Advocating for MLs Committee
Advocating for MLs Committee
The purpose of this committee is to provide support for Multilingual Learners (MLs), and parents and families of MLs, in national, state, and local meetings. The committee works in collaboration with national ML advocates on joint presentations and communications.
It is important to NAELPA to use asset-based terminology when referring to our work and the population of students we serve. We acknowledge that the current name of this organization, The National Association of English Learner Program Administrators (NAELPA), uses English Learner (EL), which is considered deficit based. With current federal legislation using English Learners (ELs) to identify this population the NAELPA board will continue with this usage for clarity purposes in the short term. However, NAELPA will take an active role in advocating for the wider use of assets-based nomenclature and helping to make it more standardized in our field and beyond. For a more detailed description, check out the full NAELPA Asset-Based Terminology statement.
For those interested, here is a list of Advocating for MLs Resources.
Download the recently finalized White Paper: The Importance of an Asset-Based Mindset and Using Asset-Based Terminology when Referencing the ESSA Subgroup - ELs
Check out the Family Engagement Videos from NCELA in English, Spanish, and Somali.
Check out this resource regarding important information about requirements for providing information in a language parents can understand.
During the unique circumstances due to the pandemic, which has forced many schools to provide education in a remote learning environment, the issues regarding communicating with parents in a language they understand has become a heightened concern. Limit English proficient parents need to have information in a language they understand to effectively assist their students to access educational offerings during remote learning. For more information, please take a look at the NAELPA Advocating for MLs Committee document, "Written Translation and Oral Interpretation Issues During the COVID-19 Pandemic".
Government funding provided through the CARES Act and the CRRSA Act to address needs that have arisen because of the pandemic includes $13.5 billion for K-12 in ESSER funds and $54 billion in ESSER II funds. While specific uses of funds to supports MLs is not spelled out, these ESSER funds may be used to help support the education of MLs in many ways. For more information, read the brief NAELPA white paper on Using ESSER, ESSER II, and ESSER III Funds to Support ML Education.
The remote learning that has taken place has necessitated that teachers, students, and families have access to instruction and information via technological resources to a greater extent than ever before. NAELPA has found information on the following websites that could be helpful to State Education Agencies (SEAs) and Local Education Agencies (LEAs) in supporting teachers, students, and their families. For more information access the full Technology Resources Document.
