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X-WR-CALNAME:Center for Applied Linguistics
X-ORIGINAL-URL:https://www.cal.org
X-WR-CALDESC:Events for Center for Applied Linguistics
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BEGIN:VTIMEZONE
TZID:UTC
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TZOFFSETFROM:+0000
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TZNAME:UTC
DTSTART:20240101T000000
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20250303
DTEND;VALUE=DATE:20250304
DTSTAMP:20260405T220225
CREATED:20240829T215207Z
LAST-MODIFIED:20250312T151801Z
UID:27711-1740960000-1741046399@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION:March 3\, 10\, 24\, and 31\, 2025 \nLearn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success. \nLEARN MORE \n 
URL:https://www.cal.org/event/mtss-march2025/
CATEGORIES:Calendar of Events,Institutes
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/english-learners-and-effective-multi-tiered-systems-of-support-mtss-strategies_large-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20250310
DTEND;VALUE=DATE:20250311
DTSTAMP:20260405T220225
CREATED:20240829T221222Z
LAST-MODIFIED:20250312T151851Z
UID:27713-1741564800-1741651199@www.cal.org
SUMMARY:Leading Dual Language Programs for Student Success
DESCRIPTION:March 10–13 and 17–18\, 2025 \nLearn how to enhance or develop your dual language program based on the seven research-based strands of effective dual language education in the CAL publication Guiding Principles for Dual Language Education (Howard et al.\, 2018). Sign up with your leadership team and work collaboratively to make your dual language program the best it can be! \nLEARN MORE
URL:https://www.cal.org/event/leading-dual-language-march2025/
CATEGORIES:Calendar of Events,Institutes
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2023/10/solutions-leading-dl-programs-1024x683-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250319T113000
DTEND;TZID=UTC:20250319T113000
DTSTAMP:20260405T220225
CREATED:20250228T193820Z
LAST-MODIFIED:20250319T205126Z
UID:28526-1742383800-1742383800@www.cal.org
SUMMARY:TESOL Convention Presentation—Evidence-Based Compliance: Collaborative Tools and Strategies for Title III Data Collection
DESCRIPTION:Evidence-Based Compliance: Collaborative Tools and Strategies for Title III Data Collection\nDate & Time: March 19\, 2025 | 11:30 AM\nLocation: Long Beach\, CA\nPresenter(s): \n\nKia Johnson (Center for Applied Linguistics)\nAshley Millet (Center for Applied Linguistics Consultant)\nDescription:\nThis workshop equips general education teachers\, ESL teachers\, and administrators of multilingual learners with the tools and strategies needed to effectively gather evidence demonstrating strong Title III programs. Participants learn how to implement program evaluation processes to enhance multilingual education programs supported by Title III funds.
URL:https://www.cal.org/event/tesol-convention-presentation-evidence-based-compliance-collaborative-tools-and-strategies-for-title-iii-data-collection/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-505410542.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250321T113000
DTEND;TZID=UTC:20250321T114500
DTSTAMP:20260405T220225
CREATED:20250312T152349Z
LAST-MODIFIED:20250403T134934Z
UID:28567-1742556600-1742557500@www.cal.org
SUMMARY:TESOL Convention Presentation—Supporting General Education Educators Serving MLs Through Multifaceted PD
DESCRIPTION:Supporting General Education Educators Serving MLs Through Multifaceted PD \nDate & Time: March 21\, 2025 | 11:00–11:45 AM (Pacific Time)\nLocation: Room 103B\, Long Beach Convention Center\, TESOL\, Long Beach\, CA\nPresenter(s): \nMarybelle Marrero-Colon (Center for Applied Linguistics)\nKia Johnson (Center for Applied Linguistics) \nDescription: \nThis session explores impactful PD alternatives for general educators of multilingual learners\, addressing the need for continuous\, classroom-connected learning (Fairman et al.\, 2020; Zepeda\, 2013). Participants engage in collaborative activities and learn strategies like guided lesson design\, educator-led professional learning communities\, peer mentoring\, and hybrid co-planning.
