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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

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

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

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, sociocultural competence... Read More →


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

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, sociocultural competence... Read More →


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

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

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
 
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

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

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