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Group participants Monica Cuervo, Roxanne Codner, Shanese Turner, Averyln Lightbourne

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Group participants Monica Cuervo, Roxanne Codner, Shanese Turner, Averyln Lightbourne

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Students are able to flourish in interconnected mobile global community using technology and communication to sustain relationships. They are rooted in local community in cultural and linguistic knowledge and skills.

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Group participants Monica Cuervo, Roxanne Codner, Shanese Turner, Averyln Lightbourne

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Group participants Monica Cuervo, Roxanne Codner, Shanese Turner, Averyln Lightbourne

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Students who do not posses these skills have less capacity to think, talk or reflect on how languages work. This is why PYP students learn at least one additional language starting from age seven.

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Group participants Monica Cuervo, Roxanne Codner, Shanese Turner, Averyln Lightbourne

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Group participants Monica Cuervo, Roxanne Codner, Shanese Turner, Averyln Lightbourne

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Students who see and hear their own languages within the learning environment are more likely to activate their prior linguistic experiences. This will help them connect to their community and their own learning.

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Group participants Monica Cuervo, Roxanne Codner, Shanese Turner, Averyln Lightbourne

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Group participants Monica Cuervo, Roxanne Codner, Shanese Turner, Averyln Lightbourne

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The threat is not having them use these skills earlier in life. They should start as young or younger than the age of seven. If the learner profiles are not embedded early on as well as the IB approaches to learning we will be unable to build a well rounded peaceful world.

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A threat I see in this document is the depth of conversation students can have with one another if they are not at the same language proficiency level. Specifically, the Inquiry section. A student may be able to reflect on knowledge and experiences but has to creatively communicate it to express the details they would in the L1.

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Embracing multi-lingualism is a great opportunity for the school community to work together to create a clear vision the highlights the importance of all students learning various languages/skills.

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Some teachers have a more difficult time than others to embrace a student's L1. It isn't as natural for them to make connections and build upon L1 knowledge.

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Many students are naturally open-minded, risk-takers, and caring. They create the environment in which their peers will not only master content objectives, but also language.

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Language connects people and has the power to bring students closer together. Learning languages provides students with shared experiences and common-ground which strengthens their relationships and comprehension in social and academic settings.

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To build off of Mickee's comment and a previous discussion in our breakout groups, L1 support is more easily provided when the teacher - or other students - has knowledge of the student's native language. When students' L1 is different from others in their community, it can be difficult to provide the supports and scaffolds needed for that student.

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Through learning a new language, students are exposed to different ways of thinking, cultural backgrounds, and experiences. For students whose language is represented in the class, the class creates a safe space for them to share one of their strengths.

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At first I saw the "Becoming Literate" section as an obstacle to students with reading disabilities, but I noted that the document references "multiliteracies [which] involve students in different ways of accessing and making meaning, including digital technologies."

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Scaffolding is a key element we implement when teaching language. Every year we are building upon what has been taught and learned previously. A great deal goes into visual and practical aids, teacher language and questioning, demonstrations, dramatizations and gestures, collaboration opportunities (using technology), modeling, and pre-teaching essential vocabulary.

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There has to be an opportunity to celebrate a student's native language. This can be done with students express cultural similarities or linguistic similarities. Otherwise, what will happen, all to often, is the loss of their L1 language.

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Processing more than one language or processing more than 2 languages in addition to master one's own family language, is "tiring" on the brain.  it will take time and additional support in order for unfamiliar social interactions can be learned.

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Educators have the ability to empower students with multilingualism. We are able to give voice to those who feel left-out of the school's dominant language by celebrating each child's mother tongue. We are able to broaden a student's understanding of both their native language/culture during the process of learning a second language and about the culture in which it is spoken. We are giving them the tools to be good communicators with a global mindset.

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A personal strength is a high interest and ability in learning new languages. I have an operatic background and am used to singing in many different languages. It always interests me when I have students from diverse language backgrounds, as I see their process for learning a new language. As a teacher, I think this makes me more open and understanding of EL's.

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Nowadays, there are so many obstacles for teachers. They are over-worked, lack access to quality materials, etc. Even with funds, it may be difficult to find authentic language texts. I have to remind myself that perfection is not the goal. The goal is progress. I feel much better about how I am doing as an educator if I keep this in mind.