URL:https://www.cal.org/event/tesol-convention-presentation-supporting-general-education-educators-serving-mls-through-multifaceted-pd/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-2175579872.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250322T083500
DTEND;TZID=UTC:20250322T090500
DTSTAMP:20260405T220225
CREATED:20250312T160213Z
LAST-MODIFIED:20250403T134224Z
UID:28581-1742632500-1742634300@www.cal.org
SUMMARY:2025 AAAL Conference Presentation—A Descriptive Study of Students’ Multilingual and Multimodal Communication Practices in Elementary School Science
DESCRIPTION:A Descriptive Study of Students’ Multilingual and Multimodal Communication Practices in Elementary School Science\nDate & Time: March 22\, 2025 | 8:35–9:05 a.m. Mountain Standard Time\nLocation: AAAL\, Denver\, CO\nPresenter(s):\nKeira Ballantyne (Center for Applied Linguistics)\nCaitlin Fine (Metropolitan State University of Denver) \nDescription:\nThe last decade has seen increasing interest in benefits that K–12 students gain from using their full linguistic repertoire in classrooms. Foundational theoretical work has established that multilingualism is a fluid and adaptive set of practices embedded in sociocultural interactions (García\, 2009; García & Lin\, 2016; Lopez et al. 2015). Scholars use the term translanguaging to describe the fluid linguistic practices of bilinguals (García\, 2009; Otheguy\, García & Reid\, 2015; Wei & García\, 2022) and also the pedagogical practices that support bilingual students’ full linguistic selves (e.g.\, Cenoz & Gorter\, 2020; García\, 2018; Seltzer & García\, 2020). \nThis empirical study seeks to understand how children use their full linguistic repertoire and communicative resources to represent their understanding of elementary school science. Our study is a component part of developing and validating the Multilingual Multimodal Science Inventory (M2-Si)\, a formative assessment that supports educators in understanding what their students know and can do in science\, not just what their students know and can do in science in English. \nIn collaboration with educators\, the team developed 16 M2-Si classroom activities designed to support multilingual multimodal responses from participating students. The current study examines a large sample of student work produced in response to these activities (n=959). \nData comes from elementary school science classrooms across seven school districts in North Carolina. Classrooms include monolingual English and multilingual students\, and dual language and monolingual instruction. Data were collected collaboratively by researchers and a cohort of eleven practicing classroom educators. \nOur descriptive study seeks to understand the range of multilingual and multimodal practices that students leverage in scientific sense-making activities. We present a classification schema for the activities\, descriptive statistics on the distribution of multilingual and multimodal response types\, and detail on specific communicative practices observed in the dataset.
URL:https://www.cal.org/event/2025-aaal-conference-presentation-a-descriptive-study-of-students-multilingual-and-multimodal-communication-practices-in-elementary-school-science/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-2184295336.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250322T104000
DTEND;TZID=UTC:20250322T104000
DTSTAMP:20260405T220225
CREATED:20250312T162326Z
LAST-MODIFIED:20250325T141554Z
UID:28587-1742640000-1742640000@www.cal.org
SUMMARY:2025 AAAL Conference Presentation—K-16 World Language Program Articulation in the United States
DESCRIPTION:K-16 World Language Program Articulation in the United States\nDate & Time: March 22\, 2025 | 8:40 a.m. Mountain Standard Time\nLocation: AAAL\, Denver\, CO\nPresenter(s):Jamie Morgan (Center for Applied Linguistics)\nRachel Myers (Center for Applied Linguistics)\nJenna Bushton (Center for Applied Linguistics) \nDescription:\nAlthough articulation between the K–12 and post-secondary levels can bolster enrollment in post-secondary language courses and promote proficiency attainment for language learners (Strawbridge et al.\, 2019)\, more research is needed on best practices for building\, sustaining\, and advocating for effective K–16 world language program articulation. \nThis poster presents findings from the first year of a three-year research study to identify program models and practices that strengthen K–16 world language program articulation in the United States. This part of the study addresses the following research questions: \n\nWhat is the landscape of K–16 world language program articulation in the United States?\nWhat are higher education practices for crediting previous world language study?\nWhat is the current state of world language enrollments in institutions of higher education?\n\nTo investigate these research questions\, we conducted a literature review and gathered information from state\, district\, and individual school/institution web pages\, examining existing articulation practices and policies within and across high schools\, community colleges\, and four-year institutions of higher education. \nFindings presented in the poster will focus on higher education practices for recognizing and crediting previous world language study\, collaborative agreements between schools/institutions\, and the relationship between articulation and enrollment. \nPresenters will discuss implications of the findings and how they can be used to overcome barriers to articulation\, support diverse learners following non-traditional paths to language learning\, and improve and expand instruction in world languages.\nStrawbridge\, T.\, Soneson\, D.\, & Griffith\, C. (2019). Lasting effects of pre‐university language exposure on undergraduate proficiency. Foreign Language Annals\, 52(4)\, 776-797.
