ELLSA 2013: Learning in a "High Challenge, High Support" classroom: Supporting Success for English Language Learners in International Schools
ELLSA 2013 was the 1st annual international school EAL network conference in Asia which created a network of teachers from the region, to connect, collaborate, and advocate for the teaching and learning of EAL students. Participants attended workshops offered by leaders in the field of EAL. ELLSA 2013 was attended by 120 teachers from 15 different countries.
Hosted by NIST International School: Saturday 30th November & Sunday 1st of December 2013
Founding Committee: Kyla Kopperud (chair), , Brighde Reed, Debbie Renn, Dianne Gamage, Kris Simmers, James Dykman, Nikki Cahill
Keynote: Talk for Learning & Language Development, Dr. Pauline Gibbons
Founding Committee: Kyla Kopperud (chair), , Brighde Reed, Debbie Renn, Dianne Gamage, Kris Simmers, James Dykman, Nikki Cahill
Keynote: Talk for Learning & Language Development, Dr. Pauline Gibbons
Session Overview
Presenter & Session Materials Here
Talk for Learning and Language Development
Presenter: Dr Pauline Gibbons
Spoken language is central to subject learning and literacy. Research in second language learning also strongly suggests its importance for second language development. Of particular significance for English language learners is the 'dialogic talk' that occurs when learners are engaged in extended conversations in which they present and support their opinions and ideas. This workshop draws on functional grammar, research in second language development and the notion of scaffolding. It is an interactive session and includes implications for the classroom, and many practical ideas for creating contexts for dialogic talk in the classroom.
English Language Learners Struggling to Learn: Distinguishing between Normal Language Acquisition and True Learning Differences
Presenter: Tina Santilli
Since we know that language learning is complex and takes time, we cannot assume that because an English Language Learner (ELL) is having academic difficulties, the ELL has a Learning Difference. International School educators are frequently faced with the challenge of determining if an ELL’s difficulties stem from learning a new language or from a true Learning Difference. This interactive workshop will help deepen your understanding of these issues and outline a comprehensive, collaborative team approach to 1) help ELL and SEN educators become better at making this distinction and 2) identify appropriate strategies to optimize language learning within the classroom.
iMovie: Scaffolding Text with Film
Presenter: Adam Bourret
Using the "Teaching and Learning Cycle" (from Met. East DSP 1992) as the model for teaching text types; and drawing from primary resources, such as the First Steps Writing Resource Book and Beverly Derewianka's "Exploring How Texts Work", I will demonstrate how software like iMovie can be used as a dynamic tool for scaffolding English Language Learners' understanding of specific text types. This workshop would best suit educators with limited to no experience using iMovie and have an interest in sharing and learning how we support our ESOL students in accessing the various text types of the classroom.
Using the "Teaching and Learning Cycle" (from Met. East DSP 1992) as the model for teaching text types; and drawing from primary resources, such as the First Steps Writing Resource Book and Beverly Derewianka's "Exploring How Texts Work", I will demonstrate how software like iMovie can be used as a dynamic tool for scaffolding English Language Learners' understanding of specific text types.
This workshop would best suit educators with limited to no experience using iMovie and have an interest in sharing and learning how we support our ESOL students in accessing the various text types of the classroom.
Integrating Language and Content in the Mainstream Classroom
Presenter: James Beere
This workshop begins by outlining some of the key research findings in the field of second language acquisition followed by discussion of the implications these findings might have for the teaching of EAL learners. Participants will then be introduced to a number of practical activities which can be used in mainstream classrooms to develop EAL students’ language proficiency hand-in-hand with their content knowledge of subjects. Participants will take part in a number of activities in small groups before reflecting on their experiences and discussing how they could adapt them for use in their own classroom contexts.
Supporting ELLs within the Reading and Writing Workshop Models
Presenter: Louise Van Steveninck
This session will address three important areas of EAL support:
Collaboration: Myth or Reality?
Presenter: Jon Nordmeyer
In schools around the world, collaboration has become a new norm. However, for many teachers, professional collaboration is neither easy nor natural. English language learners need to develop content and language skills at the same time, and viewing EAL as an integrated process rather than a discrete discipline introduces powerful new ways of engaging with colleagues.
This interactive session will explore how collaboration across subject areas not only supports student learning but also facilitates reciprocal professional development for EAL teachers and colleagues. We will consider challenges EAL teachers encounter trying to implement a more collaborative model, as well as strategies for initiating and sustaining co-planning, co-teaching and co-assessing to serve ELLs.
