CATESOL24

While the passage of Assembly Bill 101 in California introduces Ethnic Studies as a high school graduation requirement, incorporating Ethnic Studies into the curriculum can start even earlier. Evidence that teaching Ethnic Studies across PreK-12 holds long-term benefits including positive academic outcomes. With PreK-12 multilingual learners comprising 40% of California's total student population, this workshop will consider how to teach Ethnic Studies to our PreK-12 multilingual learners. This interactive presentation will address:
* PreK-12 Ethnic Studies
* Literacy scaffolds
* Introduce resources and to implement them
* Key components of statewide, community-informed ethnic studies project

This presentation offers insights into workshops offered to Pakistani educational coaches working with refugees from Afghanistan as part of an English Language Specialist assignment in 2023 with the U.S. Department of State. In addition to examining the complexities of delivering virtual workshops in a synchronous, transnational space, the presenter will examine how liminality, uncertainty, and social presence offered opportunities for humanization and connection. The presenter will offer both theoretical and practical insights into virtual Communities of Practice, including specific tools and techniques used for sustained community-building and connection across four distinct geographic locations and a virtual space.

What is information competency and how do librarians teach it? The current California community college library model of teaching information competency is based on traditional degree-seeking students and ignores the needs of nontraditional ESL students. To meet the learning needs of nontraditional ESL students, we need transformational and culturally responsive leaders who embrace the link between critical race theory and critical information literacies. This session will include a community college librarian's preliminary research on curricular change on their campuses. A good opportunity to network and exchange resources.

Across the United States, mainstream and ESL teachers have been enhancing their classrooms by adopting coteaching and collaboration strategies inspired by special education inclusion models (Nordmeyer, 2008; Wertheimer & Honigsfeld, 2000). In this workshop, we will explore how Southwestern College is championing teacher collaboration through an IET immersion model, showcased through authentic case vignettes. We will demonstrate how collaborative experiences and coteaching between content teachers and ELL professionals lead to significant improvements in student learning. By using successful cooperative planning and techniques, classroom content educators and ESL professionals are discovering effective ways to improve lesson delivery and differentiate instruction.

The K-12 level group will discuss topics impacting PreK-12 education, with a primary focus on career pathways both regionally and internationally. Teacher education is witnessing the residual effects and innovations as a result of COVID-19 and will discuss ways to address the academic and social-emotional needs of our multilingual students. How can we prepare educators to meet the changing needs of PreK-12 multilingual learners? What opportunities exist for current educators or those interested in entering the field? Join the interactive K-12 session to find out!