Center for Applied Linguistics

Maryland Association for Adult, Community and Continuing Education Conference
2022-01-12 08:00 - 17:00 UTC | Linthicum Heights, MD
CAL Presentations

Creating Safe Spaces for Diverse Populations: How to be Culturally Humble
From Words to Stories: Reading Comprehension vis-a-vis Vocabulary Instruction

La Cosecha Dual Language Conference 2019
2022-01-12 08:00 - 17:00 | ALBUQUERQUE, NM
Visit the Website
CAL Presentations

Features of Dual Language Education in High Achieving Programs Igone Arteagoitia, PhD
PCI: CAL SIOP for Dual Language Programs: Developing Language and Content in Two Languages Lisa Tabaku
Scaffolding and Interaction: Two Critical Components of Successful DL Instruction Lisa Tabaku
The Guiding Principles and the Critical Third Pillar: Socio-Cultural Competence Lisa Tabaku,

Digital Equity in Education: Directions for 2022
2021-12-07 16:00 - 16:30
What have we learned about “digital equity” during this school year? What practices can we keep –and shed—that will continue to advance digital equity and language justice? What will language education look like in your school in 2022?
As the Center for Applied Linguistics wraps up its webinar series for 2021, Research to Policy: Critical Conversation in Language Education, we will take stock of lessons learned during the pandemic, and how we might apply them to 2022. Join the Center for Applied Linguistics’ Maria Cieslak, Dr. Beatriz Arias, and Dr. Keira Ballantyne for this live, 30-minute critical discussion about the future of language education and digital equity.
Speakers:

Dr. Keira Ballantyne
Dr. Beatriz Arias
Maria Cieslak

Registration
Please click here for registration.

CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2021-12-06 - 2021-12-16
Learn SIOP methods that are especially tailored for your bilingual classrooms

This 15-hour institute (12 hours synchronous and 3 hours asynchronous) is designed to help leaders, specialists, coaches, and teachers plan for and implement CAL SIOP methods in their bilingual programs.
PreK-8 DL teachers and coaches will learn about, and practice using, the eight components of the SIOP Model to effectively teach language and content while addressing the three pillars of DL programs: bilingualism and biliteracy, high academic achievement, and socio-cultural competence. The Institute will include a variety of activities to make the online learning engaging, including chats, polls, and breakout-room games and discussions. The institute will encourage reflection needed for each teacher to adapt the CAL SIOP methods to their own unique circumstances. No prior knowledge of the SIOP Model is required for participation.
The SIOP Model is a research-based lesson design and delivery system for teaching language and content. Originally designed as an observation protocol for measuring the quality of sheltered lessons for language learners, the SIOP Model evolved into a method for teachers to plan, teach, and assess meaningful lessons, and to reflect on their own practice. Each component of the SIOP Model is supported by empirical studies (August & Shanahan, 2006; Genesee, Lindholm-Leary, Saunders, Christian, 2006) and the model itself has a solid and growing research base (Echevarria, Richards-Tutor, Canges, & Francis, 2011; Short, Fidelman, & Louguit, 2012; Friend, Most, & McCrary, 2009; McIntyre, et al., 2010; Song, 2016; Watkins & Lindahl, 2010). The CAL SIOP Model for Dual Language programs has been enhanced for use in programs in which English and a partner language are used to deliver content instruction.
Reflecting eight major components of sheltered instruction, the SIOP Model provides a framework for teachers to plan integrated language and content lessons (Short, 2013). Educators will collaboratively plan activities, specifically for bilingual classrooms, including drafting content, language, and cultural objectives, developing techniques for teaching metalinguistic strategies, and scaffolding for understanding and production.
Administrators, specialists, coaches, and teachers are encouraged to attend in district or school teams.
Virtual Institute Design

Virtual, synchronous sessions take place in one week with 2-hour sessions each day followed by an application assignment and sharing session held during the following week.
You will have the opportunity to interact with educators from other schools and districts.
You will be able to immediately apply what you learned to your instruction.

Institute Objectives
Participants will be able to (on a foundational level):

Define sheltered instruction in the context of dual language instruction.
Develop effective content, language, and cultural objectives to meet the language and cultural demands of lessons.
Create activities for vocabulary development and background building.
Scaffold language for content learning and use L1 to scaffold to L2 content.
Design interactive activities that promote sustained oral language use.
Distinguish between practice and application and apply to bilingual environments.
Describe fundamentals of effective lesson delivery.
Design assessments for language learners.

