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| Overview: | |||||||||
| Across the world, international schools proclaim their multilingual identities in terms of how many nationalities and languages are represented in their student populations. Given current research on multilingualism, this head count may not be a convincing indicator of effective policies, programs, pedagogy, and practices. More valid tests are the extent to which language policies capture an intent of ‘unity in diversity;’ the degree to which inclusion translates into a reality of ‘every teacher is a language teacher;’ the provision of high-leverage and equitable pedagogy for multilingual learners; and the ways in which multilingual learners’ linguistic and cultural assets empower their identities of ‘belonging’ in a world where multilingualism is the norm.These four sessions offer insights into the multilingual turn for schools with increasingly-diverse student populations. | |||||||||
| Session I: The Multilingual Mindset Shift | |||||||||
| This session explores key issues underlying past approaches and puts forth ways of moving toward ‘unity in diversity’ from the inside out. Participants reflect on current language-in-education paradigm shifts and their policy implications in terms of the way languages, language learners, and language teaching and learning are shaped in their schools. | |||||||||
| Session II: The Multilingual Capacity Shift | |||||||||
| This session examines the necessary knowledge and skills to translate the mantra ‘every teacher is a language teacher’ into approaches and programs where languages are subjects in their own rights as well as the mediums for teaching (i.e. content and language integrated learning, immersion, dual language, etc.). Participants examine a 6-Step ‘Impact-Effort’ Matrix Protocol to assess their schools’ capacities for harnessing students’ comprehension of content while extending their knowledge of and control over language. | |||||||||
| Session III: The Multilingual Pedagogical Shift | |||||||||
| This session proposes a ‘how to’ framework for harnessing high-leverage and pedagogical practices so each multilingual learner not only survives but thrives (i.e., inclusion vs. equity). Participants take away specific ways of reimagining instruction and assessment practices traditionally used with multilingual learners. | |||||||||
| Session IV: The Multilingual Identity Shift | |||||||||
| Learner categorizations are not neutral and the way we continue to think, talk about, and teach multilingual learners matters. Despite the call away from deficit-based models and definitions of multilingualism, students with multilingual backgrounds are often marginalized, socially excluded from their peers, and to a certain degree prevented from fulfilling their full linguistic and cultural potential. Participants explore how multilingual identities and competences can be valued in schools, how multilingualism can serve to construct a sense of belonging to all groups, and how through multilingualism social cohesion and justice can be promoted when we take multilingual learners’ linguistic repertoires and funds of knowledge as starting points. | |||||||||
| PLATFORM, MATERIALS, & RESOURCES : | |||||||||
| Participants will connect through the ZOOM meetings platform. They will need a laptop, headphones / earbuds and a quiet space to be during the synchronous sessions. All participants will be issued with a link that will not be shareable with others. Participants will agree to use the video and sound function to enable full participation. The workshop will not be recorded. Customized resource materials will be made available to participants, and responses to weekly questions will be provided. | |||||||||
| WHO SHOULD ATTEND | |||||||||
| Pre-K-12 EAL teachers and school leaders interested in advocating and improving learning in a school with multilingual learners. | |||||||||
| DR. VIRGINIA PAULINE ROJAS | |||||||||
| Virginia Rojas is semi-retired from international-school consulting in which she conducted professional training on effective programs and strategies for multilingual learners from pre-school through grade 12 for EAL specialists and classroom teachers alike. As a former ASCD faculty member, Dr. Rojas uses the backwards design curriculum model to help teachers design high-challenge, high-support learning experiences for strengthening multilingual learners' second language proficiency and academic achievement. She provided professional development trainings, job-embedded coaching and demonstration lessons, and conducted linguistic audits of EAL (English as an Additional Language) program. She has worked in over 350 international schools throughout the world as well as with school districts in the US and Canada. Dr. Rojas is the author of Strategies for Success with English Language Learners: An Action Toolkit for Classroom and ESL Teachers published by ASCD (2007) and of Educating English Language Learners: Connecting Language, Literacy, and Culture (2010), ASCD DVD Series. In partnership with the PTC, Dr. Rojas is the architect and lead faculty of the PTC EAL certification program. |
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| DATES & TIMES: 4th, 6th, 11th & 13th February 2025 Each Session is for 2 hours Mexico 5:00 am | New York 6:00 am | London 11:00 am | Zurich 12:00 pm | Dubai 3:00 pm | India 4:30 pm Hong Kong 7:00 pm | Melbourne 10:00 pm Note: This workshop will be not recorded Please click here to check your time for the workshop |
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