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Pre-Conference: Feb. 25
Conference: Feb. 26-28
Tropicana Las Vegas
Las Vegas, Nevada
About the Annual NABE Conference
Along with internationally renowned keynote and featured speakers, there will also be special presentations from experts in the field and over 200 concurrent sessions. Participants will also be able to register online for visits to local schools that are implementing successful dual language programs. The NABE Exhibit Hall will showcase educational products and services. NABE’s Job Fair provides a forum for school districts seeking to recruit.
Students, teachers, educational leaders and advocates will be recognized for their efforts to promote the importance of languages, literacy and equity during the general sessions and NABE Awards Luncheon.
Who should attend NABE:
Teachers in the field of dual language, ESL, administrators, paraprofessionals, university professors, students, researchers, advocates, policymakers and parents
Important Dates for NABE 2020:
Proposal Submission Closes: June 30
Early Bird Registration Closes: Dec. 20
NABE Bilingual Student Essay Competition
NABE Bilingual Teacher of the Year Competition
NABE Outstanding Dissertation Competition
Open: Aug. 1
Close: Sept. 30
NABE 2020 Special Events*:
Nevada School Visits
Night with the Exhibitors
NABE Awards Luncheon
NABE President's Dance
*Please visit our website for more information on which registration packages include the above events.
For more information, please visit www.nabe-conference.com.
|The Bilingual Brain — Superintendent Alberto M. Carvalho's Column for NABE Newsletter
Living in Miami and running the fourth largest school district in the United States convinces me daily, now more than ever, of the need for students to learn languages. Miami is often characterized as a glimpse into the future of America — it is an excellent setting to show children and young adults the value of learning more than one language.
Miami has a history of hosting prominent world events, from royal visits to economic conferences that draw participants — and protestors — from all over the world using many different languages to get their points across to the media, who also arrive from abroad, speaking their languages. We have foreign-born restaurant waiters and hotel staff who can switch from one language to another without blinking or thinking — and that fascinates me because I was trained early on as a scientist. Where do they get that ability, that quickness of sliding from English to Spanish to French or Russian, which is now so popular in Miami that we are required to have Russian-speaking teachers at some schools?
What goes on in our heads — in our brains — when we begin to learn a new language? Scientists are intently studying the brain with this focus, looking at how we learn languages, and I will reference an excellent TED-Ed Talk, "The Benefits of a Bilingual Brain" by Mia Nacamulli, that brings together the research in a very concise manner, and is a helpful teaching tool. The TED-Ed points out that language activity takes place in the left half of the brain, in two distinct areas: One is responsible for speech processes, the other is used to understand speech.
Something interesting takes place when you learn a language: your brain develops more than the brain of someone who is monolingual, and in this development, scientists note cognitive benefits of learning languages. Your polyglot brain can process different languages at the same time, like a computer and it does this continually. Scientists have reasoned that learning a language depends on various factors, including literacy in one’s native language, verbal capacity and the age that one begins to learn another language.
What the TED-Ed didn't discuss are the wonderful, mystical tricks that the mind can play when a student is learning a language, and some of these I recognize from my own experience. There is that magical moment when you say something automatically in the newly-learned language — without thinking through a translation. Whether it's "Páseme la sal" or "Comment allez-vous?", the moment you say it, there's a shock of realization and a surge of accomplishment, a genuine wow moment. Often, language learners report having dreams in their new language, and having it spoken by friends who in real life have no knowledge of that language.
Putting aside these dalliances of the mind, the benefits of learning language are numerous. Being bilingual can delay the onset of dementia, to an average 75.5 years instead of 71.4. Bilingual people also concentrate better, can multitask well and have sharper cognitive skills and more creativity. In addition, learning another language helps one focus on grammar and sentence structure, making students more effective communicators, editors and writers. These factors combined help raise scores on intelligence tests, and as an educator, I encourage the learning of additional languages.
The National Association of English Learner Program Administrators (NAELPA — formerly the National Council of State Title III Directors) is pleased to, once again, collaborate with NABE and meet jointly during the 2020 NABE Annual Conference. The 2020 NAELPA Conference is scheduled for a half day on Feb. 24 and a full day on Feb. 25, concurrently with the NABE pre-conference institutes. Attendance at the 2020 NAELPA Conference requires a separate registration from the NABE Conference and NABE pre-conference institutes. Click here to register for the 2020 NAELPA Conference. Learn more by clicking here.
