Presenters


Presenters and Presentations

Resources:

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List of Presenters:

A Voice at the Round Table - Tan Huynh

A Voice at the Round Table - Tan Huynh


Description:

John Hattie suggests that classroom discussions and collaboration significantly impact students' achievement. This presentation shares a collaborative discussion method called the "Harkness Table" where students’ interactions drive the conversation. The goal of the method is to foster students' ability to make meaning of texts and concepts by collaboratively using strategies such as questioning, clarifying, connecting, and justifying ideas. Originally used in prestigious boarding schools and Ivy League universities, the Harkness Table has been adopted for an EAL classroom that consists of various mother-tongues and levels of English language proficiency. This method connects with the conference theme because it provides teachers with a structure and process within a multilingual classroom that allows everyone to participate regardless of their language proficiency.

In this session, the presenter will briefly share Hattie’s research, provide background information about the Harkness Table, and show footage of children engaged in the method. The participants will then be guided through an exercise that models the Harkness Table. The presentation concludes with a reflection of the participants' experience, which will be conducted using the Harkness method.


About the presenter(s):

Tan Huynh is an English teacher at Vientiane International School specialising in helping language learners develop their English competencies and meta-learning skills. Tan was also a consultant on a curriculum writing team to help New York State Department of Education implement the Common Core. Additionally, he worked at a summer program at Yale University to prepare university students to become educators.

Bridging the gap between class teachers and EAL teachers - Clair Myers & Clare Owens

Bridging the gap between class teachers and EAL teachers - Claire Myers & Clare Owens


Description:

What do class teachers want to say to EAL teachers? What do the EAL teachers wish that class teachers understood? How big is the gap between the two roles? How can we bridge this gap?

As experienced class teachers, we have both taught for a number of years in a variety of contexts and have both, either recently or currently, taught EAL. We hope to offer insights into the similarities and differences in the roles, as well as key messages we have learnt along the way.


About the presenter(s):

Clare Owens has been a teacher for over 20 years, working in a variety of international schools in the Canary Islands, the Middle East and Thailand. Her experience spans class teacher and EAL teacher and she is currently a Leader of Learning for Curriculum at Bangkok Patana School.

Claire Myers has been teaching for 18 years in both the UK and Thailand. Working across KS1 and KS2, with roles including Leader of KS1, she is an experienced primary school class teacher. Her recent transition into the world of EAL has been exciting and challenging in many ways.

Building Awareness of Academic Language - Kristy Goodman

Building Awareness of Academic Language - Kristy Goodman


Description:

Academic language is a necessity for all students to master. However, teachers tend to be so immersed in it that it can be difficult for us to describe. The goal of this presentation is build awareness of academic language and the challenges that it presents for our students. Being able to identify academic language is the first step in helping our multilingual students master this language. If time allows, we will also look at methods for teaching academic language in your classroom.


About the presenter(s):

Kristy Goodman began her career as an ESL teacher in Beijing working with students ranging from kindergarten to university. She spent one year working at a language school, two years at a middle school and another year split between the middle school and Peking University. Kristy returned to the USA to pursue a Master's Degree in TESOL K-12 at Teachers College, Columbia University. Upon completion, she returned to Asia, this time Hong Kong, where she taught at a local secondary school through the NET Scheme. Currently, Kristy works at Ruamrudee International School in Bangkok where she teaches the 8th grade ELLs and she is Head of Department.

EAL in the Classroom: Making It Work - Cheyenne dela Fuente & Cheryl Newman

EAL in the Classroom: Making It Work - Cheyenne dela Fuente & Cheryl Newman


Description:

Do you want to know how to support EAL learners in the mainstream classroom? In this workshop we will hear what two facilitators have done in their learning environments in order to make learning successful. The session will provide participants with easy-to-implement strategies and activities which can then be added to their personal toolkit.


About the presenter(s):

Cheryl Newman has a M.Ed. in Education and National Board Teacher Certification. She has 23 years of experience teaching Pre-K to Year 6. Cheryl has had various teaching roles such as Classroom Teacher, Differentiation Specialist, and Gifted and Talented Teacher. She is currently an EAL Facilitator at Bangkok Patana School, where she has taught for two years.

Cheyenne dela Fuente is a Year 2 EAL Facilitator at Bangkok Patana School. She is a Board Certified Teacher and has a Master's Degree in Education, specialising in Early Childhood Education. She has six years teaching experience, assuming various roles such as Classroom Teacher and Reading Specialist.

