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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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Breakout Session [clear filter]
Friday, March 3
 

10:45 CET

Building Knowledge About Language Through Whole School Professional Development
Limited Capacity seats available

Language is at the heart of everything we do as social beings. Education itself is a profoundly social act and
educators are increasingly aware of the critical and central role of language in teaching and learning. Many
of us working within a functional model of language have argued that understanding how language works
to make meaning is fundamental to developing both a teacher’s capacity to teach and a learner’s capacity to
learn.
One of the great challenges in taking such an approach to teaching and learning is the question of how we
can build teachers’ knowledge about how language so that they can, in turn, speed up the process by which
all students learn how to use language effectively across a range of social and educational contexts. This is
never more obvious than when we consider ESL students who are both learning a new language and
learning in that new language.
Drawing on my experiences as a teacher educator working with schools and educational systems over the
last twenty years, I will propose that the most effective way of building such teacher capacity is through
whole school professional development that aims to develop a coherent, systematic and shared language
for talking about language as a crucial part of an explicit pedagogy around language.
I will illustrate what this looks like by drawing on school contexts from around the world where such whole
school approaches have proved highly effective in improving ESL student outcomes. 

TESMC- Lexis Education 

Speakers
avatar for Brian Dare

Brian Dare

Brian Dare is an international consultant in language and literacy. He is an international tutor trainer for and writer of How Language Works (HLW); Teaching ESL Learners in Mainstream Classrooms: Language in Learning across the Curriculum (TESMC: LiLaC); Literacy for Learning... Read More →


Friday March 3, 2017 10:45 - 11:45 CET
Carstensen

10:45 CET

Classroom Talk as a Bridge to Literacy
Limited Capacity full
Adding this to your schedule will put you on the waitlist.

This interactive workshop will illustrate the central role of spoken language in providing a bridge to literacy and academic language. Using classroom examples, we will discuss how certain kinds of talk – “literate” spoken language – can provide scaffolding for the development of academic literacies.

Speakers
avatar for Pauline Gibbons

Pauline Gibbons

Pauline Gibbons is an Adjunct Professor at the University of New South Wales Australia, where she teaches courses in teaching English as a second language. Her work with teachers has taken her to Hong Kong, Sweden, Laos, Singapore, Indonesia, Thailand, China, South Africa, Marshall... Read More →


Friday March 3, 2017 10:45 - 11:45 CET
Pjerrot

10:45 CET

Inspiring Higher-order Thinking Using Level-appropriate Language
Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Comprehensible Input is the key to facilitating language acquisition, and compelling input is the key to maintaining student engagement. Learn how to keep input comprehensibly compelling and how to simultaneously enhance acquisition by inspiring students to use high-order thinking skills– in the Target Language! Discover practical, yet powerful strategies that will naturally facilitate acquisition in a pleasant, engaging and impactful way, regardless of the level of the learner. Become a pro at sparking HOT using low-level/level-appropriate language!

Speakers
avatar for Fluency Matters

Fluency Matters

Carol Gaab, President / iFLT Director, Fluency Matters
Fluency Matters offers an expansive selection of comprehension-based readers specifically designed to facilitate acquisition. Stories are written with a manageable number of unique words, making them highly comprehensible, even to novice-level learners. We offer the widest selection... Read More →


Friday March 3, 2017 10:45 - 11:45 CET
Harlekin

10:45 CET

Opening Boundries: A Conversation on Crosslanguage Pedagogies in Multilingual Classrooms
Limited Capacity filling up

Students in international schools have a great diversity of language and cultural backgrounds.
There has been ongoing discussion of how and how not to use and support the language
development of students who do not speak the main language of instruction, English in many
cases. Most recently, arguments have been made based on research on bilingual language
acquisition, education, and sociolinguistics to make greater use of all the linguistic resources of
students even in monolingual classrooms. In this session, we will discuss those arguments and
then consider the pros and cons of using students’ native languages during otherwise
monolingual instruction. We will describe strategies for using crosslanguage pedagogies that
optimize student learning and engagement.

