Register for the 7th Annual Native American Languages Summit |
The Administration for Native Americans (ANA), Bureau of Indian Education (BIE), and U.S. Department of Education (ED) invite you to attend the virtual Native American Languages Summit from November 16-18, 2020. This event is a collaboration to bring together American Indian, Alaska Native, and Pacific Indigenous communities; federal, tribal, public, and private schools; and other organizations that are implementing language programs.
This year’s theme, “Building Upon Our Resilience Through Our Languages,” supports Native American communities seeking to maintain and revitalize indigenous languages. This Summit will discuss everything from data and evaluation to mentoring and developing teachers, family and community engagement, and more through a mixture of plenary talks and workshops.
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Listen Now: Dual Language Education Podcast, Part 2 |
Dual language programs offer EL students opportunities to lead with their cultural and linguistic assets, leverage and nurture their full linguistic knowledge and skills, and engage in rigorous academic content learning, all while developing English. As dual language programs become increasingly viewed as educationally beneficial, interest in them has expanded. Interest now extends beyond EL communities and advocates to include native English-speaking students whose families are interested in the many benefits of multilingualism.
In Part II of Dual Language Education: Historical U.S. Perspectives and Current Practices, Dr. Elizabeth Bucknor at OELA speaks with Dr. Marco Bravo from Santa Clara University and Dr. Louise Lockard from Northern Arizona University on the need for increasing the reach of dual language teachers across grade levels, and the role and benefits of dual language teachers and teacher education programs in Native American communities.
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OELA Hosts 2020 Directors Meeting Virtually |
OELA successfully hosted the 2020 Directors Meeting for grantees on October 26-28, 2020 in a virtual format amid the continuing COVID-19 pandemic. This year’s theme, Celebrating English Learners: Teach, Reach, Inspire, advances Secretary DeVos’s vision to rethink education and ensure teaching and learning for all students. Highlights:
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- 33 virtual poster presentations in a range of categories, including dual language, multiliteracy, education systems, policy, native education, professional development, family engagement, effective teachers and teaching, and STEM
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November 19, 2020
Webinar
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During virtual and hybrid learning, most learning communities and school libraries are partially or fully remote. So how are the at-risk readers, such as ELs, faring? On November 19 at 4:00 p.m. ET, join Tracey Wong, School Library Media Specialist, as she details different ways to support and align teaching so ELs are not linguistically isolated. |
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November 19-22, 2020
Virtual Convention
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The 2020 National Council of Teachers of English (NCTE) Annual Convention will be held online in November. |
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November 20-22, 2020
Virtual Convention
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The American Council on the Teaching of Foreign Languages (ACTFL) is hosting its annual convention virtually, with high-quality sessions, electronic posters, roundtables, and a virtual exhibit hall. The convention will feature three keynote speakers: John Quiñones, Erin Jones, and Nyle DiMarco. |
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The New York Times
Since 2000, the number of university students who are immigrants or children of immigrants increased from 20 percent to 30 percent of total students enrolled. Many of the students are first generation college students and are working toward their degrees in hopes of improving the quality of life for themselves and their families. Many such students have to work full time in order to afford tuition and living expenses. The COVID-19 crisis hit immigrant students especially hard, and many had to apply for grants and scholarships to be able to continue their education.
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EDUCATIONDIVE
This article discusses some of the challenges that ELs and their educators continue to face during the COVID-19 crisis. Educators reflect on the ability to provide language-rich input as well as small group instruction in an online environment. EL assessment also presents a hurdle for both students and educators, in particular, the difficulty with assessing students’ progress toward English proficiency. The article also presents some solutions and resources that states and districts employ to support ELs and their educators in the current environment.
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18wlfi.com
Lafayette, IN School Corporation serves almost 1,000 ELs in its schools. Recently, the school district has seen an increase in ELs’ proficiency rates with more students exiting English as a Second Language services. The district attributes this success to more teachers receiving instruction on supporting ELs from a program at Purdue University.
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Migration Policy Institute
This fact sheet presents data on the immigrant-origin students who are enrolled in U.S. institutes of higher education. The fact sheet uses data from the Census Bureau and other sources to examine the growth and distribution of this population of students, as well as their race and ethnicity, origins, and immigration status.
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Regional Education Laboratories (REL) Central
A new culturally responsive guide developed by the North Dakota Department of Public Instruction and REL Central provides a step-by-step process for schools and districts to assess the needs of Native students and begin implementing supports. The Guide to Conducting a Needs Assessment for American Indian Students includes sample survey topics relevant to Native communities, an Excel tool and instructions that educators can use to build their surveys and analyze data, and a process for Native review of survey questions and results to determine their relevancy from a cultural perspective.
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American Institutes for Research (AIR)
AIR recently released three new research briefs from the National Survey of Public Education’s Response to COVID-19: Spotlight on English Learners, Spotlight on Students with Disabilities, and How District Approaches to Remote Instruction Differed Across Contexts. An interactive data tool allows users to explore data from each section of the survey including distance learning, health, wellbeing and safety, policies and requirements, and more.
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Education Week
While teachers of ELs care deeply about their students and do their best to support them, making mistakes is unavoidable. This article outlines some common mistakes that EL educators admit to making and suggests how to avoid and correct these mistakes. The discussion touches upon such topics as asset/deficit-based approaches, native/home language support, meeting academic standards, and others.
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The NCSRC recently released English Learners in Charter Schools, a new series of self-guided modules to help charter schools and charter school networks reflect upon their current practices and explore ways to make meaningful changes to their school’s instruction models for students classified as ELs. The modules provide information on the tools needed to select the appropriate English instruction model for a school’s student population, ways to effectively assess students’ learning needs related to English acquisition, and how to provide appropriate services in online learning environments in response to COVID-19.
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NABE invites all education experts, researchers, authors, and successful practitioners with information of interest to submit a proposal for its 50th Annual International Conference. NABE seeks proposals that engage participants in topics related to quality education for ELs and Dual Language Learners (DLLs) such as achieving educational equity for ELs and DLLs; ensuring social justice for ELs and DLLs through strong linguistic and academic attainment; and providing equal educational opportunities for ELs and DLLs.
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Hawai’i State Department of Education
Honolulu, HI
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University of Nebraska
Omaha, NE
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Mount Wachusett Community College
Gardner, MA
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University of North Texas System
Dallas, TX
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Baltimore City Community College
Baltimore, MD
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Baltimore City Community College
Baltimore, MD
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by Tuesday, November 17, 2020, for inclusion in the next edition of Nexus.
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National Clearinghouse for English Language Acquisition (NCELA)
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Disclaimer: NCELA Nexus is intended to share information that can be of use to educators, parents, learners, leaders, and other stakeholders in their efforts to ensure that every student, including ELs, is provided with the highest quality education and expanded opportunities to succeed. The information and materials presented on NCELA Nexus do not necessarily constitute or imply its endorsement, recommendation, or favoring by NCELA, the Office of English Language Acquisition (OELA), or the U.S. Department of Education. |
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