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Excerpt from 2021 Inclusion Assets & Challenges

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2 Copy of Inclusion at ISU - Leadership Team Report 02.03.2021 page 2

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Some examples around the world of post secondary programming....

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Some examples around the world of post secondary programming....

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Post Secondary Opportunities - some examples 

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Links to Post Secondary Research Resources

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Links to Post Secondary Research Resources

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Some starting points....US and UK Based

https://cipworldwide.org/

https://thinkcollege.net/

https://www.disabled-world.com/disability/education/college-list.php

https://gabbitas.com/school-search-support/

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The K & W Guide to Colleges for Students with Learning Differences – 16th Edition | The Princeton Review

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The Princeton Review Has Released “The K & W Guide to Colleges
for Students with Learning Differences – 16th Edition”

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Reviewing ELL provisions within a culturally inclusive curriculum

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Reviewing ELL provisions within a culturally inclusive curriculum

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Building Capacity - Teaching English in Multilingual classrooms - Lexis Education Course Option

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Building Capacity - Teaching English in Multilingual classrooms - Lexis Education Course Option

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Overview
Ensuring your multilingual/EAL students' success in learning.
Teaching in English in multilingual classrooms: Language in learning across the curriculum (TEMC: LiLAC) focuses on the needs of EAL/multilingual students and ways to ensure their success in learning.

Formerly known as Teaching ESL students in mainstream classrooms (TESMC), the course has been delivered and recognised around the world for more than two decades. Newly updated in 2020, its content reflects the latest developments in both language theory and teaching practice.

Download brochure Enrol

Who is it for?

All our professional development courses are intended for classroom teachers.

TEMC is aimed specifically at teachers working with diverse student cohorts aged between 8 and 18 years.

TEMC has particular benefit for teachers whose students are learning in a language that is not their primary language.

What will I learn?

the language-related needs of students learning through a language that is not their primary language

how student literacy is a capacity for making meaning across the whole curriculum, predominantly through language and visuals

the ways that language underpins learning

teaching practices that will build up students' language and visual resources so that they can be successful learners across all learning areas

teaching practices that address students' language and learning needs in a holistic and explicit manner

positive strategies for self-reflection and self-appraisal

how to develop collaborative working relationships with other teachers across subject areas

how to pass on your new understanding and skills to your whole school

LEARN MORE ABOUT OUR APPROACH

How does it work?

When you do a course with Lexis Education, you learn the skills you need in the classroom, but you also learn how to be a tutor for other teachers. This train-the-trainer method ensures that schools can benefit from our professional development in a cost-effective way that is school-managed.

We refer to the courses we deliver as the Tutor Training, and the courses you then deliver as the Teacher Course.

Tutor Training

We deliver Tutor Training in intensive multi-day courses to small groups of up to 10 teachers online, or up to about 15 teachers at host venues around the world. TEMC is structured as a 5-day tutor course.

Teacher Course

Once you have successfully completed the Tutor Training course, you will be a Licensed Tutor. This allows you to deliver the Teacher Course, which incorporates group workshops, classroom-based activities and highly practical readings. The course entails 23 hours of face-to-face learning, which, when combined with between-module readings and activities, is equivalent to more than 50 hours of professional development for teachers.

Research has shown that implementing our courses can lead to significant improvement in students' results.
READ CASE STUDIES
What's new in 2020?

TEMC has been updated to reflect the latest developments in the course's theoretical underpinnings as well as in the practice of teachers and schools.

New activities and more tailored content, with options for Primary and Secondary contexts.

New intuitive design and increased use of videos to enhance and support delivery.

For a more detailed outline of what's changed, read this useful article.

What does it cost?

The cost of the TEMC Tutor Training is AU$4,850 (plus GST for Australian venues/teachers). The cost covers the training, training materials and, where it is delivered face to face, lunches and refreshments on the training days. Other costs, such as for transport or accommodation, are not covered.

Information for current Licensed Tutors

If you are already a TESMC Tutor, you can access the new TEMC course at no additional cost. If you wish to refresh your training and attend a session of the new TEMC course, you are eligible for a 50% discount. For more detailed guidance on changes in the course and any further questions, please contact us: info@lexised.com.

Course Content

The first module asks participants to:

consider the needs of our students in multilingual classrooms

discuss how the diversity of knowledge and experiences that students bring can be a valuable resource to be drawn on for the benefit of all learners

experience for themselves what is involved in learning another language so as to gain insight into the challenges for all students of learning in the language of the curriculum.

In this second module, participants:

explore how we can make meaning though a range of meaning-making systems, principally language but also through other means such as visuals and music

consider the notion of literacy and how it links to meaning-making and discuss the implications for our teaching practices

focus on the literacy demands that are inherent in curriculum statements.

In this module, participants are introduced to the major underpinnings of the course. They consider:

the model of language that underpins the course

scaffolding at three levels: macro-scaffolding, meso-scaffolding and micro-scaffolding

cycles of teaching and learning that allow for language to be considered in an integrated approach.

This fourth module has a strong focus on ways to build a student's capacity to comprehend a range of texts expected of them across the curriculum. Participants:

explore the different language choices we make at different points along the Register continuum and the demands this makes on students

appreciate the challenges school contexts make on students and the need to support students to comprehend and compose texts across this range of contexts

explore the language patterns of simple Procedures and Recounts

consider the function of active and passive voice, and the implications for their teaching practice

consider how the relationship between the visuals and language of any text impacts on a student's capacity to comprehend that text

are introduced to a series of metalinguistic strategies that will allow all students to access the meanings in any given text.

In this module, participants continue to focus on the comprehending side of meaning making but now with a focus on the resources that make a text a cohesive whole. Participants consider:

the role of different kinds of conjunctions

two key resources that build the cohesion of a text: the reference system and word chains

practical ways they can help students understand the causal relationships holding within a given text, which will be critical in comprehending more complex texts

the role of modality, a crucial resource in English for expressing both how certain we are about something and how often some phenomenon occurs, as well as meanings to do with obligation and necessity.

This module is comprised of two options that are based on the age of the students.

In Option 1, participants consider:

key language resources for expressing the content of any text, both fiction and non-fiction

the range of resources needed by a student writer in constructing the imagined worlds of stories.

In Option 2, participants consider:

how students can develop their knowledge while expanding their vocabulary

how to support students to express more abstract and technical meanings.

The focus of this module is on three main strategies that support writing. Participants:

use the notion that the content of texts can be set up through guiding questions, and that this process can be modelled for student writers

experience a dictogloss activity, which is a key strategy for supporting students in maintaining the appropriate Register in their writing

explore the various resources available for joining clauses to make longer stretches of text and use this knowledge for understanding how students can control how a text unfolds by varying sentence beginnings.

In this module, participants consider how:

students can be supported when they are listening to and viewing extended, dense texts, such as speeches and documentaries

we can evaluate language development in students and see what their learning looks like on a continuum where language and learning are interdependent.

In this final module, participants:

draw together all the understandings they have built over the course to inform their programming and assessment practices

explore some of the key issues related to programming and assessment by reflecting on one of their own teaching and learning programs using the notion of 'backward planning'

evaluate how their school is addressing the needs of EAL students

consider some of the ways the setting up of successful whole-school frameworks can be achieved over timeframes that are manageable and sustainable.

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Teaching in English in multilingual classrooms - Lexis Education

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Our most popular option for international schools, TEMC focuses on the needs of multilingual students and how to ensure their success in learning.