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X-WR-CALDESC:Events for Center for Applied Linguistics
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DTSTART:20220101T000000
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BEGIN:VEVENT
DTSTART;TZID=UTC:20230829T160000
DTEND;TZID=UTC:20230829T163000
DTSTAMP:20260403T181346
CREATED:20230821T155518Z
LAST-MODIFIED:20230821T161359Z
UID:22413-1693324800-1693326600@www.cal.org
SUMMARY:Critical Multiliteracies Beyond School Borders: Heritage Language Involvement in the Community
DESCRIPTION:This webinar will provide an overview of how to enhance linguistically and culturally appropriate messaging for the benefit of society at large\, for national security\, and for heritage and non-English language communities. It will explore ways in which the skills of heritage language speakers can be leveraged to develop and communicate community-specific information in emergencies and situations of critical need.
URL:https://www.cal.org/event/critical-multiliteracies-beyond-school-borders-heritage-language-involvement-in-the-community/
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20230906
DTEND;VALUE=DATE:20230907
DTSTAMP:20260403T181346
CREATED:20221206T161148Z
LAST-MODIFIED:20231008T232024Z
UID:18567-1693958400-1694044799@www.cal.org
SUMMARY:Newcomers in Your School: Cultural Connections and Instructional Strategies
DESCRIPTION:September 6th and 13th\, 2023 \nLearn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom. \nREGISTER HERE \nPlease join CAL for this engaging and interactive two-day virtual institute providing practical resources for building a welcoming environment\, both socially and instructionally\, for all students. \nIt is critical to address the unique cultural\, social\, and academic needs of newcomer youth entering U.S. schools to help them succeed in the classroom and beyond. Building on CAL’s decades of experience working with newcomers in educational and community settings\, this institute focuses on two key components for optimizing success for newcomer students in the classroom: \nParticipants will receive proven strategies and practical resources they can use right away to create a welcoming environment for newcomer students and facilitate their learning. Designed for PreK-12 teachers\, administrators\, and other practitioners who work in educational settings with newcomer students and their families\, such as social workers\, counselors\, and after-school specialists\, CAL encourages teams of colleagues to attend. \nParticipants will learn how to: \n\nRecognize the diversity of newcomers in the schools\, including special populations such as unaccompanied youth\, students with limited and interrupted formal education\, and students who have experienced displacement and migration\nIdentify their own cultural perspectives\, assumptions\, and biases\, and how these interact with others’\nInteract in culturally-relevant ways with immigrant and non-immigrant educators\, students\, and families\nUse effective approaches and instructional strategies with newcomers in the content classroom\nAccess and create ready-to-use resources for classroom instruction\n\nPresenters include CAL experts in immigrant and refugee integration and PreK-12 EL education\, building on CAL’s decades of experience in working with language learners\, immigrants\, and refugees. \nEach attendee will receive a workshop packet with materials that explicitly address how to promote welcome for newcomers within educational settings. \nQuestions? Email CAL with any questions you may have about our offerings. \nAgenda\nSeptember 6\, 2023: 9:30 am-12:30 pm & 2-3:30 pm EST\nCultural Perspectives\, Influences\, and Key Resources \n\nBuilding awareness of the diversity of newcomer students in the school\, including special populations such as\n\nunaccompanied minors\nstudents with limited and interrupted formal schooling\n\n\nIdentifying our own perspectives and how these influence our interactions\nLearning more about our students and their families\, and what they contribute to the school and the learning environment\nFostering connections among your school’s students\, families\, and teachers\, immigrants\, and non-immigrants alike\nDetermining how to apply resources in your school setting\n\nSeptember 13\, 2023: 9:30 am-12:30 pm & 2-3:30 pm EST\nAdapting Content Instruction for Newcomer Students \n\nAnalyzing how to adapt content instruction and materials to meet the needs of newcomer students\nDetermining how to promote oral language development and begin to bridge oral language skills to literacy development\nDesigning classroom activities that allow newcomers to participate in grade-level content\nAnalyzing the application of the college and career readiness standards (such as CCSS) for optimal achievement by all newcomer students\n\nSelf-Paced Content \n\nParticipants will be expected to complete 4 hours of self-paced\, asynchronous work in CAL’s Moodle platform\n\nSchedule\n\nTwo 4.5-hour synchronous\, mini-workshop sessions\, from 9:30 am-12:30 pm & 2-3:30 pm EST on September 6 and 13\, 2023.\nSelf-paced\, asynchronous content approximately 1 hour per week between September 6 and 13\, 2023.\nNote: the asynchronous portion will be available for access for one year.\n\nCost\n\nEarly bird pricing prior to Date that is 1 month before close of registration: $735 per person\nIndividual price after Date that is 1 month before close of registration: $865/person.\nSend 2 people or more and pay $735 each.