TESOL PK12

𝗡𝗲𝘄 𝗥𝗲𝗽𝗼𝗿𝘁 - Securing America’s Talent Pipeline: How Immigrant-Origin Students Power Higher Education

"A new report, released by the Presidents’ Alliance on Higher Education and Immigration, shows that first- and second-generation immigrant origin students continue to make significant contributions to higher education, despite political challenges.

Immigration and international mobility are integral to the health of the U.S. higher education sector, the future of U.S. innovation, and the growth of our national economy. In 2023, there were just under 6 million first- and second-generation immigrant students enrolled in U.S. colleges and universities, constituting close to a third (32 percent) of all students enrolled in higher education in the U.S. Alongside immigrant faculty and staff, immigrant-origin students advance groundbreaking research and contribute to learning environments that benefit all campus community members."

Press release
https://www.presidentsalliance.org/press/securing-americas-talent-pipeline-new-report-on-immigrant-origin-students-emphasizes-risk-of-restricting-access-to-higher-education/

Full Report
https://www.presidentsalliance.org/securing-americas-talent-pipeline-how-immigrant-origin-students-power-higher-education/

National Population Data
https://www.higheredimmigrationportal.org/national/national-data/

The Journal of Multilingual Education Reseach is seeking papers for Special Issue "The Intersection of Immigration and Education"

"With over a third of the U.S. population having recent immigrant roots, schools play a critical role in supporting immigrant-origin students as they navigate academic and emotional challenges shaped by anti-immigrant rhetoric and enforcement policies. Research shows that heightened surveillance and fears of family separation contribute to increased anxiety and absenteeism, undermining students' access to education and the 'Safe Haven' role of schools. This Special Issue centers the lived experiences of students, families, and educators, highlighting resilience, local resistance, and transformative practices, while reaffirming schools as vital spaces where immigrant-origin students develop language, identity and belonging within a complex sociopolitical landscape."

Abstracts Due June 30, 2026

Notification of Acceptance July 31, 2026

Full Manuscripts Due February 28, 2027

More Info
https://research.library.fordham.edu/jmer/

"The classroom instruction that OELA supports is one of the few federal K–12 education projects with bipartisan support. That’s because OELA supports bilingual learning, which in turn serves all of our interests. Supporting ELs to achieve academically while transitioning to English fluency is good for these students academically, socially, and emotionally, and is also economically fruitful for everyone in the country. Fully bilingual students gain increased cognitive flexibility, greater career opportunities, and higher future earnings than they would if they lost their home languages. Moreover, creating more bilingual graduates creates a stronger workforce, and benefits the entire economy. Lawmakers of all political backgrounds should recognize the value of common-sense educational approaches that prepare all kids to succeed in our multilingual twenty-first-century economy..."

Advocacy and background from The Century Foundation

https://tcf.org/content/commentary/we-cant-improve-childrens-language-learning-by-slashing-dedicated-federal-resources/

More coverage on this situation...

"The U.S. Department of Education shuttered the Office of English Language Acquisition on Thursday, over a year after gutting its staff to just one...

The office was the only arm of the federal agency dedicated to ensuring that English learners and immigrant students gained English proficiency and academic success, that schools preserved students’ heritage languages and cultures, and that all students had the chance to develop biliteracy or multiliteracy skills."

https://www.k12dive.com/news/education-department-shutters-office-of-english-language-acquisition/820178/

"Cinco de Mayo is the day in 1862 when a small, largely outnumbered group of Mexican soldiers took on an invading French army at the Battle of Puebla—and won. General Ignacio Zaragoza and his troops inspired Union soldiers who were fighting in the American Civil War. These Union soldiers celebrated with parades, folklórico dancers, bull fights and traditional music honoring the Mexican soldiers and people.

Cinco de Mayo morphed into a celebration of Mexican 'heritage' that is painfully false and largely publicized through alcohol advertising. Most of the festivities surrounding Cinco de Mayo in the United States are textbook examples of cultural appropriation, relegating the vast history and culture of Mexican people to a few novelty items. Mexican culture cannot be reduced to tacos, oversized sombreros and piñatas. As educators, we need to do better."

Reposting this helpful guidance from colleague Dr. Lauryn Mascareñaz. Lesson Plans are included.

https://www.tolerance.org/magazine/what-is-cinco-de-mayo

"From Kurdish to Kichwa, six Minnesotans work to preserve the languages that keep them connected to their home, heritage and history."

https://sahanjournal.com/arts-culture/native-speakers-rare-languages-minnesota/

"It started with a very simple goal: helping parents support their children in English learner (EL) classes. It came out of a collaboration with the Institute of Latin American Studies (ILAS) at Columbia University. And it quickly grew into something broader.

There are already many materials for English language learners, and a large amount of support available for ELLs and immigrant families. However, very little of it is culturally relevant for newcomers like Venezuelan, Colombian, and Haitian families, especially those arriving through forced migration.

