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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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Exhibition [clear filter]
Friday, March 3
 

12:30 CET

Exhibition (Poster Sessions)
Poster presentations: posters displaying information and images of good practice will be visible throughout the conference in designated areas. Poster presenters will be available during these session times to discuss, exchange ideas and answer questions. 


Presenters:
-Mirela Dumic (IS London, Surrey)
  • Multilingual Digital Storytelling in an International Classroom: Bringing Together Mother Tongue, EAL and Art As part of the Critical Connections II project run by Goldsmiths (University of London) and the British Film Institute, this poster will showcase an interdisciplinary engagement between languages and art in the production of a Croatian-English shadow-puppet film "Stribor's Forest" at the International School of London (Surrey, UK). The aim was to promote pupils' mother tongue, literary heritage, and their learning of English as an Additional Language through digital storytelling. In this poster presentation I will show the steps in the process of our film making, with insights from Croatian pupils and the school's art teacher. This poster presentation will appeal to teachers, researchers and curriculum planners interested in interdisciplinary engagement between multilingualism, creativity and digital media in an international classroom. The film (6 min) and a short documentary about the creative process during the film making will be shown on a laptop during the poster presentation slot. The film is available on YouTube - Stribor's Forest https://www.youtube.com/watch?v=nRxmVaXwzkI

-Dr. Jenny Feinnemann
  • This poster will present the findings of my doctoral research project which looked at the factors affecting academic language development of multilingual adolescents attending an International School. As Cummins originally pointed out the apparently well developed conversational skills of English language learners who seem to struggle in the classroom, continue to puzzle educators. My research provides a straightforward method to analyse students’ spoken language for academic elements and a system to investigate their background experiences both in English and languages other than English. Together this information helps to determine whether students may have underlying language or learning difficulties which need addressing. It is suggested these difficulties may be due to a lack of opportunities to develop academic language in any language. Demonstrations and video clips of students talking about their work will be available from the poster through the Aurasma App.

-Joan Flynn (Leysin American School)
  • Reading & Writing Workshop Considerations for multilingual, mixed-grade middle school students

-Laura Howley (The Kaust School, King Abdullah University of Science and Technology, Kingdom of Saudi Arabia)
  • This poster will show how Learning Diversity and Inclusion is tackled by my English Acquisition department. We are an English medium MYP school with Phases 2-4 English Acquisition classes. Additional in-class support is offered to these students in other subjects. The majority of our EA students are native Arabic speakers.
    Using a matrix of Prior Knowledge, Concepts, Organization and Assessment, lessons are planned accordingly. I will outline how this is done and give an example of a unit of work we are currently working on with students. I will include student work to show the various stages. Our Arabic department ran a similar unit and I will include some of the collaborative materials used which fostered understanding across the dual-languages.

- Magnuson, Paul (Leysin American School)
  • This poster will focus on creative ways to help students develop language and a love for language. This year we've developed an activity called DIY Language in preparation for developing it as a class. The purpose of the class is to introduce linguistics by helping students create their own, new, novel language. Students work together to create a lexicon and a grammar, using everything they bring to the table - all their languages, language study, and interest in how things are said. In the process we discuss how language works, how it may, or may not, affect how we think...as a culminating experience students create a skit in the language to perform for others. 

-Holly Marshburn (Anglo American School of Moscow)
  • The aim of this poster session is to share how to effectively collect evidence of student learning through anecdotal notes using Google Sheets. 

-Deborah Perrin (British School in the Netherlands Junior Schools)
  • Culture & Identity: Belonging Matters - Using the research by Professor Kathryn Riley to explore how to make sense of the global world, community and school. A project with a student leadership group: JSL International Ambassadors. (Years 5 & 6) 

-Spanbroek, Heather (International School Eindhoven)
  • This Dual Language Foundation Group shows translanguaging at it's best. The perfect collaboration between day care and school allowing a smooth transition. International Education in Eindhoven was only provided from the age of 4. Where do children go before that age? Many children enter our English speaking classrooms after attending a Dutch day care. These children may have spent their first two years in a country only hearing their mother tongue. Then after moving to the Netherlands interacting with other children in Dutch at a day care setting and then expected to transition smoothly into our English speaking classrooms once they turn 4 years of age. 

    During the past three years we have tracked the students which have attended our Dual language foundation group and it is evident that their language skills have greatly benefitted. By the end of group 1 the majority of the students have exited our EAL programme and have reached the high ability group for Dutch as a foreign language, surpassing other student who did not attend the foundation group.

    Download the Aurasma app* to see a film of our foundation group in action. (*This will only work together with the image on the poster.)


Friday March 3, 2017 12:30 - 13:15 CET
Lower Level Common Area
 
Saturday, March 4
 

12:30 CET

Exhibition (Poster Sessions)
Poster presentations: posters displaying information and images of good practice will be visible throughout the conference in designated areas. Poster presenters will be available during these session times to discuss, exchange ideas and answer questions. 


Presenters:

-Fatima Abdulkazem (Rabat American School)
  • A "lively" Arabic Inquiry approach: this poster highlights our "lively" Arabic approach this year. We are trying to introduce Arabic to our diverse 1st and 2nd grade RAS children. Keeping an Inquiry framework, we want the learner to make real life connections, be invited to something enjoyable, investigate with another learner, then take action individually.We will showcase examples from lively units we created from students' connections and real life experiences.

-Joan Flynn (Leysin American School)
  • Reading & Writing Workshop Considerations for multilingual, mixed-grade middle school students

-Laura Howley (The Kaust School, King Abdullah University of Science and Technology, Kingdom of Saudi Arabia)
  • This poster will show how Learning Diversity and Inclusion is tackled by my English Acquisition department. We are an English medium MYP school with Phases 2-4 English Acquisition classes. Additional in-class support is offered to these students in other subjects. The majority of our EA students are native Arabic speakers.
    Using a matrix of Prior Knowledge, Concepts, Organization and Assessment, lessons are planned accordingly. I will outline how this is done and give an example of a unit of work we are currently working on with students. I will include student work to show the various stages. Our Arabic department ran a similar unit and I will include some of the collaborative materials used which fostered understanding across the dual-languages. 

-Manzella, Lindsay (American International School of Budapest)
  • This poster presentation relates to the sub-theme "Practices and Approaches." The aim would be to show how adding overarching language objectives to a content area unit can help to enrich the unit and elevate the academic language of all students (not just ELLs). The poster would show the unit's language objectives organized around the content objectives, supporting documents for each language objective (student and teacher references), and student work. The unit plan cover page is on this link: https://docs.google.com/document/d/1JzcOA9yIROgWtRkGVAhVekYG7x6pdduPRoBPtIwVi2s/edit Each language objective (in red) links to a "Language Target" with additional information and scaffolds about the language target.

-Holly Moshburn (Anglo American School of Moscow)
  • The aim of this poster session is to share how to effectively collect evidence of student learning through anecdotal notes using Google Sheets. 

-Deborah Perrin (British School in the Netherlands Junior Schools)
  • Culture & Identity: Belonging Matters - Using the research by Professor Kathryn Riley to explore how to make sense of the global world, community and school. A project with a student leadership group: JSL International Ambassadors. (Years 5 & 6) 




Saturday March 4, 2017 12:30 - 13:15 CET
Lower Level Common Area