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To looked into details all CLIL principles and see how we can incorporate these principles into our current framework.

This will include looking into the following areas:
- Adding current teaching unit to allow for students to translanguate and explore.
- Use additional resources and materials such as visual aids or props to support in comprehension and language development.
- use rich, descriptive language to introduce and discuss content concepts
- Repetition to strengthen comprehension and development
- Reflection and assessment to ensure productivity and successfulness of the new framework.

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1. Attend training with Gini to be more competent in incorporating CLIL principles into classrooms
2. Have admin attend Gini's workshop and be convinced of the philosophy behind Multilingualism and Translanguaging.
3. As paradigm continue to shift, learning should shift too!
4. With the dynamic shift in demographics at school, the roles of specialist and teachers have shifted too therefore vital to continue to be trained to learn and acquire new or necessary skills and know how to collaborate and teach with peers, to improve together and as a community as a whole.

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1. Effective collaborations include observing children and discovering their ability.
2. Collaboration is very important as success of a learner is no longer viewed with the single lens of meeting English.
3. Teachers could meet together on a regular basis to share and scaffold ideas
4. Admin, teachers and specialist could collaborate with the effort to de-centralized English and promote translanguaging at classrooms
5. Collaborations with parents by educating them the possibilities of further pathways with multilingual vs monolingual.

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Episode Twenty One - Translanguaging with Jacob Huckle 2023-01-01

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Episode Twenty One - Translanguaging with Jacob Huckle 2023-01-01

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Episode Twenty One - Translanguaging with Jacob Huckle:
Jacob Huckle is an EAL teacher and Head of Multilingual Learning at a British international school in Suzhou, China. He works on designing policies and systems that leverage the linguistic and cultural diversity within the school as resources that enrich the learning of all. He is also a part-time doctoral student, researching multilingualism and intercultural understanding in international education.
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https://www.twinkl.co.uk/blog/eal
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episode twenty one - translanguaging with jacob huckle

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talking their language with helen bodell

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‎Talking their language with Helen Bodell: Episode Twenty One - Translanguaging with Jacob Huckle on Apple Podcasts

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Episode Twenty One - Translanguaging with Jacob Huckle: Jacob Huckle is an EAL teacher and Head of Multilingual Learning at a British international school in Suzhou, China. He works on designing policies and systems that leverage the linguistic and cultural diversity within the school as resources t...

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1. Incorporate CLIL principles in our WIDA framework to boost collaboration and leadership support

2. Collaboration with the EAL and teachers

3. Training and continued training for teachers and specialists

4. Admin to incorporate Multilinguism as part of content teaching.

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What can we do to create a paradigm shift towards multilinguism and get the admin to allow PreK teachers to incorporate translanguaging in our pedagogical practice can help improve student’s learning and language proficiency?

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I’ve witness a paradigm shift from when I first joined the school as a parent in 2015 to being a EAL TA last year.  As a Prek TA, I see translanguaging commonly used in class and teachers are more open to allow translanguaging during group discussions and project work.  Although more accepting to this concept, I feel our leadership team still holds that basic English should be the language of our school and we should work with emergent MLs understand and speak more English.  I reckon these could be the reasons to their actions:

1.    parents pay so much school fees because they want their children to assimilate into the American culture and speak English

2.    that English will be used to test students on their understanding of content, especially at HS level and the result affects the application for university of their choice.

3.    that although translanguaging is used at school, it is not formalized with no incorporation into the content and curriculum planning

4.    that admin and teachers are not trained in pedagogical approach to translanguaging practices

5.    parents, admin and teachers are not informed enough to know that multilingualism and translanguaging does not hinder a child’s learning capability and ability, infact on the contrary, it’s the opposite.