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Shooting in the Dark

The administration’s proposed FY 2018 budget seeks to cut the Education Department’s $68 billion budget by $9 billion, or 13%, while increasing defense spending by $54 billion. The two programs that would suffer the most—their elimination resulting in $3.3 billion in savings—are Title II grants for Teacher and Principal Training and 21st Century Community Learning Centers. Both programs are essential in the struggle to provide educational equity for all of America’s students.
The “cuts for programs that serve America’s middle and working class are an assault to our values,” said Rep. Rosa DeLauro of Connecticut, the top Democrat on the House panel that oversees education spending.
Title II helps teachers and principals receive the professional development they need. It uses scientifically-based interventions and holds districts and schools accountable for improvements in student academic performance. In the world’s top-performing school systems, teachers receive about five times as much professional development time (NEA: www.nea.org/assets/docs/120701-ProfessionalDevelopmentBenefitsStudents.pdf) as American teachers. Academically high-achieving countries give their teachers about 100 hours of yearly professional development time, while the average American teacher receives about 44 hours.
Under 21st Century Community Learning Centers, federal funding provides for the establishment of community learning centers that provide academic, artistic and cultural enrichment opportunities for children, particularly students who attend high-poverty and low-performing schools, in order to meet state and local standards in core academic subjects such as reading, math, and science.
According to Heather Weiss of the Global Family Research Project, “Strategic investments in evaluation research over the past 15 years have yielded significant evidence that 21st Century Community Learning Centers and high-quality programs that serve children and youth during the nonschool hours are essential for preparing young people for the future.”
However, Mick Mulvaney, the director of the federal Office of Management and Budget, said Trump and his team “went looking for the most wasteful, most indefensible programs.”
The day the budget was unveiled Mulvaney commented on the 21st Century Community Learning Centers program, saying the initiatives it funds are “supposed to be educational programs, right?… They’re supposed to help kids who don’t get fed at home get fed so they do better in school. Guess what? There’s no demonstrable evidence they’re actually doing that.”
The reality is that there is a lot of evidence to support the claim that free lunches, after school programs, and summer programs do help kids do better in school. Five years ago, Jennifer McCombs, a senior policy researcher at RAND, a global, nonprofit research organization, found that “Despite long-term efforts to close the achievement gap between disadvantaged and advantaged students, low-income students continue to perform at considerably lower levels than their higher-income peers, particularly in reading. Instruction during the summer has the potential to stop summer learning losses and propel students toward higher achievement.”
Despite claims by many conservatives to the contrary, increasing educational spending in the poorest school districts significantly improves educational outcomes. A landmark study, “School Finance Reform and the Distribution of Student Achievement,” published by the National Bureau of Economic Research last year, examined student test scores in 26 states that had increased funding for the poorest districts since 1990, when courts changed how they think about states’ obligations to public school children and started asking about “adequacy” instead of “equity.”
The study consistently found that, in the long run, over comparable time frames, states that send additional money to their lowest-income school districts see more academic improvement in those districts than states that don’t. The size of the effect was significant. The changes bought at least twice as much achievement per dollar as decreasing class sizes in the early grades.
Cutting educational spending for those who need it most will create deeper divisions in this country which will not be healed by increasing military interventions. Congress needs to hear from the electorate across the country that slashing funding to successful education programs to subsidize defense spending is no way to make America great again.

DanielWard, Editor

Celebrate English Today

April 23 is United Nations’ English Language Day, which is celebrated annually on the date traditionally observed as both the birthday and date of death of William Shakespeare. The UN celebration is the result of a 2010 initiative by the Department of Public Information, establishing language days for each of the organization’s six official languages. The purpose of the UN’s language days is to celebrate multilingualism and cultural diversity as well as to promote equal use of all six official languages throughout the organization.

Under the initiative, UN duty stations around the world celebrate six separate days, each dedicated to one of the organization’s six official languages.

The day also marks the 100th anniversary of the publication of Daniel Jones’s English Pronouncing Dictionary, which tracks how spoken English has varied in terms of geography and over time.

