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I'm looking forward to reading these books on Translanguaging this summer. Does anyone have other recommendations?
English-medium Instruction and Translanguaging
and

The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

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english-medium instruction and translanguaging (bilingual education & bilingualism)

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education / educational policy & reform / general

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english language - study and teaching - foreign speakers

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language arts & disciplines / linguistics / general

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language arts & disciplines / study & teaching

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language arts & disciplines/linguistics - general

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language arts & disciplines/study & teaching

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agency; bilingual/multilingual education; diversity in education; emi; english-medium instruction; identity; language ideology; language pedagogy; language policy and practice; multimodality; policymarking within education; social justice; translangua; translanguaging

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multilingual education; diversity in education; emi; english-medium instruction; identity; language ideology; language pedagogy; language policy and practice; multimodality; policymarking within education; social justice; translangua; translanguaging

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education / educational policy & reform / general

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language arts & disciplines / linguistics / general

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language arts & disciplines / study & teaching

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language arts & disciplines/linguistics - general

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language arts & disciplines/study & teaching

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English-medium Instruction and Translanguaging (Bilingual Education & Bilingualism)

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Interactive live webinars

August 2021: 9, 11, 12, 16, 18

6pm - 8pm Thailand Time

World Language Teachers wanting to build CLIL and SFL 'possibilities' into current lesson design.

The reality of many world-language classroom in international schools is that there is a range of students with differing 'levels' of language knowledge and usage.

This workshop sets the stage for re-designing current lessons for multi-level language learners using the principles of CLIL (Content and Language Integrated Learning) and SFL-informed pedagogy (Systemic Functional Linguistics).

The first four sessions review these two approaches using World Language classroom examples while the last session asks participants to follow transforming a current lesson using the 'mentor' lesson and a step-by-step checklist.

SESSION ONE

Introduces the 10 principles of CLIL - content and language integrated learning - with its dual-focus aims, namely the learning of another language through content.

SESSION TWO

Deep dives into systemic functional linguistics (SFL) and its pedagogical model of the Teaching & Learning Cycle (TLC) to design lesson.

SESSION THREE

Describes language-complexity differences between major proficiency levels (i.e., word, sentence, and discourse).

SESSION FOUR

Visit ways to scaffold, differentiate and personalize instruction for varying proficiency levels.

SESSION FIVE

Overviews the transformation of a current lesson using a 'mentor' lesson and the CLIL/SFL Planning Checklist for Participants.

PRE-ASSIGNMENT

A choice of one reading or viewing on CLIL or SFL (provided by Dr. Rojas)

MID-ASSIGNMENT

CLIL/SFL Lesson Planning Checklist (provided by Dr. Rojas)

Dr. Rojas is the author and trainer of the three TTC EAL certification courses (EAL Certificate - Principals' Training Center) and lives in Ajijic, Mexico.

Before her semi-retirement, Dr. Rojas conducted professional training in over 350 international schools around the globe on language education policies, programs, and the design of effective learning experiences for multilingual learners.

She was inducted into the AAIE (Association for Advancement of International Education) in February 2016.

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Interactive live webinars August 2021: 9, 11, 12, 16, 18 6pm - 8pm Thailand Time World Language Teachers wanting to build CLIL and SFL 'possibilities' into current lesson design. The reality of many world-language classroom in international schools is that there is a range of students with differing 'levels' of language knowledge and usage.

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July 2021

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Interactive live webinars

2021: July 26, 28, 29, August 2, 4

6.00pm - 8.00pm

Pre-K-12 EAL teachers and school leaders interested in advocating and improving learning in a school with majority multilingual populations.

Pre-K-12 classroom teachers with a passion for inquiring into multilingual learners' school success or considering a career shift.

As demography of international schools continues to change with the result that every classroom has more multilingual learners of varying language proficiencies than ever before, it is necessary to rethink paradigms, programs, and practices of the past so that all school leaders and teachers develop responsive mindsets and actions.

