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BEGIN:VEVENT
DTSTART;TZID=UTC:20250325T100000
DTEND;TZID=UTC:20250325T120000
DTSTAMP:20260605T030735
CREATED:20250325T140120Z
LAST-MODIFIED:20250403T135010Z
UID:28686-1742896800-1742904000@www.cal.org
SUMMARY:2025 AAAL Conference Colloquium—Dual Language Bilingual Education in Non-Dominant Partner Languages: Expanding the Research Base
DESCRIPTION:Dual Language Bilingual Education in Non-Dominant Partner Languages: Expanding the Research Base\nDate & Time: March 25\, 2025 | 8:00–10:00 a.m. Mountain Standard Time\nLocation: Silver\, AAAL\, Denver\, CO \nOrganizer\nHina Ashraf\, Georgetown University \nOrganizer\nLourdes Ortega\, Georgetown University \nDiscussant\nEster de Jong\, University of Colorado Denver \nDiscussant\nDiep Nguyen\, Center for Applied Linguistics \nAuthor\nMahassen Ballouli\, Arabic Immersion Magnet School of Houston \nAuthor\nJayoung Choi\, Kennesaw State University \nAuthor\nVashti Wai Yu Lee\, Michigan State University \nAuthor\nAlisha Nguyen\, Lesley University \nDescription:\nDual language bilingual education (DLBE) pursues four primary goals: academic achievement\, bilingualism and biliteracy\, sociocultural competence\, and critical consciousness (Freire\, Alfaro\, & de Jong\, 2024; Howard et al.\, 2018). Based on the 2021 American Councils directory\, approximately 80% of DLBE programs in the U.S. partner with Spanish. This trend reflects DLBE’s ties with civil rights movements of Latinx communities (Moore\, 2024) and the demographic presence of Spanish speakers in the U.S. However\, this focus has resulted in a research gap concerning non-dominant\, and particularly non-European\, partner languages (Morita-Mullaney\, 2024). Increasingly diverse linguistic\, cultural\, and ethnic communities desire DLBE programs\, and these communities inhabit different valences and histories in the U.S. Therefore\, a one-size-fits-all approach to the four goals of DLBE will be impossiblein this diversified landscape. This colloquium foregrounds research on DLBE programs with 5 partner languages that are widely spoken globally but under-taught and under-researched in the U.S.: Arabic\, Korean\, Mandarin\, Urdu\, and Vietnamese. Each DLBE context presents its own challenges to sustainability\, points of tension around programmatic and equity goals\, and opportunities for success. The Presenters focus on different dimensions of DBLE: (1) program success against all odds (Arabic)\, (2) learning to span complex research-practice boundaries for collaboration (Korean)\, (3) a teacher’s development of ideological clarity (Mandarin)\, (4) the evolving\, emotion-imbued beliefs about biliteracy of six teachers (Urdu)\, and (5) power negotiations over linguistic justice among community leaders\, educators\, and district administrators (Vietnamese). The colloquium is organized as follows. After an introduction by the co-organizers\, each presenter will do 15-minute presentations. Two senior DBLE scholars will be our discussants\, each taking 10 minutes to synthesize lessons across presentations and theorize the unique value added—for research and for practice—of DLBE in non-dominant partner languages. We will conclude the session with 20 minutes of audience interaction.
URL:https://www.cal.org/event/2025-aaal-conference-colloquium-dual-language-bilingual-education-in-non-dominant-partner-languages-expanding-the-research-base/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/03/GettyImages-1385168753-1-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250324T180000
DTEND;TZID=UTC:20250324T190000
DTSTAMP:20260605T030735
CREATED:20250312T161350Z
LAST-MODIFIED:20250403T134912Z
UID:28584-1742839200-1742842800@www.cal.org
SUMMARY:2025 AAAL Conference Presentation—Building Effective Heritage Language Programs: Training for K-12 Teachers\, Administrators\, and Families
DESCRIPTION:Building Effective Heritage Language Programs: Training for K-12 Teachers\, Administrators\, and Families\nDate & Time: March 24\, 2025 | 4:00–5:00 p.m. Mountain Standard Time\nLocation: AAAL\, Denver\, CO\nPresenter(s):\nLeslie Fink (Center for Applied Linguistics)\nJamie Morgan (Center for Applied Linguistics)\nElyssa Sun (Center for Applied Linguistics) \nDescription:\nExperts agree that heritage language education should be provided in public schools (Potowski\, 2021)\, but most heritage language learners in the U.S. are unable to access any form of education in their home languages in K–12 schools (Carreira\, 2021)\, and there is limited guidance about how to start a K–12 heritage language program. \nIn this session\, we will discuss a free\, online self-access training program that will support teachers\, administrators\, and families in understanding best practices for and their roles in building and sustaining an effective K–12 heritage language program. \nWe will provide an overview of the findings from our initial research activities and share parts of the training program that were developed in the first year of this three-year project\, as well as our plans for additional module and resource development. \nThis interactive roundtable will be designed to elicit feedback from attendees on the current state of and future plans for the training program. Presenters will invite attendees to share their experiences and perspectives on K–12 heritage language programs in U.S. public schools\, with a focus on best practices for building and sustaining these programs. Information gathered will be used to improve the training program\, which will in turn support the growth and development of research-based\, high-quality heritage language programs. \nCarreira\, M. (2021). The vitality of Spanish as a heritage language in the United States. In S. Montrul & M. Polinsky (Eds.)\, The Cambridge Handbook of Heritage Languages and Linguistics (pp. 230-251). Cambridge University Press.\nPotowski\, K. (2021). Elementary school heritage language educational options and outcomes. In S. Montrul & M. Polinsky (Eds.)\, Cambridge Handbook of Heritage Languages and Linguistics (pp. 761-776). Cambridge University Press.