Speakers
avatar for Fred Genesee

Fred Genesee

Professor Emeritus, McGill University
Fred Genesee is Professor Emeritus in the Psychology , McGill University. He has conducted extensive research on alternative forms of bilingual/ immersion education for language minority and majority students, the academic development of at-risk students in bilingual programs. language... Read More →
avatar for Else Hamayan

Else Hamayan

My first experience with multilingualism came at the age of 5 when my mother dropped me off at the “madrasat al rahbat” (the nuns’ school) in Baghdad. I discovered that I was the only one who spoke Armenian, and everyone else spoke something I couldn’t understand (turned out... Read More →


Friday March 3, 2017 10:45 - 11:45 CET
Columbine

10:45 CET

Teaching and Learning in an Interlingual / Equal Rights Classroom
Limited Capacity seats available

Teachers are in the frontline in our changing world. We need a pedagogical approach that is open to other languages and cultures to deal with the new realities the changing world brings.

We need leaders and teachers who are prepared to push the boundaries.

What does being prepared look like?

Participants will be introduced to the ITLGs (the Interlingual Teaching and Learning Goals). Teaching & learning are grouped together because, with the Interlingual approach, the child and the teacher become involved in a more genuine, mutual learning process where each learns from the other. Children are allowed to use their languages as cognitive tools:  they can transfer skills, concepts and learning strategies across languages. We will reflect on how schools have to change in order to implement this notion, moving from theoretical statements to effective, everyday practice.

We will also consider school / classroom / children / teacher and leader identity, and share ideas on how to plan effectively for, and put into practice ways of including home languages in everyday instruction so that all children have equal rights to the curriculum.

Speakers
avatar for Eithne Gallagher

Eithne Gallagher

Eithne Gallagher is a recognised authority in the field of ESL in International Education and has over twenty years’ experience of teaching in international schools. She has twice been chair of the European Council of International Schools ESL & Mother-tongue Committee. She is a... Read More →


Friday March 3, 2017 10:45 - 11:45 CET
Lumbye

10:45 CET

Translanguaging in the Secondary School
Limited Capacity seats available

When Second Language Students join international schools at the secondary level without well developed academic English ability, they face enormous  challenges.  Outside of their ESL classes, they are faced continually with English at a high academic level in all subject areas.

How can we help them to access the curriculum content, increase their level of understanding and at the same time show that we appreciate and value their mother tongues?

How can we give their parents insight into what their children are actually learning?

Translanguaging opens up new opportunities for students (and their parents) in the twenty-first century - but of course we will still need the ESL and mother tongue  teachers!

 

Speakers
avatar for Patricia Mertin

Patricia Mertin

Retired, No affiliation
Patricia describes herself as a ‘reformed monolingual’. After starting her career as a music teacher in England, she moved to Germany to teach with the British Forces and here her monolingual life changed. She became a fluent speaker of German. With her German husband she raised... Read More →


Friday March 3, 2017 10:45 - 11:45 CET
Blomstersalen

15:00 CET

Home Language Integration: Our Journey's Highlights and Challenges
Limited Capacity seats available

'I love all the different cultures and languages at our school!' If you have said this before, what are you actually doing about it in your classroom and school? By not incorporting home language opportunities in the classroom and school, we feel that we are contributing to the devaluing of multilingualism.
  • Facilitating home language use in the classroom lays the foundation of aquisition of other languages.
  • Home language acquisition is linked to cultural identity. 
  • Schools can play a significant role in the prevention of home language loss.
This presentation will talk about our home language journey in our own upper primary classrooms and at Copenhagen International School as a whole. We will show many examples (videos, student work, parent communication, video interviews, etc.) that we have collected on this journey. Our hope is that our participants will be able to connect to our work and also take away some good ideas to use at your school. 

'The small classroom decisions that we make impact the greater community.'

Speakers
avatar for Ron Rosenow

Ron Rosenow

Upper Primary EAL Teacher, Copenhagen International School
Ron Rosenow has a Masters Degree in Second Languages and Cultures and also a BA Degree in Spanish and Linguistics (both from the University of Minnesota, USA). He specializes in teaching EAL students at the elementary level. After teaching for six years at various schools in Minnesota... Read More →
avatar for Karen Serritslev

Karen Serritslev

PYP Coodinator, Copenhagen International School
An experienced classroom teacher, IB PYP workshop leader and now PYP coordinator, Karen started her international teaching career when she moved from Australia to Denmark in 2005. Her teaching pedagogy is centred on a constructivist, inquiry-based model and she enjoys integrating... Read More →


Friday March 3, 2017 15:00 - 16:00 CET
Harlekin

15:00 CET

Literacy Engagement and Identity Texts in the Multilingual Classroom
Limited Capacity seats available

