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Pre-Conference Institutes: Wednesday, March 6
Conference: March 7-9
Disney's Coronado Springs Resort
Lake Buena Vista, Florida
"One language sets you in a corridor for life. Two languages open every door along the way." — Frank Smith
Welcome to NABE's first Regional Equity Institute: Resisting Inequity: Language as Power & Right, where we continued our theme for 2018 at this first Regional Equity Institute in Sacramento, CA on September 14 in partnership with Education Trust-West. The Institute provided a perfect opportunity to engage superintendents and other senior leaders in examining values-driven and research informed approaches for designing and sustaining powerful multilingual learning environments for English Learners. It provided a motivational and inspiring experience for thinking about the power of language as a vehicle for fighting inequity. In addition, it explored "bright lights" models, practices, and strategies that are getting positive results for English Learner academic, linguistic, and global success.
Among the keynote presenters were Bryonn Bain, Poet, Artist, Activist and Teacher who made a strong case justifying why preserving students’ language is a key to the development of healthy identities and how engaging culture builds healthy communities and dynamic classrooms leading to the real value of multilingualism. Bryonn explored topics that lie at the heart of powerful, liberating and transformative education for today’s youth. His engaging and inspiring message to educators was about the power to create environments of hope and success for all our diverse learners. The other lead presenter was NABE’s national secretary and past CABE President and an English Learner educational expert. Francisca Sanchez honed in on the topic of decolonizing our classrooms while creating Counter-Hegemonic spaces that support English Learner excellence. She challenged the participants to be intentional and powerful forces for the good by designing English Learners programs based on transformative approach that values and builds on their languages, cultures, and past experiences that leads not only to high academic performances but also to the development of healthy and confident self identities.
Click here to continue reading.
Click here to view photos of the event.
The NABE Executive Board, staff, and invited partners met in Sacramento, CA, on Sept. 14-16, 2018, to conduct a strategic planning summit with the following outcomes:
As preparation for this summit, participants were asked to reflect on the following. Participants responses were used to design the summit content.
- Strengthen and build better understanding of NABE's foundation (values, vision for the future, mission, principles), and clearly identify our organizational strategic goals/priorities to realize our 21st century organizational vision.
- Develop a first-level action plan for achieving our 21st century strategic goals/priorities.
- Develop a clear understanding of Board roles and responsibilities, how they connect with NABE staff roles, and implications for individual and collective action.
- Build positive and productive relationships among the NABE organizational leadership, affiliate leadership, and partner organizations nationally and internationally that support successful implementation of NABE's strategic plan.
- Create a continued sense of urgency, and positive energy, provide opportunities to reflect, and celebrate success.
NAMING OUR STRATEGIC PLAN
- Imagine that it is now the year 2025. Your wildest dreams have come true about NABE, and what the organization has accomplished has made a transformational change in the world. What would be the headline that captures this?
- Think about the headline you created, and the vision of NABE as a powerful, transformational organization that emerged from or that was alluded to in your headline and explanation. What would we have to believe or value in order for us to have decided that THAT (the headline) is what we thought was most important to focus on accomplishing?
NABE RISE UP: Engaging a Multilingual Generation
Creating Multilingual Citizens of the World
ADVOCATE for transformative policies and practices that disrupt inequities and achieve educational equity and excellence for bilingual/multilingual students in a global society.
PROMOTE, CREATE, AND SUPPORT policies, programs, services, and partnerships that result in high levels of multilingualism and multiculturalism, educational equity, and excellence.
INNOVATE with partners and affiliates to build capacity for successfully promoting language and culture as essential to a thriving and sustainable world.
INSPIRE AND LEAD our diverse communities to take bold action for results that move us closer to our vision.
Multilingualism & Global Competency
Culturally & Linguistically Responsive Education
Connection, Engagement, & Relationship
Creativity, Innovation, & Investment
Identity, Action, & Resistance
Passion, Empowerment, & Professionalism
Community, Collegiality, & Collaboration
Clarity & Transparency
OUR STRATEGIC GOALS
Organizational Infrastructure & Sustainability (Lead: Francisca Sánchez)
Bilingual/Multilingual Excellence (Lead: María Arreguín Anderson)
Talent Development (Lead: Judy Sauri)
Membership & Affiliates (Lead: Josie Tinajero)
Strategic Partnerships (Lead: TBD)
Community Engagement (Lead: Clarissa Duskin)
Advocacy & Celebration (Lead: César Moreno Pérez)
IMPLEMENTATION: RECOMMENDATIONS & ACTIONS
We also developed first-level draft action plans for each strategic goal. These will be finalized by the end of October 2018.
Click here view photos of this event!
U.S. Department of State's Bureau of Educational and Cultural Affairs
APPLY FOR THE 2019 YOUTH AMBASSADORS EXCHANGE PROGRAM!
The Youth Ambassadors Program brings together high school students and adult mentors from countries across the Americas to promote mutual understanding, increase leadership skills, and prepare youth to make a difference in their communities.
