Updated: Jun 6, 2024
This webinar explored the impact of digital environments on adult immigrants’ language learning and the challenges faced by multilingual individuals in these settings. Jen Vanek, Director of Digital Learning and Research at World Education, discussed research findings from different studies on improving language instruction and digital literacy through technology. Marguerite Lukes, CAL Board member and Director of Research at Internationals Network for Public Schools, and Mathilda Reckford, CAL Adult Language and Communication Specialist, participated in the conversation to examine policy and practice implications for enhancing language education and digital skill development. The webinar covered technologically mediated learning in multilingual contexts and offered insights on digital inclusion, technology recommendations, support and training for teachers, and the role artificial intelligence could play in multilingual education for adult immigrants.
View the resources related to this topic here.
Teaching Multilingual Learners with Generative AI: Affordances, Limitations, and Policy Implications
Updated: Jun 6, 2024
This webinar from CAL explores how teachers can use generative artificial intelligence (GAI) to maximize access to content and agency in literacy learning for multilingual learners (MLs). Join CAL Board member Ester de Jong of the University of Colorado and CAL’s Director of PK-12 Language and Literacy, Kia Johnson, for an insightful conversation with Kevin Donley of Georgetown University. The speakers will discuss how AI tools, such as ChatGPT, can expand possibilities for teachers to practice linguistically responsive pedagogies. Listen for examples of how teachers can enhance existing scaffolds and accommodations, create new multilingual content, and facilitate multimodal and multilingual writing activities through student-generated text prompts, such as generating and requesting changes to images.
Updated: May 9, 2024
Authors: Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay Romano, David Francis, and Michael J. Kieffer
Description: This brief examines 4-year graduation rates among two groups of New York City students who entered ninth grade in 2013–2014 and 2014–2015, including those ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs). The study looks at the intersection of gender, race/ethnicity, and neighborhood income. The findings may offer implications for the importance of embracing an intersectional approach in quantitative research on ELs.
Journal:Â EDUCATIONAL RESEARCHER
Volume:Â Volume 0: Ahead of Print
Date:Â 2024-05-06
Publisher:Â SAGE Publications
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Related Coverage:
The Education Week article The Complex Factors Affecting English-Learner Graduation Rates by Ileana Najarro looks at the Educational Researcher brief Ever English Learner 4-Year Graduation: Toward an Intersectional Approach by Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay Romano, David Francis, and Michael J. Kieffer.
The Center for the Success of English Learners (CSEL) is a national research and development center working to identify and remove barriers that continually keep English learners (ELs) from accessing the general curriculum. Funded by the Institutes of Education Sciences (IES), the Center delivers support for middle school and secondary English learners and teachers by developing and providing actionable, research-based resources and an engaging array of events for educators, administrators, and policymakers.