Schedule of Interactive Webinars – December 6-10, and December 16, 2021

Monday, December 6:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar I:

Overview of CAL SIOP for DL Model
Lesson Preparation

Tuesday, December 7:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar II:

Building or Eliciting Background
Comprehensible Input

Wednesday, December 8:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar III:

Strategies

Thursday, December 9:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar IV:

Interaction
Practice and Application
Lesson Delivery

Friday, December 10:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar V:

Review and Assessment
Resources for the 3rd Pillar: Socio-cultural competence
Expectations for sharing on Dec. 13 (3 hours of on-own time allotted for planning; participants are encouraged to plan collaboratively)

Thursday, December 16:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar VI:

Completion of institute content

Sharing Our Ideas for using CAL SIOP methods in our dual language instruction

Cost

Early bird registration by November 15, 2021: $645/person.
After November 15, 2021: $695/person.
Send 2 people or more and pay $645 each.

Certificate of Completion
Participants will receive a CAL Certificate of Completion for 15 hours, which may be used for continuing education credit depending on the requirements of your state or district.

Questions? Email CAL with any questions you may have about our offerings.

Certificate of Completion

Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.

REGISTER

CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2021-12-06 - 2021-12-16
PreK-12 DL teachers and coaches will learn about, and practice using, the eight components of the SIOP Model to effectively teach language and content while addressing the three pillars of DL programs: bilingualism and biliteracy, high academic achievement, and socio-cultural competence. The Institute will include a variety of activities, including demonstrations, simulations and explanations, small-group tasks, and the creation of activities and lessons. The institute will encourage reflection needed for each teacher to adapt the CAL SIOP methods to their own unique circumstances. No prior knowledge of the SIOP Model is required for participation.
The SIOP Model is a research-based lesson design and delivery system for teaching language and content. Originally designed as an observation protocol for measuring the quality of sheltered lessons for language learners, the SIOP Model evolved into a method for teachers to plan, teach, and assess meaningful lessons, and to reflect on their own practice. Each component of the SIOP Model is supported by empirical studies (August & Shanahan, 2006; Genesee, Lindholm-Leary, Saunders, Christian, 2006) and the model itself has a solid and growing research base (Echevarria, Richards-Tutor, Canges, & Francis, 2011; Short, Fidelman, & Louguit, 2012; Friend, Most, & McCrary, 2009; McIntyre, et al., 2010; Song, 2016; Watkins & Lindahl, 2010). The CAL SIOP Model for Dual Language programs has been enhanced for use in programs in which English and a partner language are used to deliver content instruction.
Reflecting eight major components of sheltered instruction, the SIOP Model provides a framework for teachers to plan integrated language and content lessons (Short, 2013). Used as a lesson planning framework, it ensures that the features of effective instruction critical for language learners are present in all lessons. Educators will collaboratively plan lessons specifically for bilingual classrooms, including drafting content, language, and cultural objectives; developing techniques for teaching metalinguistic strategies; and forming purposeful linguistic interaction. Administrators, specialists, and teachers are encouraged to attend as a team.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here to register.

English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
2021-12-02 - 2021-12-16
Learn 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.

Learn 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.
The Multi-tiered System of Support (MTSS) process is designed to assist in the identification of all students who are in need of additional support in the classroom, school environment and in online instruction. These students may include those who are working to acquire English as a second language, students who face academic difficulties due to factors such as low socio-economic status (SES), poor quality instruction, or other intervening factors; those students who may have an undiagnosed learning issues, or those who may need help due to interrupted or limited schooling.
Successful implementation of the MTSS [also referred to as Response to Intervention (RTI)] process is key to ensuring that English learners receive appropriate intervention to maximize their academic achievement and language acquisition and are not disproportionately identified for special education services.
This workshop will focus on the MTSS process as it relates to the growing number of students from diverse linguistic and cultural backgrounds as they work to acquire a new language and succeed in the classroom.
During this two and a half day informative workshop, participants will examine the steps of the MTSS/RTI process; differentiate among the characteristics of second language acquisition, learning difficulties, cultural differences and influences and issues for students with limited or interrupted formal education (SLIFE); and identify the process for the development of an MTSS/RTI plan that will promote students’ academic as well as linguistic success. Participants will also review instructional practices that support teachers’ implementation of MTSS/RTI plans in the classroom; discuss with colleagues and team members the processes for monitoring and documenting student progress; identify curriculum development and instructional practices to support classroom/content areas teachers with Tier 1, 2, and 3 students; and, explore issues that challenge the practice of correctly identifying and assessing English learners with possible learning disabilities.
Participants will review case studies and consider possible areas for observation, data collection, assessment, interventions, and key points of discussion for school/district faculty, staff, related service providers, and administrators in regards to academic achievement and second language acquisition. As a blend of synchronous and asynchronous online content, this workshop will include a variety of activities, such as jigsaw/partner readings, small group tasks, analysis of instructional strategies that support Tiers 1, 2, and 3 interventions, and the development of instructional goals and implementation plans.
This interactive institute is designed for K-12 general education/content area teachers, English as a Second Language educators, Title I teachers, ELL coordinators, administrators, and school personnel/related service providers and interventionists who are either members of MTSS/RTI teams, or who support the MTSS/RTI process in their schools. Special education teachers, coaches, and district personnel who are active in their schools’ MTSS/RTI planning and implementation are encouraged to attend as turnkey support. MTSS/RTI team members are encouraged to attend together to allow for a collaborative approach in developing effective English learner implementation plans for their schools or districts.
Questions? Email CAL with any questions you may have about our offerings.
Agenda
Topics include:

