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BEGIN:VEVENT
DTSTART;TZID=UTC:20250419T144500
DTEND;TZID=UTC:20250419T161500
DTSTAMP:20260403T211943
CREATED:20250417T140051Z
LAST-MODIFIED:20250501T193700Z
UID:28785-1745073900-1745079300@www.cal.org
SUMMARY:2025 AAAS Conference Roundtable—The Lapdog Syndrome: Polyethnographies of Asian Women Navigating Power and Identity
DESCRIPTION:The Lapdog Syndrome: Polyethnographies of Asian Women Navigating Power and Identity\nDate & Time: April 19\, 2025 | 2:45 – 4:15 p.m ET\nLocation: Alcott Room\, The Westin Boston Seaport District\, Boston\, MA \nPresenter(s):  \n\nChristine Montecillo Leider\, University of Massachusetts\, Lowell\nMinh Nghia Nguyen\, University of Massachusetts\, Boston\nAlisha Nguyen\, Lesley University\nDiep Nguyen\, Center for Applied Linguistics\nChristine Seon Sol Rheem\, Michigan State University\nPhitsamay Uy\, University of Massachusetts\, Lowell\nShengxiao “Sole” Yu\, Social Justice Educator\n\nDescription: \nThe Lapdog Syndrome within professional spaces posits that Asian women serve as capable experts in their respective fields yet are often called upon to do racial interlocution tasks for their white colleagues and/or administrators when conflicts between whites and non-Asian people of color emerge. Thus\, Asian women are positioned as seemingly objective and fair arbitrators of racial conflict\, a co-construction that makes them ‘raceless.’ Such interlocution work is done in relative invisibility\, further reinforcing Asian women’s peripheral and incomplete positioning as legitimate contributors to the more public endeavor of social justice work for racial solidarity.
URL:https://www.cal.org/event/2025-aaas-conference-roundtable-the-lapdog-syndrome-polyethnographies-of-asian-women-navigating-power-and-identity/
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:20250407
DTEND;VALUE=DATE:20250408
DTSTAMP:20260403T211943
CREATED:20240829T231103Z
LAST-MODIFIED:20250414T194014Z
UID:27715-1743984000-1744070399@www.cal.org
SUMMARY:CAL Spanish-English Biliteracy Instruction (¡en español!): Foundations
DESCRIPTION:April 7–10 and 14–15\, 2025 \nCómo fomentar el desarrollo de la lengua y lectoescritura: Diferencias lingüísticas entre el español y el inglés y su impacto en la enseñanza de la lengua y lectoescritura bilingüe \nThis interactive institute\, formerly known as the Spanish Language and Literacy institute\, is designed to provide participants with research-based\, effective methods for teaching academic language and literacy to students in grades K-8 in programs where students can learn in Spanish and English. Classroom practices are framed by an understanding of how Spanish and English linguistic features are the same and different. \nLEARN MORE \n 
URL:https://www.cal.org/event/span-eng-biliteracy-instruction-foundations-april2025/
CATEGORIES:Calendar of Events,Institutes
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2024/08/spanish-literacy.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20250405
DTEND;VALUE=DATE:20250406
DTSTAMP:20260403T211943
CREATED:20250403T142345Z
LAST-MODIFIED:20250414T193156Z
UID:28709-1743811200-1743897599@www.cal.org
SUMMARY:LARC 2025 Conference Presentation—Examining Alternate-Form Reliability in Adult ESL Literacy Assessments: A Case Study
DESCRIPTION:Examining Alternate-Form Reliability in Adult ESL Literacy Assessments: A Case Study\nDate & Time: April 5\, 2025 | 04:00–04:30 p.m. PDT\nLocation: California State University\, Fullerton\nPresenter(s): \n\nLeah Guo (Center for Applied Linguistics)\nAubrey Sahouria (Center for Applied Linguistics)\nLeslie Fink(Center for Applied Linguistics)\n\nDescription: \n\n\n\nOne essential quality of any good assessment is reliability\, which describes the consistency of measurement and the stability of test scores when an assessment is repeated upon a population. The Standards for Educational and Psychological Testing (AERA et al.\, 2014) stress the importance of using assessments with high reliability and provide some factors to consider with different coefficients. This presentation discusses specifically how alternate-form reliability estimates can provide more insight into score interpretation for pre- and post-instruction assessments\, especially in English as a Second Language (ESL) programs. This method for assessing reliability is superior to the test-retest method because it reduces the extent to which an individual’s memory can inflate the reliability estimate\, as may happen with a single form.\nThis study examines scores from three alternate test forms of a literacy assessment designed for use in an adult English language teaching context in the US. We investigated whether examinees would receive comparable results\, all else held constant\, when assessed by an alternate test form. Measuring the gains of participants in federally funded adult education programs that are required to report under the National Reporting System (U.S. Department of Education\, Office of Career\, Technical\, and Adult Education\, 2017). Data was collected from participants across three adult ESL programs in the US. Each participant completed two of the three possible forms of the assessment within a three-week window. Their raw scores were converted to literacy levels on the National Reporting System (NRS) Levels classification scale based on the results of a previous standard-setting study\, and the examinee’s classifications based on each form were compared. \nAlternate-form reliability was evaluated using bivariate correlations among the different forms administered to examinees. When comparing examinee performance across shared exercises across forms\, performance did not change significantly\, suggesting minimal prior exposure effects and lending credence to the reliability of the alternate test forms. Results showed reasonably high alternate-form test-retest reliability coefficients and provided good empirical evidence towards examinees obtaining comparable results between forms. Specifically\, for NRS Levels classifications for literacy\, examinee’s classifications between their two administered alternate forms were either exactly in agreement or had adjacent level agreement. This comparability is a necessary consideration in the context of standard setting and content alignment for literacy assessments.
