To all ESL teacher educators and ESL teachers. You are invited to provide feedback to the draft of the new TESOL teacher ed standards. This is time sensitive and must be completed before 3/1. Please access the link for the materials and survey here: http://www.tesol.org/…/call-for-public-comments-on-proposed
The TESOL/CAEP P–12 Teacher Education Program standards address the professional expertise needed by ESL educators to work with language minority students. The Commission for the Accreditation of Educator Preparation (CAEP) uses these performance-based standards for national recognition of teacher education programs and can be used to assess programs that prepare and license P–12 ESL educators, as well as other teacher educator programs. The current set of TESOL/CAEP Standards for P–12 Teacher Education Programs were last revised in 2009 and are currently being updated.
Comments must be submitted through the online survey (link below) by 11:59 pm EST on 1 March 2017
CAEP requires that these standards be revised every 7-8 years. TESOL now invites your feedback on the current draft of proposed standards. Below, you will find some background information on the standards, a copy of the proposed standards to review, and a link to a survey where you can submit your comments online. The questions asked in the survey are also available to download for your consideration prior to submitting your feedback online.
Comments must be submitted through the online survey (link below) by 11:59 pm EST on 1 March 2017
Resources to Assist Public Feedback
Online Survey to Submit Public Feedback and Comments
– See more at: http://www.tesol.org/advance-the-field/standards/tesol-caep-standards-for-p-12-teacher-education-programs/call-for-public-comments-on-proposed-caep-standards-revision#sthash.EXJVnHHA.dpuf
|February 16, 2017|
|UPCOMING EVENT: The National Academies of Science, Engineering, and Medicine’s Board of Children, Youth, and Families Schedules Public Release Event for OELA-Funded Report on ELs, February 28, 2017, at 11:00 a.m.–12:00 p.m. EST. The report, Promoting the Educational Success of Children and Youth Learning English: Promising Futures, examines evidence on the developmental progress and school success of ELs from birth through grade 12. The U.S. Department of Education’s Office of English Language Acquisition (OELA) was the majority funder for the project. The event, to be held in Washington, DC, will feature members of the report’s authoring committee. Interested parties are asked to RSVP soon, due to limited space. Those who cannot attend in person can register for an event webcast.
Secretary DeVos Issues Letter on ESSA Regulations, Timelines, to Chief State School Officers. The letter is described as an “update on the timeline, procedures, and criteria under which a State Educational Agency (SEA) may submit a State plan, including a consolidated State plan, to the Department,” given a current Department and Congressional review of final regulations issued by the last administration.
New York City’s graduation rate continues climb, but a larger share of English learners are dropping out. “These findings are disturbing and much more work needs to be done to ensure that ELLs are getting the services they need to stay in school and to graduate,” State Education Commissioner MaryEllen Elia said.
Response: Home language support ‘helps learners navigate both worlds.’ This is the third and final in a series of interviews with EL experts on the question, “What is the role, if any, of an ELL student’s home language in the classroom?”
Uncertainties as Congress takes aim at ESSA regulations. This article reviews the debate between flexibility for states and local districts on the one hand and accountability and protections for vulnerable students on the other—among other issues at play—as Congress reconsiders the regulations for ESSA.
Learning Policy Institute
|National Association for Bilingual Education (NABE), NABE 2017/46th Annual Conference, February 23–25, 2017, Dallas, TX. The conference theme will be “Leadership for Equity and Excellence through Bilingualism and Biliteracy.”
TESOL, 2017 International Convention and English Language Expo, March 21–24, 2017, Seattle, WA. This convention includes a post-conference focusing on ESL in pre-K through 12th grade.
Massachusetts Association for Bilingual Education, Sixth Annual Southern New England Regional Conference for Dual Language Programs, March 25, 2017, Willimantic, CT. This conference is for teachers, school and district leaders, support staff, and all those interested in and dedicated to dual language education
California Association for Bilingual Education, CABE 2017: Connecting Communities Through our Languages, Cultures, and Stories, March 29–April 2, 2017, Anaheim, CA. Join other educators for hundreds of workshops and institutes on key strategies for ELs and biliteracy programs.
TransACT Communication, OCR/DOJ Joint EL Guidance Webinar Series, March 2, 2017, 11:00 a.m.–12:00 p.m. PST. This is the next open session in a monthly, year-long series that focuses on the issues addressed in the Dear Colleague Letter on ELs published in January 2015 by the U.S. Department of Education, Office for Civil Rights, and the U.S. Department of Justice. The series will also cover material provided in the EL Tool Kit published by OELA, and has been updated to include ESSA requirements.