Getting out of the Goldfish Bowl: English Weirdness & Home Language Influence - Richard (Rick) Kirtland

Getting out of the Goldfish Bowl: English Weirdness & Home Language Influence - Richard (Rick) Kirtland


Description:

During this session, we will be looking at some of the weird ways in which English works, or doesn’t... We will briefly trace the history of the language and explore some of the issues that its complexity creates for ELLs. We will also look at the role of language distance and the influence of home languages and cultures on the learning of English as a second or additional language.


About the presenter(s):

Rick Kirtland started his teaching career in Thailand where, after completing a TESOL Certificate, he taught ESL at a Thai university and later at a British international school. He then returned to the UK and completed a PGCE in English Language, Literature and Drama, and later an MA (Ed.) in Educational Management and Leadership. He subsequently returned to Thailand to teach First and Second Language English, as well as Drama, at Shrewsbury International School, where he has also been a Head of Year and Acting Head of English. His current role is Director of EAL. Rick’s academic interests are normally centred on how different cultural values and language can affect the learning of English as an Additional Language, and how ELLs can best be taught ‘mainstream’ English language curricula. Other than that, Rick enjoys reading, writing, meditation and talking about himself in the third person.

Google Classroom and Google Drive: Steps to Incorporate in your Classroom - Alis Diana Gorcea

Google Classroom and Google Drive: Steps to Incorporate in your Classroom - Alis Diana Gorcea


Description:

The presentation focuses on the advantages and disadvantages of using Google Classroom: Collaboration, Communication, Participation/Student Engagement and Assessment (with a focus on Google Drive). Alis Gorcea has done this presentation twice during their In-service Day and the reviews were very positive: teachers finding this presentation useful.


About the presenter(s):

Alis Gorcea has been a teacher for 13 years, teaching English Literacy Development (ELD) students on three different continents. The last seven years have been in a school which have implemented a 1:1 laptop program. Alis is a supporter of the 1:1 laptop program and she finds the use of Google Apps for Education extremely helpful. Using technology with ELD students offers a huge advantage for improving their language skills. Alis also presented at the ELLSA 2015 conference at NIST and at the EARCOS Conference held in Malaysia in 2015, both presentations related to the use of technology with ELL students.

Growth Mindset: Reflecting on our ELL Teaching Practices - Deborah Chu

Growth Mindset: Reflecting on our ELL Teaching Practices - Deborah Chu


Description:

What can our ELLs do already? How do we encourage a growth mindset for them to develop their language skills? This session will take us on a journey of self-reflection in regards to our practices in teaching ELLs.


About the presenter(s):

Deborah Chu is originally from the United States where she completed her studies at the University of Virginia in Elementary Education and ESOL. She began her teaching career in Taiwan teaching English with the Fulbright program. Subsequently, she worked in the United States teaching 3rd grade and ESOL. Deborah is currently working at Shekou International School as a Middle School EAL teacher and coach in Shenzhen, China. You can find her on twitter @TheDeborahChu.

Increasing Emphasis on Redefining EAL Support - James Dykman

Increasing Emphasis on Redefining EAL Support - James Dykman


Description:

EAL teachers can allow for the creation of learning practice previously inconceivable. In this session, James will briefly share his school's language policy revision process and, subsequently, how their EAL department brought their beliefs and goals in alignment with it. Now, they are digging into aligning their practice.

Using the SAMR model as a framework, we will reflect on our beliefs about language learning and co-teaching partnerships to develop how we can best apply our expertise and energy to support students’ language learning needs.


About the presenter(s):

Please visit www.jamesdykman.com to find out more about James Dykman.


Why Differentiation? Making The How Easy - Janat Blackmon

Why Differentiation? Making The How Easy - Janat Blackmon


Description:

Differentiation is a critical skill in the classroom, especially with multi-level language learners. Student learning, motivation, confidence, and success can be greatly increased by effectively implementing differentiated instruction in our classrooms. In this session we will explore concrete differentiation techniques that you can immediately use in your classroom to engage learners, while helping teachers make differentiated instruction and assessment easier and faster to plan for and implement.


About the presenter(s):

Janat Blackmon, Director of Global Training Co., Ltd., is a Canadian educator and has worked internationally and in Thailand for the past eight years. As a teacher, she is passionate about helping find success for all students. In teacher training and administration, Janat works to help make the teacher’s job easier while increasing student learning and success. Through connection and collaboration, Janat delivers training that helps motivate, inspire, and increase effectiveness of the teachers she has worked with. She has a BA, B.Ed., M.Ed, and is currently completing a Ph.D. in Educational Leadership. She is a Certified ICF coach, Distinguished Toastmaster, guest lecturer, and award winning speaker.

