In November 2023, U.S. Secretary of Education Miguel Cardona released a letter emphasizing the “Raise the Bar: Lead the World” initiative. Read this blog to get a brief overview and access links to the full letter in both English and Spanish. The letter includes several resources from ED on how to support ELs.

Project LEAP UP, short for “Learning, Encouraging, and Planning to Uplift Performance,” is a National Professional Development 2022 grant project based at the University of Texas at El Paso. The project’s goal is to enhance the number of highly qualified teachers in ESL and Dual Language/Bilingual Education within West Texas schools. Activities involving LEAP UP participants include test-prep sessions, recruitment initiatives, and Head Start workshops for educators and parents, as well as a recognition event for Cohort I Program completers.

• Montserrat Garibay, OELA Assistant Deputy Secretary & Director
• Beatriz Ceja, OELA Deputy Assistant Secretary
• Gwen Snow, Principal, Newcomer Academy, JCPS (Louisville KY)
• Connie Banks, ESOL Instructional Coach/Teacher
• Stacy Brown, Director, Refugees Forward (Oklahoma City Metro Area)

Presentation topics will include General Interest, Content Area Instruction, Bilingual/ESL Pre-K through 12, Higher Ed, and more. Register early (by February 2, 2024, at 10 p.m.) for a discounted rate. All registrations include 1 free year of NJTESOL/NJBE membership.

Bilingualism in 2024: U.S., U.K & Global Statistics

Being bilingual or multilingual comes with many benefits, from improved cognitive abilities to greater cultural awareness, understanding, and creativity. The authors of this report conducted a survey asking 2,000 UK adults how many languages they speak fluently and analyzed Google searches in the U.S. to determine which languages are most sought after in terms of learning. The results were combined with further research into global language use statistics to generate the most up-to-date facts and figures on the topic of bilingualism and multilingualism in 2024.

$890 Million in English-Learner Aid Is Under New Management. Why Researchers Are Hopeful

Management over the State grants for improving instruction of ELs returned to ED’s OELA. The Office of Elementary and Secondary Education has overseen Title III grants for the last 15 years. The Federal aid is intended for supplemental services in the language and academic instruction of ELs. Even without control over Title III funds, OELA has led the conversation around best practices for EL education. Researchers hope that OELA’s impact on EL policy and instruction will grow under the latest move.

Lawmaker, Educator, Wants Language Programs to Lead Public School Education Reform

In 2018, a judge ruled that New Mexico was failing to provide the majority of its students in public schools with an adequate education to the point that it was unconstitutional. House Bill 39 lays out more than $27 million in funds for bilingual education, culturally relevant education, and student health. The bill would allocate funding to public colleges and universities, Tribal colleges in the State, and the Public Education Department to help bring New Mexico into compliance. The goal is to support bilingual and culturally responsive education in the State’s public schools, a reform that is required under the 2018 judgment.

NEW RESOURCE: On the Right Path: Newcomer Student Enrollment and Course Placement Promising Practices

This report assesses State Education Agencies’ guidance on collecting and utilizing students’ prior education experiences during initial enrollment, emphasizing specificity. It is based on a comprehensive review of publicly available documents from all 50 State Education Agency websites, covering guidance on enrolling and serving multilingual and immigrant students, including Title III procedures for identifying, serving, and exiting ELs, along with documents focused on newcomer students.

TIPS FOR EDUCATORS: A Framework for Foundational Literacy Skills Instruction for English Learners: Instructional Practice and Materials Considerations

This document reviews general and EL-specific early literacy research, defining a vision for foundational literacy skills instruction for ELs. It outlines a framework based on six principles to ensure ELs develop essential literacy skills for success in engaging with complex texts across subjects. Additionally, the document provides criteria for administrators and teachers to assess the suitability of instructional materials for foundational literacy skills instruction for ELs.

Join the Center for Applied Linguistics (CAL) for a 3-day, hybrid Direct Strategies Institute based on CAL’s widely used “What’s Different About Teaching Reading to Students Learning English?” professional development program. The engaging 3-day synchronous and asynchronous institute on February 14, 21, and 28, 2024, is designed for school administrators and classroom, ESL, and literacy teachers who want to ensure reading progress for ELs.

