Our next edition of AskNCELA includes responses to questions posed during OELA’s January webinar, Education and Afghan Newcomers: Keeping the Promise, hosted in partnership with the Office of Refugee Resettlement, the Office of Elementary and Secondary Education, and the Office for Civil Rights:
1. What are the rights of Afghan newcomers to education? How does ED support these rights?
2. What language resources exist in Dari and Pashto to help communities support our Afghan newcomers?
Visit NCELA to see responses to these FAQs. Additional questions from this webinar will be featured in future Nexus editions.
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Please stay tuned for two additional webinars on March 16 at 3:00 p.m. ET and April 18 at 4:00 p.m. ET. These webinars will address best practices for welcoming, registering, and ensuring access to high-quality, culturally responsive education. Registration links coming soon!
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Webinar – Keeping the Promise: Higher Education and Afghan Newcomers |
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Join the U.S. Department of Education on Friday, March 4, 2022, at 1:00 p.m. ET for a conversation about how the higher education community can support Afghan newcomers and other refugee groups.
Our nation’s institutions and systems of higher education serve our communities in many capacities: as education and training leaders, as connectors and conveners, as housing providers, and much more. Higher education plays a vital role in shaping our country and increases opportunities for upward and social mobility.
This webinar will explore how higher education partners can extend their services to Afghan evacuees and refugees more broadly and support their successful transition into our country and respective communities. We will learn how our institutions and systems are rising to the occasion and providing an array of supports and opportunities to Afghan evacuees, such as school supplies for children, housing, workforce development, translation services, etc. Finally, we will also discuss how our education system can support them in pursuing new skills and credentials.
Guests include:
- Diya Abdo, Every Campus A Refuge and Guilford College
- Shelly Calabrese and Ali Schaeffing, Russell Sage College
- Jennifer Fish, Old Dominion University
- Patty Perillo, University of Maryland
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President DeRionne Pollard and Anthony Ruiz, Nevada State College
- Nancy Zimpher, National Association of System Heads
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We also invite you to submit questions in advance of the webinar on the registration page. For questions about this event, please write to [email protected].
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NCSER Announces the 2022 Research Training Institute in Advanced Single-Case Research Design & Analysis |
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The National Center for Special Education Research (NCSER), in conjunction with the University of Oregon, announced a Research Training Institute on Advanced Single-Case Research Design and Analysis. The intent of the training is to increase the national capacity of education researchers to design and conduct single-case experiments and to build expertise for analyzing the resulting data.
This 1-week, face-to-face Training Institute will be held July 12–16, 2022. Classroom instruction and housing will be provided at the Madison Concourse Hotel in downtown Madison, Wisconsin.
Pre-Institute meetings will take place synchronously online via Zoom on May 6, May 27, June 1, and June 24. All applications must be received no later than March 15, 2022, at 11:59 p.m. ET.
The Institute of Education Sciences, a part of ED, is the nation’s leading source for rigorous, independent education research, evaluation, statistics, and assessment.
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February 28
Virtual Roundtable
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Join the White House Initiative on Educational Excellence for African Americans on February 28 at 2:00 p.m. ET for this AfAmEd Connector virtual roundtable. The discussion, hosted by Senior Advisor Monique Toussaint, will feature experts from the field to discuss culturally competent best practices that support the mental health of Black students. The roundtable will enable participants to have access to information, resources, and best and promising practices from ED, other federal agencies, and the field. For more information, contact [email protected].
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The 8th International Conference on Immersion and Dual Language Education will be held in Salt Lake City, Utah. Inclusive of all languages, program models, and educational levels, the 2022 conference brings together researchers and practitioners from the U.S. and around the world to share knowledge, expertise, and best practices in dual language and immersion education. The conference theme, “Embracing Languages and Cultures for A Better World,” represents the key tenets: diversity of languages, collaboration and inclusivity, and equity. |
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The AAAL conference, hosted this year in Pittsburg, Pennsylvania, is known for its in-depth symposia and focused workshops on key issues in applied linguistics; sessions on a wide range of research studies, in progress or completed; stimulating plenary sessions; and access to the latest publications via their book exhibit. |
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March 22–25
Hybrid Conference
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During TESOL 2022, English language teaching professionals will gather to learn about innovative tools, techniques and strategies, public policy issues, new research, and best practices in the field. The convention will be hosted in Pittsburgh, Pennsylvania, and will include over 900 sessions to learn from, including live in-person and virtual sessions. |
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The Chronicle of Higher Education
The College Assistance Migrant Program (CAMP) is a federal program that offers supports such as advising, tutoring, mentoring, financial-aid stipends, and housing assistance to migrant workers and their children during the first year of college. Prior to the COVID-19 pandemic, the program was very successful with data showing that CAMP participants graduate from college at rates similar or higher than the general population. Since migrant workers were one of the groups that was hit hardest by the COVID-19 pandemic, many CAMP participants encountered barriers to their college education such as having to return to work to help their families, studying in overcrowded home settings, and not having access to technology. CAMP program administrators are working diligently to increase enrollment and support students who are migrant workers in being successful in college.
