The Language Planning Institute’s (LPI) Center for ASL/English Bilingual Education and Research (CAEBER) is the hub of professional development activities and services for schools and programs that employ both American Sign Language and English as integral components in the education of children who are deaf or hard of hearing (including those who have cochlear implants). Through its sustained mentoring and leadership development programs, professional development resources and strategy-sharing community, research-based language planning efforts, and other ongoing systems of support, CAEBER provides guidance and technical assistance in the implementation of ASL/English bilingual professional development in schools and programs across the nation. 

CAEBER’s functions are organized under the following three facets, each of which supports and enhances the work of the others:

Professional Development and Mentorship
Since 1997, CAEBER has been the only center in the United States devoted to fostering educational leadership by supporting the ASL/English bilingual professional development of K-12 mentors/teachers, as well as universities' deaf education program instructors. It encompasses the following offerings:

• CAEBER Summer Institute: AEBPD Mentor Development and Certification

• School-based In-service Training: 2-Year Professional Development and on-site Mentor Internship

• Pre-service University-Level Development: ASL/English Bilingual Teaching and Learning Project

• CAEBER Community Resources (schools who become members of the CAEBER Community gain access to newly developed services and resources as they become available).

Language Planning and Leadership (LPL)
LPL fosters a coherent and informed professional educational community whose primary goal is to advance the equitable provision of language and literacy teaching and learning to deaf and hard of hearing students. LPL provides the following kinds of professional development and technical assistance to develop the language and literacy planning processes that inform system-wide, school-wide, and classroom-level decision-making:  

• Enhancing Deaf Education: Language Planning and Leadership Professional Development Seminar for administrators and educational support specialists;

• Providing research-based support to school officials, policy makers, and advocates in identifying needs, and in developing language and literacy planning strategies and policies that clarify the status, roles, and use of both ASL and English as indispensable resources in schools,

• Fostering interdisciplinary conferences, dialogue, and research collaborations among educators, administrators, and linguists, to name a few, to study the effectiveness of language/literacy planning and policies and programs in meeting identified needs

• Hosting online administrator and research forums (in the process of being developed) for discussing language and literacy planning and policy, and assessment in the deliberate allocation and management of ASL and English in the curriculum,

• Providing technical assistance and resources to Gallaudet University departments regarding language and literacy planning and implementation of bilingual language teaching and learning.

Language Planning Action Network (LPAN)

• Disseminating news and information relating to ASL/English bilingual professional development;

• Answering FAQs for basic school-based language/literacy planning and bilingualism;

• Posting Blogs and V-logs by AEBPD mentors on selected topics and strategies (upcoming);

• Offering consultation and research-based support to schools seeking funding for AEBPD participation;

• Providing guidance for schools/educators to document and share language/literacy planning activities;

• Serving as a host organization for programs/individuals seeking funding to conduct research related to ASL/English bilingual professional development, bilingualism, classroom language and literacy planning, strategies, and results.