This document provides a briefing to North Carolina Department of Public Instruction staff on major findings from Year 3 of the study investigating the effects of two-way dual language programs on student groups of instructional interest, including multilingual learners, language minority students who are not English learners, native-English-speaking African American students, native-English-speaking Caucasian American students, native-English-speaking students of mixed ethnicity, students of low socioeconomic status as measured by participation in free and reduced lunch services, and students with exceptionalities (qualifying for special education services) in North Carolina. The data analyzed in this third report is from the 2009-2010 school year.
Designed to support early childhood educators, the Dual Language Learners Toolkit provides three sections of instruction: administrators and managers; teachers, caregivers, and family services staff; and families.
The full study report (available in Spring 2019) examined how districts and educators use educational technology to instruct EL students. Available immediately, are two toolkits. Both are designed to enhance the quality and use of technology for teaching ELs. The Educator Toolkit includes five guiding principles to apply when exploring new methods of supporting ELs through technology, which will help educators identify their students’ unique needs and which technologies would be most beneficial. The press release can be accessed here.
José A. Viana, assistant deputy secretary and director of the Office of English Language Acquisition, describes his Back to School Tour in this blog post. He visited schools that are part of #RethinkSchool for multilingual learner students in Arizona, Utah, Colorado, and Wyoming.
“The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), (herein referred to as the ESEA), strives to ensure that ELs and immigrant youth attain English language proficiency and meet the same academic standards as their peers. This webpage contains information about requirements related to ELs in the ESEA, and provides links to resources to support States in developing and implementing programs and services for ELs.”
NCDPI offers a multitude of resources to cultivate professional development for multilingual learner educators including webinars for professional learning, training resources, and opportunities for collaboration with others in the field.
#GoOpenNC is the North Carolina, preK-12, open education resources initiative. #GoOpenNC is also the name of the platform where NC educators can search for, curate, and create openly-licensed, educational resources that are aligned to NC standards.