This course aims to empower all school staff by providing insights into resources such as picture books, videos, and websites that reflect diverse cultures. It focuses on building on the background knowledge of ELs and offers strategies to engage ELs and all students. Participants of this course on February 20–24, 2024, will learn effective approaches to support language development and facilitate academic as well as social/emotional learning. Register by February 13, 2024, at 4:30 p.m. EST to secure your spot.

Tune into ASSETS, the podcast hosted by Dr. Jobi Lawrence from UCLA CRESST. Listen in as we share the first of the two-part series commemorating and reflecting on the 50th anniversary of Lau v. Nichols with Mr. Edward Steinman, the attorney who successfully argued the landmark legal case affecting ELs and educators. ASSETS is an original podcast series that can be accessed on Spotify or Apple Podcasts.

In this 2-day WIDA Español Academy in Albuquerque, New Mexico, educators link the pedagogical foundations of Marco de los estándares del desarrollo auténtico del lenguaje español de WIDA (Marco DALE) to the instruction of bi/multilingual students. Day two features a local school visit to observe pedagogical foundations like multiliteracies and transculturalism in action within a dual language or bilingual education program. This academy will be delivered in Spanish. Register by February 23, 2024.

Teach & Learn in Spain is a graduate program designed for native or near-native English speakers. Through the program, students earn a Master’s Degree while gaining experience in a school in the Madrid region as a language assistant. The application period will be open from January 10, 2024, to March 20, 2024. The program begins on September 1, 2024, and concludes on July 1, 2025. For further inquiries, please contact Angela Sauciuc, Director of Programs and Teacher Training, at angela.sauciuc@institutofranklin.

Education Northwest

Myrtle Point, OR (Fully Remote)

Center for Equity for English Learners, Loyola Marymount University – Westchester Campus

Los Angeles, CA

In 2023, OELA presented numerous fact sheets and infographics. In addition to introducing new resources, we added additional translations to existing materials. Explore our latest video, showcasing these informative resources.

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by Monday, January 29, 2024, for inclusion in the next edition of Nexus.

This two-part podcast hosted by ED’s OELA features Montserrat Garibay, Assistant Deputy Secretary and Director of OELA, and Melissa Castillo, Senior Advisor at OELA.

In Part I of the podcast, the panelists discuss the importance of early language development and research findings on the benefits of multilingualism. In Part II, the panel focuses on practices and policies for identifying and supporting young ELs.

This podcast features these outstanding panelists:

• Shantel Meek
• Terri Clark
• Martha Martinez

Did you know that Title III funding can be used to organize, host, and attend meetings and/or conferences? Our latest blog provides you with information on how to effectively use these funds and includes a list of resources to guide your use of this federal fund allocation. Explore the blog for insightful tips on optimizing your use of Title III funding.

Alexandra Fisher is making a major impact at Wedgewood Middle School. Working with the students of Ohio State’s 2021 National Professional Development HELPERS grant, she spearheads an ESL orchestra class where students rely less on spoken words and focus more on physical demonstrations.

This class allows students who are developing English to be a part of the school’s orchestra. Alexandra is an inspirational and innovative educator committed to improving access to the arts and language.

Presentation topics will include General Interest, Content Area Instruction, Bilingual/ESL Pre-K through 12, Higher Ed, and more. Register early (by February 2, 2024, at 10 p.m.) for a discounted rate. All registrations include one free year of NJTESOL/NJBE membership.

Controversy Roils the Future of English Learners Education in Boston Public Schools

Parents have long complained that Boston Public Schools (BPS) prioritize learning English through immersion over retaining and developing native language skills. BPS unveiled a multipart inclusion plan to overhaul its special education and multilingual programs. In their plan, students learning English will be split from their English-speaking peers for up to an hour and a half of direct English instruction, rather than spending their entire days in Sheltered English Immersion classrooms, where they are taught separately from their English-speaking peers. Some Spanish-speaking families are circulating a petition, urging BPS to delay the plan immediately, citing insufficient time for parental participation and understanding.

NEW RESOURCE: Rising Numbers Unmet Needs Immigrant Newcomers in Massachusetts High Schools

This report focuses on the demographic characteristics and educational outcomes of high school newcomers, using longitudinal data from the Massachusetts Department of Elementary and Secondary Education. High-school newcomers are a large and growing group and a matter of critical concern. Only 54% of newcomers graduate from high school, and their rates of 4-year college enrollment are also low. Sustaining educational progress in the Commonwealth over the coming decades will require school systems to do more to address these students’ needs.

