|November 18, 2015|
OELA Presents! White House Task Force on New Americans Offers Sixth of Educational and Linguistic Integration Webinar Series on Investing in Young Leaders, Wednesday, November 19, 2015, 2:00-3:00 p.m. Recent immigrant families are more likely to live in segregated communities, face poverty, and experience cultural and social exclusion than their native-born American peers. Furthermore, many immigrant youth internalize the negative perceptions of immigrants publicized by the media and many public figures, which can lead to severe acculturative stress and lower economic and academic achievement. However, youth development programs that offer support from mentors, as well as opportunities to participate in community service and leadership development, can reverse this detrimental cycle and create positive outcomes. In this webinar, panelists explore the different models for investing in immigrant youth leaders from a variety of different backgrounds. Check thewebinar series page for materials from past webinars and information on future ones.
U.S. Department of Education. Resource Guide: Supporting Undocumented Youth—A Guide for Success in Secondary and Postsecondary Settings. In an effort to ensure that all students have access to a world-class education that prepares them for college and careers, the U.S. Department of Education published this resource guide to help educators, school leaders, and community organizations better support undocumented youth, including Deferred Action for Childhood Arrivals (DACA) recipients. The guide includes resources aimed at high school and college students and includes: (1) An overview of the rights of undocumented students; (2) Tips for educators on how to support undocumented youth in high school and college; (3) Key information on non-citizen access to federal financial aid; (4) A list of private scholarships for which undocumented youth might be eligible; (5) Information on federally-funded adult education programs at the local level; and (6) Guidance for migrant students in accessing their education records for DACA.
White House Unveils Targeted Anti-Bullying Initiative. The White House Initiative on Asian Americans and Pacific Islanders announced a new public awareness campaign to tackle bullying, particularly in the Asian American and Pacific Islander community. The “Act to Change” campaign seeks to help students, families, and educators prevent and end bullying through an organizing toolkit, video testimonials, and music playlists. The campaign website, ActToChange.org , also offers a pledge visitors can sign in support of this effort. Resources are available in Chinese, Hindi, Korean, Punjabi, Urdu, and Vietnamese.
U.S. Department of Education Releases Report on First-Ever Indian Country School Environment Listening Tour. The Office for Civil Rights and the White House Initiative on American Indian and Alaska Native Education released School Environment Listening Sessions Final Report, resulting from a first-ever tribal listening tour to capture ways to better meet the unique educational and culturally related academic needs of Native American students. The report was announced at the46th annual National Indian Education Association Convention.
U.S. Department of Education Awards More than $4 Million to Support Underrepresented Students in Gifted and Talented Programs. The U.S. Department of Education has awarded more than $4 million to 11 states to focus on increasing the number of minority and other underrepresented students in gifted and talented programs. The grant money will be used by states to expand models that have proven successful on a small scale.
Lessons sought on serving Native American students. EdWeek’s Corey Mitchell reports on the Council of Chief State School Officers’ efforts to address the academic and community challenges that hundreds of thousands of Native American students face.
Schools enlist parents to bridge cultural barriers. Schools are welcoming families, visiting their homes, listening to their experiences, and explaining the educational system as efforts to bridge cultural gaps. Redesigned strategies get parents more deeply engaged in their children’s education.
Reports spotlight dual-language learner programs in D.C., Oregon, Texas. The New American Foundation’s Dual Language Learners Work Group published reports examining how three communities–Washington, DC, San Antonio, Texas, and Portland, Oregon–have stepped up efforts to serve their expanding populations of young dual-language learners.
Pre-K literacy key to English-language learner reclassification, study finds. ELs who enter kindergarten with a basic grasp of academic language, “either in their primary language or in English,” are more likely over time to be reclassified as former ELs, a new analysis from Oregon State University has found.
Council of Chief State School Officers
Re-examining reclassification–Guidance from a national working session on policies and practices for exiting students from English learner status. As part of an ongoing effort to bring more consistency to services for ELs, the Council of Chief State School Officers releases recommendations on how states and districts should reclassify ELs. This guidance is the fourth in a series related to moving towards more common policies and practices to identify, classify, assess, and reclassify ELs as former ELs.
Migration Policy Institute
Transatlantic Symposium report–Improving instruction for immigrant and refugee students in secondary schools. The growing enrollment of students with migrant backgrounds—including newcomers and the children of immigrants and refugees—has brought unique opportunities and challenges for school systems in Europe and the United States. This paper synthesizes best practices and analyses on how to address the varied needs of these youth.
