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I have recently relocated back to Tucson, Arizona after living a decade abroad. I have been a homeroom teacher, a Humanities teacher, an MLL/EAL specialist, a curriculum coordinator, and instructional coach. I love to engage in the deep thinking work of unit and instructional design for equity for multilingual students.  I really love to get nerdy about language.  I am a  mama to a 5 year old  and I prefer Bluey over Paw Patrol.

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My name is Shuli de la Fuente-Lau, and I'm a mama of two kids. I love traveling, noodle soup, and rain. It's my first year at SAS, and previously I've been an elementary homeroom teacher, a literacy coach, and an assistant principal - all in linguistically diverse school communities. I've taught in Oakland and Los Angeles, California and Penang, Malaysia. I prefer fruit over pastries.

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My name is Matt Kish. I am from the Boston area and have also lived in London, Tokyo, and now Singapore for 2 and a half years (I worked with Beth at ASIJ - so I look forward to seeing you again!). I like coffee, going to the gym, and trying to study Japanese.

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My name is Michelle and this is my first year at SAS. Previously I taught fifth grade in Hong Kong, Shenzhen, and Milwaukee. I have a coaching certification and a masters in curriculum and instruction. I love writing and singing in my free time and dabbling in art. I have to have coffee every day and am excited to learn more about how to support multi-lingual learners.

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What resources can we utilize/study to help us better support our multilingual students?

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Visiting Pia the Peacekeeper in Washington State with my family.

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My name is Sean and I have been at SAS for 10 years. I grew up in Lemont, Illinois where I worked as a golf caddie, which eventually led to a scholarship that sent me to CU Boulder. After Boulder, I made my way overseas to Singapore and have been here ever since with my amazing family. I am currently enrolled in a EdD program focusing on Curriculum and Instruction. I enjoy being outside, golf, going for walks, bike rides, swimming, exploring the world, and enjoying a nice cafe. I hold a dream of one day becoming a college professor and inspiring future generations to teach.

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Hi - I'm Alison, mum to 2 gorgeous (and bouncy !) boys in G1 and G4. I'm originally Australian but have lived and worked in the U.K and Singapore most of my 30 year career. I'm the KG and G1 Speech Language Pathologist, which is an age group and a profession I love. I'm very passionate about ensuring students are not underestimated because of limited verbal skill. A large part of my job is supporting students with disordered Language Development - where all of their languages are developing out of step with their other skills, and my multilingual families usually tell me that the disruptions we see in the English acquisition mirror challenges in their home language. Targeted class focus on language development is so valuable for ALL our learners and all languages and I'm excited to take part in this training.

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How can we best leverage this support for students with identified language learning difficulties so they can maximise their access to the classroom learning ?

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How can we best leverage this support for students with identified language learning difficulties so they can maximise their access to the classroom learning ?

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How might we balance providing students with opportunities for growth in foundational skills while also ensuring they are able to take part in core content learning?

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Hey! Hey! I'm Kendra Murray - originally from Chicago (the south side). 

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The hubs and I are both teachers here in Singapore. We began our international teaching 8 years ago in Dubai and have loved the past 2 years here in Singapore. We have three lovely kiddos - boy/girl twins and a 3-year old that will be the first Murray kiddo to attend SAS. I started teaching 25 years ago and have since been a teaching assistant, homeroom teacher, team leader and Dean of Students. I'm most proud of being a National Board Certified Teacher and I love learning! These past two years at SAS have been amazing and I'm excited to learn even more about how to best support our multilingual learners.

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At what point in a child's language acquisition would a multilingual student demonstrate learning differences/disability that should be identified and interventions provided? Are there helpful research-based diagnostic assessments to learn more about a multilingual child's learning progression and possible learning differences/delays/disability?  

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At what point in a child's language acquisition would a multilingual student demonstrate learning differences/disability that should be identified and interventions provided? Are there helpful research-based diagnostic assessments to learn more about a multilingual child's learning progression and possible learning differences/delays/disability?  

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My name is Heather Metz and this is my 2nd year as a Learning Support teacher for Grade 4 at SAS. I was also a Learning Support teacher at the Canadian International School of Singapore, a Special Education teacher in Denver Public Schools in Colorado (in the US), and many moons ago I taught English as a foreign language in Cuernavaca, Mexico. I am proud that I never get bored because I have such a wide range of interests and hobbies, but on the flip side I am mediocre-good at many of them, not great-excellent at any.

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Hello! I'm Paula. I am a grade 4 learning support teacher. This is my 27th year at SAS. Prior to coming to Singapore, I taught in a variety of special education settings in public schools in Chicago and Las Vegas, including an inclusive co-taught classroom for students with intellectual challenges. I loved spending my days with those beautiful little people. I have one son who is at university in Scotland. I've just been to visit him. Spring was glorious! Cherry blossoms. Daffodils. Crisp, fresh air. I REALLY miss the change of seasons!