First and foremost is the need for EAL specialists to shift from 'fixers of learners to coaches of teachers' in order to build and sustain asset-focused Pre-K through 12 classrooms where language learners 'funds of knowledge' are a part of everyday instruction and assessment.

The first four sessions recap 'success' variables for multilingual learners, and the final session celebrates coaching advocacy goals and tools for changing practices.

SESSION ONE

Leans into macro-paradigms shifts to consider micro-changes impacting the success of elite multilinguals in international-school settings (and understanding why now needs to be different than then).

SESSION TWO

Jumps into the principle of CLIL - content and language integrated learning - where subjects are taught through a second language with dual-focused aims, namely the learning of content and the simultaneous acquisition of another language.

SESSION THREE

Deep dives into systemic functional linguistics (SFL) and its pedagogical model of the Teaching & Learning Cycle (TLC) for a sustainable schoolwide approach.

SESSION FOUR

Revisit instruction and assessment tools to scaffold multilingual learners' achievement in high-challenge learning environments.

SESSION FIVE

Share participants' values, models, tools, and responsibilities of thinking and working like a coach in order to celebrate participants' PEERS coaching goal and self-growth plan to build sustainable advocacy and capacity for change.

Pre-assignment

Multilingual Learners' Advocacy Rubric (provided by Dr. Rojas).

Mid-assignment

Multilingual Learners' Coaching Inventory (provided by Dr. Rojas).

Dr. Rojas is the author and trainer of the three TTC EAL certification courses (EAL Certificate - Principals' Training Center) and lives in Ajijic, Mexico.

Before her semi-retirement, Dr. Rojas conducted professional training in over 350 international schools around the globe on language education policies, programs, and the design of effective learning experiences for multilingual learners.

She was inducted into the AAIE (Association for Advancement of International Education) in February 2016.

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Coaching for Multilingual Learners' Success

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Interactive live webinars 2021: July 26, 28, 29, August 2, 4 6.00pm - 8.00pm Pre-K-12 EAL teachers and school leaders interested in advocating and improving learning in a school with majority multilingual populations. Pre-K-12 classroom teachers with a passion for inquiring into multilingual learners' school success or considering a career shift.

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Language Instructional Strategies

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International school teachers know that "all teachers are language teachers" and must embed explicit language instruction into their context. But what does that exactly look like?

Language targets are a keystone element of nurturing the needs of multilingual students learning a new language. Language targets focus on vocabulary, grammar, and discourse needed to be successful in grade level expectations.

Workshop Aim

This workshop will examine principles of vocabulary, grammar/syntax, and discourse development and provide a toolkit of strategies for participants.

Topics Covered

Crafting High Impact Language Targets for the Grade Level/Content Area Classroom

Facilitating Language Learning at the Vocabulary, Sentence, and Discourse Level

This hands on webinar will equip participants to answer following questions:

How can my grade level/content area classroom facilitate language acquisition within the context of my curriculum?

What is an effective language target that facilitates to language learning in the grade level/content area classroom?

What strategies help our students achieve our language targets, and consequently achieve grade level standards?

Beth Puma has a broad range of experiences as a classroom teacher, EAL specialists, Curriculum Coordinator, and Instructional Coach across the K-12 setting. Currently, she serves as a Language and Literacy Coach at the American School In Japan in Tokyo.

She specializes in unit and lesson planning that strategically meets students' needs through standards aligned instruction, differentiation, and scaffolding.

She is dedicated to building a more transformative educational landscape that honors linguistic diversity and challenges societal paradigms.

She is passionate about helping other educators take their own professional journey in order to use research based best practices for multilingual students and transform their classrooms.

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Strengthening Our Instructional Toolbox For Multilingual Learners

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International school teachers know that "all teachers are language teachers" and must embed explicit language instruction into their context. But what does that exactly look like? Language targets are a keystone element of nurturing the needs of multilingual students learning a new language.

