EAL Strategies for the Mainstream Classroom - TTC 104 (joint with CTC)

LONDON: 30 June - 4 July, 2015
Facilitator: Gini Rojas

Every international teacher is an EAL (English as an Additional Language) teacher just by virtue of the fact that the majority of students have primary languages other than English!  How can schools provide equitable academic programs, school-wide attributes and instructional conditions to English language learners in mixed-lingual classrooms?  How can teachers build a toolbox of instructional strategies to effectively teach learners of English in the same classroom as English-proficient students?  How can a standards-driven and assessment instructional model be used to increase English language learners' language proficiency and academic achievement?

Participants in this course interactively answer these and other provocative questions about providing a responsive environment with specific pedagogical benefits for English learners which supports improved teaching and learning for all students.

Participants will conceptualize and relate:

  • Principles of second language acquisition in an international-school setting
  • Equity policies inclusive of other languages and cultures
  • A rethinking of the traditional 'deficit' orientation for English learners in order to plan for high-challenge, high-support learning environments
  • The provision of access to academic grade-level curriculum to English language learners through various program models, school-wide attributes and instructional conditions
  • A framework for monitoring students' English-language proficiency and academic achievement
    Partnerships between mainstream and EAL teachers in implementing standards-based units of instruction which align content, skills, and assessments (i.e. backwards planning)
  • Ways to target as part of instructional planning specific time-honored EAL scaffolds to support beginning second language proficiency
  • Ways to target as part of instructional planning specific literacy scaffolds to support first and second language development and academic achievement
  • Ways to target as part of instructional planning specific instructional framework scaffolds to support academic achievement
  • The design of equitable criteria for providing effective feedback and grading

In order to access course materials, participants are required to bring a laptop computer with wireless internet capability and appropriate adapters to this course.