Oxford University Press is offering a free, downloadable quiz to help teachers celebrate the day:

Teaching resources for English Language Day

Parallel Learning Lines

teamUSA_jan13.jpgLanguages Develop Simultaneously  But Independently in Young Bilinguals

A new study of Spanish-English bilingual children by researchers at Florida Atlantic University published in the journal Developmental Science finds that when children learn two languages from birth each language proceeds on its own independent course, at a rate that reflects the quality of the children’s exposure to each language. 

Spanish is Vulnerable to Being Taken Over by English, but English is Not Vulnerable to Being Taken Over by Spanish

In addition, the study finds that Spanish skills become vulnerable as children’s English skills develop, but English is not vulnerable to being taken over by Spanish. In their longitudinal data, the researchers found evidence that as the children developed stronger skills in English, their rates of Spanish growth declined. Spanish skills did not cause English growth to slow, so it’s not a matter of necessary trade-offs between two languages.

“One well-established fact about monolingual development is that the size of children’s vocabularies and the grammatical complexity of their speech are strongly related. It turns out that this is true for each language in bilingual children,” said Erika Hoff, Ph.D., lead author of the study, a psychology professor in FAU’s Charles E. Schmidt College of Science, and director of the Language Development Lab. “But vocabulary and grammar in one language are not related to vocabulary or grammar in the other language.”

For the study, Hoff and her collaborators David Giguere, a graduate research assistant at FAU and Jamie M. Quinn, a graduate research assistant at Florida State University, used longitudinal data on children who spoke English and Spanish as first languages and who were exposed to both languages from birth. They wanted to know if the relationship between grammar and vocabulary were specific to a language or more language general. They measured the vocabulary and level of grammatical development in these children in six-month intervals between the ages of 2 and a half to 4 years.

The researchers explored a number of possibilities during the study. They thought it might be something internal to the child that causes vocabulary and grammar to develop on the same timetable or that there might be dependencies in the process of language development itself. They also considered that children might need certain vocabulary to start learning grammar and that vocabulary provides the foundation for grammar or that grammar helps children learn vocabulary. One final possibility they explored is that it may be an external factor that drives both vocabulary development and grammatical development.

“If it’s something internal that paces language development then it shouldn’t matter if it’s English or Spanish, everything should be related to everything,” said Hoff. “On the other hand, if it’s dependencies within a language of vocabulary and grammar or vice versa then the relations should be language specific and one should predict the other. That is a child’s level of grammar should predict his or her future growth in vocabulary or vice versa.”

Turns out, the data were consistent only with the final possibility — that the rate of vocabulary and grammar development are a function of something external to the child and that exerts separate influences on growth in English and Spanish. Hoff and her collaborators suggest that the most cogent explanation would be in the properties of children’s input or their language exposure.

“Children may hear very rich language use in Spanish and less rich use in English, for example, if their parents are more proficient in Spanish than in English,” said Hoff. “If language growth were just a matter of some children being better at language learning than others, then growth in English and growth in Spanish would be more related than they are.”

Detailed results of the study are described in the article, “What Explains the Correlation between Growth in Vocabulary and Grammar? New Evidence from Latent Change Score Analyses of Simultaneous Bilingual Development.”

“There is something about differences among the children and the quality of English they hear that make some children acquire vocabulary and grammar more rapidly in English and other children develop more slowly,” said Hoff. “I think the key takeaway from our study is that it’s not the quantity of what the children are hearing; it’s the quality of their language exposure that matters. They need to experience a rich environment.”

This project is supported by the National Institutes of Health (NIH) through grant number R01 HD068421.

Prince Edward Island Fighting to Support French


One of eastern Canada’s maritime provinces off New Brunswick and Nova Scotia, Prince Edward Island (PEI), is fighting to protect French language schools for children. The island, which was originally a French province, has only 5,345 French speakers (4% of the population). The island is currently facing possible school closures involving English schools, which in turn will threaten the access to French in those schools.
According to CBC News, the chair of PEI’s French language school board, Emile Gallant, says that the island’s francophone community understands the concerns faced with possible school closures. Apparently, communities have been protesting the closures for months in an effort to protect the schools and the French language.
The problem that the island faces with the possibility of closure is a movement of schools and accessibility from rural areas into solely metropolitan ones. “We just can’t have everything in one area, in the cities. We need to have a province that’s strong across the island,” says Gallant.
Gallant claims that the board will continue to fight for French language education across the island and will push to keep schools open in order to facilitate that accessibility. The board hopes that in doing so, they will maintain an equal playing field for education for children regardless of location.

