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***Special Announcement***
On February 8, New America and SEAL will co-host a webinar that will unpack the relationship between the Science of Reading and students identified as English learners (ELs), including the misconceptions about this much debated topic and its impact on ELs and dual language programs. For more information and to register, please click here.
Elena Silva and Leslie Villegas detail how the Weetumuw School (Weetumuw Katnuhtôhtâkamuq) in Mashpee, Massachusetts is helping Wampanoag children learn and reclaim their language. The Wampanoag people have lived in this area for more than 12,000 years, yet their language was lost through centuries of violence and assimilation efforts.
Ivy Love and Colleen Larsen detail obstacles that college-age refugees often experience in institutions of higher education and offer a few recommendations for how to better meet their needs.
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Carrie Gillispie and Aaron Loewenberg dive into the 2020-2021 Civil Rights Data Collection that sheds light on pre-K enrollment numbers and discipline patterns.
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Nicole Hsu and Carrie Gillispie announce a series focused on how to support a strong start for children with disabilities.
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Aaron Loewenberg discusses how states are taking legislative action to ease the burdens facing family child care providers.
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In Oklahoma, East Central High School’s Newcomer Academy in Tulsa was featured for its approach to helping more than 100 newcomer students to build their English skills while also covering the academic courses required to earn a high school diploma.
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In Colorado, a Navajo teacher is reviving the Indigenous language Diné Bizaad at Durango High School to help Indigenous students reclaim their culture and language.
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In New York, the New York City public school district released a guide to help teachers scaffold models to integrate language and content in social Studies for multilingual students and ELs. And students enrolled at NYC’s largest school for newcomer immigrants push to change the name of the school.
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In Texas, students identified as ELs have increased by 356% in Prosper Independent School District over the last five school years, and speak over 70 languages.
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In Illinois, migrant families and children living in temporary housing are at risk of losing shelter, which may make it more challenging for them to attend school regularly.
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In Ohio, teachers are calling attention to the fact that schools have not caught up to the growth among students identified as ELs, which currently stands at around 60,000.
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In South Dakota, local education agencies are ramping up services for students identified as ELs as the population continues to grow, including providing newcomer services and hiring more dedicated ESL teachers.
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In Massachusetts, Boston Public Schools hired a new chief of the Office of Multilingual and Multicultural Education.
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In California, Long Beach Unified School District revised its reclassification procedures for students identified as ELs who also have severe cognitive disabilities.
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The National Research and Development Center to Improve Education for Secondary English Learners and WestEd released a report outlining four policy levers that may increase English learner students’ participation in required academic courses.
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Early Edge California released a report on the development and implementation of Assembly Bill (AB) 1363, which required that dual language learners be identified in state preschool programs, as a tool for potential replication in other states.
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The Annenberg Institute at Brown University conducted an analysis of the growing immigrant EL population enrolled in Massachusetts public schools which found that the number of high-school newcomers has nearly tripled over the past 15 years, and most newcomers do not meet growth targets that would allow them to be reclassified, among other findings.
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The National Institute for Early Education Research released key findings and reflections on a peer learning community of nine states working on envisioning, planning, and implementing better systems for dual language learners.
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The Center for the Transformation of Schools at UCLA released two reports: one on the state of reclassification for students identified as ELs; and the second one on the harmful impact of immigration enforcement actions on Latinx children of undocumented immigrants.
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WestEd released a report on the pre-referral processes in California state preschool programs and how practitioners decide to refer multilingual children for special education evaluation and services.
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The Center for Democracy and Technology released a report on the disproportionate effect generative AI-detectors have on English learners.
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EdSource published a quick guide on what parents of students identified as English learners need to know.
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The Office of English Language Acquisition released two fact sheets: one on English learners with disabilities; and the second one on the seal of biliteracy.
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The Hechinger Report published a piece on how to prevent dual language programs from being gentrified by English speaking families.
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EdSurge covered the national bilingual teacher shortage with a particular lens on the issue in Texas.
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Education Week celebrated the 50th anniversary of Lau v. Nichols with two articles: one tracing the case’s timeline in 1968; and the second one on how Lau still influences English learner education.
About the English Learner Education Team
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