NAM Grant Spotlight: Twulshootseed and English Language Learner (TELL) Demonstration Project |
The Twulshootseed and English Language Learner (TELL) project supports language and literacy learning in preschool-aged Native Americans and Alaska Natives at the Puyallup Tribe’s Grandview Early Learning Center. The project uses a three-tiered model that supports language learning in the context of behavioral and social development. Their family engagement methods include a Parents as Teachers model that is adapted to Twulshootseed traditions and Ways of Knowing, home visits, and in-home provision of literacy materials. |
Prior to the TELL project, Twulshootseed was taught primarily via supplemental activities. Under TELL, all preschoolers in the project met or exceeded the project measure of “15 minutes of sustained exclusive Native language use” to the point that language immersion is now being planned for phase two. English language results show that in the first implementation year, all learners met expectations, and the percent of learners exceeding expectations increased from 5 percent in the fall to 30 percent by the winter/spring language assessment. |
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Examples of Collaboration and Lessons Learned from NAM 2011/2013 Grantees |
The Native American and Alaska Native Children in School (NAM) grant program aims to reduce the persistent opportunity gaps between Native American and Alaska Native (NA/AN) youth and their peers on measures of reading, English language arts, and college readiness in reading. NAM-funded projects integrate NA/AN languages and cultural instruction into the curriculum, using culturally responsive strategies as a way to restore values and lifeways historically excluded from the formal education of NA/AN students, while also supporting their English language development.
The Study of the Native American and Alaska Native Children in School Program: FY 2011 and FY 2013 Cohorts shares examples of collaboration and lessons learned from the 2011 and 2013 grantee cohorts. Most frequently, grantees relied on school-based Native language specialists and external consultants with linguistics expertise to provide professional development on how to support Native language learning. Grantees also reported that the tribal community and elders played a key role in helping deepen NA/AN language teachers’ cultural knowledge and oral fluency. Other lessons learned reported by NAM grantees included the importance of obtaining stakeholder buy-in and parent, family, and tribal community involvement early in the planning and implementation stages.
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New Fact Sheet: ELs Who Are Vietnamese |
OELA’s latest fact sheet highlights data from the National Center for Education Statistics on ELs who speak Vietnamese as a home language.
Vietnamese was the fifth most common home language group (after Spanish, Arabic, and Chinese) spoken by ELs in the 2017–18 school year. During the same year, California, Texas, and Washington state had the highest number of EL students who speak Vietnamese out of all ELs.
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Pre-Application Webinars: 2021 HEP and CAMP Competitions |
OME is offering a general pre-application webinar for the 2021 HEP and CAMP competition on two different dates (see information below) to assist potential applicants. Questions? Contact Steven Carr, OME Grant Competitions contact at (202) 260-2067 or by e-mail at Steven.Carr@ed.gov.
Monday, November 30, 2020 1:30 p.m. to 3:30 p.m. Eastern Time
Meeting number (access code): 146 490 7906
Join by phone:
- 1-888-858-2144 Call-in toll-free number (ATT Audio Conference)
- 1-646-746-3008 Call-in number (ATT Audio Conference)
- 400 092 4 Access Code
Tuesday, December 1, 2020 1:30 p.m. to 3:30 p.m. Eastern Time (Repeat)
Meeting number (access code): 146 281 2773
Join by phone:
- 1-888-858-2144 Call-in toll-free number (ATT Audio Conference)
- 1-646-746-3008 Call-in number (ATT Audio Conference)
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400 092 4 Access Code
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December 2, 2020
Virtual Seminar
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This workshop, hosted by TESOL, explores techniques for preparing students for participation and for making the most of collaborative work and discussions. |
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March 3-6, 2021
Virtual Conference
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The 2021 conference brings together researchers and practitioners to share knowledge, expertise, and best practices in dual language and immersion education. The theme is “Embracing Languages and Cultures for a Better World.” |
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March 24-27, 2021
Virtual Convention
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English language professionals can join the TESOL Convention online to build their professional network, interact with keynote speakers, and gather research, strategies, and best practices from experts in the field. |
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April 27-29, 2021
Hybrid Conference
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The NABE conference will be structured as a two-day hybrid conference with a Pre-Conference on April 27 and the Conference on April 28-29. The theme is “Honoring the Past, Treasuring the Present, and Shaping the Future.” |
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The News Tribune
This article discusses the challenges that immigrant communities are facing in connection with the switch to remote learning. Scranton, PA has seen a recent increase in refugee populations from Congo and Nepal and new residents from Puerto Rico. While the community is working to help the recent immigrants, including providing adult English classes, many families experience difficulties with technology, device shortages, and struggles helping their children with schoolwork in English.
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WIDA
In this piece, OELA National Professional Development (NPD) grantee Dr. Trish Morita-Mullaney describes the essential factors in effective leadership of emergent bilingual students. Dr. Morita-Mullaney points out that communication between district and emergent bilingual leaders is often marked by misunderstanding, where each professional speaks “their own language,” potentially intimidating their counterpart. Dr. Morita-Mullaney offers three points on which emergent bilingual leaders can connect with their school and district colleagues and suggests some strategies to foster and strengthen these connections.
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U.S. Department of Education, Office of Educational Technology
The U.S. Department of Education released a new Parent and Family Digital Learning Guide, a resource to help parents and guardians understand how digital tools can provide tailored learning opportunities, engage students with course materials, encourage creative expression, and enrich the educational experience.
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U.S. Department of Education, Institute of Education Sciences
A new brief from the National Center for Education Statistics, Public High School Students’ Career and Technical Education (CTE) Coursetaking:1992 to 2013, examines the CTE coursetaking of public high school graduates in 2013 and changes in CTE coursetaking between graduates in 1992 and those in 2013. The report uses data from three NCES longitudinal studies of high school students: the National Education Longitudinal Study of 1988, the Education Longitudinal Study of 2002, and the High School Longitudinal Study of 2009.
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The English Language Fellow Program sends experienced United States TESOL professionals on paid teaching assignments at universities and other academic institutions around the world. The 2021–2022 fellow application is now open. Applications are accepted on a rolling basis until all projects have been filled.
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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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CARLA has announced the course lineup for its Summer Institute Program. The institutes are primarily targeted at elementary through postsecondary foreign/world language educators and language teacher educators.
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The University of Texas at Austin
Austin, TX
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Northern Arizona University
Flagstaff, AZ
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Do you have news to share with the Nexus community?
Send your alerts, upcoming events, resources, and job postings to AskNCELA
by Tuesday, December 1, 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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