URL:https://www.cal.org/event/2025-aaal-conference-presentation-a-descriptive-study-of-students-multilingual-and-multimodal-communication-practices-in-elementary-school-science-2/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/03/GettyImages-1571250804.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250324T100500
DTEND;TZID=UTC:20250324T110500
DTSTAMP:20260605T030735
CREATED:20250312T171111Z
LAST-MODIFIED:20250403T134211Z
UID:28593-1742810700-1742814300@www.cal.org
SUMMARY:2025 AAAL Conference Presentations—Examining Status in Collaborative Teaching: How Conceptualizations of Language Influence Co-Teaching Hierarchies
DESCRIPTION:Examining Status in Collaborative Teaching: How Conceptualizations of Language Influence Co-Teaching Hierarchies \nDate & Time: Monday\, March 24\, 2025 | 8:05–9:05 a.m.\nLocation: Windows Tower\, Second Level \nPresenter: Sarah Howard\, CAL Intern
URL:https://www.cal.org/event/2025-aaal-conference-presentations-examining-status-in-collaborative-teaching-how-conceptualizations-of-language-influence-co-teaching-hierarchies/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/03/GettyImages-1256272055.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250322T104000
DTEND;TZID=UTC:20250322T104000
DTSTAMP:20260605T030735
CREATED:20250312T162326Z
LAST-MODIFIED:20250325T141554Z
UID:28587-1742640000-1742640000@www.cal.org
SUMMARY:2025 AAAL Conference Presentation—K-16 World Language Program Articulation in the United States
DESCRIPTION:K-16 World Language Program Articulation in the United States\nDate & Time: March 22\, 2025 | 8:40 a.m. Mountain Standard Time\nLocation: AAAL\, Denver\, CO\nPresenter(s):Jamie Morgan (Center for Applied Linguistics)\nRachel Myers (Center for Applied Linguistics)\nJenna Bushton (Center for Applied Linguistics) \nDescription:\nAlthough articulation between the K–12 and post-secondary levels can bolster enrollment in post-secondary language courses and promote proficiency attainment for language learners (Strawbridge et al.\, 2019)\, more research is needed on best practices for building\, sustaining\, and advocating for effective K–16 world language program articulation. \nThis poster presents findings from the first year of a three-year research study to identify program models and practices that strengthen K–16 world language program articulation in the United States. This part of the study addresses the following research questions: \n\nWhat is the landscape of K–16 world language program articulation in the United States?\nWhat are higher education practices for crediting previous world language study?\nWhat is the current state of world language enrollments in institutions of higher education?\n\nTo investigate these research questions\, we conducted a literature review and gathered information from state\, district\, and individual school/institution web pages\, examining existing articulation practices and policies within and across high schools\, community colleges\, and four-year institutions of higher education. \nFindings presented in the poster will focus on higher education practices for recognizing and crediting previous world language study\, collaborative agreements between schools/institutions\, and the relationship between articulation and enrollment. \nPresenters will discuss implications of the findings and how they can be used to overcome barriers to articulation\, support diverse learners following non-traditional paths to language learning\, and improve and expand instruction in world languages.\nStrawbridge\, T.\, Soneson\, D.\, & Griffith\, C. (2019). Lasting effects of pre‐university language exposure on undergraduate proficiency. Foreign Language Annals\, 52(4)\, 776-797.
URL:https://www.cal.org/event/2025-aaal-conference-presentation-k-16-world-language-program-articulation-in-the-united-states/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1432242307-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250322T083500
DTEND;TZID=UTC:20250322T090500
DTSTAMP:20260605T030735
CREATED:20250312T160213Z
LAST-MODIFIED:20250403T134224Z
UID:28581-1742632500-1742634300@www.cal.org
SUMMARY:2025 AAAL Conference Presentation—A Descriptive Study of Students’ Multilingual and Multimodal Communication Practices in Elementary School Science
DESCRIPTION:A Descriptive Study of Students’ Multilingual and Multimodal Communication Practices in Elementary School Science\nDate & Time: March 22\, 2025 | 8:35–9:05 a.m. Mountain Standard Time\nLocation: AAAL\, Denver\, CO\nPresenter(s):\nKeira Ballantyne (Center for Applied Linguistics)\nCaitlin Fine (Metropolitan State University of Denver) \nDescription:\nThe last decade has seen increasing interest in benefits that K–12 students gain from using their full linguistic repertoire in classrooms. Foundational theoretical work has established that multilingualism is a fluid and adaptive set of practices embedded in sociocultural interactions (García\, 2009; García & Lin\, 2016; Lopez et al. 2015). Scholars use the term translanguaging to describe the fluid linguistic practices of bilinguals (García\, 2009; Otheguy\, García & Reid\, 2015; Wei & García\, 2022) and also the pedagogical practices that support bilingual students’ full linguistic selves (e.g.\, Cenoz & Gorter\, 2020; García\, 2018; Seltzer & García\, 2020). \nThis empirical study seeks to understand how children use their full linguistic repertoire and communicative resources to represent their understanding of elementary school science. Our study is a component part of developing and validating the Multilingual Multimodal Science Inventory (M2-Si)\, a formative assessment that supports educators in understanding what their students know and can do in science\, not just what their students know and can do in science in English. \nIn collaboration with educators\, the team developed 16 M2-Si classroom activities designed to support multilingual multimodal responses from participating students. The current study examines a large sample of student work produced in response to these activities (n=959). \nData comes from elementary school science classrooms across seven school districts in North Carolina. Classrooms include monolingual English and multilingual students\, and dual language and monolingual instruction. Data were collected collaboratively by researchers and a cohort of eleven practicing classroom educators. \nOur descriptive study seeks to understand the range of multilingual and multimodal practices that students leverage in scientific sense-making activities. We present a classification schema for the activities\, descriptive statistics on the distribution of multilingual and multimodal response types\, and detail on specific communicative practices observed in the dataset.
URL:https://www.cal.org/event/2025-aaal-conference-presentation-a-descriptive-study-of-students-multilingual-and-multimodal-communication-practices-in-elementary-school-science/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-2184295336.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250321T113000
DTEND;TZID=UTC:20250321T114500
DTSTAMP:20260605T030735
CREATED:20250312T152349Z
LAST-MODIFIED:20250403T134934Z
UID:28567-1742556600-1742557500@www.cal.org
SUMMARY:TESOL Convention Presentation—Supporting General Education Educators Serving MLs Through Multifaceted PD
DESCRIPTION:Supporting General Education Educators Serving MLs Through Multifaceted PD \nDate & Time: March 21\, 2025 | 11:00–11:45 AM (Pacific Time)\nLocation: Room 103B\, Long Beach Convention Center\, TESOL\, Long Beach\, CA\nPresenter(s): \nMarybelle Marrero-Colon (Center for Applied Linguistics)\nKia Johnson (Center for Applied Linguistics) \nDescription: \nThis session explores impactful PD alternatives for general educators of multilingual learners\, addressing the need for continuous\, classroom-connected learning (Fairman et al.\, 2020; Zepeda\, 2013). Participants engage in collaborative activities and learn strategies like guided lesson design\, educator-led professional learning communities\, peer mentoring\, and hybrid co-planning.