Why are Academic Discussions So Important for ELLs? Practical Strategies and Protocols - Chris Capadona & Nel Capadona

Why are Academic Discussions So Important for ELLs? Practical Strategies and Protocols - Chris Capadona & Nel Capadona


Description:

The primary goal of this presentation is to encourage the use of disciplinary-focused, structured academic discussion protocols for ELL students, as the current research suggests that frequency and consistency of academic discussion is critical to our ELL populations' language and content development. Multiple examples and applications of structured, academic discussion will also be presented and practised.

As ELL students need to hear language in authentic and varied, disciplinary-focused contexts, the facilitators will emphasise the significance of student talk that maximises student engagement, ensures student accountability, and develops content understanding.


About the presenter(s):

Chris Capadona is Director of Curriculum and Professional Development at Chiang Mai International School (CMIS). He facilitates teacher professional development, curriculum design, and instructional coaching. Prior to CMIS, Chris worked for the Chandler Unified School District in Chandler, Arizona and was adjunct professor at Arizona State University.

Nel Capadona is an elementary and middle school principal at Chiang Mai International School. She oversees teacher development, peer coaching, and instructional design. Previously, Nel was principal in Arizona and part of the faculty at Northern Arizona University.

Utilising Visual Media to Enhance Language Output and Cognitive Understanding - Jennifer Lemery

Utilising Visual Media to Enhance Language Output and Cognitive Understanding - Jennifer Lemery


Description:

How can visual media be used to increase/enhance language production? Visual media and visual text represent a wide range of art forms, such as painting, photography, animation, etc. that engage emotions that naturally elicit conversation. Participants will have fun exploring several different avenues of how EAL and Content teachers can promote language learning, including language production (writing and speaking), and developing grammar and literacy skills, through the use of various types of visual media and text. Additionally, this hands-on presentation will further explore how to use visual media and text to further enable students to demonstrate their understanding of concepts through the combination of Visible Thinking Routines and visual media. Participants will leave the session with several practical ideas and techniques of how to actively engage EAL students - from beginners to advanced - through the use of visual media. Many of these strategies and techniques can be adapted for inclusion and other language learning classes as well.


About the presenter(s):

Jennifer Lemery is the K-12 EAL Coordinator at Yokohama International School, in Yokohama, Japan. She has been teaching for over 11 years; the last eight years in the EAL field. Her experience in working with EAL students has been mainly in the Primary Years, but she has also taught middle school and high school students. Jennifer is originally from the United States, but has also lived and taught in South Korea and China.


Using technology in an EAL classroom to help students work collaboratively - Mark David Jones

Using technology in an EAL classroom to help students work collaboratively - Mark David Jones


Description:

The purpose of this presentation is to introduce some ideas about how technology tools can be used in an EAL context to promote collaborative learning among our students. This presentation will include practical ideas that can be used in the classroom including tools for collaborative writing, annotating pictures and online quizzes. During the workshop, the presenter will include time for participants to practice using some of the tools to get a feel for them, especially if they are new to some of the programs that will be talked about.


About the presenter(s):

Mark Jones has been teaching EAL for eight years: one and a half years in a language school, five years in an international university and one and a half years at the British International School (BIS) (Secondary) in Vietnam. During his time at the university and BIS, Mark has studied several courses about using technology in the classroom for collaborative purposes. He has been able to use this experience at BIS with software/programs such as Google Docs, Kahoot, Padlet and Evernote. In addition, mark has started using screencasts to try to reach as many students as possible with EAL materials.

Using high interest texts for English language development - Paul Dufficy

Using high interest texts for English language development - Paul Dufficy


Description:

High interest texts offer both EAL and mainstream teachers a wide range of opportunities to engage their learners with both thinking and language. In this workshop we will look at a number of high interest texts and explore how they might be adapted to assist in the development of speaking, listening, reading and vocabulary development. Participants will have the opportunity for hands-on engagement with numerous tasks that can be readily adapted for children at any grade level. These tasks will include activities that allow us to frontload content; unpack particular language features; and recycle particular aspects of the texts, especially vocabulary.


