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| EXECUTIVE DIRECTOR'S COLUMN|
Following the launch of its first very successful Dual Language Enrichment Summer Symposium, the NABE Board concluded its annual reorganization and planning meeting by unanimously electing the following officers to serve for (2015-2016).
Dr. Yee Wan, President
The board also appointed another former member, Dr. Julio Cruz, as the non-voting Parent Representative for the year. The board extends its heartfelt thanks of appreciation to the outgoing board members for their dynamic and distinguished leadership service. NABE just concluded its first highly successful Dual Language Summer Symposium at its partner institution, Ana G. Mendez University, in Wheaton, MD and is ready to implement its NABE Dual Language Enrichment model across the nation. As we move forward with new leadership, NABE encourages all of its members, affiliates, supporters and exhibitors to stay involved and to support the Bilingual Teacher Scholarship. NABE invites and urges all to participate actively in our upcoming 45th International Bilingual Education Conference at the Chicago Hilton on March 3-5, 2016. The theme for the conference is "Advancing Biliteracy through Global Leadership and Partnership." The very popular Pre-conference begins on March 2 and will feature distinguished internationally renown keynoters and featured presenters.
Dr. Margarita Pinkos, Vice President
Dr. Josefina Tinajero, Treasurer
Dr. Rossana Boyd, Secretary
Si se puede!
Dr. Santiago Wood
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Dear NABE Members, Colleagues and Friends:
I am delighted and humbled to serve as president of NABE in 2015-2016. My personal story resembles that of many NABE pioneers who first learned to speak a home language other than English. Most importantly, I became a bilingual educator because I am strongly committed to providing equitable opportunities for all students to become biliterate or multi-literate upon high school graduation.
According to Arne Duncan, the U. S. Secretary of Education, "The heritage languages our English learners bring to school are major assets to preserve and value." Our democracy needs global citizens who actively participate in the civic, economic, technological and social advancement of our country. Through the study of world languages, students develop and sustain cross-cultural understanding and other global competences, which enable them to advocate for world peace and resolve global issues.
As we approach NABE's 45th Annual Conference, the NABE Board strongly supports this year's theme — Advancing Biliteracy through Global Leadership and Partnerships. An example of our partnerships occurred this July with NABE launching its first Dual Language Symposium at Ana G. Mendez University in Wheaton, Maryland. The symposium participants visited our partners at the U. S. Department of Education, which allowed them to meet with senior department officials and receive updates on the latest initiatives. NABE gives special thanks to Dr. Libia Gil, Assistant Deputy Secretary and Director of the Office of English Language Acquisition at the Department, for coordinating and facilitating the visit. Next year, NABE will host a content and culture-rich summer dual language professional development event in Puerto Rico. Please mark your calendar for July 6-8, 2016!
For the year 2015-2016, the NABE Executive Board is committed to implementing these actions:
NABE welcomes all who embrace our vision of advocating biliteracy and multi-literacy for all students. As the late President Nelson Mandela said, "If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." NABE needs your active involvement to prepare future citizens with global competence, vital to maintaining our nation's leadership in the world.
- provide input for the Elementary and Secondary Education Act reauthorization to ensure equity for dual language learners and their families;
- develop and introduce NABE's professional development services to help affiliates build high quality dual language programs;
- build stronger relationships with NABE members and affiliates;
- strengthen existing NABE partnerships with organizations while establishing international affiliates in Asia, Latin America and Europe, and forming a Corporate Advisory Council;
- honor NABE pioneers with the creation of a "Legendary Pioneers Wall of Fame" at the 45th annual conference to be held in Chicago, March 2-5;
- support the establishment of the Seal of Biliteracy throughout the nation; and
- update the NABE Bylaws to increase operational and governance efficiency to accomplish NABE's vision and mission.
Finally, I would like to acknowledge the outstanding leadership and commitment of our NABE Executive Board, Dr. Santiago Wood, the NABE Executive Director, and staff in moving our organization into the 21st century. Our superb outreach efforts to partner with business and educational agencies support the goals of NABE in providing high quality research and resources in Bilingual Education for teachers, administrators, paraprofessionals, professors, parents and communities.
I look forward to your participation in upcoming NABE professional development, and hearing from you. Please feel free to contact me at email@example.com.
I wish you a successful year!
With warmest regards,
Yee Wan, Ed.D.
Joint NHLA and HEC position on H.R. 5, the Student Success Act
On behalf of the National Hispanic Leadership Agenda, a coalition of 39 leading national Latino nonpartisan civil rights and advocacy organizations, and on behalf of the Hispanic Education Coalition, which unites 14 organizations dedicated to improving educational opportunities and outcomes for the more than 54 million Latinos living in the United States and Puerto Rico, we write to urge you to vote against H.R. 5, the Student Success Act.
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.
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
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.
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.
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.
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.
