Masako

all messages by user

1/25/2022
Topic:
Recognition of Bilingual Ability

Masako
Masako
Administrator
Hello. What does your school do to recognize your students' bilingual and biliteracy ability? Is there any positive effect of this recognition at school, on your students, such as an increase of learning motivation, better attendance and so on?
edited by Masako Douglas on 1/26/2022
1/25/2022
Topic:
AP World Language and Culture Exams & CBHLS

Masako
Masako
Administrator
Are the AP World Language and Culture Exams important for CBHL schools despite many challenges for CBHL schools to have their
students take them, and many alternative tests available to assess their bilingual proficiency?
edited by Masako Douglas on 1/26/2022
4/14/2022
Topic:
Recognition of Bilingual Ability

Masako
Masako
Administrator
An example of how learning at CBHL schools help students access to scholarship and other opportunities
ACTFL program, 2022 Lead with Languages Teacher Scholarship Program, provides merit-based scholarships to graduating high school seniors who are committed to pursuing the language teaching profession in languages other than English. Scholars are awarded $1,500 per academic year (renewable for a cumulative total of up to $6,000 per recipient), as well as ACTFL membership during their participation in the program and for one year following graduation. One of the eligibility requirements to apply is that students have taken at least two years of the same language in high school, or present documentation of proficiency results from an ACTFL Oral Proficiency Interview (OPI), the ACTFL Assessment of Performance Toward Proficiency (AAPPL), or any comparable assessment.
High school students at CBHL schools mostly have learned their heritage languages since Kindergarten, so they satisfy the eligibility requirement. If they have a credential such as the Global Seal of Biliteracy (GSB) at CBHL high school, they can easily present their proficiency level in their application. As this ACTFL scholarship eligibility requirement appears to be a good example, GSB provides access to apply for a scholarship, to earn advanced placement at colleges, and to many other opportunities.
4/25/2022
Topic:
Recognition of Bilingual Ability

Masako
Masako
Administrator
Colleges that recognize the Global Seal of Biliteracy and the State Seal of Biliteracy
The number of colleges that recognize the Global Seal of Biliteracy and the State Seal of Biliteracy has been increasing every year. Information about the colleges that recognize these credentials for advanced placement is listed here.
https://drive.google.com/file/d/1DUDMMU1jXgG8EsEp6KqJdSJrPU1ut3Ba/view?usp=sharing
edited by Masako on 4/27/2022
10/28/2022
Topic:
Some issues of CBHL schools

Masako
Masako
Administrator
※ This posting is a summary of the discussion that took place in the networking session of the Coalition conference 2022. 

Date: 10/8/2022
Time: 3:45 pm – 4:45 pm
• Teachers – older teachers do not have needed skills to manage online classes
• Parents – add extra burden for parents (make sure students pay attention to the class, doing homework, etc.)
• Students – difficult during pandemic, some dropped out
• Facilities – accessibility, additional cleaning, security, increased rate to rent building result in raising tuition and dropped students; some try to secure their own facilities
• Right now, some schools are going back to in-person classes slowly (only for students to come in, not parents)
• Try to gather again for parents’ participation
• Try to rebuild the community, rehire teachers back, and resume teachers training
• Some schools lost facilities, so they move to virtual classes. It was a success in the beginning. No students dropped out, draw more online students from other regions, also recruited expert teachers outside the region to perform online, but now starts to go down. Parents/students seem lost interest in online learning.
• During Covid, quality of education also dropped
• Use graduates to come back to teach
• Ask older students to volunteer to do some work such as maintaining school’s website, school in turn provide letter of recommendations for those students
• Some states only allow high schools to be rented which are not suitable for small children. There are also always tensions between high schools and community-based schools (furniture rearranged, floor not cleaned, etc.), however, in NJ, it is successful to rent elementary schools even with an office provided to the community-based schools
• A school forms a separate non-profit entity to help school for fundraising


(Note taken by Tommy Lu, Ashok Ojha, an Gergana Ivanova)
10/28/2022
Topic:
Impact of politics on development and growth of HL

Masako
Masako
Administrator
※This posting is a summary of the discussion that took place in the networking session at the Coalition Conference in 2022

Topics discussed at the breakout rooms were as the following. Three participants actively discussed and were also concerned about the introduction of Heritage Language Schools and the obstacles which have been hampering and require immediate attention to be resolved.

1- The dearth of funding for heritage language schools by government legislative branches.
2- The preventive feelings of parents and some schools to introduce themselves as members of heritage languages because of public judgment.
3- Lack of knowledge of the existing heritage schools and, therefore, their problems.
4- Lack of information on how to establish heritage language schools by those who are interested in doing so.
5- Encouraging heritage language representatives to be more effective and active by creating a platform to introduce themselves and their publications on various heritage language topics and issues.
6- Creating stronger bonds with new and old heritage language schools to share perspectives, ideas, visions, and recommendations.
7- Arranging international webinars amongst heritage language schools on various topics of interest and benefit.

