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Breaking the Comprehension Barrier

Felicia Rateliff and Brian Pitts report on the technology a Texas school district is using to solve ELL reading barrier Issues

If you were to step into a theater halfway through a performance of Shakespeare’s Taming of the Shrew, would you be able to understand the plotline? Would it be harder for you to understand it if you weren’t familiar with the use of Early Modern English language?

You might be able to deduce what was going on thanks to character interaction and contextual clues in the play. But imagine having a Shakespearean work set down in front of you and being told to explain what was happening inside its pages. Without watching the characters interact or having prior knowledge of the language, you would probably experience some confusion.

When an English language learner (ELL) enters a classroom where English is the native language, he or she is usually instructed to learn the language through the use of literary works. But how can a student whose first language is not English learn and read without the context or tools to assist understanding?

Reading comprehension and technology

To ensure ELLs can learn to the best of their abilities, their learning facility must provide them with the tools and resources to do so. Recall the situation with the Shakespearean writing above. English language learners cannot be expected to pick up a book and learn a foreign or unfamiliar language by reading said book in said language.

The issue of providing effective learning resources to ELL students is front and center at Longview Texas Independent School District (LISD) in Longview, Texas, where the student population contains a high concentration of students whose native language is not English. According to a report from the California Dropout Research Project at the University of California–Santa Barbara, EL students are about two times more likely to drop out of school than native and fluent English speakers.

“The dropout risk is high among EL students not only because they are learning English but also because they are significantly more likely than the general population to be disadvantaged racial or ethnic minorities, poor, and born to immigrant parents, each a status group at heightened risk of dropping out,” the report notes.

In light of these factors, LISD categorizes ELL students as at risk. LISD’s educational philosophy (w3.lisd.org/bilingual-esl/research-resources-trainings/index.html) is that ethnic diversity has nothing to do with learning, as ethnicity has no effect on how people think. However, when students or individuals are culturally and linguistically diverse and are taught in languages that are not their native speech, the learning outcome can be a challenge. When this occurs, the language barrier can impact the effectiveness of educators’ communication with the students.

In addition to the high dropout rate and communication barriers, a major problem ELL students face is that so much of learning is related to reading comprehension skills. According to the Association for Supervision and Curriculum Development (ASCD), comprehension is the goal of reading, but it can be the most difficult skill to master, especially for ELLs. When a student whose native language is English doesn’t comprehend what she reading, she can come back to the same information and read it again later, further trying to understand context and meaning. A non-native speaker of English is at a disadvantage. Even if an ELL student returns to a passage later, she still may not know what the passage means unless she has resources to help put the reading into context, such as visual cues or interpretation. This is where technology can help, and Longview ISD created an ELL student program to do just that.

Understanding ELL technology needs

For LISD, adding a technology program helped level the playing field between ELL students and English-speaking students. As the ELL population began to grow, the district leaders realized they needed to come up with a solution for students and their families that integrated technology for ELL education. They also knew that technology itself would not even the playing field. Instead, they needed a solution that would put the right tools together to create a full plan of action to help their many ELL students.

The plan—later named the Newcomer Program—took an innovative approach to creating resources that allow ELL students to thrive. In order to figure out the best way to provide excellent education for all kids, district leaders had to sit down and start thinking on a personal level. They had to relate it to themselves and how they would handle a situation in which someone sent them to a foreign country where they don’t know the language and then told them to go to school. Then, what if at that school, they said, “We’ll give you a tech device. Now, put whatever you need (to help you learn) on it.”

This brainstorm concluded with the LISD team determining that giving all ELL students 1:1 devices loaded with resources could help break down the barrier between reading comprehension and understanding.

READ 180 This Scholastic app is effective for low-proficiency, non-native English speakers. When teachers properly use the app, the multimedia component looks just like a traditional classroom with rotating stations.

Rosetta Stone (stand-alone) Rosetta provides the benefit of learning the English language through the natural progression of acquiring words as a child. One of the first words to learn is ball, with a picture of a ball, because that is recognizable for most Spanish-speaking students.

Khan Academy Although the videos are in English, students are able to view them multiple times. This allows them to access those context clues illustrated in the opening example of the Shakespeare production.

Tech classroom management 

LISD’s administrators knew that in order to manage a new program consisting of hundreds of preloaded 1:1 laptops (in addition to other classroom tools), they would have to solve efficiency, time, networking, and classroom-management challenges.

With more than 6,000 computers and devices in the district, it was important to ensure enough time to manage all of them—plus the 1:1 ELL program devices. Loading all of the necessary applications onto new machines would be a task that would need a streamlined approach. Keeping track of the program’s laptops without impinging on a teacher’s organization time throughout the school year would also be a task in organization. Technical trouble tickets for ELL student devices would need to be answered in a matter of minutes, as a lapse in classroom learning time could mean less time for comprehension.

