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| EXECUTIVE DIRECTOR'S COLUMN|
NABE 44th Annual Conference Achieving Global Competence:|
Biliteracy for All
The National Association for Bilingual Education is the only nationwide network of professionals
dedicated to serving English language learners in the United States via education programs and legislative
advocacy. For the past four decades, NABE has been committed to excellence in bilingual and biliteracy
education for all students through enriched educational programs and intensive professional development for
teachers, administrators, professors, policymakers and parents. Additionally, NABE provides extensive research
in the field via its Bilingual Research Journal, NABE Perspectives, NABE Journal of Research and Practice
and the NABE eNews. NABE is committed to promoting programs and innovations that prepare our nation's
students to be fluently bilingual, technologically creative, globally competitive and well-rounded world citizens by advancing legislation and policies at both the state and national levels that best serve language minority
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Announcing NABE Pre-Conference Institute
Full Day Session: $120.00
Half Day Session: $60.00
Full Day Sessions
9:00 a.m. - 4:00 p.m.
NABE 2015 Registration
NABE offers five levels of value-filled special conference sponsorship rate packages. Sponsorship packages include advertising opportunities, premium exhibit hall locations, complimentary conference registrations, and much more. Make the most of the NABE Conference. Register as a sponsor and help NABE ensure greater opportunities for all educators and students.
Exhibitor Benefits include:
Click here to purchase program advertisements.
- Dedicated exhibit viewing hours
- Live entertainment in the exhibit hall
- Exhibitor Directory in Conference Program
- Breakfast and Coffee Breaks
- Private lounge during exhibit hours and hall
security during closed hours
- Lead Retrieval Available
Teach close reading, cross-text analysis, and effective use of text evidence in Spanish, developing native language literacy while also building key skills that can be transferred to academic work in English. Innovative K-2 resources, including Opinion/Argument books, provide equity and access for Spanish speakers. FREE sampler.
NABE 2015 National Educational Leadership Forum
Courageous Leadership: Actualizing Biliteracy for ALL
Friday, March 6
In the 21st century, biliteracy and multilingualism, along with distinct skills such as communication, collaboration and critical thinking, are crucial for student success in a global economy and society. In this Educational Leadership Forum, participants will engage with national leaders who have been successful in leading efforts to promote biliteracy. Panelists will share their experiences that pertain to leadership roles at all levels (international, national, university, district and site) and describe how they attained positive results for bilingual/dual language immersion and world language programs.
Columbus schools' immigrant program has too few teachers, state says
The Columbus Dispatch
A surging immigrant population has pushed Ohio's Columbus City Schools' main program for students with limited English skills over capacity, with too many students per teacher, a state Department of Education report says. Recently, the district had assigned 825 students to its Columbus Global Academy in the former Linmoor Middle School. District spokesman Jeff Warner said the 96,000-square-foot building in the South Linden neighborhood is not over its permitted capacity. The district lists its optimum capacity at about 850, and its maximum capacity at around 1,300.
Gwinnett County Public Schools, located in metro Atlanta, is the largest
school system in Georgia with 173,000 students and growing. GCPS is a
school system of choice for people moving to the Atlanta area and a
two-time winner of the Broad Prize of Urban Education (2010 & 2014).
The 4 C's of 21st century learning for ELLs: Communication
By: Erick Herrmann
In the first part of this series, we explored critical thinking as an important skill that students will need to master in the 21st century. The jobs of tomorrow are unknown today, and while the world is changing quickly, it is also shrinking. Small and large companies alike are building global teams, selling services and products all over the world. Global communication is instantaneous. Given this, tomorrow's workforce will need to be skilled in communication, the second of the four C's of 21st century skills explored in this series.
'Behind the billion': Bilingual facilitators bridge gap between schools, families
Karen McDonough walks into the guidance office at South River High School and meets with Santos Reyes and Ruth Portillo. Their 15-year-old daughter, Ana, is having behavior problems and they need Karen to translate what the school counselor says. Portillo left her daughter with her grandparents in El Salvador when Ana was around 2. Ana made her way to America and has been in the school for a year-and-a-half. While mother and daughter are reuniting, the two are just getting to know each other after more than a decade apart.
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House lawmakers push 'No Child' overhaul forward
U.S. News & World Report
The House Education and the Workforce Committee has passed a bill to reauthorize the long-outdated No Child Left Behind Act, despite strong objections from Democratic committee members, the Obama administration and dozens of education advocacy groups. The bill, dubbed the Student Success Act, passed on a party-line vote (21-16). It would significantly scale back the role of the federal government in overseeing public education, give states more flexibility in designing accountability systems and consolidate dozens of federal education programs.
Missed last week's issue? See which articles your colleagues read most.
Relevance of rights for all
To date, 43 states, the District of Columbia, four territories and the Department of Defense Education Activity have adopted the Common Core State Standards. Educators at all levels are working to ensure full and thorough implementation of these standards, which offer the opportunity to self-assess and revise initial instructional goals with a focus on improving outcomes for all students but especially those identified as English learners. The adoption of CCSS has undoubtedly fueled the conversation as to how to address culturally and linguistically diverse learners in light of the rigorous standards.
Lessons from Texas on the relationship between school funding and the academic achievement of ELLs
Recently, Texas' Intercultural Development Research Association held a research symposium titled "Securing Educational Equity and Excellence for English Language Learners." The symposium was the inaugural event for IDRA's José A. Cárdenas School Finance Fellow Program, which supports promising school finance scholars' engagement with research on how to secure equity and excellence for all public school students. The 2014 fellow was Dr. Oscar Jimenez-Castellanos, an associate professor at Mary Lou Fulton Teachers College at Arizona State University, who presented his research on school funding and academic achievement for secondary English language learners in Texas.
Miss an issue of the NABE Weekly eNews? Click here to visit the NABE Weekly eNews archive page.
Are English learners neglected in early education?
In San Antonio's Harlandale school district, pre-kindergarten students learn English and Spanish together. They help one another through instructions and assist each other in the language they are most familiar with, a structure that they'll stick with until they reach sixth grade. Similar programs can be found in Washington, D.C. and elsewhere as more and more parents want their children to speak more than one language. But as children under 5 are increasingly Latinos with Spanish spoken at home, such pre-K programs are becoming more vital.
Monett, Mo., shows gains in English language learners
The Monett Times
Each year, the Monett School District in Missouri undergoes one residual assessment left over from the No Child Left Behind Act. Scores on state standardized tests reflect how well the English language learners are performing in Monett classrooms. In 2014, students met two out of three standards, better than last year, while still leaving the district classified as "needing improvement."
Language study offers new twist on mind-body connection
Medical News Today
Research from Northeastern professor of psychology Iris Berent and her colleagues finds that spoken language and motor systems are intricately linked — though not in the way that has been widely believed. Spoken languages express words by sound patterns, some of which are preferred to others. For instance, the sound pattern "blog" is preferred to "lbog" in English as well as many other languages.
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