\nCost includes all training materials\nRegister early\, as space is limited.\n\nCost includes the following materials*: \n\nEach attendee will receive a workshop packet with materials that explicitly address how to promote welcome for newcomers within educational settings\nLinks to digital activities\n\nVenue\nThis Institute will be held online through a combination of interactive online web conferences and through self-paced assignments to be completed in CAL’s online learning platform. \nCertificate of Completion\nParticipants will receive a CAL Certificate of Completion for 16 hours which may be used for continuing education credit. \nParticipants will receive a Digital Badge for attendance and engagement in any professional development offering facilitated by CAL’s PK-12 Language and Literacy Unit. A badge will be issued through the Credly platform as a digital representation of an experience\, learning\, or validation gained by the end of an institute or workshop. \nCAL-Credly badges can be shared and verified online easily and securely and linked to metadata that provides context and verification. They can be shared across the Internet for maximum visibility and recognition. \nIf you have questions about digital badging at CAL\, please contact us via email at credentials@cal.org or call 202-362-0700\, Monday-Friday\, 9:00 a.m. – 5:00 p.m. Eastern Time. \nPolicies\nRegistration \nREGISTER HERE \nTo reserve your seat for this institute\, please complete the online registration process. Please be aware that your seat at the workshop will only be confirmed once payment is received. If you are registering multiple participants\, please have the name\, title\, school\, and email addresses available before you begin the registration process. We encourage you to register as soon as possible as many workshops fill up quickly. \nPayment \nBefore beginning the registration process\, please determine your preferred method of payment (credit card\, check\, or purchase order). When paying by credit card using the online registration system\, your seat will be immediately confirmed\, and you will receive a confirmation email upon successful completion of the transaction. CAL accepts American Express\, Discover\, MasterCard\, and VISA. For registrations to be paid by purchase order or check\, please note that your seat will be tentatively reserved until payment is received. Once the payment is received\, you will receive a confirmation email. There will be a fee of $15.00 for each check returned as uncollectible. Purchase orders should be uploaded directly to the registration system or emailed to payables@cal.org. For payment by check\, or to pay for purchase orders\, please make payable to the Center for Applied Linguistics and mail it to: Accounts Receivable\, Center for Applied Linguistics\, 4646 40th Street NW\, Washington\, DC 20016. \nCancellation Policy \nRegistrants: We encourage participants to let CAL know as soon as possible if they do not plan to attend the session. Participants may cancel their registration and receive a full refund up to three (3) weeks prior to the institute start date by sending an email to solutions@cal.org. After that date\, no refunds will be available. However\, registrants may choose to receive the institute materials by mail\, postpone their attendance to a future CAL Institute\, or transfer the registration to another individual up to three (3) days prior to the course start date. Contact us to discuss your options. \nCAL: CAL reserves the right to cancel an event due to low enrollment or for reasons beyond our control. If we exercise this right\, we will refund any registration fees which you have paid in advance. In some instances\, registrants may have the option to transfer their registration to another event. \nFair Use of Materials\nIndividuals who have completed CAL training and workshops have permission from CAL to use materials while providing professional development to educators in their schools or school districts. These materials cannot be used to deliver fee-based services. Email CAL if you have questions about the use of CAL materials. \nQuestions?\nIf you have questions\, please contact us via email at solutions@cal.org or call 202-362-0700\, Monday-Friday\, 9 am – 5 pm Eastern Time.
URL:https://www.cal.org/event/newcomers-april2023/
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230926T160000
DTEND;TZID=UTC:20230926T163000
DTSTAMP:20260403T181346
CREATED:20230831T172958Z
LAST-MODIFIED:20230831T173034Z
UID:22494-1695744000-1695745800@www.cal.org
SUMMARY:Critical Biliteracies without Borders: Translanguaging and Culturally Sustaining Approaches
DESCRIPTION:The Sol y Agua research practice partnership is a team of teachers and administrators from El Paso Independent School District and researchers from University of Texas at El Paso\, and our work aimed to center the biliteracies and experiences US-Mexico borderland students in their learning of computer science. In this webinar we share how students’ extensive knowledge of bordercrossing and their translanguaging skills figured centrally in the team’s planning process\, but receded to the margins in practice when curriculum was piloted\, and how collaborative reflection and revision of the curriculum helped us to bring biliteracies back to the center. We share some of the ways that we did this\, identify pressures that made it difficult\, and we discuss the Continua of Biliteracy as a tool that can help keep focus on students’ biliteracies in both planning and practice.
