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X-WR-CALNAME:Center for Applied Linguistics
X-ORIGINAL-URL:https://www.cal.org
X-WR-CALDESC:Events for Center for Applied Linguistics
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DTSTART:20230101T000000
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BEGIN:VEVENT
DTSTART;TZID=UTC:20250219T144000
DTEND;TZID=UTC:20250219T170000
DTSTAMP:20260403T181545
CREATED:20250210T213147Z
LAST-MODIFIED:20250225T213720Z
UID:28319-1739976000-1739984400@www.cal.org
SUMMARY:NAELPA Conference Presentation—Centering Multilingual Learners to Ensure Equity in Literacy Instruction: Integrating Research\, Policy\, and Practice
DESCRIPTION:Centering Multilingual Learners to Ensure Equity in Literacy Instruction: Integrating Research\, Policy\, and Practice \n\nDate & Time: February 19\, 2025 | 2:40 PM\nLocation: Techwood Room\nPresenters:\n\nEster de Jong (University of Colorado-Denver)\nMartha Hernandez (Californians Together)\nDiep Nguyen (Center for Applied Linguistics)\nJulie Sugarman (Migration Policy Institute)\n\n\nDescription:\n“States and districts face challenges implementing literacy policies and programs that are appropriate and beneficial for multilingual learners. A panel will share their perspectives and efforts to bring attention to the impact of adopted policies and practices that marginalize MLs. They will describe the landscape of policymaking and implementation that impacts MLs. Panelists will also share research-based findings on culturally and linguistically appropriate literacy practices for MLs.”
URL:https://www.cal.org/event/centering-multilingual-learners-to-ensure-equity-in-literacy-instruction-integrating-research-policy-and-practice/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1432242307-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20250127
DTEND;VALUE=DATE:20250128
DTSTAMP:20260403T181545
CREATED:20240829T212408Z
LAST-MODIFIED:20250210T204723Z
UID:27708-1737936000-1738022399@www.cal.org
SUMMARY:Spanish-English Biliteracy Instruction: Advanced
DESCRIPTION:January 27–30 and February 3–4\, 2025 \nDig deep into the Spanish and English language systems and structures to promote students’ metalinguistic awareness ability and the use of their full linguistic repertoires! \nThis new institute is designed to help participants deepen their knowledge about similarities and differences between Spanish and English and enhance their biliteracy instruction and coaching in programs where content is delivered in Spanish and English\, such as dual language and transitional bilingual education programs. \nLEARN MORE
URL:https://www.cal.org/event/span-eng-biliteracy-instruction-advanced-jan2025/
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;VALUE=DATE:20250122
DTEND;VALUE=DATE:20250123
DTSTAMP:20260403T181545
CREATED:20240829T204433Z
LAST-MODIFIED:20250116T170556Z
UID:27706-1737504000-1737590399@www.cal.org
SUMMARY:Teaching Reading to Students Learning English: Direct Strategies
DESCRIPTION:January 22\, 29\, and February 5\, 2025 \nLearn effective strategies and activities to develop English learners’ literacy skills as they develop language proficiency. \nLEARN MORE
URL:https://www.cal.org/event/whats-different-jan2025/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/Teaching-Reading-Feb-2024.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20250109
DTEND;VALUE=DATE:20250110
DTSTAMP:20260403T181545
CREATED:20240829T202042Z
LAST-MODIFIED:20250116T170443Z
UID:27703-1736380800-1736467199@www.cal.org
SUMMARY:CAL SIOP Training of Trainers: Advanced Coaching Strategies
DESCRIPTION:January 9\, 16\, 23\, and 30\, 2025 \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 2025 online version of our CAL SIOP TOT. \nLEARN MORE \n 
URL:https://www.cal.org/event/cal-siop-tot-advanced-jan2025/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/TOT-Jan-2024.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241203
