levels of instruction, the learners will miss out on the early development of this useful skill.
Unrealized advantages of dual language learning
The surprising results of a new study on children's understanding could have significant implications from education to socialization, and reveal an as yet unrealized advantage of bilingual learning. The University of Chicago study, published last week in Psychological Science, adds to the body of knowledge about the cognitive benefits of bilingualism, but is the first to note the social benefit of being exposed to two languages, whether fully bilingual or not.
Practices to welcome and support ELLs
Although America is a diverse country, accepting people who are different from us is something that we still struggle with in the classroom. Many students, especially along the coasts, come from other countries and, as a result, English is their second language. Depending on the school district, some students will be in separate ELL classes, some will be in an integrated classroom, and others may be in a bilingual education environment. Embracing different languages while helping students achieve high grades and test scores leaves teachers with a conundrum.
Miami-Dade postpones proposed changes to foreign language instruction
Miami-Dade schools Superintendent Alberto Carvalho told the Miami Herald that he will postpone scheduled changes to the way the district teaches foreign languages. Amid growing criticism of his plan, the superintendent will convene a task force to work on proposals that could roll out during the 2016-2017 school year. Under Carvalho's proposed plan, students would not receive bilingual instruction unless they're in intensive language immersion programs with instruction in subjects such as math, science, and social studies split between English and another language.
Missed last week's issue? See which articles your colleagues read most.
Educators share stories of struggles with new English learner standards
A pair of educators with ties to the American Federation of Teachers and National Education Association traveled to Washington to share stories of their struggles and successes with the Common Core State Standards for English-language learners. "We (teachers) are struggling with this," said Janet Davis, a Los Angeles Unified school improvement coach and a member of the AFT's nationwide ELL Advisory Task Force. The new standards demand that ELLs read and comprehend complex texts across all content areas despite their unfamiliarity with English.
How schools maximize gifted talent
District Administration Magazine
The U.S. public school system's focus on struggling students leaves high-achievers — especially minorities, the economically disadvantaged and English language learners — without a challenging enough education, experts say. A lack of federal funding and patchwork policies across states often leave decisions on identifying and serving gifted students to district administrators. An estimated 3 million to 5 million academically gifted students attend K-12 schools, and it is unknown how many are receiving services, according to the National Association for Gifted Children.
How a school network helps immigrant kids learn
The New York Times
In 1982, the Supreme Court ruled that the children of illegal immigrants cannot be denied a free public education. It's not their fault, after all, that their parents brought them into this country. But until recently, 20 school districts in New York State effectively kept undocumented youngsters out of school by imposing bureaucratic roadblocks such as insisting that the students' parents produce Social Security cards. It took a full-court press by the State Education Department and the state attorney general's office to end that practice.
More English language learners graduating at top of class in Houston ISD
Growing up, Yadira Banuelos tried to learn English by watching TV. "Most of the time, I wouldn't know what they were talking about," the Austin High School senior acknowledged. "Scooby Doo" left her confused. "Tom and Jerry" was easier. Her older brother spoke some English with her, but she heard mostly Spanish at home from her parents, who came to Houston from Mexico.
Miss an issue of the NABE Weekly eNews? Click here to visit the NABE Weekly eNews archive page.
Teach empathy with digital immigration stories
How important is integrating empathy instruction into the curriculum? Essential. As Edutopia blogger Elena Aguilar wrote recently, "There's enough evidence in our world today that we need to intentionally cultivate empathy." As I've suggested in a previous post, welcoming immigrant students into the classroom is important, given that we are a nation of immigrants. These occasions can also be an opportunity to foster empathy.
Can preschool children be taught a second language?
For years it has been thought that teaching a foreign language to preschool-age children would be futile. However, recent studies indicate that the best time for a child to learn another language is in the first three to four years of life. Here are some important reasons for exposing children to early second language learning.
| Looking for similar articles? Search here, keyword Second Language.|
How long does it take to learn English?
In its 1974 Lau v. Nichols decision, the U.S. Supreme Court stated that public schools have an obligation to provide appropriate language services to students who are learning English. Logically, this has prompted lots of interest from education policymakers who want to know: how long does it take for DLLs to learn English? For better or worse, there's no simple answer: the length of time depends on a range of factors. Specifically, the variables influencing the trajectory of DLLs' English development fall into two categories: individual factors and school factors.
Key numbers from a report to Congress on US education
The New York Times
The American education landscape is shifting. More U.S. school-age kids live in poverty and need English language services, according to a report by the National Center for Education Statistics. Enrollment in public schools is up, including in charter schools that have grown in popularity. At the same time, smaller numbers of children attend private schools. Fewer students are dropping out of high school. And, while more undergraduate students seek financial aid to obtain a four-year degree, college graduates continue to earn more than their peers.
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