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DTSTART;TZID=UTC:20220823T160000
DTEND;TZID=UTC:20220823T163000
DTSTAMP:20260416T174231
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SUMMARY:The Path to Language Justice: A Conversation on the Strategic Role of Plain Language
DESCRIPTION:The Research to Policy Webinar series continues with the latest exciting installment. \nOver the past two decades\, we’ve seen major progress on language access in health care across the country. It’s time to take stock and assess where we are: on the path to language justice or have we simply achieved greater compliance with state and federal mandates? How are health care institutions being responsive to the languages and cultures of families they serve? Is there a strategic role for plain language to move us forward? \nDuring this live 30-minute webinar\, CAL’s Anthony Tassi interviews two leaders in the movement for language justice from very different backgrounds. Theodore Moore is the Vice President of Policy at the New York Immigration Coalition\, an alliance of more than 200 immigrant and refugee groups. Moore\, and the movement he leads\, has achieved significant local policy and funding wins for language access. Maricel G. Santos\, Ed.D.\, is a professor of English at San Francisco State University and a nationally-recognized expert in health literacy. Her research explores how adult learners can serve as agents of change in health care and how their participation in adult literacy classes acts as a health-protective factor. \nClick here to register for this event today!
URL:https://www.cal.org/event/the-path-to-language-justice-a-conversation-on-the-strategic-role-of-plain-language/
CATEGORIES:Calendar of Events,English Learners,Immigrant and Refugee Integration,Immigrants and Newcomers
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BEGIN:VEVENT
DTSTART;TZID=UTC:20210714T120000
DTEND;TZID=UTC:20210714T130000
DTSTAMP:20260416T174231
CREATED:20220112T004215Z
LAST-MODIFIED:20220706T011955Z
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SUMMARY:Educating America’s Emerging Multilingual Learners: Congressional Briefing
DESCRIPTION:This event has passed. \n\nView the recording of this webinar here (~60 minutes)\nSlides and handouts are here.\n\n\nOn July 14\, 2021\, the Center for Applied Linguistics organized a distinguished group of national experts in multilingual education to present to Congressional members and staffer on the importance of Educating America’s Emerging Multilingual Learners. \nEvent Description: \nFor too long\, the needs of the nation’s 5 million emerging multilingual learners (also labeled “English Learners”) have been overlooked\, resulting in disproportionately inadequate funding and insufficient academic progress. Multilingualism is an asset – to the nation and to the individual learner – and we should recognize emerging multilingual learners for the strengths they bring to all learning environments. \nTitle III of the Elementary and Secondary Education Act of 1965 (ESEA) was established to ensure that federal funds support the education of English learners (ELs). Between 2001 and 2017\, the EL population grew by 28.1%. However\, when adjusting for inflation\, Title III funding has actually decreased by 12.3% since 2010.  \nFinally\, the benefits of multilingualism and biliteracy have been amply documented by the research community. Students who achieve biliteracy by the time they leave high school have higher graduation rates\, higher GPAs\, higher matriculation rates\, have higher college completion rates\, and earn more over the course of their careers than their monolingual peers. \nMoreover\, the United States depends on its multilingual citizenry to meet crucial operational requirements in national security\, to staff American businesses working globally\, and to provide language access to more than 65 million Americans who speak a language other than English at home. Ensuring the education of our emerging multilingual learners is a vital national interest.  \nPanelists: \nPeggy McLeod Ed.D\, moderator \nPeggy is the Deputy Vice President for Education and Workforce Development at UnidosUS (formerly known as the National Council of La Raza)\, where she oversees all education and workforce development programs\, including charter school networks. Read more. \nDr. Keira Ballantyne \nDr Keira Ballantyne is the Vice President for Programs at the Center for Applied Linguistics. Keira has more than fifteen years’ experience as an applied linguist at the intersection of language and culture in the United States. Her work has focused on practical applications of research in instruction\, professional development\, and assessment. Read more. \nDr. Eugene Garcia \nDr. Gene García is a Professor Emeritus at Arizona State University (ASU). He served as the director of bilingual education and minority languages affairs in the U.S. Department of Education from 1993 to 1995. Dr. García has published extensively in the area of language teaching and bilingual development authoring and/or co-authoring over 200 articles and book chapters along with 14 books. Read more. \nGabriela Uro \nGabriela Uro is the Director for English Language Learner Policy and Research for the Council of the Great City Schools\, where she is responsible for all matters pertaining to English Language Learners (ELLs). Read more. \n### \nContact: Trey Calvin\, Communications Director\, (tcalvin@cal.org)
URL:https://www.cal.org/event/educating-america-s-emerging-multilingual-learners/
CATEGORIES:Calendar of Events,Immigrant and Refugee Integration,Language Planning and Policy,U.S. Educational Language Policy
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BEGIN:VEVENT
DTSTART;TZID=UTC:20200917T140000
DTEND;TZID=UTC:20200917T153000
