Priority Scholar Spotlights
The Priority Teacher Professional Development Scholarship program is designed to promote equity and access to affordable professional development for world language educators who are currently teaching a Less Commonly Taught Language in the United States and/or are currently teaching at a Community College, Historically Black College/University, or postsecondary Minority Serving Institution in the United States.
The program provides funding for selected teachers in these categories to attend a CARLA Summer Institute for no charge. Scholars then carry out outreach activity and/or a classroom-based project based on what they learn at their chosen summer institute.
Below are spotlights of the work done by Priority Scholars in 2023–2025.
Mina Raminsabet
Priority Scholar in 2025
Institute Attended: TeachTok: Social Media Hacks to Level Up Your Language Teaching Game
Priority: Teaches a less commonly taught language
How did you benefit from the summer institute you attended?
The CARLA Social Media summer institute profoundly changed the way I approach language instruction and student engagement. Before the institute, I occasionally used media as a supplement, but I had not fully conceptualized social media as a structured pedagogical tool. CARLA’s training equipped me with practical strategies for turning platforms such as TikTok and Instagram into intentional, outcome-driven learning environments rather than distractions.
One of the most valuable aspects was learning how to design themed activities, scaffold content by proficiency level, and align short-form videos with linguistic objectives such as vocabulary acquisition, pronunciation, cultural awareness, and communicative competence. I also gained confidence in guiding students through authentic content, including informal speech, affective language, and cultural performance norms that are rarely addressed in textbooks.
Perhaps the most significant impact was learning how to teach what I now call “the unteachable”: spontaneous reactions, emotional language, internet discourse norms, and colloquial expressions in Persian. This directly resulted in a conference presentation that I presented at the AATP meeting (in conjunction with MESA 2025), where I shared my findings on teaching affective language through role plays and social media. Overall, CARLA helped me modernize my teaching while remaining grounded in sound pedagogy. The institute empowered me to build authentic, culturally embedded learning experiences that reached beyond the classroom and into students’ everyday lives.
How did you carry out your post-institute activities?
As a follow-up to the TeachTok: Social Media Hacks to Level Up Your Language Teaching Game institute, I implemented a weekly social media integration project in my Persian language courses titled “Persian in Action: Social Media Fridays.” Each Friday, I dedicated class time to a themed social media activity using Persian-language content from platforms such as TikTok and Instagram. Students worked in small groups to search for videos using Persian hashtags related to topics such as daily routines (GRWM), travel, food blogging, makeup and fashion, and short music clips. Each group selected a video and analyzed it in class by extracting new vocabulary, identifying colloquial expressions, and practicing authentic Persian reactions. Students discussed cultural context, repeated spoken phrases, and worked together to translate and interpret informal language in ways that textbooks do not capture. I also taught students how to write short, appropriate comments in Persian as if they were interacting with the creators directly. At the end of each session, we conducted a class poll to vote on the most engaging or culturally rich video.
This project transformed students from passive language learners into active participants in real-world Persian discourse. It significantly increased engagement, spontaneous speaking, and cultural literacy while making language learning feel relevant and enjoyable.
Do you have other thoughts to share?
The CARLA Social Media institute had a real and lasting impact on how I teach. It pushed me to move beyond using social media as “extra material” and instead treat it as a serious instructional tool. I now design lessons that feel more connected to students’ real lives, and I see more confidence and willingness to speak Persian in class—especially in informal settings.
This experience also helped me grow professionally. I became more reflective about my teaching choices and more confident in experimenting with new methods. The fact that my classroom project later turned into a conference presentation is something I directly attribute to the clarity and encouragement I gained from CARLA. Overall, the institute made my teaching more creative, more student-centered, and more grounded in authentic language use, and I am very thankful for that.
Mina Raminsabet is the Farzaneh Family Lecturer of Persian Language & Literature and Head of the Persian Program at the University of Oklahoma. She holds a PhD from the University of Tehran and has extensive experience teaching Persian to heritage and non-heritage learners. Her work centers on Persian language pedagogy, classical Persian poetry, and creating accessible, student-centered curricula. A certified ACTFL OPI tester, she teaches all levels of Persian and integrates open educational resources and culturally grounded materials into her courses.
Submitted December 2025.
Rosa Tellez
Priority Scholar in 2025
Institute Attended: Creativity in the Language Classroom
Priority: Teaches at a Minority-Serving Institution
How did you benefit from the summer institute you attended?