URL:https://www.cal.org/event/tesol-convention-presentation-supporting-general-education-educators-serving-mls-through-multifaceted-pd/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-2175579872.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250319T113000
DTEND;TZID=UTC:20250319T113000
DTSTAMP:20260605T030735
CREATED:20250228T193820Z
LAST-MODIFIED:20250319T205126Z
UID:28526-1742383800-1742383800@www.cal.org
SUMMARY:TESOL Convention Presentation—Evidence-Based Compliance: Collaborative Tools and Strategies for Title III Data Collection
DESCRIPTION:Evidence-Based Compliance: Collaborative Tools and Strategies for Title III Data Collection\nDate & Time: March 19\, 2025 | 11:30 AM\nLocation: Long Beach\, CA\nPresenter(s): \n\nKia Johnson (Center for Applied Linguistics)\nAshley Millet (Center for Applied Linguistics Consultant)\nDescription:\nThis workshop equips general education teachers\, ESL teachers\, and administrators of multilingual learners with the tools and strategies needed to effectively gather evidence demonstrating strong Title III programs. Participants learn how to implement program evaluation processes to enhance multilingual education programs supported by Title III funds.
URL:https://www.cal.org/event/tesol-convention-presentation-evidence-based-compliance-collaborative-tools-and-strategies-for-title-iii-data-collection/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-505410542.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250227T082000
DTEND;TZID=UTC:20250227T092000
DTSTAMP:20260605T030735
CREATED:20250225T214833Z
LAST-MODIFIED:20250228T192754Z
UID:28514-1740644400-1740648000@www.cal.org
SUMMARY:Multilingual & English Learner Conference Presentation — Embracing Multilingual Learners' Linguistic and Cultural Assets to Enhance Learning and Promote Inclusivity
DESCRIPTION:Embracing Multilingual Learners’ Linguistic and Cultural Assets to Enhance Learning and Promote Inclusivity\nDate & Time: February 27\, 2025 | 8:20–9:20 AM\nPresenter(s): \n\nIgone Arteagoitia (Center for Applied Linguistic                                                                                                                                      Description:\nThe United States\, a nation of immigrants where nearly one in five students speaks a language other than English at home\, has often failed to recognize the rich linguistic and cultural resources multilingual learners bring to schools. These learners are frequently viewed as challenges rather than valuable assets. This presentation will draw on empirical research demonstrating the cognitive\, academic\, and social benefits of multilingualism to challenge current educational policies that are predominantly informed by studies on English-speaking monolingual children. We will advocate for bilingualism and biliteracy as fundamental rights for multilingual learners and any student who pursues them. The presentation will also showcase examples of effective practices that honor and harness the full linguistic and cultural repertoires of multilingual learners to support their academic growth\, promote equity\, and create inclusive learning environments.\n\n 
URL:https://www.cal.org/event/28514/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1783743100.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250226T130000
DTEND;TZID=UTC:20250226T160000
DTSTAMP:20260605T030735
CREATED:20250225T212357Z
LAST-MODIFIED:20250228T192808Z
UID:28508-1740574800-1740585600@www.cal.org
SUMMARY:Multilingual & English Learner Conference Presentation — How to Foster Spanish-English Bilingual Students' Metalinguistic Awareness
DESCRIPTION:How to Foster Spanish-English Bilingual Students’ Metalinguistic Awareness\nDate & Time: February 26\, 2025 | 1:00–4:00 PM\nPresenter(s): \n\nIgone Arteagoitia (Center for Applied Linguistics)\n\nDescription:\nThis session will provide leaders with actionable strategies\, tools\, and inspiration to advance linguistic equity and create a lasting impact in their schools and districts.
URL:https://www.cal.org/event/2025-multilingual-english-learner-conference-how-to-foster-spanish-english-bilingual-students-metalinguistic-awareness/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-892254154-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250222T080000
DTEND;TZID=UTC:20250222T080000
DTSTAMP:20260605T030735
CREATED:20250219T193030Z
LAST-MODIFIED:20250225T213222Z
UID:28402-1740211200-1740211200@www.cal.org
SUMMARY:NABE Conference Presentation—A Bridge Connecting Creativity & Writing Proficiency for English Learners
DESCRIPTION:A Bridge Connecting Creativity & Writing Proficiency for English Learners \n\nDate & Time: February 22\, 2025 | 8:00 AM\nLocation: Fairlie Room\nPresenter: Marybelle Marrero-Colon (CAL)\nDescription:\n“Writing as an academic process is both complex and multifaceted. It involves having the writer perform continuous problem-solving and decision-making activities. For second-language learners\, the ability to write precisely and coherently is a major challenge. Playwriting techniques allow English learners to become both purposeful and authentic in their written communication; likewise\, it lays the foundation for students to gain mastery in their English language development\, as well as their cultural\, social\, and emotional progress. This workshop will focus on using playwriting as a technique to approach English writing development and will showcase classroom methods and samples of student work.”
URL:https://www.cal.org/event/nabe-conference-presentation-a-bridge-connecting-creativity-writing-proficiency-for-english-learners-2/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1472033620-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250222T080000
DTEND;TZID=UTC:20250222T080000
DTSTAMP:20260605T030735
CREATED:20250219T192618Z
LAST-MODIFIED:20250225T213235Z
UID:28392-1740211200-1740211200@www.cal.org
SUMMARY:NABE Conference Presentation—A Bridge Connecting Creativity & Writing Proficiency for English Learners
DESCRIPTION:A Bridge Connecting Creativity & Writing Proficiency for English Learners \n\nDate & Time: February 22\, 2025 | 8:00 AM\nLocation: Fairlie Room\nPresenter: Marybelle Marrero-Colon (CAL)\nDescription:\n“Writing as an academic process is both complex and multifaceted. It involves having the writer perform continuous problem-solving and decision-making activities. For second-language learners\, the ability to write precisely and coherently is a major challenge. Playwriting techniques allow English learners to become both purposeful and authentic in their written communication; likewise\, it lays the foundation for students to gain mastery in their English language development\, as well as their cultural\, social\, and emotional progress. This workshop will focus on using playwriting as a technique to approach English writing development and will showcase classroom methods and samples of student work.”
URL:https://www.cal.org/event/nabe-conference-presentation-a-bridge-connecting-creativity-writing-proficiency-for-english-learners/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1472033620-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250222T080000
DTEND;TZID=UTC:20250222T080000
DTSTAMP:20260605T030735
CREATED:20250210T212820Z
LAST-MODIFIED:20250225T213315Z
UID:28318-1740211200-1740211200@www.cal.org
SUMMARY:NABE Conference Presentation—Evidence-Based Compliance: Tools & Strategies for Collaborative Title III Data Collection
DESCRIPTION:Evidence-Based Compliance: Tools & Strategies for Collaborative Title III Data Collection \n\nDate & Time: February 22\, 2025 | 8:00 AM\nLocation: Hanover C\nPresenter(s):\n\nKia Johnson (CAL)\nAshley Millet (CAL PD Consultant)\n\n\nDescription:\n“This workshop aims to equip general education teachers\, ESL teachers\, and school/district administrators of multilingual learners with the tools and strategies needed to effectively collect data and evidence demonstrating compliance with Title III federal regulations. Participants will learn how to utilize Title III funding efficiently\, collect programmatic evidence\, and implement program evaluation processes to enhance multilingual education programs.”
