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Recommendations include using current research within a revision cycle, honoring Indigenous languages via oracy, incorporating multiple language-assessment options, and expanding pathways to increase license eligibility for bi-multilingual learners. 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COMPETENCIES RECOMMENDATIONS  \n2024  \n1 New Mexico Bilingual Educator Competencies Recommendation Introduction  \n4 First Recommendation: Commit to a revision cycle that utilizes current research  \n6 Second Recommendation: Honor Indigenous languages through the inclusion of oracy  \n9 Third Recommendation: Emphasize the value of a Bilingual teaching license based on specific coursework focused on multiple effective Bilingual Education pedagogies  \n12 Fourth Recommendation: Incorporate multiple options for language assessment  \n15 Fifth Recommendation: Re-create what it means tobe a Bilingual Educator and create diverse pathways to increase license eligibility  \n18 Conclusion-Actionable Steps  \n21 Acknowledgements  \nNew Mexico Bilingual Competencies Recommendations 2024  \nThe New Mexico Bilingual Competencies Work Group consists of diverse New Mexican educators with a collective aim to ensure that the bilingual licensure process is open to more than Spanish-English bilingual educators but to all educators in New Mexico to support and uplift the rich linguistic and cultural heritage of New Mexican communities, thus offering multiple pathways forlicensure to all teachers. This can be accomplished by creating and adding multiple opportunities for assessments and coursework. Lastly, there is a need to utilize current research in the licensure process to implement current pedagogical practices that best serve New Mexican bi-multilingual students.  \nIn this document, we refer to our students in New Mexican communities as bi-multilingual to remember our past and move toward our future. bilingual education has a long history in New Mexico and the US, however we also recognize that we want to open pathways to multilingualism for New Mexican students.  \nThis group dedicated the 2023-2024 school year to research and discourse on how to refine and enhance New Mexico's Bilingual Education Teacher Competencies for educator licensure. Meeting once a month, we thoroughly examined language development and current bilingual education pedagogy and practice across the US and delved deep into the current bilingual competencies used for licensure. We also evaluated the courses offered by New Mexico’s state colleges of education to ascertain what coursework is currently used to prepare bilingual teachers for licensure. Our efforts included two face-to-face meetings and a presentation at the New Mexico Association for Bilingual Education (NMABE), where we engaged with the local community and gathered valuable feedback. This group also did work outside of the meeting time, completing research and writing for the purpose of these recommendations.  \n1  \nThe bi-multilingual population of the world continues to increase, and New Mexican cultural and linguistic identities have been affirmed through the Yazzie-Martinez decision; however, we still have a shortage of bilingual educators. Most educational systems, while implementing bilingual education, have a very superficial understanding of application and support of programs and the educators who serve in the programs (Bobroff, 2019) . Every state in the union is growing into a society of many languages and cultures, showcasing the importance of and explaining the shortage of high-quality professionals versed in language and culture. Endorsed teachers of bi-multilingual learners have work loads that differ from those of their colleagues who teach in a single language, namely English. They must understand language development, biliteracy development, translanguaging, and the complexities of existing in multiple cultural, linguistic, and racial spaces. They translate materials, serve as liaisons for parents and monolingual staff, and assess and plan for student growth in content and language. In addition to teaching children, endorsed teachers of bi-multilingual students are tasked with advocating for bi-multiling","cbCainDD65O6dkzZ","https://ap.wps.com/l/cbCainDD65O6dkzZ","pdf",2326225,25,"English","# New Mexico Bilingual Educator Competencies Recommendation Introduction\n# First Recommendation: Commit to a revision cycle that utilizes current research\n# Second Recommendation: Honor Indigenous languages through the inclusion of oracy\n# Third Recommendation: Emphasize the value of a Bilingual teaching license based on specific coursework\n# Fourth Recommendation: Incorporate multiple options for language assessment\n# Fifth Recommendation: Re-create what it means to be a Bilingual Educator and create diverse pathways to increase license eligibility\n# Conclusion-Actionable Steps\n# Acknowledgements","[{\"question\":\"What is the purpose of the New Mexico Bilingual Competencies Recommendations 2024?\",\"answer\":\"The document provides recommendations to refine and enhance New Mexico bilingual educator competencies for educator licensure, aiming to expand access beyond Spanish-English bilingual educators to all educators serving New Mexican communities.\"},{\"question\":\"Which recommendation focuses on honoring Indigenous languages?\",\"answer\":\"The second recommendation calls for including oracy to honor Indigenous languages, emphasizing speech, storytelling, and insight into life within Indigenous cultures.\"},{\"question\":\"How does the report propose improving language-assessment options for licensure?\",\"answer\":\"The report recommends incorporating multiple options for language assessment, including widely used assessments for home and target languages, such as Prueba de Español, OPI, and the ACTFL Writing Proficiency Test, plus additional certification and experience pathways.\"}]","NEW MEXICO BILINGUAL COMPETENCIES RECOMMENDATIONS 2024 - New Mexico Bilingual Educator Competencies | PDF",1792057525,63]