3 Ways Levered Unlocks Student Growth—Lalaine Perez, Prin.,Salt Creek Elem.
Tools to support English language learners with SDAIE & GLAD strategies
- Built-in differentiation options increased engagement and growth at every level
- Next-level blended learning—“students get discussion, collaboration, listening and processing that enhances speaking abilities.”
Learn more about Perez's experience with Levered's adaptive math system
By Karen Nemeth, Ed.M., Co-chair of NABE Early Childhood Education SIG
As NABE leaders are partnering with the National Association for the Education of Young Children to present a 2020 pre-conference institute on teaching young emerging bilinguals, we have gathered some key resources to share with NABE members. NAEYC uses the term dual language learners to refer to young children who are emerging bilinguals.
The Office of Head Start produces a vast array of resources to support early care and education for children birth to age 5. There are many valuable papers, webinars, and videos suitable for all kinds of early childhood programs and services. New this year is a free app for teachers of children who are DLLs. It provides teaching tips, video examples, resource links, and language learning activities in 4 languages. Available for iphone/ipad and android devices here. Another resource on Head Start's Early Childhood Learning and Knowledge Center website is the new Dual Language Learners Program Assessment. This is a comprehensive self-assessment tool that enables early childhood education schools and programs to consider all aspects of their systems to identify areas of strength and areas that need improvement to provide effective services for children who are DLLs and their families.
A dedicated team from California has produced an unprecedented resource called The Young Dual Language Learner: 20 Short Videos. The videos are available for free on their Youtube channel. You can also find more information on their helpful website. They describe their video collection as "a vibrant series and professional development tool, shining a bright light on best practices in dual language learning." There are videos of children interacting with peers, of teachers demonstrating effective practices, and interviews with teachers, experts and families.
You may have heard of the seminal report from the National Academies of Sciences, Engineering, and Mathematics, Promoting the Educational Success of Children and Youth Learning English: Promising Futures. The publisher has recently created a toolkit of resources for pre-K — grade 5 based on this comprehensive research report. They have pulled together fact sheets, summaries, and videos to make the content of the report more user-friendly for leaders and educators working with young children.
NAEYC has also added new resources to their website. You will find access to books, articles, and professional development opportunities. Here is a new book that includes stories from the field and helpful links and strategies for working with diverse families: Families and Educators Together: Building Great Relationships that Support Young Children. You can view the progress NAEYC is making toward updating key position statements to be more inclusive of languages and cultures here.
We encourage readers to engage in learning together and advancing the field at the early childhood pre-conference institute at the February 2020 NABE national conference!
My Name, My Identity Initiative
Do you want to support our students, parents and staff in starting the new school year feeling valued and included in our community? #mynamemyid
Join the "Getting to Know Our Students' Names Campaign"! The California State Board of Education adopted the California English Learner Roadmap in July 2017. The My Name, My Identity Initiative, which is a partnership effort between the Santa Clara County Office of Education (SCCOE) and the National Association for Bilingual Education (NABE), has been featured as one of the illustrative examples for Principle One: Assets-Oriented and Needs Responsive Schools of the California English Learner Roadmap.
The My Name, My Identity Initiative encourages schools to designate a "Getting to Know Our Names Week" to launch a community effort in developing a culture of respect, and building relationships and a positive climate in the school community at the beginning of the 2019-20 school year. The activity ideas listed below can be adapted for preschool through grade 12 as well as for staff at the school sites and district offices. Visit our campaign webpage for lesson ideas and to take the pledge.
Please share your My Name, My Identity class activities or stories by adding #mynamemyid to your Tweets or posting them at @mynamemyidentity.org.
The SCCOE will exhibit selected student work at the National Bilingual/Multilingual Learner Advocacy Month Showcase on April 30, 2020. Please send your student work or ideas to email@example.com.
You're all invited to consider attending the NABE/Spain Affiliate 2019 Annual International Bilingual Education Conference in Granada, Spain on Oct. 18-20.
The conference is always well attended with a large contingent of European scholars, government officials, teachers, policy makers, and parents with a strong parent engagement and bilingual teacher preparation strand on teaching CLIL.
Please feel free to share this announcement with your network and reach out directly to Lic. Xavier Gisbert da Cruz, President of The Spain Affiliate, for partners, teachers, student discount and any additional information or detail you may need. Please visit www.cieb.es.
In a big win for the language enterprise recently, the House of Representatives voted unanimously to include the World Language Advancement and Readiness Act as an amendment to the National Defense Authorization Act for FY2020. WLARA seeks to expand language learning at the elementary and secondary levels. Passage of WLARA has been a multi-year initiative for JNCL-NCLIS and Wednesday marked the bill's latest advancement through Congress.