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2020 WIDA Annual Conference. Online registration by Cvent

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with Dr. Rojas. Coaching for ELL Success

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Interactive live webinars

2021: July 26, 28, 29, August 2, 4

6.00pm - 8.00pm

Pre-K-12 EAL teachers and school leaders interested in advocating and improving learning in a school with majority multilingual populations.

Pre-K-12 classroom teachers with a passion for inquiring into multilingual learners' school success or considering a career shift.

As demography of international schools continues to change with the result that every classroom has more multilingual learners of varying language proficiencies than ever before, it is necessary to rethink paradigms, programs, and practices of the past so that all school leaders and teachers develop responsive mindsets and actions.

First and foremost is the need for EAL specialists to shift from 'fixers of learners to coaches of teachers' in order to build and sustain asset-focused Pre-K through 12 classrooms where language learners 'funds of knowledge' are a part of everyday instruction and assessment.

The first four sessions recap 'success' variables for multilingual learners, and the final session celebrates coaching advocacy goals and tools for changing practices.

SESSION ONE

Leans into macro-paradigms shifts to consider micro-changes impacting the success of elite multilinguals in international-school settings (and understanding why now needs to be different than then).

SESSION TWO

Jumps into the principle of CLIL - content and language integrated learning - where subjects are taught through a second language with dual-focused aims, namely the learning of content and the simultaneous acquisition of another language.

SESSION THREE

Deep dives into systemic functional linguistics (SFL) and its pedagogical model of the Teaching & Learning Cycle (TLC) for a sustainable schoolwide approach.

SESSION FOUR

Revisit instruction and assessment tools to scaffold multilingual learners' achievement in high-challenge learning environments.

SESSION FIVE

Share participants' values, models, tools, and responsibilities of thinking and working like a coach in order to celebrate participants' PEERS coaching goal and self-growth plan to build sustainable advocacy and capacity for change.

Pre-assignment

Multilingual Learners' Advocacy Rubric (provided by Dr. Rojas).

Mid-assignment

Multilingual Learners' Coaching Inventory (provided by Dr. Rojas).

Dr. Rojas is the author and trainer of the three TTC EAL certification courses (EAL Certificate - Principals' Training Center) and lives in Ajijic, Mexico.

Before her semi-retirement, Dr. Rojas conducted professional training in over 350 international schools around the globe on language education policies, programs, and the design of effective learning experiences for multilingual learners.

She was inducted into the AAIE (Association for Advancement of International Education) in February 2016.

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Coaching for Multilingual Learners' Success

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Interactive live webinars 2021: July 26, 28, 29, August 2, 4 6.00pm - 8.00pm Pre-K-12 EAL teachers and school leaders interested in advocating and improving learning in a school with majority multilingual populations. Pre-K-12 classroom teachers with a passion for inquiring into multilingual learners' school success or considering a career shift.

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Teacher Training Center- EAL Certificate Program

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Teacher Training Center- EAL Certificate Program

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EAL Certificate — Principals’ Training Center

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*At the PTC, we recognize the need for Pre-K through Grade Twelve teachers in international schools to have skills, knowledge and understanding to meet the needs of English learners in their classrooms. This certificate program, created by Dr. Virginia Rojas, in partnership with the Teacher Traini…

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This is a padlet from our November ELLSA Japan meetup on Translanguaging

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I can't be at the meeting today, but I'd like to share with vocabulary game as a resource for everyone. :)

My students love this movement vocabulary game called Quiz-Quiz-Trade! The vocab words are pre-written on index cards, either by the student or teacher.

Each student gets a card, stands up, and puts their hand in the air until they find a partner.
Partner 1: "My word is ____. Do you know what ____ means?"
Partner 2: "Could you tell me?"
Partner 1: "The word _____ means..."
Then P2 does the same with their word for P1. Finally, they say, "Quiz, quiz, trade!" switch their cards, and put their hand up again to find a new partner.

