Priority Areas

 

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Professional Development in Biliteracy Teacher Education

To develop and implement effective biliteracy teacher preparation PK-12 models for the bilingual/multilingual and multicultural school communities of the nation.

 

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Equity and Biliteracy Research

To involve associated and affiliated faculty, social researchers and community members in collaboration with school, district and county office personnel to conduct action research on educational equity and biliteracy policy issues impacting school communities at the local, regional, state and national levels.

 

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Professional Development of School Personnel in International Settings

To provide prospective and credentialed school personnel with educational settings (Latin America, Europe, Asia) that promote and develop second language skills, improved proficiency in a second language, and cultural competence through language development and cross-cultural experiences that increase educators' awareness of the complexity of cultures and values.

 

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Biliteracy Technical Development Capacity: PreK to Higher Education

To provide technical assistance and support to school districts serving PK-12 students and families and institutions of higher education through collaborative action research to improve biliteracy policies to engage effectively in ethnically and linguistically diverse school communities.

 

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Family Leadership in Biliteracy

To provide training and technical assistance to bilingual students' families who are in need of information and skills to navigate the K-12 and higher education school system (academically, financially, and through political agency) to enable their children to have access to careers and professional development opportunities.

 

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Dissemination of Educational Equity and Biliteracy Research

CEBER researchers regularly produce reports and scholarship in partnership with faculty colleagues, doctoral and graduate students, as well as school, district and county office personnel that address equity and biliteracy.