# data[].attributes.headline
Amy Kerr - Modifying and Simplifying vs. Scaffolding Up and Differentiating or Personalizing

# data[].attributes.subject
Amy Kerr - Modifying and Simplifying vs. Scaffolding Up and Differentiating or Personalizing

# data[].attributes.body
E =

I really like that scaffolding is a focus on ensuring that learners are still being challenged at the appropriate level academically, not being hindered by language. By focusing of scaffolding up, I think the mindset is one that appreciates the assets of another language instead of a deficit of not having the language of instruction and is a more inclusive way to teaching and learning.

W =

I worry that scaffolding techniques might be mixed up with modification. I think there can be a fine line between the two, depending on the task, and sometimes it can be difficult to know how to scaffold up appropriately for different tasks, in order to ensure multilingual learners can work as independently as possible. I think this is especially hard at the beginning stages of language acquisition, where learners have no prior knowledge of the instructional language. I’d also worry about the ability to provide these scaffolding techniques across the curriculum to the different specialist teachers, so that multilingual learners are supported in all their mainstream classes.

N =

What are appropriate scaffolding techniques for learners of different levels? How can we provide scaffolds to teachers across subjects that we aren’t sure about ourselves (e.g, music)? What if multilingual learners have learning support needs? If then, would modification be more appropriate?

S =

My current stance is that scaffolding is a more effective technique than modification for multilingual learners so that they can continue to be academically challenged and don’t ‘fall behind’ in their learning unnecessarily. I’d like to research more into scaffolds so that I can ensure I am appropriately scaffolding for all levels of learners and not falling into modification habits, as well as being able to advocate for scaffolds to the mainstream teachers. However, I’d also like to look into EAL learners with possible learning support needs, because then modification might be more necessary.

# data[].attributes.headline
Faaria - Structural Linguistics —> Systemic Functional Linguistics

# data[].attributes.subject
Faaria - Structural Linguistics —> Systemic Functional Linguistics

# data[].attributes.body
E = Excited

We have been using CLIL and translanguaging concepts to guide our EAL programme, and we have seen such positive change amongst learners, teachers and parents. The changes have been most noticeable amongst learners who have a classroom teacher who is eager to collaborate with EAL teachers both for pull-out lessons (for example, sharing formative assessment to inform a CLIL-based pre-teach lesson, actively building on what the learner experienced in EAL lessons when they return to the mainstream classroom) and well as push-in lessons. I believe there is an exciting opportunity for our team to deepen our knowledge of Systemic Functional Linguistics (SFL) alongside translanguaging and CLIL because the relationship between these concepts appears to be intertwined. We have begun to run training sessions for classroom teachers to suggest L2-responsive learning tools so that “every teacher is a teacher of language”, and deepening knowledge of SFL could help us articulate and demonstrate instructional implications of shifting towards SFL for classroom teachers.

Based on colleague’s experiences that I have heard, rooting instruction in SFL can encompass translanguaging, support additive bilingualism, improve learner agency by helping learners understand the why and how behind their own language learning process, and help learners build transferable language and self-regulated learning skills. Very exciting!

W = Worrisome

I myself still do not fully understand the intricacies of SFL, and the details behind the main differences between structural linguistics and SFL.

In my experience, many of my colleagues are either unaware of the term SFL, or would find terms and academic explanations overwhelming and difficult to apply.

For language learning to be truly functional, collaboration with classroom teachers is paramount. However, enthusiasm varies greatly from person to person due to a variety of constraints - chiefly, time.

N = Need to know

How does SFL manifest differently in pull out and push in EAL instruction amongst young learners?

How aware are learners themselves of the difference between learning isolated grammar and vocabulary, and language learning embedded in a wider scope of content learning?

In what ways do self-regulated learning and SFL reinforce one another?

S = Stand or Suggestion for Moving Forward

Follow the teaching & learning cycle based on SFL, including techniques such as color coding texts and co-constructing templates or scaffolds to make language visible and concrete for students.

Plan lessons to foster in students agency over making the features of the language visible to them in a way that makes sense to them individually. This can help them build transferable skills and increase their independence and self-regulated learning  abilities when the EAL teacher is not present.

Begin to find language teaching leaders amongst classroom teaching staff to try out new ideas and share outcomes widely. Share a model example of planning a teacher & learning cycle based on SFL and open up the conversation for Q&A during Inset. Include clear, succinct and notable research and citations to support suggestions.

