Kayla Phillips spent her undergraduate years at Arizona State University hearing the same question over and over about her Japanese degree: “What will you do with that?”This spring, she came back to help students answer it.

A moderated dialogue on multilingual literacy, language development, and the science of reading Abstract As states and districts increasingly adopt policies aligned with the science of reading, questions persist about how these shifts intersect with the education of multilingual learners. This article presents a moderated dialogue among leaders from WIDA, educators and administrators from Floyd County Schools in Georgia, and a university-based linguist from the University of Georgia, which took place during The Reading League’s Ninth Annual Conference in Chicago, IL. Through structured discussion, participants explored points of alignment and questions related to language development standards, literacy instruction, assessment, and

From the blog of Orly Lavi Travish at The Times of Israel

A new study led by a Penn State College of Education professor found that two-way dual-language immersion programs may modestly reduce school segregation by attracting students from outside traditional attendance boundaries. 

The first newsflash of 2026 brings a wealth of exciting updates from across the CLARIN community. Highlights include the publication of a paper on ParlaMint in the Corpora journal, call for papers for Euralex and CLARIN2026, an overview of CLARIN’s presence at LREC, including our co-organised workshops, and a rich selection of upcoming events. We’re looking ahead to an exciting year and are delighted to share what’s to come.