I began shaping the guide after visiting shelters in New York City and speaking directly with parents from these communities. They shared what they struggled with the most: understanding the school system, communicating with teachers, helping with homework, and supporting their children emotionally. Those conversations helped me realize the guide could not focus only on English language learning but also socioemotional support, communication, and access to information about their rights...

Another important commonality is instability. Some families are living in shelters or temporary housing, which affects everything: routines, emotional well-being, communication with schools, and even students’ ability to focus consistently in class. On top of that, many students arrive after interrupted schooling, and families often feel lost because the U.S. education system works very differently from what they knew before.

Their needs go beyond learning English. There is often fear, uncertainty, limited knowledge of their rights, and confusion about how to communicate with schools, understand grading, or support learning at home. Many parents want to help, but are also working long hours trying to survive.

The guide tries to respond to those needs in practical ways. It includes step-by-step strategies families can actually use, comparisons between the U.S. school system and what many families may be familiar with. It also helps teachers better understand the experiences students may carry with them when they enter the classroom."

- Mizael Becerra

This article
https://www.centernyc.org/urban-matters-2/you-shouldnt-have-to-erase-who-you-are-in-order-to-succeed

Bilingual Guide - "Bridging the Gap: A guide for parents and teachers to navigate language, culture, and education together / Cerrando Brechas: Una guía para que padres y maestros se apoyen mutuamente con el idioma, la lengua y la educación"
https://academiccommons.columbia.edu/doi/10.7916/05c2-ft75

𝗞-𝟭𝟮 𝗪𝗲𝗯𝗶𝗻𝗮𝗿 𝗠𝗮𝘆 𝟭𝟮 - Finding the Golden Thread for Multilingual Learners With Disabilities

"In this webinar, WestEd experts will explore how cross-disciplinary collaboration is the golden thread that supports educators in confidently creating inclusive, cohesive instruction that expands students’ English language skills while deepening their access to grade-level content. Anchored in an Inclusive Pedagogy Framework for students at the intersection of bilingualism and disability, this webinar will dive into the foundation that holds this framework together: collaboration. Collaboration is the essential component for all individuals working with a student, including general educators, English language teachers, and special educators.

Recognizing the assets of multilingualism, collaborative teacher teams including general educators, English language teachers, and special educators work together in instructional planning and decision-making to ensure that all students at the intersection of bilingualism and disability can access grade-level content.

Participants will leave with concrete strategies and resources for cross-disciplinary collaboration and instructional planning that address both the language and learning needs of Multilingual Learners with disabilities.

𝗪𝗵𝗼 𝘀𝗵𝗼𝘂𝗹𝗱 𝗮𝘁𝘁𝗲𝗻𝗱?

▪︎ K–12 general and special education teachers

▪︎ English language development teachers

▪︎ Dual language program teachers

▪︎ Intervention staff

▪︎ School administrators

▪︎ District administrators, including special education and ESL leaders

𝗦𝗲𝘀𝘀𝗶𝗼𝗻 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻 𝗧𝗼𝗽𝗶𝗰𝘀

▪︎ The Inclusive Pedagogy Framework

▪︎ The Foundational Role of Cross-Disciplinary Collaboration

▪︎ Resources and Tools to Support Collaborative Practices

𝗙𝗲𝗮𝘁𝘂𝗿𝗲𝗱 𝗦𝗽𝗲𝗮𝗸𝗲𝗿𝘀

Silvia Lenhof DeRuvo has been committed to supporting students with disabilities and other struggling learners throughout her career in education of more than 40 years. DeRuvo, a daughter of refugees and an English Learner, recognizes the cultural difficulties of being a Multilingual Learner. As a primary author of several state guidance documents on Multilingual Learners with disabilities, DeRuvo recognizes the need for policies and practices that drive instruction, ensuring access to grade-level content for all learners.

Gabriela Mottesi Day brings extensive expertise in supporting state education agencies, districts, and educators in improving outcomes for Multilingual Learners with disabilities. Her work spans professional learning design, research evaluation, data analysis, and technical assistance focused on strengthening educational access through evidence-based policy and practice. A former special education teacher in Denver Public Schools, Mottesi Day’s practice is rooted in collaboration, community voice, and research-informed design. Driven by the belief that lasting change begins by centering the voices and needs of those closest to the classroom, Mottesi Day is committed to creating solutions that are both practical and grounded in real-world contexts."

𝗧𝗼 𝗿𝗲𝗴𝗶𝘀𝘁𝗲𝗿 𝗳𝗼𝗿 𝗳𝗿𝗲𝗲
https://www.wested.org/event/finding-the-golden-thread-for-multilingual-learners-with-disabilities/

British Council initiative providing fully funded, part‑time, online master’s degrees in TESOL/MA TESOL, combined with a two‑week academic study visit to the UK.

