The growing population of English Learners is growing state-wide and nationally, a shift in population that also means a shift in policy. EL students come from a variety of backgrounds: literacy-oriented versus non-literacy oriented; poor socio-economic status; interrupted formal education or significant disruptions in education due to factors such as trauma; with learning differences and/or disabilities.
CELE works with state and federal agencies to respond to the broad spectrum of EL students by develop new or strengthen existing policies, procedures, and structures around EL students; to better describe cultural and linguistic diversity in specific settings; and to implement data-driven decision-making for the EL population.
At state and national levels, CELE helps agencies to:
Develop strong policies and procedures based on scientifically-proven program models for culturally, linguistically, and socio-economically diverse students and their families.
Implement those policies and procedures with appropriate resources, a high level of parent/guardian engagement, and a means for analyzing student outcomes based on effective measures of student performance.
CELE staff have collaborated with organizations such as the Massachusetts Parent Information & Resource Center (PIRC) to help raise awareness of the rights of English learners and their parents, written dual language education policies and guidelines for the Massachusetts Department of Early Education and Care, and have authored critically-recognized publications that serve as rich resources for teachers and administrators working with English learners.
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CELE staff have also been featured speakers and delivered keynote addresses at conferences around the nation (Indiana, Missouri, New Jersey, TESOL, AERA), and in Canada.
For more information about consulting services or speaking engagements contact us.
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