Most educators and policy-makers are intuitively aware that it is important to develop a strong culture of reading among our students—what Frank Smith called “Joining the Literacy Club”. This is often challenging when students are learning through a second (or third) language and in the process of catching up academically with their native-speaking peers. However, when we realize just how overwhelming the research evidence is regarding the crucial importance of literacy engagement for academic development, it brings an urgency to the need for schools to develop explicit policies regarding the promotion of literacy engagement for all learners. The workshop will engage participants in sharing ideas about how to develop school-based language policies, drawing on the concept of identity texts as a tool to enable students to take ownership of their own dual language literacy development in ways that include both receptive processes (e.g., reading, video viewing, etc.) and productive processes (e.g., writing, video creation, etc.).

Speakers
avatar for Jim Cummins

Jim Cummins

Professor Emeritus, University of Toronto
Jim Cummins is a Professor Emeritus at the Ontario Institute for Studies in Education of the University of Toronto. His research focuses on literacy development in educational contexts characterized by linguistic diversity. In numerous articles and books he has explored the nature... Read More →


Friday March 3, 2017 15:00 - 16:00 CET
Carstensen

15:00 CET

Multilingualism Across the Lifespan: Language, Cognition, and Practical Implications
Limited Capacity seats available

There is a strong scientific and economic case for encouraging
multilingualism in Europe, in two respects. First and most obviously, there is
considerable evidence highlighting the benefits to individuals, business,
culture and the economy of being able to communicate freely with people
from other countries in their languages and to understand local
cultures. Second, and less obviously, individuals and societies benefit from
multilingualism irrespective of which languages are involved, since a
multilingual brain potentially operates more effectively in terms of focusing,
seeing both sides of an argument, and flexibly adapting to changing
circumstances. Investing in multilingualism will thus enhance the
capabilities of individuals and groups and improve a country's ability to
compete globally. However, enabling multilingualism, both at the individual
and at the societal level, is not without challenges. I will discuss some of the
work that the Bilingualism Matters centre does - in the UK and
internationally - to bridge the gap between research and educators, teachers,
and policy makers, and to implement language learning programmes based
on informed professional decisions.

Speakers
avatar for Antonella Sorace

Antonella Sorace

Professor of Developmental Linguistics, University of Edinburgh & BILINGUALISM MATTERS
Antonella Sorace is Professor of Developmental Linguistics at the University ofEdinburgh. She is a world leading authority in the field of bilingual languagedevelopment across the lifespan, where she brings together methods fromlinguistics, experimental psychology, and cognitive science... Read More →


Friday March 3, 2017 15:00 - 16:00 CET
Columbine

15:00 CET

Multilingualism for All: What About At-Risk Learners?
Limited Capacity seats available

While there is ample evidence for the advantages of bi/multilingualism for typically-developing learners, parents and educators often express doubts about bilingualism and educating children with learning challenges in a second language. There is a growing body of research on the development of children with learning disabilities, including children with language and reading impairment, Down Syndrome, and Autism Spectrum Disorder.  Reading and language learning difficulties are the most common challenges faced by at-risk school age learners. Strategies and approaches for identifying and working with students who are at-risk for reading and/or language impairment and are learning through a second language will be discussed.  

Speakers
avatar for Fred Genesee

Fred Genesee

Professor Emeritus, McGill University
Fred Genesee is Professor Emeritus in the Psychology , McGill University. He has conducted extensive research on alternative forms of bilingual/ immersion education for language minority and majority students, the academic development of at-risk students in bilingual programs. language... Read More →


Friday March 3, 2017 15:00 - 16:00 CET
Lumbye

15:00 CET

Promoting and Assessing the Linguistic and Cultural Identity of Young Multilingual Learners strand: culture and identity
Limited Capacity seats available

Identity development is a core feature of the cross-cultural competency that dual language programs aim to promote, but guidance is lacking about how to realize this goal, particularly with our youngest learners. Drawing from an ethnographic study of a kindergarten classroom in a Spanish-English dual language program in Costa Rica, this presentation will highlight strategies for promoting and assessing identity development. Participants will leave the session with concrete instructional strategies that teachers can use to promote cross-cultural competence and identity development, as well as developmentally appropriate tasks designed to investigate these constructs with young learners.