# data[].attributes.headline
Andrew Tressa: Modifying and Simplifying vs. Scaffolding up and Differentiating or Personalizing 

# data[].attributes.subject
Andrew Tressa: Modifying and Simplifying vs. Scaffolding up and Differentiating or Personalizing 

# data[].attributes.body
E: I'm transitioning to a new school and I'm very excited to being my new position and adventure. Learning about the school atmosphere, identifying the student needs, working in collaborative groups, co-teaching and planning is everything that I get excited about and am eager to begin. The student needs, personality, and backgrounds can aid in modifications, scaffolding, and differentiation.
I am excited to collaborate with teachers in sharing experiences, knowledge, and theories on teaching, planning, and accommodations.

W: My worry is actual to see other teachers reactions and perspectives in transitions to a new school and team. I love teaching and believe I work well with students to develop relationships. I mostly worry about the relationship and collaboration with other teachers. The adding responsibilities of being the EAL Coordinator, sometimes changes perspectives in teachers.

S: I believe modifying and simplifying instruction and material is great for beginning students to ease the transitions. Students will eventually need to develop the academic language.
Scaffolding is a great tools to identifying learning strengths of students and implementing them in activities, groups, and stations. This creates a strong class dynamic.
Differentiation and Personalization is great in smaller class settings. This allows teacher to focus on student needs and assess individually.

N: I need to meet, share, and use the window perspective. I need to listen more and value others opinions. I need to research and observe methods and collaborate and assist in planning and lesson development.

# data[].attributes.headline
Kyle Perry - Collaborative Push In vs.‘Silo’ Pull Out Delivery of Instruction

# data[].attributes.subject
Kyle Perry - Collaborative Push In vs.‘Silo’ Pull Out Delivery of Instruction

# data[].attributes.body
E = Excited: What excites you about this idea or propositions? What’s the upside?

The exciting part of working more with the collaborative push in model means we have the chance to plan more meaningful and purposeful instruction with co-teachers.  This will help us to meet students where they are, and pinpoint and provide specialized language instruction and strategies.  I also believe that by using the collaborative push in model we can help to support more positive self-image amongst ELLs, where pull out instruction can lead to negative feelings and anxiety.

W = Worrisome: What do you find worrisome about this idea or proposition? What’s the downside?

The part that worries me is when rigid scheduling makes it difficult to move or alter instruction in ways to provide different forms of push-in collaboration.  I also worry that with rigid scheduling that the EAL instructor might only see students for “language” courses only, instead of being able to provide instruction and strategies within other subjects.

N = Need to Know: What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?

I need to know more about which co-teaching models are most effective depending on the instructional situation.  I feel that I have experience in team teaching, alternative teaching, and one teach and one support, but still wonder which is most effective.  I would also like to find more information on effective, meaningful co-planning.  I think this area needs structure,time, and routine to be most effective, therefore I would like to find additional information within these areas.

S = Stance or Suggestion for Moving Forward: What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?

I think that moving more towards collaborative push-in instruction leads to just as much academic gains without the negative feelings and connotations of being pulled out of the homeroom for special instruction.  That being said I do still think that there can be a place for some types of pull out instruction: specifically thinking of learning interventions.  I feel that to move forward I need to see more research about what makes collaborative push in instruction effective, and what strategies help the most in co-planning, co-developing, and co-teaching.

# data[].attributes.headline
Separate Language-Led Lessons vs. Content & Language Integrated Curriculum (CLIL) 

# data[].attributes.subject
Separate Language-Led Lessons vs. Content & Language Integrated Curriculum (CLIL) 

# data[].attributes.body
E- CLIL is a new term for me. I’m transitioning from the homeroom to an EAL position and from what I’ve read, it just seems to make sense! CLIL excites me, because it is an authentic and meaningful approach to learning a language. I like that the content and language are taught simultaneously, building natural connections for the students. On the Jeff Zwiers website, it states that “language actually develops more when you are not focusing on developing it”. I love that the focus is on big ideas, allowing students to think critically and practice strategies/skills as they communicate their understandings with others. Compared to separate language lessons or a pull-out model, CLIL seems to be an inclusive approach and ensures that all learners have access to the same curriculum.

W- Implementing CLIL seems to require a lot of collaborative planning time. I’m moving to a new school and although the school already has a co-teaching model in place, I’m worried about the logistics. When will we plan together? Does my team have a shared philosophy and approach to language acquisition?