(Note taken by Farrokh Farrokhzad)
10/29/2022
Topic:
Uses of Assessments

Masako
Masako
Administrator
※This posting is a summary of the discussion that took place in the networking session at the Coalition Conference in 2022
There are many ways to use assessment. One of them is to use valid and qualified proficiency-based assessments to officially recognize students’ bilingual/biliteracy ability. The qualified tests are scored on one of two language testing scales, the ACTFL scale and the CEFR Scale. Based on the scores of the tests in two languages, students can be awarded Seal of Biliteracy and Global Seal of Biliteracy. Recognition of these awards is increasing for academic and employment purposes. This type of official recognition motivates and provides a clear goal to all language learners, let alone students in community-based heritage language schools (CBHLS hereafter). One question to ask is how many CBHLS promote this type of official recognition of their students’ bilingual/biliteracy proficiency, and how they align their curriculum to proficiency-based instruction so that their students graduate from CBHLS with this credential.
The other type of assessment is the one that measures a student's learning outcomes. Instructors employ formative and summative assessments regularly in their classes to assess if students understand instructional content, and if learning objectives are achieved. One of the challenges that CBHLS face is varied levels of language proficiency and cultural sensitivity among students. One participant in this networking session teaches not only heritage language learners but also English language learners (second language learners), and world language learners (foreign language learners) in one class. This mixed class makes learning goals and assessment very challenging. Differentiated instruction based on a student's background knowledge and language level is a must in the classes of CBHLS to scaffold student’s learning, so as differentiated assessments.
Another example is to use oral mode for the students whose literacy skills are at an emergent level and cannot show their understanding by reading and writing. Students show their understanding by speaking. Technology tools that make individual assessment easy are:
● Flip (formerly Flipgrid) (free app) : video discussion app https://info.flip.com/
● MOTE (free app): audio recording app https://chrome.google.com/webstore/detail/mote-voice-notes-feedback/ajphlblkfpppdpkgokiejbjfohfohhmk?hl=en-US
Another technology tool that integrates all instructional activities and assessment tools in one place
● Nearpod (need to pay, free version is limited in its function) https://nearpod.com/

Another challenge mentioned is a diaspora language. Hindi Urdu heritage language learners in the United States belong to diverse language and cultural backgrounds. Hindi HLL is grouped either as the language associated which is further bifurcated as cognates and non-cognate, ancestral or cultural associated. Hindi HLLs have good receptive and aural skills. They find paragraph-length discourse and writing in Hindi challenging. Cognate Hindi HLL code switch with their associate second language.
Dr. Gabriela Nik Ilieva's paper on Hindi Urdu HLL was mentioned for reference.


Reference
Illieva, G.N. (2021). Hindi Heritage Language Learners' Performance during OPIsCharacteristics and Implications
An interview with Dr. Gabriela Nik Ilieva from New York University about Hindi heritage language learners and their performance during ACTFL OPIs.

(Recorded by Bhavya Singh, Gabriela Nik Ilieva, and Masako Douglas)
edited by Masako on 10/29/2022
11/4/2022
Topic:
Recognition of Bilingual Ability

Masako
Masako
Administrator
Webinar video

※This video is very helpful to understand what State and Global Seal of Biliteracy credentials are for CBHLS students and how to receive these credentials.
“Creating Successful Pathway to Proficiency through Assessment in Community-Based Heritage Language Schools”
https://www.youtube.com/watch?v=3qlpVp_FIms
Join Avant MORE Learning and the Coalition of Community-Based Language Schools as we welcome expert panelists and facilitators - Linda Egnatz, Masako Douglas, Eva Prionas, Dawn Samples and Joy Peyton for an engaging, interactive discussion! Presenters will share key information and address questions that schools have pertaining to creating successful pathways to proficiency in their programs, such as: What might this pathway look like in a given program? What tests are used and what do they measure? Who should take the tests and why? What are best practices in preparing learners to take the test? What will learners gain by testing for proficiency? How does the Global Seal of Biliteracy support pathways to proficiency?
11/7/2022
Topic:
Recognition of Bilingual Ability

Masako
Masako
Administrator
(Cited from AVANT Face Book)

This is so exciting for language learners at The University of Texas at Arlington! Students are able to earn up to 14 UTA credits with Avant STAMP tests or their Global Seal of Biliteracy. This will open up pathways to higher education for language learners of all backgrounds. We couldn't be more excited for the UTA Department of Modern Languages to implement this for their students!





















edited by Masako on 11/7/2022
21 days ago
Topic:
Recognition of Bilingual Ability

Masako
Masako
Administrator
AVANT developed several new language assessments. That means these assessments can be taken for recognition of the Global Seal of Biliteracy.

(From Avant Newsletter)
New Language Assessments
We are very excited to announce the launch of several new language assessments. We recently launched the Receptive (interpretive) test of ASL and will release the Expressive (productive) section soon. We are proud to have partnered with Bridges Oregon, a non-profit organization supporting the deaf and hard of hearing and a leader in delivering and rating ASL interpreter assessments. In addition to helping Avant develop the test, Bridges personnel will support the rating of the tests. In addition, we recently launched the STAMP WS test in Ukrainian and Cabo Verdean and will launch STAMP for Latin soon.

Avant STAMP Recommended for College CreditWe are very honored that the American Council on Education (ACE) recently recommended all STAMP tests to qualify students for college credit. ACE is the same educational body that has provided credit recommendations to institutions of higher education for College Board Advanced Placement (AP) Examinations, Cambridge Assessments, and ACT subject tests. This year we have seen an increasing number of universities integrate STAMP credits into their language programs through the development of pathways. A recent addition is the University of Texas at Arlington which released this announcement.
2 days ago
Topic:
Recognition of Bilingual Ability

Masako
Masako
Administrator
There was a very informative webinar “Promoting Student Engagement: For Parents and Community members.” This webinar lead by Linda Egnatz focused on recognition of bilingual ability of the students at community-based heritage language schools (CBHLS). The webinar focused on parents and community members of the CBHLS.
The webinar was very helpful to understand:
  • What is the State and Global Seal of Biliteracy, and how different are they from each other;
  • Benefits of earning the State and Global Seal of Biliteracy;
  • How CBHLS help their students earn these credentials;
  • How to obtain these credentials;
  • What parents should do with their children’s schools to obtain the State Seal of Biliteracy;
  • What parents can do to increase their children’s language ability at home.

Please share this information with the parents at your schools.
Here is the link to the webinar video: https://youtu.be/35zkrbTrjzk
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