URL:https://www.cal.org/event/nabe-presentation-evidence-based-compliance-tools-strategies-for-collaborative-title-iii-data-collection/
LOCATION:Atlanta\, GA
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1141462780.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250221T083000
DTEND;TZID=UTC:20250221T095000
DTSTAMP:20260605T030735
CREATED:20250210T213248Z
LAST-MODIFIED:20250225T213326Z
UID:28325-1740126600-1740131400@www.cal.org
SUMMARY:NABE Conference Presentation—Using Your Program Data for Self-Evaluation: A Simple Quantitative Method to Understand Inequity
DESCRIPTION:Using Your Program Data for Self-Evaluation: A Simple Quantitative Method to Understand Inequity \n\nDate & Time: February 21\, 2025 | 8:30–9:50 AM\nPresenter: Keira Ballantyne (CAL)\nDescription:\n“Quantitative analysis of program data can be daunting\, but not all analysis types require specialized training. In this hands-on workshop\, we will explore how you can use fractions to understand potential inequities in your dual language programs. This mathematically simple analysis is nevertheless extremely powerful in understanding inequities such as racial inequity\, or over- or under-representation of students with disabilities in EL status. We will first explore some common patterns of inequitable representation\, then work to understand how to apply these analyses to data. Participants will leave with easy-to-use self-evaluation tools that can be used in many diverse contexts.”
URL:https://www.cal.org/event/nabe-conference-presentation-using-your-program-data-for-self-evaluation-a-simple-quantitative-method-to-understand-inequity/
LOCATION:Atlanta\, GA
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-2158944751-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250221T083000
DTEND;TZID=UTC:20250221T095000
DTSTAMP:20260605T030735
CREATED:20250210T213108Z
LAST-MODIFIED:20250225T213335Z
UID:28322-1740126600-1740131400@www.cal.org
SUMMARY:NABE Conference Presentation—Emerging Horizons: Integrating Generative AI in Multilingual Education
DESCRIPTION:Emerging Horizons: Integrating Generative AI in Multilingual Education \n\nDate & Time: February 21\, 2025 | 8:30–9:50 AM\nLocation: Embassy B\nPresenter: Maria Cieslak (CAL)\nDescription:\n“Explore the transformative potential of integrating generative AI into multilingual education. Discover how cutting-edge AI technologies can enhance language learning experiences\, promote cultural understanding\, and personalize educational content. This session offers insights into practical applications and research findings at the intersection of AI and education. Engage in discussions on ethical considerations\, implementation strategies\, and future trends in educational technology. Ideal for educators\, researchers\, and technology enthusiasts looking to innovate and enrich language education through AI advancements. Join us to envision the future of learning in a dynamic\, multicultural world.”
URL:https://www.cal.org/event/nabe-conference-presentation-emerging-horizons-integrating-generative-ai-in-multilingual-education/
LOCATION:Atlanta\, GA
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-2175579872.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250220T142000
DTEND;TZID=UTC:20250220T151000
DTSTAMP:20260605T030735
CREATED:20250210T213610Z
LAST-MODIFIED:20250225T213355Z
UID:28331-1740061200-1740064200@www.cal.org
SUMMARY:NABE Conference Presentation—Co-designing Multilingual Multimodal Science Inventory Activities with NC Educators
DESCRIPTION:Co-designing Multilingual Multimodal Science Inventory Activities with NC Educators \n\nDate & Time: February 20\, 2025 | 2:20–3:10 PM\nPresenter(s):\n\nKeira Ballantyne (CAL)\nIvanna Mann Thrower Anderson (North Carolina Department of Public Instruction)\n\n\nDescription:\n“The Multilingual Multimodal Science Inventory (M2-Si) is an innovative formative tool for classroom educators to understand what their students know and can do in science\, not just what they know and can do in science in English. In this presentation\, we will describe the collaborative process of creating and pilot testing M2-Si activities with a cohort of G3-5 educators in dual and monolingual settings in North Carolina. We will share a revised rubric for infusing opportunities for multilingual and multimodal communication into classroom activities in science.”
URL:https://www.cal.org/event/nabe-conference-presentation-co-designing-multilingual-multimodal-science-inventory-activities-with-nc-educators/
LOCATION:Atlanta\, GA
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-892254154-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250220T142000
DTEND;TZID=UTC:20250220T142000
DTSTAMP:20260605T030735
CREATED:20250219T165817Z
LAST-MODIFIED:20250225T213408Z
UID:28377-1740061200-1740061200@www.cal.org
SUMMARY:NABE Conference Presentation—Supporting General Education Educators Serving Multilingual Students Through Multifaceted Professional Development
DESCRIPTION:Supporting General Education Educators Serving Multilingual Students Through Multifaceted Professional Development \n\nDate & Time: February 20\, 2025 | 2:20 PM\nLocation: Hanover E\nPresenter(s):\n\nMarybelle Marrero-Colón (CAL)\nKia Johnson (CAL)\n\n\nDescription:\n“Research has shown that well-trained professionals improve the quality of education through continual refinement of best practices (Zepeda\, 2013)\, yet teachers report feeling unprepared to meet the needs of their multilingual learners. For many\, the only PD provided are single-session workshops/webinars. In addition\, educator PD activities may consist of brief\, episodic events on topics selected by administrators which are disconnected from authentic classroom contexts (Fairman\, Smith\, Pullen\, Lebel\, 2020). This workshop presents alternatives such as guided lesson design\, lesson study\, educator-led PLCs\, peer-mentoring\, gamification\, and hybrid co-planning. Participants will engage in group discussions\, jigsaw activities\, and planning activities.”
