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Home   Research   Advocacy   Publications   Conference   Press Room   About Us   Join   NABE Store February 12, 2015




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 students.
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NABE 2015 Registration
Sponsor Packages
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:
  • 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
Click here to purchase program advertisements.

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Announcing NABE Pre-Conference Institute
Limited Space
March 4

Full Day Session: $120.00
Half Day Session: $60.00

Full Day Sessions
9:00 a.m. - 4:00 p.m.

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  Spanish Resources for New Standards
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.


More expert thoughts on updating No Child Left Behind's Title III
Funding for English language learners is an emerging policy focus. States are re-examining their current ELL funding mechanisms and allocations to address the growing number of ELLs. Here at ECS, we get numerous requests for information on ELL funding from state policymakers hoping to find solutions to competing budgetary priorities. Although states receive funding through Title III, administrators often report that funds for ELL services are "insufficient."
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Immigrant parents and student learning
Scholastic Administration
Many studies have documented the benefits of parent involvement in learning. Students whose parents are involved in their schooling tend to have better academic performance and fewer behavioral problems, and are more likely to graduate from high school. While fostering parental engagement can be hard work for any school, that challenge is multiplied for schools with immigrant populations. Newly arrived American families can struggle not only with language barriers but also with cultural, economic and technological barriers. Communities that address the needs of families holistically will be more successful in engaging parents and promoting positive learning outcomes for students.
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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).

What it looks like when every kid in the class is a recent child migrant
The bell rings at 7:25 a.m. and about 20 high-school students file into Isabel Sandoval's English as a second language classroom to take their seats. Out of backpacks spill folders, paper, pencils, and erasers. Students take out last night's homework assignment: a two- to three-sentence autobiography. Sandoval calls for volunteers to read their pieces: papers rustle, throats clear, and hands go up. Testing at least 60 days of intensive English language learning, a 15-year-old teenager from Honduras hesitantly raises his hand and reads his work, rounding his mouth to draw out the vowel in every word, "I came to the United States by walking and [sic] car. My family came to [sic] United States because we want a better life."
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Schoolchildren without English as a first language 'catch up'
New research by the University of Oxford shows that children classified as EAL (English as an additional language) usually catch up with their peers in their school attainment by the time they are 16. The reports' authors, Professor Steve Strand and Professor Victoria Murphy of the University's Department of Education, found that at the age of five only 44 percent of EAL pupils have achieved a good level of development compared to 54 percent of other pupils. However, by the age of 16, this gap has narrowed significantly with 58.3 percent achieving five A*- C GCSEs including English and maths compared to 60.9 percent of other pupils.
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Looking for similar articles? Search here, keyword ENGLISH-LANGUAGE.

Columbus schools plan changes for immigrant students, gifted kids
The Columbus Dispatch
Prompted by a state audit that found Columbus City Schools kept students who speak limited English in an overcrowded program rather than integrate them into classrooms, the district announced changes last night that would move about 150 students out of its main facility for new immigrants. Also discussed last night was a plan to again try to change the district's program for gifted students. Columbus schools risked losing about $2.3 million in federal money for limited-English-speaking students if the district didn't comply with the switch, officials said.
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Testing burden on ELLs needs easing, federal officials say
Education Week
Libia Gil, the head of the U.S. Department of Education's office of English language acquisition, says she's working with Secretary of Education Arne Duncan to ease the burden of testing for English learners and their teachers. "We do believe in annual testing, but we also believe there's overtesting. It's coming from all over. You have state assessments, you have local assessments, you have classroom assessments — some for different purposes, not all for accountability," said Gil, a veteran bilingual and dual-language educator who came to OELA in September 2013.
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Missed last week's issue? See which articles your colleagues read most.

    New guide aims to help states, schools classify English-language learners (Education Week)
Common core just might be the greatest (or worst) thing to happen to DLLs (Education Central)
Special-ed parents demanding Spanish interpreters (The Columbus Dispatch)
Creating the right classroom environment fit for ELLs (By: Alanna Mazzon)
Experts weigh in on reforms to No Child Left Behind's Title III (EdCentral)

Don't be left behind. Click here to see what else you missed.

The importance of culture in ESL teaching
By: Douglas Magrath
From the first word, the study of a second language is the study of another culture. Language and culture are intertwined, and ESL instructors need to be aware of the cultural similarities and differences between the students and the people of the host nation, as well as the varied cultures among the students themselves. We don't have to downgrade or change our culture or methods, nor do we have to erase our students' cultures. Rather we need to realize that cultures are different.
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Mind-body connection applies to language learning through brain's motor systems: Blog Vs. Lbog
Medical Daily
Are words that are harder to pronounce by default more difficult to understand? Or is it the other way around and our ability to recognize a word is what affects how easy it is to say? This question has puzzled researchers for many years and stands at the heart of helping dyslexic children learn to overcome their disability. A recent study used electromagnetic readings of volunteers' brains in order to answer this question, and what researchers found may change the way we perceive how our brains learn a language.
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Miss an issue of the NABE Weekly eNews? Click here to visit the NABE Weekly eNews archive page.

Making reading your own
Language Magazine
Making literacy more personal to kids, especially to second language learners, begins with providing learners with their own personal libraries. It's hard to think about literacy without a library of great content and great books. So, when a student is able to have his or her own personal library — especially one that's digital, with an array of books at his or her fingertips for fast access — that's a strong and positive beginning. Students are able to open up and read books they're interested in, books at their level. Digital books now have the capability for authentic audio recording, so the students can hear how a word sounds as they are reading.
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What the Student Success Act could mean for DLLs
Recently, Reps. John Kline and Todd Rokita introduced the Student Success Act to replace the much-maligned, outdated No Child Left Behind–the same bill that passed a House vote back in 2013. Most notably for dual language learner advocates, Kline's bill (once again) eliminates Title III. My colleague Conor Williams wrote about the specifics and potential implications of this change back in 2013.
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ESEA would see $2.7 billion increase under FY 2016 budget
eSchool News
President Barack Obama's FY 2016 budget request includes four focus areas for education, including increasing equity and opportunity for all students; expanding high-quality early learning programs; supporting teachers and school leaders; and improving access, affordability and student outcomes in postsecondary education. Education Technology State Grants would receive $200 million to support models that use technology to help teachers improve instruction and personalize learning for students.
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NABE Weekly eNews
Colby Horton, Vice President of Publishing, 469.420.2601
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