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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.
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.
3 ways Levered unlocks growth—Monica Ruiz, Principal at Montgomery Elem.
Tools to support English language learners with SDAIE & GLAD strategies
- Built-in differentiation options increased engagement and growth at every level
- The adaptive curriculum “provides kids with equitable opportunities for access and multiple opportunities for success.”
Learn more about Ruiz's experience with Levered's blended learning math system
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.
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.
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.
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
By: Patrick Gleeson (commentary)
Discussions of the benefits of a bilingual education often emphasize how it improves critical thinking, encourages a wider understanding of others and develops unique problem-solving skills. These are all true, but perhaps the most important aspect for many parents is that bilingually educated children make more money in adulthood. But that being so, why is bilingual education reserved primarily for students who come from money? If bilingual educations aren't distributed evenly across the economic spectrum in this country, one of the reasons is that, historically, many Americans have been somewhat suspicious of teaching their children a foreign language.
If you are an educator, chances are that you have had or will have a student who is learning English as an additional language. Some of these multilingual students are eligible for language support services if their English proficiency limits their access to learning academic content. Districts typically have specific policies for identifying these students. Once these students are identified, by federal law, they are required to take an annual language proficiency assessment to confirm their eligibility for additional support until they are considered English proficient. Language proficiency assessments are used to monitor eligibility and language growth over time with variations from state to state.
Thousands of administrators across the country have spent countless hours this summer attempting to rejigger their school finance software to determine how much money they spend on each individual school — a new reporting requirement under the Every Student Succeeds Act. Will it be worth all the headaches? A new federal report suggets the answer is yes. Unlike the more familiar average per-pupil spending levels, school-level funding will highlight funding disparities between student groups and help administrators target resources to academically struggling schools, policymakers and advocates predict.
Association for Psychological Science via Science Daily
The purpose of going to school is to learn, but students may find certain topics difficult to understand if they don't have the necessary background knowledge. This is one of the conclusions of a research article published in Psychological Science, a journal of the Association for Psychological Science.
With the start of the new school year, we are always looking for new activities to freshen up our repertoire! At the same time, we want our students to be reading closely and thinking deeply. Here are five adaptable ideas that you can add to your toolbox to keep students creatively interacting with texts.
The American Civil Liberties Union of Rhode Island and Rhode Island Legal Services have filed a lawsuit against the Providence school district for allegedly withholding information about violations of the rights of English language learners students. The violations led to a settlement agreement between the school system and the U.S. Department of Justice more than a year ago. The Access to Public Records Act lawsuit seeks to require the district to release the DOJ documents identifying the various violations of federal law committed by the school district, which are referenced in the agreement.
By: Debra Josephson Abrams (commentary)
As I’ve found again and again, regardless of the program, state, or country in which I teach, the lack of comprehension and appreciation of purpose are the fundamental dilemmas students have when presented with a syllabus, or, failing a syllabus, when starting any course at any level. Even the term syllabus can be a mystery. When I studied American Sign Language, I learned a slang sign for syllabus — "silly bus" — and indeed, that certainly seems like an apt description. All students will benefit from a lesson dedicated to the syllabus. For ELLs and nontraditional students, it may be particularly useful for teachers to create a syllabus lesson designed to deconstruct what may be a flabbergasting and often hefty document but one that is elemental and critical.
Teacher shortages continue to be a problem for many states nationwide. The shortage of special education teachers is especially widespread, as the number of trained special education teachers has dropped by roughly 20% over the past 10 years, while the number of students needing those teachers has barely dropped at all.
Routine reflection on practice is a hallmark of effective teaching, but often this reflection is considered a solitary endeavor — or at most, a discussion among adults in a professional learning community or collaborative team. Students don't always realize that reflection is part of a teacher's job.
During a Refugee Literacy Program mentoring session one Friday afternoon, sisters Ruthie Ntambwe and Joyce Kaikamba sat at their kitchen table, practicing how to spell words like "spaghetti" and "headphones" on mini whiteboards. With earnest eyes, they ask their mentor how to pronounce words like "Iowa" and "spatula" and ask her to bring a laptop next time. They want to learn how to use a computer. The sisters just finished their first week of school in America. Born and raised in a Zambian refugee camp, the girls were resettled in Tallahassee just four months ago.
University of Arkansas via Phys.org
A decade-long study co-conducted by University of Arkansas professor Patrick Wolf shows that students in India who attended private schools through a voucher program achieved noticeably higher scores on English assessments. The results come from a "gold standard" experimental evaluation by a team of researchers from the U of A, North Carolina State University and Newcastle University in the United Kingdom. An article summarizing their findings was recently published by the peer-reviewed journal World Development.
By: Brian Stack (commentary)
Imagine having the option to schedule your school weeks as four 10-hour days instead of five eight-hour days. Earlier this summer, We Are Teachers blogger Elizabeth Mulvahill reported that 25 states are currently testing four-day school weeks. What started as a logistical solution for rural school districts is now gaining popularity in both suburban and urban areas. According to Mulvahill, "Research by the National Conference of State Legislatures estimates 560 school districts...have at least one school with a four-day schedule. Leading the charge are Colorado (55%), New Mexico (43%), Idaho (38%), and Oregon (32%)."
While it can be tempting to focus only on routines and academics to build classroom culture, a strong classroom culture hinges on healthy social and emotional learning. Do you want kids to carefully listen to their peers before shouting out an answer? They'll need a dose of self-regulation. Do you wish students would savor the challenge of a math problem instead of throwing up their hands in frustration? It will take self-determination and the skills to recover from failure.
The New York Times
Discuss a recent instance of police brutality in your community. Read op-eds arguing for and against legal status for unauthorized immigrants. Compare and contrast border conditions in the Palestinian territories and Mexico. Those are some of the lesson plans suggested in a draft of California's newly proposed ethnic studies curriculum for K-12 public schools. The documents have led to bitter debate in recent weeks over whether they veer into left-wing propaganda, and whether they are inclusive enough of Jews and other ethnic groups. Now, amid a growing outcry, even progressive policymakers in the state are promising significant revisions.
If there's one painful experience the nation's schools share from recent history, it's the Great Recession. It's something no educator is keen to relive — but with anxiety rising about an economic downturn in the not-too-distant future, it's possible they won't have a choice. Forecasting such a change for the economy is notoriously difficult, as is projecting how policymakers and schools would respond. But amid the economic warning signs there's the recognition that a recession, in addition to shrinking K-12 budgets and spending, could upend policies that have developed over the past decade that have prioritized equitable funding and other resources.
Awards may not pay off the way educators hope, according to recent findings by researchers at Harvard University, particularly when it comes to improving attendance — but even for changing behavior or increasing participation. Carly Robinson, one of the authors of the report from the university's Student Social Support R&D Lab, says they studied some 15,000 middle and high school students and found that those who received a reward certificate for excellent attendance actually did worse in the following month and that those who were offered the opportunity to get the award if the improved attendance did no better.
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