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How much mother tongue is allowed when we have to teach in English and when the teachers do not understand the other languages, meaning during garden time and canteen etc.
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Darwin Balog-ang 12 дней
It's not about what is allowed. It's about how we give opportunities for kids to practice their mother tongue or additional language in the classroom or the school.

Анонимный 12 дней
It is difficult to have a limit outside the classroom. However, it can be a classroom agreement that children speak a language everyone can understand so no one feels excluded (ie English).

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How much mother tongue is allowed when we have to teach in English and when the teachers do not understand the other languages, meaning during garden time and canteen etc.

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How much mother tongue is allowed when we have to teach in English and when the teachers do not understand the other languages, meaning during garden time and canteen etc.

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How can trilingual students (for example French students who learn in English at school and Italian as a second language since they live in Italy) keep up their mother tongue strong? The school is too small to offer proper mother tongue programmes and parents are worried about moving back to their home country with their children not being able to read and write in their mother tongue.

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I would like to know how to use the mother tongue language to support my students in English.

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When can we call children bilingual? Does a person need to be able to speak, read and write in both languages to be called bilingual? The benefits of being a bilingual.

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I'd like to get a few ideas which would help me make my students more comfortable with all their languages at school. I'd also like to be better at facilitating their language learning (taking into consideration their multilingualism).

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Organization and structure of bilingual and multilingual teaching and learning on the school level because our school is using English for core subjects. Four other languages are taught, but separately. Teachers use bilingual and multilingual teaching and learning individually, in their classrooms, and only if they're willing to do so.

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I'd like to learn how to select or make good teaching and learning materials for bilingual or multilingual teaching and learning in the PYP environment.

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-the most effective way to create a bilingual programme (timetabling etc)

-how best to cater for students who enter in upper primary

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I would like to understand more about how to effectively create a 50:50 bilingual programme, or something as close to that as possible.

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I would like to understand more about how to effectively create a 50:50 bilingual programme, or something as close to that as possible.

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I would like to prepare myself and then share with my colleagues as comfortably as possible for teaching and learning among bilingual and multilingual students in our school.

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As we have not many bilingual or multilingual students, the main issue, as usual in such schools, is the language barrier.

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I have seven classes from nursery to grade 5 with different levels of French how to develop an appropriate program for our francophone students

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The problem for me is the total immersion into the English language. Students often can't tell about their UOI in their mother tongue, the vocabulary is missing.

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How to support better and make Additional language learning more meaningful.

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How to take advantige of the mother tongue langages and other languages that the students speak. How to plan when many students speaks other langauges at home or in the country they live. How to include other langages in my planning.

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Developing a strong mother tongue (particularly in the case of students with three or more languages), becoming a balanced bilingual or multilingual person, overlap between language needs and learning needs (difficulty in diagnosing a learning difficulty in multilingual children).

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How can I tell the difference between a learning difficulty caused by language or caused by a learning disorder? (I'm not sure this will be discussed)...maybe this begins with language assessment? The school switched from exclusive "pull-out" instruction model for our EAL's this year to a mixed "pull-out/push-in" model. What policy/procedures/planning could be used or implemented to make "push-in" with the homeroom teacher and classes more efficient and effective?

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In our Dual Language classes, how can we best integrate the learning of two languages (French and English) in the UOI? The students learn to read and write simultaneously in both languages but don't always have the skills to read and use the target language in content. In top of this, there are few resources available in French which target the topics of our UOI. That means that the teachers in our program need to create almost all the informational texts if they want each child to find information at his/her level.

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As my subjects is the 3rd language, I see some struggles in their comprehension as well as their willingness to learn another language. They are Polish, we teach in English and Spanish is the last in their list.

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Finding the balance between the school language, the host country languages and the student's mother tongues, ensuring all those languages are valued. Harmonising literacy goals and scope&sequence for all those languages.

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to learn practical approaches, to know how much the UOI should influence or interact with the program of teaching German. Often I have a dilemma: the pupils are beginners and should learn for example the verb conjugation and the UOI has a challenging topic that can be worked out if you have a high level of language.

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I would like to hear, share, learn various experiences in teaching an additional language. Merci à bientôt!

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How can we improve the learning in both the mother tongue and the English language.

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How do I integrate my additional language lessons in a more meaningful way with the PYP units of Enquiry, in particular when the subject is very abstract and the students have a basic level in the additional language? For example, Exhibition.

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I would like to know: How other schools deal with multilingual children and how to help them? Are there different ways to use mother tongue languages when teaching?

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How to promote bilingualism and multilingualism in a setting where the language of instruction is English but the majority of students are Italian or foreign. How to keep the mother tongue strong, particulary for those students who have a third language at home (for example French or German or Turkish students who live in Italy and learn in English at school). How to make class teachers aware of the challenges faced by bilingual students when learning in a language that is not their mother-tongue.

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Gather resources for supporting language learners within the context of the UoI's. I am very interested in understanding more about language learning and the IB.

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First of all, I would like to learn more about the language policy in PYP Dual Language schools. Besides that, I would need concrete tools and strategies to help me scaffolding students language learning in the classroom.

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i would like to know new paths to develop their skills and their knowledge in may subject. I would love them to speak more and not being shy. I am willing to learn new strategies to encourage them to speak in the target language.

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How to best teach in our multilingual pyp setting, I am interested also in exploring school policies and structures to support our team and students.

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How can you motivate or involve monolingual parents to help their child become bilingual?

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How can you motivate or involve monolingual parents to help their child become bilingual?