If you are reading this article, "Bilingual" is a term that is close to your heart because of your involvement with NABE, the National Association of Bilingual Educators. The term is often used colloquially to refer to someone who speaks more than one language. Dictionary.com holds the term "bilingual" to a much tougher standard, defining bilingual as "able to speak two languages with the facility of a native speaker". That's a pretty steep standard, and of course it is the dream of many language teachers, to educate their students in such a way that they sound like a native Spaniard, Francophile, or Italian.
How fluent does a person have to be to be considered "bilingual"? Can they switch from one language to another without effort? Did they grow up speaking two languages? Or are they simply able to communicate well in both languages?
Click here to continue reading.
Congratulations are in order Margarita Calderon and colleagues on your most recent research and contribution to the field. We applaud your efforts and encourage all of our friends and colleagues to share this information.
How do you create an educational space that is welcoming to everyone, that gives value to culture, and is inclusive in the broad sense of community? The Congressional Black Caucus Foundation along with the American Federation of Teachers and the Delta Research and Educational Foundation will begin the school year by bringing educators together to openly discuss what it means to support multi language learners, parents and communities.
The Department of Teacher Education invites applications for a tenure-track Assistant/Associate Professor of Bilingual/Biliteracy Education to begin in Fall 2020. Responsibilities will include teaching [in Spanish and English] and advising at the undergraduate, masters, and doctoral levels; developing and maintaining an active research agenda in education for emergent bilinguals; actively pursuing external funding to support research activities; community engagement activities, including partnering with local schools in the borderland region; and collaborating in professional service with colleagues across departments.
Questions about the position should be directed to:
Dr. Elena Izquierdo, Search Committee Chair, at firstname.lastname@example.org. To apply, please click here.
Fratney Peterson School
LatinasRepresent Program Manager — Washington, D.C.
Office of Equal Opportunity
Deputy Chief of Dual Language Programs
Associate or Full Professor - Ph.D. Program in Urban Education & Ph.D. Program in Latin American, Iberian and Latino Cultures — The City University of New York
Tenure-track Assistant/Associate Professor — Bilingual/Biliteracy Education — University of Texas at El Paso in Texas
Executive Director Special Education — Springfield or Chicago Office
Executive Director Equity and Access — Springfield or Chicago Office
The New York Times
Over the past three years, hundreds of schools have closed across Puerto Rico. Their ruins are among the most visible evidence of the island's vicious circle of poor governance, neglect by Washington and environmental catastrophe.
It's the first day of school in Missoula, Montana, and Elongo Gabriel, a Congolese refugee, is dropping off his young son and two daughters. A proud father, he has a wide grin. "For me it's like a dream to get a chance for my kids to study here," he says. Getting here, to a safe place, has been a long and traumatic saga. His family fled war in their home country where Elongo worked for a human rights NGO. They then spent six years in Tanzania in a destitute refugee camp, with little to no schooling available and on most days only cassava to eat.
Autism rates among U.S. children are rising fastest among blacks and Hispanics, researchers say. "We found that rates among blacks and Hispanics are not only catching up to those of whites — which have historically been higher — but surpassing them," said study author Cynthia Nevison, a research scientist at the University of Colorado Boulder.
Teachers are increasingly adding more online learning tools into their classrooms in an effort to increase student engagement, but a new study finds that students get the most benefit from reading large print books. 61% of "striving readers" enjoy reading large print books and 63% of those readers believe that those books improved their comprehension skills.
U.S. students and teachers alike spend significantly more time at school than their peers internationally, according to the latest Education at a Glance compendium by the Organization for Economic Cooperation and Development. The report, released this morning, tracks education systems of 46 member and participating countries, including the United States. It includes measures of early childhood through postgraduate education, as well as comparisons of international teachers and principals.
By: Patrick Gleeson (commentary)
Almost half of all K-12 teachers quit teaching within five years. Those who quit are disproportionately teachers in two of the most critical areas: English or science. Moreover, they quit soonest and most often in high-poverty and urban schools. But neither the federal government nor most state governments have convincingly answered the simple question of why this occurs.
The Brookings Institution
Reducing chronic absence and developing conditions for learning are instrumental to improving outcomes for students and can be improved through policy reform and leadership. Schools and educators have the power to improve both student attendance and conditions for learning.