Attending the summer institute was the best choice I have made professionally. Before learning different strategies and activities from the workshop, I was not engaging students the way I wanted and felt stagnant in my teaching. After attending the summer institute, I came back for the fall semester ready to apply what I had learned. I started implementing many of the activities in my first-semester Spanish class. I wanted students to learn while having fun. To do this, I stopped spending too much time teaching grammar in class, and I stayed away from the textbook activities; instead, I used them as a reference to modify my activities to make them more engaging. I started to notice less absenteeism and more willingness to participate in class. I also considered having a variety of activities where students are no longer sitting down, but instead moving around. I started noticing students were less shy when speaking in class. They were also more comfortable when asking questions. The summer institute has benefited my teaching and the way I carry myself in the classroom, but most importantly, my students are reaching the target level because of the activities I implemented from the workshop.
How did you carry out your post-institute activities?
I carried out my outreach activity during a "Lunch & Learn" workshop with the Department of Modern Languages at UT-Arlington. Lunch & Learn is a workshop where faculty from the department come together to learn from each other every semester. For the fall 2025 Lunch & Learn, I presented what I learned from "Creativity in the Classroom." I was given fifty minutes to present relevant information to my colleagues. First, I began by talking about the summer institute, the workshop I attended, and a brief overview of the information presented during the week. Next, I had my colleagues do some of the activities I learned from the workshop, but not before I explained the Creativity Focused Lesson Plan "GANAG" - Lesson Plan. This was key to helping them understand that each lesson can be engaging if we consider differentiation throughout the lesson rather than lecturing students or having them do activities from the textbook. Some of the activities I presented to my colleagues were "what's on my back", "one sentence story", "syllable butterfly", "one-way information gap", "clams are great!", "visual logic puzzle", "picture word inductive model", and "triangle talk". Since I didn't have enough time to have my colleagues do all of these activities, I opted for them to do some of the quick ones. Lastly, I presented some online resources for those who are more tech-savvy. The last activity I had them do was to create their own song using SUNO. I divided them into groups to create a song for them to upload to SUNO. After they created their song, I played their songs on the speaker. The responses were great because I haven't seen my colleagues smile this much! Everyone was engaged and thankful I had presented.
Do you have other thoughts to share?
The major impact the institute has had is to feel more confident as a language teacher. I didn't know I could present creative activities to my students and engage them in the process. Unfortunately, many of us aren't taught how to teach or present information. Many of us learn by observing or attending workshops. My greatest satisfaction was to see my student speak the language and be curious about learning Spanish. This has not happened before and is all thanks to this workshop.
Rosa Tellez is a Senior Lecturer of Spanish at The University of Texas at Arlington. She teaches all levels of Spanish as well as courses for heritage speakers. In addition, she teaches courses in Hispanic culture, linguistics, and business.
Submitted December 2025.
Xinyue Lu
Priority Scholar in 2025
Institute Attended: Culture as the Core in the Second Language Classroom
Priority: Teaches a less commonly taught language at a Historically Black College/University
How did you benefit from the summer institute you attended?
The CARLA institute was one of the most impactful professional development experiences I have had. It gave me language and structure for ideas I had been exploring intuitively and helped me connect frameworks like Byram’s (2014) intercultural communicative competence, Kearney’s (2010) narrative approach to culture, and the 3P model in ways that now shape how I plan and reflect on instruction.
I especially benefited from learning how to “complicate culture” through guided questioning and scaffolding rather than through contrastive comparisons. For instance, I now use prompts such as “What assumptions do I bring when I see this photo?” or “Whose stories are visible and whose are missing?” to help students recognize biases and question representational patterns. This has changed how my students talk about culture—from listing “facts” to reflecting on perspectives and diversity within Chinese-speaking communities.
The institute also expanded my creativity as an educator. I left the workshop feeling more confident designing learning experiences that are reflective, critical, and inclusive of my students’ identities. I also want to thank Dr. Kaishan Kong, whose warmth and encouragement created a supportive space where we could openly share ideas and classroom challenges!
How did you carry out your post-institute activities?