Speakers
avatar for Elizabeth Howard

Elizabeth Howard

Associate Professor, University of Connecticut
Elizabeth R. Howard is an associate professor of bilingual education in the Neag School of Education at the University of Connecticut, where she teaches graduate courses on linguistic and cultural diversity and conducts research focusing on dual language education, biliteracy development... Read More →


Friday March 3, 2017 15:00 - 16:00 CET
Blomstersalen

15:00 CET

Training Teachers to Identify and Explicitly Teach Academic Language
Limited Capacity full
Adding this to your schedule will put you on the waitlist.

This workshop describes a professional development program for teachers to analyze texts and classroom tasks in order to determine the academic language students need to study a subject. Using science as a sample subject, the participants will work through relevant texts and tasks and explore possible techniques for the classroom that can build scientific language among students.

Speakers
avatar for Dr. Deborah Short

Dr. Deborah Short

Academic Language Research & Training
Deborah J. Short, PhD, directs Academic Language Research & Training, LLC and provides professional development on academic literacy, content­-based ESL, and sheltered instruction worldwide. Formerly she was a division director at the Center for Applied Linguistics where she co-developed... Read More →


Friday March 3, 2017 15:00 - 16:00 CET
Pjerrot
 
Saturday, March 4
 

10:45 CET

Breakout session Sergio, Antonia and Elina
Limited Capacity seats available

The Power of a Fully Integrated Mother Tongue Programme

In this presentation we will share our school's Mother Tongue practices developed over 40 years at the International School of London. They are guided by a strong commitment to support students' mother tongues, their cultural and identity perceptions and international-mindedness, so as to help students function in and create a better world.

Session goals:

We shall share with our fellow-educators some of the main arguments in favour of a Mother Tongue programme which is fully integrated into the mainstream curriculum. We will show how the centrality of the Mother Tongue programme has had a strong influence on the whole school direction, ethos and recruitment. Also how globalism is presently impacting our multilingual classrooms.

 


Speakers
avatar for Elina Aavikko

Elina Aavikko

MT Coordinator, International School of London
Elina Aavikko studied Finnish language and literature in Helsinki, Finland. She completed a BA, MA and PGCE at the University of Helsinki and has been working in the International School of London, London as a Finnish teacher of primary, secondary and IB Diploma since 2008. She currently... Read More →
avatar for Sergio Pawel

Sergio Pawel

Chief Academic Officer, ISL Group
DR SERGIO PAWEL -CHIEF ACADEMIC OFFICER Sergio Pawel has 35 years of experience in national and international education in the UK, Latin America and Middle East. With an MSc in Nuclear Physics, MPhil in Philosophy of Science and PhD in Education, Sergio Pawel participated in the... Read More →


Saturday March 4, 2017 10:45 - 11:45 CET
Blomstersalen

10:45 CET

Conversations on Assessment and Language Development in the Multilingual Classroom
Limited Capacity seats available

This interactive breakout session provides opportunities for the audience to ask questions based on the keynote presentation and to extend the conversation about assessment and language development in the multilingual classroom.

Speakers
avatar for Paul Kei Matsuda

Paul Kei Matsuda

Professor of English and Director of Second Language Writing, Arizona State University
Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, where he works closely with doctoral students specializing in second language writing from various disciplinary perspectives. Paul is Founding Chair of the Symposium on... Read More →


Saturday March 4, 2017 10:45 - 11:45 CET
Pjerrot

10:45 CET

Keeping Multilingualism Alive in Your Classroom: Come and Share!
Limited Capacity seats available

In this sharing session teachers of young children will have the opportunity to discuss and share their adoption and implementation of multilingual pedagogy. Discussion topics will include successes and challenges of opening classroom doors to children’s home languages, embracing English-plus teaching, children as language teachers, moving beyond the one-time multilingual activity trap, partnering with non English-speaking families and keeping multilingualism alive.


Speakers
avatar for Roma Chumak Horbatsch

Roma Chumak Horbatsch

Associate Professor, Ryerson University
Dr. Roma Chumak-Horbatsch is Associate Professor in the School of Early Childhood Studies at Ryerson University in Toronto, Canada, where she teaches courses in language development, cognitive development and childhood bilingualism. She has a background in applied linguistics and... Read More →


Saturday March 4, 2017 10:45 - 11:45 CET
Harlekin

10:45 CET

Teaching in Tandem: Fostering Connections across Languages of Instruction strand: Leadership and Professional Development
Limited Capacity seats available

In many dual language programs, instruction in the two languages is provided by different teachers, thus requiring close coordination. This expectation provides teachers with an opportunity to ‘walk the walk’ of the third goal of cross-cultural competence by learning to work effectively with someone else who may have a very different work style and/or communication style. Grounded in the Guiding Principles for Dual Language Education, this presentation provides strategies and materials to help coordinate instruction in six domains: classroom management and organization, literacy instruction, content instruction, assessment, parent communication, and logistics and planning.



