Multiple Pathways to Learning in the Age of Accountability
The 2018 Language Series explored teaching methods designed to support educators who are seeking to enhance their practice in spite of prevailing, one-dimensional accountability pressures. We focused on student engagement in both language and content development through multiple pathways: music, project based learning, multimodal literacy, and others.
Featured Keynote Presenter:
Dr. Nancy Cloud
Nancy Cloud serves as Professor Emerita at the Feinstein School of Education and Human Development at Rhode Island College in Providence, Rhode Island where she coordinates the M.Ed. in TESL and Bilingual Endorsement Programs and teaches graduate courses on second language and literacy development. She frequently works with teachers in schools to promote effective instructional practices and responsive curriculum for English Language Learners. Her most recent publications include Dual Language Instruction from A to Z: Practical Guidance for Teachers and Administrators, with Fred Genesee & Else Hamayan, Literacy Instruction for English Language Learners: A Teacher’s Guide to Research-Based Practices, and Teaching Adolescent English Language Learners: Essential Strategies for Middle and High School, a book written with three exemplary urban teachers of adolescent ELLs.
- Promoting a Community of Writers: Never Enough Writing Supports in the Language Aware Classroom with facilitator Yolanda Rodriguez
Participants will experience a hands-on approach to teaching writing to linguistically diverse learners and language strugglers. We will discuss strategies to increase the fluency and confidence of writers within a nonfiction unit of study in a dual language classroom. We will explore together and in small groups ways to implement these strategies in our own classrooms as we support writing output in a language aware classroom.
- The “I” and the “Us:” Exploring Multi-Modalities and Building Community Through Language Learning with facilitator Hannah Ingram
This workshop will guide you in how to incorporate multi-modal literacy strategies in your curriculum as an important way of embracing the diverse experiences of students. Participants will look at examples of integrated curriculum from an inclusion and a general education classroom to deepen their understanding of how students make choices, access content, and become critical thinkers. There will be opportunities to make connections to your classroom curriculum and apply these multi-modal strategies to your own setting. Key components of the workshop include responsive practice, a student-driven curriculum, linguistic ways of knowing and expression, the development of meta-cognitive and meta-linguistic awareness, and social justice.
- Music Moves the Room: Using Songs, Rhythm, & Music Games to Enhance Language Development & Bring Joy to the Day with facilitator Sally Cleaver
Participants will learn to infuse all aspects of classroom life with music to enhance language acquisition. Musical games, songs, and rhythms will be shared and participants will create warm-ups, transitions, routines, and original classroom songs that best suit the community and grades in which they teach. Music is an incredibly complex activity, incorporating various components of the human brain. It is linked to memory, the emotional center of the brain, the motor cortex, and other areas. In the classroom, music can be used to soothe, to excite; to help students remember and learn, and to transition. The possibilities are endless. Come explore with us!
- Let’s Play! Using Games to Support Language Development Across the Grades with facilitator Teresa Elguera
Humans learn language from interacting with one another. When we play with babies, they listen and watch, noting tone of voice, facial expressions, and body language. We communicate with them and they understand us even though they don’t understand our words. Children will play together across language barriers, finding ways to laugh and to begin to process one another’s language. As we get older and more self-conscious, we are less likely to be playful with people we “can’t understand” and feel worried about making fools of ourselves or being silly. In this workshop, we will use games and humor to play with language and consider how these or similar games could positively influence both the learning and community in our classrooms.
- Working with Very Young Dual Language Learners in Project Time: Planning Experiences for Language Development with facilitator Antonia Bendezu
As linguistically diverse young children engage in their expanding environment, they are continuously exploring and experimenting with language. Through the use of projects in the classroom, teachers can use enriching experiences to support children’s language development and many ways of expression. In this workshop, teachers will have the opportunity to sample project time areas, then through discussion, deconstruct the areas and the planning involved to scaffold language acquisition. Teachers will walk away with ideas to implement effective project-based strategies in their own settings.