Review of the RTI/MTSS History, Processes, and Continuum of Services
Issues in the misidentification of special needs among English learners
English learner’s second language acquisition characteristics, content learning, and cultural perspectives
Identification, data collection, and goal development for both content and language learning
Tiers I, 2, and 3 instructional practices for second language learners, intervention, documentation, planning, monitoring, and decision-making and support
Working with all stakeholders (i.e. parents, translators/ interpreters, guidance counselors, psychologists, special educators, related service providers, instructional leaders/coaches, content teachers, and students).
Next Steps: Tier 2 and Tier 3, Structured Interventions and Special Education Evaluation and support

Schedule
Self-Paced Content
Between December 2nd and December 16th, participants will be expected to complete three hours of self-paced content to apply learning from the synchronous sessions.

December 2, 2021, 9:30am-12:30pm and 2-3:30pm EST
December 9, 2021, 9:30am-12:30pm and 2-3:30pm EST
December 16, 2021, 9:30am-12:30pm and 2-3:30pm EST

Cost

Early bird registration by November 4, 2021: $785/person.
After November 4, 2021: $955/person.
Send 2 people or more and pay $785 each.
Cost includes all training materials provided electronically.

Venue
This Institute will be held online through a combination of interactive online mini-workshops and through self-paced assignments to be completed in CAL’s online learning platform.
Certificate of Completion
Participants will receive a CAL Certificate of Completion for 15 hours which may be used for continuing education credit

Questions? Email CAL with any questions you may have about our offerings.

Certificate of Completion
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.

REGISTER

ACTFL Convention 2021
2021-11-19 - 2021-11-21
The must-attend language education event of the year—ACTFL 2021 Virtual—is coming November 19–21. This year’s online event will feature the same great programming you’ve grown accustomed to, as well as some new features that we hope will impress. We are still excited to feature our three keynote speakers: Omekonga Dibinga, Marcia Tate, and Shiza Shahid. Best of all, the content on the virtual platform will be available on-demand until February 28, 2022.

Networking — Participants will have an opportunity to connect in the networking feature to ask questions on various topics and “meet” with exhibitors during designated time slots.
The Expo —ACTFL 2021 Virtual will be home to a virtual exhibit hall where you can view all their products and services and even participate in virtual exhibitor workshops where you can ask questions of exhibitors in a Q&A and chat format.
Professional Learning —Take advantage of this year’s virtual event to spark innovation in your classroom, school or district. You can still choose from hundreds of high-quality sessions, papers, electronic posters, and roundtables.

Visit the website for more information.

CAL Presentations

Best Practices for Addressing Social and Emotional Learning in World Language Classrooms (On Demand Practice-Oriented Paper) Francesca Di Silvio, Leslie Fink
Needs for Early Language Assessments: Results from SOPA Focus Groups (Poster) Jamie Morgan, Wen (Elyssa) Sun
World Language Standards: Addressing the Needs of Less Common Programs (On Demand Session) Jamie Morgan, Leslie Fink, Mathilda Reckford

La Cosecha Dual Language Conference
2021-11-10 - 2021-11-13 | ALBUQUERQUE, NM
Click here for registration information.
La Cosecha 2021 will be a hybrid event, comprising both an in-person conference and a virtual conference.
The exciting speaker line-up includes CAL’s Board Member Kathy Escamilla, PhD and more.
La Cosecha 2021 will feature:​

200+ professional presentations and workshops designed to support two-way and one-way immersion, developmental bilingual, and heritage/tribal language immersion programs;
Sessions focused on distance-learning, hybrid, and virtual settings;
School Visits for a virtual world;
Culturally and linguistically responsive focused sessions;
Key strategies for Emerging Bilinguals and biliteracy Pre-K – Secondary programs;
Nationally and internationally renowned expert speakers;
Pre-Conference Institutes in biliteracy and leadership development, sheltered instruction, and others;
Online learning support; and
Opportunities to celebrate our emerging bilingual communities!