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Read

How Bilingual Brains Switch Between Languages (3 min)  🔗

How Languages Shape the Brain (5 min) 🔗

What’s Going On in the Brain of a Bilingual Child (7 min)  🔗

The Languages We Speak Changes the Colors We See (3 min)  🔗

From Monolingual Mindsets to the Multilingual Turn: Paradigm Shifts for EAL 🔗

View

A Bilingual Brain Solves Problems Faster (2 min)  🔗

How Bilingual Brains Perceive Time (3 min)  🔗

How the Languages We Speak Shape the Way We Think  (11 min)  🔗

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Read

Language Acquisition: An Overview  (9min) 🔗

Second Language Acquisition Theories and What It Means for Teacher Instruction 🔗

Key Concepts for Language Development (4min) 🔗

Simultaneous and Sequential Bilingualism 🔗

View

Krashen’s Theory of Second Language Acquisition (7 min) 🔗

Second Language Acquisition 🔗

Listen

Growing Language and Literacy (15min)  🔗

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Read:

Forgetting My First Language (11 min) 🔗

Honoring Students Stories: Identity Texts to Write and Diverse Texts to Read 🔗

View:

Sustaining a Critical Stance on Language and Identity with Bilingual and Multilingual Students 6-12 (1 hour) 🔗

Jim Cummins and Language Identity 🔗

Funds of Knowledge 🔗 (2min)

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EKC. Learning and Language Targets. Singapore American School. April 2024

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Using a Learning Target Throughout a Lesson

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How to Write Language Objectives: Tips for ELL Educators

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Present learning agendas so students know what is next. Example: Learning Agendas support Executive Functioning and can be provided for a week, day, or period. Agenda for the Period - Direct...

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Using a Learning Target Throughout a Lesson

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Kia ora! My name is Carlene, from beautiful Aotearoa (New Zealand). I have been a homeroom teacher, literacy support teacher and EAL teacher for over 25 years. I have taught in New Zealand, England, NIST Bangkok for five years and now in my first year as an EAL teacher at SAS. I love hiking, learning and connection. I am excited to continue learning ways we can work together to support our multilingual learners. 

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Hi! I'm Jen Brinton and have been teaching at SAS for ten years in grade 4, and began teaching 20 years ago. I love living in SG, but originally am from Seattle, Washington. I am NBCT certified in Literacy, but love teaching all the subjects. I've got two kids, a cat, and a husband who is also a HS teacher.

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Hi, I'm Janice, and this is my second year at SAS. I am a Grade 4 Homeroom Teacher. I have been teaching internationally for about 12 years. Before SAS, I had the privilege of teaching and working in Jakarta, Australia, and India. I have been a homeroom teacher, PYP specialist, Math Specialist, and PYP/ ES coordinator. I have a Master's in Educational Leadership.

I love to travel, explore new countries, and learn about their rich culture and history.

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I'm Travis and this is my almost third year of teaching as a 4th grade homeroom teacher. My previous work in education I started as an IA in a ELC program in Hong Kong. Our family moved to Singapore where I shifted working as an IA in MS (I secretly loved the awkwardness of MS students).  This past summer I completed my Masters in Education, however, I feel I have lots more learning to do. I look forward to expanding my learning and abilities within life and education. My family and I love to travel, play games, eat, and experience what life has to offer. 

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Hi! I'm Courtney and this is my 3rd year as a Kindergarten learning support teacher at SAS. I'm from Long Island, NY and this is my 8th year abroad. I have been a special education teacher, homeroom teacher and EAL teacher. I'm a proud plant mom and an avid reality tv fan. I love to read, paint, travel and play games. I would eat pasta for every meal of the day if I could.

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Strike - we are learning so many more strategies to support our EAL students. 

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Strike - we are learning so many more strategies to support our EAL students. 

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My name is Jess Golenberg. This is my second year at SAS. I taught in Troy, Michigan and Boulder, Colorado and served as a literacy curriculum specialist for McGraw-Hill Education prior to my family's move to Singapore. I am a certified Structured Literacy Interventionist through the Center for Effective Reading Instruction as well as Orton Gillingham certified. I'm an "all or nothing" gal and my current interests include twin mama-ing, the connection between executive functioning and literacy learning, and Refash deals on Carousell. I look forward to developing an understanding of providing equity of access to learning for our multilingual learners.