I use it because the students are actively teaching each other the words, and after a few minutes of trading everyone's gotten to try all the words. I try to use a mix of words that they already know along with and a few "new learning" words. The students are also really good at helping each other if they get stuck on a word's meaning.

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Quizlet is a wonderful platform to teach and review vocabulary, across all grades

Teach to the THREE TIERS of Vocabulary

By: Nargis Pasricha

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Blooket is a web-based quiz game platform for group competition or solo study. The great thing about blooket is you export your quizlet sets directly into Blooket and there are 7 game modes to keep your students engaged. They love it more than Kahoot!

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From Cary @ OIS- can be used at all levels

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From Jojo - OIS- Grade 2 - "Word Detective" activity - Students are given a list of words from the unit or from a book.  i.e. the list of properties of materials - pairs of 2 kids they each have the same word list and then 1 kid gives clues to a word and the other kid guesses the word, or can  be done as a whole class.  The kid guessing turns away from the board & the class gives them hints.  Can be used for any topic or subject and all of elementary.

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From Jojo - OIS- Grade 2 - "Word Detective" activity - Students are given a list of words from the unit or from a book.  i.e. the list of properties of materials - pairs of 2 kids they each have the same word list and then 1 kid gives clues to a word and the other kid guesses the word, or can  be done as a whole class.  The kid guessing turns away from the board & the class gives them hints.  Can be used for any topic or subject and all of elementary.

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Content Language and Integrated Learning (CLIL)

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Content Language and Integrated Learning (CLIL)

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Faaria Volinski BST, Nursery - Grade 5
Experiential vocabulary acquisition through acting and visuals:

Learning describing vocabulary for a setting in the context of The Great Fire of London. Pre-taught two groups separately to describe a setting before and after the fire. Children pretended they were bakers and acted out what they saw, smelled, thought and felt before and after the fire. They had an opportunity to explain any words the others did not know.

Then, children joined the whole class to enter "black boxes" of immersive settings of the bakery before and after the fire. They used their vocabulary cards from the pre-teach (6 words/phrases each) to choose vocabulary to add to class word banks on whiteboards based on what they saw, heard, thought and felt in those environments.

There was plenty of opportunity here to interact with non-EAL children in the class and teach words they have learned to others. There was also opportunity to discuss shades of meaning based on what they were experiencing.

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Joanne-Grades 1 & 2 - abstract thinking is really tough and it's hard for kids to express the picture of they are seeing in their head.  Goal - improve visual resources.  The kids were writing a realistic piece where the setting was at a school and then Joanne created visuals to support the language: Different locations in the school, people at school, facial expressions when you are lost - feelings and thoughts for "I got lost at school".  They co-created a list of vocabulary to support the writing. using the visuals  i.e. a dog that got lost - they look at the pictures she has created and they point to the pictures - it promotes so much more language and is immensely successful for writing strategies.  They are able to share so much orally - and their comfort level is much higher.  Helps students stretch their thinking.  Posts them on the wall and others use them.  

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Joanne-Grades 1 & 2 - abstract thinking is really tough and it's hard for kids to express the picture of they are seeing in their head.  Goal - improve visual resources.  The kids were writing a realistic piece where the setting was at a school and then Joanne created visuals to support the language: Different locations in the school, people at school, facial expressions when you are lost - feelings and thoughts for "I got lost at school".  They co-created a list of vocabulary to support the writing. using the visuals  i.e. a dog that got lost - they look at the pictures she has created and they point to the pictures - it promotes so much more language and is immensely successful for writing strategies.  They are able to share so much orally - and their comfort level is much higher.  Helps students stretch their thinking.  Posts them on the wall and others use them.  