Center for Applied Linguistics (CAL), Promoting Spanish Language Development for Emergent Bilinguals, March 2–3 , 2017, Washington, DC. Learn research-based practitioner strategies to develop the Spanish language skills of emergent bilinguals.
CAL, Dual Language Education Fundamentals Workshops. April 25, 2017, Ft. Lauderdale, FL, or April 27, 2017, Charlotte, NC. Learn the fundamentals of dual language education from experts in the field.
Pearson, SIOP Institute® I, May 11–13, 2017, Austin, TX. Join SIOP® author MaryEllen Vogt and SIOP® trainer Francheska Figueroa to learn how to effectively implement the SIOP® Model.
BUENO Center for Multicultural Education, From the Past and into the Future: Equity, Justice and Diversity (Summer Institute 2017), July 19–20, 2017, Boulder, CO. Join leading experts on the CU Boulder Campus for a two-day institute that will cover topics related to culturally and linguistically diverse education.
National Clearinghouse for English Language Acquisition (NCELA), Silver Spring, MD, seeks new Director. NCELA—a project of the U.S. Department of Education, administered by the Office of English Language Acquisition (OELA)—welcomes applicants who have demonstrated leadership and content expertise in EL education in grades pre-K through 12, and have significant project management experience.
Kent School District, Kent, WA, seeks Elementary Dual Language teachers for the 2017-18 school year.
University of Missouri, Columbia, MO, is hiring for a non-tenure-track Assistant Teaching Professor (Job ID 22118) in the TESOL program starting fall 2017.
Missouri State University, Springfield, MO, is seeking applicants for a TESOL Project Coordinator for iELT-Ozarks, a federally funded project.
Madison Metropolitan School District (MMSD), Madison, WI, is seeking applicants for bilingual positions. Visit www.mmsd.org/jobs, then click ‘View Jobs’ to view open positions.
Great and timely reading published by Judie Haynes at http://blog.tesol.org/misconceptions-about-immigrants-and-refugees-in-the-united-states/
A really cool tool: http://www.wired.co.uk/article/localingual-map-voices-around-world?utm_campaign=coschedule&utm_source=facebook_page&utm_medium=Exchange%20Programs%20-%20U.S.%20Department%20of%20State
Google’s AI recently made Translate more powerful and capablethan ever before.
The cloud-based system can now accurately decipher entire sentences based on the context of the language, but while the service will give you the correct words, and for most countries an audio clip of the phrase, there’ll still be regional accents and unfamiliar sounds you’ll need to contest with.
David Ding, a former Microsoft software engineer, has created Localingual to showcase the full range of these voices and highlight the globe’s language diversity.
Its premise is simple: a world map shows each country and breaks it down to regions as you zoom in. When you click on a region, if sound has been uploaded the dialect and voice from that location will play.
The website launched on January 8 and has already had around 500,000 visitors recording 18,000 different voices. Anyone, on Android or desktop, can click on their region to record their voice if it’s missing. The iOS APIs don’t allow it to work on Apple devices.
What do studies find? Read here: https://www.nytimes.com/2016/03/13/opinion/sunday/the-superior-social-skills-of-bilinguals.html?smid=fb-share&_r=0
“Fake news” has quickly emerged as one of 2017’s trending topics. Even those who paid little attention to politics in recent months have likely encountered discussions about fake news—what it is, what it isn’t, who it is, and what aspects are fake. In an age of greatly expanded access to information, when articles supporting any viewpoint are readily available, how do educators ensure that their students become news-literate citizens of the twenty-first century?
The Common Core standards for ELA, Science, and Social Studies/History all emphasize the critical exploration of sources, including consideration of bias, point of view, evidence, and facts presented, as well as strategies and techniques used for delivery—moreover, these are essential aspects in working with primary sources and non-fiction texts. For ELs, learning to critically examine non-fiction and primary sources can pose a challenge; fortunately, there are now excellent lesson plans available to assist all students in becoming news-literate.
For a look at how students can evaluate sources and bias, check out this sample lesson from the New York Times.
Or, for further discussion on this important topic, take a look at this article by Larry Ferlazzo, with many links to additional resources and lessons.