What Do We Teach After We Teach the Science Of Reading? Impactful Reading Instruction for Students Grades 3-8

In recent years, much of the conversation around literacy instruction has focused on the Science of Reading. But after students have learned to decode and read with fluency, how do we help them continue to grow as readers?

Leading a Sustainable Multilingual Ecosystem

These two sessions provide a framework for leadership in multilingual international schools, guiding all school leaders in developing the skills necessary for transformative leadership within a multilingual school ecology.

The Changing Role of EAL Specialists in Schools with A Majority Population of Multilingual Learners: Collaborating, Consulting & Coaching

The time has come to rethink past policies and practices so that all school leaders and teachers develop responsive mindsets and actions.

Translanguaging: The What, Why, and How To

Two past paradigms in EAL account for the historical practice of English-only policies and practices in schools: it was believed that ‘more and only’ English was the quickest path to English-language acquisition and deficit-thinking positioned students learning English as needing to be ‘fixed’ as quickly as possible with the solution being the enforcement of English-only policies and practices.