OELA is recruiting peer reviewers with professional expertise in English learner programs or services, including current and former pre-K–12 teachers and principals, LEA and SEA leaders, college and university educators, educational evaluators, and others with EL education and language acquisition expertise for the FY 2024 National Professional Development (NPD) grant competition.

Peer reviewers must have specific expertise in at least one of these NPD priority areas:

• Bilingual or multilingual education
• Grow Your Own (GYO) teacher education programs

If you are interested, please reach out to NPD2024@ed.gov.

OELA is excited to announce the launch of its Dual Language Webinar Series. Join for the four informative sessions this April and May, tailored for both teachers and administrators.

April Webinar: The 3 W’s of Dual Language Education for State, Local, and Site Leaders: What, Why, How

• Part 1: Tuesday, April 16, 2024 – 1:00 PM ET
• Part 2: Tuesday, April 30, 2024 – 1:00 PM ET

May Webinar: National Dual Language Education Teacher Preparation Standards: Educators for a Multilingual Multicultural America

• Part 1: Wednesday, May 8, 2024 – 2:00 PM ET
• Part 2: Thursday, May 16, 2024 – 2:00 PM ET

A podcast series hosted by ED’s OELA features Dr. Amy Heineke, Professor of Bilingual Education at Loyola University in Chicago, and Dr. Kristin Davin, Professor of World Language Education at the University of North Carolina in Charlotte.

In Part III, Drs. Heineke and Davin continue to discuss the various benefits of multilingualism and focus on appropriate proficiency assessments and the promotion of the Seal of Biliteracy.

In Part IV, practitioners discuss their experiences implementing and promoting the Seal in education, covering various implementation-related topics. The guests share insights from their respective educational contexts, offering valuable perspectives on the subject.

The EL Family Toolkit helps families and educators stay connected to the latest tips, innovative tools, and practical resources for supporting ELs enrolled in U.S. schools. This FREE app from ED is available in English, Spanish, Chinese, and Arabic and can be downloaded on Android and Apple devices!

Parents, families, and guardians can use the EL Family Toolkit to:

• Learn more about U.S. schools.
• Learn about their rights in U.S. public schools.
• Find out about school enrollment and attendance policies.
• Get information about programs, services, and extracurricular activities.
• Find advice and helpful questions to ask when talking to school staff.
• Find ways to support safety, health, and success of ELs.
• Browse quick tips by topic.

Teachers, other educators, and school staff can use the EL Family Toolkit to:

• Find resources to support quality educational opportunities for ELs.
• Get updates on professional development and resources from ED.
• Find tips for using the Toolkit to engage families.

Presentation topics will include General Interest, Content Area Instruction, Bilingual/ESL Pre-K through 12, Higher Ed, and more. All registrations include 1 free year of NJTESOL/NJBE membership.

English Learner Advocates in California Oppose “Science of Reading” Bill

Two California advocacy groups for ELs oppose a State bill mandating alignment of reading instruction with the “science of reading.” Assembly Bill 2222 would require schools to teach children how to read using textbooks and teacher training grounded in research, which shows that children must learn what sounds letters make and how to sound out words, in addition to vocabulary and understanding, learning how to read fluently without halting, and how to write. Californians Together and the California Association for Bilingual Education fear the bill may harm ELs by inadequately addressing multilinguals’ literacy needs, potentially undermining progress in literacy instruction.

English Learners Stopped Coming to Class During the Pandemic: One Group Is Tackling the Problem by Helping Their Parents

OurBRIDGE for Kids, an after-school program in Charlotte, North Carolina, has seen enrollment grow from 35 students in 2014 to about 230 in 2023. To join, students only need to attend classes during the school day. In response to the pandemic, when many children stopped attending classes, ourBRIDGE expanded its efforts. Alongside the after-school program, staff and volunteers began assisting families to overcome barriers preventing children from participating in online classes or attending school in person. OurBRIDGE’s success can be attributed in part to a simple change made a few years ago: the program communicates directly with families by hiring staff and volunteers who are immigrants and speak the same languages.