About the presenter(s):

Paul Dufficy has worked as a primary school teacher and EAL teacher both in Australia and overseas. He has taught in Pakistan, Indonesia, Japan, and most recently Thailand. Paul has also been an EAL teacher educator in the Faculty of Education and Social Work at the University of Sydney. His interests include task-based learning, vocabulary development, and classroom interaction in the context of multilingual classrooms. Paul is the author of a number of papers concerned with EAL and of the book Designing Learning for Diverse Classrooms. Currently, he is the Mother Tongue Coordinator at the International School Bangkok.

Tools and Apps for Language Learners! - Samantha Pryse

Tools and Apps for Language Learners! - Samantha Pryse


Description:

This will be a hands-on presentation focusing on using a range of tools and apps on all device types. We will play and experience some of the magic that technology can bring into our language learning classes. The presenter looks forward to inspiring and engaging you all with a little bit of FUN!


About the presenter(s):

Sam Pryse has been teaching EAL students for the past 16 years. She loves bringing technology into language learning classes for engagement, innovation and fun.

The impact of the first language acquisition and identity onto the additional language acquisition - Jelena Ribar Delic

The impact of the first language acquisition and identity onto the additional language acquisition - Jelena Ribar Delic


Description:

The prevailing theory of language acquisition in general and a brief history of linguistic research in the field of the first and additional language acquisition mechanisms, will open the presentation. By the end of the session, participants will be acquainted with the origins of the prevailing linguistic position on the importance of the first language development support throughout EAL students’ formal education, based on the previously mentioned research and its unambiguous message that the first language does not only affect the additional language acquisition but also the overall cognitive development of EAL students. The main theoreticians in the field, whose work is often quoted in contemporary linguistic essays, will be touched on as well as their thoughts on bilingualism, linguicism (linguistic discrimination) and assimilation. Moreover, some useful practices to encourage the first language and avoid standard mistakes when supporting EAL students in their homeroom will be suggested. Finally, how multilingual children can contribute to the international global community will mark the conclusion of the presentation, followed by an open discussion.


About the presenter(s):

Jelena Ribar is a Language Specialist who has been teaching EAL/EFL for 25 years to children and adults. This is her eighth year of teaching in Singapore, at Chatsworth International School that holds IB and WASC accreditations. Jelena is a member of the school’s language curriculum development team and has participated in the creation of the Chatsworth language policy. Recently, the EAL support programme at Chatsworth has made a major transition from an entirely pullout approach to the support for EAL students mainly from within their homeroom environment.

Jelena holds a Master’s Degree in Linguistics. Her background is Serbian and she ran a language school in Belgrade, Serbia, for ten years prior to coming to Singapore. Although it might seem unusual that someone whose native language is not English teaches EAL, this is in fact an advantage – as a little girl, Jelena had to go through the same learning process that her students are experiencing now. She works passionately on supporting students’ mother tongue languages and identity development and teaches Serbo-Croatian as a first language to students of ex-Yugoslavian background. In addition, Jelena is also engaged in drama and art.

The Genre-Map Assessment Framework: A Systematic Approach to Developing Students' Mindfulness of Language - Stu Howard, Lee McKernan & John Bifield

The Genre-Map Assessment Framework: A Systematic Approach to Developing Students' Mindfulness of Language - Stu Howard, Lee McKernan & John Bifield


Description:

During the session we will be presenting and discussing:

• The rationale behind an explicit focus on writing genres within school contexts;

• The development of the Genre-Map Assessment Framework;

• The process of planning and using the assessments within a curriculum cycle;

• The use of the assessment maps to collaborate on the curriculum with mainstream colleagues;

• A Genre Map group workshop and feedback session.


About the presenter(s):

Stu Howard has been teaching for some 16 years, with the past 11 years here in Thailand. He has been Head of History at Shrewsbury since 2005, teaching classes across all Key Stages in Secondary School.

Lee McKernan has been teaching English language learners at Bangkok international schools for more than 15 years. He has a particular interest in content-based, cross-curricular writing, formative language assessment and resource development within mainstream senior school contexts.

Jon Bifield has been working at Shrewsbury for the past five years as an EAL specialist. He has worked across the whole school but has spent the majority of his time working in KS3. Jon's main interests are in how ICT can help support a student who is learning EAL, and how EAL students access mainstream subjects especially in KS3 and KS4.

Teaching Reading Strategies to Primary Students - Sharon Ellis

Teaching Reading Strategies to Primary Students - Sharon Ellis


Description:

Although recognition, decoding and fluency are building blocks of effective reading, the ability to comprehend text is the ultimate goal of reading instruction. For beginning readers, comprehension strategies must be explicitly taught. This session will clarify reading strategies, model how to introduce these strategies to young readers and share practical examples of student activities that will inspire primary teachers in their reading instruction.