As for classroom management of student technological resources, the LISD team recognized that instructors would need as many ways as possible to communicate with the students via their devices. This communication would have to be done without drawing attention to the ELL students needing assistance. Students would need to feel comfortable asking for help without the entire class scrutinizing them.

To address the anticipated challenges presented by the Newcomer Program, LISD chose Impero Education Pro, a software suite combining network, classroom, and internet safety management for all devices and platforms in a school. LISD wanted this as their solution because it allowed for the remote management of all technology, which would make rollout and troubleshooting swift and efficient. Energy and device usage reporting would allow for asset management and recovery. The classroom management features would also provide teachers with the ability to send messages and share files with individual students remotely. Through this software, students are able to record themselves reading with a feature called “talk and listen.” The software programs have helped all the moving parts of the Newcomer Program work together seamlessly so the district can keep tabs on the laptops without any extra burden on their teachers. They can easily manage the devices and make them simple for everyone involved, which is one measure of success for the district.

The Newcomer Program’s effectiveness is not measured in hard data. While they have done a good deal of informal research over the program’s three years in existence, the main goal has been to simply see the students succeeding.

In the school years to come, LISD will see how the Newcomer Program pays off for their ELL students. What is clear now is that technology offers an answer to the question, “How can we, as educational professionals and administrators, help ELL students learn to the best of their abilities in the best way possible?” As the number of ELL students studying in the U.S. grows, thoughtful solutions like the Newcomer Program will help these students succeed.

Felicia Rateliff  is an award-winning educator, lecturer, and curriculum developer. She holds Missouri lifetime secondary and post-secondary career and technical teaching certifications in the areas of graphic communications, graphic arts, commercial art, and illustration. Felicia has held offices in the Missouri Trade and Technical Association and served as a master teacher for University of Central Missouri’s New Teacher Institute.

As U.S. marketing manager for Impero Software, Felicia focuses on overseeing the research and development Education Pro’s keyword library safety feature strategy for U.S. audiences. Felicia works to educate the U.S. education sector on the importance of taking a monitored approach to internet safety, which promotes good digital citizenship. Felicia is mother of four adult daughters and is an avid yogi.

Brian Pitts is technology director at the Longview Independent School District in Longview, Texas. He has been in charge of technology there since 1998. He oversees computing, networking, communications, and physical security for the 8,500-student school district located in the piney woods of east Texas. Brian’s love for people, technology, and learning drive him to find technical solutions that leave people smiling.

References

Duffy, Helen, Lindsay Poland, Jarah Blum, and Cameron Sublett. The District Role in Graduation Rate Improvement. California Dropout Research Project. 2015.

Breiseth, Lydia. “Reading Comprehension Strategies for English Language Learners.” ASCD Express. Accessed October 2016. www.ascd.org/ascd-express/vol5/511-breiseth.aspx.

Ahora es el Momento

There’s never been a better time to study in Spain

When Spain adopted the euro as its currency nearly 20 years ago, prices rose overnight, some say by over 25%, and the country was suddenly no longer the budget destination that overseas visitors had taken advantage of for decades. However, the country’s prolonged recession and the recent drop in the euro’s value against the dollar as a result of Britain’s vote to leave the European Union have made the country much more affordable for students, especially if they avoid Barcelona and Madrid. Surprisingly, the beautiful, historical center for education, Salamanca, is one of Spain’s most affordable cities.

Not only is Spain affordable again, it is also going through a fascinating stage in its political history. For the past year, there has been no effective government, and we have seen the rise of two brand-new political parties, Podemos and Ciudadanos, into mainstream contenders for power. Spain has long been a highly politicized nation, and right now, the political climate is fascinating. Changes happening there may well be replicated in other Western countries, so students should jump at the opportunity to experience change as it happens. Another reason to visit Spain now is that this may be the last chance to experience the country as a whole. The autonomous region of Catalunya will hold a referendum on independence from Spain next year, whether or not the central government in Madrid agrees to one. The leader of the Catalan Parliament, Carles Puigdemont, has said that he is willing to discuss the terms of a referendum with the central government in Madrid, which has opposed any such vote, but that he would definitely hold the vote next September.

In August, Spain’s Constitutional Court annulled a resolution by Catalunya’s assembly to move forward with independence, but support for Catalan independence has grown recently, with almost 48% of Catalans supporting it in a poll in July.