N- CLIL is new to me and I need to look into the what and how of it.

S- I need to learn more about my new team’s beliefs regarding CLIL/approach to teaching language, what structures/systems they already have in place, and what supports already exist for the students at the early stage of English acquisition.

# data[].attributes.headline
Lisa Dickey -  - Language Learning vs. Language Acquisition

# data[].attributes.subject
Lisa Dickey -  - Language Learning vs. Language Acquisition

# data[].attributes.body
E - Excited

As a new EAL teacher, the difference between Language Learning and Language Acquisition is a new concept to me. Previously, I assumed that when someone learned a new language, it had to be formal, such as using drills, memorizing vocabulary words and repetition (Language Learning). The thought of learning a new language naturally, without repetition or rote memorization, such as is the case with Language Acquisition, would be so much more enjoyable for EAL learners, as well as for the teacher.

W - Worrisome

Since this is new to me, I am concerned about how EAL learners will learn the rules for grammar since they are not formally taught. Also, since I am not sure if my new school requires students to learn a language through the more formal Language Learning method, how can I integrate the Language Acquisition model in my own teaching, but continue to follow the school's policy?

N - Need to know

I need to study more about Language Acquisition and discover natural strategies for how to interact in the most meaningful way with EAL students so they can learn not only how to communicate effectively, but also how to read and write.

S - Stance or Suggestion for Moving Forward

I will be teaching at a new school in the fall. I need to talk with the other EAL teachers at my school and find out the school’s stance on Language Acquisition. Hopefully I will be able to collaborate with the other teachers on the best strategies for promoting Language Acquisition, while still adhering to the school's policy.

# data[].attributes.body
Reframing how to teach language by basing practices on research-based evidence drawn from second language acquisition theory

1. E = Excited

What excites me most about this paradigm shift is that research would be applied and utilized in the classroom. The end goal of research is to eventually implement the results in real-life and improve and/or reframe current practices. Teachers all need to be aware of systemic functional linguistics, translanguaging and other effective practices.

2. W = Worrisome

Content teachers and language teachers alike need to be aware of how second languages are acquired and keep up with SLA theories. So what worries me most is the extent to which teachers would be able to get professional development training. The EAL specialist can always share their knowledge but it is not always received positively and mainstream teachers are often most comfortable using strategies they are already familiar with, which leaves the EAL teacher advocating for a shift to newer practices.

3. N = Need to Know

Learning about the language acquisition process, the developmental stages and the best practices would be a prerequisite for this shift to be realized. Language and content teachers need to be given enough time to plan together, collaborate and set the EAL learners up for success. Time needs to be found to agree on the nature and amount of language work done within the content lessons. The question remains if teachers are willing to invest the time in learning about the learning process and apply what they have learned in their classrooms.

4. S = Stance or Suggestion for Moving Forward

During collaboration and planning time, teachers could get together and discuss the best ways to teach certain things.

EAL specialists may offer peer-PD for content teachers to get a better understanding of SLA.

A big step forward would also be to get admin support on this.

# data[].attributes.headline
Fernanda Raposo - BICS (basic interpersonalcommunication skills) vs. CALP (cognitive academic language proficiency)

# data[].attributes.subject
Fernanda Raposo - BICS (basic interpersonalcommunication skills) vs. CALP (cognitive academic language proficiency)

# data[].attributes.body
E / Excited:

It seems to me that this paradigm goes hand in hand with some other paradigms. For example, the integration of content and language learning highlights the need for all educators to be responsible for the teaching of academic language. I could go further and add a connection to another paradigm: the shift from pull-out instruction to co-teaching. Co-teachers collaborate to integrate language and content, and to teach the academic language (oral and written) associated with that specific area. I am hopeful that by focusing on the BICS x CALP paradigm, I’ll also be able to reflect upon the need for CLIL and collaboration.

N /Needs to Know:

Many schools/teachers believe that students must acquire a certain level of social language before learning academic language. However, research shows that students benefit from learning both social and academic language simultaneously.

I am moving to a new school, and I need to take the time to understand the school’s perspective on that subject, and to find out how different teachers address the need for explicitly teaching academic language.

W /Worrisome:

When promoting CALP, it is important to shift the focus to language usage, rather than teaching only academic vocabulary. Within their specific area, content teachers can teach reading comprehension, can scaffold discussions using academic vocabulary, and can teach any kind of writing associated with their subject. In any of those cases, academic language is being taught explicitly, and with a focus on production (both oral and written).