DTEND;VALUE=DATE:20241204
DTSTAMP:20260403T181545
CREATED:20240828T203417Z
LAST-MODIFIED:20241213T230438Z
UID:27701-1733184000-1733270399@www.cal.org
SUMMARY:Newcomers in Your School: Cultural Connections and Instructional Strategies
DESCRIPTION:December 3\, 10\, and 17\, 2024 \nLearn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom. \nPlease join CAL for this engaging and interactive three-day virtual institute providing practical resources for building a welcoming environment\, both socially and instructionally\, for all students. \nLEARN MORE \n 
URL:https://www.cal.org/event/newcomers-december2024/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/solutions-newcomers-in-your-school-1024x682-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241202
DTEND;VALUE=DATE:20241203
DTSTAMP:20260403T181545
CREATED:20240828T201309Z
LAST-MODIFIED:20241129T210958Z
UID:27699-1733097600-1733183999@www.cal.org
SUMMARY:CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
DESCRIPTION:December 2–5 and 9–10\, 2024 \nLearn SIOP methods for meeting the three pillars of dual language education: bilingualism and biliteracy\, high academic achievement\, and sociocultural competence! \nLEARN MORE \n 
URL:https://www.cal.org/event/cal-siop-dlp-december2024/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/CAL-Siop-Dual-Language-May-2024.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241112
DTEND;VALUE=DATE:20241113
DTSTAMP:20260403T181545
CREATED:20241030T170107Z
LAST-MODIFIED:20241030T171405Z
UID:28054-1731369600-1731455999@www.cal.org
SUMMARY:CAL's Activities at La Cosecha
DESCRIPTION:Pre-Conference Institute \nFocusing on Similarities and Differences Between Spanish and English to Promote Students’ Metalinguistic Awareness \nFacilitator:  Igone Arteagoitia\, Center for Applied Linguistics\, Dual Language and Multilingual Education \nDate: November 13\, 2024 \nThis session will provide participants with the opportunity to enhance their knowledge of Spanish and English language systems and structures\, and examine similarities and differences between them as they relate to: \n\nPhonology and orthography (sound-letter correspondences)\nMorphology and the lexicon (word parts and vocabulary)\nSyntax (sentence structure)\nDiscourse (language use beyond the sentence)\n\nAt the end of the session\, participants will be able to identify systems and structures of Spanish and English and use methods for teaching similarities and differences between the two languages that promote students’ metalinguistic awareness. Practical classroom-based instructional strategies and opportunities to put them into practice are embedded throughout the session. \nLearn more here: Pre-Conference Institutes | La Cosecha Conference \nSponsor Session \nFacilitator:  Igone Arteagoitia\, Center for Applied Linguistics\, Dual Language and Multilingual Education \nDate: November 14\, 2024 \nMaking your Program the Best it Can Be Santa Fe Community Convention Center – Coronado/DeVargas Igone Arteagoitia I Research Scientist\, Center for Applied Linguistics The Center for Applied Linguistics (CAL) receives many requests to provide professional development (PD) to district and school leadership and teachers to enhance their DL programs; but how do requestors know what kind of PD will serve their DL staff best and whether PD without attention to other program factors will achieve change? Learn how CAL conducts evaluations framed by equity\, using the Guiding Principles for Dual Language Education (Howard et al.\, 2018) as the theoretical framework and the third pillar of Sociocultural Competence as the compass. Framed by equity\, this session from the Center for Applied Linguistics will share why it is important and how districts and schools can conduct program reviews that will lead to program enhancement. \nDLE Program Development and Design—PreK 20 Implementation \nTeachers\, Administrators\, Parents • K – 12 • English \nLearn more here: 36598b_422de972f7884ed988e32ee0adcb5446.pdf