Spain has a long history of regional independence movements, which has led to much conflict but also added to the flavor and excitement of the country. Under the constitution, created in the 1970s after years of dictatorship, Spain’s regions enjoy considerable autonomy from the central government; however, it has not proved enough to satisfy the many separatists. Thankfully, the terrorism campaign waged by ETA in an attempt to secure independence for the northern Basque Country (El País Vasco) has now come to an end, so visitors can safely observe and absorb political wrangling the like of which they are unlikely to experience anywhere in the world.

Selection of Schools in Spain

Toledo

At Aula Toledo, which is accredited by the Cervantes Institute, they believe that a high-quality, responsive, and personalized approach is fundamental to teaching.

The school is centrally located in the heart of historic Toledo, in a building that dates back to the tenth century, but the interior has been completely modernized, with fully equipped classrooms and access to Wi-Fi. Toledo is known as the city of the three cultures, a historic confluence of Jewish, Islamic, and Christian tradition. This is reflected in both the city’s rich heritage of art and architecture and its living traditions.

Students at Aula Toledo learn in a school where quality and attention to detail are important. They can choose from a wide variety of programs and activities while studying in an ancient city that is intimate and is not crowded with international students, so they will practice Spanish 24/7.

Toledo is a small city that is totally safe and easy to get around, even fun to get lost in, rich in history and art, and full of lively bars and restaurants. It is also a great location from which to explore Spain—Madrid is just 30 minutes away.

Salamanca

Tía Tula is a lovely Spanish school with two centers both situated right in the historical university center of Salamanca, the city which is always referred to when talking about Spanish teaching throughout the world. One of them, a historical three-story building, with a beautiful and traditional style, has been refurbished and equipped with modern facilities and the latest technology.

Accredited by the Instituto Cervantes, Tía Tula offers courses year round in classrooms designed to foster peer interaction. Syllabi have been developed by the school’s board of teachers, who have excellent academic skills due to their years of experience, research on the Spanish language, and expertise as Spanish teacher trainers. They are readily available to help answer questions, overcome weaknesses, and discover strengths. What is more, the administrative

taff provide personalized attention and help resolve any problems outside the classroom.

Tía Tula is a DELE examination center (official certificate of Spanish proficiency) and its Spanish courses have university credits (ECTS) available.

Colegio Delibes is situated in a historical building, five minutes’ walk from the Plaza Mayor. It has been recently restored and equipped with the latest technology: 26 air-conditioned classrooms, a video and conference room, an audio lab, a library, and an IT room with free internet access, along with Wi-Fi. There is also an enclosed patio with a typical Castilian well where students can relax with a coffee and chat together during the breaks.

The college is best characterized by its authentic international ambiance and complete program of extracurricular activities, most of which are free for students.

Students come from a wide range of countries and are limited to nine per class. There is a choice of accommodations, including host families, student residences, shared apartments, and hotels, and a wide range of extracurricular activities—Delibes even has its own health club.

Valladolid

La Casa del Español is a language and cultural center which offers students quality Spanish teaching combined with a true cultural contact with Valladolid, a unique city famous for its people, open and hospitable; its important historic and literary heritage; its gastronomy and wines; and its dynamic cultural life.

Accredited by the Instituto Cervantes, the school offers excellent teachers and helpful staff, fantastic cultural activities, great cooking workshops, and a multicultural environment.

Valladolid is less than 50 minutes from Madrid by train, with easy access to heritage cities; it is a fun, safe, and clean city, where Spanish is clearly pronounced.

Zaragoza

CESTE International Business School is a well-known Spanish language center, offering in-person and online tuition. It is accredited by the Instituto Cervantes and an examination center for the DELE (Diploma de Español como Lengua Extranjera) certificate. Courses are designed to engage students, who receive personal coaching and assessment.

The school offers the option of private accommodations in the charming city of Zaragoza, which is conveniently situated between many of the country’s major cities and is renowned for its neutral accent.

At CESTE, they appreciate that learning also takes place outside the classroom, so students are put into typical real-life situations on a daily basis in which they can practice the language. The fundamental objective is for students to achieve “communicative competence,” so classes and extracurricular activities are designed with that in mind.

Málaga 

With 45 years’ experience in teaching Spanish, Malaca Instituto is well respected by peers and clients and has some unique features: it is a mini-campus with 96 en-suite bedrooms, 25 classrooms, a study center, a restaurant, a dance studio, an activities room, a 24/7 student lounge, a mini-gym, a swimming pool, and three terraces and gardens.

It publishes its own textbooks (20 so far), and all senior teachers are involved in textbook writing and/or revising. These are experienced teachers who have been with the school for 20 years or more, and the staff-student ratio is 1:3.

With accreditation from EAQUALS, IALC, and the Instituto Cervantes, Malaca is a five-time winner of a study abroad industry award.

