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.
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.
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.
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