Speakers
avatar for Elizabeth Howard

Elizabeth Howard

Associate Professor, University of Connecticut
Elizabeth R. Howard is an associate professor of bilingual education in the Neag School of Education at the University of Connecticut, where she teaches graduate courses on linguistic and cultural diversity and conducts research focusing on dual language education, biliteracy development... Read More →


Saturday March 4, 2017 10:45 - 11:45 CET
Columbine

10:45 CET

Using Pop Up Theory to Help Students Understand How Language is (and is Not) Acquired.
Limited Capacity seats available

Targeted Audience:
1. language teachers and administrators of second/foreign language programs at the middle school, high school university and adult education level
2. researchers in language teaching and language acquisition

Abstract: There is good reason to introduce students to theory, that is to understand the current state of knowledge about how language is acquired. It will help students understand why we teach the way we do, and will guide them in continuing to improve on their own after they leave us. In this session, we will focus on "Pop up theory", brief statements about how language is (and is not) acquired, used as a classroom management tool. These kinds of brief statements and reminders may be necessary: Because of the widespread use of skill- building in society, and its acceptance as an axiom in education, it is hard to set aside.

Speakers
avatar for Stephen Krashen

Stephen Krashen

Professor Emeritus, University of Southern California
Stephen Krashen has published over 500 articles and a dozen scholarly books in the fields of literacy, language acquisition, neurolinguistics, and bilingual education. Many of these publications are available for free download at sdkrashen.com.
avatar for Linda Li

Linda Li

Language Lab Teacher
I was born and raised in Shanghai, China. I have had the good fortune of teaching and learning for the past 20 years at various premier international schools in China, Thailand, Saudi Arabia, India and Singapore as well as an Urban high school in Denver, Colorado. I have just moved... Read More →


Saturday March 4, 2017 10:45 - 11:45 CET
Carstensen

10:45 CET

Visible Thinking Routines for Multilingual Learners
Limited Capacity filling up

Multilingual students have vast funds of knowledge, experience, and ideas.
Visible Thinking Routines from Harvard Project Zero can support students in making their
thinking visible as well as develop their oral and written language skills in their mother
tongue and the languages of instruction. These practical strategies help students at
different levels of language proficiency express their understanding. Come experience at
least four different Visible Thinking Routines and learn how to apply them with students at
different language acquisition levels and in different grade levels.

Speakers
avatar for Beth Skelton

Beth Skelton

Consultant, Educational Consultants, LLC
Beth strives to take language learning to new heights because she believes that all students are academic language learners. She has been working in education for over 30 years, and her primary goal is to support schools around the globe in their quest to provide equitable education... Read More →


Saturday March 4, 2017 10:45 - 11:45 CET
Lumbye

15:00 CET

Applying the Academic Language of Science to Lesson and Unit Planning
Limited Capacity filling up

Using science as an example, this workshop applies information about academic language of a subject to lesson and unit planning. Participants will explore vocabulary, reading and writing techniques that can be used in an ESL or mother tongue classrooms to build science language or in science classes to support students’ academic language development. A lesson template and a unit template will be shared.

Speakers
avatar for Dr. Deborah Short

Dr. Deborah Short

Academic Language Research & Training
Deborah J. Short, PhD, directs Academic Language Research & Training, LLC and provides professional development on academic literacy, content­-based ESL, and sheltered instruction worldwide. Formerly she was a division director at the Center for Applied Linguistics where she co-developed... Read More →


Saturday March 4, 2017 15:00 - 16:00 CET
Harlekin

15:00 CET

Multicultural Classrooms: The Power to Extend and Expand Learning
Limited Capacity filling up

Using a multicultural curriculum reform framework, we look at ways in which academic content learning can link with the communities that an international school serves. Critical connections can be made with students’ home lives that would benefit not only multicultural learning but would also reinforce and extend content area concepts learned at school. Creating multicultural classrooms can be achieved by making cross-cultural and home-school connections in four steps that are increasingly complex: 1) studying the contributions that famous people from a group have made; 2) inserting topics/themes that are part of students’ backgrounds into the curriculum; 3) changing the basic structure of the curriculum to allow students to consider different perspectives; 4) expanding learning in significant ways by having students take social action in their own communities.

