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Pre-Conference Institutes: Wednesday, March 6
Conference: March 7-9
Disney's Coronado Springs Resort
Lake Buena Vista, Florida
NABE was extended a highly coveted invitation from its International Affiliate in Spain (Associación de la Enseñanza Bilingüe) to be honored guests and participants at the V Congreso Internacional de Enseñanza Bilingüe (CIEB) in Badajoz, Spain at the Universidad de Extremadura on October 19-21, 2018 with an elite group of high-ranking international bilingual educators, scholars, authors, teachers, professors, parents, sponsors and students to discuss bilingual education in Europe and the US. Drs. Josefina Tinajero, VP for NABE and Santiago Wood, Executive Director were proud to represent NABE on the international stage and to have participated in both plenary and featured sessions. The theme of the Conference was "¿Hacía dónde va la Enseñanza Bilingüe?" The President of the Spain Affiliate, Xavier Gisbert da Cruz and VP Professor Virginia Vinuesa Benítez of the Universidad Rey Juan Carlos chaired the Conference. Professor Vinuesa, newly published author on CLIL featured in a NABE eNews earlier publication, also serves as the Co-Editor of the NABE Journal of Research and Practice along with Josefina Tinajero.
NABE was one of the Honorary Chairs of the Conference along with Sheri Spaine of American Association of Teachers of Spanish and Portuguese (AATSP) and Enseñanza Bilingüe who all shared ideas for greater cooperation and development issues to benefit bilingual teachers and English Learners in both Europe and the US. Peter Medgyes, internationally published bilingual education author gave an outstanding presentation on "Always look on the bright side—Being a non-native Teacher" In addition, Marisa Pérez Cañado, provided a stirring presentation on "key factors in successful CLIL programs: Where's the action going to be?" Some of the other VIP included the Secretary of Education, President of the University of Extremadura and the Mayor of Badajoz.
The remaining sessions focused on building bridges and cultivating support for Bilingual Education; National BE Models in Spain and Europe; Instructional Leadership in BE; Preparation of Bilingual Teachers; Parental Involvement; Evaluation, Certification and Professional Development for Bilingual Teachers; International Cross cultural and linguistic cooperation and Pre-school Education. Our own Josefina Tinajero closed out the Conference with a very dynamic and outstanding presentation on Bilingual Teacher Preparation in the US and the impact of Dual Language Immersion Programs in the US.
It was a very successful International Bilingual Education Conference and ended on a very positive note. NABE had an opportunity to extend an invitation to all of the participants to attend its upcoming 48th International Bilingual Education Conference on March 7-9, 2019 at Disney Conference Center, Orlando. The NABE Pre-Conference begins on March 6. The Spain Affiliate has created a Seal of Approval for high quality Bilingual Education Programs that meet certain content and qualitative evaluations conditions and have requested NABE's review and Seal of Endorsement. NABE awarded the Spain Affiliate a Plaque of Recognition for it's outstanding work and commitment to high quality, research-base and evidence-based programs.
Click here to view photos from this event.
Youth Ambassadors Program
As you know, the Youth Ambassadors Program provides full scholarships for U.S. students and teachers to participate in leadership development exchanges in Latin America each summer.
We are hosting two Facebook Live events next Friday, Oct. 26 to provide more information about the program to those interested. We kindly ask for your assistance in helping us spread the word about these session (one at 6 p.m. ET and one at 6 p.m. PT). The following links are direct connections to the events and flyers are attached to spread the word electronically and through social media.
6 p.m. EST — https://www.facebook.com/events/312038316277923/
6 p.m. PST — https://www.facebook.com/events/505646293259530/
To date, we have a relatively strong interest on the part of students but applications by teachers and youth program leaders is behind expectations. Please encourage teachers you know who might be interested to apply.
"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!
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.
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.
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.
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 email@example.com.
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.
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
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.
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
Our world is more multilingual and multicultural than ever before. Studies show that the earlier a child is exposed to a second language, the greater the likelihood he or she will gain proficiency. Recent studies also show that students in bilingual education programs outperform their peers in attention and reading. In one study covering six states and 37 districts, the researchers found that, compared with students in English-only classrooms or in one-way immersion, dual-language students have higher test scores and also seem to be happier in school. Attendance is better, behavioral problems are fewer and parent involvement is higher.
It's increasingly clear that if the November midterm elections are to produce a "Blue Wave" for the Democratic Party, then many of the wins will need to come in Midwestern states that Trump carried in the 2016 presidential election. But what's less well understood is that an issue helping Democratic candidates compete in the region is education. In the stomping ground of U.S. Secretary Betsy DeVos — including her home state of Michigan as well as the surrounding states of Ohio, Wisconsin, Illinois and nearby Minnesota — Democratic candidates are getting an edge by sharply opposing the DeVos agenda of privatizing public schools.
Teaching English as a foreign language spoiled me—the shelves of books at English schools, the textbook series with multiple levels, the countless digital resources, the ready-made curricula and the online community of thousands of EFL teachers scattered throughout the world. Indeed, there is a great deal of investment in the industry of teaching English to speakers of other languages, and the tools developed with this investment spoiled me. Currently, as a Portuguese instructor, my library is a single shelf, and there are fewer online resources and only a handful of colleagues with whom to collaborate.
