CAL designed and manages English for Heritage Language Speakers (EHLS), an intensive program that enables adult native speakers of critical languages to develop the English proficiency they need to succeed in professional positions in the federal government. EHLS is funded by the National Security Education Program and is conducted in partnership with Georgetown University.
CAL collaborates with the 31-state WIDA Consortium in its work to provide standards-based assessments for English language learners, most prominently on the Consortium’s assessment of English language proficiency, ACCESS for ELLs®. The test is currently taken by over 1,000,000 students annually.
The Cultural Orientation Resource (COR) Center, housed at CAL from 2000 to 2015, provided technical assistance regarding the cultural and community orientation refugees receive, either before their resettlement in the United States or after their arrival, as well as about their likely resettlement needs.
STARTALK was created in 2006 to provide learning opportunities in the critical languages for students (K-16) and professional development for teachers of the critical languages, mainly through programs offered during the summer.
Accelerating the Common Core Promoting Educator Networks: Standards-Based Instruction for Secondary English Learners (PEN)
CAL is partnering with the Institute for Global and Online Education in the College of Education, University of Oregon, on this two-year project to provide support for secondary teachers working to implement the Common Core with English learners.
CAL's experienced staff conduct large-scale and small-scale projects on a wide variety of topics related to our mission, with as many as 50 projects at any given time, with periods of performance from a few days to 5 years or more.
|Assimilating Hispanic Students into the Mainstream||The Georgia Project|
|Bienvenidos Project||National Council of La Raza (NCLR)|
|Buhrer Elementary Two-Way Immersion Project||Cleveland (Ohio) Public Schools|
|Building Relationships and Bridging Social Capital: An Inclusive Approach to Immigrant Civic Engagement||Institute of Museum and Library Science (through a subcontract from the Hartford, CT Public Library)|
|Center for Adult English Language Acquisition (CAELA)||U.S. Department of Education, Office of Vocational and Adult Education|
|Center for Adult English Language Acquisition (CAELA) Network||U.S. Department of Education, Office of Vocational and Adult Education|
|Center for Research on Education, Diversity, and Excellence (CREDE)||U.S. Department of Education, Office of Educational Research and Improvement, National Institute on the Education of At-Risk Students|
|Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE)||U.S. Department of Education, Institute of Education Sciences, via subcontract from the University of Houston|
|Chinese Curriculum Development||National Foreign Language Resource Center|
|Comprehensive Regional Technical Assistance Center – Region XIV||U.S. Department of Education, Office of Elementary and Secondary Education, via subcontract from the Educational Testing Service (ETS)|