If the idea is to scaffold first, then let them acquire the language and practice multiple times, how do teachers make sure that the stress does not fall too heavily on language? It seems that the heavy practice would be more feasible in a pull-out context, but then does that take away from the authenticity of practicing the academic language within the content area session?

S / Stance or Suggestion for Moving Forward:

It would be very interesting to dedicate some time to identify the different opportunities and strategies for teaching academic language across multiple grade levels. How does that look like in Kindergarten, 2nd grade, 5th grade, for example? I’d love to have the time and tools to create a shared resource that teachers could refer to when searching for tools to use.

# data[].attributes.headline
Bea Lopez - Structural Linguistic vs Systemic Functional Linguistic

# data[].attributes.subject
Bea Lopez - Structural Linguistic vs Systemic Functional Linguistic

# data[].attributes.body
E= Excites

I love how SFL helps students anchor language understanding in meaning rather than on abstract grammar terms (making language concrete and visible for all learners).

It helps students understand how language works in particular social functions (ie: Register of a text) and within different text-types.

Functional grammar allows teachers to integrate content and language in ways that reduces the language demands of tasks without reducing the cognitive challenge.

W = Worrisome

I have been teaching writing through a genre-based approach the last 4 years.

I am moving to a new school that uses the writer’s workshop model and I am concerned about how to merge the workshop model with the genre-based approach.

S = Stance

- I plan on looking for ways to embed SFL within the workshop units of study.

- Build relationship with my new colleagues and discuss the different ways writing is taught.

N = Need to Know

I need to take the time to get to know the school context, culture, students, and teachers. How is writing taught?  What do we already do? I also need to continue to develop my understanding of language across the different genres so I can better support my language learners.

# data[].attributes.headline
Ana R.C. :Collaborative Push In VS ‘Silo’ pull out delivery instruction

# data[].attributes.subject
Ana R.C. :Collaborative Push In VS ‘Silo’ pull out delivery instruction

# data[].attributes.body
Collaborative Push In VS ‘Silo’ pull out delivery instruction

E- Excites

As a first year EAL teacher, I am excited to be pushing into classes and supporting the language development of EAL students. I have been a classroom teacher for many years and have appreciated the collaborative partnerships with teachers that I’ve worked with in the past. Something I've learned is that co-planning is key so the responsibility for teaching and learning is shared. Discussions together throughout the unit looking at student data helps keep the learning on track so it's intentional and targeted to student needs. I’m excited to work with my colleagues throughout the teaching and learning cycle to help identify language goals and develop scaffolds together to give students the tools they need to communicate effectively. I’m also excited to explore the different co-teaching models together.

W- Worries-

I am a little worried about how teachers will transition to a more collaborative model and some may not want the EAL teacher in the classroom. I know how important co-planning is for an effective co-teaching environment and am concerned about being able to manage my participation at all the key meetings to make sure we have a common understanding of the language requirements needed to access the content of the unit. I know I can do this on my own but talking it through with the class teachers ensures that we are all on the same page with respect to the purpose of both the content and language structures needed.

N- Need To Know

I need to:

Get to know the individual teachers on my team, be respectful of differences

Get to know the students and families

Have a good understanding of grade level curriculum/ expectations

Make time to co-plan

Create clear roles and responsibilities

Use student data for feedback/ instruction/ goals

S- Stance/ suggestion to move forward

Next Steps:

1. Take time to get to know my new team, students and the class dynamics.

2. Ask for an invitation to planning meetings before the beginning of units.

3. Reach out to teachers who are willing to explore co-teaching models

4. Share success and areas for growth/ other teachers may be more willing to join

5. Ask for suggestions from administrators to help facilitate this process.

# data[].attributes.headline
Krasimira Chachova- Collaborative Push-in vs. ''Silo" Pull out Delivery of Instruction

# data[].attributes.subject
Krasimira Chachova- Collaborative Push-in vs. ''Silo" Pull out Delivery of Instruction

# data[].attributes.body
E= Excited
Collaborative Push-in model creates inclusive educational environment. When teachers collaborate, the content and language become interconnected in a way that is not possible when students receive content istruction in one class and language instruction in another. This promotes students' development of literacy skills. Push-in model is more than just providing support. It is an opportunity to work more closely with classroom teachers who are actually the ones spending a lot more time with the EAL students. The classroom teacher point of view gives an insight on their struggles and progress. The EAL teacher, on the other hand, can also share knowledge with homeroom teachers and give them suggestions on how to better support the EAL students.