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Katie - Grades 3-5 but also works with G1 & 2 - Word map - semantic pieces and phonological pieces - split the map into 2.  Unit - light and sound - they didn't know the word bright or sunshine - "flashlight" semantic side: "what do you do with it?" "where do you find it" "what parts does it have?" "what group does it belong to?" phonological side: "how many syllables does it have?", what does it start with, "what does it end with", "what does it rhyme with?"  When they went back to their homerooms, they were able to share more freely because they had more language.  This is co-constructed.  You could add to it however you want.  This is used for pre-teaching unit vocab so EAL students can better participate in the class discussion.

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Katie - Grades 3-5 but also works with G1 & 2 - Word map - semantic pieces and phonological pieces - split the map into 2.  Unit - light and sound - they didn't know the word bright or sunshine - "flashlight" semantic side: "what do you do with it?" "where do you find it" "what parts does it have?" "what group does it belong to?" phonological side: "how many syllables does it have?", what does it start with, "what does it end with", "what does it rhyme with?"  When they went back to their homerooms, they were able to share more freely because they had more language.  This is co-constructed.  You could add to it however you want.  This is used for pre-teaching unit vocab so EAL students can better participate in the class discussion.

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Great online dictionary Marti Hardin Elementary Students

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Great online dictionary Marti Hardin Elementary Students

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Designed for children K-2 and for young English Language Learners, ( WILD is Wordsmyth's most exciting, colorful, and interactive dictionary. WILD comes free with your Wordsmyth subscription. Read more...)

New! WILD Word Learner is an educational game app that is a companion to the WILD dictionary. Children choose from among 12 topics that cover nearly 200 lists of words from WILD.

For kid-friendly definitions and example sentences for older children, try Wordsmyth's Word Explorer Children's Dictionary, containing over 14,000 entries, each with human-voiced audio pronunciations. The dictionary also includes synonyms and antonyms, word histories, geographical entries with maps, and abundant illustrations.

Unique to our Children's Dictionary is the Word Explorer, a word-finding and knowledge-exploration feature. It is an index of related words, integrated within entries, that allows a child to find words connected with multiple topics and to explore whole networks of words and their meanings. Check out the Word Explorer topics below!

Word Explorer topics list and keywords

For middle school and high school students, Wordsmyth offers its Advanced Dictionary with nearly 60,000 headwords, integrated thesaurus, and an abundance of example sentences and images. The Advanced Dictionary is part of our Comprehensive Dictionary Suite, which also contains both an intermediate level (Children's) as well as a beginner level for older English language learners. The linking of the three dictionaries allows for easy navigation between the levels.

( Subscribe to Wordsmyth to get Spanish and Chinese support, roots and affixes study feature, word-combining information, and marking of grammatical patterns in examples sentences. A parental filter is also available in the Settings with your subscription. Read more...)

The Comprehensive Dictionary Suite has a companion app available for both Android and iOS devices. The app provides for a better user experience on mobile devices and is accessible with or without the internet. ( Read the full description)

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Wordsmyth Word Explorer Children's Dictionary; WILD dictionary K-2 | Wordsmyth

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Best online English dictionaries for children, with kid-friendly definitions, integrated thesaurus for kids, images, and animations. Spanish and Chinese language support available

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For Grade 4 and up

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https://www.peardeck.com/pear-deck-vocabulary
Enables students to work in pairs/ groups and create digital flashcards. The students really enjoys drawing on their screens and coming up with funny sentences with the target words. The flashcards can then be exported as study sets.

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Good for vocabulary practice.  4 vocabulary words. You ask them the question "How do these words go together?"  This helps see relationships between vocabulary to build conceptual understanding. Also a nice moment to practice compound sentences with "because" by using a sentence stem.  Also a natural moment to practice commas in a series.

You can change it to the question "which word does not belong?".

Kids can make their own and test them on each other.

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Word Map - Semantic -vs- Phonological (Photo)

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Word Map - Semantic -vs- Phonological (Photo)

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Sorry I can't get the image to rotate, but this is what I meant.