URL:https://www.cal.org/event/supporting-general-education-educators-serving-multilingual-students-through-multifaceted-professional-development/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1583075965-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250220T132000
DTEND;TZID=UTC:20250220T141000
DTSTAMP:20260605T030735
CREATED:20250210T213432Z
LAST-MODIFIED:20250225T213422Z
UID:28329-1740057600-1740060600@www.cal.org
SUMMARY:NABE Conference Presentation—Gamify Academic Language: Classic Games with a Twist
DESCRIPTION:Gamify Academic Language: Classic Games with a Twist \n\nDate & Time: February 20\, 2025 | 1:20–2:10 PM\nLocation: Embassy A\nPresenter: Maria Cieslak (CAL)\nDescription:\n“Explore an innovative approach to learning on gamifying academic language through classic games with a twist. Experience how games like Tic Tac Toe\, Uno\, Dice\, and Jenga can be transformed into powerful educational tools\, enhancing language acquisition and multilingual education. This interactive session will provide practical strategies\, live demonstrations\, and hands-on activities designed to engage students and make learning both effective and fun. Ideal for educators\, instructional designers\, and educational leaders\, you’ll leave equipped with creative ideas to enrich your teaching practices and boost student engagement. Join us and revolutionize your classroom!”
URL:https://www.cal.org/event/nabe-conference-presentation-gamify-academic-language-classic-games-with-a-twist/
LOCATION:Atlanta\, GA
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-2184295336.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250220T080000
DTEND;TZID=UTC:20250220T170000
DTSTAMP:20260605T030735
CREATED:20250220T173446Z
LAST-MODIFIED:20250225T213431Z
UID:28442-1740038400-1740070800@www.cal.org
SUMMARY:NABE Conference 2025—Keeping Schools Safe for Learning: Advocating for Multilingual Learners' Right to Education
DESCRIPTION:Keeping Schools Safe for Learning: Advocating for Multilingual Learners’ Right to Education\nDate & Time: February 20\, 2025 | 6:00–6:45 PM\nLocation: Regency V\nPresenter(s): \n\nJulie Sugarman (Migration Policy Institute)\nAmalia Chamorro (UnidosUS)\nConvener & Moderator: Diep Nguyen (Center for Applied Linguistics)\n\nDescription:\nAcross the country\, educators and advocates are working to keep schools a safe space for learning for all students. This town hall-style conversation will focus on the constitutional and legal provisions that protect immigrant students’ rights to attend school safely. These rights serve as the foundation for safe zone declarations and educator guidance being developed in many U.S. schools and districts. In addition to featured speakers\, educators from several states and districts will share how they have developed and communicated policies to create a safe\, welcoming environment for students\, families\, and communities.
URL:https://www.cal.org/event/nabe-conference-2025-keeping-schools-safe-for-learning-advocating-for-multilingual-learners-right-to-education/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1382270058.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250220T080000
DTEND;TZID=UTC:20250220T170000
DTSTAMP:20260605T030735
CREATED:20250220T161003Z
LAST-MODIFIED:20250225T213443Z
UID:28436-1740038400-1740070800@www.cal.org
SUMMARY:NABE Conference Presentation-Suporting General Education Educators Serving Multilingual Students Through Multifaceted Professional Development
DESCRIPTION:Supporting General Education Educators Serving Multilingual Students Through Multifaceted Professional Development \nDate & Time: February 20\, 2025 | 2:20 PM\nLocation: Hanover E\nPresenter(s): \n\nMarybelle Marrero-Colón (Center for Applied Linguistics)\nKia Johnson (Center for Applied Linguistics)\n\nDescription:\nResearch has shown that well-trained professionals improve the quality of education through continual refinement of best practices (Zepeda\, 2013)\, yet teachers report feeling unprepared to meet the needs of their multilingual learners. For many\, the only PD provided are single-session workshops/webinars. In addition\, educator PD activities may consist of brief\, episodic events on topics selected by administrators which are disconnected from authentic classroom contexts (Fairman\, Smith\, Pullen\, Lebel\, 2020). This workshop presents alternatives such as guided lesson design\, lesson study\, educator-led PLCs\, peer mentoring\, gamification\, and hybrid co-planning. Participants will engage in group discussions\, jigsaw activities\, and planning activities.
URL:https://www.cal.org/event/nabe-conference-presentation-suporting-general-education-educators-serving-multilingual-students-through-multifaceted-professional-development/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-155147695.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250220T080000
DTEND;TZID=UTC:20250220T083000
DTSTAMP:20260605T030735
CREATED:20250214T214905Z
LAST-MODIFIED:20250225T213455Z
UID:28372-1740038400-1740040200@www.cal.org
SUMMARY:NABE Conference Presentation-Federal Policy Perspectives on Multilingualism
DESCRIPTION:Federal Policy Perspectives on Multilingualism  \n\nDate & Time: February 20\, 2025 | 8:30 AM – 9:50 AM\nLocation: Inman RM\nPresenters:\n\nAmalia Chamorro (Director of Educational Policy Project/Unidos )\nDiep Nguyen (CEO/President- CAL)\nAndrea Senteno ( Regional Counsel/MALDEF).\n\n\nDescription:\n“Join a special session with national partners of the Hispanic Education Coalition to hear about the state of affairs for bilingual education. Representatives from leading advocacy\, research\, and legal organizations will share insights during this time of transition and elevate strategies for how community stakeholders can prepare\, protect and advance opportunities to ensure multilingualism for all.”