URL:https://www.cal.org/event/larc-2025-conference-presentation-examining-alternate-form-reliability-in-adult-esl-literacy-assessments-a-case-study/
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:20250405T000000
DTEND;TZID=UTC:20250405T000000
DTSTAMP:20260403T211943
CREATED:20250403T145320Z
LAST-MODIFIED:20250414T193144Z
UID:28716-1743811200-1743811200@www.cal.org
SUMMARY:LARC 2025 Conference Presentation—PreK-8 Oral Proficiency Assessment: Free Tools and Training for Educators
DESCRIPTION:PreK-8 Oral Proficiency Assessment: Free Tools and Training for Education\nDate & Time: April 5\, 2025 | 11:00 a.m.–12:00 p.m. PDT\nLocation: LARC\, Fullerton\, CA\nPresenter(s): \n\nElyssa Sun\nJamie Morgan\nLeslie Fink\nRachel Myers\nJenna Bushton\n\nDescription: \nInterest in PK-8 world language (WL) programs has increased in recent years\, and there is a growing need for adaptable tools and training to effectively assess young learners’ oral proficiency in elementary and middle school WL programs\, including immersion or dual language programs\, heritage language programs\, and Indigenous language programs. There is a lack of appropriate assessments for use in these programs\, and educators working in these contexts often have limited access to low-cost\, self-access professional development opportunities focused on assessment and ways to integrate assessment into language teaching and learning to ensure students are being assessed on what was actually taught in the classroom. \nThis demonstration will present the Student Oral Proficiency Assessment (SOPA) Training Program\, a free\, self-access online training program for an oral proficiency assessment for PK-8 WL learners in the United States.\nThe SOPA Training Program was developed with a three-year grant from the International Research and Studies Program of the U.S. Department of Education. It includes a series of seven interactive\, web-based modules (including a rating practice module)\, a resource library with additional documents and supports\, and a video library with additional sample SOPA administrations in English\, Spanish\, and Mandarin Chinese. The SOPA is a paired oral interview assessment tool that measures speaking and listening performance using a rating scale based on the ACTFL Proficiency Guidelines. Once educators are trained\, the SOPA is free to use as an accessible\, effective\, and reliable way of measuring student language growth and outcomes. \nThe purpose of the training program is to provide a sustainable and cost-effective way to train educators to administer and rate the SOPA; to strengthen language assessment in Spanish and Mandarin\, two of the most commonly taught languages in PK-8 programs\, by providing specific resources for these languages; and to increase positive washback to the classroom and build capacity in programs by deepening educators’ understanding of best practices for using proficiency-based assessment\, which can then be applied to formative assessment practices and classroom instruction. \nTo ensure training program materials are accessible\, engaging\, and produce reliable results\, the design process involved educator input and involvement at multiple stages\, including via virtual focus groups at the beginning of the project\, during the project when collecting videos onsite\, and at the end when piloting the program before it launched. The product was also developed using expert input from an external evaluator\, who completed annual evaluations to help ensure the high quality of materials and that project operations and processes supported program objectives.\nBy providing free\, flexible\, computer-based training with sample assessment videos and adaptable rating practice materials\, the SOPA Training Program fills a gap in assessment tools and training for PK-8 WL programs. It provides educators with immediate results\, makes it possible to individualize assessment practices to best meet the needs of their students and classroom\, and allows the opportunity to tailor the assessment to specific program goals and objectives\, ensuring better alignment and integration with teaching and learning that will improve overall effectiveness and success of programs.