W= worrisome
- If collaborative push-in does not work very well students do not really benefit and they do not develop their skills.
- Teachers new to push-in may struggle with the concept of push-in and resist.
- Acceptance of the EAL teacher in the classroom as an equal teacher who is there to support the homeroom teacher not to judge.

N= Need to know

According to me what do educators need to know in odrer to make successful the collaborative push-in delivery of instruction is to:
- Plan together
- Respect each other in order to have strong co-teaching relationship
- Define roles and responsibilities so noone feels left behind or has overstepped a boundary.

S= Stance or Suggestion for Moving

- Begin with small steps and find colleagues who are willing to give it a try.
- Communicate: set up systems for communicating throughout the day.
- Seek administrative support: trusted administrator can set up the initial meeting times and biuld them into the master schedule.

# data[].attributes.headline
S, S.Mikhaylichenko: The way to move forward, in  my opinion, will involve regular PD sessions for staff on "paradigm shifts" and relevant EAL strategies and practices. We should also involve families and create handouts for them to understand why we are moving in this direction. Students will become co-creators of the new ways of learning: contribute ideas in mother tongues, create bi- and tri-lingual posters, etc.

# data[].attributes.subject
S, S.Mikhaylichenko: The way to move forward, in  my opinion, will involve regular PD sessions for staff on "paradigm shifts" and relevant EAL strategies and practices. We should also involve families and create handouts for them to understand why we are moving in this direction. Students will become co-creators of the new ways of learning: contribute ideas in mother tongues, create bi- and tri-lingual posters, etc.

# data[].attributes.headline
N, S.Mikhaylichenko: The concepts of CLIL and translanguaging are new to me, I will have to familiarize myself with the approaches in order to support the community of learners

# data[].attributes.subject
N, S.Mikhaylichenko: The concepts of CLIL and translanguaging are new to me, I will have to familiarize myself with the approaches in order to support the community of learners

# data[].attributes.headline
E, S.Mikhaylichenko: I am excited to start the process of ensuring ELLs receive quality instruction through CLIL and translanguaging. I hope the students and staff will start to view their native language as a tool or asset for learning English. 

# data[].attributes.subject
E, S.Mikhaylichenko: I am excited to start the process of ensuring ELLs receive quality instruction through CLIL and translanguaging. I hope the students and staff will start to view their native language as a tool or asset for learning English. 

# data[].attributes.headline
W, S. Mikhaylichenko: I am worries we might have a difficulty promoting translanguaging amond parents who send their children to school to "learn English". I am also worried about receiving administrative support.

# data[].attributes.subject
W, S. Mikhaylichenko: I am worries we might have a difficulty promoting translanguaging amond parents who send their children to school to "learn English". I am also worried about receiving administrative support.

# data[].attributes.headline
S.Mikhaylichenko: At our school, we used to have different support models ranging from having ESOL and LS departments, which got merged into one SEN Department and teachers turning into SEN teachers serving both populations of students (EAL plus LS). Current situation required us to unmerge the programs into two again in order to focus on supporting the growing ELL population speaking host-country language. The relevan paradigm for me to research becomes ensuring the smooth transition to an asset-based ecological model of supporting ELLs  and moving away from deficit-based medical models. 

# data[].attributes.subject
S.Mikhaylichenko: At our school, we used to have different support models ranging from having ESOL and LS departments, which got merged into one SEN Department and teachers turning into SEN teachers serving both populations of students (EAL plus LS). Current situation required us to unmerge the programs into two again in order to focus on supporting the growing ELL population speaking host-country language. The relevan paradigm for me to research becomes ensuring the smooth transition to an asset-based ecological model of supporting ELLs  and moving away from deficit-based medical models. 

# data[].attributes.headline
E = Excited: What excites you about this idea or propositions? What’s the upside?

# data[].attributes.subject
E = Excited: What excites you about this idea or propositions? What’s the upside?

# data[].attributes.headline
W = Worrisome: What do you find worrisome about this idea or proposition? What’s the downside?

# data[].attributes.subject
W = Worrisome: What do you find worrisome about this idea or proposition? What’s the downside?

# data[].attributes.headline
N = Need to Know: What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?

# data[].attributes.subject
N = Need to Know: What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?

# data[].attributes.body
S = Stance or Suggestion for Moving Forward: What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?