Indianapolis Public Schools Plans New Approach to Teaching English Learners

At Lew Wallace School, roughly 70% of the students are classified as ELs. Its increasing number of ELs reflects a trend seen across Indianapolis Public Schools. Amid a push for equity, the district plans to reimagine how it serves ELs. The plan includes assigning each school at least one leading English as a New Language “teacher of record” who will oversee the school’s English language learner program. It also involves more incentives for staff, including a $2,000 stipend for lead teachers and reimbursement for some English as a New Language teachers who also train to become certified to teach English language arts.

TIPS FOR EDUCATORS: Five Strategies to Welcome Newcomers into Your Classroom

MLs are the fastest-growing demographic in Grades K–12, currently constituting 10.3% of the national student body and predicted to reach 25% of public school students by 2025. Among them are newcomers, students recently arrived in the United States. These students bring rich and unique experiences but also have diverse linguistic, academic, and social-emotional needs. This article presents five ways to welcome newcomers into classrooms, along with links to helpful resources after each strategy.

TIPS FOR EDUCATORS: Ensuring African American Students’ Access to Multilingual Learning

The growing research on the benefits of dual-language immersion for ELs is leading many policymakers to prioritize linguistic diversity in multilingual schools. Equitable access to dual-language immersion is often discussed in terms of linguistic diversity, but access to multilingual programming also intersects with other racial and socioeconomic power structures. In particular, African American students appear to be disproportionately excluded from these programs. This article discusses how Global Preparatory Academy in Indianapolis intentionally includes race, ethnicity, and culture in its model’s design to provide equitable access to multilingual learning for African American students.

OCDE Project GLAD® and the AIM4S³™ Math Summer Institute: Unlock the power of teaching and learning at the OCDE Project GLAD® and the AIM4S³™ Math Summer Institute from June 11–12, 2024. These sessions will empower you to enhance your grasp of these powerful frameworks; engage in student-centered instructional strategies for key content areas such as math, language arts, social studies, and science; and deepen your understanding of integrating content and language to support ELs and academic language learners in your classroom.

Cultivating the Pedagogy of Translanguaging: The Translanguaging Institute will bring together a diverse group of educators who serve emergent bilingual students and families from June 13–14, 2024. The institute will unite educators from across New Mexico and the United States

This summer, CARLA will offer 14 institutes (online and in-person) from June 24 to August 2 on a wide range of topics, including Critical Approaches to Heritage Language Education, Practical Program Evaluation for Heritage Language Programs, Teaching for Proficiency in Dual Language Immersion, Introduction to Dual Language Immersion, and more!

For educators serving young multilingual learners, reading books in a child’s home language can advance key language and literacy skills. This quick guide supports early childhood educators in selecting, evaluating, and using books in the home languages of young multilingual learners.

Being bilingual is a superpower! Knowing more than one language has both short- and long-term benefits, which can start in early childhood. This infographic for early childhood educators shares research on the advantages of young children being bilingual and biliterate and includes supplemental resources on language development and early learning.

WIDA University of Wisconsin-Madison

Madison, Wisconsin

Education Northwest

Remote

The State Seal of Biliteracy (SSB) is an award given by SEAs to acknowledge high school students who have studied and achieved proficiency in two or more languages by their graduation. South Dakota implemented the SSB in January 2024, making it the final State to do so. Explore OELA’s updated SSB infographic to learn more about this recent update.

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by Monday, March 25, 2024, for inclusion in the next edition of Nexus.

A podcast series hosted by the U.S. Department of Education’s (ED’s) OELA features Dr. Amy Heineke, Professor of Bilingual Education at Loyola University in Chicago, and Dr. Kristin Davin, Professor of World Language Education at the University of North Carolina in Charlotte.

In Part I of the podcast, the panelists discuss the importance of multilingualism, introduce the 5-P Framework for implementation of the Seal of Biliteracy (SoBL), and concentrate on defining purpose and crafting programs that foster the implementation of the SoBL.

In Part II, practitioners from Illinois, Washington State, and Massachusetts share their insights and experiences of promoting multilingualism and implementing the SoBL in their educational contexts.

ED recently released the Family Engagement Learning Series briefs. These briefs summarize a six-part webinar series of conversations designed to Raise the Bar for family engagement practices between school and home.

The learning series, produced in partnership with Carnegie Corporation of New York and Overdeck Family Foundation, provides an overview of evidence, highlights bright spots in the field, and shares resources and evidence-based strategies to support student success with education leaders and practitioners.