URL:https://www.cal.org/event/critical-biliteracies-without-borders-translanguaging-and-culturally-sustaining-approaches/
CATEGORIES:Calendar of Events
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20231002
DTEND;VALUE=DATE:20231003
DTSTAMP:20260403T181346
CREATED:20231008T231341Z
LAST-MODIFIED:20231008T231341Z
UID:22871-1696204800-1696291199@www.cal.org
SUMMARY:CAL SIOP Training of Trainers Institute: Foundations
DESCRIPTION:October 2\, 16\, 23 and 30\, 2023 | Enhance your Sheltered Instruction Observation Protocol (SIOP) Model knowledge to support the delivery of effective professional development workshops at your school or district. Please join us for this engaging online version of our CAL SIOP TOT. \nCAL SIOP Training of Trainers Institute: Foundations – CAL Solutions
URL:https://www.cal.org/event/cal-siop-training-of-trainers-institute-foundations-5/
CATEGORIES:Calendar of Events
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20231009
DTEND;VALUE=DATE:20231010
DTSTAMP:20260403T181346
CREATED:20231009T031406Z
LAST-MODIFIED:20231010T201709Z
UID:22873-1696809600-1696895999@www.cal.org
SUMMARY:Leading Dual Language Programs for Student Success
DESCRIPTION:Leading Dual Language Programs for Student Success – CAL Solutions \nOctober 9–12 and 16–17\, 2023 \nLearn how to enhance or develop your dual language program based on the seven research-based strands of effective dual language education in Guiding Principles. Sign on with your leadership team and work collaboratively to make your dual language program the best it can be!
URL:https://www.cal.org/event/leading-dual-language-programs-for-student-success-6/
CATEGORIES:Calendar of Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231031T160000
DTEND;TZID=UTC:20231031T163000
DTSTAMP:20260403T181346
CREATED:20230928T000057Z
LAST-MODIFIED:20231106T210906Z
UID:22727-1698768000-1698769800@www.cal.org
SUMMARY:Educating Transnational Students: Languages and Identities across Borders
DESCRIPTION:DATE: Tue\, Oct 31\, 2023 \n\n\n\nTIME: 4:00–4:30 PM EST \n\n\n\nDETAILS: Schools in the United States are increasingly populated by students whose lives cross national borders\, both physically and virtually. These transnational students face challenges and possibilities related to their multiple languages and identities\, especially in educational spaces. This webinar explores the existing research and practices around multilingual transnational students. Our panel engages with thoughtful questions and offers creative solutions for educators and policymakers to support successful academic outcomes for transnational students. \nREGISTER HERE
URL:https://www.cal.org/event/educating-transnational-students-languages-and-identities-across-borders/
CATEGORIES:Calendar of Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20231107
DTEND;VALUE=DATE:20231108
DTSTAMP:20260403T181346
CREATED:20231008T231653Z
LAST-MODIFIED:20231221T181108Z
UID:22875-1699315200-1699401599@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies – CAL Solutions \nNovember 7\, 14\, 21\, and 28\, 2023 \nLearn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success.
URL:https://www.cal.org/event/english-learners-and-effective-multi-tiered-systems-of-support-mtss-strategies-5/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/english-learners-and-effective-multi-tiered-systems-of-support-mtss-strategies_large-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231109T150000
DTEND;TZID=UTC:20231109T160000
DTSTAMP:20260403T181346
CREATED:20231031T173840Z
LAST-MODIFIED:20231031T180051Z
UID:23262-1699542000-1699545600@www.cal.org
SUMMARY:CAL’s 8 Fundamental Principles of Effective Adult English Language Instruction
DESCRIPTION:Unlock the power of effective adult language instruction! \nCalling all passionate educators! Elevate your teaching skills and inspire your adult English learners with two FREE webinars exploring CAL’s Eight Fundamental Principles of Effective Adult Language Education. \n⭐️ Webinar 1: Principles 1–4 Nov 9\,2023 | 3:00–3:45 PM\nDiscover strategies for adult language instruction\, including learner-centeredness\, leveraging learners’ assets\, and incorporating all language modalities. Boost language proficiency with engaging classroom and virtual activities.