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Migration Policy Institute
This question-and-answer document aims to help parents and other community members understand why and how students who are ELs take standardized tests. It answers questions such as “What tests does my child take?” and “How has the pandemic affected testing?” The accompanying glossary of key terms defines words that are used frequently in conversations about K–12 education and ELs in the U.S. This guide is also available in Spanish.
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Edutopia
This article discusses some of the challenges that ELs may experience in social studies courses. They include comprehension of abstract concepts, engaging with unfamiliar vocabulary, and reading and composing complex texts. The author offers three strategies that can help ELs be successful in social studies courses. They include establishing comprehensible input, SWIRL (speaking, writing, interacting, reading, and listening) engagement, and structuring student output. The author explains each strategy and provides suggestions and examples of classroom use.
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WIDA
In this article the author points to some of the current issues that exist in identifying and serving ELs. The author suggests that identifying and serving ELs should shift from dichotomous decisions to a more dynamic approach with multifaceted data, such as input from students, family, and educators playing a role in decision-making processes regarding the education of ELs.
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CARLA at the University of Minnesota provides high-quality professional development for language teachers that link research and theory with practical applications for the classroom. This summer, CARLA will offer 16 institutes (online and in-person) on a wide range of topics: Transforming the Teaching of Language Online, Teaching Language Through the Lens of Social Justice, Critical Approaches to Heritage Language Education, Teaching for Proficiency in Dual Language Immersion, and more.
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Proposals are now being accepted for conference sessions for the SIOP® Virtual Conference scheduled for July 13–15. This event offers new and seasoned educators an opportunity to reinvigorate and strengthen their teaching practices to successfully support multilingual learners. Presenters will be notified by April 11 of session acceptance or nonacceptance.
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The Coalition hosted a series of professional development webinars focused on improving instructional practice in 21st century heritage language schools. The final webinar in the series, Parental Role in the Process of Heritage Language Learning, is scheduled for March 3.
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This 12-hour, synchronous institute, guided by CAL’s experience connecting research to practice and the CAL publication, Guiding Principles for Dual Language Education, provides information and tools to help school leaders gain a solid understanding of the benefits of dual language education, explore how they can develop a program that promotes student success in two languages, and increase their impact as leaders.
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The La Cosecha 2022 Hybrid Conference, scheduled for November 2–5 in Santa Fe, New Mexico, will focus on providing instructional and programmatic support to best serve ELs and emerging bilingual students. La Cosecha will feature over 180 professional presentations and workshops for supporting two-way and one-way immersion, developmental bilingual, and heritage/tribal language immersion programs and bring together educators, parents, researchers, and practitioners from across the U.S. The La Cosecha Conference Planning Committee invites you to share your promising practices, instructional strategies, research, experiences, and overall dual language expertise with your colleagues and dual language community by presenting at this year’s conference.
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DLeNM: Summer Institutes, Registration Open
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June 1–2: AIM4S3 Math 2-Day Virtual Institute – This institute is designed to deepen your mathematical understanding and support you in addressing students’ mathematical gaps. Join DLeNM to experience effective and engaging mathematics instructional strategies to support in-person instruction while deepening your own mathematical knowledge. This will be a hands-on institute targeting K–8 mathematics educators and secondary teachers working with ELs, emerging bilinguals, and students who struggle with math.
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June 6–9: Hybrid Summer Institute 2022 – Join DLeNM in-person or virtually for sessions that will support you in building your understanding of powerful frameworks; engage in student-centered instructional strategies for the core content areas of math, language arts, social studies, and science; and deepen your understanding of how to integrate content and language to support ELs and emerging bilinguals.
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American Reading Company
Northeast Region
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Walker Charter Academy
Walker, MI
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Connect on LinkedIn!
Connect with us on LinkedIn to receive tips, resources, and information for educators, and to stay informed of the latest news and information from OELA.
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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 Tuesday, March 1 for inclusion in the next edition of Nexus.
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National Clearinghouse for English Language Acquisition (NCELA)
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Disclaimer: NCELA Nexus is intended to share information that can be of use to educators, parents, learners, leaders, and other stakeholders in their efforts to ensure that every student, including ELs, is provided with the highest quality education and expanded opportunities to succeed. The information and materials presented on NCELA Nexus do not necessarily constitute or imply its endorsement, recommendation, or favoring by NCELA, the Office of English Language Acquisition (OELA), or the U.S. Department of Education.
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