Netflix Unveils Subtitling Test and Spanish-Language Drama


Nearly half of the Netflix’s 93 million subscribers now come from outside of the US., so soon, English will no longer be platform’s dominant viewing language, the company said in a blog post.
In the past five years, Netflix has expanded from three languages—English, Spanish, and Portuguese—to more than 20, including Arabic, Korean, Polish, and Turkish.
Chris Fetner, the company’s director of Media Engineering and Partnerships, and Denny Sheehan, director of Content Localization & Quality Control, explain, “Since we unveiled our new HERMES tool two weeks ago, thousands of candidates around the world have already completed the test, covering all represented languages.
This is incredible to us because of the impact it will ultimately have on our members as we focus on continually improving the quality of the subtitles on the service. We’re quickly approaching an inflection point where English won’t be the primary viewing experience on Netflix, and HERMES allows us to better vet the individuals doing this very important work so members can enjoy their favorite TV shows and movies in their language.”
Netflix works with thousands of linguists to translate the subtitles on its service, and has devised its own standardized test to vet possible candidates.
HERMES pays special attention to idioms that are unique to a particular language or culture, Netflix detailed in a post on its tech blog.
Translators can take the test to get scored by the company and be considered for future projects. Netflix said thousands around the world have taken it since it was released last month. More information about HERMES can be found on the Netflix Tech Blog.
Netflix has also just released its new Spanish-language series, Ingobernable. Netflix has had its fair share of success recently in the Spanish-language department, most notably the 2015 Spanish-language drama Narcos, a crime drama filmed in Colombia that follows the story of drug kingpin Pablo Escobar.
Narcos was wildly successful with American audiences and presumably proved to Netflix that English-speaking audiences are open-minded when it comes to content presented in Spanish. The online video service therefore rolled out the carpet again for a release of Ingobernable. The title means “ungovernable” in English and is most likely referencing the tumultuous sociopolitical climate of Mexico that the show encompasses.
The show was shot and produced in Mexico City by Argos Comunicación, a production company that is known for its work in successful telenovelas. As the plot expands throughout coming episodes, it will be interesting to see how English and Spanish audiences alike react to the Spanish-language drama.

Help Your Students Slide Up, Not Down, Over the Summer

During the summer months, young children lose literacy gains made during the school year, a phenomenon known as “summer slide.” The most important thing teachers can do to reverse this trend is to help families adopt family literacy routines and promote opportunities for families to talk, read, and write together throughout the school year. Some suggestions include:Get families interested in literacy. Share samples of children’s work and emerging literacy skills. Inform families about topics their children enjoy talking, reading, and writing about.
Promote at-home literacy. Send your students home with ideas such as “Dear Family, At school we are learning about animals. Can we talk/read/write about my favorite animal?”
Host a literacy event. Set up stations that engage families and children in a topic of interest. The topic of “Pets” might include books about pets, a small visiting pet to observe, materials for drawing and writing about a favorite pet, and brochures from a local pet store.
Connect families to literacy resources. Visit the local library for information about available programs and services. Encourage families to obtain library cards and suggest good books.
Start a classroom lending library. Solicit book donations and invite families to check out their children’s favorite books. Provide suggestions on interacting with children during the reading.
Cindy Hoisington, Early Literacy Specialist, Education Development Center (EDC) www.edc.org.

Helping Bilingual Researchers

Melanie Curl demonstrates how using youth-friendly databases helps increase literacy among English language learner

In classrooms that include both English language learners (ELLs) and native English speakers, educators face the unique challenge of teaching these two groups at the same time. When teaching regular-paced lessons in English, educators can struggle with how to ensure their ELL students are understanding. However, due to funding issues, it may not be possible to give these students the specialized language instruction they need separately from the mainstream class.
Given this dilemma, many schools have chosen to take a different route when it comes to the inclusive classroom.
At Bean Elementary, we have about 50–60% ELL students. We are a Title I school: about 90% of our students are eligible for free/reduced lunch. We are also a dual-language school where pre-K–fifth grade have two classes that are taught in both English and Spanish. In these classes, teachers conduct Monday, Wednesday, and Friday classes in Spanish and Tuesday and Thursday classes in English.
To help support ESL/ELL students, we also have a designated Spanish section in the library, and we provide multiple technology resources to assist our ELLs. One of these resources is a kid-friendly digital database called PebbleGo, which has nonfiction articles in both English and Spanish. A read-aloud feature helps teachers looking to bridge the gap between Spanish and English—even teachers who are not dual language use this feature to support ELL/ESL students in their classrooms. Plus, the nonfiction content helps introduce academic vocabulary—words like habitat—that gives students the content knowledge they need, regardless of the language in which they have the most proficiency.

