Share your thoughts on "When More is Never Enough, It’s Time to Think Differently" by

DrBobCantwell — 2025-09-25 05:01:15 UTC

Charlie: "I do agree with Ginny and Jon in regards to the shift that is needed in regards to EAL teachers sharing and modeling their expertise in instruction. I wonder how this shift could be made in the context of the AISR learning environment."

2025-09-27 10:59:12 UTC

This article compellingly challenges the “more is better” mindset in multilingual education and highlights that simply increasing resources or staffing isn’t sufficient. Its call to reimagine roles, embed language work across content teachers, and shift toward a schoolwide multilingual identity feels both timely and necessary. If we want to better support multilingual learners, the paradigm must move from remediation to integration, collaboration, and asset-based thinking, which is some of the work we began in our divisional under Sara and Jeanne's guidance a couple of weeks ago. - Jackie

DrBobCantwell — 2025-09-27 14:42:14 UTC

I'm curious to learn more about the "paradox" the authors speak of. The "3 ways" of 1. creating safe havens, 2. mindset that EAL specialists are responsible for MLLs, and 3. lack of structured opportunities for EAL specialists to share skills in content areas.

We need to be careful not to get sucked into a medical model approach of "more is better."

I would like to explore the "caseload support" framework a bit more as it is the traditional model we have followed and somewhat the default model.

Love this - "Forge a schoolwide multilingual ecosystem". Change "EAL Teachers" to "Multilingual learning specialists"?

I'm struck by the idea that EAL Teachers should evolve into MLL Consultants, Collaborators, and Coaches.

This may challenge AISR's practice of charging fees and parents expecting their children to get dedicated 1:1 or small group time (medical model).

kwalsh125 — 2025-09-27 14:53:47 UTC

I have recently read a few articles that have a similar message to this one. Furthermore, our work with the Office of Overseas Schools at the SENIA Inclusion conference this summer, has provoked a sense of real urgency to change the way in which we organize for, plan for and teach multilinguals at AIS-R. While I do not think that we approach multilingual learners from the "problem to be solved" or "deficit" lense, we are not yet embracing our ELLs with an asset mindset schoolwide.

While I agree that more is not always better and that by hiring more EAL teachers, we do not move any closer to providing a truly inclusive model, I do wonder about the important idea that we need to make time for teachers with linguistic expertise to share their knowledge with teams. This is, of course, essential for moving us forward to ensure that multilinguals have access to grade level content and the supports they need to be successful. However, when some EAL teachers are working with 2 or 3 grade levels, it is nearly impossible to find time to collaborate, consult and coach teams. In addition, when programs are run in isolation and not linked to grade level content, this goes against all relevant and importnat research.

Therefore, as stated in the article, we rely on our leaders to think outside the box, restructure programs, reorganize schedules and rethink our apporach to ELLs throughout the school. As language teachers, we absolutely want our students to thrive and are willing to proactively work together for this purpose.

kkrembs2 — 2025-09-28 10:09:49 UTC

Interesting article and definitely makes some good points. I appreciate the shift in thinking, but I would be cautious to completely abandon a caseload model. I don't think we are ready for that. We are admitting some beginning EAL students and they really do need additional support with some small group instruction from a specialist. I do think we need to help all teachers with multilingualism and provide a lot of training and support. As our numbers increase, we need to be change our practices

2025-10-01 12:19:34 UTC

The majority of our students are multilingual learners, which is common in international schools, so it’s essential to view our work through this lens. We must continue shifting mindsets so all AIS-R educators see themselves as language teachers with a shared responsibility for supporting multilingual learners. This means equipping our entire faculty and staff with high-leverage instructional strategies that enhance their planning and teaching. I especially appreciate the idea of reframing traditional EAL teachers as multilingual learning specialists, enabling them to share expertise and build our team’s capacity. Together, this approach will strengthen our collective support for every learner’s language development.