ECIS ESLMT Conference Copenhagen (2-5 March, 2017)
"The Power of Multilingual Classrooms in International Education: Implications for Curriculum Design, Teaching and Learning" 
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Friday, March 3 • 12:30 - 13:15

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Job-alike: a facilitated discussion between people with the similar job/roles in different schools based on topics proposed to the group by the chair or participants. You can choose which discussion you would like to join on the day in the assigned venue. 

Facilitators (and notes):
-Cooper, Antonia (International School of London, London)

  • Various ESL/MT Conference sessions have addressed the importance of Mother Tongue teaching and learning to international students. If, as a result, there is now an increase in the number of schools offering MT, a discussion between MT teachers on the implications for curriculum design, teaching and learning as well as a number of other issues would be good:
    * Is there indeed an increase in the number of international schools offering MT lessons? If so what is the nature and frequency of the lessons being offered?
    *Do MT teachers in international schools see a change in the language proficiency of newly arrived students? E.g. is there still a large proportion of BICS (Basic Interpersonal Communication Skills) learners, as well as CALP (Cognitive Academic Language Proficiency) learners in their groups? How does this affect the delivery of the curriculum?
    *What would be a suitable curriculum? Should it include identity, culture, language skills…..? How, in what way, are students' culture and identity being addressed within the MT programmes? How (if at all) does this affect any prescribed assessment, if at all?

-Forde, Helen (American School of The Hague)

  • Assessment and Accountability-Language and Learning Profiles: How do we communicate about our EAL/ESL learners to their teachers? How do we establish a language and learning profile? How do we determine what accommodations should be provided for our students? How do we make sure all teachers have access to pertinent information about their students?How do we assess EAL learners? How do we work with mainstream teachers to assess students' learning? How do we report to parents?

Manzella, Lindsay (AIS Budapest)
  • Practices and Approaches: middle school teachers who have a role which is a combination of push-in and pull out will address these questions and more: 
  • how do you collaborate for push-in sessions? How do you make the most of push-in time? How are pull-out blocks structured and how do they connect to the core classes? 

-McCarron, Margaret (American School of Bombay)

  • Spanish teacher with an interest in ELL: this discussion will focus on the topic of how to develop a highly articulated Modern Language program that is proficiency-based.  The guiding questions include:
    --What do highly-articulated and proficiency-based mean?
    --What implications do they have for curriculum design and assessment?
    --What are the roadblocks to proficiency-based Modern Language programs?
    --What is the difference between thematic and topical units?
    --And how can teaching thematic units of curriculum support a proficiency-based program?
    --How can ELL program structures inform the development of a proficiency-based Modern Languages program?

Nicolaou, Andreas (International School of London)
  • For heads/chairs of EAL/ESL:
    Should we be providing EAL or CLIL instruction?
    How do you decide if a student is ready for mainstream classes?
    What kind of in-class support do you provide?
    How do you work with Mother Tongue teachers?
    How do you track progress?

-Petree, Samantha (American School of Bombay)
  • Coaching- for ESL teachers who are also instructional coaches at their school. Guiding questions will be: What is the coaching model used at your school? How does your coaching impact the teaching and learning of ELLs in content classes? How do you effectively work with content teachers to support best practices of ESL teaching?

-Stewart, Susan (International School of London, Surrey)

  •  Assessment & Accountability: Language profiling of students; How do you build up a profile of prospective/new students in order to advise on the best language choices? How do you track a student's path throughout their schooling? How do you ensure you have maximised their multilingualism in order to ensure future academic and/or social advantages?

-van Tongeren, Saskia (International School of Brussels)

  • An after-school Home Language programme in International Schools: topics include:
  • -The benefits & challenges of an after-school home language programme versus a home language programme as part of the day
  • -How will the school's curriculum be transferred to the after-school programme and vice versa?
  • -Which teaching practices and approaches will resonate best with the students?
  • -How do international schools organise a Home Language after school programme ( costs, differentiation, teaching styles and competing with less academic activities offered after school)?

Friday March 3, 2017 12:30 - 13:15 CET