The Daily Republic
While her current and former students' lists of native countries and first languages are extensive and representative of multiple continents, Brenda Blumenberg's answer, when asked how many languages she speaks, is brief: "One — English." Blumenberg works as an adult education instructor at Mitchell's Cornerstones Career Learning Center, located on Main Street. The center also offers GED classes, but her focus is on teaching adults the English language in classes that meet three times a week at Cornerstones or in hour-long classes at Trail King, which employees can attend before or after their shifts.
In today's increasingly global and connected world, I interact every day with colleagues from different cultures who speak a wide array of languages. Achieving bilingualism and proficiency in a second language — be it English or another world language — is important for everyone, but especially for 21st-century students. For today's K–12 students, knowledge and mastery of a second language will be critical to finding employment in the future workforce. A report from New American Economy on the growing importance of foreign language skills in the U.S. job market found the demand for bilingual workers in major industries more than doubled between 2010 and 2015.
Whether it's speaking, listening, mathematical reasoning, reading comprehension or anything else worth learning, we help our students hone their skills by providing them with clear expectations, modeling, practice and feedback. Helping kids become better communicators is a prime example.
School systems across the country should do more to ensure that current and former English language learners have access to STEM education, a new report from the National Academies of Sciences, Engineering and Medicine finds. The report is a follow-up to a 2017 study that detailed how under-resourced schools and underprepared educators hinder efforts to help students learn English. The latest study looks to build on those findings by exploring how those factors limit English learners' access to high-quality and challenging science, technology, engineering and mathematics educational opportunities.
While the term English language learner groups students together based on their level of English acquisition, these students acclimate to our classrooms in a multitude of ways. This was readily apparent to me (Serena) on my first day substituting in a fifth-grade classroom with several ELL students, three of whom stood out for how different they were from each other.
The Trump administration followed up on its brutal separation of thousands of migrant children from their parents at the U. S. border by proposing a new regulation that could lead to the separation of even lawfully present immigrants from their citizen children. As researchers focused on creating opportunities for children to succeed, and as passionate Americans, we are appalled. And like so many across the country, we are ready to speak out and fight back.
The Washington Post
How are America's public schools doing? The question is a fundamental component of any contemporary education policy discussion. Yet it is also notoriously difficult to answer. With nearly 100,000 schools spread across roughly 13,000 districts, the scale of the enterprise is beyond what any set of individuals can see and experience.
The work of teachers and administrators is not rocket science — it's more difficult. Students need many skills to achieve learning, including creativity and innovation, empathy and patience. Considering the huge responsibilities that educators bear, it's not surprising that stress is a constant companion and adversary. Noticing how we breathe is one small way to manage the potential effects of stress.
By: Sheilamary Koch (commentary)
The ability to adapt language to a specific situation or audience is an important social communication skill. This fact was driven home when interviewing Judith O. Roman, clinical faculty member at Northwestern University's Center for Audiology, Speech, Language and Learning about pragmatics, otherwise known as social communication. Social communication corresponds to the "use" component of the "form-function-use" framework that has created the structure for this exclusive MultiBrief series on expressive language from an SLP perspective.
University of Connecticut via Science Daily
Infants are more likely to learn from on-screen instruction when paired with another infant as opposed to viewing the lesson alone, according to a new study. You read that correctly: Infants. Researchers at the University of Connecticut and University of Washington looked at the mechanisms involved in language learning among 9-month-olds, the youngest population known to be studied in relation to on-screen learning.
Poor time management is one of the most debilitating bad habits of any profession and especially for educators. We have so much to do and so little free time to accomplish it that many of us often feel overwhelmed and stressed. With forethought and attention to detail, however, you can develop the time management strategies that will make it easier for you to manage your workload and to create a rewarding work-life balance. Effective time management begins with making deliberate choices about prioritizing your professional tasks.
While the teaching and learning process is often multifaceted and complex, sometimes a student's problems are more simple than we expect. Sometimes they just don’t know how to study. "I'm not sure I could put a percentage on the students who don't know how, but anecdotally I can say it is a big problem," says Megan Sumeracki, a psychology professor at Rhode Island College who specializes in student success.
Pennsylvania Education Secretary Pedro A. Rivera signed a Puerto Rican flag to help Thaddeus Stevens Elementary School mark Hispanic Heritage Month. While he was signing the flag, fifth-grader Walton David asked the state cabinet secretary if he speaks Spanish. He smiled when Rivera responded in Spanish. "Yo también," Walton answered. About 65 percent of the school's students are Hispanic, and half have parents who don't speak English. That has led the school to emphasize its English as a second language programs.
District Administration Magazine
Today's most progressive language instruction covers more than speech. Educators now work to build students' fluency in the culture behind the words. Global competency, also called "interculturality," has emerged as a priority in districts seeking to develop students' understanding of both their own and other cultures, says Jacqueline Van Houten, world language instructional lead for Jefferson County Public Schools in Kentucky. "Kids have opportunities that they've never had before to communicate online or in person," Van Houten says.
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063