U.S. Department of Education
This memorandum outlines several updates to the U.S. Department of Education's assessment peer review process under Title I, Part A of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act, including information about the peer review process, the timeline for reviews in 2019, and a call for additional external peer reviewers to support this important work.
Updated Peer Review Process
First, I am pleased to announce that on Sept. 24, 2018, ED released an updated State's Guide to the U.S. Department of Education's Assessment Peer Review Process. This document outlines the criteria and process for demonstrating that a statewide assessment system meets the requirements of the ESEA. The updated guide, which outlines and supports the ED’s peer review process conducted using panels of external educators and assessment experts. This document was released for public comment in July 2018 and revised based on the comments received.
Learning Policy Institute
Mining Data to Advance Equity
The drafters of the federal Every Student Succeeds Act recognized that a quality education must be defined more broadly than just scores on standardized tests. In crafting the law, they sought to advance an expanded view of student and school success and to articulate the role of schools, districts and states in achieving educational equity.
American Federation of Teachers President Randi Weingarten, along with many community-based organizations — including the ACLU, the Hispanic Federation, Kids in Need of Defense, the Lawyers' Committee for Civil Rights Under Law, the Mexican American Legal Defense and Educational Fund, and more than 70 others — announced the launch of an initiative designed to help classroom teachers protect immigrant students and their families from racism, discrimination, bullying and threats of deportation at public schools.
At this year's conclusion of its 4th Annual DLI Symposium in Washington, D.C., the NABE President and administration established a National Dual Language Advisory Council working group consisting of the following members who will be setting national policy support and standards for DL Programs to assist school districts across the nation and in US territories abroad. Members of the group met for a dinner meeting to discuss several strategic ideas and also agreed to further expand the group. At this initial meeting, the following expert professionals volunteered to be part of the working group: Dr. Joel Gomez, President and CEO of the Center for Applied Linguistics, Dr. Margarita Pinkos, President of NABE and Assistant Superintendent of Global Affairs of Palm Beach County SD, Dr. Nancy Lewin, Executive Director, ALAS, Dr. Leo Gomez, National Treasurer, NABE and CEO of Dual Language Enrichment (DLE), Dr. Cristina Alfaro, Professor and Chair of the Department of Dual Language and English Learner Education, San Diego State University, Dr. Sonia Soltero, Associate Professor and Chair of the Department of Leadership, Language, and Curriculum, and former Director of the Bilingual-Bicultural Education Graduate Program at DePaul University in Chicago, Dr. Abdin Noboa-Rios, President, Innovative Consultants International Inc., Francisca Sanchez, National Secretary, NABE and CEO of Provocative Practice Education Consultants Inc., Dr. William Rivers, Executive Director of Joint National Committee for Languages and Lic. Luis Zayas, Vice President AGMUS Ventures.
This working group will help NABE to continue to offer initial PD and continuous PD "on-site" and technical support through national DLI experts that will ensure long-term sustainability of your DLI Program, increase program fidelity, and maximize student achievement. Contact NABE at www.nabe-conference.com for detailed information!
Overwhelming research clearly demonstrates that Dual Language Immersion is the most effective instructional program for educating ELL students. DLI can easily be adopted as the district or school's Bilingual Education program serving ONLY ELLs. DLI programs close the academic gap, increase graduation rates, and reduce having "long-term ELLs." If you are interested in bringing this enriched instructional program to your ELL population (non-ELLs can also participate), please click on the NABE National Professional Development Program banner above and consider the NABE DLI Program.
Districts wishing to schedule a meeting for further discussion may contact Nilda Aguirre, Deputy Executive Director, (225)-209-2222 or firstname.lastname@example.org.
Our Leaders, Our Culture, Our Harvest
Nov. 14–17 • Santa Fe, New Mexico
Join us in the City Different — Santa Fe, New Mexico, for one of the largest dual language conferences in the country La Cosecha! Organized for teachers, by teachers, La Cosecha Dual Language Conference provides a unique opportunity to share best practices and resources, provides current theory and practice, builds networks and fuels our community's efforts to build a better future for our children.
The Hispanic Education Coalition of Palm Beach County
Click here to view the 4th Annual Hispanic Leadership Awards Luncheon invitation.
Click here to view 4th Annual Hispanic Leadership Awards Luncheon Sponsorship Packages.
Transforming Language Learners, their Multiliteracies, and the World through Bilingual Education
Thursday, March 21 - Saturday, March 23
Crowne Plaza White Plains Hotel
66 Hale Avenue
White Plains, New York
Registration is now open for the 5th Edition of the Colloquium, which will be held at the Centro Cultural Palacio de la Audiencia in Soria, Spain, July 3-5. The event, organized by the Loyola Marymount University School of Education (Los Angeles, CA), with the support of the Department of Culture of the City of Soria, welcomes professionals, college students, and any individual interested in these issues. Participants attending at least 85% of the 20 contact hours will receive a certificate of attendance from the LMU School of Education.