I redesigned several cultural lessons in both my Chinese language and my “Cultural and Linguistic Diversity” courses. In my Chinese 1 class, I reworked our “Family” and “Birthday” units using the 3P model (Products, Practices, Perspectives) and incorporated authentic artifacts like family photos and name cards. Instead of treating these as surface-level visuals, students examined who is represented, what perspectives are implied, and how social policies (e.g., the one-child policy) shape modern Chinese family structures. We discussed biases in our textbook, noting that nearly all characters are either white Americans or Chinese Americans, and how some classroom role-play activities unintentionally normalize whiteness. These moments led to meaningful conversations about representation and authenticity in language materials.
In my Cultural and Linguistic Diversity class, I integrated ideas from CARLA readings and activities, especially using narrative reflection tasks like Critique & Compliment and 3-2-1 Reading Reflections to deepen students’ engagement with race, bias, and intercultural communication. The workshop also inspired me to share these redesigned materials in a departmental brown-bag session, where colleagues and I discussed how to adapt the 3P framework for different languages and how to approach sensitive cultural topics with care and criticality.
Do you have other thoughts to share?
Thank you for this wonderful opportunity and for supporting language teachers working at minority-serving institutions!!
Xinyue Lu is an Assistant Professor in the Department of World Languages and Cultures at Howard University where she teaches Mandarin Chinese and ESOL. Her research focuses on language ideologies, multilingualism, and language teacher education in world language and ESL classrooms. She is particularly interested in supporting minoritized learners in these spaces through culturally responsive and critically informed pedagogy.
Submitted October 2025.
Elizabeth Huntley
Priority Scholar in 2024
Institute Attended: Integrating Career Readiness into Language Programs
Priority: Teaches a less commonly taught language at a Minority-Serving Institution
How did you benefit from the summer institute you attended?
This institute was a game-changer! We are living in a new reality where the value of the humanities in general, and languages in particular, are being called into question. The CARLA summer institute gave me the ability to point to and articulate why these skills matter and why my field is uniquely positioned to teach them. This has not only helped me professionally, it's more broadly given me hope about the future of the profession.
How did you carry out your post-institute activities?
On campus, I connected with our Career Center to workshop my "integrating career readiness competencies" module. As a result, my students completed the module and then had a visit from the Career Center to discuss career readiness competencies and what services are offered here on campus. That connection has been really fruitful and I will expand it to my other courses.
In my research, I am currently involved in a federally-funded virtual exchange program connecting my Arabic students with Moroccan students. I have been invited to join the coordinating team to submit for the next grant round, and I will be adding career readiness competencies to our proposal.
Finally, in outreach, I was invited to present at a language faculty workshop at CU Boulder on integrating career readiness into the language classroom. From that workshop, I am now connected with like-minded people at other institutions. We are hoping to collaborate and build out more modules to specify what career readiness principles look like in lower division language courses.
Do you have other thoughts to share?
Thank you for making this possible and for supporting faculty from non-wealthy institutions. I am so grateful for this opportunity!
Elizabeth Huntley teaches Arabic and Linguistics at the University of Colorado Denver. She is a teacher-researcher with a PhD in Second Language Studies who has been involved in Arabic language education since 2006.
Submitted January 2025.
Jocelly Meiners
Priority Scholar in 2024
Institute Attended: Planning Social Justice Lessons: Critical Pedagogies in Action
Priority: Teaches at a Minority-Serving Institution
How did you benefit from the summer institute you attended?
Attending the CARLA summer institute was a great learning experience where I reflected about the value and need to include a social justice perspective in our classes, and learned how to specifically implement it in activities, lessons, and class discussions. Another benefit of attending the institute is that I can apply what I learned to my lessons and materials and share them with colleagues.
How did you carry out your post-institute activities?
Last year, I redesigned one of the Heritage Spanish courses in our program and created all new Open Educational Materials for the course. During the CARLA summer institute “Planning Social Justice Lessons: Critical Pedagogies in Action” I learned the importance of focusing on social justice in all our classes, and I obtained valuable skills and strategies for including the social justice perspective. After attending the institute, I was able to edit my Heritage Spanish course materials to include a stronger focus on social justice. In some cases, this involved creating a new activity or adding an extra activity to a lesson. In other cases, it involved slightly changing the focus of the activity and including discussion questions that foster involvement in social justice efforts.
My materials are all published as open educational resources, and they are being implemented in other institutions around the country. You can find them here: Proud to be Bilingüe: Intermediate Spanish for Heritage Learners.