Granada

El Centro de Lenguas Modernas de la Universidad de Granada (CLM) is located in the city of Granada, halfway between snow-capped mountains and subtropical Mediterranean beaches. CLM offers not only its renowned Spanish language and culture courses for foreigners, but also a wide variety of modern language courses, so visitors can share their daily lives with Spanish students.

It also offers courses in teaching Spanish as a foreign language and exams for those who wish to certify their level of Spanish. A wide range

of language courses for special purposes are also available.

The Internship Program for International Students is aimed at university students and professionals interested in broadening their studies through professional internships.

CLM and the Universidad de Granada do their best to make the students’ stay as pleasant as possible: the language exchange service, the accommodation service, and its cultural and sports activities program are just a few examples.

Cádiz

K2 Internacional is a Spanish language school located in one of the most typical squares in the heart of Cádiz, an ancient port city in southwest Spain, built on a strip of land surrounded by the Mediterranean Sea. Accommodation, the beaches, and the city’s main attractions are all within five minutes’ walk.

Since 2001, the school has been offering Cervantes Institute–accredited Spanish immersion programs for adults and juniors in a restored historical building dating to the 19th century, carefully decorated and equipped with modern amenities. The school also has a beautiful kitchen for its famous cooking classes, a library with self-study materials, help desk staff, and a terrace ideal for parties and chatting with fellow students.

Courses are combined with a wide range of sporting, cultural, and social activities in a family atmosphere where customer service is the focal point. All-inclusive packages are available to help budgeting.

Most importantly, the school’s philosophy is that “it’s not Spanish you should come to learn; it’s a new way of seeing Spain.”

Multiple Locations

don Quijote

Since 1986, don Quijote has been at the forefront of Spanish language teaching, building a network of 35 schools in Spain and Latin America. It has earned an international reputation for innovation and personalized service, largely through the recommendations of over 500,000 students.

The goal is for students to immerse themselves in the local culture, combining courses with exciting activities and excursions in order to create deeply transformative and immersive cultural experiences. In addition, they offer the opportunity of combining destinations in order to experience a complete Spanish immersion program.

Programs are available all year round, and they provide official academic transcripts recognized by American universities and the Instituto Cervantes.

Don Quijote offers personalized assessments to meet students’ specific needs, as well as a wide variety of study abroad programs that include Spanish language programs for groups or individuals, internships, volunteer projects, and faculty-led and tailor-made programs for specific majors or minors, such as business or medicine, that perfectly adapt to each.

Using a Broad Brush

Language Teaching Insights from Other Fields: Psychology, Business, Brain Science, and More. Language Teaching Insights from Other Fields: Sports, Arts, Design, and More.  

Stillwell, C. (ed), TESOL Press, 2015 ISBN:  (Psychology, Business, Brain Science, and More) 978-1-942-22348-1 (Sports, Arts, Design, and More) 978-1-931-18507-3

 

We all have heard the metaphors of teachers as counselors, gardeners, and coaches, but what about the reverse, when a vacuum salesman, anthropologist, or Zen master becomes a teacher? What strengths and experiences influence their lesson plans, classroom-management strategies, and content delivery? Unfortunately, somewhere in the process of becoming more “teacher-like” (i.e., carrying totes, using planners, and speaking in acronyms), these protean teachers often fail to share the expertise they have acquired in other areas. Across two volumes, Language Teaching Insights from Other Fields, edited by Christopher Stillwell, seeks to address this disservice by openly celebrating teacher diversity. In what the author describes as a book-length dinner party conversation, 29 language teachers share how their professional and recreational backgrounds have influenced their language teaching.

Each volume in the series is divided into four sections focusing on specific aspects of teacher development.

The sections of Language Teaching Insights from Other Fields: Psychology, Business, Brain Science, and More include:

1. Getting Students Interested in Learning

2. Planning an Effective Course

3. Expanding the Teacher’s Toolbox

4. Enhancing Teacher Effectiveness

Throughout the 15 chapters, readers receive teaching tips from 15 authors, including a television producer commenting on how to increase student engagement; a business professor on how to strengthen discussions; the wife of a psychiatrist on how to listen effectively; and a creative director on how to build a teacher brand.

In the second volume of the series, Language Teaching Insights from Other Fields: Sports, Arts, Design, and More, sections include:

1. Recontextualizing the Language Classroom

5. Dealing with Challenges

6. Teaching the Four Skills

7. Developing as a Professional

Readers of this volume will learn how to create the ideal learning environment from a bartender; how to appropriately critique student writing from a restaurant reviewer; how to borrow elements of video games to track student progress from a role-play game designer; and how to incorporate visuals into lessons from an architect, among others.

The interesting topics and wide range of contributors make for books that feel more like attending an education conference than reading a handbook. They are a place where teachers have gathered to share what they know, advance the field of education, and ultimately help students to succeed. Contributors readily offer personal anecdotes, humor, and practical tips that readers can integrate immediately.