Meeting the education needs of rising numbers of newly arrived migrant students in Europe and the United States. States and localities are struggling to address the diverse linguistic, academic, and socioemotional needs of newcomer youth who have experienced significant disruption and trauma. This companion commentary explores the challenges in building teacher capacity to meet the needs of newcomer youth.
The educational experiences of refugee children in countries of first asylum. Refugee children’s prior educational experiences, not their academic aptitude, may be the most significant indicator of how they will perform in U.S. schools.
The academic engagement of newly arriving Somali Bantu students in a U.S. elementary school. This study illustrates the difficulties faced by refugee students with limited formal education (LFE) when adjusting to U.S. schools, and the pressures placed on teachers and other school staff. Researchers who spent two years documenting the education of Somali Bantu refugees in a Chicago elementary school argue that educators should do more to adapt to the culture of newcomer students.
The costs of English-only education. Dual language programs have expanded to more than 2,000 schools nationwide as research shows its academic benefits for students who are ELs and native English speakers. Officials say many programs—especially those providing instruction in languages other than Spanish—struggle to find qualified teachers and appropriate instructional materials.
Bilingualism: When education an assimilation clash. Schools, educators, and EL students struggle to find a balance between learning about American culture and maintaining students’ heritage language and culture among myths in English-language instruction. Olga Kagan, UCLA professor and director of the university’s National Heritage Language Resource Center, calls for capitalizing on language skills students already have as well as taking their background knowledge into account.
California adopts materials for new English learner approach. The California Board of Education adopted a new set of instructional materials and textbooks to more effectively teach ELs in grades K-8. The state has also integrated English language development into its English Language Arts framework, which includes more intensive support for long-term ELs.
Report calls for big changes in educating state’s English learners. Researchers studying a group of California school districts are highly critical of the state’s system for providing services to ELs. Citing disparities in results and strategies among districts, experts call for creating common, statewide criteria for identifying ELs and determining when they no longer need extra help.
National Center on Time & Learning. Supporting student success through time and technology. Designed for district leaders and practitioners as they begin to consider how to implement a personalized learning strategy, this guide outlines seven design and implementation steps for practitioners interested in using technology to meet their students’ needs.
Colorín Colorado. 8 Tips to protect ELLs from bullying in your classroom and school. ELs can be an easy target for school bullies. Language Lizard offers tips for addressing bullying problems—including cyberbullying—that may impact ELs.
The Brooklyn Reader. City council urging Black and Latino parents to request gifted and talented programs in their schools. Black and Latino participation in the New York City Department of Education’s gifted and talented programs has declined from 27 to 22 percent since 2012. The Black, Latino, and Asian Caucus of the New York City Council (BLAC) held a press conference encouraging families to request gifted and talented testing for their pre-K through second grade children.
State Impact. Florida schools struggle to find enough bilingual teachers. Miami-Dade Public Schools struggle to find enough teachers qualified in both English and Spanish. School districts around the country also face the same problem.
Urban Institute. Breaking the curve–Promises and pitfalls of using NAEP data to assess the state role in student achievement. Recent gains in NAEP scores have been partially concealed by increased enrollments of lower-scoring demographic groups in all 50 states. NAEP data should include data adjusted by demographics alongside raw scores for each state.
Education Commission of the States. Emerging state turnaround strategies. This report outlines three ideas that are gaining traction around the nation—innovation zones, recovery districts, and receiverships. The report concludes with policy considerations that should be integral to a strategic approach to turnaround efforts.
National Public Radio
The online college that’s helping undocumented students. Conceived by an Israeli-born entrepreneur, University of the People offers tuition-free online education. The university currently enrolls 2,500 students, half of which are from the U.S.—of these, a quarter are undocumented. The university’s academic credibility is supported by the Distance Education Accrediting Commission (DEAC) and partnerships forged with New York University, the University of California at Berkley, Yale University, and Oxford University.
A year later: The school system that welcomed unaccompanied minors. It’s been a year since thousands of unaccompanied minors surged into the U.S., overwhelming some school districts. These children, many of whom do not speak English and have lived through violence, trauma, and abuse, pose a serious challenge to schools. Some districts were not ready; Oakland, California was.
San Diego Union-Tribune. SDSU offers program for dual-language educators. The extraordinary growth in dual language programs around the country means the demand for educators to teach these programs has skyrocketed. San Diego State University offers certificate programs in both English Language Development for Academic Literacy and Dual Language for Academic Literacy through its Department of Dual Language and English Learner Education.