DTSTAMP:20260416T174231
CREATED:20220112T013158Z
LAST-MODIFIED:20220706T012556Z
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SUMMARY:Identifying and Serving the Unique Needs of the Immigrant and Refugee Populations in the US and throughout the World
DESCRIPTION:Visit the Website \nAbout the Panel \nCAL is bringing together key thought leaders to discuss the challenges educators\, researchers and policy makers face of identifying and serving the immigrant and refugee populations within the United States and throughout the world. \nAlthough the students from countries outside of the United States continue to experience ever increasing restrictions in entrance and access to the United States\, the needs and demands continue and those serving the population require support and accurate information. \nAdditionally\, the refugee and immigrant populations outside of the United States are experiencing equally dire restrictions and living conditions. Like their U.S. counterparts\, world support organizations need accurate information and avenues of access to raise awareness and have a chance to address the needs of the population. \n\nPanel Members: \n\nShirley Brice Heath\, Ph.D.\, Stanford University\, Noted scholar and dear friend of the Center for Applied Linguistics\nMartha Bigelow\, Ph.D.\, University of Minnesota\, 2020 CAL Charles Ferguson Award Winner\nNancy Hornberger\, Ph.D.\, University of Pennsylvania\, 2020 CAL Board of Trustees Member & 2019 CAL Charles Ferguson Award Winner\nFatima Zahra\, Ph.D.\, Lakshmi Mittal & Family South Asia Institute Post-Doctoral Fellow\, Harvard University\, Special Guest\nRoberta Miceli\, M.A.\, Interim Vice President\, Center for Applied Linguistics\, Panel Host\n\n\nAbout the panelists: \nShirley Brice Heath\, Ph.D. \nShirley Brice Heath\, linguistic anthropologist\, studies learners across the life span in non-formal environments of learning. She gives primary focus to the ways in which speakers\, young and old\, learn the structures and uses of language as well as the attitudes\, gestures\, and interactional ways called for in learning environments of all types. In community arts organizations\, she has examined the learning outcomes that result when youth living in under-resourced communities participate in planning\, creating\, producing\, and critiquing products and performances. Within community sites dedicated to involving young people in sustained science learning\, she has given special attention to the ways in which science learning demands close analysis of visual detail\, trial and error\, sketching and modeling projects\, and strategic problem-solving. In her research on families\, friendship groups\, and community organizations\, she studies how responsible roles accelerate desires for organizational\, scientific\, and mathematical knowledge. \nShe is the author of Words at work and play: three decades in families and communities (2012) and the classic Ways with Words: Language\, life\, and work in communities and classrooms (Cambridge University Press\, 1983/1996). Heath has taught at universities throughout the world\, most notably Stanford University and Brown University\, and as Visiting Research Professor at King’s College\, University of London. \nMartha Bigelow\, Ph.D. \nDr. Bigelow is internationally known for her work in education\, applied linguistics\, and cultural studies. Although she has focused mainly on the language learning and schooling of adolescent refugees from East Africa\, she is deeply invested in the schooling of all language learners as they learn in home\, community and school settings. Dr. Bigelow also investigates teacher education experiences and classroom pedagogies that support equity and access in education. Dr. Bigelow earned her Ph.D. at Georgetown University with a major in Applied Linguistics in 2001 and joined the faculty at the University of Minnesota in the same year. As a prolific author and recipient of numerous awards\, Dr. Bigelow embodies Ferguson’s commitment to academic rigor and his global vision about the importance of language learning\, access\, and equity. \nNancy Hornberger\, Ph.D. \nDr. Hornberger is a Professor in the Educational Linguistics Division of the Graduate School of Education\, University of Pennsylvania. She is internationally known for her work in bilingualism and biliteracy\, ethnography and language policy\, and Indigenous language revitalization. She researches\, lectures\, teachers\, and consults regularly on multilingual education policy and practice in the United States and the Andes (Peru\, Bolivia\, and Ecuador) and has also worked in Brazil\, China\, Mexico\, Singapore\, South Africa\, Sweden and other parts of the world. Dr. Hornberger investigates language and education in culturally and linguistically diverse settings\, combining methods and perspectives from educational anthropology linguistic anthropology\, and sociolinguistics. \nFatima Zahra\, Ph.D. \nDr. Zahra is a postdoctoral research fellow for the Lakshmi Mittal and Family South Asia Institute at Harvard University. In this role\, she is committed to devising public polices to enhance employment and education opportunities for women\, refugees and other marginalized groups in South Asia. She is currently working with the local community at the Rohingya refugee camps to improve the mental and physical wellbeing of refugees. In collaboration with NGOs\, she is also working on designing interventions to enhance education and health outcomes of women and children by leveraging mobile technologies in these camps in Bangladesh.
URL:https://www.cal.org/event/2020-panel-discussion/
CATEGORIES:Calendar of Events,Immigrant and Refugee Integration,Immigrant Integration
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