When it comes to reading, vocabulary is the biggest area in which I see ELL students struggle. Translating the nuances of meaning from one language to another can be difficult, particularly for younger students who simply do not yet have the English vocabulary to read English fluently. Providing dictionary definitions for words that may be troublesome for students to understand and then reading them aloud helps them understand the proper way to say these words. It allows them to learn new things, even if they have difficulty reading.
Providing pictures, video, and graphic organizer resources helps. Even for native English speakers, these resources and features help support reading and comprehension skills. Students learn information, whether in their native language or not, and in this, in turn, increases their enthusiasm for reading and research. Teachers are always looking for multiple resources for research and need to teach their students about finding reliable research sources. In an age when “fake news” has become the latest buzzword, teaching students about finding credible sources of information is important, especially for ELL/ESL students. When English learners are reading nonfiction, their focus is on understanding the words, and it may not occur to them that what they are reading may be opinion or fiction. Students are naturally trusting of the information provided to them. Teaching research skills at a young age is a great way to teach them about the difference between reliable and nonreliable sources. Students are now growing up in a very technology-based world, and information surrounds them daily. We teach them how to look for valid information and research topics deeply.
As the librarian at Bean Elementary, I believe it is my job to enhance the knowledge of both the students and the staff. I make sure a variety of types of resources are available and introduce these resources to teachers and students. The library affords everyone in the school the opportunity to explore new resources.
Being enrolled in a dual-language school benefits both ELLs and native-English-speaking students. They are each being immersed in another language on a daily basis, which research has shown leads to higher academic achievement and cognitive skills. In addition to this, dual-language programs give students the opportunity to spend great quantities of time with peers from another culture, widening their worldview and deepening their understanding of others. In this type of environment, with the right tools and scaffolds, all students have the chance to succeed.

Reference
Fortune, Tara Williams. “What the Research Says about Immersion.” Center for Advanced Research on Language Acquisition, University of Minnesota, http://carla.umn.edu/immersion/documents/ImmersionResearch_TaraFortune.html, retrieved 3/20/17.

Melanie Curl is a librarian at Bean Elementary in Lubbock, TX.

Inspiration from Live Interaction


Bryce Hedstrom explains why attending quality conferences is key to administrative development

Going to a conference is like attending a live performance. It is interactive, a shared experience. The audience and the presenters are sharing time, space, and focus. Everyone there has dedicated his or her time to this particular event. A good conference will enlighten you and stimulate you to action like nothing else. Don’t have time to go? If you want to develop as a teacher, you don’t have time not to go.
One of the best reasons to attend professional conferences regularly is that face-to-face contact has much more impact. In the best-selling novel The Alchemist, author Paulo Coelho writes: “I don’t know why these things have to be transmitted by word of mouth, he thought… He had only one explanation for this fact: things have to be transmitted this way because they were made up from the pure life, and this kind of life cannot be captured in pictures or words.”
Some ideas are just best transmitted through oral language, by word of mouth. When we are in the presence of others, there is something meaningful exchanged that goes beyond the mere information. Perhaps it is subconscious body language or micro-expressions or even pheromones, but interaction with a live speaker is different. Attendees can all catch the same idea. It is exciting to be sharing ideas that you can use on Monday morning from teachers who will being doing the same thing.
Here is what you can expect to happen to you when you begin to attend quality conferences regularly:

1) You will begin to find your tribe.
You will realize that you are not alone. You will realize that you are amidst like-minded people. So often we teachers go into our classrooms, close the doors, and deal with only students day after day. This is a general sense that you belong here; that these people are like you. They may not all look like you do, but they think like you. They want to get better at teaching too.
There is great reassurance in finding that there are others like you.

