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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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Teachers for Teachers [clear filter]
Friday, March 3
 

13:30 CET

Literacy Initiative Designed to Bring Multiliteracies and a Sense of Identity Into Elementary Classrooms
Limited Capacity filling up

As a highly diverse and multicultural international school with 80% non-native English speaking students and a robust Mother Tongue program, NIST introduced a literacy initiative designed to bring multiliteracies and a sense of identity into our elementary classrooms through the lens of reading and writing. With the support of a Literacy Coach and visiting experts, we reviewed our current practice from Early Years to Year 6 and found opportunities for translanguaging, identity mapping, and exploring culturally relevant texts that offer mirrors, windows, and doors for children to see themselves in the world around them. By redesigning our approach to reading and writing workshop, we systematically uncovered the cultural and linguistic assets that our multilingual students bring to the classroom, making the learning experience more authentic and responsive for all students.The success of this project relied on the successful collaboration between homeroom and specialist teachers, school leadership and our parent community.



Moderators
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 →

Speakers
avatar for Sara K. Ahmed

Sara K. Ahmed

Elementary Literacy Coach, NIST International School
Literacy CoachNIST International
avatar for Beth Queeney-Dressler

Beth Queeney-Dressler

Deputy Head of Elementary/PYP Coordinator, NIST International School
avatar for Kristin Simmers

Kristin Simmers

Elementary EAL Team Leader & Teacher, NIST International School
Kristin Simmers is an advocate for all learners and believes teachers deserve access to the best evidence-based pedagogy to support inclusion and neurodiversity in our schools. Kristin holds an M.Ed in Curriculum & Instruction, M.S in Elementary Education, as well as several teaching... Read More →


Friday March 3, 2017 13:30 - 14:30 CET
Pjerrot

13:30 CET

2 Affirming Identity: Targeted Co-planning for Student Success
Limited Capacity seats available

Inclusive learning requires a proverbial village of human resources, and managing expectations together can be overwhelming, especially when time is scarce.  Our support team looked into different aspects of co-planning to support inclusive learning for our diverse student population. Using input from multiple sources, we developed a discussion template to use during co-planning sessions with content teams. Our goal was to promote deep discussion about accessible teaching and learning in content areas. This approach aims to build teaching capacity through collaboration by employing a consistent structured approach to meeting students’ learning needs for academic success.

Moderators
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 →

Speakers

Friday March 3, 2017 13:30 - 14:30 CET
Lumbye

13:30 CET

Developing International-Mindedness in the Early Years
Limited Capacity seats available

My presentation is geared towards ESL and Homeroom teachers. It is based on my successful practices with the children ages 3-6, which will be profiled in my contribution to the new edition of the book by Prof. Roma Chumak-Horbatch "Linguistically Appropriate Practices" and who will also present at the ECIS ESLMT Conference in Copenhagen in 2017. I hope that after my presentation, the teachers will take to their schools and start implementing many different strategies to welcome their multicultural and multilingual students, celebrate their cultures and enrich their learning.


Moderators
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 →

Speakers
avatar for Helen Werner

Helen Werner

Early Years, ESL, Spanish, BHMS
Until recently, I was an Early Years teacher at international schools in Germany. Now I am teaching ESL and Spanish at the Business and Hotel Management School in Switzerland, where I moved with my family. I am proud to be a global citizen and a passionate IB teacher, who speaks five... Read More →


Friday March 3, 2017 13:30 - 14:30 CET
Columbine

13:30 CET

Expanding Your MT Definition: Bringing Identity Language Into Your School.
Limited Capacity full
Adding this to your schedule will put you on the waitlist.

The time of English only classrooms is long over. After welcoming children’s mother tongues into classrooms, it is now time to welcome the whole child into your classroom! Today's world and the children who live in it don’t always have a black and white, easy-to-define language profile anymore. For after school MT programmes, often your passport or the languages your parents speak are your criteria for entrance into these programs. As the international community becomes more global, and more people come to live outside their national boundaries for extended periods, our children's languages and identities expand further and change. Children’s core identities are becoming more complex and their language backgrounds more diverse.

In response to a growing urgency within our school, we felt that our access criteria to MT programmes no longer met the needs of our international students and their families. As we have been spreading beyond EAL settings, trying to drive mother tongue inclusion further into the curriculum, we felt a change to our MT definition was unavoidable. We would like to share our experiences with you on adapting policies to include the whole child and everything they bring into our school. Affirming identity is one of the most crucial aspects needed to impact student learning, giving them the opportunity to be successful people with strong sense of themselves and where they come from. Let’s match our languages programmes to our international students and their lived experiences, which exist beyond the borders of their passport and not the other way around.

This policy shift will be explored through an examination of student case studies and the restructuring of our MT language programmes. Using our newly created language portrait as a flexible tool to uncover our students’ language backgrounds, we are better able to utilise their linguistic potential in all learning contexts.