Thankfully, no assumptions are made of prior knowledge of a field, and each chapter opens with essential background information. This foundation is followed by a series of tips detailing how skills can transfer from the field of inspiration into the classroom. If that were not enough, each chapter closes with resources for further exploration, a thorough list of references, and an author biography.

In what can best be described as a teacher-sized game of show and tell, both volumes of Language Teaching Insights from Other Fields make interesting connections between diverse fields and education. Every reader is sure to walk away with new curiosity, inspiration, and knowledge from which he or she can become a more effective, creative, and well-rounded educator.

Edward Coronado III is a graduate student in the master of arts in English/TESOL program at Cal Poly Pomona University. His research interests are in second-language composition and technology in education. He is an active participant in the CATESOL affiliate.

Volunteering for All the Right Reasons

Volunteers not only help others but are often the beneficiaries of their ‘altruism’

Volunteering abroad isn’t just good for the soul and a great way to add stamps to a passport, it’s also a boon to a resume. It allows people to develop new skills, broaden their horizons, build their networks, and get valuable work experience—all of which make them more attractive to employers and college recruiters.

According to a LinkedIn survey, 20% of hiring managers in the U.S. say that they have hired a candidate because of their volunteer work experience, and 41% of LinkedIn hiring managers consider volunteer work as valuable as paid work experience when recruiting. The survey also revealed that unemployed people who volunteer are 27% more likely to be hired than people who do not volunteer.

Last year, a TIME article (“Here’s What Rich CEOs Say to Do in Your 20s”) showed that most CEOs valued the personal and professional benefits of travel, viewing them as keys to success. Facing unexpected situations, being truly independent, and coping in a foreign context are all skills that guarantee success in any workplace or career.

“Combining this with volunteering can also give you a wealth of abilities and experiences to a add to your CV, setting you apart from others who may have followed the traditional school-university-work route. For me, appearing on live Bolivian television and radio while being interviewed in Spanish is just one of many perfect examples that could be used in a future job interview. This illustrates how brilliant my time spent volunteering has made me at thinking on my feet and embracing moments outside of my comfort zone,” explains Steph Dyson in her blog, Worldly Adventurer.

This is not to say that all volunteer work catches the eye of employers and college recruiters. They are looking for commitment and passion, not a few hours here or there or a week in the sun. Prospective educators are lucky to have so many relevant opportunities teaching overseas through a number of reputable organizations. Latin America offers many inviting and exciting places to serve and even gain valuable experience teaching English.  Mexico and Central America are inviting, culturally rich places to volunteer. Due to the tourism industry and economic globalization, there is a demand for volunteers to teach English. Throughout Latin America, vibrant nonprofit and faith-based communities provide a wide range of opportunities to work with young people in schools, orphanages, afterschool programs, and cultural centers.

Organizations

WorldTeach

WorldTeach partners with governments and other organizations in developing countries to provide volunteer teachers to meet local needs and promote responsible global citizenship. They are currently recruiting for an exciting program in Ecuador.

The WorldTeach mission is twofold. The first part concerns the impact on the students and on the schools. They care very much that volunteers are effective teachers in the classroom and that the students are engaged and learning, no matter the level of prior teaching experience of the volunteers entering the program. With comprehensive training during orientation and the Teacher Quality Program support provided over the course of service, they hope to set up every volunteer for success as a teacher while serving with WorldTeach. In addition, they’ve developed supplemental teaching manuals for many programs so that volunteers can run the student-centered classrooms that foster the skills our partners expect. The second part concerns the impact on volunteers. With over 7,000 past WorldTeach volunteers who have made an impact internationally and over twelve million hours of service provided, they hope that an even greater impact can be felt as these volunteers return home, hopefully with a more sophisticated and nuanced understanding of international issues and a firmer membership in the international community. Many of their alumni have shown leadership in areas stemming from their experiences as WorldTeach volunteers: in academic careers in international development or international studies, in educational and volunteer organizations, as teachers and school administrators, and in business and multinational companies. Several have become leaders in the U.S. Congress, and one has served as a U.S. ambassador.

Cross-Cultural 

Solutions

With over 21 years of experience in the field of international volunteering, Cross-Cultural Solutions excels in immersive experiences for high school students abroad. What makes CCS unique is the organization’s focused programming and sustainable long-term partnerships with local communities.

CCS connects teacher-led high school groups, formally known as “squads abroad” with local youth organizations to improve the health and educational outcomes in Costa Rica, Peru, and Guatemala. Squads are offered in four areas, including global education, global health, global technology, and sports leadership. Each group defines a focus area and community service project prior to promoting the trip.