2) You will quit kidding yourself.
We all go through plateaus in our development. We improve for a while and then we level off. On these plateaus, our teaching stays the same from year to year. That can become dangerous, because when we stay at the same level of development for too long, we begin to justify behavior. We kid ourselves into thinking that we know enough, that we are good enough at our jobs, that we do not really need to improve much.
We all have heard about the teachers who use the exact same lesson plans and techniques year after year. I once worked with a teacher who would photocopy the plans that his father had used 25 years earlier to submit for his weekly plan. You do not want to be that teacher. You do not want to have one year of experience and just repeat it for 20 years.

3) You will begin to make connections.
The more you go back to a conference, the more and deeper connections you will make. You may find a mentor. Not one person in a hundred will contact a speaker to follow up on an idea they heard at a conference session. But you can become that person. You might find a teacher like Colorado teacher Doug Bowman, who did his first presentation at our state conference 40 years ago. He is retired from the classroom, but he still actively presents innovative ideas all across the country. Teachers like Doug have seen a thing or two. They can help you.
You may also eventually find mentees, people whom you can help. This may take some time. But if you stay open to talking with new people, you will find someone who needs your help. Even if you are an early-career teacher, you will find someone who knows less than you do in some area. You can become the mentor that someone else desperately needs.

4) You will quit conforming.
Without regular contact with challenging ideas and colleagues, most of us will follow the easiest path. We will follow our old paradigms, the old conditioning. We become the product of other people’s habits—some good, some bad. We do not know if they are effective or not. We absorbed the feel of teaching as students, and when we are under stress, we will revert to that old programming.
But with exposure to new ideas, you will begin to adopt new ways of dealing with students, new ways to approach content. You will quit hitting the autoplay button when you are under classroom stress.

5) You will acquire the steps.
C. S. Lewis once commented, “As long as you notice, and have to count the steps, you are not yet dancing, but only learning to dance.”
Newbies need steps. Following the formula is how any new skill is acquired. Learning how to teach is like learning how to dance. It takes time and focused practice to develop the flow. Once the steps become ingrained, you can really start to perform, as a skilled dancer would. The teacher leads and the students follow. A good lead dance partner can make the other dancer better. We need to do that with our students. We get better at the steps of teaching by seeing good examples and through deliberate practice.
As you see other presenters showing off their teaching moves, you will begin to acquire the steps they are using. When you first begin teaching with a new technique or method, it can feel awkward, difficult, and uncomfortable. But learning the steps of the dance is appropriate for beginners; it is the only way of entering into the dance. Learning the steps opens up a reality where we can begin to master the method. The dance is worth learning and practicing. You must not abandon it for the fads and novelties of your previous experience or for personal preference.

6) You will catch a vision of what your teaching can be.
You will be open to new ideas. The different setting and the dif

ferent people will be catalysts to change who you are and what you are capable of doing. Your expectations will begin to change. You cannot hang around with high-performing people without changing.

7) Some of your colleagues will think you are crazy.
When you start to get excited about what you are learning about teaching, some of your colleagues will I have actually had co-workers snidely ask me how my teaching is going, as if that were the least interesting and most nerdy thing anyone could ever talk about.
8) You will be better equipped to deal with tomorrow.
“In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” – American social philosopher Eric Hoffer
When you are isolated in your classroom every day, you may get better at certain skills. You may even get better throughout the day as you tweak your lessons. But without infusions of new ideas, methods, and techniques, you will not be prepared to deal with the future.

9) You will start doing old things in new ways and for better reasons.
You do not become a better teacher by doing certain things but by doing things in certain ways. You will begin to realize that it is not always specific activities but the intent behind the activities, the spin and emphasis that you put on them, the deeper reasons behind what you are doing. As you begin to absorb the deeper principles behind your classroom practice, you will cease to be the kind of teacher that Alfie Kohn describes in Punished by Rewards: “The overwhelming numbers of teachers… are unable to name or describe a theory of learning that underlies what they do.”
Bryce Hedstrom is a teacher, author, teacher trainer, and president of the Colorado Congress of Foreign Language Teachers. He still wants to be a better teacher, and to help others who are working on that same goal. He has free materials to help teachers, a blog, and professional products on his website, brycehedstrom.com.