URL:https://www.cal.org/event/federal-policy-perspectives-on-multilingualism/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1385168751.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241112
DTEND;VALUE=DATE:20241113
DTSTAMP:20260605T030735
CREATED:20241030T170107Z
LAST-MODIFIED:20241030T171405Z
UID:28054-1731369600-1731455999@www.cal.org
SUMMARY:CAL's Activities at La Cosecha
DESCRIPTION:Pre-Conference Institute \nFocusing on Similarities and Differences Between Spanish and English to Promote Students’ Metalinguistic Awareness \nFacilitator:  Igone Arteagoitia\, Center for Applied Linguistics\, Dual Language and Multilingual Education \nDate: November 13\, 2024 \nThis session will provide participants with the opportunity to enhance their knowledge of Spanish and English language systems and structures\, and examine similarities and differences between them as they relate to: \n\nPhonology and orthography (sound-letter correspondences)\nMorphology and the lexicon (word parts and vocabulary)\nSyntax (sentence structure)\nDiscourse (language use beyond the sentence)\n\nAt the end of the session\, participants will be able to identify systems and structures of Spanish and English and use methods for teaching similarities and differences between the two languages that promote students’ metalinguistic awareness. Practical classroom-based instructional strategies and opportunities to put them into practice are embedded throughout the session. \nLearn more here: Pre-Conference Institutes | La Cosecha Conference \nSponsor Session \nFacilitator:  Igone Arteagoitia\, Center for Applied Linguistics\, Dual Language and Multilingual Education \nDate: November 14\, 2024 \nMaking your Program the Best it Can Be Santa Fe Community Convention Center – Coronado/DeVargas Igone Arteagoitia I Research Scientist\, Center for Applied Linguistics The Center for Applied Linguistics (CAL) receives many requests to provide professional development (PD) to district and school leadership and teachers to enhance their DL programs; but how do requestors know what kind of PD will serve their DL staff best and whether PD without attention to other program factors will achieve change? Learn how CAL conducts evaluations framed by equity\, using the Guiding Principles for Dual Language Education (Howard et al.\, 2018) as the theoretical framework and the third pillar of Sociocultural Competence as the compass. Framed by equity\, this session from the Center for Applied Linguistics will share why it is important and how districts and schools can conduct program reviews that will lead to program enhancement. \nDLE Program Development and Design—PreK 20 Implementation \nTeachers\, Administrators\, Parents • K – 12 • English \nLearn more here: 36598b_422de972f7884ed988e32ee0adcb5446.pdf
URL:https://www.cal.org/event/cals-activities-at-la-cosecha/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240411
DTEND;VALUE=DATE:20240412
DTSTAMP:20260605T030735
CREATED:20240318T205918Z
LAST-MODIFIED:20240401T154245Z
UID:24778-1712793600-1712879999@www.cal.org
SUMMARY:CAL Staff Presentations at Language Assessment Research Conference
DESCRIPTION:Exploring the relationship between oral proficiency test scores and external language proficiency measures (Poster) \nPresenters: \n\nYage Leah Guo\nElyssa Wen Sun\nReshmi Kumpakha\nLeslie Fink\nRachel Myers\n\nIntegrating Increased Rigor in Effective Adult ESL Speaking Assessment Task Design \nPresenters: \n\nElyssa Wen Sun\nKristine Nugent\n\n  \nDesign of an Oral Proficiency Assessment  \nPresenters: \n\nYage Leah Guo\nFrancesca DiSilvio\nElyssa Wen Sun\nRachel Myers\n\n  \n 
URL:https://www.cal.org/event/cal-staff-presentations-at-language-assessment-research-conference/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240411
DTEND;VALUE=DATE:20240412
DTSTAMP:20260605T030735
CREATED:20240318T202649Z
LAST-MODIFIED:20240328T185918Z
UID:24775-1712793600-1712879999@www.cal.org
SUMMARY:CAL Staff Presentations at 2024 National Council on Measurement in Education (NCME) Annual Meeting
DESCRIPTION:Integrating MST Simulation Factors into Automated Test Assembly \nPresenters: \n\nYu Lan Su\, Center for Applied Linguistics\nHong Chen\, University of Iowa\n\nEnhancing Test Security: Utilizing Parallel MST Pools for Effective MST Panel Assembly \nPresenters: \n\nYu Lan Su\, Center for Applied Linguistics\nHong Chen\, University of Iowa\n\nEvaluation of Vertical Scaling for the Alternate English Language Proficiency Assessment \nPresenters: \n\nYage Leah Guo\nShu Jing Yen
URL:https://www.cal.org/event/cal-staff-presentations-at-2024-national-council-on-measurement-in-education-ncme-annual-meeting/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240411
DTEND;VALUE=DATE:20240412
DTSTAMP:20260605T030735
CREATED:20240201T182139Z
LAST-MODIFIED:20240226T222927Z
UID:24381-1712793600-1712879999@www.cal.org
SUMMARY:CAL Staff Presentations at AERA
DESCRIPTION:Constructing a formative assessment with multilingual student and family users: An innovative focus group protocol \nConference Dates: April 11–14\, 2024 \nPresenters: \n\nDr. Keira Ballantyne\, Center for Applied Linguistics\nIvanna Mann Thrower Anderson\, North Carolina Department of Public Instruction\nDr. Amy Burden\, Center for Applied Linguistics\nBrittany York\, Center for Applied Linguistics\n\nWe will report on the results of a focus group study intended to inform the design of the Multilingual Multimodal Science Inventory (M2-Si) assessment for students in grades 3-5 science. The purpose of the classroom assessment is to ensure that educators learn what students know and can do in science\, without limiting teachers’ understanding to what students know and can do in science in English.
URL:https://www.cal.org/event/constructing-a-formative-assessment-with-multilingual-student-and-family-users-an-innovative-focus-group-protocol/
CATEGORIES:Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240328
DTEND;VALUE=DATE:20240329
DTSTAMP:20260605T030735
CREATED:20240216T201641Z
LAST-MODIFIED:20240318T183531Z
UID:24447-1711584000-1711670399@www.cal.org
SUMMARY:CAL Staff Presentations at NABE
DESCRIPTION:Exemplary Dual Language Bilingual Education Programs: What does it take? \nDate and Time: March 27\, 2024\, 1:30–2:20 p.m \nDual language bilingual education (DLBE) programs provide language and content instruction in English and a partner language with the goal of promoting high academic achievement\, bilingualism and biliteracy\, and socio-cultural competence. While there is considerable evidence about the success of DLBE programs\, the vast majority of the research has focused on English cross-sectional outcomes. Furthermore\, there is very little research on the specific school-wide characteristics or effective instructional methods that promote high academic achievement in the two languages (National Academies of Sciences\, Engineering\, and Medicine\, 2017). \nParticipants attending this session will learn about a study conducted with funding from the U.S. Department of Education to compile evidence from high-achieving DLBE programs regarding programmatic and instructional practices through case studies with the goal of providing a basis for replication of these practices in other programs with similar characteristics. Findings from one of the case studies will be shared in this presentation. \nPresenter: \n\nIgone Arteagoitia\, CAL\n\nThe How and Why of Dual Language Program Reviews: Making Your Program the Very Best \nDate and Time: March 28\, 2024\, 5:10–6:30 p.m. \nFramed by equity and using its very own Guiding Principles for Dual Language Education (Howard et al.