Moderators
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 →

Speakers
avatar for Mindy McCracken

Mindy McCracken

Mother Tongue and Identity Language Leader/EAL Teacher, International School of the Hague
Mindy holds a degree in Environmental Studies and a Multiple Subject Teaching credential with a built-in CLAD (Cross-Cultural, Language and Academic Development) concentration to support second language learners. This specific expertise has been essential for her successful classroom... Read More →
avatar for Lara Rikers

Lara Rikers

Primary School EAL Leader & Y3 EAL Teacher, International School of The Hague
Lara Rikers is an experienced Primary School Teacher and EAL Team Leader. With over fifteen years of teaching, in both Dutch and International settings, Lara actively uses her multilingual background to accelerate the language learning of her students. In her role as EAL Team Leader... Read More →


Friday March 3, 2017 13:30 - 14:30 CET
Harlekin

13:30 CET

Innovative Use of Home Languages in the Multilingual Classroom
Limited Capacity seats available

In this visual and interactive talk Joris Van den Bosch, a secondary EAL teacher from the British School of Brussels, will present to you a wide range of his student-approved original classroom activities across the different language skills and subjects in which home languages are used to enhance academic word acquisition and general English language learning. These will be applicable to any ESL/EAL and mainstream classroom even if the teacher does not have a language in common with her or his students.  He would like all teachers to adopt some of these L1 activities, and material writers to start including them in teacher guides and resource books. Not only will this benefit students’ language development, it will enhance your learners’ self-esteem, enabling them to feel valued and to see themselves as linguistically talented.

Please find examples of my L1 activities on: https://joriseal.wordpress.com/


Moderators
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 →
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 →

Speakers
avatar for Joris Van den Bosch

Joris Van den Bosch

Secondary EAL teacher, The British School of Brussels


Friday March 3, 2017 13:30 - 14:30 CET
Carstensen

13:30 CET

Upper Elementary/Middle School Students and Role of Parents (book club)
Limited Capacity seats available

The role of parent participation has been underscored in education research and teachers are actively encouraged to make connections with parents.  I'll share the organization strategies for an interactive bookclub involving parents as well as discuss how to prepare for the collaborative relationship opportunity that results when parents are active participants.  An outcome of the project has been the creation of three different book clubs (in the children's mother tongue) lead by the parents who participated in the initial book club.



Moderators
avatar for Sheldon Bradshaw

Sheldon Bradshaw

Director of Technology, International School of Prague
Sheldon is a passionate believer in technology’s ability to connect us and amplify our ideas. Currently the Director of Information Technology at the International School of Prague, he has also taught in China, Indonesia, Japan and Kuwait over his 18 years in international education... Read More →

Speakers
JN

Juana Nolasco

ES ELL Teacher, Cairo American COllege


Friday March 3, 2017 13:30 - 14:30 CET
Blomstersalen
 
Saturday, March 4
 

13:30 CET

Applied Linguistics Project (ALP): Data-driven Student Inquiry into Mother Tongue (Texts & Corpora) and its Role in Learning
Limited Capacity seats available

In ALP, high school students (aged 14-16) inquire into their MT and learning by doing linguistic research: from formulating a research question + hypothesis about their learning in MT and Academic English, through developing a method of testing their hypothesis by collecting experimental or corpus linguistics data, to analyzing the results and applying them to their own learning in a presentation at a student conference at Charles University in Prague (in front of a panel of experts). They summarize their findings in an academic paper published in a proceedings book.

  • Aims and outcomes/evidence (if any)

Aims: To promote evidence based reflection on the role and importance of MT in learning.

Outcomes: Student presentations (videos and ppts), papers (proceedings book), and reflections (electronic surveys); => case studies on how using MT texts & corpora in learning can improve understanding, as well as data on how MT skills & identity are influenced by international education in L2. [word count: 150]

Footnote:

This (ALP) project is in its fourth year now (2016-17). We have published about ALP in peer-reviewed publications (one example: https://research-publishing.net/display_article.php?doi=10.14705/rpnet.2015.000311 or here). Interestingly, this project was inspired by Jim Cummins' presentation at the 2011 ECIS ESLMT Conference in Dusseldorf, Germany.

You can follow presentation slides here.



Moderators
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 →

Speakers

Saturday March 4, 2017 13:30 - 14:30 CET
Pjerrot

13:30 CET

Developing Multi-literacy: Using Thinking Routines and Technology Tools for assessment and accountability in Secondary classrooms
Limited Capacity filling up

Examples of student work and student reflections

How can Secondary teachers measure students’ understanding beyond tests and essays? Assessment in many Secondary classrooms requires a high level of English proficiency many English language learners have not acquired, preventing these students the means to participate actively in class and demonstrate their learning. Using multimodal tools, this project seeks to create culturally inclusive classrooms that document students’ thinking and learning through the use of Harvard University’s visible thinking routines and various technology tools. The presenter will share students’ learning from English as an Additional Language classrooms and Content classes. Participants will engage in workshop activities that explore thinking routines and technology tools they can use in their schools to engage and assess English language learners.



Moderators
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 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 →

Speakers

Saturday March 4, 2017 13:30 - 14:30 CET
Columbine

13:30 CET

Macalin kayga qaaliga / My dear teacher: Considerations for Teaching Refugee Learners
Limited Capacity seats available

The UN High Commissioner for Refugees estimates that at the end of 2015 an unprecedented 65.3 million people were displaced from their homes, forced as a result of war and persecution to seek protection elsewhere.  Half of those displaced were children.  