URL:https://www.cal.org/event/larc-2025-conference-presentation-prek-8-oral-proficiency-assessment-free-tools-and-training-for-educators/
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:20250404T000000
DTEND;TZID=UTC:20250404T000000
DTSTAMP:20260403T211943
CREATED:20250403T143706Z
LAST-MODIFIED:20250414T193214Z
UID:28713-1743724800-1743724800@www.cal.org
SUMMARY:LARC 2025 Conference Presentation—Investigating Convergent Validity Evidence of an English Literacy Test
DESCRIPTION:Investigating Convergent Validity Evidence of an English Literacy Test\nDate & Time: April 4\, 2025 | 05:00–05:30 p.m. PDT\nLocation: LARC\, Fullerton\, CA\nPresenter(s): \n\nYage Leah Guo (Center for Applied Linguistics)\nReshmi Kompakha\nRachel Myers\nAnna Zilberberg\n\nDescription: \nBuilding a validity argument involves examining the relationships between test scores and other measures intended to assess the same or similar constructs\, providing convergent validity evidence for the test score interpretations (AERA\, APA\, NCME\, 2014).  This paper presents such convergent validity evidence in support of the claims made based on the scores from an English literacy assessment. \nDesigned in alignment with the 2017 National Reporting System Educational Functioning Levels (NRS EFLs)\, this literacy test is composed of Reading items and Writing tasks that are presented to examinees in an integrated manner\, organized into thematic exercises reflecting the domains and topic areas commonly addressed in adult ESL programs. Scale scores on this literacy test are interpreted in terms of the 2017 NRS EFLs and are used for NRS reporting. The following external variables measuring similar or related constructs were used to investigate convergent validity: (1) test scores of another standardized measure of Reading and Writing among adult ELLs (Avant STAMP Pro)\, (2) existing program placement\, and (3) teacher judgments of examinees’ English proficiency. A total of 67 students from one adult ESL program in Texas participated in the study. The relationships between the literacy test and each one of these measures are briefly described next. \nAvant STAMP Pro Reading and Writing sections were chosen as measures of similar constructs to the literacy test in question. AVANT Stamp Pro provides proficiency level scores according to the ACTFL proficiency scale (ACTFL\, 2012). We examined the relationship between the literacy test scale scores and the classifications based on STAMP Pro by examining the average literacy scale score of examinees performing at each STAMP Pro Level\, separately for Reading and Writing. In addition\, Spearman rank-order correlations (in terms of classifications into ACTFL and NRS levels\, respectively for each assessment)\, were examined. As expected\, the average scale scores on the literacy test gradually increased as the corresponding Level of STAMP Pro increased\, and the correlations were moderate (0.63 – 0.65). These results suggest a moderately strong relationship between the literacy test and the STAMP Pro test and support the claim that the literacy test assesses English language proficiency. When it comes to program class placement\, students were divided into three different class levels\, and correlations between class level and scale score on the literacy assessment were calculated. The relationships were of moderate strength\, as expected. When it comes to teacher judgments\, we used a single estimate of the students’ overall reading and writing proficiency levels according to the 2017 NRS EFLs. For 82% of examinees\, there was an exact or adjacent agreement between teacher judgments and literacy test scores\, both for reading and writing sections. \nIn summary\, the present study provides robust convergent validity evidence for the literacy test’s ability to measure reading and writing proficiency among a population of adult English language learners and place examinees in a hierarchical fashion according to a proficiency framework.
