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X-WR-CALDESC:Events for Center for Applied Linguistics
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DTSTART;VALUE=DATE:20210303
DTEND;VALUE=DATE:20220321
DTSTAMP:20260418T072646
CREATED:20220111T214352Z
LAST-MODIFIED:20220705T222801Z
UID:3955-1614729600-1647820799@www.cal.org
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:20211202
DTEND;VALUE=DATE:20211217
DTSTAMP:20260418T072646
CREATED:20220121T130014Z
LAST-MODIFIED:20220529T160425Z
UID:5036-1638403200-1639699199@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION: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. \n\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.                  \nThe 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. \nSuccessful 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. \nThis 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. \nDuring 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. \nParticipants 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. \nThis 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. \nQuestions? Email CAL with any questions you may have about our offerings. \nAgenda \nTopics include: \n\nReview of the RTI/MTSS History\, Processes\, and Continuum of Services\nIssues in the misidentification of special needs among English learners\nEnglish learner’s second language acquisition characteristics\, content learning\, and cultural perspectives\nIdentification\, data collection\, and goal development for both content and language learning\nTiers I\, 2\, and 3 instructional practices for second language learners\, intervention\, documentation\, planning\, monitoring\, and decision-making and support\nWorking with all stakeholders (i.e. parents\, translators/ interpreters\, guidance counselors\, psychologists\, special educators\, related service providers\, instructional leaders/coaches\, content teachers\, and students).\nNext Steps: Tier 2 and Tier 3\, Structured Interventions and Special Education Evaluation and support\n\nSchedule \nSelf-Paced Content \nBetween December 2nd and December 16th\, participants will be expected to complete three hours of self-paced content to apply learning from the synchronous sessions. \n\nDecember 2\, 2021\, 9:30am-12:30pm and 2-3:30pm EST\nDecember 9\, 2021\, 9:30am-12:30pm and 2-3:30pm EST\nDecember 16\, 2021\, 9:30am-12:30pm and 2-3:30pm EST\n\nCost \n\nEarly bird registration by November 4\, 2021: $785/person.\nAfter November 4\, 2021: $955/person.\nSend 2 people or more and pay $785 each.\nCost includes all training materials provided electronically.\n\nVenue \nThis 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. \nCertificate of Completion \nParticipants will receive a CAL Certificate of Completion for 15 hours which may be used for continuing education credit \n\n\nQuestions? Email CAL with any questions you may have about our offerings. \n\n\n\n\nCertificate of Completion\nParticipants will receive a CAL Certificate of Completion which may be used for continuing education credit. \n\n\nREGISTER
URL:https://www.cal.org/event/english-learners-and-effective-multi-tiered-systems-of-support-mtss-strategies-dec-2021/
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20211206
DTEND;VALUE=DATE:20211217
DTSTAMP:20260418T072646
CREATED:20220112T003336Z
LAST-MODIFIED:20220706T011924Z
UID:4022-1638748800-1639699199@www.cal.org
SUMMARY:CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
DESCRIPTION: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. \nThe 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. \nReflecting 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. \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.
URL:https://www.cal.org/event/language-and-content-in-two-language/
CATEGORIES:Calendar of Events
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20211206
DTEND;VALUE=DATE:20211217
DTSTAMP:20260418T072646
CREATED:20220121T131100Z
LAST-MODIFIED:20220529T160411Z
UID:5040-1638748800-1639699199@www.cal.org
SUMMARY:CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
DESCRIPTION:Learn SIOP methods that are especially tailored for your bilingual classrooms \n\nThis 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. \nPreK-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. \nThe 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. \nReflecting 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. \nAdministrators\, specialists\, coaches\, and teachers are encouraged to attend in district or school teams. \nVirtual Institute Design \n\nVirtual\, 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.\nYou will have the opportunity to interact with educators from other schools and districts.\nYou will be able to immediately apply what you learned to your instruction.\n\nInstitute Objectives \nParticipants will be able to (on a foundational level): \n\nDefine sheltered instruction in the context of dual language instruction.\nDevelop effective content\, language\, and cultural objectives to meet the language and cultural demands of lessons.\nCreate activities for vocabulary development and background building.\nScaffold language for content learning and use L1 to scaffold to L2 content.\nDesign interactive activities that promote sustained oral language use.\nDistinguish between practice and application and apply to bilingual environments.\nDescribe fundamentals of effective lesson delivery.\nDesign assessments for language learners.\n\nSchedule of Interactive Webinars – December 6-10\, and December 16\, 2021 \n\n\n\nMonday\, December 6: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar I: \n\nOverview of CAL SIOP for DL Model\nLesson Preparation\n\n  \n \n\n\nTuesday\, December 7: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar II: \n\nBuilding or Eliciting Background\nComprehensible Input\n\n \n\n\nWednesday\, December 8: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar III: \n\nStrategies\n\n \n\n\nThursday\, December 9: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar IV: \n\nInteraction\nPractice and Application\nLesson Delivery\n\n \n\n\nFriday\, December 10: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar V: \n\nReview and Assessment\nResources for the 3rd Pillar: Socio-cultural competence\nExpectations for sharing on Dec. 13 (3 hours of on-own time allotted for planning; participants are encouraged to plan collaboratively)\n\n\n\n\nThursday\, December 16: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar VI: \n\nCompletion of institute content\n\nSharing Our Ideas for using CAL SIOP methods in our dual language instruction\n\n\n\n \n\n\n\nCost \n\nEarly bird registration by November 15\, 2021: $645/person.\nAfter November 15\, 2021: $695/person.\nSend 2 people or more and pay $645 each.\n\nCertificate of Completion \nParticipants 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. \n\n\nQuestions? Email CAL with any questions you may have about our offerings. \n\nCertificate of Completion\n\n\nParticipants will receive a CAL Certificate of Completion which may be used for continuing education credit. \n\n\nREGISTER
URL:https://www.cal.org/event/cal-siop-for-dual-language-programs-developing-academic-language-and-content-in-two-languages/
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BEGIN:VEVENT
DTSTART;TZID=UTC:20211207T160000
DTEND;TZID=UTC:20211207T163000
DTSTAMP:20260418T072646
CREATED:20220111T212228Z
LAST-MODIFIED:20220705T222619Z
UID:3945-1638892800-1638894600@www.cal.org
SUMMARY:Digital Equity in Education: Directions for 2022
DESCRIPTION: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? \nAs 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. \nSpeakers: \n\nDr. Keira Ballantyne\nDr. Beatriz Arias\nMaria Cieslak\n\nRegistration \nPlease click here for registration. 
URL:https://www.cal.org/event/directions-for-2022/
CATEGORIES:Calendar of Events
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