Visit the conference website.
CAL Presentations

CAL SIOP for Dual Language Programs: Developing Language and Content in Two Languages Lisa Tabaku
Cómo fomentar el desarrollo de la lengua y la lectoescritura en español Igone Arteagoitia, PhD

In Plain Language: Language Practices for Inclusion and Equity
2021-11-02 16:00 - 16:30
This powerful discussion will include hot topics such as the Language of Inclusion and Equity, Language Practices for Inclusion and Equity and robust discussions on eliminating language oppression with both technocratic solutions and shifts in mindset.
Speakers:

Anthony Tassi
Dr. Katherine Moran

Registration
Please click here to register.

Spanish Literacy Institute (¡en español!): Fostering Spanish Language and Literacy Development
2021-10-25 - 2021-11-04
Learn research-based strategies to provide effective language and literacy instruction in Spanish in developmental and transitional bilingual, dual language and immersion education programs.
This interactive institute provides effective methodologies for teaching academic language and literacy in Spanish to students in K-5 in a wide variety of programs where Spanish is the language of instruction. Classroom practices are framed by an understanding of how Spanish and English linguistic features are the same and different.
The institute will provide both live (synchronous) and on-own (asynchronous) online learning and take place over several days. It will include:

Mini-workshop/webinar sessions with CAL facilitators to understand and discuss effective practice as well as network with other educators with similar priorities
Self-paced sessions in which participants watch relevant videos, complete blogs, and apply learning to their own classrooms
A culminating project in which participants plan lessons based on what they have learned

Questions? Email CAL with any questions you may have about the institute.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here for registration.

East Coast Organization of Language Testers (ECOLT) 2021
2021-10-22 - 2021-10-23
The East Coast Organization of Language Testers (ECOLT) is pleased to be presenting their fall conference virtually.

Registration is now open!

Visit the conference website.

CAL Presentations

Assessment in the World Language Classroom: Translating Research into Practice for K-12 Educators Francesca Di Silvio, Jamie Morgan, Leslie Fink, Mathilda Reckford
PK-8 Oral Proficiency Assessment: Developing A Training Resource for Educators Jamie Morgan, Wen (Elyssa) Sun
Tools for Virtual Standard Setting Leslie Fink, Rachel Myers

Leading Dual Language Programs for Student Success - Oct 2021
2021-10-18 - 2021-10-28
Learn how to enhance or develop your dual language program based on the 7 research-based strands of effective dual language education in the Guiding Principles. Sign up with your leadership team and work collaboratively to make your dual language program the best it can be!
This 12-hour, synchronous institute, guided by CAL’s decades of experience in connecting research to practice and the CAL publication, Guiding Principles for Dual Language Education, provides information and tools to help school leaders gain a solid understanding of the benefits of dual language education, explore how they can develop a program that promotes student success in two languages, and increase their impact as leaders.
This session is intended for school and district leaders (to include principals, assistant principals, and teacher leaders) who are seeking to deepen their practical understanding of the positive impact that bilingualism has on student achievement, as well as the importance of ensuring program and language equity, to create a school culture where bilingualism, biliteracy, high academic achievement, and sociocultural competence thrive.
The institute will provide a venue for knowledge building, planning, and networking with peers. In collaboration with colleagues, participants will be invited to actively reflect on their current policies and practices to determine next steps for enhancing or building their programs.
Questions? Email CAL with any questions you may have about the institute.
Virtual Institute Design

Virtual, synchronous sessions take place in one week with 2-hour sessions each day followed by an application assignment and sharing session held during the following week.
You will have the opportunity to interact with educators from other schools and districts
You will be able to apply what you learned to your evolving program

Curriculum Overview
This institute is designed to help educators develop or strengthen their dual language programs. Based on CAL’s highly acclaimed Guiding Principles for Dual Language Education 3rd Edition, the institute provides foundational information, cites the research, and provides the tools to help districts and schools support and develop the seven strands of successful DL program design and implementation:

Program Structure
Curriculum
Instruction
Assessment and Accountability
Staff Quality and Professional Development
Family and Community
Support and Resources

Participants will leave the institute with a wealth of knowledge and ideas for long- and short-term planning.
Schedule of Interactive Webinars – October 18-22 and October 27, 2021
4:00 to 6:00 PM Eastern Time

Monday, October 18
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar I: The Context and Strand 1.