URL:https://www.cal.org/event/larc-2025-conference-presentation-investigating-convergent-validity-evidence-of-an-english-literacy-test/
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:20250403T000000
DTEND;TZID=UTC:20250403T000000
DTSTAMP:20260403T211943
CREATED:20250403T143132Z
LAST-MODIFIED:20250414T193229Z
UID:28711-1743638400-1743638400@www.cal.org
SUMMARY:LARC 2025 Conference Presentation—EAP in China: Connecting Instruction and Assessment through Teacher Professional Development
DESCRIPTION:Inv\nDate & Time: April 3\, 2025 | 01:300–02:30 p.m. PDT\nLocation: LARC\, Fullerton\, CA\nPresenter(s): \n\nMeg Montee\nElyssa Sun\nJenna Bushton\n\n 
URL:https://www.cal.org/event/larc-2025-conference-presentation-eap-in-china-connecting-instruction-and-assessment-through-teacher-professional-development/
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:20250403T000000
DTEND;TZID=UTC:20250403T000000
DTSTAMP:20260403T211943
CREATED:20250403T133937Z
LAST-MODIFIED:20250414T193245Z
UID:28706-1743638400-1743638400@www.cal.org
SUMMARY:LARC 2025 Conference Presentation—Comparability of Computer-Based and Print-Based Testing Modalities of a Scripted Oral English Language Proficiency Assessment
DESCRIPTION:Comparability of Computer-Based and Print-Based Testing Modalities of a Scripted Oral English Language Proficiency Assessment\nDate & Time: April 3\, 2025 | 11:00–11:30 a.m. PDT\nLocation: California State University\, Fullerton\nPresenter(s): \n\nYage Leah Guo (Center for Applied Linguistics)\nReshmi Kompakha (Center for Applied Linguistics)\nElyssa Sun (Center for Applied Linguistics)\nAnna Zilberberg (Center for Applied Linguistics)\n\nDescription: \nA robust validity argument for test score interpretations must include a careful examination of potential sources of construct-irrelevant variance (CIV) caused by processes that are extraneous to the test’s intended purpose (AERA\, APA\, NCME\, 2014; Guidelines for Technology-Based Assessments\, 2022). When different assessment modalities (such as print-based and computer-based) are used concurrently\, it is essential to ensure that the modality itself does not become a source of CIV and that the test scores achieved via different modalities remain comparable (Lottridge et al.\, 2010). \nThe current study examined score comparability between two versions of an Oral English Language Proficiency Assessment designed for adults learning English in the U.S.: a computer-adaptive multi-stage test (MST) version and a semi-adaptive print-based test (PBT) version. Both versions are currently used by adult education ESL programs throughout the nation to track examinee progress\, make placement decisions\, and report results via the National Reporting System (NRS). This English test is a complex performance assessment of integrated listening and speaking skills and currently exists in two forms\, with two versions (MST and PBT) of each form. Both versions of the same form contain the same tasks\, measuring NRS Educational Functioning Levels 1 through 4. The main difference is that in the MST\, the underlying IRT-based computer algorithm decides which level of tasks (Level 1\, 2\, 3\, or 4) is appropriate for the examinee after each stage\, based on the current estimate of the examinee’s ability\, while in the PBT\, that decision is made by the test administrator only once\, after the seven questions drawn from MST Stage 1 and Stage 2 that comprise the locator have been administered. \nA total of 46 adult learners of English\, representing a range of English proficiency levels\, took the test twice\, once with MST Form 1 and once with PBT Form 2. The demographic breakdown of the sample was similar to those of ESL programs nationwide (U.S. Department of Education\, 2020a). Two trained test administrators participated in the study. All tests were administered and recorded via Zoom. Results indicated that there was no effect of form administration order as examinees performed similarly regardless of whether they took a certain form first or second. The average scale scores of the two performances across the two different test versions were very close; the correlation between the two sets of scores was very high (0.97)\, and the paired-difference mean was small and non-significant. Furthermore\, 100% of cases were assessed to be in the same or adjacent NRS level classification based on the performances on MST and PBT test versions. In summary\, the results of this comparability study suggest that examinees were not disadvantaged by taking one version or another and that both MST and PBT test versions produce comparable results.
