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

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.

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 13:30 - 14:30 CET

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.

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 →

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

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/

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 →

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

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.

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 →


Juana Nolasco

ES ELL Teacher, Cairo American COllege

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


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.

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 13:30 - 14:30 CET

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.

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 →


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