URL:https://www.cal.org/event/cals-activities-at-la-cosecha/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241104
DTEND;VALUE=DATE:20241105
DTSTAMP:20260403T181545
CREATED:20240828T195501Z
LAST-MODIFIED:20241129T211035Z
UID:27697-1730678400-1730764799@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION:November 4\, 11\, 18\, and 25\, 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. \nLEARN MORE \n 
URL:https://www.cal.org/event/mtss-november2024/
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;VALUE=DATE:20241028
DTEND;VALUE=DATE:20241029
DTSTAMP:20260403T181545
CREATED:20240828T193603Z
LAST-MODIFIED:20241031T182327Z
UID:27694-1730073600-1730159999@www.cal.org
SUMMARY:Spanish-English Biliteracy Instruction: Foundations
DESCRIPTION:October 28–30 and November 1\, 4 and 5\, 2024 \nEnhance your knowledge of linguistic differences between Spanish and English and their impact on language and literacy instruction for emergent multilingual learners! \nParticipants will learn research-based strategies for effective language and literacy instruction in programs where content is delivered in Spanish and English\, such as dual language and transitional bilingual education programs. \nLEARN MORE \n 
URL:https://www.cal.org/event/span-eng-biliteracy-instruction-foundations-oct2024/
CATEGORIES:Calendar of Events,Institutes
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/lli-june2022.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241004
DTEND;VALUE=DATE:20241006
DTSTAMP:20260403T181545
CREATED:20240808T151502Z
LAST-MODIFIED:20240808T151502Z
UID:27630-1728000000-1728172799@www.cal.org
SUMMARY:11th Annual Community-Based Heritage Language Schools Conference
DESCRIPTION:  \nOctober 4-5\, 2024 \nREGISTER HERE \nThe Coalition of Community-Based Heritage Language Schools is excited to invite you to its 11th annual conference! This conference brings together everyone interested in learning about and collaborating with community-based HL schools. Participants typically include directors and administrators of community-based HL schools\, teachers\, members of the language communities\, representatives of public schools\, researchers in the field of HL education\, and leaders of national language organizations. \nThis event will be hybrid\, held on-site at American University in Washington\, DC\, and online on October 4-5\, 2024. Please explore the conference website\, learn about the plenary speakers\, review the program\, and register here! Feel free to share the conference’s Facebook and LinkedIn events widely and invite your colleagues. If you want to receive announcements about future events and meetings from the Coalition\, sign up for the Coalition’s newsletter. \nPlenary speakers:  \n·         Ken Cruickshank\, Professor of Education\, University of Sydney\, Australia \nCommunity and Heritage Language Schools Transforming Education: Research\, Challenges\, Teaching Practices\, and Next Steps \n·         Richard Brecht\, Co-Director\, American Councils Research Center; Co-Founder & Chief Language Officer\, Jeenie Augmented Interpretation \nExpanding Heritage Language Education in the U.S.: Historic Immigration & Renewed Opportunities \nWorkshops For Teachers\n· Engaging Teenagers in Community-Based Schools\n· Using AI Technology in Community-Based Heritage Language Schools\n· Transformative Pedagogy for HLs: From Cross-Curricular Projects to Social Action \nWorkshops For Administrators\n· Helping Parents to Engage More with Their Children in the Language\n· A Checklist for Program Establishment and Evaluation\n· Revitalizing and Strengthening HL Education by Cultivating Teacher Agency \nPanels and Networking Sessions\n· Collaborations Between Community-Based and Public Schools\n· Working with the State Department of Education\n· What Community-Based Schools Are Doing \n REGISTER HERE \n  \n  \n  \n  \n 