Do you have other thoughts to share?
The institute was a great experience, not only because I learned so much, but because I had the opportunity to exchange ideas with colleagues from other fields and with different perspectives.
Jocelly Meiners is Associate Professor of Instruction in the Department of Spanish and Portuguese at the University of Texas at Austin. She holds a PhD in Hispanic Linguistics, and she specializes in teaching and developing courses for Spanish heritage learners, Spanish for healthcare professionals, and courses implementing open pedagogy and experiential learning.
Jocelly currently serves as co-director for the Texas Coalition for Heritage Spanish (TeCHS), where she collaborates with other Texas universities and works on promoting Open Pedagogies and the use of Open Educational Resources to advance the field of heritage Spanish instruction.
Submitted January 2025.
Charlize Hsiang-Ling Wang
Priority Scholar in 2024
Institute Attended: Planning Social Justice Lessons: Critical Pedagogies in Action
Priority: Teaches a less commonly taught language
How did you benefit from the summer institute you attended?
Attending the CARLA summer institute significantly impacted my professional growth by bridging theoretical insights with pedagogical applications. This transformative experience deepened my understanding of the epistemology of social justice and explored its practicality in world language education. The program constructed a solid theoretical framework tailored to the context of world language education. This enabled us to conceptualize and visualize how social justice and multiliteracies can be operationalized in context-specific classrooms. What I found the most helpful was the support and constructive feedback provided by the lead instructors—Drs. Paesani, Menke, Ruf, and Goodspeed. They not only modeled teaching materials but also showcased the final products from their world language classrooms. With their scaffolded guidance, I developed a lesson plan focused on promoting gender inclusivity for Chinese language learners. This professional development opportunity not only enhanced my ability to plan lessons on social justice education but also solidified my commitment to fostering more equitable and inclusive classrooms.
How did you carry out your post-institute activities?
At the CARLA institute, I co-designed a social justice-oriented lesson plan with my fellow scholar, Dr. Hsiang Lin Shih. Grounded in Social Justice Education (SJE) theory (Hackman, 2005), we adopted CARLA’s “Social Justice Lesson Plan Template” and “User’s Guide” (2022) to create a lesson plan on the topic of dating for intermediate-level Chinese classrooms in higher education in the United States. Our lesson plan aimed to promote gender-inclusive language while addressing issues of gender stereotypes. Guided by the multiliteracies pedagogy framework (Paesani et al., 2023), students were invited to critically identify profiles from dating apps, including popular ones for the LGBTQ+ community. We also challenged the representations of gender, sexuality, and hegemonic cultural norms presented in the original textbook, Integrated Chinese (IC, 中文听说读写, 4th edition).
After the summer institute, our collaboration had a sustainable impact on our teaching transformation and continued to evolve. This lesson plan was implemented in Hsiang Lin’s class in Fall 2024. From summer to winter 2024, we met several times to refine our lesson plan, discuss our teaching strategies, and reflect on our takeaways from the implementation. Beyond teaching, Hsiang-Lin and I co-authored a manuscript titled “Teaching Social Justice in World Language Classrooms: Gender-Inclusive Language Reformation,” which we submitted to The Language Educator (TLE). In this paper, we reflect on the challenges of planning and teaching for social justice, our positionalities, teacher voices, and the shared values we hold as Mandarin instructors in the United States. We articulated our perspectives on what social justice education means to us and its potential impact on future world language classrooms. Importantly, we emphasized the crucial role played by our CARLA lead instructors in inspiring us to lead these transformative changes. To continue engaging with social justice initiatives, we submitted a proposal to next year’s ACTFL convention to share our insights and design from a pedagogical perspective.
Do you have other thoughts to share?
I highly recommend CARLA’s professional development programs to pre-service and in-service teachers, educators, and practitioners. This vibrant teaching community allows participants to expand their knowledge of world language education, apply pedagogies from theory to practice, and network with potential collaborators. At CARLA, I connected with many other passionate instructors. Through communal support, we collectively and proactively visualize better language education for all students.
Charlize Hsiang-Ling Wang is a PhD candidate and a field supervisor in multilingual language education at The Ohio State University. She has Mandarin teaching experience in Ireland, Taiwan, and the United States. Her scholarly interests focus on translanguaging and culturally sustaining pedagogy in world language education. As a language educator, she strives to foster multilingual students' linguistic and cultural pluralism and disrupt the idealized norms of monolingual language ideology.
