CAL News
CAL researchers have developed a native language assessment tool for students of the Choctaw language in Mississippi. The project, “Annopa Tikbishtiya,” or “Carry the Language Forward,” is ensuring that the language flourishes and grows from generation to generation. “When you see a student demonstrate [proficiency in the language], it gives hope.” -Jason Lewis
As part of their work with the Assessment and Evaluation Language Resource Center (AELRC) at Georgetown University, researchers at the Center for Applied Linguistics (CAL) recently launched two updated resources for world language and heritage language educators.
The Center for Applied Linguistics has named Dr. Patricia Baquedano-López the 2021 Charles A. Ferguson Awardee for Outstanding Scholarship.
CAL staff and partners, including Trey Calvin, Maria Cieslak, Dr. Joel Gómez, and Dr. Diane August, have published actionable recommendations for states and districts educating English learners during the on-going pandemic as a part of their work on a new IES-funded research center.
Did you know that the earlier editions of the Guiding Principles referred to the third pillar as “cross-cultural understanding” rather than “sociocultural competence?” The change in terms in the 3rd edition was deliberate. It reflects a shift in thinking in two important ways: first, “cross-cultural understanding” infers that developing cultural competence is viable only in two-way programs attended by fairly equal numbers of English home-language students and “partner” home-language students and, secondly, that cultural competence may be limited to positive attitudes and feelings of self-esteem.
Researchers at the Center for Applied Linguistics (CAL) have developed online courses for parents and educators to aid in creating and sustaining effective ELPACs, or English Learner Parent Advisory Councils, impacting over 20% of public school districts in Massachusetts.
Still looking for ways to kick-start the New Year and set new goals for your EL students? Make sure there are meaningful opportunities to access the content.
After nearly a year of facilitating online professional development for educators across the U.S., Canada, and in international schools, I have learned that figuring out online teaching tools is akin to the language learning experience itself. With enough practice, you gain confidence, proficiency, and get to interact with people you otherwise might not meet at home.
Fortunately for educators of linguistically and culturally diverse students, students can practice and apply all four language domains—reading, writing, listening, and speaking–using online technology.
In addition to students’ own literacy practices, these storytelling activities can also be key teaching opportunities for EL students because they use multimedia, therefore providing extra scaffolding through images, audio, and video.
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