Written by contributing writer Adeshina Emmanuel, a recent ChalkBeat article discusses how five Chicago universities are teaming up to expand bilingual education in their state. Bilingualism Matters, an international research center, is connecting with local Chicago universities in their endeavor to spread bilingual education. This collaboration involves “scientists and linguists” from Northwestern University, Loyola University … Continue reading Bilingualism in the Windy City: Universities Aim to Train More Bilingual Teachers

Ryan Pontier, Visiting Assistant Professor of the School of Education and Human Development at Florida International University, Co-Chair of LULAC Florida Government and Media Relations Committee, and TWIN-CS Network mentor shares keen insight on current developing bi/multilingual education in Florida: Perhaps one of the most challenging tasks we engage in as educators is teaching for … Continue reading Bilingualism in Florida: Thoughts from Mentor Dr. Ryan Pontier

Alicia Amaral Freeman, principal of Archbishop Borders School in Maryland and member of the TWIN-CS Network, is a proud recipient of the Outstanding Educator of the Year Award bestowed by the Maryland Hispanic Chamber of Commerce (MHCC). The MHCC awards those who endeavor to promote “the establishment, growth, prosperity and retention of Hispanic businesses, and … Continue reading TWIN-CS Principal Alicia Amaral Freeman honored as Outstanding Educator of the Year

In an article for Remezcla, contributing writer Raquel Reichard offers insight into the beginnings of dual language education in the United States. According to the article, when Coral Way School opened its first opened its doors in southern Miami in 1936, there was no way of knowing that this school would act as the foundation … Continue reading Bilingualism Beginnings in South Florida: A History

Corey Mitchell, contributing writer for EducationWeek, has published an article about the national shortage of multilingual educators. According to the article, many schools and school districts are keenly feeling the effects of this shortage. In response, New America, a Washington think-tank, has released a guide to assist states and school districts in identifying, developing, and … Continue reading How to Find and Hire Bilingual Educators: Advice from Education Week and New America

Californians Together, a nonprofit advocacy group that petitions for equitable education for all, has recently published an article promoting Highest Aspirations,  a podcast series, spearheaded by ELLevation Education, that our readers may be interested in following. This podcast series engages in discussion about English Language Learners (ELLs), bringing in educators and students, researchers and policy … Continue reading Californians Advocate for English Language Learners

In a recent article published by The Conversation, an independent and nonprofit academic resource, discusses how culturally responsive teaching has become a necessity in our increasingly globalized world. Penned by Louis Volante, of Brock University, Christopher DeLuca, of Queen’s University, and Don A. Klinger, of University of Waikato, this article considers on teacher recruitment, assessment, … Continue reading The Necessity of Culturally Responsive Teaching

Providence Journal recently published an opinion piece authored by Rabia Hos, an assistant professor of education at the University of Rhode Island, and Erin L. Papa, an assistant education professor at Rhode Island College. This opinion piece advocates for the expansion of dual language programs into the state of Rhode Island with respect to upcoming … Continue reading Small State, Big Opportunity

A recent publication by CNN, co-authored by Jane Carr and Jhodie-Ann Williams, pays tribute to multilingual and multicultural speakers from all over the world. The article titled “I fell in love with this language… on ‘Sesame Street,’” discusses globally submitted stories by avid readers who share everything from how they learned a second language to … Continue reading Relearning the Mother Tongue: Experiences of Adult Heritage Language Learners