WYSO. Hispanic outreach program receives national recognition. The White House recognized Springfield City School District’s Hispanic Outreach Program, which serves more than 400 Latino children in the Ohio school district. The program offers them academic supports and connects them and their families with housing, clothing, medical care, and legal aid.
The New York Times. A disadvantaged start hurts boys more than girls. New research from social scientists suggests that boys are more sensitive than girls to disadvantage. Any disadvantage takes more of a toll on boys—particularly those from Black, Latino, and immigrant families—than on their sisters. This realization can be a starting point for educators, parents, and policy makers who are considering strategies for helping out boys.
Edutopia. Getting started with game-based language learning. Game-based learning (GBL) has been garnering a lot of recent attention. GBL helps ELs engage and gives them inspiration and a context for communicating. This post helps teachers get started with GBL in the language classroom.
EdCentral. Growth for ELLs: Trends across high-flying districts. As the number of ELs across the U.S. rises, some districts inevitably do a better job than others at meeting their unique needs. This article aims to accurately identify districts with high and low growth in English language proficiency, then uncover underlying traits shared by those districts.
Center on Great Teachers & Leaders. Recruit, select, and support: Turnaround leader competencies. Leading school turnaround is complex work, but research demonstrates the specific competencies school leaders need for successful turnaround efforts. This professional learning module can help regional comprehensive centers and state education agency staff learn how to use these competencies to recruit, select, and provide ongoing support to school principals working in a turnaround context.
NBC News. Bilinguals have better college outcomes, labor advantages: New study. Children of immigrants who can speak, read, and write in both English and the language spoken at home have an advantage in the labor market, a new report finds.
Illinois Research Center, 39th Annual Statewide Conference for Teachers Serving Linguistically and Culturally Diverse Students, December 8–11, 2015, Oak Brook Hills, IL. This year’s theme is “Transforming Education: Now to Next.” Tony Wager, prolific author and expert in change leadership, will be speaking the evening of December 8. Registration deadline is November 30, 2015.
National Association for Bilingual Education (NABE), 45th Annual Conference: Advancing Biliteracy through Global Leadership and Partnerships, March 2–5, 2016, Chicago, IL. Registration is currently open. NABE is also accepting nomination/applications for the 2016 Bilingual Teacher of the Year Award, Outstanding Dissertation Award, and Bilingual Student Essay (due by November 1); as well as the Bilingual Teacher Scholarship (due by December 15).
|Professional Learning Opportunities|
TESOL Virtual Seminars. Using Formative Assessment in the Classroom to Monitor Student Learning Development, November 18, 2015. Virtual seminars are held 10:30 a.m.-12:00 p.m. (ET).
TESOL Symposia/Conferences. TESOL Regional Conference in Singapore, December 3–5, 2015.TESOL 2016 International Convention & English Language Expo in Baltimore, MD, April 5–8, 2016.
TOEFL Grants. The Educational Testing Service (ETS) and the TOEFL® Board sponsor a number of TOEFL grants and awards each year for work in foreign or second language research, teaching, or assessment.
California State University, Long Beach, CA, seeks an Assistant Professor of Linguistics in Teaching English to Speakers of Other Languages (TESOL) to start August 17, 2016 (fall semester). Applications will be accepted until filled (or recruitment canceled). The application as well as job details are available online.
Winona State University, Winona, MN, seeks an Assistant Professor of Spanish & Bilingual Education, to start August 15, 2016. Applications will be accepted until the position is filled; review begins December 1, 2015.
Teachers College, Columbia University, New York, NY, seeks an Assistant/Associate Professor of Language and Education for its Applied Linguistic and TESOL Program.
Prince William County Schools, VA, seeks ESOL teachers. Candidates must be eligible for licensure in ESOL K-12 in Virginia.
Consider the numbers and share them with your communities.
source: Robin Le Riche
From La TESOL, Position: Full-time ESL Instructor
Southeastern Louisiana University
We have a position to hire an ESL instructor with experience teaching second language learners. Anticipated start date is January 11, 2015. The candidate must have a Minimum of a master’s degree and a strong ability to work with different cultures. International teaching experiences are a plus. The candidate should be flexible and comfortable working in a dynamic team environment. The instructor would teach ESL classes covering all ESL topics such as speaking, listening, pronunciation, grammar, writing, vocabulary, and reading. The job location is Hammond, Louisiana. For more information, please send your vita to Tará Lopez, email@example.com.