Research on Benefits of Bilingualism
Overview of the Guiding Principles
Program Structure Essentials

Tuesday, October 19
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar II: Stands 2. and 3.

Curriculum
Instruction

Wednesday, October 20
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar III: Strand 4.

Assessment and Accountability

Thursday, October 21
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar IV: Strand 5.

Staff Quality and Professional Development

Friday, October 22
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar V: Strands 6. and 7.

Family and Community
Support and Resources

Thursday, October 28
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar VI:

Spotlight: Socio-cultural competence resources
Sharing Our Ideas regarding short and long-term planning

Cost

Early bird registration by September 27, 2021: $595/person.
After September 27, 2021: $645/person.
Send 2 people or more and pay $595 each.

Certificate of Completion
Participants will receive a CAL Certificate of Completion for 12 hours, which may be used for continuing education credit depending on the requirements of your state or district.
Right Rail Content:
Cost

Early bird registration by September 27, 2021: $595/person.
After September 27, 2021: $645/person.
Send 2 people or more and pay $595 each.

Register here for this institute.

Celebrating Latino Experience, History, People, and Culture
2021-10-13 14:30 - 16:00
Click here to register for this event.
The U.S. Department of Education’s Office of English Language Acquisition (OELA) is partnering with the White House Initiative on Advancing Education Equity, Excellence, and Economic Opportunity for Hispanics. OELA is hosting a panel discussion: Hispanic Heritage Month Authors Series: Celebrating Latino Experience, History, People, and Cultures with featured authors whose work features heroes and heroines that highlight the diversity within Latino communities and the importance of representation in literature.
Join OELA and accomplished authors on October 13, 2021, at 2:30 pm ET (90 min) for a panel discussion on the importance of Hispanic representation in literature. The event will feature the authors’ works and encourage the audience to explore and engage with these stories. The panel discussion will be followed by a Q&A session with the audience.
A certificate of completion will be available to registered attendees who participate in at least 90% of the webinar time.
Moderator:
• Guadalupe Garcia-McCall
Panelists:
• David Bowles
• Lulu Delacre

CAL SIOP Training of Trainers Institute: Foundations
2021-10-06 - 2021-10-27
This comprehensive and interactive institute is designed to help participants develop and deliver SIOP Model professional development as facilitators in your school or district.
The Foundations institute is designed for those with a basic working knowledge of the SIOP Model through some past SIOP Model workshop attendance, self-study, or classroom implementation. Participants will review the SIOP Model and acquire knowledge and skills to help PreK-12 teachers better integrate content and language instruction for English learners.
This is the right strand for those who:

Have some experience with the SIOP Model, but would like a review of the eight components
May have attended a SIOP workshop in the past, but would like to prepare to teach others about the SIOP Model
Are interested in beginning to develop the skills of a SIOP facilitator

Please note: this institute is not intended for those who are learning SIOP for the first time. Contact CAL about SIOP introductory workshops that we can bring to your school or district.
About CAL SIOP Institutes
SIOP Training of Trainers (TOT) institutes are designed for district professional developers, district and school-based coaches, administrators, and teacher leaders who have some experience with the SIOP Model and who support teacher instruction. Participants need to be familiar with the SIOP Model.
Modeled after SIOP workshops, SIOP TOT institutes include a variety of activities, such as demonstration and explanation, analysis of video teaching sequences, and small group tasks.
Choosing the SIOP Training that Works for You
To meet the needs of all participants, there are two different strands of the SIOP TOT institute. This web page focuses on Foundations for those who are looking to facilitate the SIOP Model as a professional development workshop. Click here to learn more and read the description for the SIOP TOT Advanced Coaching Strategies Institute, which is for those who will be helping teachers to implement the SIOP Model in their classrooms as coaches. If you need help determining which strand is best for you, please contact us.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here for registration.

