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SUMMARY:Developing Academic Literacy and Language in the Content Areas
DESCRIPTION:Design practical\, hands-on activities for English learners to be successful within rigorous content instruction while exploring the academic language and literacy practices of the 21st century classroom. \n\nAcademic language is so much more than vocabulary. Please join us for this engaging two-day institute designed to increase understanding and provide practical resources regarding the instruction of academic language and literacy. \nThe institute will focus on the language acquisition of English learners at three levels: discourse\, sentence\, and word or phrase level. The focus will be on bridging from students’ home language(s)\, dialects and more conversational language to the classroom or text language that allows them to meet content and language acquisition standards in the classroom. \nBased on a 21st century approach to literacy\, participants will explore the academic language and literacy practices –– such as listening for the speaker’s point of view or justifying the answer to a math problem –– that students need to be successful within rigorous content instruction. Educators will also learn how to scaffold participation in these discipline-specific practices\, such as creating a model of the planetary system or contrasting two different cultural versions of a story. \nAfter defining academic language and literacy\, participants will learn more about each level of language and how each level is measured in English language proficiency assessments\, such as the WIDA ACCESS test. Participants will analyze classroom videos and texts at each of the levels of language. Facilitators will also draw upon CAL’s federally funded research on vocabulary acquisition and demonstrate methods for identifying and teaching high frequency\, high-utility academic vocabulary. \nThroughout the two days\, activities that teachers can implement in the classroom will be modeled. Strategies are applicable to bilingual learners as well as students at intermediate and advanced proficiencies in English\, including long term English learners. \nThe institute is designed for classroom teachers working with language learners in grades PreK-12. ESL\, reading and other school specialists who work with classroom teachers\, school administrators\, and other educators will also benefit from this valuable professional development opportunity.  Collaborative teaching teams are especially encouraged to attend. \nQuestions? Email CAL with any questions you may have about our offerings. \nCERTIFICATE OF COMPLETION\nParticipants will receive a CAL Certificate of Completion which may be used for continuing education credit. \nRegistration\nPlease click here to register for this institute.
URL:https://www.cal.org/event/developing-academic-literacy/
CATEGORIES:Calendar of Events
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DTSTART;VALUE=DATE:20210601
DTEND;VALUE=DATE:20210702
DTSTAMP:20260518T034609
CREATED:20220111T232135Z
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SUMMARY:Webinar: Classroom Assessment in Multiple Languages: A Handbook for Teachers
DESCRIPTION:This event has passed. To watch a recording of the webinar\, click here \nWhat 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. \nDr. 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
URL:https://www.cal.org/event/webinar-classroom-assessment-in-multiple-languages-a-handbook-for-teachers/
CATEGORIES:Calendar of Events
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DTSTART;TZID=UTC:20210714T120000
DTEND;TZID=UTC:20210714T130000
DTSTAMP:20260518T034609
CREATED:20220112T004215Z
LAST-MODIFIED:20220706T011955Z
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SUMMARY:Educating America’s Emerging Multilingual Learners: Congressional Briefing
DESCRIPTION:This event has passed. \n\nView the recording of this webinar here (~60 minutes)\nSlides and handouts are here.\n\n\nOn July 14\, 2021\, the Center for Applied Linguistics organized a distinguished group of national experts in multilingual education to present to Congressional members and staffer on the importance of Educating America’s Emerging Multilingual Learners. \nEvent Description: \nFor too long\, the needs of the nation’s 5 million emerging multilingual learners (also labeled “English Learners”) have been overlooked\, resulting in disproportionately inadequate funding and insufficient academic progress. Multilingualism is an asset – to the nation and to the individual learner – and we should recognize emerging multilingual learners for the strengths they bring to all learning environments. \nTitle III of the Elementary and Secondary Education Act of 1965 (ESEA) was established to ensure that federal funds support the education of English learners (ELs). Between 2001 and 2017\, the EL population grew by 28.1%. However\, when adjusting for inflation\, Title III funding has actually decreased by 12.3% since 2010.  \nFinally\, the benefits of multilingualism and biliteracy have been amply documented by the research community. Students who achieve biliteracy by the time they leave high school have higher graduation rates\, higher GPAs\, higher matriculation rates\, have higher college completion rates\, and earn more over the course of their careers than their monolingual peers. \nMoreover\, the United States depends on its multilingual citizenry to meet crucial operational requirements in national security\, to staff American businesses working globally\, and to provide language access to more than 65 million Americans who speak a language other than English at home. Ensuring the education of our emerging multilingual learners is a vital national interest.  \nPanelists: \nPeggy McLeod Ed.D\, moderator \nPeggy is the Deputy Vice President for Education and Workforce Development at UnidosUS (formerly known as the National Council of La Raza)\, where she oversees all education and workforce development programs\, including charter school networks. Read more. \nDr. Keira Ballantyne \nDr Keira Ballantyne is the Vice President for Programs at the Center for Applied Linguistics. Keira has more than fifteen years’ experience as an applied linguist at the intersection of language and culture in the United States. Her work has focused on practical applications of research in instruction\, professional development\, and assessment. Read more. \nDr. Eugene Garcia \nDr. Gene García is a Professor Emeritus at Arizona State University (ASU). He served as the director of bilingual education and minority languages affairs in the U.S. Department of Education from 1993 to 1995. Dr. García has published extensively in the area of language teaching and bilingual development authoring and/or co-authoring over 200 articles and book chapters along with 14 books. Read more. \nGabriela Uro \nGabriela Uro is the Director for English Language Learner Policy and Research for the Council of the Great City Schools\, where she is responsible for all matters pertaining to English Language Learners (ELLs). Read more. \n### \nContact: Trey Calvin\, Communications Director\, (tcalvin@cal.org)
URL:https://www.cal.org/event/educating-america-s-emerging-multilingual-learners/
CATEGORIES:Calendar of Events,Immigrant and Refugee Integration,Language Planning and Policy,U.S. Educational Language Policy
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