URL:https://www.cal.org/event/2025-aaal-conference-presentation-k-16-world-language-program-articulation-in-the-united-states/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1432242307-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250324T100500
DTEND;TZID=UTC:20250324T110500
DTSTAMP:20260405T220225
CREATED:20250312T171111Z
LAST-MODIFIED:20250403T134211Z
UID:28593-1742810700-1742814300@www.cal.org
SUMMARY:2025 AAAL Conference Presentations—Examining Status in Collaborative Teaching: How Conceptualizations of Language Influence Co-Teaching Hierarchies
DESCRIPTION:Examining Status in Collaborative Teaching: How Conceptualizations of Language Influence Co-Teaching Hierarchies \nDate & Time: Monday\, March 24\, 2025 | 8:05–9:05 a.m.\nLocation: Windows Tower\, Second Level \nPresenter: Sarah Howard\, CAL Intern
URL:https://www.cal.org/event/2025-aaal-conference-presentations-examining-status-in-collaborative-teaching-how-conceptualizations-of-language-influence-co-teaching-hierarchies/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/03/GettyImages-1256272055.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250324T180000
DTEND;TZID=UTC:20250324T190000
DTSTAMP:20260405T220225
CREATED:20250312T161350Z
LAST-MODIFIED:20250403T134912Z
UID:28584-1742839200-1742842800@www.cal.org
SUMMARY:2025 AAAL Conference Presentation—Building Effective Heritage Language Programs: Training for K-12 Teachers\, Administrators\, and Families
DESCRIPTION:Building Effective Heritage Language Programs: Training for K-12 Teachers\, Administrators\, and Families\nDate & Time: March 24\, 2025 | 4:00–5:00 p.m. Mountain Standard Time\nLocation: AAAL\, Denver\, CO\nPresenter(s):\nLeslie Fink (Center for Applied Linguistics)\nJamie Morgan (Center for Applied Linguistics)\nElyssa Sun (Center for Applied Linguistics) \nDescription:\nExperts agree that heritage language education should be provided in public schools (Potowski\, 2021)\, but most heritage language learners in the U.S. are unable to access any form of education in their home languages in K–12 schools (Carreira\, 2021)\, and there is limited guidance about how to start a K–12 heritage language program. \nIn this session\, we will discuss a free\, online self-access training program that will support teachers\, administrators\, and families in understanding best practices for and their roles in building and sustaining an effective K–12 heritage language program. \nWe will provide an overview of the findings from our initial research activities and share parts of the training program that were developed in the first year of this three-year project\, as well as our plans for additional module and resource development. \nThis interactive roundtable will be designed to elicit feedback from attendees on the current state of and future plans for the training program. Presenters will invite attendees to share their experiences and perspectives on K–12 heritage language programs in U.S. public schools\, with a focus on best practices for building and sustaining these programs. Information gathered will be used to improve the training program\, which will in turn support the growth and development of research-based\, high-quality heritage language programs. \nCarreira\, M. (2021). The vitality of Spanish as a heritage language in the United States. In S. Montrul & M. Polinsky (Eds.)\, The Cambridge Handbook of Heritage Languages and Linguistics (pp. 230-251). Cambridge University Press.\nPotowski\, K. (2021). Elementary school heritage language educational options and outcomes. In S. Montrul & M. Polinsky (Eds.)\, Cambridge Handbook of Heritage Languages and Linguistics (pp. 761-776). Cambridge University Press.