WEBINAR: Asset-Based Approaches for Educating Multilingual Learners
2021-09-24 12:30 - 14:00
Multilingual learners are arguably this nation’s biggest asset. And school districts across the U.S. have had success creating communities that begin with students’ existing linguistic and content knowledge, using it as a resource in authentic learning tasks that promote cultural flexibility and prepare students for effective participation in global contexts.
But there still exists a disconnect between our discourse and our reality. Our current policy landscape labels students as what they do not possess (i.e. English language learners). Meanwhile, the demand for multilingual employees and services continues to outpace our supply.
How can we replicate an asset-based culture for multilinguals across this country that is both equitable and progressive?
Join Dr. Eugene García, Dr. Ester de Jong, Gabriela Uro, and Dr. Joel Gómez from the Center for Applied Linguistics as they discuss this question and consider asset-based approaches for educating multilingual learners.

Register Here

Early Childhood Education and Digital Equity
2021-09-21 16:00 - 16:30
Prior to the pandemic, the public discourse on early childhood learning and digital media was primarily centered on “screen-time.” When the pandemic struck and devices became the sole connection to the education system, these types of health recommendations took a back seat to a new reality: mandatory remote learning.
As with any shift in policy –even abrupt ones–, remote learning came with its own advantages and disadvantages for young multilingual learners.
Join the Dr. Kathy Escamilla and Annie Duguay of the Center for Applied Linguistics as we examine this topic through the lens of digital equity.
—
Each episode of our 30-minute webinar series, “Research to Policy: Critical Conversations in Language Education,” examines education for multilingual learners and culturally diverse populations through the lens of digital equity. Topics range from student assessment, teacher education, students with disabilities, early childhood education, and more.
Registration
Please click here to register for this webinar.

La Red Bilingüe: A Conversation about the Benefits of Bilingualism (feat. CEO, Dr. Joel Gómez and Secretary of the Mexican Embassy, Marta Peña)
2021-08-26 19:00 - 20:00
Visit the Website
Come celebrate “binational education week” with the Center for Applied Linguistics! In this live webinar, CAL President and CEO, Dr. Joel Gómez will speak with the Secretary of the Mexican Embassy, Marta Peña, about the benefits of bilingual in the United States, especially those with a Mexican heritage.
During the event, Dr. Gómez will also highlight the international partnership between Mexican Ambassador to the U.S., Martha Bárcena, and CAL, which has provided U.S. teachers with free access to hundreds of multimedia Spanish resources online, including complete textbooks, lesson plans, videoclips, maps and more. These video lessons, books, movies and TV shows are age-appropriate for both the K-12 settings and can be adapted to adult learning as well.
The event will be streamed on the Mexican Consulate of Washington’s Facebook page (@ConsulMexWas): (https://www.facebook.com/ConsulMexWas/live_videos/)

Digital Equity for Students with Disabilities
2021-08-10 16:00 - 16:30
On August 10 from 4:00 – 4:30 PM ET, join the Center for Applied Linguistics (CAL) for this 30-minute Research to Policy webinar in which are panelists will discuss how IEPs and 504 plans can be updated to reflect digital learning and new accommodations needed in digital learning environments. Our speakers will discuss how schools, families, and communities are engaging students with disabilities in effective digital learning experiences. They will also discuss policy recommendations to address these issues.
Registration
Please click here to register.
—
Limited to first 500 registrants. This webinar will be recorded and broadcast on CAL Facebook Live: www.facebook.com/CALLinguistics/live

Educating America’s Emerging Multilingual Learners: Congressional Briefing
2021-07-14 12:00 - 13:00
This event has passed.

View the recording of this webinar here (~60 minutes)
Slides and handouts are here.