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For some students making meaning of texts in multiple modalities and multiple languages is tiring on the brain, and I can only imagine how they feel at the end of the day. Having come from a monolingual home, I don't have the personal hands on experience of navigating a school day as a child trying to make cognitive meaning of academics on a daily basis.

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I perceive threats to language programs in general. Second language classes are often the first to go when a school has money problems. Many schools and even other teachers see learning a second language as a class that is an enrichment to students, but not necessarily an essential part of an education. They also don't see how one benefits the other because of transferable literacy skills.

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There are so many opportunities! We should embrace multiculturalism at schools! Invite families to share- tell stories, share experiences, and build relationships! There are numerous ways to bolster a language program and bring a community together in the process. I think about teaching my own children a second language and what that will do for them and eventually their children in the future. It opens so many doors, and I am thrilled to be able to share my knowledge with students.

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Monolingual students who don't have rich linguistic experiences at home have no prior knowledge to draw on when coming to school and trying to navigate the academic world (CALP). Now imagine trying to learn in another language, other than your mother tongue without any rich linguistic experiences to draw on. That is a true weakness.

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Using multimodal materials to access the curriculum will give students multiple ways to be successful learners in their native language and in acquiring a new language. This will allow students with varying learning styles to access learning the way that is best for them.

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Students can blossom when we provide a safe space where "mistakes" are accepted as learning opportunities and there's a sense of mutual respect. Also, providing authentic language acquisition opportunities through activities like simulations with the use of realia allows students to become independent learners with a sense of agency.

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The current environment for educators is one of high stress and  anxiety teaching after the pandemic. We are expected to make up for time lost, many times without regard for students' present state of language acquisition. I have to remind myself that the goal is growth and development and to create more opportunities where students feel their home language is valued and included.

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There are many opportunities for students to access their prior knowledge or linguistic background. I like to use student and family surveys to get started in the year and learn about my students. This way I can think of ways to provide opportunities where the curriculum and connect with their interests, linguistic background and cultural experience. Providing students with access to real world experiences in the classroom along with cooperative learning and simulations is a great way to allow student self-expression through language.

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Sandra and Victoria have both made points with which many schools struggle. When budget cuts are made language programs and arts programs are usually the first to go. That send a direct signal to the school community that language acquisition is of secondary value. Also, I find that second language learner does not have strong language skills in their mother tongue it is an extremely difficult task to acquire a second language. However, if we support the mother tongue by including strategies that build skills in any language this task is made more manageable.

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Multilingualism is significant when engaging students in learning experiences aimed at international mindedness. It allows students to dissect the intricacies of language and decipher what they indicate about the cultures surrounding those languages. In this way, the article highlights the strength of IB approaches in promoting connections and longevity in learning. There is always a method for expanding and enhancing not only our understanding of language but of the cultures interwoven with them, by reflecting on collaborations, teaching strategies, and continuously inquiring.

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I think all teachers struggle with time and accounting for as many experiences and skills covered in the classroom, however for a language teacher, who is only in the classroom for an hour a day this is even more true. It is often difficult to navigate all the necessities of a student. Parent’s also do not understand the power of nurturing a mother tongue, therefore they pressure their children to the point where they come to dislike the second language they are taking. Obviously, the text doesn’t take into consideration the current restrictions in place due to the pandemic. With such limited time in the classroom, as well as the time already lost, students are exhibiting extremely depleted skill levels and extreme amounts of pressure.

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One threat to student’s overall progress must be a misconception of how quickly a second language can be acquired. Acquisition of language can take years, depending on the preexisting skill levels, and this isn’t always a welcome truth for parents who pressure their children. It was also mentioned by other teachers above, but students don’t always have a preexisting set of skills related to the new language they are learning or a viable environment for them to further their understanding. The varying skill levels make it difficult to teach one level of English.

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Because of the IB's insistence on using numerous people, language resources, activities, and encouragement of students to connect personally to their learning and language, there are endless opportunities. As long as teachers provide a learning environment that embraces, values and cultivates diversity in languages, cultures and perspectives, students will be in a position to flourish. Having students that are bilingual is also an opportunity in of itself to broaden perspectives and allow for differentiation for all students.

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Learning a language other than their own gives students the opportunity to learn about other cultures through language.