House passes ESEA rewrite 218-213; Senate debate continues
The U.S. House of Representative reconsidered and ultimately passed a Republican-backed reauthorization of the Elementary and Secondary Education Act — though it's far from the measure that President Barack Obama may eventually sign into law when it's all said and done. After considering 14 amendments, including a failed Democratic substitute, members passed the ESEA rewrite, formally known as the Student Success Act, with a very close vote of 218-213. Twenty-seven Republicans crossed party-line to join the entire Democratic caucus in voting against the bill.
Report: Half of immigrants in the US have limited English proficiency
According to the most recent data, of the total 41.3 million immigrants in the United States in 2013 about half, 20.4 million, spoke English less than "very well." The report notes that LEP individuals tend to be less educated and poorer than English speakers. "Compared to the English-proficient population, the LEP population was less educated and more likely to live in poverty," the Migration Policy Institute reports. "Employed LEP men in 2013 were more likely to work in construction, natural resources, and maintenance occupations than English-proficient men, while LEP women were much more likely to be employed in service and personal-care occupations than English-proficient women."
Los Angeles schools failing needy students, flouting California funding law
A California lawsuit filed claims that the Los Angeles Unified School District is failing to abide by the state's Local Control Funding Formula and diverting billions of dollars away from the needy students who should be benefiting from the money. In Community Coalition of South Los Angeles v. Los Angeles Unified School District, the community coalition says that the district improperly claimed that $450 million in funding for special education students would satisfy the state's funding formula requirement that districts target English language learners and students from low-income backgrounds with additional money provided by the state.
What do school leaders need to know about English learners? The basics
By: Erick Herrmann
Each new school year, countless new administrators move into school leadership positions. When it comes to the education of English learners, there are many policies, procedures and topics in which all administrators should be well versed. This article, while not exhaustive in the topics that impact the education of English learners, shares a few of the important topics with which administrators and school leaders should be familiar as they embark on a new school year.
Personalized learning is especially good for minority students
The Hechinger Report
What would schools look like if they were designed around the needs of students? That's the question that drives the work of Rebecca Wolfe, director of the Massachusetts-based Students at the Center project, part of the nonprofit Jobs For the Future. Called "personalized learning," the idea sounds simple: Let the students dictate the direction and pace of instruction. Its adherents claim that not only will student outcomes improve, but point to research that shows it works particularly well for students of color. However, convincing the many entrenched interests that run school bureaucracies to give in to such a radical change can be a challenge.
Missed last week's issue? See which articles your colleagues read most.
In SMMUSD, giving English language learners a 'sé'
Santa Monica Daily Press
The student had come 2,500 miles from Guatemala to the Santa Monica-Malibu school district, a traumatic transition in and of itself. Already lacking in social and emotional support, the student was struggling to overcome language barriers. Oscar de la Torre relayed the the student's story last month as he and his fellow Board of Education members debated how the school district should develop the skills of its English learners, evaluate their progress and assist them beyond the classroom.
Report from charter group suggests English learners do better at charters
LA School Report
English learner students are performing better in charter schools than in traditional schools, according to a new report by the California Charter Schools Association. The report, "Success for English Learners in Charter Schools," found that throughout the state, independent charter schools are serving nearly 2 percent more English learner students than traditional schools.
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Schools could see fewer unaccompanied minors this fall
The number of unaccompanied school-age children from Central America arriving at the United States' southern border has declined significantly from this time last year, a top federal Department of Health and Human Services administrator told members of Congress. The decline follows a surge in 2014 during which tens of thousands of children from Honduras, Guatemala, El Salvador, and Mexico sought to enter the United States along the country's southern border. During the 2014 fiscal year, the Department of Homeland Security referred 57,496 children to the agency within the Department of Health and Human Services that cares for children once they are apprehended at the border.
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Study says reading aloud to children, more than talking, builds literacy
In "The Pout-Pout Fish" children's picture book, the author weaves words like "aghast" and "grimace" into a story about a fish who thought he was destined to "spread the dreary-wearies all over the place" until ... well, no need to spoil the ending. Finding such rich language in a picture book is not unusual, and reading those stories aloud will introduce children to an extensive vocabulary, according to new research conducted by Dominic Massaro, a professor emeritus in psychology at the University of California, Santa Cruz. He said although parents can build their children's vocabularies by talking to them, reading to them is more effective.
Schools use every day errands to better teach English as a second language
Thousands of kids across central Indiana go back to school in just three weeks. It can be a time of excitement and anxiety — anxiety for those who don't speak English fluently. One district has come up with a new program to get those kids prepared, and some believe the plan needs to go statewide. In Indiana alone, there are nearly 58,000 kids who speak English as a second language. Some of those kids speak very little, at that. 394 of those kids attend school in Avon, which — one shopping field trip at a time — has come up with a unique way of getting them ready for the school year.
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063