Just Published! English Learners (ELs) and Demographic Trends
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A new update to OELA’s fact sheet, ELs and Demographic Trends, provides student data from school year (SY) 2000–2001 and SY 2019–2020. During SY 2000–2001, a total of 3,793,764 ELs were enrolled in public schools in kindergarten through grade 12 in the 50 states and the District of Columbia, representing 8.1% of total student enrollment. By SY 2019–2020, the EL population had grown by almost one million and a half students to a total of 5,115,887 ELs, representing 10.4% of total student enrollment. Nationally, the percentage of ELs enrolled in U.S. schools rose by 2.3 percentage points between SY 2000–2001 and SY 2019–2020.
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OSEP will showcase presentations from 2021 and 2022 on a range of topics designed to promote educational excellence for infants, toddlers, youth, and families of children with disabilities. These presentations are targeted to OSEP stakeholder audiences that include K–12 personnel, providers, teachers, administrators, and families. Presentations will begin at 3:00 pm ET each day. |
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A collaborative school and classroom culture is where educators, students, and leaders seek excellence in themselves and support others to achieve their goals. This one-hour webinar is based upon Andrea Honigsfeld and Maria G. Dove's latest edited volume published by Seidlitz Education, Portraits of Collaboration, which showcases several unique, yet easily transferable collaborative practices in support of multilingual learners.
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September 16
Virtual Summit
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The Ohio Family Engagement Leadership Summit is a free day of professional learning and connecting virtually with those dedicated to advancing effective family-school-community partnerships across Ohio and beyond. Hosted by the Ohio Statewide Family Engagement Center at The Ohio State University, this Summit includes sessions on a variety of topics, including early literacy and family engagement, family-school partnerships to address student mental health, addressing inequity through family voice, family leadership in education, connecting with families to engage at home, and evidence-based family engagement practices. |
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September 21
Save the Date: Effective Literacy Instruction for Multilingual Learners: What It Is and What It Looks Like
Webinar
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OELA, in collaboration with the National Committee on Effective Literacy (NCEL), and the National Association of English Learner Program Administrators (NAELPA), is hosting a webinar to share research and resources on literacy development for multilingual learners. Presenters will discuss best practices and leadership actions to promote effective literacy programs that honor the multilingual brain and leverage the linguistic and cultural assets of multilingual learners. Registration details available soon.
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September 23–24
Conference
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The Mid-America Teachers of English to Speakers of Other Languages (MIDTESOL) conference is the premier regional event for English language educators from Missouri, Iowa, Nebraska, and Kansas. This year’s conference will be held in Kansas City, MO, and the theme is “Emerging Stronger: Leading Positive Change in ELT Education.” |
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September 28–30
Hybrid Conference
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The WIDA Annual Conference is the premier event for educators of K–12 multilingual learners, giving educators from around the globe the opportunity to share best practices and discover innovative classroom strategies. The in-person conference is sold out, but registration for the curated virtual option is still available.
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October 7–8
Hybrid Conference
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This conference is for program directors and administrators of community-based heritage language schools; members of the language communities involved in these schools; and directors and leaders in public, private, and charter schools who are interested in working with community-based heritage language schools. The conference will be held both on site at American University in Washington, DC, and online. The 2022 conference theme is “The Power and Sustainability of Multilingualism.” |
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November 2–5
Hybrid Conference
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This November, come together at La Cosecha Dual Language Conference 2022 in Santa Fe, NM, to share current theory, best practices, and resources — and build networks to fuel community efforts for a better future for our children! This national conference brings together the largest gathering of educators, parents, researchers, and practitioners supporting dual language, two-way immersion, one-way developmental bilingual, and one-way heritage language immersion programs from across the United States. |
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Community College Daily
K–12 teacher shortages are a continuing and growing challenge throughout the country. It is not only an issue of quantity but also of demographics. A more diverse teacher workforce is needed to more closely mirror the demographics of the students they teach. Normally, teacher preparation programs of colleges and universities would supply the new professionals; however, higher education enrollment has been on a decline nationwide, and the decline in enrollment in teacher preparation is even more severe. This article offers recommended practices on how dual credit offerings, community college programs, and partnerships with four-year universities can help alleviate the national teacher shortage.
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KRON4
California could soon get a deeper understanding of how students at different stages of learning English are doing in school. A bill currently in the legislature would require the California Department of Education to report test scores in English language arts, math, and science for subgroups of ELs, including long-term ELs, those at risk of becoming long-term ELs, and students who have been reclassified as proficient. Proponents of the bill say that separating the data on subgroups of ELs would give the state and local school districts a better picture of how each group is doing, which would help provide more targeted support.
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Language Magazine
This article discusses the advantages of transfer and translanguaging for literacy development in dual language (DL) students and emergent bilinguals. The resource presents evidence on how these traits facilitate high reading proficiency in DLs and emergent bilinguals and offers science-based recommendations to educators on fostering transfer and translanguaging in their educational contexts.
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U.S Government Accountability Office (GAO)
This report, which is the first in a series of reports, examines obstacles to learning during school year 2020–21 and strategies to mitigate learning loss. The GAO examined these topics overall, by grade level, and by instructional model (in-person, virtual, or hybrid). GAO contracted with Gallup to conduct a nationally representative survey of elementary and secondary public school teachers and arranged virtual discussion groups with teachers, principals, and parents.
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New America
One in three children under the age of five in the United States has at least one parent who speaks a language other than English at home. These children bring linguistic and cultural assets to the early childhood programs they attend. However, many programs struggle to identify dual language learners (DLLs), understand their skills, and, ultimately, support their development, as current assessment tools are primarily developed for monolingual, English-speaking children. This article presents expert recommendations from a recent webinar on how to create and administer accurate and equitable assessments for DLLs.
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TQ is seeking proposals from prospective guest editors for the 2024 special topic issue. Proposals are chosen by the TQ Editorial Advisory Board, and the guest editor(s) are responsible for overseeing the review process and selecting the content of the issue. The issue will appear in September 2024.
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CAL Institutes provide research-based strategies and practical, hands-on tools and help teachers meet the language and literacy demands of content instruction for all language learners. At this institute, participants will learn effective strategies and activities to increase newcomer students’ inclusion and learning in the classroom.
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NAELPA’s call for proposals is now open to present one of six breakout sessions at its 2023 conference. NAELPA welcomes submissions that address: how diversity, equity, and inclusion work for language learners within the content classroom; how approaches meeting the needs of Students with Limited or Interrupted Formal Education (SLIFE) can be successful; how teachers and administrators can advocate for language learners within school, district, or state level education structures; and how charter schools are planning for and executing on systems that meet the needs of language learners and their families.
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Internationals Network for Public Schools
New York, NY
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Nantucket Public Schools
Nantucket, MA
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Mt. Diablo Unified School District
Concord, CA
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ICMYI: NPD/NAM Discretionary Reports
In case you missed it, new discretionary reports were published to the National Clearinghouse for English Language Acquisition (NCELA) for the 2020–21 project year for the National Professional Development (NPD) and Native American and Alaska Native Children in School (NAM) programs. The reports, produced by OELA, are based on performance results from the Government Performance and Results Act (GPRA) and other project-specific measures.
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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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