URL:https://www.cal.org/event/cals-8-fundamental-principles-of-effective-adult-english-language-instruction/
CATEGORIES:Calendar of Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20231113
DTEND;VALUE=DATE:20231114
DTSTAMP:20260403T181346
CREATED:20231008T231758Z
LAST-MODIFIED:20231221T180645Z
UID:22878-1699833600-1699919999@www.cal.org
SUMMARY:Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners
DESCRIPTION:Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners – CAL Solutions \nNovember 13–16 and 20–21\, 2023 \nLanguage and Literacy Instruction for Spanish/English Emergent Bilingual Learners: Linguistic Differences between Spanish and English and their Impact on Language and Literacy Instruction
URL:https://www.cal.org/event/language-and-literacy-instruction-for-spanish-english-emergent-bilingual-learners/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/lli-june2022.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231116T150000
DTEND;TZID=UTC:20231116T160000
DTSTAMP:20260403T181346
CREATED:20231031T175006Z
LAST-MODIFIED:20231031T175311Z
UID:23267-1700146800-1700150400@www.cal.org
SUMMARY:CAL’s 8 Fundamental Principles of Effective Adult English Language Instruction
DESCRIPTION:Unlock the power of effective adult language instruction! \nAdult language education instructors\, register now for TWO free webinars to elevate your teaching skills. Inspire your adult learners with techniques from CAL’s 8 Fundamental Principles of Effective Adult Language Education. \n⭐️ Webinar 2: Principles 5–8 Nov 16\, 2023 | 3:00–3:45 PM  \nEnhance your teaching with insights on comprehensible input\, developing metacognitive awareness in learners\, and creating a supportive learning environment. Build an inclusive and engaging language learning experience with a toolkit of excellent techniques. \nREGISTER TODAY!
URL:https://www.cal.org/event/cals-8-fundamental-principles-of-effective-adult-english-language-instruction-2/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/png:https://www.cal.org/wp-content/uploads/2023/10/CAL_Social_Webinar_Unlock-the-Power-of-Effective-Adult-Language-Instruction_2023-11-9-3.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20231204
DTEND;VALUE=DATE:20231205
DTSTAMP:20260403T181346
CREATED:20231008T231954Z
LAST-MODIFIED:20231221T180948Z
UID:22881-1701648000-1701734399@www.cal.org
SUMMARY:Newcomers in Your School: Cultural Connections and Instructional Strategies
DESCRIPTION:Newcomers in Your School: Cultural Connections and Instructional Strategies – CAL Solutions \nDecember 4\, 11 and 18\, 2023 \nLearn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom.
URL:https://www.cal.org/event/newcomers-in-your-school-cultural-connections-and-instructional-strategies/
CATEGORIES:Calendar of Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231205T160000
DTEND;TZID=UTC:20231205T163000
DTSTAMP:20260403T181346
CREATED:20231128T145418Z
LAST-MODIFIED:20231128T145656Z
UID:23805-1701792000-1701793800@www.cal.org
SUMMARY:Indigenous Language Reclamation
DESCRIPTION:This webinar will provide an overview of initiatives in the area of Indigenous language reclamation. Panelists will share about research projects and programs designed to support Indigenous children in connecting to language\, heritage\, and culture. Webinar attendees will hear about what Indigenous-led research says about intergenerational language learning\, land-based pedagogy\, and the importance of Indigenous languages for early childhood learning.