Speakers
avatar for Else Hamayan

Else Hamayan

My first experience with multilingualism came at the age of 5 when my mother dropped me off at the “madrasat al rahbat” (the nuns’ school) in Baghdad. I discovered that I was the only one who spoke Armenian, and everyone else spoke something I couldn’t understand (turned out... Read More →


Saturday March 4, 2017 15:00 - 16:00 CET
Columbine

15:00 CET

Teacher-Driven PD for Your School
Limited Capacity seats available

Effective professional development is collaborative, classroom-based,
ongoing, and includes a healthy dose of teacher autonomy and self-
direction. The good news is that these factors are compatible with pd
created by teachers, for teachers. In this session, we’ll explore examples
of three pd models you can implement to support quality teaching in the
language programs at your school, whether you are a new or veteran
teacher … or administrator: (1) a model based on observations of
colleagues and oneself, (2) a model based on comparison of student
feedback with teacher perception, and (3) a model based on the teacher
as researcher.

Speakers
avatar for Paul Magnuson

Paul Magnuson

Director of LAS Edge and LAS Educational Research, Leysin American School/Edge Program, Switzerland
Paul Magnuson created and runs a department of research at the high school level at the Leysin American School. He supports teachers as they guide their own professional development through action research, presentations, and publications. He also welcomes more than a dozen visiting... Read More →


Saturday March 4, 2017 15:00 - 16:00 CET
Blomstersalen

15:00 CET

The Power of Assessment as and for Learning in Multilingual Classrooms
Limited Capacity seats available

Assessment can be a powerful instructional and learning tool when its primary users, namely students and teachers, are given a voice in the decision-making process. In assessment as learning, students have input in the design or implementation of classroom-based measures; language learners set learning goals, co-construct criteria of success, and engage in self-assessment. In assessment for learning, teachers are encouraged to co-plan with students, provide targeted feedback, and use data to refine their practice. This presentation centers on strategies for facilitating stakeholder engagement in assessment as and for learning in multilingual classrooms in international contexts.  

Speakers
avatar for Margo Gottlieb

Margo Gottlieb

Margo Gottlieb, Ph.D., is co-founder and lead developer of WIDA at the Wisconsin Center for Education Research, University of Wisconsin-Madison, a consortium of 39 state education agencies in the US and 270 international schools worldwide. Over the last decade she has engaged in the... Read More →


Saturday March 4, 2017 15:00 - 16:00 CET
Pjerrot

15:00 CET

Theory and Practice in Comprehension-Based Classrooms: Popup Theory
Limited Capacity seats available

Audience: Middle school and high school second/foreign language

Abstract: Research over the last few decades shows that grammar study has no impact on developing communicative competence. Rather, we develop the ability to use language by exposure to comprehensible and interesting input. 

Grammatical rules are at best inconsistent and unreliable, which makes the term “rule” a misnomer all together.  Consistently ambiguous, grammar rules are extremely difficult to learn and nearly impossible to apply with any level of reliability or accuracy, and more importantly, they are a distraction from the real purpose of language classes.   

There are, however, a number of instances when conscious knowledge of grammar can help: It can be of service in editing, and may occasionally help language acquirers better understand messages. It can also serve as an introduction to Linguistics. 

One way to introduce grammar in a way consistent with its uses and limitations is through "pop-up grammar," occasional explanations of selected aspects of grammar that take little time (sometimes less than a minute). We present some examples, classroom video clips and student reactions. 

Speakers
avatar for Stephen Krashen

Stephen Krashen

Professor Emeritus, University of Southern California
Stephen Krashen has published over 500 articles and a dozen scholarly books in the fields of literacy, language acquisition, neurolinguistics, and bilingual education. Many of these publications are available for free download at sdkrashen.com.
avatar for Fluency Matters

Fluency Matters

Carol Gaab, President / iFLT Director, Fluency Matters
Fluency Matters offers an expansive selection of comprehension-based readers specifically designed to facilitate acquisition. Stories are written with a manageable number of unique words, making them highly comprehensible, even to novice-level learners. We offer the widest selection... Read More →


Saturday March 4, 2017 15:00 - 16:00 CET
Lumbye

15:00 CET

Why Choose To Be Multilingual and Multicultural?
Limited Capacity seats available

Alex Rawlings was brought up in London by an English father and half-Greek mother. In this breakout session, he will draw on his personal experiences to discuss the challenges that having a multilingual and multicultural background can bring. He will also examine how these difficulties may have grown greater in today’s world. He will stress the value of a diverse upbringing, and explain why he eventually chose to embrace both his cultural backgrounds, along with many more through learning multiple languages, and why he would still choose to do so every time.