URL:https://www.cal.org/event/11th-annual-community-based-heritage-language-schools-conference/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2024/08/Community-Based-Heritage-Conference-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20241002
DTEND;VALUE=DATE:20241003
DTSTAMP:20260403T181545
CREATED:20240828T192258Z
LAST-MODIFIED:20241031T182258Z
UID:27689-1727827200-1727913599@www.cal.org
SUMMARY:CAL SIOP Training of Trainers: Foundations
DESCRIPTION:October 2\, 9\, 23\, and 30\, 2024\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nEnhance your knowledge of the Sheltered Instruction Observation Protocol (SIOP) Model 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. \nLEARN MORE \n 
URL:https://www.cal.org/event/cal-siop-tot-foundations-oct2024/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/solutions-cal-siop-tot-foundations.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240909T080000
DTEND;TZID=UTC:20240909T170000
DTSTAMP:20260403T181545
CREATED:20231011T163343Z
LAST-MODIFIED:20241031T182238Z
UID:22976-1725868800-1725901200@www.cal.org
SUMMARY:CAL SIOP Overview
DESCRIPTION:September 9\, 16\, 23\, and 30\, 2024 \nImprove your understanding and application of the Sheltered Instruction Observation Protocol (SIOP) Model to support classroom instruction for multilingual learners in your school or district. Join us for an engaging online version of our CAL SIOP Overview. \nCAL SIOP Overview
URL:https://www.cal.org/event/cal-siop-overview/
CATEGORIES:Calendar of Events,Institutes
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/SIOP-Overview-September-24.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240814
DTEND;VALUE=DATE:20240815
DTSTAMP:20260403T181545
CREATED:20231011T162857Z
LAST-MODIFIED:20240828T192400Z
UID:22974-1723593600-1723679999@www.cal.org
SUMMARY:Newcomers in Your School: Cultural Connections and Instructional Strategies
DESCRIPTION:August 14\, 21 and 28\, 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-3/
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:20240806
DTEND;VALUE=DATE:20240807
DTSTAMP:20260403T181545
CREATED:20231011T162443Z
LAST-MODIFIED:20240828T190909Z
UID:22972-1722902400-1722988799@www.cal.org
SUMMARY:Leading Dual Language Programs for Student Success
DESCRIPTION:August 6–8\, 2024\, 11:00 a.m. – 5:00 p.m. Eastern Time\, with a one-hour break each day \nLearn how to enhance or develop your dual language program based on the seven research-based strands of effective dual language education in the Guiding Principles. Sign on with your leadership team and work collaboratively to make your dual language program the best it can be! \nLeading Dual Language Programs for Student Success
URL:https://www.cal.org/event/leading-dual-language-programs-for-student-success-7/
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:20240711
DTEND;VALUE=DATE:20240712
DTSTAMP:20260403T181545
CREATED:20231011T161953Z
LAST-MODIFIED:20240828T190827Z
UID:22970-1720656000-1720742399@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION:July 11\, 18\, 25\, and August 1\, 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-7/
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;VALUE=DATE:20240603
DTEND;VALUE=DATE:20240604
DTSTAMP:20260403T181545
CREATED:20231011T161426Z
LAST-MODIFIED:20240611T140534Z
UID:22967-1717372800-1717459199@www.cal.org
SUMMARY:Biliteracy Institute (¡en español!)
DESCRIPTION:June 3 & 4\, and June 6\, 2024 \nTaller de lengua y lectoescritura 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. \nParticipants will learn research-based strategies for effective literacy instruction in programs where content is delivered in Spanish and English\, such as dual language bilingual and transitional bilingual education programs. \nBiliteracy Institute (¡en español!)
