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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.
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 firstname.lastname@example.org.
3 Ways Levered Unlocks Student Growth—Lalaine Perez, Prin.,Salt Creek Elem.
Tools to support English language learners with SDAIE & GLAD strategies
- Built-in differentiation options increased engagement and growth at every level
- Next-level blended learning—“students get discussion, collaboration, listening and processing that enhances speaking abilities.”
Learn more about Perez's experience with Levered's adaptive 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 email@example.com. 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
District Administration Magazine
Dual-language immersion programs and foreign language education are expanding rapidly across the U.S. as a way to prepare students for a global economy. But the movements are requiring school districts to find new ways to address teacher shortages. Languages of high interest include Spanish, Russian and Mandarin, according to a report in The New York Times. Robert Slater, a senior fellow at the American Councils for International Education, told the Times that there are now at least 3,000 dual-language programs in the U.S. That's up from an estimated 2,000 cited in a 2017 study published by the RAND Corp., and notably higher than the 260 cited by the U.S. Department of Education in 2000.
The following brief provides an overview of the separate but intersecting federal policies that govern the identification of and services provided to English learners and students with disabilities. This overview will frame key opportunities to serve ELs with disabilities more equitably with the aim of helping policymakers, advocates and practitioners take more strategic action on behalf of these students.
Language Magazine (commentary)
Amanda Seewald, a contributor for Language Magazine, writes: "The most creative people I know are educators of some sort. As educators, we are trained to be flexible, attentive, driven, motivated and always ready ... for anything. But why did we all become teachers and enter into the field of education? I am sure you would agree that the answer is to ultimately find ways to open thought up for learners, to give them the tools, information and guidance they need to build understanding."
The New York Times
Cottey College, a women's college in Nevada, Mo., accepted six students from Ethiopia this year, and officials were disappointed when two of them were denied visas. They were puzzled by the reason: The students, the State Department said, did not have strong enough ties to their home country and might not return. "At the age of 17 or 18?" Megan Corrigan, international education coordinator for the college, said. Unexpected denials and long delays have become increasingly common for international students and scholars seeking visas, raising concerns among college officials who see a threat to the diversity and enrichment of their campuses, and causing anxiety for students who may have spent years preparing to study in the United States — only to have their hopes dashed.
In the early years, students (ELs or not) generally love when their family comes up to school. They look forward to open house so they can show mom, dad, aunt, uncle, sister, brother, grandparents, anyone around the building. They can't wait for family to come eat lunch with them in the school cafeteria. It's the highlight of their day. But then something happens.
By: Patrick Gleeson (commentary)
School districts just can't get enough good teachers. According to the nonpartisan Learning Policy Institute, for example, in the 2017-18 school year there was a shortage of 110,000 qualified teachers. That sounds pretty bad — but when you consider this is a shortage out of 3.8 million teachers — it begins to appear that the teacher shortage may be exaggerated. Overall, in fact, there is a higher percentage of unfilled U.S. jobs in almost every area of science, technology, engineering and mathematics than in education. So how bad is it, really?
The Washington Post
The numbers appeared troubling. During the 2016-2017 school year, 64 percent of English language learners who took state reading exams in Virginia passed, according to state data. Two years later, passing rates plunged to 35 percent. The precipitous decline was clear across all subjects that English-language learners were tested on — passing rates tumbled by 20 percentage points or more on Standards of Learning tests in reading, writing, science and history.
Sarahí Monterrey, a contributor for Edutopia, writes: "When I found out that I was going to be teaching in the English Learner Department at North High School seven years ago, I was extremely excited. Schools in southeastern Wisconsin were experiencing a rapid increase of English language learners and scrambling to develop English language classes and programs. I was eager for the challenge of providing ELLs with an equitable and quality educational experience."
Even young children know what typical dogs and fish look like, and they apply that knowledge when they hear new words, reports a team from the Princeton Baby Lab, where researchers study how babies learn to see, talk, and understand the world. In a series of experiments with children three to five years old reported in the current issue of the Journal of Child Language, the researchers found that when children are learning new nouns, they use what they know about these objects — how typical or unusual they are for their categories (such as fish, dog, bird or flower) — to help them figure out what these words mean. This type of sophisticated reasoning was thought to only develop later.