The Call for Proposals (English and Spanish) is now open
Please visit www.languagecultureidentity.com and click "Proposal Submission"
Deadline for submissions: Jan. 31 at 5 p.m. California Time
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
Candidate brief for the position of
Head of Junior School — Dulwich College Beijing
Associate or Full Professor: Dual Language and English Learner Education — San Diego State University
District Administration Magazine
Some students grow so accustomed to hearing their names mispronounced over and over again that they no longer correct the people who make the mistakes. And sometimes, these children just give up and adopt unwanted nicknames they have been given by classmates, coaches or educators. "To walk around in a space that is supposed to be designed for you to feel welcome and safe and to be who you are, and know that every day someone is mispronouncing your name, is emotionally exhausting," says Tiffany Young, the equity and diversity coordinator for the Washoe County School District in Nevada.
Penn State via Science Daily
Researchers found that in teaching English learners — students who aren't fluent in English and often come from homes where a language other than English is spoken — the Latin roots of words helped them problem solve the meaning of unfamiliar words.
Spanish, Arabic, Chinese, Vietnamese and Haitian Creole are the top five home languages for English language learners in the nation's K-12 public schools, according to a new report from the U.S. Department of Education. "The Biennial Report to Congress on the Implementation of the Title III State Formula Grant Program" offers an in-depth look at the prevalence of the languages among the nation's K-12 English learner population.
Teachers often use poetry only to discuss literary elements, styles of writing, or universal themes, rather than asking how a poem makes students feel. When we do this, we're missing an opportunity: Our students should be discussing personal connections to poems, especially recently written poems, and using those connections to start conversations about important personal issues and also societal issues such as racism, gender and class inequities, and power structures.
They say that if we educators embrace the assets our students bring, then our students can shine more brightly and rise to higher levels of success. Let's think about that. The phrase "assets based" is thrown around quite a bit lately. But what does it truly mean to take on an assets-based teaching mentality? What does that look like in our classrooms and in our lesson plans? How does it sound? How does it impact the young people in our care?
Three years ago, three colleagues in the University of Minnesota's College of Education and Human Development teamed up to pilot a Facebook unit in a high school classroom mainly composed of Somali English language learners. Minnesota is home to the largest Somali population in the United States. This includes a significant number of recently arrived Somali students who, displaced by the ongoing civil war in Somalia, spent time in refugee camps in countries like Kenya and Ethiopia before coming to Minnesota.
Today, the foreign-born population of the United States is the highest it has been in more than a century. Nearly a quarter of the U.S. population does not speak English at home. Meanwhile, the number of undocumented immigrants in the United States, long thought to be around 11 million, may be as high as 22 million. Immigration remains one of the most contentious issues facing America. Social studies teachers, therefore, need to bring the conversation about immigration to our students. One way we can do this is to bring immigrants and new Americans into our classrooms, be it as guest speakers or through the use of testimonials, books or videos.
A new U.S. Department of Education report found that states are struggling to meet their academic targets for English language learners in mathematics and reading. "The Biennial Report to Congress on the Implementation of the Title III State Formula Grant Program" found that just five states met their goals for helping English language learners make progress in learning the language and reaching academic targets in mathematics and reading during the 2013-2014 school year, the most recent year for which data was submitted.
U.S. Department of Education (commentary)
Jose Viana, director of the Office of English Language Acquisition at the U.S. Department of Education, writes: "As a former English learner, teacher of English as a second language, administrator of migrant education, and now director of the Office of English Language Acquisition, I approached my Back to School Tour with the goal of visiting places that #RethinkSchool for bilingual and multilingual students."
For students who speak a language other than English at home, it can take years to learn English well enough to pass tests at school. For refugee students — many of whom never went to school — it can take even longer. "Some of them have never held a pencil," says teacher Emma Jones, who works with refugee students at Gladstone Elementary in the Kansas City Public Schools. "Scissors are a big thing. Here, that's very commonplace, but in other countries, having a pair of scissors is kind of a luxury if you're in a refugee camp."
"You really cannot teach a language; it has to be learned. Fostering the student's motivation is not only important, it's essential," states international business professor Tim Keeley of Kyushu Sangyo University, in Japan. Dr. Keeley identifies as a polyglot and is "functional" in over 20 and can "get by" in an additional ten languages, which he often learns in clusters (e.g., the Baltic languages of Estonian, Latvian and Lithuanian were learned simultaneously over a few-month period). Dr. Keeley had a "hunch" that people who were most fluent in a target language were also those who were motivated to appreciate and connect with the culture and people of the language they were learning.
By: Savanna Flakes (commentary)
Does anyone have a class in which every student is the same? Silly question, right? Of course not. Every student is significantly different, and each student brings a variety of talents, interests and preferred modalities. Students still got the squiggles after lunch? Students distracted by the snow? Students lethargic in the morning or after lunch? Try a processing break! Processing allows teachers the opportunity to reach every learner while assessing understanding and maximizing our precious instructional time.
PLOS via Science Daily
Children with difficulties in identifying letters are more likely to develop reading impairments, but such difficulties cannot be uncovered until the child is 3 to 5 years old. The authors of the present study investigated whether assessing language ability even earlier, by measuring speech complexity in infancy, might predict later difficulties.
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