Speakers
avatar for Alex Rawlings

Alex Rawlings

Alex was born and raised in London to a half-Greek mother and English father. As a child he spent his time between the UK, Greece and Japan, where his father worked for four years. Having always been surrounded by languages, he began to study them independently aged 14. In 2012, while... Read More →


Saturday March 4, 2017 15:00 - 16:00 CET
Carstensen
 
Sunday, March 5
 

10:45 CET

Mother Tongue at the Center: Using Structured Translanguaging in the International Schools
Limited Capacity seats available

Globally, there is an increasing focus on the critical role a child’s mother tongue/home language plays in cognitive and linguistic development. It has also become a growing concern in international schools, with new research supporting the need for international schools to improve or develop provisions to ensure that all students continue using their mother tongue for learning at school, in systemic and systematic ways.

The issue for international schools then, is not if they should support the mother tongue languages of their students, but a more complex how should they support them. Given the diverse and super-diverse nature of most international schools, this question has no easy answer. An area of research and practice that has been increasingly of interest in this discussion is translanguaging. Bringing translanguaging into the spotlight as an ideology of multilingualism is a step forward in understanding normative multilingual practices, but bringing it into the classroom as a vehicle for integrating mother tongue languages requires more than ideology. This session will look at the practical aspects of planning for translanguaging in international schools, in particular looking at the structures of the PYP as a framework for understanding effective translanguaging pedagogy. Participants will leave will a clear vision of why we should translanguage in international schools, as well as how we plan for effective use in the classroom. 


Speakers
avatar for Eowyn Crisfield

Eowyn Crisfield

Academic Development, LanguageOne
I am a specialist in multilingual/bilingual education, including language learning in schools (EAL/ELL) and mother tongue. I have been working in national and international schools as a consultant for EAL/ELL programming and professional development, Languages across the curriculum... Read More →


Sunday March 5, 2017 10:45 - 11:45 CET
Blomstersalen

10:45 CET

Multilingual Classrooms and Regional Languages: Practices and Approaches for the Maintenance of Linguistic Diversity
Limited Capacity seats available

The education system has a crucial role to play in the potential maintenance of regional and minority languages, with education providing an important locus of language transmission as well as a crucial contribution to status planning. However, it is well known that introducing a language in education is not a sufficient condition for successful maintenance of that language. Moreover, as the level and complexity of language planning operations has increased in the last decades, unforeseen consequences are beginning to surface, giving rise to new challenges in language planning and the role of educational practice. This paper discusses the impact of top-down minority language transmission and the potential side effects of formal domain dependency as a consequence of over-reliance on education as the locus of transmission. Using qualitative and quantitative data from adolescent speakers of Welsh (both first language and fluent second language speakers), I discuss how top-down formal-domain transmission has impacted attitudes towards Welsh and potentially inhibits language application among adolescents. Alternative approaches and potential solutions will also be discussed and evaluated.

Speakers
avatar for Marco Tamburelli

Marco Tamburelli

Reader in Bilingualism, Bangor University
Marco Tamburelli is a Reader in Bilingualism at Bangor University where he works on simultaneous bilingualism and teaches a variety of courses in bilingual acquisition, bilingual phonology, and language contact phenomena. He obtained a PhD from University College London where he researched... Read More →


Sunday March 5, 2017 10:45 - 11:45 CET
Harlekin

10:45 CET

New Tools for Teaching and Learning in Multilingual Classrooms
Limited Capacity full
Adding this to your schedule will put you on the waitlist.

Academic language development and achievement of language learners is best supported when it is couched within a cohesive standards-referenced system. At WIDA, the heart of the system is an assets-based approach to planning, instruction, assessment, and reflection. In identifying key uses of academic language (discuss, argue, recount, explain), teachers can recognize what learners can do as they develop disciplinary language practices. In this session, participants will explore a set of tools revolving around  key uses of academic language, and consider how they can be applied to classrooms in international schools.  