Submitted January 2025.
Teresa Blumenthal
Priority Scholar in 2023
Institute Attended: Critical Approaches to Heritage Language Education
Priority: Teaches at a Minority-Serving Institution
How did you benefit from the summer institute you attended?
At the 2023 CARLA Institute Critical Approaches to Heritage Language Education: Centering Identities, Race, and Power in Language Reclamation, I greatly benefitted from engaging with the cohort of teachers who attended. The majority of instructors were middle and high school teachers of heritage languages. As a group, we spent a lot of time discussing why heritage learners are a unique group of students and the implications for developing course materials and productive classroom spaces for those learners. Additionally, a lot of instructors were seeking ‘real’ lesson plans, course materials, and activities to immediately implement in their classrooms in the 2023-2024 school year. I was impressed by the care and commitment of the instructors and simultaneously affected by the dissonance between conversations in academia and conversations between practicing 6-12 instructors who wanted to know what they could do ‘on the ground’ and ‘right now’ to improve courses for their students. At CARLA, I determined that I wanted to test resources for instructors that not only could make a sustainable difference for students’ engagement with the heritage language, but was attainable for implementation among teachers battling a shortage of time and resources. In short, CARLA corroborated the importance of applied linguistics, language learning, classroom research, and making information available to teacher and learner populations.
How did you carry out your post-institute activities?
Attending this institute influenced and further propelled the direction of my dissertation project. My project, titled “Social-psychological Interventions in the Language Classroom” concerns implementing social-psychological interventions into the language classroom as a method to increase students’ language learning enjoyment, improve student achievement and persistence in language courses, and to lessen language anxiety. The interventions will be incorporated into coursework at the post-secondary level and will mimic implementation in other heritage language classrooms. I am testing the interventions among heritage and L2 student populations, as well as testing the interventions in heritage-specific, L2-specific, and ‘mixed’ L2-heritage language courses to better understand if a specific student population or learning context influences how much students are impacted by the interventions. One of the express intentions of this project is testing the efficacy of interventions that do not require substantial time and financial resources with the ultimate goal of instructors being able to successfully implement helpful classroom interventions.
Do you have other thoughts to share?
The institute further corroborated the need for a connection between research and practice. It is easy to want to serve the population I study in my career, but after CARLA, I can see some of the challenges of doing so. I hope to not only conduct research central to teachers' questions and pressing issues, but also find a method to share and aid in implementation of educational resources. CARLA brought to light where the heritage language curriculum can improve and provided a wonderful environment to learn and inspire me in my future practice.
Teresa Blumenthal teaches Spanish and is a Ph.D. candidate in the Spanish and Portuguese Department at the University of Texas at Austin. Her research interests include Spanish as a Heritage language, language learner motivation, Spanish in the U.S., and language ideologies. Her teaching interests include curricular development that can benefit heterogeneous learner populations in the same classroom.
Submitted January 2024.
Shannon Cannella
Priority Scholar in 2023
Institute Attended: Integrating Career Readiness into Language Programs
Priority: Teaches a less commonly taught language
How did you benefit from the summer institute you attended?
The CARLA Summer Institute provided me with updated theories, methods, and cross-cohort learning opportunities that transformed my approach to career readiness in the language classroom. I am developing a new course at Hamline: Chinese for the Professional. Initially, I envisioned a course based on building linguistic and communicative skills, sets of sector-specific vocabulary, and a mock job fair as a final project. The CARLA institute helped me think less literally about specific employment areas and to focus more broadly on a wider range of career and life skills applicable to any professional career.
In the seminar, I was reminded that meaningful “career readiness” begins with self-knowledge. My curriculum does not need to be job-specific; rather I can give students the opportunity to identify dreams and goals that led them to pursue a college degree, to articulate skills gained in and out of the classroom, to know their competencies, both personal and professional, and to state future dreams and aspirations. In the course led by Prof. Sara Mack, we started in exactly this place with a Think, Pair, Share activity: go back to your 18 year old-self and consider the journey that led you to a career as a language educator. What were your dreams? What complications did you encounter? What support did you receive? Who was instrumental in helping you along the way? We journaled and shared. To give students a similar opportunity to know their own story as they prepare to leave college and venture out is as important (or more important) than learning vocabulary and discourse specific to specific employment sectors.
