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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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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.
One of the premier benefits that NABE members receive is the highly prized Perspectives, the magazine of the National Association for Bilingual Education. The magazine is editor reviewed, and it includes articles especially designed for bilingual educators and provides cutting edge information on exemplary dual language, multicultural and biliteracy programs. It also deals with public policy issues, research developments, best instructional practices, and other valuable information affecting administrators and educators who work with English language learners. Click here to view the latest issue of the Perspectives, with a strong focus on bilingual special education.
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.
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: 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.
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.
Latino educators stress making early childhood education a priority
Recently a group of leaders, researchers and activists arrived at Chicago's Erikson Institute to attend an Early Learning Symposium, with the aim of boosting Latino educational outcomes. Organized by The White House Initiative on Educational Excellence for Hispanics, "Fulfilling America's Future: Research, Practice & Policy Advancing Early Childhood Education for Hispanics" continued the ongoing national conversation about Latinos and education, including the importance of family engagement and increasing STEM.
The customer is not always right: A case for teacher autonomy in the classroom
By: Debra Abrams
According to both Immigration and Customs Enforcement and English Language Program requirements, students are supposed to be "active learners." In reality, many come and go at will. There may be all sorts of reasons behind their behavior: Perhaps, because their countries or parents are sponsoring them, the "students" have no vested interest in their education. Perhaps, as is the case where I worked until recently, it is because administrators equate students with customers who are to be served, and as businessman Harry Selfridge asserted, "the customer is always right."
Missed last week's issue? See which articles your colleagues read most.
School argues for theater as a good practice to help ELLs learn Common Core
Tougher Common Core-aligned tests can pose especially difficult new challenges for English language learners, but one Port Chester, N.Y., elementary school believes theatre instruction can help. Kelly Budde's language arts class in Thomas A. Edison Elementary School is "filled with budding thespians and English language learners," and lively theater exercises are an integral part of the class to "teach literacy, boost vocabulary and help students master the new Common Core language arts curriculum," according to The Hechinger Report.
The effects of NCLB accountability on ELLs
The Senate's bipartisan Every Child Achieves Act (a bill to replace No Child Left Behind) has made recent headway in the Senate and may be on the Senate floor in the coming weeks. If the bill succeeds and is signed into law, the federal government's role in educational accountability will shrink substantially. As the process continues, it is useful to see how our current accountability system impacts English language learners and dual language learners.
| Looking for similar articles? Search here, keyword ELL.|
Judge asked to OK new English learners plan for San Francisco schools
San Francisco school officials, parents and the federal government asked a judge to approve a plan designed to upgrade English-language instruction for more than 16,000 students who need it, over one-fourth of the district's enrollment of 57,000. The school district established its program for Multilingual Education in 1976, two years after the U.S. Supreme Court ruled that students classified as English learners were entitled to instruction that allowed them to overcome their language barriers and gain full access to education. The district updated the program in 2008 with new standards for identifying, testing and reclassifying English learners, with a requirement of at least 30 minutes of English instruction every day.
Miss an issue of the NABE Weekly eNews? Click here to visit the NABE Weekly eNews archive page.
Minority students are underrepresented in special education
AERA via Science Daily
A new federally funded study finds that racial, ethnic and language minority elementary- and middle-school students are less likely than otherwise similar white, English-speaking children to be identified as having disabilities and, as a result, are disproportionately underrepresented in special education. These findings differ from most prior education research and contrast with current federal legislation and policies.
'Teaching artists': Creative ways to teach English to immigrant kids
Bringing professional actors and dancers into the classroom may seem an unusual strategy for boosting the speaking skills of children who speak a language other than English at home. Yet, these creative drama and movement activities can help children struggling to improve their fluency in the English language. English language learners face a daunting challenge in today’s classrooms, which have an increased focus on written work. To improve their English language skills, these children need frequent opportunities to engage in verbal interactions. Children who do not become proficient in reading by the end of third grade are at an increased risk of dropping out of school.
Congress gets a failing grade on education policy
U.S. News & World Report
Since 2007, Congress has struggled to reauthorize No Child Left Behind, a George W. Bush-era education law that governs how dozens of federal education programs are funded and began an era of annual standardized testing in public schools. While lawmakers in the past have been unable to pass an update because of clashes over finances, school choice and federal oversight, Sen. Lamar Alexander, R-Tenn., has made updating this law and the Higher Education Act a priority.
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