Global education squads allow students to volunteer in a school, orphanage, or after-school program providing hands-on tutoring and instruction in language and literacy while also completing a small construction project. A squad might choose to furnish a school library with shelves, chairs, tables, and donated books.
Volunteers make a low individual program contribution ($990 per week) to cover all their in-country expenses and then work as a group to fundraise towards a group project contribution.  Individual program contributions are free for required teachers traveling with the squad.

Raleigh International 

Raleigh International runs two programs, Expedition and International Citizen Service (ICS), to help the 1.8 billion young people in the world today realize their potential. They work to change that the most important resource the world has is often undervalued, underestimated, and expected to underachieve. Raleigh has over 30 years of experience of tapping into young people’s potential to inspire and empower them.

The Expedition program is currently delivered in Malaysian Borneo, Costa Rica, Nicaragua, Nepal, and Tanzania, and the ICS is funded by the UK government to bring together young people to make a difference in some of the poorest communities in the world. ICS is delivered in Nepal, Nicaragua, and Tanzania.

Raleigh strives for equal participation in all its volunteer programs, so teams comprise volunteers from the country where the program is taking place as well as volunteers from around the world. Through the Youth Partnership, they try to ensure that young people from all walks of life can access the opportunity to work on a Raleigh program, particularly those from low-income households and disadvantaged young people.

Artist and Teacher Create Emojis to Promote Diversity

Mapuche schoolteacher Victor Carilaf has teamed up with Chilean artist Fiestoforo to create Kimeltuwe, a collective that has released sets of emojis to represent indigenous peoples of Latin America. Part of the project promotes the Mapudungun language—an indigenous language spoken by the Mapuche people in Chile and Argentina. Part of the project is depicting local languages, with descriptions of emotions like kümelekan for “I am well,” küpa umawün for “I am tired,” and kutrankülen for “I am sick,” among many others. Right now, the emojis can be used as images or stickers that can be shared in texting, comments, or messaging, and Kimeltuwe is looking toward news ways to integrate the emojis into different messaging platforms.

$71 Million for International Studies

The U.S. Department of Education has also awarded more than $71 million in new and non-competing continuation grants to help strengthen the capacity and performance of American education in world languages, cultural understanding, area and international studies, and research. The grants are under the Fulbright-Hays Act, also known as the Mutual Educational and Cultural Exchange Act of 1961, and Title VI of the Higher Education Act of 1965, as amended. Both grant programs are administered by International and Foreign Language Education in the Office of Postsecondary Education.

“The world is becoming more interconnected than ever before, and our programs and grants are helping students to acquire the skills, knowledge, and understanding they will need to compete on equal footing for 21st-century careers,” said U.S. secretary of education John B. King Jr. “Employers from a cross-section of education, business, and government are expecting our graduates to be able to communicate and collaborate with peers in a global context. The grants help to achieve exactly that, by providing teachers, students, and our communities with the opportunities and resources for ensuring our nation’s capacity for global competitiveness.”

The International and Foreign Language Education Office aims to address the nation’s need by preparing leaders who are highly competent in world languages and international studies and who will fulfill roles critical to our national security and global engagement, fill critical posts in global business, and be the educators to help America’s students achieve greater global competence. These grants support students, teachers, faculty, administrators, and institutions of higher education as they engage in projects focused on international studies, world languages, cultural understanding, and research.

In addition to teaching foreign languages and area studies, Title VI and Fulbright-Hays grantees will use FY 2016 grant awards to support interdisciplinary curriculum projects, collaborations with minority-serving institutions and community colleges, and programs that expand global opportunities for K–16 educators.

8TH ANNUAL INDIGENOUS LANGUAGE INSTITUTE (ILI) SYMPOSIUM 2017

In Santa Fe, New Mexico on October 26-27, 2017, the Indigenous Language Institute is holding it’s 8th annual symposium. The theme of the 8th Annual ILI Symposium 2017 will address the importance of comprehensible input and active listening of the target language for oral language development to create speakers.
The keynote speaker for the event is Stephen Krashen, with other speakers including Ryan DeCaire (Mohawk), Kaihuhatati Gerald L. Hill (Oneida Nation of Wisconsin), Layli Long Soldier (Lakota), Finlay Macleod (Scottish), Beniko Mason (Japanese), Kevin Shendo (Jemez Pueblo), and William Pila Wilson (Hawaii). A separate 2-day training event follows the ILI Symposium at the same venue, “Total Immersion Plus (TIP) Workshop” (Oct 26-27) led by Finlay Macleod.

Registration is still open on their site until October 6 at http://ilinative.org/iliss/2017ILISBrochure10.2.17.pdf.

More Information about Speakers:

Presenters will share their professional findings and personal experiences on this theme from various perspectives: as Language Learners, as Language Instructors/Mentors, as Linguists, as Language Program Directors.