Why Keeping the Home Language Strong is Vital in Successful English Language Learning
Presenters: Ondine Ullman & Clare Owens
This session will focus on the importance of maintaining and developing the home language(s) of EAL learners. We will look at ways that the school and learning programmes can support this development, which in turn supports the learning of English as a second or other language. The session will focus on why this is important, and how a policy of additive bilingualism is imperative in creating well-rounded EAL learners. We will also examine the connection between home languages and EAL learning, ways that teachers can integrate the home language and culture into the EAL classroom and how parents can support EAL learning at home using the home language.
Integrating eLearning to Support ELLs
Presenter: Cecilia Gomez-Galvez
This session will cover:
Scaffolding Literacy in the Science Classroom
Presenters: Dianne Gamage & Helen Shead
Scaffolding Literacy (SL) is a whole language approach which aims to provide the English language learner with tools in reading, spelling, grammar and writing which they can continue to use in all academic settings. The programme is high challenge and high support and modelled on Vgyosky’s theory of the proximal zone of development for student learning.
When used in the science classroom this strategy shook the illusion that science is thought to be either too hard or not interesting enough to engage ELL’s. The SL strategy provides a platform for ELL’s to gain the necessary skills to facilitate their performance of required age appropriate tasks and enables these students to successfully comprehend cognitively and communicatively for future educational success.
The outcome is the development of students who are 'literate' in a sense of the term that is far broader than learning simply how to read, write and spell. While reading, writing and spelling form the core focus of the program, the program also provides a platform from which students can come to learn the 'ways of speaking and thinking' that are necessary for educational success.
In this interactive session, participants will evaluate different scaffolding strategies and their connectedness to the science classroom as a platform for supporting ELL success. Participants will deconstruct scientific language at the text level and use different SL strategies make learning accessible to ELL’s at an age appropriate level.
Knowing, doing and collaborating; a process for improving ELL reading outcomes in mainstream classrooms
Presenter: Siobhan Dean
The recent rise in the number and popularity of international schools across Asia poses many opportunities and challenges. One such challenge is how to provide quality reading instruction for Asian ELLs in mainstream classrooms when evidence-based research in this area is limited. This workshop is for teacher-researchers interested in ways of working collaboratively with mainstream teachers to improve ELL reading outcomes. Drawing on data from a pilot study conducted with elementary classroom teachers, participants will explore ways in which the research design and process can be adapted and applied to their own school contexts; we will also discuss how we as ELL teachers can both support and be supported whilst conducting our own action research project.
The literature and data used as an example in the process of the research framework is from and elementary teaching context; however, participants from secondary education who are interested in carrying out their own action research would also find this workshop useful.
An introductory session on WIDA Resources and International Schools
Presenter: Ruslana Westerlund, WIDA Representative
International schools are using WIDA MODEL as a screener, placement test or summative assessment for ELLs. In addition, some international schools use WIDA MODEL results as part of the admissions process. Schools who are members of the WIDA International Schools Consortium also use W-APT (WIDA ACCESS Placement Test). The WIDA International Schools Consortium (WISC) is a network of international schools that use WIDA's research-based standards and assessments. WISC is for international schools who want to meet the needs of their English language learners with the leading standards and assessments for K-12 ELLs. In the United States, the WIDA Consortium has existed since 2002 and is housed at the University of Wisconsin-Madison. WIDA's standards and assessments have been adopted by 33 states/territories.
Effective Technology Integration in the EAL Classroom
Presenter: Lada Martinez Benesova
Technology has become an essential part of the EAL class. Join us to discuss practical tips on how to integrate technology in your daily EAL instruction, and how to use its potential to meet the diverse needs of your language learners.
The aim of this panel is to discuss how EAL teachers can successfully align their practices with the latest technology. The session will include tips on how to enhance the language learning process with iPads, iPods, Promethean board activities as well as Google Docs and other online resources. In addition, the participants will share and exchange ideas on effective technology-based practices that they have used in their EAL classes to promote writing, listening, reading, and speaking skills.
Help! I have an EAL Teacher in my Classroom: co-teaching and co-planning as strategies for successful partnership teaching
Presenter: Kyla Kopperud
International schools over the past decade or so have experienced a shift in the way they are operating and servicing the English language learners. However, where inclusive practices have been officially implemented two separate programmes are often still being offered to the EAL population. This workshop will provide an overview of co-teaching as a collaborative teaching strategy for delivering differentiated instruction within an inclusive ‘push-in’ model. It will examine the 5 models of co-teaching as well as a look at collaborative co-planning structures to help meet the diverse needs of all students in international school classrooms.