URL:https://www.cal.org/event/indigenous-language-reclamation/
CATEGORIES:Calendar of Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240104
DTEND;VALUE=DATE:20240105
DTSTAMP:20260403T181346
CREATED:20231010T205931Z
LAST-MODIFIED:20240125T201301Z
UID:22935-1704326400-1704412799@www.cal.org
SUMMARY:CAL SIOP Training of Trainers Institute: Advanced Coaching Strategies
DESCRIPTION:January 4\, 11\, 18\, and 25\, 2024 \nLearn effective strategies for providing job-embedded support for teachers implementing the Sheltered Instruction Observation Protocol (SIOP) Model in your schools. Please join us for this engaging online version of our 2024 CAL SIOP TOT. \nCAL SIOP Training of Trainers Institute:  Advanced Coaching Strategies
URL:https://www.cal.org/event/cal-siop-training-of-trainers-institute-advanced-coaching-strategies-5/
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/TOT-Jan-2024.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240109
DTEND;VALUE=DATE:20240110
DTSTAMP:20260403T181346
CREATED:20231011T133700Z
LAST-MODIFIED:20250225T213532Z
UID:22940-1704758400-1704844799@www.cal.org
SUMMARY:CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
DESCRIPTION:January 9–11 and January 16–18\, 2024 (six two-hour sessions) \nFoundations of CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages \nLearn SIOP methods for meeting the three pillars of dual language education: bilingualism and biliteracy\, high academic achievement\, and sociocultural competence! \nCAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
URL:https://www.cal.org/event/cal-siop-for-dual-language-programs-developing-academic-language-and-content-in-two-languages-4/
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240214
DTEND;VALUE=DATE:20240215
DTSTAMP:20260403T181346
CREATED:20231011T141834Z
LAST-MODIFIED:20240226T213224Z
UID:22949-1707868800-1707955199@www.cal.org
SUMMARY:Teaching Reading to Students Learning English: Direct Strategies
DESCRIPTION:February 14\, 21\, and 28\, 2024 \nLearn effective strategies and activities to develop English learners’ literacy skills as they develop greater language proficiency. \nPlease join us at this three-day virtual Direct Strategies Institute based on CAL’s widely used What’s Different About Teaching Reading to Students Learning English? professional development program. The training will provide participants with an understanding of the methodology and strategies for teaching English learners how to decode and gain meaning from reading as they strengthen their language skills in English. \nTeaching Reading to Students Learning English: Direct Strategies
URL:https://www.cal.org/event/teaching-reading-to-students-learning-english-direct-strategies/
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240311
DTEND;VALUE=DATE:20240312
DTSTAMP:20260403T181346
CREATED:20231011T140156Z
LAST-MODIFIED:20240305T185348Z
UID:22945-1710115200-1710201599@www.cal.org
SUMMARY:Spanish Language and Literacy Institute (en español)
DESCRIPTION:March 11–14 and 18 & 19\, 2024 \nTaller de lengua y lectoescritura en español | Spanish Language and Literacy Institute (¡en español!) \nCómo fomentar el desarrollo de la lectoescritura en español: Diferencias lingüísticas entre el español y el inglés y su impacto en la enseñanza del español | Fostering Spanish Language and Literacy Development \nAprenda estrategias efectivas basadas en investigaciones científicas para la enseñanza de la lengua y la lectoescritura en español en programas bilingües. | Learn research-based strategies to provide effective language and literacy instruction in K-8 classrooms where Spanish is the language of instruction. \nThis 15-hour institute provides research-based effective methodologies for teaching academic language and literacy in Spanish to students in K-8 in a wide variety of programs where Spanish is the language of instruction. An understanding of Spanish linguistic features frames classroom practices. \nSpanish Language and Literacy Institute (en español)
URL:https://www.cal.org/event/spanish-language-and-literacy-institute-en-espanol-3/
CATEGORIES:Calendar of Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240312T160000
DTEND;TZID=UTC:20240312T163000
DTSTAMP:20260403T181346
CREATED:20240304T161449Z
LAST-MODIFIED:20240304T162901Z
UID:24629-1710259200-1710261000@www.cal.org
SUMMARY:Teaching Multilingual Learners with Generative AI: Affordances\, Limitations\, and Policy Implications
DESCRIPTION:TITLE: Teaching Multilingual Learners with Generative AI: Affordances\, Limitations\, and Policy Implications\nDATE: March 12\, 2024\nTIME: 4:00–4:30 p.m. Eastern Standard Time \nREGISTER HERE \nDETAILS: This webinar explores how teachers can use generative artificial intelligence (GAI) to maximize access to content and agency in literacy learning for multilingual learners (MLs). Join CAL Board member Ester de Jong of the University of Colorado and CAL’s Director of PK-12 Language and Literacy\, Kia Johnson\, for an insightful conversation with Kevin Donley of Georgetown University. The speakers will discuss how AI tools\, such as ChatGPT\, can expand possibilities for teachers to practice linguistically responsive pedagogies. Listen for examples of how teachers can enhance existing scaffolds and accommodations\, create new multilingual content\, and facilitate multimodal and multilingual writing activities through student-generated text prompts\, such as generating and requesting changes to images. \nREGISTER HERE
URL:https://www.cal.org/event/teaching-multilingual-learners-with-generative-ai-affordances-limitations-and-policy-implications/
CATEGORIES:Calendar of Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240315T080000
DTEND;TZID=UTC:20240315T170000
DTSTAMP:20260403T181346
CREATED:20240315T124507Z
LAST-MODIFIED:20240315T124507Z
UID:24745-1710489600-1710522000@www.cal.org
SUMMARY:CAL Staff Presentations at NABE
DESCRIPTION:Exemplary Dual Language Bilingual Education Programs: What does it take? \nPresented by: \n\nIgone Arteagoitia\, CAL\n\nThis session reports on 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. \n________ \nThe How and Why of Dual Language Program Reviews: Making Your Program the Very Best \nPresented by: \n\nLisa Tabaku\, CAL\nIgone Arteagoitia\, CAL\n\nThis session uses the Guiding Principles for Dual Language Education to discuss the importance of conducting program reviews and provides guidance on how districts and schools can conduct reviews to enhance programs.