Keynote Speaker for ILIS2017

Stephen Krashen, Keynote Speaker
Title: A Forty Years’ War
Synopsis: A war has been raging for 40 years, a war that has generated important research and a re-examination of methods. On one side, the Comprehension Hypothesis claims that comprehensible input is the cause of language acquisition – mastery of grammar and vocabulary is subconsciously acquired, the result of listening to and reading
interesting messages. In contrast, the Skill-Building Hypothesis says we must first consciously learn grammar rules and memorize vocabulary, and practice them in output. There is strong evidence that the brain is very good at acquiring language through comprehensible input, but not good at acquiring language through skill building.

Presenters for ILIS2017

Ryan DeCaire (Mohawk)
Title: Mohawk Language for Adults: The Express Route to Advanced Proficiency
Synopsis: Most methods employed in Indigenous language programs to date have rarely created speakers. This is often because they have depended on “traditional” methods developed for noun-based Euro-western languages, such as noun and phrase memorization, over-dependence on the written word, minimal focus on speaking, and little to no attention and consideration for the morphological patterns of Indigenous languages. These methods have proven ineffective for stimulating comprehension and acquisition of Indigenous languages because they rarely consider the special teaching and learning challenges inherent in the polysynthetic nature of Indigenous languages. As a second language Mohawk speaker, an instructor at Onkwawén:na Kentyóhkwa, a Mohawk language adult immersion school in Six Nations, Ontario, and assistant professor at University of Toronto, Ryan DeCaire will discuss best practices for creating advanced-level speaking proficiency based on his experience learning and teaching the Mohawk language.

Kaihuhatati Gerald L. Hill (Oneida Nation of Wisconsin), Chief Judge Court of Appeals, Oneida Judiciary; Indigenous Language Institute Board President
Title: Talk First; Reading and Writing Will Follow. Strategies for Conversation
Synopsis: The goal is acquisition of ones heritage language to the extent of fluent conversation. Easier said than done.
Many things are said about this but most are distractions. Both the learners and speakers/teachers must be in agreement about the intent. That means preparations, development of a plan, a strategy, a discipline that can lead to the goal. Active listening leads to comprehension which leads to speaking/conversing. This presentation with share some methods of doing that as well as discussing challenges that face both teachers, speakers and learners.

Layli Long Soldier (Lakota)
Title: Respect, Flexibility and Courage: Navigating Language Use as a Learner
Synopsis: As a poet and artist, Layli Long Soldier will share written and visual works that incorporate Lakota language and discuss the process of learning Lakota from a distance, away from Pine Ridge. She will discuss concerns of reliability in language learning materials; accountability for maintaining integrity and respect for language; and the dangers of separation—as a speaker away from home community—and the textual separation of words/phrases from the spoken language. In all, she will discuss the personal imperative to continue using Native language despite mistakes along the
way; the courage, humility and flexibility required to do so.

Finlay Macleod (Scottish)
Title: Moray Language Centre, Learning A Language On Your Own
Synopsis: The Moray Language Centre has created a new course and set of guidelines that will boost both speed and understanding for adults learning Gaelic. Students will use Total Immersion Plus centered language acquisition courses gaining a native like fluency. A unique feature of the guidelines is that they provide a detailed step by step approach,
whereby a student learns Gaelic on their own. This material has an innate transfer function that could benefit other worldwide minority languages. The guidelines allow a student to design a work day regime and a pace of learning that is entirely conducive to them. Mr. Macleod’s presentation will give clear and precise reasons why reading and writing should
not be embraced until a student has achieved a well defined Gaelic conversational fluency.

Beniko Mason (Japanese)
Title: Story-Listening Methodology
Synopsis: Dr. Mason will explain the theoretical background of Story Listening (SL) and its methodology, and will include the evidence supporting SL. It will explain the differences between SL and Storytelling, why folktales and fairytales are used, Do’s and Don’ts of SL, and what the SL Tool Kit is. Participants will observe examples of SL instruction, and will
be told where to look for stories and how to start an SL lesson.

Kevin Shendo (Jemez Pueblo) Education Director, Lana Garcia, Early Childhood Program Manager and Melissa Ye pa, Riverside Charter School Teacher
Title: How Jemez is Addressing Pre-literacy for Oral Language Learners Through Collaborative Efforts Between a Head Start and a Charter School
Synopsis: Come learn about the Walatowa Head Start Language Immersion Framework and how it has replaced Literacy and writing with Pre-literacy Development for English through vocabulary development, which is done through a Jemez language immersion approach. Print concepts and conventions as achieved through children’s picture books or charts, graphs and other materials will also be shared. The presentation will focus on the Immersion transition program being implemented in collaboration with San Diego Riverside Charter School: the changes the school has implemented, strategies, lessons learned and the collaborative efforts and work between the Head Start Immersion program and the
Tribal Department of Education.