\, 2018) as the theoretical framework\, this session from the Center for Applied Linguistics will share why it is important to intermittently conduct reviews of your program and how districts and schools can conduct program reviews that will lead to program enhancement. \nPresenter:  \n\nIgone Arteagoitia\, CAL (on behalf of Lisa Tabaku\, CAL)\n\nDigital Language and Literacy Learning Menus for Multilingual Learners \nDate: March 28\, 2024 \nDiscover the power of interactive digital learning menus. This session focuses on how to use instructional design principles to create digital choice boards that are aligned to language and literacy goals. Walk away with instructional design tips\, templates\, and lesson ideas such as Language Domain Choice Boards. \nPresenter: \n\nMaria Cieslak\n\nThe Powerful ‘Probable Passage’: A Pre-Reading Strategy for Multilingual Learners \nDate: March 30\, 2024 \nAttendees participate in\, practice\, and create adaptations of the probable passage prereading strategy to help multilingual learners build background and interact with grade-level narrative texts. Attendees leave with a ready-to-use template of a visually-supportive\, high-engagement comprehension tool they can use for gauging students’ comprehension of grade-level texts. \nPresenter:  \n\nKia Johnson\n\nSupporting Dual-Identified Learners with Disabilities Throughout Translanguaging \nDate and Time: March 30\, 2024\, 8:00 – 9:40 a.m. \nStudents in U.S. schools have all too often been categorized into subgroups not accepted as part of general education. Should students be identified as ELs with a disability\, they are further categorized\, creating a deficit and separatist approach.  Translanguaging\, through its flexibility in language practices\, enables educators to adjust the language/literacy/cognitive load of dually identified students to meet and support their needs and strengths. This session will identify the benefits of using translanguaging in the classroom with students identified as needing both special education and English learner services. \nPresenters:  \n\nMarybelle Marrero-Colón\, Center for Applied Linguistics\nAshley Millet – Morris Jeff Community Schools\n\nSupporting Dual-Identified Learners With Disabilities Through Translanguaging \nDate: March 30\, 2024 \nPresenter:  \n\nMarybelle Marrero-Colon
URL:https://www.cal.org/event/cal-staff-presentations-at-nabe/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240321
DTEND;VALUE=DATE:20240322
DTSTAMP:20260605T030735
CREATED:20240201T180427Z
LAST-MODIFIED:20240318T135517Z
UID:24379-1710979200-1711065599@www.cal.org
SUMMARY:CAL Staff Presentations at TESOL International Convention & Expo
DESCRIPTION:Understanding Multilingual Student and Family Perspectives on Science Instruction \nLearn the findings from multilingual student and family focus groups designed to demonstrate how multilingual students showcase their knowledge in science\, and what information is shared with families about science instruction and assessment. The main goals of this work are to enhance and broaden family engagement\, as well as to promote the use of multilingual and multimodal formative assessment practices in science among teachers and students. \nPresenters: \n\nDr. Amy Burden\, Center for Applied Linguistics\nIvanna Mann Thrower Anderson\, North Carolina Department of Public Instruction\n\nVisible Thinking Routines for Multilingual Learners in STEM \nVisible thinking routines engage students in authentic learning. Explore how thinking moves motivate multilingual learners to engage in science and engineering practices and make sense of ideas they need to explain\, such as how or why a phenomenon occurs. Gather new ideas that integrate communication modes in STEM. \nPresenters:  \n\nMaria Cieslak\nKia Johnson\n\nAdvocating for High-Quality Educational Programs to Support English Learners \nThis presentation\, focused on Title III-funded programs\, discusses how educators can advocate for equitable practices that impact ELs in U.S. schools. By the end of the presentation\, participants can implement proactive measures and activities to advocate for inclusive environments that support ELs and their families. \nPresenter:  \n\nKia Johnson\n\nIncreasing and Sustaining Teacher Efficacy using Job-Embedded Coaching Approaches \nLinguistically and culturally diverse learner populations are growing exponentially\, yet educator preparedness in culturally responsive\, research-based instructional best practices is lacking in most states. This workshop engages participants in interactive sharing in conjunction with frameworks to increase educator efficacy and effectiveness through ongoing job-embedded coaching and training. \nPresenter:  \n\nMarybelle Marrero-Colón\, Center for Applied Linguistics\nKelly Miller – Butler County Education Service Center\n\nThe Powerful ‘Probable Passage’: A Pre-Reading Strategy for Multilingual Learners \nAttendees will participate in\, practice\, and create adaptations of the probable passage prereading strategy to help multilingual learners build background and interact with grade-level narrative texts. They will leave with a ready-to-use template of a visually supportive\, high-engagement comprehension tool they can use to gauge students’ comprehension of grade-level texts. \nPresenter:  \n\nKia Johnson\n\nDigital Language and Literacy Learning Menus for Multilingual Learners \nDiscover the power of interactive digital learning menus. This session focuses on how to use instructional design principles to create digital choice boards that are aligned with language and literacy goals. Walk away with instructional design tips\, templates\, and lesson ideas such as Language Domain Choice Boards. \nPresenter: \n\nKate Moran\n\nUnderstanding the Rigor in the National Reporting System Levels \nPresenters:  \n\nElyssa Sun\nAnna Zilberberg
URL:https://www.cal.org/event/understanding-multilingual-student-and-family-perspectives-on-science-instruction/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240320
DTEND;VALUE=DATE:20240321
DTSTAMP:20260605T030735
CREATED:20240131T152433Z
LAST-MODIFIED:20240226T222946Z
UID:24349-1710892800-1710979199@www.cal.org
SUMMARY:CAL Staff Presentations at National Science Teachers Association (NSTA)
DESCRIPTION:From Focus Groups to Classroom Practices: Building Multilingual Multimodal Formative Assessment Activities with Educator-Researchers and Multilingual Students \nDate:  March 20-23\, 2024 \nLearn findings from multilingual student/family focus groups designed to show how MLs demonstrate what they know in science and what is shared about science instruction/assessment with families. \nPresenters: \n\nDr Keira Ballantyne\, Center for Applied Linguistics\nBrittany York\, Center for Applied Linguistics
URL:https://www.cal.org/event/cal-staff-presentations-at-national-science-teachers-association-nsta/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240319
DTEND;VALUE=DATE:20240320
DTSTAMP:20260605T030735
CREATED:20240318T133751Z
LAST-MODIFIED:20240319T175453Z
UID:24770-1710806400-1710892799@www.cal.org
SUMMARY:CAL Staff Presentations at COABE
DESCRIPTION:Transitioning Toward Excellence: Advancing Adult English Language Learning Through BEST Assessments \nPresenters: \n\nAnna Zilberberg\nElyssa Sun
URL:https://www.cal.org/event/cal-staff-presentations-at-coabe/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240316
DTEND;VALUE=DATE:20240317
DTSTAMP:20260605T030735
CREATED:20240217T000103Z
LAST-MODIFIED:20240315T142054Z
UID:24437-1710547200-1710633599@www.cal.org
SUMMARY:CAL Staff Presentations at AAAL 2024