University of Stirling – MSc TESOL Online scholarships to teachers and teacher educators (trainers) from: Bangladesh, India and Sri Lanka

University of Portsmouth – MA TESOL Distance Learning scholarships to teachers and teacher educators (trainers) from: Ghana, Kenya and Türkiye

𝗔𝗽𝗽𝗹𝗶𝗰𝗮𝘁𝗶𝗼𝗻𝘀 𝗰𝗹𝗼𝘀𝗲: April 30, 2026

"The British Council is funding a new international scholarships scheme in collaboration with the University of Portsmouth and the University of Stirling, aimed at strengthening English language teaching in government school systems across Ghana, Kenya, Türkiye, Bangladesh, India and Sri Lanka.

The scheme will award 40 fully funded scholarships to experienced teachers and teacher educators to undertake part-time, online master’s qualifications in Teaching English to Speakers of Other Languages (TESOL) while continuing to work in their home countries. Each scholarship covers full tuition, along with return travel and living expenses for a bespoke two-week academic study visit to the UK.

Educators based in Ghana, Kenya and Türkiye will undertake the MA TESOL (Distance Learning) with the University of Portsmouth, while participants from Bangladesh, India and Sri Lanka will enrol on the MSc TESOL (Online) with the University of Stirling."

▪︎ Full tuition fees for the online master’s

▪︎ Return flights to the UK

▪︎ Accommodation on campus during the 2‑week visit

▪︎ Breakfast + living stipend for daily expenses during the visit

▪︎ Visa application fee reimbursement

▪︎ Reimbursement of one English language test fee

▪︎ How long is the master’s programme?

Stirling: Up to 30 months

Portsmouth: Up to 26 months

Both are part‑time

▪︎ Is the learning fully online?

Yes — weekly materials released online.

Includes:

• Asynchronous study
• Occasional live/virtual sessions
• One‑to‑one tutor support
• Online dissertation supervision

▪︎ When is the UK visit?

Stirling: Typically June 2027

Portsmouth: Summer 2027

𝗔𝗽𝗽𝗹𝗶𝗰𝗮𝗻𝘁𝘀 𝗺𝘂𝘀𝘁:

▪︎ Be passport holders and permanent residents of an eligible country

▪︎ Work in or directly with the government education system

▪︎ Be an active English language teacher or teacher educator

▪︎ Meet the academic entry criteria for the chosen master’s programme

▪︎ Show strong commitment to improving national ELT systems

▪︎ Participate in British Council monitoring and alumni activity

𝗪𝗵𝗼 𝗰𝗮𝗻𝗻𝗼𝘁 𝗮𝗽𝗽𝗹𝘆?

▪︎ Private‑sector teachers unaffiliated with the government

▪︎ Dual British citizens

▪︎ British Council or UK government employees (including close relatives)

▪︎ Anyone who studied in the UK in the past 5 years

▪︎ Anyone receiving UK funding for other study

▪︎ Applicants not living in the eligible country

𝗖𝗮𝗻 𝗜 𝗮𝗽𝗽𝗹𝘆 𝗶𝗳 𝗜 𝗮𝗹𝗿𝗲𝗮𝗱𝘆 𝗵𝗮𝘃𝗲 𝗮 𝗺𝗮𝘀𝘁𝗲𝗿’𝘀 𝗱𝗲𝗴𝗿𝗲𝗲?

▪︎ Yes — however, priority is given to applicants who do not already have a Master’s in TESOL/ELT.

𝗪𝗵𝗮𝘁 𝗶𝗳 𝗺𝘆 𝘂𝗻𝗱𝗲𝗿𝗴𝗿𝗮𝗱𝘂𝗮𝘁𝗲 𝗱𝗲𝗴𝗿𝗲𝗲 𝗶𝘀 𝗻𝗼𝘁 𝗶𝗻 𝗘𝗻𝗴𝗹𝗶𝘀𝗵?

▪︎ That’s fine, as long as you are an experienced English language teacher working in the government sector.

𝗠𝗼𝗿𝗲 𝗜𝗻𝗳𝗼 | 𝗔𝗽𝗽𝗹𝘆
https://www.britishcouncil.org/english-assessment/School-Education/english-education/scholarships-scheme

Key research findings on Title III funding for English learners and students with disabilities

"Federal support for English learners is currently under threat in the nation’s public schools. English learners have been and will be directly affected by attempts to dismantle the Education Department through executive orders that undermine students’ rights, the massive reduction in staff at key federal offices that support effective instruction and enforce civil rights, and a budget proposal that eliminates $890 million in federal funding for English Language Acquisition (Title III)...

Though the enacted FY26 federal budget left IDEA funding levels intact, the Trump Administration has called for significant changes in how those funds are allocated and overseen. Proposals to consolidate grants, increase flexibility through waivers and block grants, shift oversight to the Department of Health and Human Services (HHS), and increase the use of private school vouchers still threaten federal protections for students with disabilities. And the ongoing dismantling of the Education Department, with drastic staff reductions for the Office of Special Education Programs (OSEP) and the Office of Civil Rights (OCR), is already changing federal support for these students and their families, teachers, and schools."

More info, interactive tools, and resources
https://edlawcenter.org/research/evidence-against-dismantling-used/