Teresa Elmore walked calmly from the Brewbaker Primary cafeteria to the office and back again during the school's open house just before the year started. Before she finished answering the questions of one family, two more lined up to wait their turn. She explained bus routes, pick-up times and classroom assignments. She checked to make sure students were properly enrolled. She stopped and gave hugs to returning students. As English-speaking staff members passed out bus assignments to families, Elmore quickly translated the animal words written on the sheets of paper, indicating which route their student would ride.
School Leaders Now
Many teachers are great at creating a reading culture in their own classrooms. But it can be much harder to establish a school-wide reading culture. So when our friends at Learning Ally told us about their guide: 45 Ways to Support Struggling Readers, we were all ears. And wow, this free guide features so many tips we want to try.
U.S. News & World Report
For prospective international students who want to study in the U.S., the language barrier does not need to be an obstacle. There are several ways students can work on their English speaking skills before and after arriving on a U.S. university campus. Prospective international students can improve their English language skills by listening to podcasts and watching TV shows and movies, as well as spending a summer on a U.S. campus to immerse themselves in an intensive English program, says Elizabeth Cashel, an educational consultant with Cashel Educational Consulting in New York.
White and Hispanic adults make up the largest percentage of U.S. adults with low levels of English literacy, according to the most recent results of a survey on adult skills. The National Center for Education Statistics has released a Data Point entitled "Adult Literacy in the United States," that summarizes what data from the Program for the International Assessment of Adult Competencies show about adult literacy in the U.S.
District Administration Magazine
It's one thing to hear students talk about their neighborhoods; it's another to contend with implicit bias by viewing firsthand the diversity of their communities. During the summer, new teachers at Tennessee's Hamilton County Schools (45,000 students) took neighborhood bus tours with their mentors as part of their summer orientation program designed to foster cultural diversity in the classroom. Veteran educators also joined the eye-opening rides, which were provided free by the Chattanooga district's transportation provider, says Erin Kirby, a new teacher induction specialist.
eSchool News (commentary)
Elizabeth Vogel, a contributor for eSchool News, writes: "As a fifth grade teacher, I used to spend hours hunting for math materials and exercises. If I had to teach my math class a standard skill, like adding fractions with different denominators, I would flip through thick binders of exercises, maybe printing up a few. Then I'd search online, where I'd inevitably find an avalanche of teaching resources, including loads of useless resources. It took hours to winnow the mathematical wheat from the chaff."
Rachel, a passionate leader in a New York City–based public school, was concerned about the math outcomes at her school, especially for English language learners, who made up about a third of the school community. Rachel knew that the students at her school had tremendous learning potential and that their teachers were motivated. The students had improved in English language arts, but mathematics scores had remained stagnant, particularly for ELLs.
Center for American Progress
After months of campaigning and two rounds of primary debates, presidential candidates still aren't prioritizing K-12 education. While some have released specific plans, others have only put out general statements or mentioned the issue in passing — if at all. While understandably, proposals to increase access to early childhood and higher education are front and center, it is still disappointing that the 50 million students in K-12 public schools seem to be an afterthought.
Students love to talk! Teachers, that's mostly a good thing, right? Especially so if we harness the natural social drive of tweens and teens and use it to pull the wagon of content learning through whole-class discussions.
We know that learning how to read is essential for success in school. Students need to be able to close read, annotate, and comprehend assignments and texts across all subjects. So we looked through our archives and consulted the research to arrive at a list of strategies that could develop strong reading skills and confidence for all students — including struggling readers.
Ten Democratic presidential candidates will gather in Houston for the party's third primary debate. Amid talk of differing views on healthcare, foreign policy, and immigration, will education find its way onto the stage? A coalition of education and civil rights groups hopes it will. ED2020 — made up more than 20 organizations, including national teachers unions, the Alliance for Excellent Education and The Children's Defense Fund — is one of several organizations that have pushed for more questions about K-12 education and related policy.
According to a new study ("Different languages, similar encoding efficiency: comparable information rates across the human communicative niche") published in Science Advances, languages differ in complexity and speech rate, but not in the rate of information transmission. "Surprisingly, we find robust evidence that some languages are spoken faster than others (for example, Japanese and Spanish speakers produce about 50% more syllables per second than Vietnamese and Thai speakers). Also, some languages 'pack' more information per syllable due to their phonology and grammar (for example, English has about 11 times more types of syllable than are possible in Japanese)," explains co‐author Dan Dediu.
Iowa Public Radio
Denison, Iowa has changed a lot over the past 20 years. While many small towns have been shrinking, Denison's population has increased and the town has become far more diverse than it used to be. Over half of the students in Denison schools are English language learners. As Iowa towns and cities have become more diverse, teaching English language learners has become a vital part of what schools do.
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063