Speakers
avatar for Margo Gottlieb

Margo Gottlieb

Margo Gottlieb, Ph.D., is co-founder and lead developer of WIDA at the Wisconsin Center for Education Research, University of Wisconsin-Madison, a consortium of 39 state education agencies in the US and 270 international schools worldwide. Over the last decade she has engaged in the... Read More →
avatar for Jon Nordmeyer

Jon Nordmeyer

RISS Invited Speaker, WIDA International
Jon Nordmeyer is WIDA's International Programs Director. Jon guides the research, development and implementation of WIDA resources to support English language learners in international schools. He comes to WIDA with more than 25 years of experience teaching at international schools... Read More →


Sunday March 5, 2017 10:45 - 11:45 CET
Pjerrot

10:45 CET

Partnering with Non English-Speaking Families: Enriching Multilingual Pedagogy
Limited Capacity seats available

This presentation will focus on the importance of developing and nurturing partnerships with the growing number of non English-speaking families whose young children attend International Schools. Using the portraiture framework (Lawrence-Lightfoot and Davis, 1997; Lawrence-Lightfoot, 2005; Hackman, 2002) and the “funds of knowledge” approach (Moll, Amanti, Neff, and González, 1992) a language and literacy portrait of non English-speaking families will be presented. Guided by the question “What is good here?” the portrait describes the language and literacy richness of non English-speaking families, explaining how their classroom participation brings linguistic diversity to life and how they can help foster international understanding, international mindedness and inter-lingual awareness in all children. To help teachers connect with non English-speaking families, a new partnering framework is introduced and explained. Field-tested strategies for creating and nurturing partnerships will be shared and discussed.

Speakers
avatar for Roma Chumak Horbatsch

Roma Chumak Horbatsch

Associate Professor, Ryerson University
Dr. Roma Chumak-Horbatsch is Associate Professor in the School of Early Childhood Studies at Ryerson University in Toronto, Canada, where she teaches courses in language development, cognitive development and childhood bilingualism. She has a background in applied linguistics and... Read More →


Sunday March 5, 2017 10:45 - 11:45 CET
Carstensen

10:45 CET

Supporting Bi/Multilingual Children Who Struggle: Moving from Oral Fluency to Academic Language Proficiency
Limited Capacity filling up

International schools are reporting increasing numbers of students who are orally proficient in two or more languages but struggle with the acquisition of literacy in the language of instruction of the school.  Students who are literate in their primary language can generally transfer these skills successfully to other languages.  But what if this is not the case?  How do schools plan appropriate support to move them along the continuum from spoken to written English?  

Speakers
avatar for Frances Bekhechi

Frances Bekhechi

Initially a teacher of modern languages in the UK, Frances Bekhechi moved into the field of ESL when the family took up residence in Brussels in the early 80's. She subsequently taught at the International School of Brussels for 24 years, working with children in K - 6th grade, before... Read More →
avatar for Veronica Bourke

Veronica Bourke

Learning Support Head, ISB
Veronica Bourke is the elementary school Head of Learning Support at the International School of Brussels, Belgium. She has been an international school teacher for more than 25 years and has a strong interest and passion for understanding the learning profiles of ESL students who... Read More →


Sunday March 5, 2017 10:45 - 11:45 CET
Lumbye

10:45 CET

The Glitterlings in Interlingual Early Years Classrooms
Limited Capacity seats available

What kind of people are we educating?

Children need to understand from an early age that being a polyglot is not only a desirable outcome of education but also an achievable one. The building blocks for a better world must be seeded in Early Years.  We must enable children to see themselves as agents of change, capable of understanding world views.  Openness to other languages is essential.

In this session I will introduce The Glitterlings – a series of nine stories for the Early Years that develops biliteracy engagement, a positive sense of self and creates an affective bond between child and books. We will consider how parents can become co-educators in this process.

‘The Glitterlings is a unique resource because it helps young children begin the journey towards national, international and intercultural-mindedness, empowering them with the skills they will need to play their part on the plurilingual and pluricultural global stage.’
John Dabell

You can read more endorsements for The Glitterlings here: http://www.eithnegallagher.net/glitterlings.htm

Speakers
avatar for Eithne Gallagher

Eithne Gallagher

Eithne Gallagher is a recognised authority in the field of ESL in International Education and has over twenty years’ experience of teaching in international schools. She has twice been chair of the European Council of International Schools ESL & Mother-tongue Committee. She is a... Read More →


Sunday March 5, 2017 10:45 - 11:45 CET
Columbine