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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;VALUE=DATE:20240311
DTEND;VALUE=DATE:20240312
DTSTAMP:20260410T101454
CREATED:20231011T140156Z
LAST-MODIFIED:20240305T185348Z
UID:22945-1710115200-1710201599@www.cal.org
SUMMARY:Spanish Language and Literacy Institute (en español)
DESCRIPTION:March 11–14 and 18 & 19\, 2024 \nTaller de lengua y lectoescritura en español | Spanish Language and Literacy Institute (¡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 | Fostering Spanish Language and Literacy Development \nAprenda estrategias efectivas basadas en investigaciones científicas para la enseñanza de la lengua y la lectoescritura en español en programas bilingües. | Learn research-based strategies to provide effective language and literacy instruction in K-8 classrooms where Spanish is the language of instruction. \nThis 15-hour institute provides research-based effective methodologies for teaching academic language and literacy in Spanish to students in K-8 in a wide variety of programs where Spanish is the language of instruction. An understanding of Spanish linguistic features frames classroom practices. \nSpanish Language and Literacy Institute (en español)
URL:https://www.cal.org/event/spanish-language-and-literacy-institute-en-espanol-3/
CATEGORIES:Calendar of Events
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/Spanish-Langjuage-Feb-2024.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20240312T160000
DTEND;TZID=UTC:20240312T163000
DTSTAMP:20260410T101454
CREATED:20240304T161449Z
LAST-MODIFIED:20240304T162901Z
UID:24629-1710259200-1710261000@www.cal.org
SUMMARY:Teaching Multilingual Learners with Generative AI: Affordances\, Limitations\, and Policy Implications
DESCRIPTION:TITLE: Teaching Multilingual Learners with Generative AI: Affordances\, Limitations\, and Policy Implications\nDATE: March 12\, 2024\nTIME: 4:00–4:30 p.m. Eastern Standard Time \nREGISTER HERE \nDETAILS: This webinar explores how teachers can use generative artificial intelligence (GAI) to maximize access to content and agency in literacy learning for multilingual learners (MLs). Join CAL Board member Ester de Jong of the University of Colorado and CAL’s Director of PK-12 Language and Literacy\, Kia Johnson\, for an insightful conversation with Kevin Donley of Georgetown University. The speakers will discuss how AI tools\, such as ChatGPT\, can expand possibilities for teachers to practice linguistically responsive pedagogies. Listen for examples of how teachers can enhance existing scaffolds and accommodations\, create new multilingual content\, and facilitate multimodal and multilingual writing activities through student-generated text prompts\, such as generating and requesting changes to images. \nREGISTER HERE
URL:https://www.cal.org/event/teaching-multilingual-learners-with-generative-ai-affordances-limitations-and-policy-implications/
CATEGORIES:Calendar of Events
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BEGIN:VEVENT
DTSTART;TZID=UTC:20240315T080000
DTEND;TZID=UTC:20240315T170000
DTSTAMP:20260410T101454
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/
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240316
DTEND;VALUE=DATE:20240317
DTSTAMP:20260410T101454
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;VALUE=DATE:20240319
DTEND;VALUE=DATE:20240320
DTSTAMP:20260410T101454
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:20240320
DTEND;VALUE=DATE:20240321
DTSTAMP:20260410T101454
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:20240321
DTEND;VALUE=DATE:20240322
DTSTAMP:20260410T101454
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
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240328
DTEND;VALUE=DATE:20240329
DTSTAMP:20260410T101454
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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