On July 14, 2021, the Center for Applied Linguistics organized a distinguished group of national experts in multilingual education to present to Congressional members and staffer on the importance of Educating America’s Emerging Multilingual Learners.
Event Description:
For too long, the needs of the nation’s 5 million emerging multilingual learners (also labeled “English Learners”) have been overlooked, resulting in disproportionately inadequate funding and insufficient academic progress. Multilingualism is an asset – to the nation and to the individual learner – and we should recognize emerging multilingual learners for the strengths they bring to all learning environments.
Title III of the Elementary and Secondary Education Act of 1965 (ESEA) was established to ensure that federal funds support the education of English learners (ELs). Between 2001 and 2017, the EL population grew by 28.1%. However, when adjusting for inflation, Title III funding has actually decreased by 12.3% since 2010.
Finally, the benefits of multilingualism and biliteracy have been amply documented by the research community. Students who achieve biliteracy by the time they leave high school have higher graduation rates, higher GPAs, higher matriculation rates, have higher college completion rates, and earn more over the course of their careers than their monolingual peers.
Moreover, the United States depends on its multilingual citizenry to meet crucial operational requirements in national security, to staff American businesses working globally, and to provide language access to more than 65 million Americans who speak a language other than English at home. Ensuring the education of our emerging multilingual learners is a vital national interest.
Panelists:
Peggy McLeod Ed.D, moderator
Peggy is the Deputy Vice President for Education and Workforce Development at UnidosUS (formerly known as the National Council of La Raza), where she oversees all education and workforce development programs, including charter school networks. Read more.
Dr. Keira Ballantyne
Dr Keira Ballantyne is the Vice President for Programs at the Center for Applied Linguistics. Keira has more than fifteen years’ experience as an applied linguist at the intersection of language and culture in the United States. Her work has focused on practical applications of research in instruction, professional development, and assessment. Read more.
Dr. Eugene Garcia
Dr. Gene García is a Professor Emeritus at Arizona State University (ASU). He served as the director of bilingual education and minority languages affairs in the U.S. Department of Education from 1993 to 1995. Dr. García has published extensively in the area of language teaching and bilingual development authoring and/or co-authoring over 200 articles and book chapters along with 14 books. Read more.
Gabriela Uro
Gabriela Uro is the Director for English Language Learner Policy and Research for the Council of the Great City Schools, where she is responsible for all matters pertaining to English Language Learners (ELLs). Read more.
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Contact: Trey Calvin, Communications Director, (tcalvin@cal.org)

ATDLE 2021 National 2-Way Bilingual Immersion Conference
2021-06-28 - 2021-06-30
Visit the Website
CAL Presentations

Developing Awareness of Similarities and Differences Between Spanish and English Using Authentic Text Igone Arteagoitia, PhD
TBD

Webinar: Classroom Assessment in Multiple Languages: A Handbook for Teachers
2021-06-01 - 2021-07-01
This event has passed. To watch a recording of the webinar, click here
What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? To answer this question, the Center for Applied Linguistics speaks to Dr. Margo Gottlieb to imagine the rich linguistic, academic, and cultural reservoirs teachers can tap into as we discovery what our multilingual learners know and can do.
Dr. Gottlieb’s new handbook for teachers provides concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. Learn more from Corwin: https://us.corwin.com/en-us/nam/classroom-assessment-in-multiple-languages/book269863

National Association for Bilingual Education (NABE)
2021-04-27 - 2021-04-29
NABE 50th Annual International Conference: Honoring the Past, Treasuring the Present and Shaping the Future
As a result of the COVID-19 pandemic, and in deep concern for the health and safety of our attendees, the NABE leadership has made the unprecedented decision to modify the format of the NABE 50th Annual International Conference scheduled for April 27-29, 2021 in Houston, Texas. The conference will now be structured as a two-day hybrid conference with a Pre-Conference on April 27 and the Conference on April 28-29.

This conference includes several CAL associated speakers and presenters including President & CEO Joel Gómez and Board Members Kathy Escamilla and Eugene Garcia.
A list of presentations is included below.

CAL Presentations

Developing Awareness of Similarities and Differences Between Spanish and English Igone Arteagoitia, PhD
Equity in Representing Literacy Growth in Dual Language Education for Emergent Bilingual Students Igone Arteagoitia, PhD

Webinar: Teacher Education in the Post-COVID Era of Digital Learning
2021-04-20 16:00 - 16:30
Register free here
https://zoom.us/webinar/register/WN_SUHoPauiRJqCZpcYzLZdbA

As many schools migrate to the cloud, some are considering a world where online learning is the new norm. Without thoughtful planning and action from policymakers, many will be left behind.
So, just what is “digital equity”? And what does it look like in action?
In this online brief, our distinguished panel will trace the origins of digital equity in the US and contextualize its current policy status within our education system. We will also discuss potential solutions for policymakers and for educators as we strive to bridge the digital divide for all students.
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Limited to first 500 registrants. This webinar will be recorded and broadcast on CAL Facebook Live: www.facebook.com/CALLinguistics/live

Castro/Artiles Book Launch Event! Language, Learning, and Disability in the Education of Young Bilingual Children
2021-04-07 17:00 - 18:00
Join us April 7th at the crossroads of early childhood education, bilingual education, and special education!
Together, authors Dr. Dina Castro and Dr. Alfredo Artiles will discuss their new book, “Language, Learning, and Disability in the Education of Young Bilingual Children” available now from Multilingual Matters.
Learn more and PRE-ORDER your copy today:
https://www.multilingual-matters.com/page/detail/Language-Learning-and-Disability-in-the-Education-of-Young-Bilingual-Children/?k=9781800411838
Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

