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Congratulations and thanks are in order to the NABE Executive Board
Please refer to the independently certified results of the NABE 2015 EXECUTIVE BOARD ELECTIONS conducted by SimplyVoting. I am very pleased to extend sincere thanks of appreciation to all of the highly qualified candidates who graciously offered their time, energy, talents, skills and commitment to the improvement of quality service, access, equity, academic and social success for out EL's, faculty and the entire community. As we look forward to celebrating our 45th year anniversary next year at the Chicago Hilton (March 2-5, 2016) and our Dual Language Summer Institute (July 8-10 in D.C.), we are reminded of the courageous and legendary pioneers who were passionate warriors and true advocates of Bilingual Education, including those who are no longer with us. They established the bar for us to continue our legacy of success and advocacy for the next 50 years to come so that we pass the baton on to the next generation of Bilingual Education Leaders. We also extend our heartfelt thanks for our outgoing board members (June 30, 2015) who contributed outstanding leadership and sacrifice to our continued success. As we welcome new leadership on the NABE Executive Board, we look forward in working very collaboratively and professionally in guiding NABE through many challenges and opportunities that have made us a stronger organization. NABE is very proud to stand with our most valued partners, AFT and TESOL along with our HEC in representing our members and affiliates with a strong advocacy voice in DC for student equity, access, social justice, high quality teacher preparation, parent involvement and corporate and community collaboration. We look forward to a an all inspiring year and urge you all to stay engaged in strengthening the reauthorization of the Elementary and Secondary Education Act currently being debated in the U.S. Congress. We urge you to visit the NABE web page for appropriate announcements and progress on several education and more specifically Bilingual and Biliteracy education matters. The NABE Board, including the newly elected board members, will convene in Washington, DC for its Annual Re-organization and Priority Meeting at the Ana G. Mendez University on July 8-11.
Si se puede!
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NABE 1st Annual Dual Language Symposium
Ana G. Mendez University System, Wheaton, Maryland
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.
NABE Research & Evaluation SIG 2016 Proposal Submission
We are accepting proposals for short papers (15 mins.) to be presented at the NABE 2016 Research & Evaluation Special Interest Group at the annual NABE Conference in Chicago, to be held March 2-6. Our SIG theme this year is "Connecting Oracy and Literacy in Bilingual Education," with Featured Speaker Professor Rosalind Horowitz, University of Texas, San Antonio.
Please send by email attachment an abstract of 150-250 words and a short summary of 50 words (in MS Word) of your proposal, following the guidelines below, to the SIG Chair at: email@example.com. Be sure to include the language(s) involved in your study or discussion. Send questions or concerns to the attention of Martha C. Pennington at the email address above, or call her at home at (904) 310-3846.
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.
Effectively incorporating technology with English learners
By: Erick Herrmann
As the school year comes to a close for students across the United States, some districts are planning and purchasing technology to incorporate into instruction. Purchases for teacher and/or students may include interactive whiteboards, tablets, computers or other devices. Other districts are implementing a "bring your own device" program. In either scenario, districts, schools and teachers should take certain considerations into account when implementing technology.
Leverage US high school experience as an international college applicant
U.S. News and World Report
The number of international students who graduate from American high schools and go on to enroll in U.S. colleges is on the rise. In fact, almost half of the country's private high schools — and 4 percent of public ones — actively recruit international students, according to the National Association for College Admission Counseling. This is because high schools, right along with colleges, are now realizing how important international perspectives are to a school's campus and community. For international students at an American high school, this has big benefits in terms of time, guidance and proximity for the college search process.
Rich language lessons early on are vital for kids learning English
Veronica Luque is taking time to sit down at the kitchen table with her son, Angel. He's a real cutie-pie, this round-faced, 10-year-old. His mom wants to know what every parent wants to know after school: How'd it go? "¿Qué pasó hoy en tu paseo de la escuela?" she asks in Spanish. What happened on your field trip? Angel looks up at her eagerly, trying to respond. But he keeps slipping into English, which his mom doesn't understand very well. And she corrects his Spanish grammar along the way. He slumps, frustrated.
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An agency approach to meeting the needs of ELLs
Everyone deserves the right to learn. That's right. Say it with me: "Everyone deserves the right to learn." I know. This mantra is one shared by all educators. And yet, even within our own organizations, we likely know of learners (whether they be student, teacher, leader, parent, or community member) who aren't being served in a way that is conducive to their needs.
Words + pictures
Students can develop language competence and social skills engaging with literary texts of all forms and genres: novels, poetry, drama, films, picture books, comics and graphic novels. Today, literacy is no longer restricted to the canonical fictional texts but involves visual art forms as well. The New London Group (1996) developed the concept of multiliteracies focusing on different modes of representation. They noted that the visual mode of representation is powerful and closely related to language. Multiliteracies also create a different kind of pedagogy in which "language and other modes of meaning are dynamic representational resources, constantly being remade by their users as they work to achieve their various cultural purposes."
In strategy to help English learners, New York expands dual language programs
As the New York City district forges ahead to add or expand dual-language programs at 40 schools this coming fall, education leaders here continue to grapple with issues that have hobbled their ability to provide required services to an ever-increasing number of English language learners. The number of dual language programs is not just on the rise in New York City, but is also multiplying around the country as school districts and states aim to prepare multilingual students who can compete for jobs in the global economy. In New York City, most of the new and expanded programs will be in Spanish, but the initiative will also include instruction in Mandarin, French, Haitian Creole, Hebrew and Japanese, depending on the school site.
Missed last week's issue? See which articles your colleagues read most.
All learning relies on literacy
District Administrator Magazine
The biggest changes in reading instruction in the coming year center on embedding literacy across all subjects a student studies during the school day. Engineering concepts, for example, can be used to break down the plots of stories and analyze characters. And ESL specialists should collaborate with subject teachers to align instruction so students are learning the same words and concepts.
New model for English language learners needed in US schools
The Huffington Post
Immigration has been a hot button issue for decades and, while Washington continues to play partisan politics, local school districts are struggling to address the challenges created by the influx of these new students, most of whom come from households where English is not the primary language. But what most people don't know is that the majority of non-native English speakers, designated as English language learners, in our public schools were born in the U.S.
Miss an issue of the NABE Weekly eNews? Click here to visit the NABE Weekly eNews archive page.
Study: Houston's 2-way dual language programs best for ELLs
Native Spanish-speaking students in the Houston school district have more success learning English when they're enrolled in two-way dual language programs that include native English speakers in the classroom, a joint study by the district and Rice University has found. The study's findings should dispel notions parents have that their English language learner children will learn English faster if they're totally immersed in the language, researchers argued. "The best way to help them learn that language involves teaching them in their native tongue," a research summary indicated.
Don't leave English language learners 'in the cold'
With everything that our colleagues have to deal with, it's understandable that some would try to avoid yet another challenge. I'm lucky to work at a school where there is an institutional commitment to support English language learners (see The Positive Impact Of English Language Learners At An Urban School). Many others, however, are not as fortunate. Today, educators Sonia Nieto, Alicia López, Diane Staehr Fenner, Sydney Snyder, Katie Brown, Judie Haynes, and Virginia Rojas share their suggestions on how we can encourage our colleagues to face this challenge "face-on."
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