URL:https://www.cal.org/event/2025-aaal-conference-presentation-a-descriptive-study-of-students-multilingual-and-multimodal-communication-practices-in-elementary-school-science-2/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/03/GettyImages-1571250804.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250325T100000
DTEND;TZID=UTC:20250325T120000
DTSTAMP:20260405T220225
CREATED:20250325T140120Z
LAST-MODIFIED:20250403T135010Z
UID:28686-1742896800-1742904000@www.cal.org
SUMMARY:2025 AAAL Conference Colloquium—Dual Language Bilingual Education in Non-Dominant Partner Languages: Expanding the Research Base
DESCRIPTION:Dual Language Bilingual Education in Non-Dominant Partner Languages: Expanding the Research Base\nDate & Time: March 25\, 2025 | 8:00–10:00 a.m. Mountain Standard Time\nLocation: Silver\, AAAL\, Denver\, CO \nOrganizer\nHina Ashraf\, Georgetown University \nOrganizer\nLourdes Ortega\, Georgetown University \nDiscussant\nEster de Jong\, University of Colorado Denver \nDiscussant\nDiep Nguyen\, Center for Applied Linguistics \nAuthor\nMahassen Ballouli\, Arabic Immersion Magnet School of Houston \nAuthor\nJayoung Choi\, Kennesaw State University \nAuthor\nVashti Wai Yu Lee\, Michigan State University \nAuthor\nAlisha Nguyen\, Lesley University \nDescription:\nDual language bilingual education (DLBE) pursues four primary goals: academic achievement\, bilingualism and biliteracy\, sociocultural competence\, and critical consciousness (Freire\, Alfaro\, & de Jong\, 2024; Howard et al.\, 2018). Based on the 2021 American Councils directory\, approximately 80% of DLBE programs in the U.S. partner with Spanish. This trend reflects DLBE’s ties with civil rights movements of Latinx communities (Moore\, 2024) and the demographic presence of Spanish speakers in the U.S. However\, this focus has resulted in a research gap concerning non-dominant\, and particularly non-European\, partner languages (Morita-Mullaney\, 2024). Increasingly diverse linguistic\, cultural\, and ethnic communities desire DLBE programs\, and these communities inhabit different valences and histories in the U.S. Therefore\, a one-size-fits-all approach to the four goals of DLBE will be impossiblein this diversified landscape. This colloquium foregrounds research on DLBE programs with 5 partner languages that are widely spoken globally but under-taught and under-researched in the U.S.: Arabic\, Korean\, Mandarin\, Urdu\, and Vietnamese. Each DLBE context presents its own challenges to sustainability\, points of tension around programmatic and equity goals\, and opportunities for success. The Presenters focus on different dimensions of DBLE: (1) program success against all odds (Arabic)\, (2) learning to span complex research-practice boundaries for collaboration (Korean)\, (3) a teacher’s development of ideological clarity (Mandarin)\, (4) the evolving\, emotion-imbued beliefs about biliteracy of six teachers (Urdu)\, and (5) power negotiations over linguistic justice among community leaders\, educators\, and district administrators (Vietnamese). The colloquium is organized as follows. After an introduction by the co-organizers\, each presenter will do 15-minute presentations. Two senior DBLE scholars will be our discussants\, each taking 10 minutes to synthesize lessons across presentations and theorize the unique value added—for research and for practice—of DLBE in non-dominant partner languages. We will conclude the session with 20 minutes of audience interaction.
URL:https://www.cal.org/event/2025-aaal-conference-colloquium-dual-language-bilingual-education-in-non-dominant-partner-languages-expanding-the-research-base/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/03/GettyImages-1385168753-1-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250331T150000
DTEND;TZID=UTC:20250331T161000
DTSTAMP:20260405T220225
CREATED:20250312T152837Z
LAST-MODIFIED:20250403T134901Z
UID:28569-1743433200-1743437400@www.cal.org
SUMMARY:COABE 2025 Conference Presentation—Transforming Adult English Literacy Assessment: Introducing BEST Literacy 2.0
DESCRIPTION:Transforming Adult English Literacy Assessment: Introducing BEST Literacy 2.0\nDate & Time: March 31\, 2025 | 3:00–4:10 p.m. Central Time\nLocation: Sanger B\, COABE\, Dallas\, TX\nPresenter(s): \n\nElyssa Sun (Center for Applied Linguistics)\nAmya McKoy (Center for Applied Linguistics)\nAnna Zilberberg (Center for Applied Linguistics)\n\nDescription:\nRecent calls for increased rigor in adult education led to the release of revised National Reporting System (NRS) Educational Functioning Level (EFL) Descriptors for English as a Second Language (ESL). This prompted the development of a new generation of adult ESL assessments aligned with these standards. One such test is BEST Literacy 2.0\, a print-based assessment that uses a variety of tasks to measure adult English language learners’ ability to read and write in English. Specifically crafted with modern adult learners in mind\, BEST Literacy 2.0 has been approved for use by the U.S. Department of Education for NRS accountability reporting through July 13\, 2030. \nThis presentation will first introduce the test design of BEST Literacy 2.0\, followed by an overview of the rigorous test development and validations steps undertaken for BEST Literacy 2.0. Through sharing example items and tasks in an interactive activity\, we will highlight the improvements and innovations in BEST Literacy 2.0. To better assist programs in this transitional phase\, we will also share different training options available for BEST Literacy 2.0. \nJoin us to discover best practices for integrating BEST Literacy 2.0 into your program\, from initial training to ongoing administration\, to ensure a seamless transition.
URL:https://www.cal.org/event/coabe-2025-conference-presentation-transforming-adult-english-literacy-assessment-introducing-best-literacy-2-0/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1472033620-scaled.jpg
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