Budget Cuts Fly in the Face of Education

While boosting defense spending by $54 billion, the Trump administration’s proposed FY 2018 budget seeks to cut the Education Department’s $68 billion budget by $9 billion, or 13% in the fiscal year starting October. Requested cuts to the State Department and USAID would amount to another $10.1 billion, 28% reduction from the 2017 level.
Although spending on the Education Department’s two largest K-12 programs (Title I for disadvantaged students, and funding for special education under the Individuals With Disabilities Education Act (IDEA) would not be reduced, many programs would be scrapped, including Title II Grants for Teacher and Principal Training (currently $2.3 billion), 21st Century Community Learning Centers ($1.2 billion), Comprehensive Literacy Development Grants ($190 million), and Teacher Quality Partnership Grants ($43 million).
TRIO for disadvantaged K-12 students and first-generation college students would be cut by roughly $100 million to $808 million and GEAR UP, which prepares low-income students for postsecondary opportunities, would be cut by about a thrid to $219 million.
California State Superintendent of Public Instruction Tom Torlakson called the proposed budget “very disappointing and goes in the wrong direction with funding cuts that would hurt disadvantaged children, after school programs, teacher training, and other important services.”
“These devastating cuts shortchange our schools. By failing to invest in our students, we fail our society, our economy, and our nation,” he said. “This proposal takes us backward, jeopardizing California’s progress in improving our schools and preparing students for college and the 21st century economy.”
Trump’s budget proposal also sets aside $250 million for a nationwide voucher program that would give public money to private schools. “Voucher programs take taxpayer dollars away from public schools, starving them of the resources they need to provide a first-class education to students who remain in public schools,” commented Torlakson.
The National School Boards Association (NSBA) called recent statements by the Trump administration about education “troublesome,”adding that “the profound lack of knowledge about public education, as reflected in comments about public schools being “flush with cash” and badly underserving the nation’s children, coupled with policy proposals based on these “alternative facts”, pose a threat to a high-quality education for more than 50 million students.”
Education organizations across the nation are mobilizing to challenge the proposed budget cuts not only to the Education Department but also the proposed funding cuts to the Department of State’s Educational and Cultural Exchange (ECE) Programs.

Age No Barrier to Bilingualism


A new study, titled “Late Bilinguals Are Sensitive to Unique Aspects of Second Language Processing: Evidence from Clitic Pronouns Word Order,” asks whether English speakers who become highly proficient at a late age in Spanish can understand grammatical constructions that are present in Spanish but not in English. The study hinges on the longstanding question of whether or not adults who acquire a second language after the highly sensitized time of childhood can understand complex grammatical structures of their nonnative language.
The study observed the abilities of late English-Spanish bilingual participants to process clitic pronouns. These pronouns are part of a grammatical structure that is present in Spanish but not English and has shown to be a difficult grammatical structure to grasp for speakers whose native language does not feature them. Spanish clitic pronouns match in number and gender (for example: Ana tome la manzana y se la puso en la bolsa; “Ana took the apple and put it in the bag”). Since clitic pronouns differ from English to Spanish, they are a good indicator of whether bilinguals can process the linguistic structure the same way native speakers would.
The study went on to examine “sensitivity to word order” in real time as participants read sentences as quickly and accurately as possible. Participants used a keyboard and screen to go through a sentence word by word. Participants read the sentence one word at a time by pressing the space bar to go to the next word, with the previous words disappearing after the space bar was pressed. After the sentence was complete, a prompt appeared asking participants if the sentence was grammatically correct or not.
The study was able to determine, “late bilinguals are able to process a subtle and stable aspect of the L2 [second language] grammar. In addition, the data suggest that the questions that have been asked about constraints on late L2 acquisition may be inadequate in capturing the full complexity of language processing. Whether there are constraints on L2 processing may depend on the nature of the structure tested and the methodology chosen to address specific questions. The recent literature demonstrates remarkable plasticity in the way that bilinguals process grammar, not only in the L2 but also in the L1 [first language], suggesting that some structures are more open to cross-language influences than other structures.”
Journal Reference:
1. Eleonora Rossi, Michele Diaz, Judith F. Kroll, Paola E. Dussias. “Late Bilinguals Are Sensitive to Unique Aspects of Second Language Processing: Evidence from Clitic Pronouns Word Order.” Frontiers in Psychology, 2017.

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