URL:https://www.cal.org/event/larc-2025-conference-presentation-comparability-of-computer-based-and-print-based-testing-modalities-of-a-scripted-oral-english-language-proficiency-assessment/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/04/GettyImages-1496377921.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250402T122000
DTEND;TZID=UTC:20250402T133000
DTSTAMP:20260403T211943
CREATED:20250312T154650Z
LAST-MODIFIED:20250403T134144Z
UID:28577-1743596400-1743600600@www.cal.org
SUMMARY:COABE 2025 Conference Presentation— Stepping into the Future of Adult English Oral Proficiency Assessment: BEST Plus 3.0
DESCRIPTION:Stepping into the Future of Adult English Oral Proficiency Assessment: BEST Plus 3.0\nDate & Time: April 2\, 2025 | 12:20–1:30 p.m. Central Time\nLocation: Sanger B\, COABE\, Dallas\, TX\nPresenter(s): \n\nAnna Zilberberg (Center for Applied Linguistics)\nElyssa Sun (Center for Applied Linguistics)\nAmya McKoy (Center for Applied Linguistics)\n\nDescription:\nRecent calls for increased rigor in adult education led to the release of revised National Reporting System (NRS) Educational Functioning Level (EFL) Descriptors for English as a Second Language (ESL). This prompted the development of a new generation of adult ESL assessments aligned with these standards. One such test is BEST Plus 3.0 – a face-to-face oral interview that measures interpersonal communication skills of adult ESL learners in the U.S. Measuring a full spectrum of ESL oral proficiency from NRS 1-6\, BEST Plus 3.0 is a short and practical test that has been approved by the U.S. Department of Education and meets the NRS accountability needs. \nThis presentation will provide an overview of BEST Plus 3.0 and introduce all the new features of the assessment\, including brand-new item types that measure proficiency at the most advanced level and a cutting-edge software with user-friendly features and cloud-based data storage. To better assist programs in this transitional phase\, we will also share different training options and guidance for test administrators on making the best out of the training materials. \nJoin us to gain a comprehensive understanding of transitioning to the new BEST Plus 3.0 and ensuring your program’s excellence.
URL:https://www.cal.org/event/coabe-2025-conference-presentation-stepping-into-the-future-of-adult-english-oral-proficiency-assessment-best-plus-3-0/
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:20250401T165000
DTEND;TZID=UTC:20250401T180000
DTSTAMP:20260403T211943
CREATED:20250312T154152Z
LAST-MODIFIED:20250403T135055Z
UID:28575-1743526200-1743530400@www.cal.org
SUMMARY:COABE 2025 Conference Presentation—Test Disposal 101: Assessment Industry Gold Standards and Tips from Practitioners
DESCRIPTION:Test Disposal 101: Assessment Industry Gold Standards and Tips from Practitioners\nDate & Time: April 1\, 2025 | 4:50–6:00 p.m. Central Time\nLocation: Moreno A\, COABE\, Dallas\, TX\nPresenter(s): \n\nAnna Zilberberg (Center for Applied Linguistics)\nAmya McKoy (Center for Applied Linguistics)\nElyssa Sun (Center for Applied Linguistics)\nOlga Escamilla (Texas A&M University–TCALL)\n\nDescription:\nRecent calls for increased rigor in adult education led to the release of revised National Reporting System (NRS) Educational Functioning Level (EFL) Descriptors for English as a Second Language (ESL). This prompted the development of a new generation of adult ESL proficiency assessments aligned with these standards\, necessitating a transition in adult education programs. Practitioners often question what to do with expired test materials during this transition. \nUsing an example of the BEST assessments developed by the Center for Applied Linguistics (CAL) and widely used by adult education programs including the Texas Center for the Advancement of Literacy & Learning (TCALL)\, this presentation will delve into the essential practices and assessment industry gold standards for when and how to dispose of obsolete tests. Guided by the International Test Commission’s Guidelines for the Disposal of Secure Psychological Test Materials (2014)\, we will discuss the criteria for obsolescence\, the importance of avoiding premature disposal\, and proper disposal methods to maintain test security. \nJoin us to gain a comprehensive understanding of handling obsolete assessment instruments and various disposal strategies\, enhance your professional practices\, and ensure that your adult education program meets the highest standards of ethical responsibility related to test use.
URL:https://www.cal.org/event/coabe-2025-conference-presentation-test-disposal-101-assessment-industry-gold-standards-and-tips-from-practitioners/
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:20250401T125000
DTEND;TZID=UTC:20250401T140000
DTSTAMP:20260403T211943
CREATED:20250312T153400Z
LAST-MODIFIED:20250403T134154Z
UID:28571-1743511800-1743516000@www.cal.org
SUMMARY:COABE 2025 Conference Presentation—Effective Differentiation and Scaffolding Strategies for Your NRS Standards-Aligned Classroom
DESCRIPTION:Effective Differentiation and Scaffolding Strategies for Your NRS Standards-Aligned Classroom\nDate & Time: April 1\, 2025 | 12:50–2:00 p.m. Central Time\nLocation: Gaston A\, COABE\, Dallas\, TX\nPresenter(s): \n\nKate Moran (Center for Applied Linguistics)\nMathilda Reckford (Center for Applied Linguistics)\n\nDescription:\nAligned to OCTAE’s new NRS standards\, this presentation equips adult English educators with practical strategies for effective differentiation and scaffolding in multi-level classrooms and is a preview of a self-paced online course available through the Center for Applied Linguistics. \nGuidance will be provided on adapting and creating materials to meet the needs of learners from Beginning ESL Literacy to Advanced ESL while also promoting learning across all three NRS domains: interpretive\, productive\, and interactive. \nParticipants will explore three types of scaffolding (verbal\, instructional\, and procedural)\, learning how to implement\, adapt\, and gradually remove scaffolds in their lessons. Using NRS standards\, the presentation will explore how to support students’ growth between levels\, focusing on skills such as identifying main ideas\, constructing claims\, and participating in discussions appropriate to each level. \nBy the presentation’s end\, participants will understand how to apply the principles of differentiation and scaffolding effectively to support language learning for adult English learners. Interested participants can engage with this topic at a deeper level by enrolling in the Scaffolding and Differentiation for Adult English Learners course available online through the Center for Applied Linguistics.