Dr. William H. Wilson, Mokuola Honua Center and ‘Aha Pūnana Leo
Title: What is the next step once indigenous language oral proficiency exists?
Synopsis: How can we assure that Hawaiian immersion students master English – both spoken and written English? Can a third language be learned as well? Are there any distinctive indigenous methods to develop literacy and multilingualism?These questions will be addressed by Dr. William H. Wilson of the Mokuola Honua Center, a collaboration of the Pūnana Leo language nest preschools, their follow-up K-12 Nāwahī demonstration laboratory school, and 13-20 Ka Haka ʻUla O Keʻelikōlani College of Hawaiian language in Hilo Hawaiʻi. He will report how students in their Hawaiian immersion
program are outperforming students in English medium programs academically and linguistically.

Curbing Censorship during Banned Books Week


136156618The American Library Association (ALA) held Banned Books Week from September 21 to 27. Surprisingly, the ALA reports that since 1990, their Office for Intellectual Freedom has received over 18,000 attempts to remove materials from schools and libraries for content deemed controversial, dangerous or inappropriate. Banned Books Week calls upon Americans to ponder the importance of preventing censorship and the freedom to read any book.

“Our most basic freedom in a democratic society is our first amendment right of the freedom to read,” said ALA President Courtney Young. “Banned Books Week is an opportunity for all of us – community residents, librarians, authors and educators – to stand together protecting this fundamental right for everyone and for future generations. We can never take this precious right for granted.”

The ALA and SAGE publications sponsored a webinar on regional issues for banned books, featuring speakers Tony Diaz, El Librotraficante, from Texas to discuss bans on ethnic studies, and subsequently many classic works of Chicano, African American, and Native American literature and history, and Shelia Harrell-Roye from South Carolina who discussed censorship and graphic novels.

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Adult Education and Family Literacy Week

National Adult Education and Family Literacy Week was celebrated September 24-30, 2017. 

National Adult Education and Family Literacy Week raises public awareness about the need and value of adult education and family literacy in order to leverage resources to support access to basic education programs for the 36 million U.S. adults with low literacy skills. Advocates across the country use this opportunity to elevate adult education and family literacy nationwide with policymakers, the media, and the community.

According to TESOL’s website, “By 2018, 63% of all jobs in the United States will require an education beyond high school. With more than 1.8 million immigrants arriving in the United States each year, adult education and literacy programs are more important than ever. More than 700,000 adults are currently enrolled in English literacy programs across the country, 37% of whom are unemployed but looking to improve their English language proficiency. This page provides resources for TESOL professionals looking to advocate for adult English learners, along with research and classroom materials to help improve existing adult literacy programs.”

According to the Pro-Literacy Toolkit, “The goal of National Adult Education and Family Literacy Week is to work side-by-side in every state, territory, and district to heighten public awareness, strengthen alliances, leverage resources, and increase the number of people who understand the vital role adult education and family literacy plays in our nation’s well-being.

View some info-graphics about adult literacy below. Resources for Adult Education and Family Literacy Week can be found here, here, and here.

 

CIA Partners with Baruch College to Recruit Top Linguists

The Central Intelligence Agency (CIA) has launched its Signature School Program at Baruch College, a senior college in The City University of New York system. The program will deepen cooperation between the CIA and Baruch College by creating more opportunities for students and faculty to engage Agency officers and learn about employment opportunities. The program at Baruch College is the CIA’s third Signature School.

CIA Director Mike Pompeo has noted the importance of building a talented and diverse workforce. “Diversity carries special importance here at CIA. Because of our global charter, we need talent from all cultures and backgrounds to accomplish our mission,” Pompeo said “CIA must be an employer of choice for all Americans who want to serve our country, a place where officers of every description can rise as far as their talent and ambition can take them.”

President of Baruch College, Mitchel B. Wallerstein, PhD, added, “Baruch College has one of the nation’s most diverse student bodies, with individuals representing more than 160 countries, who speak 129 different languages in their homes in addition to English, studying on our campus.” He continued, “We have strong programs in virtually every area of relevance to a large, governmental organization with international scope and responsibilities, including all of the business professions, public policy, and international affairs. I am certain that in the years to come, the CIA-Baruch Signature School Program will provide our students with numerous, exciting career options both in the US and abroad.”

As part of CIA’s recruitment strategy, select universities are chosen to serve as Signature Schools. These schools will host a broad range of recruitment activities to build sustainable relationships with university staff and personnel and to maintain contact with qualified and diverse applicant pools.

 

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