Get Up and Read
Presenter: Alan Kennedy
The focus of this workshop will be a lesson simulation incorporating strategies to make reading more interactive. The workshop utilises an activity known as ‘the marketplace’ for practicing reading, listening and speaking.
BREAKOUT: Speed Geeking – Sharing favourite classrooms tools
Presenter: Brighde Reed
What's speed geeking? All the presenters (volunteers who have some cool apps, software or tech ideas they want to share with their colleagues) are stationed around the room.
The facilitator rings a bell to start proceedings. Once proceedings start, the audience splits up into groups and each group goes to one of the presenters. Presenters have a short duration, to give their presentation and answer questions. At the end of the five minutes, the facilitator rings a bell. At this point, each group moves over to the presenter to their right and the timer starts once more. The session ends when every group has attended all the presentations. By the end of the session, you'll have at least half a dozen ESL educators' favourite learning tools up your sleeve to use in your classroom. Bring your favourite tool to share with your colleagues.
BREAKOUT: A Co-operative Approach to EAL Students' Success
Presenter: Kathryn Lewis
This session will explore the ways that one K -12 International school supports EAL students across content areas and grade levels. Entry point and periodical assessments, co-operative teaching models, and ongoing reporting systems will be discussed. Time will be given for participants to share ideas that have worked for their schools and challenges they may still have.
BREAKOUT: WIDA Resources and International Schools
Presenter: Ruslana Westerlund; WIDA Representative
International schools are using WIDA MODEL as a screener, placement test or summative assessment for ELLs. In addition, some international schools use WIDA MODEL results as part of the admissions process. Schools who are members of the WIDA International Schools Consortium also use W-APT (WIDA ACCESS Placement Test). The WIDA International Schools Consortium (WISC) is a network of international schools that use WIDA's research-based standards and assessments. WISC is for international schools who want to meet the needs of their English language learners with the leading standards and assessments for K-12 ELLs. In the United States, the WIDA Consortium has existed since 2002 and is housed at the University of Wisconsin-Madison. WIDA's standards and assessments have been adopted by 33 states/territories.
BREAKOUT: GoodNotes: An App-solutely Awesome App
Presenter: James Dykman
In the fast paced support role that we have as English language learning specialists, it is essential that we have the best tools. The best tools are those that we can easily assimilate to our current practices and, most importantly, do so with ease while at the same time improving our efficiency and organization.
With its snappy performance and vast range of practical uses, GoodNotes is an outstanding tool for your iPad that can refine your current note-taking, planning, resource making as well as teaching and preparation needs.
This break-out opportunity will provide you with an overview of GoodNotes’ functions, immediately usable examples of its vast range of applications as well as time to ask questions while exploring how this app can be one of your best professional tools.
Presenter: Dr Pauline Gibbons
Spoken language is central to subject learning and literacy. Research in second language learning also strongly suggests its importance for second language development. Of particular significance for English language learners is the 'dialogic talk' that occurs when learners are engaged in extended conversations in which they present and support their opinions and ideas. This workshop draws on functional grammar, research in second language development and the notion of scaffolding. It is an interactive session and includes implications for the classroom, and many practical ideas for creating contexts for dialogic talk in the classroom.
English Language Learners Struggling to Learn: Distinguishing between Normal Language Acquisition and True Learning Differences
Presenter: Tina Santilli
Since we know that language learning is complex and takes time, we cannot assume that because an English Language Learner (ELL) is having academic difficulties, the ELL has a Learning Difference. International School educators are frequently faced with the challenge of determining if an ELL’s difficulties stem from learning a new language or from a true Learning Difference. This interactive workshop will help deepen your understanding of these issues and outline a comprehensive, collaborative team approach to 1) help ELL and SEN educators become better at making this distinction and 2) identify appropriate strategies to optimize language learning within the classroom.
iMovie: Scaffolding Text with Film
Presenter: Adam Bourret
Using the "Teaching and Learning Cycle" (from Met. East DSP 1992) as the model for teaching text types; and drawing from primary resources, such as the First Steps Writing Resource Book and Beverly Derewianka's "Exploring How Texts Work", I will demonstrate how software like iMovie can be used as a dynamic tool for scaffolding English Language Learners' understanding of specific text types. This workshop would best suit educators with limited to no experience using iMovie and have an interest in sharing and learning how we support our ESOL students in accessing the various text types of the classroom.
Using the "Teaching and Learning Cycle" (from Met. East DSP 1992) as the model for teaching text types; and drawing from primary resources, such as the First Steps Writing Resource Book and Beverly Derewianka's "Exploring How Texts Work", I will demonstrate how software like iMovie can be used as a dynamic tool for scaffolding English Language Learners' understanding of specific text types.