NEW RESOURCE: What Parents of English Learners Need to Know | Quick Guide

It can be confusing and difficult for parents of ELs to understand whether their students are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. This quick guide provides information on how schools classify students as ELs, what schools have to provide students to help them learn English, what criteria schools take into account in reclassifying ELs as proficient in English, and why reclassification matters.

TIPS FOR EDUCATORS: Recognizing Language Disorders in Multilingual Children

Learning and using multiple languages offers many personal, social, and societal benefits. Children learn at their own pace, and therefore, some meet communication milestones earlier or later than others. Though the sequence and age ranges for these communicative behaviors may vary slightly from expectations of monolingual children, multilingual children develop language skills progressively, just as monolingual children do. This article offers suggestions on what to consider more closely when there are communication concerns in multilingual children.

Join CORE Learning for their 3-day webinar event on January 23–25, 2024, for Structured Literacy and Language Diversity Week. Throughout this event, discover how to create equitable learning environments that encompass multilingual learners, English language variety speakers, and students who may have dyslexia.

Join the Center for Applied Linguistics (CAL) for a 3-day, hybrid Direct Strategies Institute based on CAL’s widely used “What’s Different About Teaching Reading to Students Learning English?” professional development program. The engaging 3-day synchronous and asynchronous institute on February 14, 21, and 28, 2024, is designed for school administrators and classroom, ESL, and literacy teachers who want to ensure reading progress for ELs.

Submit your proposal by January 21, 2024, to present at the 22nd Cambio de Colores Conference on June 5–7, 2024, in Kansas City, Missouri. This is your chance to share insights on integrating Latines/Hispanics and immigrants in evolving communities. Spanish proposals are accepted. Don’t miss this transformative opportunity! For queries or further information, feel free to reach out at cambio@missouri.edu.

Tune in on January 21, 2024, to ASSETS, the podcast hosted by Dr. Jobi Lawrence from UCLA CRESST. Listen in as we share the first of the two-part series commemorating and reflecting on the 50th anniversary of Lau v. Nichols with Mr. Edward Steinman, the attorney who successfully argued the landmark legal case affecting ELs and educators. ASSETS is an original podcast series that can be accessed on Spotify or Apple Podcasts.

WIDA invites you to share your expertise as a presenter at the 2024 WIDA Annual Conference on October 15–18, 2024, in Pittsburgh, Pennsylvania. The knowledge and insight of WIDA educators and experts in the field are essential to the quality of the WIDA Annual Conference. The deadline to submit concurrent session and workshop proposals is January 24, 2024. Learn more and submit your proposal on the Present page of the conference website.

In this two-day WIDA Español Academy in Albuquerque, New Mexico, educators link the pedagogical foundations of Marco de los estándares del desarrollo auténtico del lenguaje español de WIDA (Marco DALE) to the instruction of bi/multilingual students. Day two features a local school visit to observe pedagogical foundations like multiliteracies and transculturalism in action within a dual language or bilingual education program. This academy will be delivered in Spanish.

Teach & Learn in Spain is a graduate program designed for native or near-native English speakers. Through the program, students earn a Master’s Degree while gaining experience in a school in the Madrid region as a language assistant. The application period will be open from January 10, 2024, to March 20, 2024. The program begins on September 1, 2024, and concludes on July 1, 2025. For further inquiries, please contact Angela Sauciuc, Director of Programs and Teacher Training, at angela.sauciuc@institutofranklin.

Gainesville Independent School District

Gainesville, TX

District of Columbia Public Schools (DCPS)

Washington, D.C.

On December 5, 2023, OELA hosted a webinar on the English Learner Family Toolkit. The panelists covered all six chapters of the toolkit, discussed the potential uses of the information, and demonstrated the features of the toolkit mobile app. You can watch the webinar and view the presentation slides on the NCELA website.

Subscribe to NCELA Nexus

Did you receive the Nexus from a colleague? You can subscribe here.

Submit Your News

Do you have news to share with the Nexus community?

Send your alerts, upcoming events, resources, and job postings to AskNCELA

by Monday, January 15, 2024, for inclusion in the next edition of Nexus.