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Dual Language Symposium — July 8-10 — Ana G. Méndez University System Wheaton, Maryland
Ana G. Méndez University System
Topics for NABE's 1st Dual Language Symposium
Registration will be open through June 30
- Bilingual Brain Research and Engaging Practical Applications
- Sustainable Systemic Change - Preparing the soil for the implementation of DL Programs
- Implementing a Successful DL Program in grades K-12-NABE Model
- Innovations in Language Learning
- Dual Language Best Practices
- Dual Language Enrichment Model : Increasing the RIGOR of Dual Language Programs through embedded gifted strategies
- Evaluation of Dual Language Programs
- Role of the Advocate when promoting DL Programs
- Resources for DL Programs
**Limited Space Available**
Click here to register.
Click here to visit our website for more details.
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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 D.C. 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, D.C., for its Annual Re-organization and Priority Meeting at the Ana G. Mendez University on July 8-11.
Si se puede!
NABE 1st Annual Dual Language Symposium
Ana G. Mendez University System, Wheaton, Maryland
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.
Transforming Education for the Achievement of ELs and Others in Pre-K-12 Schools
Benchmark Education Company
Join Margarita Calderón & Associates and The Global Institute for Language and Literacy Development in our nation's capital for an informative, innovative and action-oriented professional institute that will help you transform your school for ELs! Click here to register.
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
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.
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.
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: firstname.lastname@example.org. 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.
Scheduled for Hilton Anatole, Dallas on Feb. 23-25 with Pre-Conference on Wednesday, Feb. 22, 2017.
Institute of International Education
Fulbright-Clinton Fellowship provides opportunities for U.S. citizens to serve in professional placements in a foreign government ministry or institution in partner governments. Fulbright-Clinton Fellows build mutual understanding and contribute to strengthening the public sector while gaining hands-on public sector experience. The Fulbright-Clinton Fellowship also includes an independent academic study/research component.
Fulbright-Clinton Fellows function in a "special assistant" role for a senior level official. The goal of the professional placements is to build the Fellows' knowledge and skills, provide support to partner country institutions, and promote long-term ties between the U.S. and the partner country. The U.S. Embassy, with the Fulbright Commission (where applicable), will identify host ministries and provide administrative support and oversight during the Fellow's program.
One teacher's quest to build language skills ... and self-confidence
It's election season at Canaan Elementary's second grade, in Patchogue, N.Y., and tensions are running high. Today is speech day, and right now it's Chris Palaez's turn. The 8-year-old is the joker of the class. With a thick mohawk and a mischievous glimmer in his dark eyes, he seems like the kind of kid who would be unfazed by public speaking. But he's nervous. "I'm here to tell you today why you should ... should ..." Chris trips on the "-ld," a pronunciation landmine for many non-native English speakers. His teacher, Thomas Whaley, is next to him, whispering support. "... Vote for ... me ..."
ELL writing skills: The exercises
By: Douglas Magrath
It is possible for a language instructor to develop texts and skill-building exercises for even beginning language learners. The content of the passages should deal with the learners' immediate environment and the situations they face every day, along with an insight into the target culture. Here is an example of some functional exercises providing guidance but allowing room for individuals to communicate a real message on a topic of interest — finances.
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How Texan schools are creating bilingual 3-year-olds
It is almost 3.30 p.m. on a typically sticky Friday afternoon in Texas. There is an end-of-the-week feeling in the air, but the 3- and 4-year-olds at this Austin infant school have one more class to go. "Hola, buenas tardes," their teacher says, counting "uno, dos, tres" as they filter into the room. In the background, a singer wails "baila conmigo" — Spanish for "dance with me." Although English is the usual language of instruction at St George’s Episcopal School, this weekly Spanish class aims to bring children up to scratch in Texas' unofficial but increasingly important second language.