Please submit all questions and comments to ERICRequests@ed.gov by March 11, 2024.

Presentation topics will include General Interest, Content Area Instruction, Bilingual/ESL Pre-K through 12, Higher Ed, and more. All registrations include 1 free year of NJTESOL/NJBE membership.

Increase in Homelessness Rates Sharpest Among Students of Color and High-Need Students

A recent data analysis from the Public Policy Institute of California confirmed that the number of K–12 students experiencing homelessness during the 2022–23 school year has again reached pre-pandemic levels. Some school staffers have noted that the increase in student homelessness rates in recent years may look more egregious than during pandemic-era remote learning largely because staff rely on in-person interactions to identify students who might need housing support. Regardless, the data clearly noted that the sharpest increases in homelessness were among Native American, Black, EL, and migrant students.

Trumbull Schools Say National Geographic Program a ‘Game Changer’ for English Learners

The Trumbull School District attributes its increased English language proficiency scores among elementary students in EL classes to the recently adopted National Geographic Look program. The pilot implementation during the 2022–23 school year resulted in over 41% of the students scoring intermediate, almost 32% scoring proficient, and over 3% scoring above proficient on Language Assessment Scale tests, marking an improvement from previous years. Both students and teachers find the program is user-friendly and aids learning experiences.

NEW RESOURCES: Fostering Inclusion for Black Immigrant Students at HBCUs

The number of Black immigrant-origin students in higher education is growing, with over 329,000 first-generation Black immigrant students and 416,000 second-generation Black immigrant students accounting for 28% of all Black students in higher education. However, those with undocumented status are experiencing a decline in enrollment. Historically Black Colleges & Universities (HBCUs) are uniquely positioned to welcome and retain Black immigrants, including undocumented students, by fostering a sense of belonging among student populations traditionally underserved in postsecondary education.

TIPS FOR EDUCATORS: Framing Authentic Development in Spanish

As the number of MLs continues to rise in the United States, many schools are turning to bilingual education. In response to the growth of bilingual education programs and to advance Federal initiatives for MLs, organizations are focusing on authentic education products and services that embrace linguistic diversity and prepare MLs for college and career success. WIDA recently released the Marco de los Estándares del Desarrollo Auténtico del Lenguaje Español (Marco DALE), a Spanish language development standards framework for teaching and learning Spanish in the United States and with implications for bilingual, heritage, and world language programs, regardless of the language of instruction.

TIPS FOR EDUCATORS: An Unorthodox Plan to Pay Students to Write Curriculum Is Raising Achievement

To create greater student engagement and achievement, Kate Maxlow, the director of curriculum, instruction, and assessment for the Hampton City Schools on Virginia’s eastern coast, began to overhaul the district’s curricula in 2016 to address lagging student achievement in the district, where about half of the roughly 20,000 students are economically disadvantaged. Currently, Hampton City’s curricula are designed with significant student input, featuring classrooms full of activities students hate to miss out on, partly because they created them themselves. While including students in the curriculum creation process isn’t typical, Hampton’s work could serve as a model for other districts looking to improve school culture and student outcomes.

OCDE Project GLAD® and the AIM4S³™ Math Summer Institute: Unlock the power of teaching and learning at the OCDE Project GLAD® and the AIM4S³™ Math Summer Institute from June 11–12, 2024. These sessions will empower you to enhance your grasp of these powerful frameworks; engage in student-centered instructional strategies for key content areas such as math, language arts, social studies, and science; and deepen your understanding of integrating content and language to support ELs and academic language learners in your classroom.

Cultivating the Pedagogy of Translanguaging: The Translanguaging Institute will bring together a diverse group of educators who serve emergent bilingual students and families from June 13–14, 2024. The institute will unite educators from across New Mexico and the United States

This summer, CARLA will offer 14 institutes (online and in-person) from June 24 to August 2 on a wide range of topics, including Critical Approaches to Heritage Language Education, Practical Program Evaluation for Heritage Language Programs, Teaching for Proficiency in Dual Language Immersion, Introduction to Dual Language Immersion, and more!

For educators serving young multilingual learners, reading books in a child’s home language can advance key language and literacy skills. This quick guide supports early childhood educators in selecting, evaluating, and using books in the home languages of young multilingual learners.