URL:https://www.cal.org/event/cal-staff-presentations-at-nabe-2/
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240316
DTEND;VALUE=DATE:20240317
DTSTAMP:20260403T181346
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
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240319
DTEND;VALUE=DATE:20240320
DTSTAMP:20260403T181346
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
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20240320
DTEND;VALUE=DATE:20240321
DTSTAMP:20260403T181346
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:20240321
DTEND;VALUE=DATE:20240322
DTSTAMP:20260403T181346
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:20240328
DTEND;VALUE=DATE:20240329
DTSTAMP:20260403T181346
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:20240402
DTEND;VALUE=DATE:20240403
DTSTAMP:20260403T181346
CREATED:20231011T144811Z
LAST-MODIFIED:20240402T170648Z
UID:22952-1712016000-1712102399@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION:April 2\, 9\, 16\, and 23\, 2024 \nLearn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success. \nEnglish Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
URL:https://www.cal.org/event/english-learners-and-effective-multi-tiered-systems-of-support-mtss-strategies-6/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/MTSS-April-2024.jpg
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20240411
DTEND;VALUE=DATE:20240412
DTSTAMP:20260403T181346
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:20240411
DTEND;VALUE=DATE:20240412
DTSTAMP:20260403T181346
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:20260403T181346
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:20240422
DTEND;VALUE=DATE:20240423
DTSTAMP:20260403T181346
CREATED:20231011T152408Z
LAST-MODIFIED:20240430T163814Z
UID:22955-1713744000-1713830399@www.cal.org
SUMMARY:Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners
DESCRIPTION:April 22–25 and 29 & 30\, 2024 \nLanguage and Literacy Instruction for Spanish/English Emergent Bilingual Learners: Linguistic Differences between Spanish and English and Their Impact on Language and Literacy Instruction \nLanguage and Literacy Instruction for Spanish/English Emergent Bilingual Learners \n 
URL:https://www.cal.org/event/language-and-literacy-instruction-for-spanish-english-emergent-bilingual-learners-2/
CATEGORIES:Calendar of Events,Institutes
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/Langugae-and-Literacy.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240501
DTEND;VALUE=DATE:20240502
DTSTAMP:20260403T181346
CREATED:20231011T153144Z
LAST-MODIFIED:20240430T163900Z
UID:22959-1714521600-1714607999@www.cal.org
SUMMARY:Newcomers in Your School: Cultural Connections and Instructional Strategies
DESCRIPTION:May 1\, 8 and 15\, 2024 \nLearn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom. \nNewcomers in Your School: Cultural Connections and Instructional Strategies
URL:https://www.cal.org/event/newcomers-in-your-school-cultural-connections-and-instructional-strategies-2/
CATEGORIES:Calendar of Events,Institutes
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/Newcomers-May-2024.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240513
DTEND;VALUE=DATE:20240514
DTSTAMP:20260403T181346
CREATED:20231011T154250Z
LAST-MODIFIED:20240611T140515Z
UID:22962-1715558400-1715644799@www.cal.org
SUMMARY:CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
DESCRIPTION:Monday–Thursday\, May 13–16\, and Monday & Tuesday\, May 20 & 21\, 2024 (six two-hour sessions) \nFoundations of CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages \nLearn SIOP methods for meeting the three pillars of dual language education: bilingualism and biliteracy\, high academic achievement\, and sociocultural competence! \nCAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
URL:https://www.cal.org/event/cal-siop-for-dual-language-programs-developing-academic-language-and-content-in-two-languages-5/
CATEGORIES:Calendar of Events,Institutes
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/CAL-Siop-Dual-Language-May-2024.jpg
END:VEVENT
END:VCALENDAR