The global impact of this mass displacement has brought about new challenges to societies participating in refugee resettlement. One important area of concern in many of the resettlement countries is the education of students with limited or interrupted formal education or SLIFE.  Years of migration and/or years of residence in refugee camps have resulted in limited access to formal schooling for many refugee students, and it is the educational needs of these students that this proposal seeks to address.  

More here


Moderators
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 →
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 →

Speakers
avatar for Laura Vander Broek

Laura Vander Broek

Associate Professor of English, Grand Valley State University
Laura Vander Broek is an Associate Professor of English at Grand Valley State University in Michigan where she serves as Linguistics Section Chair for the undergraduate curriculum in Applied Linguistics. She has been a Fulbright Scholar in Sarajevo, Bosnia and Chiapas, Mexico.  Her... Read More →
avatar for Sarah Cullip

Sarah Cullip

Undergraduate Student, Grand Valley State University
I am currently a senior undergraduate student pursuing degrees in English and German Secondary Education. I recently completed an ESL Teaching Practicum with Professor Laura Vander Broek, during which I taught English to a recently resettled refugee family of 8 Somali women - a mother... Read More →


Saturday March 4, 2017 13:30 - 14:30 CET
Blomstersalen

13:30 CET

Multilingualism: A Whole Community Project
Limited Capacity filling up

Susan Stewart, Head of Languages at the International School of London (Surrey), presents regular workshops entitled ‘Raising your Bilingual Child’.  These workshops are open to parents, extended family and school staff, as well as external professionals and parents from the local community.  The workshops aim to dispel the many common myths surrounding bilingualism, and deliver a clear message on how to ensure that the process of acquiring two or more languages simultaneously should be a natural and positive process for all. As an international school, with 17 mother tongue languages taught as part of the curriculum, ISL Surrey has become a valuable community hub which supports bilingualism, given the lack of such provision in local state and private schools.

The aim of this session is to highlight the importance of creating a shared understanding of the process of language acquisition and resulting multilingualism.  It is when schools work in partnership with families, that we ensure that the benefits derived from exposure to different languages are maximised.

https://www.youtube.com/watch?v=SPRvI71xNDI&noredirect=1

Moderators
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 →

Speakers
avatar for Susan Stewart

Susan Stewart

ECIS MLIE Chair, International School of London
Susan Stewart is Multilingualism Lead at the International School of London, where she works with a department of Home Language, Language Acquisition and English as an Additional Language teachers. Susan has lived and worked in Thailand, the UAE, South Africa, Belgium, Oman and Sweden... Read More →


Saturday March 4, 2017 13:30 - 14:30 CET
Harlekin

13:30 CET

Preaching to the Non-Converted! - How to Develop and ‘Sell’ the Benefits of Multilingual Classrooms to Others and Work Towards a Global Educational Approach in Your School
Limited Capacity seats available

This session will be led and supported by Catherine Copeland, an educational consultant with a school leadership background (Director of Global EDGEucation) and Jane Fox, a Mother Tongue Coordinator ( ACS Egham International School) who are working together to develop a sustainable approach towards Multilingual classrooms within a global educational context.


Moderators
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 →
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 →

Speakers
avatar for Catherine Copeland

Catherine Copeland

Director, Global EDGEucation, Cameron International Primary School
I am a Canadian living in Spain, working internationally. I do consultancy work on topics related to developing global perspectives. I have a particular interest in language and multilingual classrooms, as well as building language policies to reflect developments in this area. I... Read More →
avatar for Jane Fox

Jane Fox

Mother Tongue Coordinator, ACS Egham International School
Advocacy for inclusive educational approach to Mother Tongue and Heritage Languages in global school community is my passion. I am also responsible for our school's after school Mother Tongue/ Heritage Language programme and the mentorship and training of its 23 tutors. I am continuously... Read More →


Saturday March 4, 2017 13:30 - 14:30 CET
Lumbye

13:30 CET

Supporting English Language Learners with Different Learning Needs
Limited Capacity seats available

This presentation will focus on methods of supporting students with special needs within language learning classrooms. Often times it is challenging to identify whether a learning disability is present when a learner is acquiring an additional language. This project will highlight several case studies of students learning English and experiencing difficulties socially and academically.  The emphasis will be on utilizing culturally-competent strategies for collaborating with families and school professionals to clarify a student's strengths as well as needs. The session will share examples of strengths-based approaches which successfully supported individuals and families within international schools.

The aims of this session are to:

- explore  the meaning and relevance of cultural competence

- share strategy models for collaborative practices with families

- discern how to implement support based on the learner’s social and academic background

Moderators
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 →

Speakers
avatar for Melissa McDonald

Melissa McDonald

Lifelong Learning
Melissa McDonald is an international special educator and presenter with twenty years of experience in working with children, families, schools, and conferences around the world. Melissa is a workshop leader for the IB and currently serves as the Chair of the ECIS Early Childhood... Read More →


Saturday March 4, 2017 13:30 - 14:30 CET
Carstensen