Being bilingual is a superpower! Knowing more than one language has both short- and long-term benefits, which can start in early childhood. This infographic for early childhood educators shares research on the advantages of young children being bilingual and biliterate and includes supplemental resources on language development and early learning.

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.

Heartland Area Education Agency (AEA)

Iowa (Primary Location: TBD)

Framingham State University

Framingham, MA

The Office of Civil Rights at ED has consolidated its EL resources, making them all accessible on a new page. This updated site hosts a variety of valuable resources, including Dear Colleague Letters, Fact Sheets, Case Resolutions, and more. Explore the information provided to help support ELs in your community.

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by Monday, March 11, 2024, for inclusion in the next edition of Nexus.

National Engineers Week, February 18 through 24, is one of the largest science, technology, engineering, and math (STEM) events of the year in the United States. This event highlights the importance of fostering student interest in STEM careers while also striving to ensure a diverse future within the industry. Download OELA’s English Learners in STEM infographic, which offers insights into ELs’ access to and representation in STEM courses.

In February, PBS KIDS introduced LYLA IN THE LOOP, a captivating animated series for kids aged 4–8. The show centers around Lyla, a dynamic 7-year-old, her family, and her sidekick Stu. Together, they creatively solve everyday problems using critical thinking skills. This series, supported by the Corporation for Public Broadcasting (CPB)-PBS Ready to Learn (RTL) Initiative with funding from ED’s RTL Programming, debuted in both English and Spanish, exploring computational thinking concepts aligned with the 2020–2025 RTL grant goals.

As the team plans to expand efforts to support the Seal of Biliteracy at the national level, your input and suggestions are highly valued. Please take a moment to respond to this 5-minute survey. The information collected from this survey will aid in the planning for a similar toolkit to support the Seal of Biliteracy nationwide.

Join The Center: Early Childhood Professional Learning team for an event focused on “Creating Enriching Math and Science Learning Opportunities for Young Dual Language Learners.” Explore the importance of early development in mathematics and science concepts, identify effective teaching strategies, and learn how to organize a conducive learning environment for young children.

Presentation topics will include General Interest, Content Area Instruction, Bilingual/ESL Pre-K through 12, Higher Ed, and more. All registrations include 1 free year of NJTESOL/NJBE membership.

Chicago Public Schools Enrollment Climbs as More Migrant Families Arrive

Over 5,700 new immigrant students joined Chicago Public Schools (CPS) this school year, and an additional 7,000 students have been identified as ELs since September. Concerns arise over schools lacking bilingual staff for these students’ needs. To address this, schools are actively certifying more teachers to instruct ELs. District officials have allocated $8 million to schools experiencing increases in ELs, and CPS plans to hire newcomer adults for critical roles in the areas of custodial work, transportation, nutrition, and classroom support.

NEW RESOURCES: Refining State Accountability Systems for English Learner Success

Federal law mandates States to establish systems for holding K–12 schools accountable, emphasizing the illumination of disparities for marginalized groups, including ELs, who are disadvantaged by systems that fail to meet their distinct needs. This report presents the findings of two studies focused on State accountability systems and ELs. The overall project aims to rethink accountability by addressing problems with the validity of summative assessment outcomes for ELs and incorporating students’ opportunities to learn and program quality into the accountability systems.

TIPS FOR EDUCATORS: How to Welcome Newcomers in the Classroom

According to the Center for Immigration Studies, in 2021, nearly one in four students in the U.S. came from an immigrant family, and a growing number of those students were new arrivals to the country. These learners often face complex obstacles in the classroom when it comes to understanding a different language, connecting with other students, and catching up academically. Teachers can assist by honoring home cultures, fostering peer support, and using technology to bridge language gaps, helping newcomers settle into the classroom and be set up for success. This video outlines strategies to support newcomers and create a holistic culture of acceptance, collaboration, and risk-taking.

For educators serving young multilingual learners, reading books in a child’s home language can advance key language and literacy skills. This quick guide supports early childhood educators in selecting, evaluating, and using books in the home languages of young multilingual learners.

Being bilingual is a superpower! Knowing more than one language has both short- and long-term benefits, which can start in early childhood. This infographic for early childhood educators shares research on the advantages of young children being bilingual and biliterate and includes supplemental resources on language development and early learning.

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.

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.