About the presenter(s):

As a National Board Certified Teacher and Reading Specialist from the United States, Sharon Ellis strives to incorporate best teaching practices in her classroom. For over 20 years, her aim has been to ignite a passion for learning in her students. Since 2008, Sharon has been working with Middle School ELL students at the American School of Ulaanbaatar in Mongolia. Prior to Mongolia, Sharon was a tenured teacher in Ohio where she taught beginning and struggling readers in the primary classroom.

Aside from teaching, Sharon’s greatest achievements are her three children. Her oldest child, Joshua, is autistic and resides with her and her husband, Paul, in Mongolia. Her oldest daughter, Jerilyn, is in her third year pursuing her education degree to become a Secondary English teacher. Her youngest, Jenette, also aspires to be a teacher and will graduate this June and transition to college in August.

Teaching Reading Strategies to Elementary/Middle Students - Sharon Ellis

Teaching Reading Strategies to Elementary/Middle Students - Sharon Ellis


Description:

Are you concerned about students in your class who can decode but have no understanding of what they have read? Research indicates the importance of explicitly teaching reading comprehension strategies to students. Consequently, this session will take the research and turn it into classroom practice. It is based on the presenter’s experience of teaching strategies in a real classroom filled with ELL learners.


About the presenter(s):

As a National Board Certified Teacher and Reading Specialist from the United States, Sharon Ellis strives to incorporate best teaching practices in her classroom. For over 20 years, her aim has been to ignite a passion for learning in her students. Since 2008, Sharon has been working with Middle School ELL students at the American School of Ulaanbaatar in Mongolia. Prior to Mongolia, Sharon was a tenured teacher in Ohio where she taught beginning and struggling readers in the primary classroom.

Aside from teaching, Sharon’s greatest achievements are her three children. Her oldest child, Joshua, is autistic and resides with her and her husband, Paul, in Mongolia. Her oldest daughter, Jerilyn, is in her third year pursuing her education degree to become a Secondary English teacher. Her youngest, Jenette, also aspires to be a teacher and will graduate this June and transition to college in August.

Teaching Mathematical Language - the literacy of numeracy - Melinda Mawson-Ryan

Teaching Mathematical Language - the literacy of numeracy - Melinda Mawson-Ryan


Description:

Every teacher is a teacher of language: this is a key statement in the role description for teachers in international schools. So what does it look like? What does it look like for teachers of mathematics?

This session specifically explores the challenges of, and the strategies for, developing the language of mathematics in classes where many students have English as an Additional Language. How do we manage the multilingual classroom where students are immersed in English as the language of instruction? What works? What can we do to purposefully facilitate learning so that students can access their mathematics curriculum in a meaningful way?

We will explore issues related to the literacy demands of mathematics including the use of everyday English terms that have different meaning in the mathematics classroom and language based factors in solving mathematical word problems. Students have to make meaning from symbolic notation, visual displays and oral and written language.

Participants will be invited to share their challenges and also to harness the expertise of colleagues so that we can collaboratively develop our repertoire of strategies for the benefit of students.


About the presenter(s):

Melinda Mawson-Ryan leads an English Language Support team at ACG School Jakarta. Melinda is an experienced educator having worked in a range of educational contexts. These include primary settings, secondary school in the UK, hospital schooling, distance education and a state studies authority. Melinda has worked with development of curriculum and assessment for state and national curricula in Australia. She has been involved in analysing student responses from a national testing program so that teachers could use the information for formative purposes. She has special interest in curriculum development, assessment and improving outcomes for students. With an additional responsibility for students with Special Education Needs, she is passionate about differentiation. Melinda regularly submits articles for the Dunia magazine and last December had an article on supporting differentiation for a PYP Exhibition published on the IBO blog.

Social Platform for English Teaching Across the Curriculum- SPELTAC - Marcelle Houterman

Social Platform for English Teaching Across the Curriculum- SPELTAC - Marcelle Houterman


Description:

How can we sustain and differentiate professional development for English language teaching across the curriculum in international schools? For the 2016/2017 school year International School of Phnom Penh (ISPP) has opted for an in-house training model that leverages social media and documentation for learning as professional development for language teaching across the curriculum, as we believe all teachers are teachers of language. SPELTAC, Social Platform for English Language Teaching Across the Curriculum, is an innovative model of professional learning that extends cross-curricular English language teaching practices in the context of 21st century learning. This session will explain how SPELTAC will facilitate collaborative learning and will invite teachers, administrators and ELL specialists to pilot the programme before it is launched in September 2016 at ISPP.