This workshop would best suit educators with limited to no experience using iMovie and have an interest in sharing and learning how we support our ESOL students in accessing the various text types of the classroom.
Integrating Language and Content in the Mainstream Classroom
Presenter: James Beere
This workshop begins by outlining some of the key research findings in the field of second language acquisition followed by discussion of the implications these findings might have for the teaching of EAL learners. Participants will then be introduced to a number of practical activities which can be used in mainstream classrooms to develop EAL students’ language proficiency hand-in-hand with their content knowledge of subjects. Participants will take part in a number of activities in small groups before reflecting on their experiences and discussing how they could adapt them for use in their own classroom contexts.
Supporting ELLs within the Reading and Writing Workshop Models
Presenter: Louise Van Steveninck
This session will address three important areas of EAL support:
- the role of the EAL teacher in the Reading and Writing workshop
- how we can best support our ELLs at every stage of the workshop model (including tried and tested apps)
- how we can confer with our ELLs using WIDA can do statements, in the Confer app, to inform our conferences and next steps.
Collaboration: Myth or Reality?
Presenter: Jon Nordmeyer
In schools around the world, collaboration has become a new norm. However, for many teachers, professional collaboration is neither easy nor natural. English language learners need to develop content and language skills at the same time, and viewing EAL as an integrated process rather than a discrete discipline introduces powerful new ways of engaging with colleagues.
This interactive session will explore how collaboration across subject areas not only supports student learning but also facilitates reciprocal professional development for EAL teachers and colleagues. We will consider challenges EAL teachers encounter trying to implement a more collaborative model, as well as strategies for initiating and sustaining co-planning, co-teaching and co-assessing to serve ELLs.
Why Keeping the Home Language Strong is Vital in Successful English Language Learning
Presenters: Ondine Ullman & Clare Owens
This session will focus on the importance of maintaining and developing the home language(s) of EAL learners. We will look at ways that the school and learning programmes can support this development, which in turn supports the learning of English as a second or other language. The session will focus on why this is important, and how a policy of additive bilingualism is imperative in creating well-rounded EAL learners. We will also examine the connection between home languages and EAL learning, ways that teachers can integrate the home language and culture into the EAL classroom and how parents can support EAL learning at home using the home language.
Integrating eLearning to Support ELLs
Presenter: Cecilia Gomez-Galvez
This session will cover:
- the use of eLearning tools that support language development within the classroom and beyond
- how to use these tools to reinforce language acquisition strategies that will support ELLs within rigorous academic curriculums
- how ELLs can use these tools to support their own development, become self directed and independent learners
Scaffolding Literacy in the Science Classroom
Presenters: Dianne Gamage & Helen Shead
Scaffolding Literacy (SL) is a whole language approach which aims to provide the English language learner with tools in reading, spelling, grammar and writing which they can continue to use in all academic settings. The programme is high challenge and high support and modelled on Vgyosky’s theory of the proximal zone of development for student learning.
When used in the science classroom this strategy shook the illusion that science is thought to be either too hard or not interesting enough to engage ELL’s. The SL strategy provides a platform for ELL’s to gain the necessary skills to facilitate their performance of required age appropriate tasks and enables these students to successfully comprehend cognitively and communicatively for future educational success.
The outcome is the development of students who are 'literate' in a sense of the term that is far broader than learning simply how to read, write and spell. While reading, writing and spelling form the core focus of the program, the program also provides a platform from which students can come to learn the 'ways of speaking and thinking' that are necessary for educational success.
In this interactive session, participants will evaluate different scaffolding strategies and their connectedness to the science classroom as a platform for supporting ELL success. Participants will deconstruct scientific language at the text level and use different SL strategies make learning accessible to ELL’s at an age appropriate level.
Knowing, doing and collaborating; a process for improving ELL reading outcomes in mainstream classrooms
Presenter: Siobhan Dean
The recent rise in the number and popularity of international schools across Asia poses many opportunities and challenges. One such challenge is how to provide quality reading instruction for Asian ELLs in mainstream classrooms when evidence-based research in this area is limited. This workshop is for teacher-researchers interested in ways of working collaboratively with mainstream teachers to improve ELL reading outcomes. Drawing on data from a pilot study conducted with elementary classroom teachers, participants will explore ways in which the research design and process can be adapted and applied to their own school contexts; we will also discuss how we as ELL teachers can both support and be supported whilst conducting our own action research project.
The literature and data used as an example in the process of the research framework is from and elementary teaching context; however, participants from secondary education who are interested in carrying out their own action research would also find this workshop useful.
