Colorado H.E.L.D.E.

We are Higher Educators in Linguistically Diverse Education (HELDE) and are a group of committed scholars and teachers in Colorado dedicated to improving education for multilingual learners and their teachers.

We collaborate to improve our practice as well as the learning opportunities for teachers and students across Colorado. Through HELDE we also collaborate with the policy community, the Colorado Department of Education, and the Department of Higher Education. It is our goal to learn, advocate, and innovate together.

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HELDE-CoCABE letter to Gov. Polis concerning internet access for low income CLD students during the pandemic

Dear Governor Polis,
The Higher Educators in Linguistically Diverse Education (HELDE) committee, a group of teacher educators from across the state who prepare teachers to work with culturally and linguistically diverse students, and the Colorado Association for Bilingual Education, want to share with you our concern about the inequities and unfairness that low-income culturally and linguistically diverse families are facing as they try to adjust to online learning in the K-12 schools in Colorado.....
click here to read the entire statement.

Urgent: HELDE Statement concerning Senate Bill 20-158

The Higher Educators in Linguistically Diverse Education (HELDE) committee, a group of teacher educators from across the state who prepare teachers to work with culturally and linguistically diverse students, is concerned about attempts to pass a bill in the Colorado State Legislature (Senate Bill 20-158) that would require all teacher candidates to be trained in an instructionally narrow approach based on the needs of students with dyslexia, not the needs of all students..... click here to read the entire statement.

Urgent: Joint Statement from the National Education Policy Center and Education Deans for Equity and Justice concerning "The Science of Reading"

Since late 2018, a flood of media has reignited the unproductive Reading Wars that have been ongoing since before the so-called “whole language” approaches took hold in the 1980s.1 That movement was itself a pushback to the overemphasis on early code emphases (i.e., vocabulary, decoding words, and pushing the reading of literature into the background).
Less than two decades later, as set forth in the scandal-ridden2 “Reading First” component of the No Child Left Behind Act of 2001, whole language itself was pushed aside in favor of phonemic awareness and phonics instruction....... click here to read the entire statement.

Here is a list of our upcoming events. If you should have any questions or suggestions, please feel free to contact us.

Here are the latest vacancies. If you would like to add to this list, please feel free to contact us.
For any questions related to the vacancy announcement(s), please contact the respective Search Chair(s) or Point Person(s).

This is a repository of resources we find valuable. If you should have any questions or suggestions, please feel free to contact us.

This is a repository of our internal material. If you should have any questions or suggestions, please feel free to contact us.