URL:https://www.cal.org/event/spanish-language-and-literacy-institute-en-espanol-4/
CATEGORIES:Calendar of Events,Institutes
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/Spanish-Language-June-2024.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240514T160000
DTEND;TZID=UTC:20240514T163000
DTSTAMP:20260403T181545
CREATED:20240412T165741Z
LAST-MODIFIED:20240416T204152Z
UID:25447-1715702400-1715704200@www.cal.org
SUMMARY:Technology Integration: Language Education for Immigrant Adults
DESCRIPTION:TITLE: Teaching Integration: Language Education for Immigrant Adults\nDATE: May 14\, 2024\nTIME: 4:00–4:30 p.m. Eastern Standard Time \nREGISTER HERE \nDETAILS: This webinar will explore the impact of digital environments on adult immigrants’ language learning and the challenges faced by multilingual individuals in these settings. Jen Vanek\, Director of Digital Learning and Research at World Education\, Inc.\, will discuss research findings on improving language instruction and digital literacy through technology. Marguerite Lukes\, CAL Board member and Director of Research and Innovation at Internationals Network\, and Mathilda Reckford\, CAL Adult Language and Communication Specialist\, will participate in the conversation to examine policy and practice implications for enhancing language education and digital skill development. The webinar will cover technologically mediated learning in multilingual contexts and offer insights on digital inclusion\, technology recommendations\, support and training for teachers\, and the role artificial intelligence could play in multilingual education for adult immigrants. \nREGISTER HERE
URL:https://www.cal.org/event/technology-integration-language-education-for-immigrant-adults/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/png:https://www.cal.org/wp-content/uploads/2024/04/2024-webinar-2-2-1.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240513
DTEND;VALUE=DATE:20240514
DTSTAMP:20260403T181545
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
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240501
DTEND;VALUE=DATE:20240502
DTSTAMP:20260403T181545
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:20240422
DTEND;VALUE=DATE:20240423
DTSTAMP:20260403T181545
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:20240411
DTEND;VALUE=DATE:20240412
DTSTAMP:20260403T181545
CREATED:20240318T205918Z
LAST-MODIFIED:20240401T154245Z
UID:24778-1712793600-1712879999@www.cal.org
SUMMARY:CAL Staff Presentations at Language Assessment Research Conference
DESCRIPTION:Exploring the relationship between oral proficiency test scores and external language proficiency measures (Poster) \nPresenters: \n\nYage Leah Guo\nElyssa Wen Sun\nReshmi Kumpakha\nLeslie Fink\nRachel Myers\n\nIntegrating Increased Rigor in Effective Adult ESL Speaking Assessment Task Design \nPresenters: \n\nElyssa Wen Sun\nKristine Nugent\n\n  \nDesign of an Oral Proficiency Assessment  \nPresenters: \n\nYage Leah Guo\nFrancesca DiSilvio\nElyssa Wen Sun\nRachel Myers\n\n  \n 
URL:https://www.cal.org/event/cal-staff-presentations-at-language-assessment-research-conference/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240411
DTEND;VALUE=DATE:20240412
DTSTAMP:20260403T181545
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:20260403T181545
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
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20240402
DTEND;VALUE=DATE:20240403
DTSTAMP:20260403T181545
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:20240328
DTEND;VALUE=DATE:20240329
DTSTAMP:20260403T181545
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
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20240321
DTEND;VALUE=DATE:20240322
DTSTAMP:20260403T181545
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
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20240320
DTEND;VALUE=DATE:20240321
DTSTAMP:20260403T181545
CREATED:20240131T152433Z
LAST-MODIFIED:20240226T222946Z
UID:24349-1710892800-1710979199@www.cal.org
SUMMARY:CAL Staff Presentations at National Science Teachers Association (NSTA)
DESCRIPTION:From Focus Groups to Classroom Practices: Building Multilingual Multimodal Formative Assessment Activities with Educator-Researchers and Multilingual Students \nDate:  March 20-23\, 2024 \nLearn findings from multilingual student/family focus groups designed to show how MLs demonstrate what they know in science and what is shared about science instruction/assessment with families. \nPresenters: \n\nDr Keira Ballantyne\, Center for Applied Linguistics\nBrittany York\, Center for Applied Linguistics
URL:https://www.cal.org/event/cal-staff-presentations-at-national-science-teachers-association-nsta/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240319
DTEND;VALUE=DATE:20240320
DTSTAMP:20260403T181545
CREATED:20240318T133751Z
LAST-MODIFIED:20240319T175453Z
UID:24770-1710806400-1710892799@www.cal.org
SUMMARY:CAL Staff Presentations at COABE
DESCRIPTION:Transitioning Toward Excellence: Advancing Adult English Language Learning Through BEST Assessments \nPresenters: \n\nAnna Zilberberg\nElyssa Sun
URL:https://www.cal.org/event/cal-staff-presentations-at-coabe/
CATEGORIES:Calendar of Events,Presentations
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240316
DTEND;VALUE=DATE:20240317
DTSTAMP:20260403T181545
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;TZID=UTC:20240315T080000
DTEND;TZID=UTC:20240315T170000
DTSTAMP:20260403T181545
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/
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END:VCALENDAR