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wonder - how best to communicate and support parents in understanding this - how to best support at home  - maintaining their home language

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wonder - how best to communicate and support parents in understanding this - how to best support at home  - maintaining their home language

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Hi, I'm Mel. I am a Speech-Language Pathologist. I am originally from South Africa and have been abroad for 18 years. I have been in Singapore for 18 years and at SAS for one year! I work with Grade 2 and 3. I attended the workshop with the grade 3 team and am so grateful to be part of this learning journey with my teams! Thank you for your input and resources!

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Our students' multilingualism is to diversity, like a rainbow is to colors.

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I think this recent article makes a solid point about whole school commitment to planning.

But it also led me to wonder about observations in our (early learning center) Hubs (english medium) classrooms where the majority of children are conversing in their home language (Mandarin) socially whereas English language becomes less audible.

“Research [into translanguaging in immersion] has shown that you have to be careful to limit the use of translanguaging, because if you use the first language in the classroom too much, you might end up not legitimising English as a language of knowledge, science and study. So it’s important not to just freely swap and you must ensure the language of learning is clear.”

This feels particularly pertinent given this balance between English and home language learning may well have slipped over the past few years as students were at home with their families for long periods of time during the pandemic, and likely not speaking as much English as they would in school.

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Viewing

Using Realia to Build Background Knowledge

Reading:

Realia and Manipulatives

The British Council: Using Realia

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View:

Total Physical Response: The Teacher Toolkit

Total Physical Response: TPR

Read:

The British Council: TPR

Total Physical Response: The ELT Toolkit

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Read:

Visual Scaffolding Tips for ELLs

Three Types of Scaffolding: There’s a Scaffold for That

Why Are Visual Tools Important for Helping ELL Students Learn English?

Offer ways of customizing the display of information

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View:

What is translanguaging?

Read:

Translanguaging: What is it and how do you plan for it?

The Home Language: An English Language Learner's Most Valuable Resources

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Read:

Interactive Word Wall

Is Your Word Wall Really Supporting the Learners in Your Classroom?

Word Walls

View:

Interactive, Visual or Language Chunk Word Wall

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View:

Oracy in the Classroom: Strategies for Effective Talk

Rotating Review with Inquiry Science

60 Second Strategy: Traverse Talk

Inside/Outside Circles

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Read:

Building Background Knowledge

How to Connect ELLs Background Knowledge to Content

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Read:

Scaffolds to Support English Language Learners in Writing and Discussion: Sentence Frames

View:

ESOL Specialist Sheila Majdi: Using sentence frames with ELLs

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Read

How Bilingual Brains Switch Between Languages (3 min)  🔗

How Languages Shape the Brain (5 min) 🔗

What’s Going On in the Brain of a Bilingual Child (7 min)  🔗

The Languages We Speak Changes the Colors We See (3 min)  🔗

From Monolingual Mindsets to the Multilingual Turn: Paradigm Shifts for EAL 🔗

View

A Bilingual Brain Solves Problems Faster (2 min)  🔗

How Bilingual Brains Perceive Time (3 min)  🔗

How the Languages We Speak Shape the Way We Think  (11 min)  🔗

# data[].attributes.body
Read

Language Acquisition: An Overview  (9min) 🔗

Second Language Acquisition Theories and What It Means for Teacher Instruction 🔗

Key Concepts for Language Development (4min) 🔗

Simultaneous and Sequential Bilingualism 🔗

View

Krashen’s Theory of Second Language Acquisition (7 min) 🔗

Second Language Acquisition 🔗

Listen

Growing Language and Literacy (15min)  🔗

# data[].attributes.body
Read:

Forgetting My First Language (11 min) 🔗

Honoring Students Stories: Identity Texts to Write and Diverse Texts to Read 🔗

View:

Sustaining a Critical Stance on Language and Identity with Bilingual and Multilingual Students 6-12 (1 hour) 🔗

Jim Cummins and Language Identity 🔗

Funds of Knowledge 🔗 (2min)

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We identified "subtractive multilingualism" as the word that doesn't belong in the second circle

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We identified "subtractive multilingualism" as the word that doesn't belong in the second circle

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subtractive multilingualism is a new concept to me .

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subtractive multilingualism is a new concept to me .

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I'm excited to learn about some specific and practical instructional strategies that will help me meet the needs of the learners in my classroom

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I'm excited to learn about some specific and practical instructional strategies that will help me meet the needs of the learners in my classroom

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Hi I M Laura working at the ELC as a movement specialist Interested in ways to communicate with a movement class at this age.

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Hi I M Laura working at the ELC as a movement specialist Interested in ways to communicate with a movement class at this age.

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how is  a bilingual early childhood class  different from an immersion class?

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how is  a bilingual early childhood class  different from an immersion class?

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Viewing

Using Realia to Build Background Knowledge

Reading:

Realia and Manipulatives

The British Council: Using Realia