URL:https://www.cal.org/event/coabe-2025-conference-presentation/
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:20250331T150000
DTEND;TZID=UTC:20250331T161000
DTSTAMP:20260403T211943
CREATED:20250312T152837Z
LAST-MODIFIED:20250403T134901Z
UID:28569-1743433200-1743437400@www.cal.org
SUMMARY:COABE 2025 Conference Presentation—Transforming Adult English Literacy Assessment: Introducing BEST Literacy 2.0
DESCRIPTION:Transforming Adult English Literacy Assessment: Introducing BEST Literacy 2.0\nDate & Time: March 31\, 2025 | 3:00–4:10 p.m. Central Time\nLocation: Sanger B\, COABE\, Dallas\, TX\nPresenter(s): \n\nElyssa Sun (Center for Applied Linguistics)\nAmya McKoy (Center for Applied Linguistics)\nAnna Zilberberg (Center for Applied Linguistics)\n\nDescription:\nRecent calls for increased rigor in adult education led to the release of revised National Reporting System (NRS) Educational Functioning Level (EFL) Descriptors for English as a Second Language (ESL). This prompted the development of a new generation of adult ESL assessments aligned with these standards. One such test is BEST Literacy 2.0\, a print-based assessment that uses a variety of tasks to measure adult English language learners’ ability to read and write in English. Specifically crafted with modern adult learners in mind\, BEST Literacy 2.0 has been approved for use by the U.S. Department of Education for NRS accountability reporting through July 13\, 2030. \nThis presentation will first introduce the test design of BEST Literacy 2.0\, followed by an overview of the rigorous test development and validations steps undertaken for BEST Literacy 2.0. Through sharing example items and tasks in an interactive activity\, we will highlight the improvements and innovations in BEST Literacy 2.0. To better assist programs in this transitional phase\, we will also share different training options available for BEST Literacy 2.0. \nJoin us to discover best practices for integrating BEST Literacy 2.0 into your program\, from initial training to ongoing administration\, to ensure a seamless transition.
URL:https://www.cal.org/event/coabe-2025-conference-presentation-transforming-adult-english-literacy-assessment-introducing-best-literacy-2-0/
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:20250325T100000
DTEND;TZID=UTC:20250325T120000
DTSTAMP:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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;VALUE=DATE:20250310
DTEND;VALUE=DATE:20250311
DTSTAMP:20260403T211943
CREATED:20240829T221222Z
LAST-MODIFIED:20250312T151851Z
UID:27713-1741564800-1741651199@www.cal.org
SUMMARY:Leading Dual Language Programs for Student Success
DESCRIPTION:March 10–13 and 17–18\, 2025 \nLearn how to enhance or develop your dual language program based on the seven research-based strands of effective dual language education in the CAL publication Guiding Principles for Dual Language Education (Howard et al.\, 2018). Sign up with your leadership team and work collaboratively to make your dual language program the best it can be! \nLEARN MORE
URL:https://www.cal.org/event/leading-dual-language-march2025/
CATEGORIES:Calendar of Events,Institutes
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/solutions-leading-dl-programs-1024x683-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20250303
DTEND;VALUE=DATE:20250304
DTSTAMP:20260403T211943
CREATED:20240829T215207Z
LAST-MODIFIED:20250312T151801Z
UID:27711-1740960000-1741046399@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION:March 3\, 10\, 24\, and 31\, 2025 \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. \nLEARN MORE \n 
URL:https://www.cal.org/event/mtss-march2025/
CATEGORIES:Calendar of Events,Institutes
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:20250227T082000
DTEND;TZID=UTC:20250227T092000
DTSTAMP:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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:20260403T211943
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
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END:VCALENDAR