How did you carry out your classroom-based activity?
This course familiarized me with the core career competencies outlined by NACE (National Association of Colleges and Employers) and the University of Minnesota’s Ten Core Competencies for Career Readiness. Our Institute cohort compared these with ACTFL (American Council for the Teaching of Foreign Languages) guidelines and understood more clearly how language teachers are already working with students to develop many of these competencies, such as Digital Literacy, Oral and Written Communication and Engaging Diversity. We learned ways to advocate for our programs and for our students by being more clear about the core competencies skills developed in our classrooms. This includes developing syllabus statements, website landing page information, and augmenting lesson plans to better describe the career readiness skills developed in an assignment. We agreed that a critical step for student success is to make time for self-reflection and the articulation of skills gained following completion of an assignment or at the end of the semester.
For my project, implementation took two directions. First, I wrote a career-readiness syllabus statement and edited our program curriculum map to include specific core competencies development embedded in each of my courses, from Beginning Chinese to Advanced Intermediate. These included skill areas such as: Digital Literacy, Oral & Written Communication, Active Citizenship & Community Engagement, and Engaging Diversity. Next, I created a lesson plan based on the Framework for 21st Century Skills, another area of competencies introduced in the CARLA workshop. What I like about the 21st Century skills is the clear focus on Global Awareness and the descriptions of each skill area which employs an excellent range of active verbs. This gives the competencies a real-life dimension. I spent several days translating this document into Mandarin. For the assignment (under development), students in my class will first engage with the Framework as a checklist of their existing strengths, next as a checklist of skills they hope to expand, and finally they will use this language to construct several statements in Mandarin, describing their strengths and experience, that can be added to their LinkedIn page or to a bilingual resume.
Do you have other thoughts to share?
The CARLA Institutes have been invaluable in my professional development as a language educator. A big plus has always been meeting educators from institutions across the country and the world.
Shannon Cannella is a faculty member at Hamline University in St. Paul, MN. She teaches all levels of Chinese in addition to sections of Chinese History and Asian Art History. Shannon holds a BA from the University of Minnesota and a MA and PhD from Columbia University.
Submitted January 2024.
Ayman Elbarbary
Priority Scholar in 2023
Institute Attended: Transforming the Teaching of Language Online (TTLO)
Priority: Teaches a less commonly taught language
How did you benefit from the summer institute you attended?
This CARLA Summer Institute was highly beneficial for me. Although I have experience teaching languages in person and online, I needed to gain knowledge on how to teach languages asynchronously. The summer institute TTLO helped me learn about creating a whole asynchronous Arabic course. I learned how to put myself in the students’ shoes when I designed my activity and tried to answer them before assigning them to the students. Additionally, I learned how to integrate the four language skills in an asynchronous language activity. Assessment was also one of the areas that I developed through CARLA, especially designing rubrics (e.g., a team contribution rubric). The summer institute instructors modeled ways in which I can involve my students in an asynchronous class.
How did you carry out your classroom-based activity?
I implemented a variety of activities into my asynchronous teaching. For instance, I had my students meet via Zoom and arrange a dinner and a movie night. The students recorded the role-play and submitted the link via the learning management system.
In the future, I plan on asking the students to interview some of the locals inIndianapolis and Bloomington areas. They will start by choosing a topic (e.g., Arab cuisine) and conducting interviews in Arabic with Arab locals. They will create a series of podcasts, share them with their classmates, and present their findings from the projects. At the end of the semester, they will write a reflection paper in Arabic to reflect on their experience.
Do you have other thoughts to share?
This program is amazing and I am glad that I had a chance to participate in it. I learned many new teaching techniques and creative activities to implement in my asynchronous classes.
Ayman Elbarbary is an associate instructor at Indiana University. He holds an M.A. degree in Applied Linguistics from Ohio University and has been a Fulbright Foreign Language Teaching Assistant at the University of North Georgia. He taught Arabic at Ohio University, English at the American University in Cairo, and Ahram Canadian University. Ayman is a double-major Ph.D. student in the Instructional Systems Technology and Middle Eastern Languages and Cultures departments at Indiana University.
Submitted January 2024.
The Priority Teacher Professional Development Scholarship program is sponsored by the Center for Advanced Research on Language Acquisition (CARLA) as a U.S. Department of Education Title VI Language Resource Center initiative.