DESCRIPTION:Less Commonly Taught Language Courses in U.S. Community Colleges: A National Review \nAlthough community colleges are consistently more likely to serve historically-minoritized students (Nagano et al.\, 2017) and better reflect the diversity of their local communities when compared to other types of institutions of higher education (Cohen et al.\, 2013)\, little is known about the extent to which opportunities for language study in community colleges also reflect such diversity and more research is needed on the availability of less commonly taught language courses in these settings. This poster presents results from a comparative analysis of community college-level less commonly taught language courses in the United States (i.e.\, courses for modern languages other than English\, French\, Spanish\, or German). The project addresses the following research questions: What types of less commonly taught languages are taught in U.S. community colleges\, including endangered languages and Indigenous languages? What course levels and sequences are offered for less commonly taught languages at U.S. community colleges? To what extent are less commonly taught language courses offered in community colleges designated as minority-serving institutions? Researchers collected data through a web search of two-year public institutions of higher education in each of the 50 states and the District of Columbia (n = 1014) using information from the institutions’ websites. Data was collected on the type of less commonly taught languages offered and the course levels and number of semesters offered for each language. This poster will provide an overview of the current state of less commonly taught language courses being offered in community colleges nationwide\, focusing on languages rarely taught in U.S. school systems and courses offered at institutions serving diverse populations. Presenters will discuss the implications of these findings and how they can be used to support advocacy for and greater enrollment in less commonly taught language courses at the community college level. \nPresenters: \n\nJamie Morgan\, CAL\nJillian Marie Seitz\, Georgetown University\nFrancesca Di Silvio\, CAL\n\n\nComputer-Mediated Speaking Tests for Young Learners: Interactions Between Interface Design and Task Performance \nWhile computer-mediated speaking assessments of young language learners allow for efficient large-scale test administration\, test developers and researchers need to understand how the technology features of the computer delivery interface interact with test taker experiences and performances to ensure that the test design reflects the intended speaking construct. \nIn this roundtable session\, we discuss the design of and preliminary results from a research study focused on how technology interface features affect the speaking performances of young language learners in a computer-based speaking test of academic English language proficiency. In particular\, we examine how opportunities to expand on previous answers through different automated prompts and scaffolds support students in providing test performances that optimally reflect their speaking ability. \nIn the study\, we will administer speaking tasks using different iterations of a speaking test interface to young English learners (ages 7-10) via a series of cognitive labs featuring student observations and interviews with the students and their educators. In the cognitive labs\, students will respond to different tasks with various scaffolds and multimodal prompts for additional language. We will then analyze and code observation and interview data about student interactions with design features and task scores and analyze students’ spoken responses to the test tasks. This session will present the study’s design and discuss preliminary results from observations of and interviews with English learners (n = 20) and their educators and elicit discussion from attendees about the study’s implications. \nWe expect the study’s results to inform future technology updates to a large-scale test of English language proficiency for young learners. Additionally\, they will contribute to a more systematic understanding of how test interface design impacts student speaking performances and the relationship between the test design and the speaking construct. \nPresenters: \n\nFabiana MacMillan\, WIDA\, UW-Madison\nMegan Montee\, Georgetown University\nMark Chapman\, WIDA\, University of Wisconsin-Madison\nDavid MacGregor\, WIDA at the University of Wisconsin\nJustin Kelly\, CAL\n\n\nResearch on the Current Landscape of U.S. K-12 Heritage Language Education \nAlthough over 20% of children in the United States are heritage language learners (HLLs) who speak a language other than English at home (Carreira\, 2022)\, few K-12 heritage language (HL) programs currently exist (Potowski\, 2021)\, and those that do may use materials and approaches designed for L2 learners (Kibler & Valdés\, 2016)\, perhaps due to a lack of content standards\, curriculum frameworks\, and proficiency scales specifically designed for HLLs (Gironzetti & Belpoliti\, 2021). In addition\, most research on HL programs is conducted at the postsecondary level\, with limited research on and resources for HL education at the K-12 level. \nThis paper presents findings from a 2022 study conducted for the Massachusetts Department of Elementary and Secondary Education investigating the following research questions: \n\nWhat is the landscape of heritage language programming in the U.S.?\nWhat\, if any\, U.S. heritage language program models\, elements\, and practices in schools\, districts\, and states are associated with positive student outcomes?\nWhat are the existing Massachusetts heritage language practices and dispositions?\n\nTo address the first and second research questions\, we conducted a literature review examining how HL definitions\, frameworks and standards\, and program models are commonly used in the U.S. We also analyzed and compared HL definitions\, frameworks and standards\, program models\, resources\, and teacher training programs across 50 states\, DC\, and Puerto Rico; 123 world language\, dual language\, and HL organizations; and 33 individual districts/programs. To address the third research question\, we conducted virtual focus groups (n=14)\, interviews (n=10)\, and an online survey (n=142) with Massachusetts educators who have experience working with HLLs. \nPresenters will share major findings\, including challenges and needs for resources identified by educators working with HLLs in K-12 schools\, and discuss considerations for developing additional resources and training materials to further support HLLs in U.S. school systems. \nPresenters: \n\nLeslie Fink\, CAL\nFrancesca Di Silvio\, CAL\nJamie Morgan\, CAL\n\n\nRubric Development for Assessing Pragmatic Competence: Lessons Learned from the Professional Performance Assessment \nConstructing valid and reliable rubrics is a challenge in designing pragmatic competency assessments. Pragmatic competence is a difficult construct to operationalize (Laughlin et al.\, 2015)\, and ratings are prone to subjectivity and rater bias (Kasper & Rose\, 2002; Lee\, 2009; Taguchi\, 2015). The Professional Performance Assessment\, a locally designed assessment for specific purposes\, has successfully measured students’ workplace pragmatic competence in English using a task-specific\, checklist-style rubric based on Lukacsi’s (2020) methodology. This paper presents the development of the rubric and accompanying training\, the reliability of resulting scores\, and this assessment’s impact on stakeholders. \nSeveral steps contributed to the success of the rubric and training development process. Scoring descriptors were based on pilot testing and divided into task completion and pragmatic competence categories. The checklist was adapted to be task-specific\, as the three assessment tasks differ in both pragmatic language use and demonstrated workplace skills. Scoring anchors and justifications were developed for each task\, and raters reviewed these and completed practice items before each scoring session. All student responses were double-scored. Discrepancies of 2+ points between total scores were adjudicated among raters against detailed notes. \nThis approach has successfully differentiated between student performances and shown high levels of rater agreement\, with up to 96.1% exact and adjacent agreement on scores across tasks. However\, agreement at the descriptor level was low\, and scorers have noted a tension between the analytic rubric and the holistic nature of the pragmatic construct. This paper discusses newly adopted training considerations designed to address these concerns. \nThe success of this rubric and training shows that checklist-style task-specific rubrics and a robust training program can help assess pragmatic competence successfully. The study has implications for other assessments of pragmatic competence and highlights the usefulness of scoring methods that are highly tailored to context and task. \nPresenters: \n\nKatherine Moran\, CAL\nMathilda Reckford\, CAL\nLeslie Fink\, CAL
URL:https://www.cal.org/event/cal-staff-presentations-at-aaal/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
END:VCALENDAR