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For English language learners, kindergarten is a year full of growth
Karla Galicia searched for a marker in her last kindergarten art class Wednesday. "Where's the blue at? I like to use blue because my favorite color's actually blue," she said to a classmate in the Hilltop Elementary classroom. Almost 10 months before, when she started at the Glen Burnie school, Karla didn't speak that much English the entire day. As a child of Guatemalan immigrants who moved to the United States about eight years ago, she speaks Spanish at home and hadn't had much experience with English before kindergarten. But she improved by the end of the year — reciting the Pledge of Allegiance in the morning, chatting with other students in English and following along with classroom activities and instructions.
Mark Zuckerberg donates $5 million to undocumented students
In a joint financial decision with wife Priscilla Chan, Facebook founder and CEO, Mark Zuckerberg donated $5 million to a scholarship program that helps young undocumented students attend college. Called TheDream.US, the program is geared toward students who came to the U.S. as children with no authorization and wish to pursue higher education. It provides grants of up to $25,000 for immigrant students — referred to as "Dreamers" — attending four-year institutions and up to $12,500 for those wishing to obtain an associate degree.
What don't you understand about yes and no?
Linguistic Society of America via Science Daily
The words "yes" and "no" may seem like two of the easiest expressions to understand in any language, but their actual behavior and interpretation are surprisingly difficult to pin down. In a new paper, two linguists examine the workings of "yes" and "no" and show that understanding them leads to new insights concerning the understanding of questions and statements more generally.
Miss an issue of the NABE Weekly eNews? Click here to visit the NABE Weekly eNews archive page.
Arizona's English learner debate unlikely to wane, despite ruling
A federal appeals court ruling handed down may signal the end of a long-standing legal fight over Arizona's approach to educating its English language learners, but the state remains at the epicenter of the national debate over how to best teach students who enter school speaking another language. Upholding a decision by a lower court, the San Francisco-based 9th U.S. Circuit Court of Appeals ruled in favor of the state in Flores v. Arizona, a 23-year-old lawsuit challenging Arizona's requirement that English language learners spend more than half their school day learning English.
How should kids learn English: Through Old MacDonald's farm or Ali Baba's farm?
Children love to sing songs. Think about the time when you were a child. What was your favorite song? What songs did you learn at home and at school? Traditional children's songs introduce children to the world around them. They do this in a fun and developmentally appropriate way. In the U.S., preschool age kids learn about farm animals like cows, ducks and sheep as well as their sounds, like moo moo, quack quack, and baa baa through the popular, traditional song Old MacDonald Had a Farm. Without realizing it, children learn language and content simultaneously. Songs build skills that help children distinguish the sounds of a language, and connect sound to script and assist with vocabulary building.
For teachers of English learners, Common Core means double the work
The Hechinger Report
On a recent chilly spring morning at John F. Kennedy Magnet School, fourth-grade bilingual teacher Kristin Pascuzzi distributed a series of "mystery" photos to her excited students and asked them to discover what they had in common. They gabbed and scratched their heads, studying the images that included a doorknob, a tiger's razor-sharp incisor, a seesaw and a flagpole. "You guys are going to go crazy when you see this," said Pascuzzi, raising her effervescent voice to build suspense through the classroom. "These are all simple machines!" As "oohs and ahhs" filled the air, Pascuzzi revealed related science vocabulary in Spanish and English on the smartboard. She asked them to repeat: "force," or "fuerza," and "effort," or "esfuerzo."
Waiver states seek leeway for English learners' impact on school ratings
Last year, Florida pushed the U.S. Department of Education for major flexibility on what had been a hard-and-fast rule of the No Child Left Behind Act, even under waivers: Test results for English Language Learners in reading must be factored into school ratings if the student has been in the country for at least a year. After a lot of cajoling — including threatened legal action — Florida managed to get that timeline extended to two years. And now at least seven other states — Colorado, Connecticut, Delaware, Massachusetts, New York, Ohio and Rhode Island — have also asked for leeway around ELL testing in their waiver renewal applications, which were turned into the department back in late March.
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