Chicago Public Schools (CPS)

Chicago, IL

Southbridge Public Schools

Southbridge, MA

In January, OELA released a report comparing the educational experiences of EL students in public schools with those of the overall student population in the United States during the 2017–18 school year. The analysis is based on two extensive Federal datasets. Access the report to learn more about the educational opportunities and environments of EL students.

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

by Monday, February 26, 2024, for inclusion in the next edition of Nexus.

February is Career and Technical Education (CTE) Month, dedicated to recognizing the benefits of CTE and celebrating the achievements of CTE programs nationwide. These programs provide multilingual learners (MLs) with real-world opportunities to explore, engage in, and pursue rewarding careers.

OELA’s Preparing K–12 Multilingual Learners for Postsecondary Education and Career is available on our resources page. The infographic is available in English, Spanish, Arabic, and Chinese.

National School Counseling Week, February 5–9, highlights the unique contributions of school counselors within U.S. school systems and their tremendous impact on student success. We appreciate all the work that school counselors do to support students in our school systems.

Watch OELA’s Information ELevated to learn more about ELs and their access to educators and support staff, including school counselors.

• 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. All registrations include 1 free year of NJTESOL/NJBE membership.

4 College Campuses Receive $500K to Boost Foreign Language Studies in Eastern Montana

An effort to expand opportunities to study international relations and foreign languages in eastern Montana is now supported by a $500,000 grant from the U.S. Department of Education. This funding makes possible the creation of the Yellowstone Consortium of International Studies and Foreign Languages. It will serve as an academic hub in a region that, until now, has offered only limited opportunities for undergraduate students to pursue these fields of study. Beyond language, the grant will fund a global studies seminar on one of the five consortium members’ campuses each semester and finance faculty travel and professional development.

Proposed Bill Would Give Tribes More Control Over Language Programs

Lawmakers are trying once again to create a trust fund that would give New Mexico tribes more money and control to run their own educational programs. The proposed legislation would create a $100 million Tribal Education Trust Fund that would disburse money directly to tribes over time to help build sustainable programs. This proposed bill can help sustain the Pueblo of Acoma community and could help pay community members to teach the Keres language.

A Glitch Blocks Thousands of Immigrant Families from a New, Simpler FAFSA. The Fix is TBD.

The new, streamlined Free Application for Federal Student Aid (FAFSA) was designed for easier completion by directly pulling tax information from the IRS. However, released months later than usual, it has caused time constraints for students. Glitches, especially affecting parents without a Social Security number, could impact tens of thousands of eligible U.S. citizen students. Education advocates say there needs to be a stronger sense of urgency to resolve the issue, as some colleges award aid on a first-come, first-served basis.

NEW RESOURCE: Multi-Tiered System of Supports for Multilingual Learners: Using Culturally and Linguistically Aligned Practices

This brief highlights how to use culturally and linguistically aligned (CLA) strategies to support MLs within a multi-tiered system of supports framework, including how to use a CLA lens to inform instructional adaptations for MLs who require intensive intervention. The brief reviews the use of the CLA lens when considering instruction and intervention provided through a multilevel prevention system, data-based decision-making, screening, and progress monitoring.

TIPS FOR EDUCATORS: English Learners Need Equal Access to Rich Texts. How One School Makes That Happen

EL students need extra support and specialized instruction to build their English language skills but also need access to the same rich reading instruction that native English speakers do. The Beacon College Preparatory Charter School has adopted a knowledge-building curriculum: a program that organizes reading comprehension instruction around conceptually connected topics with the goal of systematically growing students’ understanding of the world. This article features a conversation with the school’s coordinator for an EL program on how co-teaching works at her school, what ELs need from reading comprehension instruction, and what advice she has for other educators who might want to adopt the model.

Being bilingual is a superpower! Knowing more than one language has both short- and long-term benefits, which can start in early childhood. This infographic for early childhood educators shares research on the advantages of young children being bilingual and biliterate and includes supplemental resources on language development and early learning.

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.

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.

K12 Coalition

Eagan, Minnesota (Remote)

Excel Academy Charter School

Campus TBD, Massachusetts

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 the U.S. Department of Education on how to support ELs.

Subscribe to NCELA Nexus

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by Monday, February 12, 2024, for inclusion in the next edition of Nexus.

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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