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Pre-Conference Institutes: Wednesday, March 6
Conference: March 7-9
Disney's Coronado Springs Resort
Lake Buena Vista, Florida
First Five Years Fund
The First Five Years Fund has conducted an analysis that consolidates and synthesizes the findings of our years of publicly available research with that of other national and state polls — some of which have never been released publicly. Beginning in 2013, FFYF's bipartisan national polling has served as a trusted benchmark of voter support for quality early childhood education. Year after year, the annual findings convey a consistent and growing desire among Americans across the political spectrum for innovation and investment in programs and opportunities that support the care and education of children from birth through age five — particularly those from low-income families.
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.
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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.
"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.
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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.
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.
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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.
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.
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
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.
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.
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
Despite a push to train and recruit more bilingual teachers, school counselors and school administrators, the U.S. is facing a shortage of educators who can support issues relevant to English language learners. English language learners — often called ELL students or ELLs — are the fastest-growing student population group, according to the National Education Association. By 2025, an estimated 25 percent of public school students will be ELLs. While the numbers suggest these students are no longer the outliers in today's schools, a look at their support resources suggests otherwise. There were more than 4.6 million ELL students in public schools during the 2015-2016 school year, yet only 78,000 teachers dedicated to addressing their needs.
The Reaching English Learners Act has been introduced in Congress in hopes of creating a solution to the national shortage of ELL teachers. The act would create a grant program under Title II of the Higher Education Act. The grants will be awarded on a competitive basis to eligible teachers. The grants aim to ensure that teachers possess the knowledge necessary to effectively instruct English learners.
Southeast Louisiana has a rapidly growing population of immigrant students, many from Central America. When students arrive at local public schools, they need to learn English, in addition to the rest of their curriculum. For our latest installment of WWNO's Voices of Educators series, we hear from Cohen College Prep High School teacher Jasmin Zobrist. Zobrist has a classroom of English language learners. All of her students have been in the U.S. for less than a year.
By: Bambi Majumdar (commentary)
USA Today's story on days in the life of 15 teachers has ignited serious debate. But it's not about teacher shortage or hardships, because we know these problems exist. It's about a profession in crisis and whether we can do anything to save them. Teachers are disheartened about being unheard, misunderstood and disrespected. Government mandates, assessment-based teaching, helicopter parenting, lack of resources and training all contribute to their plight.
U.S. Department of Education
The U.S. Department of Education announced the release of the National Study on English Learners and Digital Resources. The study provides the first national look at how districts and educators use educational technology to instruct English learner students — the fastest-growing student population in the country. Today's students are entering classrooms that have seen rapid adoption of digital technologies in instruction. With these new technologies, teachers of English learner students, whether they are general education teachers or specialists in EL student instruction, have exciting new tools to support learning.
It's a busy autumn morning at the Spanish Nursery, a bilingual nursery school in north London. Parents help their toddlers out of cycling helmets and jackets. Teachers greet the children with a cuddle and a chirpy "Buenos dias!." In the playground, a little girl asks for her hair to be bunched up into a "coleta" (Spanish for 'pigtail'), then rolls a ball and shouts "Catch!" in English.
The consequences of teacher churn were apparent to Esperanza Vazquez, a mother of two from New York City. "I had an experience with my son where he had a new teacher every week in math," she told Chalkbeat recently. "That doesn't help students." Now new research backs up Vazquez's experience, documenting for perhaps the first time the steep consequences for students after teachers leave a classroom in middle of the school year.
By: Erick Herrmann (commentary)
Teachers actively work to dismantle the disadvantages many of our students face. In the case of this article, and English learners in particular, we should address if our focus on academic language is instilling an attitude in our students of the superiority of the dominant language and culture at the expense of their home languages and cultures. Given this, is our focus on academic language promoting a colonial mindset? The short answer to this provocative question is, hopefully not. But it may depend on the way you focus on language and culture in your classroom, and the purpose of learning academic language.
Humans have been migrating since prehistoric times — moving within and beyond geographical borders — in search of food, for survival or for better prospects in life. In the European Union alone, the latest figures show that in 2016 more than 4 million people immigrated to an EU country, while at least 3 million emigrated and left an EU member state. Going overseas is not without its challenges. On top of the paperwork and getting your head around a new place, there is also the issue of language — what you speak now and what you need to speak to get by in the new country. For many migrants starting anew, maintaining their heritage language — the language with which they have historical ties — and passing it onto the children can be a challenge.
The honeymoon is over. Or, at least, if you're like many teachers, it feels that way. Depending on where you live, you're 6-8 weeks into the school year. You're probably tired and the students in your care are probably beginning to make more poor choices than they did in those first blissful few weeks you were together.
Inside a classroom at Fruitvale Elementary School in Oakland, California, about 20 women are practicing spelling out loud in English. They're the mothers, aunts and grandmothers of children at the school. Four mornings each week, the women — immigrants from Central America, Mexico, the Middle East, Asia and the Caribbean — drop off their children and then head into a classroom of their own to learn English. Wahbiai Alqaifi, a mother from Yemen, has been in the U.S. for 15 years. She has six children, one of them a fourth grader at Fruitvale. She used to struggle to understand English in her daily life, she says, but the class helped her expand her vocabulary.
The Hechinger Report
Imagine hundreds of thousands of parents protesting the ways in which schools educate their children. Now imagine that this protest continues for several years in a row and that it takes place in multiple locations simultaneously. Wouldn't you want to know what parents are protesting and why?
When students look back on their most important teachers, the social aspects of their education are often what they recall. Learning to set goals, take risks and responsibility, or simply believe in oneself are often fodder for fond thanks — alongside mastering pre-calculus, becoming a critical reader, or remembering the capital of Turkmenistan. It's a dynamic mix, one that captures the broad charge of a teacher: to teach students the skills they'll need to be productive adults. But what, exactly, are these skills? And how can we determine which teachers are most effective in building them?
Bookmatching is the art of connecting a student to the right book. For it to be successful, the matchmaker (i.e., the teacher) needs to know the student's personality, interests, aspirations and reading level. The ultimate goal is to connect students with books they'll love — and stick with. When bookmatching is successful, it increases student engagement with reading, and has the side benefit of cultivating stronger relationships between students and teachers.
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063