An introductory session on WIDA Resources and International Schools
Presenter: Ruslana Westerlund, WIDA Representative
International schools are using WIDA MODEL as a screener, placement test or summative assessment for ELLs. In addition, some international schools use WIDA MODEL results as part of the admissions process. Schools who are members of the WIDA International Schools Consortium also use W-APT (WIDA ACCESS Placement Test). The WIDA International Schools Consortium (WISC) is a network of international schools that use WIDA's research-based standards and assessments. WISC is for international schools who want to meet the needs of their English language learners with the leading standards and assessments for K-12 ELLs. In the United States, the WIDA Consortium has existed since 2002 and is housed at the University of Wisconsin-Madison. WIDA's standards and assessments have been adopted by 33 states/territories.
Effective Technology Integration in the EAL Classroom
Presenter: Lada Martinez Benesova
Technology has become an essential part of the EAL class. Join us to discuss practical tips on how to integrate technology in your daily EAL instruction, and how to use its potential to meet the diverse needs of your language learners.
The aim of this panel is to discuss how EAL teachers can successfully align their practices with the latest technology. The session will include tips on how to enhance the language learning process with iPads, iPods, Promethean board activities as well as Google Docs and other online resources. In addition, the participants will share and exchange ideas on effective technology-based practices that they have used in their EAL classes to promote writing, listening, reading, and speaking skills.
Help! I have an EAL Teacher in my Classroom: co-teaching and co-planning as strategies for successful partnership teaching
Presenter: Kyla Kopperud
International schools over the past decade or so have experienced a shift in the way they are operating and servicing the English language learners. However, where inclusive practices have been officially implemented two separate programmes are often still being offered to the EAL population. This workshop will provide an overview of co-teaching as a collaborative teaching strategy for delivering differentiated instruction within an inclusive ‘push-in’ model. It will examine the 5 models of co-teaching as well as a look at collaborative co-planning structures to help meet the diverse needs of all students in international school classrooms.
Get Up and Read
Presenter: Alan Kennedy
The focus of this workshop will be a lesson simulation incorporating strategies to make reading more interactive. The workshop utilises an activity known as ‘the marketplace’ for practicing reading, listening and speaking.
BREAKOUT: Speed Geeking – Sharing favourite classrooms tools
Presenter: Brighde Reed
What's speed geeking? All the presenters (volunteers who have some cool apps, software or tech ideas they want to share with their colleagues) are stationed around the room.
The facilitator rings a bell to start proceedings. Once proceedings start, the audience splits up into groups and each group goes to one of the presenters. Presenters have a short duration, to give their presentation and answer questions. At the end of the five minutes, the facilitator rings a bell. At this point, each group moves over to the presenter to their right and the timer starts once more. The session ends when every group has attended all the presentations. By the end of the session, you'll have at least half a dozen ESL educators' favourite learning tools up your sleeve to use in your classroom. Bring your favourite tool to share with your colleagues.
BREAKOUT: A Co-operative Approach to EAL Students' Success
Presenter: Kathryn Lewis
This session will explore the ways that one K -12 International school supports EAL students across content areas and grade levels. Entry point and periodical assessments, co-operative teaching models, and ongoing reporting systems will be discussed. Time will be given for participants to share ideas that have worked for their schools and challenges they may still have.
BREAKOUT: WIDA Resources and International Schools
Presenter: Ruslana Westerlund; WIDA Representative
International schools are using WIDA MODEL as a screener, placement test or summative assessment for ELLs. In addition, some international schools use WIDA MODEL results as part of the admissions process. Schools who are members of the WIDA International Schools Consortium also use W-APT (WIDA ACCESS Placement Test). The WIDA International Schools Consortium (WISC) is a network of international schools that use WIDA's research-based standards and assessments. WISC is for international schools who want to meet the needs of their English language learners with the leading standards and assessments for K-12 ELLs. In the United States, the WIDA Consortium has existed since 2002 and is housed at the University of Wisconsin-Madison. WIDA's standards and assessments have been adopted by 33 states/territories.
BREAKOUT: GoodNotes: An App-solutely Awesome App
Presenter: James Dykman
In the fast paced support role that we have as English language learning specialists, it is essential that we have the best tools. The best tools are those that we can easily assimilate to our current practices and, most importantly, do so with ease while at the same time improving our efficiency and organization.
With its snappy performance and vast range of practical uses, GoodNotes is an outstanding tool for your iPad that can refine your current note-taking, planning, resource making as well as teaching and preparation needs.
This break-out opportunity will provide you with an overview of GoodNotes’ functions, immediately usable examples of its vast range of applications as well as time to ask questions while exploring how this app can be one of your best professional tools.