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| Overview: | |||||||||
| Traditional programs for English learners provided separate services in the form of EAL pull-out classes with a language-led curriculum in elementary schools or EAL sheltered content classes taught by EAL teachers in secondary schools. In recent years, the paradigm has shifted to a collaborative learning environment whereby EAL and mainstream teachers share responsibility to deliver one curriculum to English learners, regardless of English-language proficiency. As international schools' demography continues to shift to include more English learning students, so should programs and practices. | |||||||||
| Agenda: | |||||||||
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Day I : Content & Language Integrated Learning (CLIL) Classrooms EXPLORE distinctions between 'deficit-based' paradigms, programs, and practices from contemporary 'strengths-based' possibilities for English learners; ACCESS information on developing and aligning content and language objectives to challenge English learners not to have "the right answer" but to construct "the right answer using the right language" in all disciplines; ENGAGE in the design of multiple instructional paths to enable English learners' access to grade-level curriculum (including the use of translanguaging, scaffolding, differentiation, and personalization tools); EXPRESS ways to transform 'deficit-lens' assessments into 'promise-lens' scaffolded assessments in order to really see what English learners know and can do. DAY II : Content & EAL Teachers Collaborating for CLIL Classrooms ACCESS information on the nuts and bolts of collaboration between content and EAL teachers (including roles, responsibilities, and parity); ENGAGE in CLIL Collaboration Chat Stations to discuss day-to-day collaboration challenges facing content and EAL teachers; EXPRESS ways in which content and EAL teachers can better work together to enhance English learners' classroom achievement and academic language development; REFLECT on 'next step' actions to collaboratively cultivate linguistic- and culturally-responsive mindsets not as events but as a way of daily classroom life. |
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| Potential Audience: | |||||||||
| K-12 classroom and EAL teachers as well as school leaders | |||||||||
| DR. VIRGINIA PAULINE ROJAS | |||||||||
| Virginia Rojas, Ed.D. Conducts professional training on effective programs and strategies for English learners from pre-school through grade 12 for ESL and classroom teachers alike. As an ASCD faculty member, Dr. Rojas uses the backwards design curriculum model to help teachers design high-challenge, high-support learning experiences for strengthening English learners' second language proficiency and academic achievement. She provides professional development trainings, job-embedded coaching and demonstration lessons, and conducts linguistic audits of EAL (English as an Additional Language) program. She has worked in over 200 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. |
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| Venue: Luxembourg 8.30 am to 3.30 pm Registration at 8.00 am on the 14th March 2020. |
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| Upcoming Workshops | |||||||||
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