The Every Student Succeeds Act requires struggling schools to choose turnaround strategies that are backed by evidence. But that requirement is more complicated for school leaders than simply saying, "I want to do this and I found a study to back it up." For one thing, simply accessing and interpreting education research can be difficult for school leaders. Another issue: Research on school improvement may have been conducted in schools and districts with very different challenges than their own.
As schools serve student populations with increasingly complex academic, behavioral and social-emotional needs, a multi-tiered system of supports is proving to be beneficial for identifying, prioritizing and supporting students. Educators and district leaders report the MTSS student support framework has empowered them to provide support to students before a problem occurs, ensuring no student falls between the cracks.
Learning a new language is a multi-step, often multi-year process: Listen to new sounds, read new word structures, speak in different patterns or inflections. But the chances of picking up that new language — even unintentionally — may be better if you're exposed to a variety of languages, not just your native tongue. A new study from the University of Washington finds that, based on brain activity, people who live in communities where multiple languages are spoken can identify words in yet another language better than those who live in a monolingual environment.
When we speak, our sentences emerge as a flowing stream of sound. Unless we are really annoyed, We. Don't. Speak. One. Word. At. A. Time. But this property of speech is not how language itself is organised. Sentences consist of words: discrete units of meaning and linguistic form that we can combine in myriad ways to make sentences. This disconnect between speech and language raises a problem. How do children, at an incredibly young age, learn the discrete units of their languages from the messy sound waves they hear?
The beginning of any school year naturally becomes a great kaleidoscope of emotions, responsibilities and experiences. Co-teachers become engulfed in the range and depth of balancing it all, which is not always an easy task.
The number of students learning English as a second language in Missouri schools has skyrocketed more than tenfold since the mid-1980s. Data from the Missouri Department of Elementary and Secondary Education show, in 1985, there were 3,156 English learners in the state. In 2018, there were 38,952 of them. The classes keep growing, even in small districts, like Marion C. Early in Morrisville.
Education Next (commentary)
From the mid to late 1990s, and generally until 2010 or so, National Assessment of Educational Progress, or NAEP, scores at the fourth and eighth grades for the lowest-achieving children, and for students of color, shot up in reading, math and most other academic subjects. The gains were greatest at the low end of the spectrum — as seen in trends at the 10th percentile of achievement and a big drop in the percentage of students scoring at the "below basic" level. By 2010 or so, our African American, Hispanic and low-achieving students were reading and doing math two and sometimes three grade levels above their counterparts in the early 1990s. That's historic, life-changing progress. And it surely contributed to more recent gains in the high school graduation rate for these groups, as many more kids came into ninth grade closer to being on track.
Kendal Rolley, a contributor for MindShift, writes: "Looking around my seventh-grade Language Arts classroom at the start of another school year, I saw the same range of reactions that we are all familiar with as teachers. Some students were obviously eager to get started, returning from the break with a desire to start the year off in a positive way. Others were less confident, and had evidently approached the end of the summer holiday with a sense of dread."
Almost all teachers believe persistent myths about learning, a new survey finds. More than three-fourths of teachers think that people are either right-brained (creative) or left-brained (analytical), and that those designations affect how they learn. And nearly all teachers endorsed the idea of "learning styles" — meaning that students learn more when their teachers tailor instruction to their individual styles, such as auditory, visual or kinesthetic. But research doesn't back up these ideas, said Ulrich Boser, a researcher who leads the firm The Learning Agency and conducted the survey.
Language Magazine (commentary)
Jenny Williams, a contributor for Language Magazine, writes: "Can a computerized assessment measure expressive language skills? This is an important question, since the ability to express ideas is one of the major indicators for College and Career readiness. Many times, I am asked this question in workshops. Participants inquire about expressive language skills because they associate expressive language with oral vocalizations. To analyze this question, we must first define expressive communication and its components."
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