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Take charge of design-ing authentic, real-world experiences and assessments.

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Take charge of design-ing authentic, real-world experiences and assessments.

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Insights 4 - Provide opportunities for students to use inquiry, habits of practice and academic language.

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Insights 4 - Provide opportunities for students to use inquiry, habits of practice and academic language.

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Insight 5 from Table 5---Implement ongoing, job-embedded professionaldevelopment and collaboration by disciplinewith teachers as designersand facilitators.

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Insight 5 from Table 5---Implement ongoing, job-embedded professionaldevelopment and collaboration by disciplinewith teachers as designersand facilitators.

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Some detailed information of how you might do this, after our introductory activities on Day 1.

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Also a very interesting read. There is a useful annotated bibliography if you want to read further.

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This isn't specifically about translanguanging, but is well worth a read, especially for PYP/EY.

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Constructing Meaning Venn Diagram activity ...

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Constructing Meaning Venn Diagram activity ...

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Constructing meaning Venn diagram activity

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I would like to see models of how this is being implemented in different parts of the world.  

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I would like to see models of how this is being implemented in different parts of the world.  

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ISS in Singapore have an impressive program for ELL students.

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How often can I use students' mother language to help them in the classroom?

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How often can I use students' mother language to help them in the classroom?

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As often as required - especially if it's one to one, or there are multiple learners who will benefit. You can slowly start weaning them off L1 (reducing your use of it) as their classroom language progresses.

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By providing a model, by giving students an idea of the final product when they write, by introducing new vocab and structures, by giving examples of text types... especially when students are still new to the language and lacking their own words.

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What strategies do we have for English teaching?

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What strategies do we have for English teaching?

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Communicative, interactive, student agency, can be built around textbook or grammar but with interactiveness and active participation..

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How to do differentiation when you teach a language?

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How to do differentiation when you teach a language?

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This can be through translanguaging (drawing on multiple languages to complete a task), tools such as dictionaries, writing out oral commands, peer helpers, simplifying where necessary. Try to aim for a level just above their own proficiency level (P+1).

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How much of the "student's home languages" are MYP LA teachers allowed to use in the classroom?

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How much of the "student's home languages" are MYP LA teachers allowed to use in the classroom?

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As much as required - especially if it's one to one, or there are multiple learners who will benefit. You can slowly start weaning them off L1 (reducing your use of it) as their classroom language progresses.

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How can we find the right instruction for different proficiency levels in one class?

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How can we find the right instruction for different proficiency levels in one class?

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Try to aim your language just above their current level (Vygotsky's zone of proximal development). Admittedly this is hard when you have varying levels in a class, but try to challenge everyone at an appropriate level

From Byron - using small groups (centers) is a good way to work with different proficiency levels ...

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How to make my classroom a better place to learn?

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How to make my classroom a better place to learn?

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Is your classroom fun ? engaging? are there teaching aids and student work displayed for them to see and refer to? are you using authentic materials and assessments?

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There is always value in teaching points of grammar, particularly if many students don't understand it or need to master it. But it's important to also give them the chance to practise grammar structures creatively and in authentic situations.

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What are best practices for creating a multilingual classroom that supports the language neesds of ALL students?

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What are best practices for creating a multilingual classroom that supports the language neesds of ALL students?

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Translanguaging, reflection, drawing on student assets and what they can do, building mutual trust and support, open-mindedness, using resources from different languages during inquiry tasks.

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How do we guide the students when they have different language preferences? 

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How do we guide the students when they have different language preferences? 

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Modelling good practice, encouraging, perhaps responding in the language being studied even if they are using another language, praising those who are working in the target language.

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How can we get more ideas about mini-lesson?

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How can we get more ideas about mini-lesson?