Fostering Multilingual Schools

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Chapter 2 Planning

Sharmizah Binti Shamsulにより

K&K sem 1 2015

Pam Abaloにより

21st Century Learning

Paul Danieleにより

PUBLIC SPEACKING

Mindomo Teamにより

Fostering Multilingual Schools

Parental Relationship

Parents to continue to foster their L1 within their homes

Promoting parental sense of 'control' over their child's learning

Increasing parents ability to help their child with their learning

Foster relationship between student and family

Increase parental involvement with school

Teacher Strategies

Opportunities to interact in English

Supportive language and feedback

Students to use L1 to teach new foreign words to their classmates.

Using L1 to increase parental engagement

Using outside agencies as a tool to connect the class to the broader community.

Planning and providing instruction on the basis of children's existing competencies.

Student created labels in their L1 for common classroom areas and materials

Creating dual Language Assignments

Assignments that allow students to compare their L1 to L2

Opportunities to work with same language partners/groups

Creating journals in first language

Benefits to ELL Learner

Understanding of their family values

Preservation of cultural identity

Affirms their sense of self

Facilitates the flow of knowledge

Enables them to draw on their strengths

Builds Self Confidence

Enhances their L2 Learning

L1 provides a foundation for L2

Barriers to English language learning

Existing learning exceptionality

Gaps in prior schooling

Personality

Prior experience with English

Level of L1 development

Migration experience

Planned move vs. Traumatic experience

Acculturation process

Some students take longer to adapt even within same families

Benefits to Other Students

Fostering a love of learning

Participation as Global citizens

Understanding of the world around them

Knowledge of other cultures

Opportunities to also learn another language

Broader Impact

Preparing students for new global realities

Multilingualism creates workers that are skilled in language and problem solving skills

language skills and conceptual knowledge are transferable

Preparing Canadian students for a global market

Building Schools with capacity and opportunity

Diverse learners are now the norm not the exception (50% of students are now non English language speaking

Model School Community

Affirms linguistic and cultural capital

Welcome environment with visible multilingual signs and welcome team

Provides community and parents opportunities to work together

Provides ALL teachers with opportunities for learning to tap into the multilingual capital of their school community

Strong/Supported ELL/ELD programs

Leadership fosters Multilingual School Community

Connects with outside agencies for support

Community Centres and Ethnocultural agencies

Settlement Agencies

Public Libraries