About the presenter(s):

Marcelle Houterman, Elementary EAL teacher at ISPP, has 18 years of experience as an EAL specialist and coordinator in IB schools. Her most recent interest is in the power of social media and blogging for learning, she sees huge potential for schools to use this to maximise professional development. She is developing a whole-school training programme for English language teaching across the curriculum that uses a social learning network to sustain English language teaching practices and support English language learners.

Revolutionising Language Pathways - Terri Bakker and Mattie Jackson

Revolutionising Language Pathways - Terri Bakker and Mattie Jackson


Description:

How do we accept our English Language Learners, provide for their uniqueness, and at the same time allow them to fully access our English-language curriculum? This presentation unfolds our preconceptions, explores the vital link between English Language Acquisition and Mother Tongue Language and Literature, scans the research of language acquisition, and offers suggestions for building a program which entwines international-mindedness with developing language proficiency.


About the presenter(s):

Terri Bakker has been teaching language acquisition for over 20 years. She has taught English, Spanish and German Language Acquisition, as well as English Language and Literature. She is an IBMYP and IBDP Workshop Leader and School Visit Team Member, and works with teachers and administrators from all across Southeast Asia to promote the effectiveness of their Language Acquisition programs. She is particularly driven to advocate for English Language Learners to ensure they are valued, challenged, and motivated within our international schools.

Mattie Jackson began her career almost 20 years ago teaching literature. Through her work with international students she has developed a passion advocating for language learning. Mattie has created an ESL department in two European international schools. Currently she is based in Singapore where she assisted in establishing a progressive ESL programme and has been instrumental in inaugurating a mother tongue language and literature programme in middle school and high school.

Language Starters - Susan Ogilvie

Language Starters - Susan Ogilvie


Description:

This workshop is well suited for EAL and mainstream (content) teachers. It is all about the first five to ten minutes of a lesson, which begins with a language STARTER. It will involve active participation, and ways to apply a language focus to a variety of content classes such as Science, Mathematics, Humanities etc. Each participant will receive a booklet of tried and tested ‘Starter’ activities.


About the presenter(s):

Sue Ogilvie has taught ESL and general Science in a number of IB world schools across the globe since the year 2000. Her fascination with Second language Acquisition (SLA) was triggered when she initially had to find ways to support her ESL students access the science curriculum. This exploration of SLA turned into a passion, which then lead to completion of a Master’s degree in Applied Linguistics and in Educational Leadership.

'Marvellous mistakes and what went well’ : a case study of teaching a new to English student - Lucie Turnell & Dan Hatfield

'Marvellous mistakes and what went well’ : a case study of teaching a new to English students - Lucie Turnell & Dan Hatfield


Description:

This session presents a case study of the unique challenges created when a new-to-English student joins a Year 2 class halfway through the year. We look at what worked, what didn’t and what our next steps might be. The session will give participants some practical tips and ideas to use when new-to-English students join their own schools.


About the presenter(s):

Dan Hatfield is the current Leader of Learning and Welfare for Year 2 at Bangkok Patana School. Previously, he was English subject leader at the British International School HCMC. He has over ten years of teaching experience, working in both KS1 and KS2 and has taught several new-to-English students.

Lucie Turnell is an EAL Facilitator in Year 2 at Bangkok Patana School. She is new to the profession, having recently gained a CELTA qualification, and has one year’s experience within the Year 2 team.

Organising a School-Wide Write: Supportive Protocols for the Writing Spectrum - Peter Sean Cassidy

Organising a School-Wide Write: Supportive Protocols for the Writing Spectrum - Peter Sean Cassidy


Description:

This presentation will introduce the different planning and implementation stages leading to the assessment of writing across all grades through a School-Wide Write event at two points in the school year. Group discussions will develop during this presentation based on the results of the school-wide write and the strategies that lead to supporting the spectrum of students and the wide-range of writing abilities in mainstream classrooms of an international school in Japan. Participants will be able to implement their own school-wide write based on collaborative discussions comparing and contrasting school contexts.


About the presenter(s):

An advocate of respecting the L1 in language-learning contexts, Peter Cassidy has developed strategies to support all levels of writers in his Writer's Workshop elementary classes. As the ELL Coordinator at the Canadian International School in Tokyo, Peter has organised, implemented and reported on results for the annual School-Wide Write at his school and has developed protocols for teachers of all grades to support the spectrum of writers in their classrooms.