Webinar: Assessment of English Learners in the New Digital Landscape
2021-03-30 16:00 - 16:30
Register free here
https://zoom.us/webinar/register/WN_jxpTMl-pQ42_L_2Tef6cPg

As many schools migrate to the cloud, some are considering a world where online learning is the new norm. Without thoughtful planning and action from policymakers, many will be left behind.
So, just what is “digital equity”? And what does it look like in action?
In this online brief, our distinguished panel will trace the origins of digital equity in the US and contextualize its current policy status within our education system. We will also discuss potential solutions for policymakers and for educators as we strive to bridge the digital divide for all students.
—
Limited to first 500 registrants. This webinar will be recorded and broadcast on CAL Facebook Live: www.facebook.com/CALLinguistics/live

The 2021 Charles A. Ferguson Award Presentation
2021-03-25 18:30 - 19:30
Dr. Baquedano-López examines the intersection of language, race, and education particularly as them relate to Indigenous Latinx students, critical research methods, discourse analysis, and parent engagement in schools. Her current project is funded by a grant from UC MEXUS-CONACYT (with Adriana Cruz-Manjarrez, University of Colima) and centers on transnational displacements, processes of return migration, and education in the Maya diaspora Yucatan-California. The project brings together collaborators from the Mexican Migration Project and Instituto Nacional de Antropología e Historia (INAH) in Mexico. This project builds on Professor Baquedano-López’s three-year ethnographic study funded by the Spencer Foundation examining the educational experiences of Indigenous Maya students and families in California schools. Prof. Baquedano-López is a co-founding editor of the new journal Language, Culture, and Society.
Dr. Baquedano-López holds a B.A. summa cum laude from Inter American University of Puerto Rico, a MTESL from Arizona State University, and a Ph.D., in Applied Linguistics from UCLA. She currently teaches in the Graduate School of Education at UC Berkeley.

TESOL 2021 International Convention & English Language Expo
2021-03-24 - 2021-03-27
The Center for Applied Linguistics is proud to be an OFFICIAL SPONSOR of TESOL 2021
Come visit our Virtual Exhibitor Booth in the Main Hall for more information on our Prizes & Raffles and Free Resources! Come chat w/ the experts and learn more about CAL’s unique Institutes + Online PD Experience.
And
Come to our pre-conference workshops & presentations!
A list of CAL staff presenting at TESOL 2021 is below.

CAL Presentations

Creating Safe Spaces for Diverse Populations: Being Culturally Humble
Empowering English Learners with Digital Learning Resources Katherine Moran, PhD, Maria Cieslak , Marybelle Marrero-Colón
Formative Speaking Assessment in Adult English Language Classrooms , Remi Oyelabi
Pre-Conference Institute: RTI/MTSS Implementation: Identifying and Supporting EL Academic Achievement Marybelle Marrero-Colón
Principles for Effective and Rigorous Classroom Assessment in Adult ESL Wen (Elyssa) Sun,
Principles for Effective and Rigorous Classroom Assessment in Adult ESL
Questions about language assessment? Resources and strategies for language teachers Megan Montee, PhD

California Association for Bilingual Education (CABE) Annual Conference
2021-03-23 - 2021-03-27
CAL Presentations

Developing Metalinguistic Awareness with Emergent Bilingual Students Igone Arteagoitia, PhD

COABE National Conference 2021
2021-03-21 - 2021-03-24
CAL Presentations

Creating Safe Spaces for Diverse Populations: Being Culturally Humble
Understanding and Applying Federal Plain Language Guidelines , Katherine Moran, PhD
What is Plain Language? A sneak peek at creating accessible discourse. , Katherine Moran, PhD

AAAL 2021 Virtual Conference
2021-03-20 - 2021-03-23
CAL Presentations

Assessing heritage language learners: A survey of teachers’ knowledge, practices, and needs Megan Montee, PhD, Jamie Morgan
BEST Plus 3.0: New item types to reflect greater academic rigor in adult education , Wen (Elyssa) Sun
English learner education: state frameworks, services, and resources Jamie Morgan, Leslie Fink, Mathilda Reckford
State world language standards: Frameworks, revisions, and implications Francesca Di Silvio, Mina Niu, Jamie Morgan
