2017 English Language Learning Conference
Yew Chung International School of Shanghai - Regency Park Campus, Pudong
April 28-29 (Friday and Saturday)
Theme: Building on Student Assets and Teacher Assets
Some of the session includes*:
Pathways towards Language Proficiency:
A workshop describing the shift from a focus on language to an intentional focus on language use. This workshop describes a functional approach to language development that integrates language and content while keeping students at the center. Participants will explore language use in textbooks and student work as an strategy to identifying a language focus in curriculum and instruction.
Designing Access to Content for Multilingual Learners:
Participants in this workshop will discuss the use of Can Do descriptors as a way to access content instruction. The activities and discussions in this workshop will support language differentiation through the various stages of teaching and learning through a student-centered approach.
Formative Language Assessment:
This workshop describes the process of formative assessment as a tool for examining language use in your classroom. Participants will discuss various tools for observing, collecting and analyzing data and making instructional decisions as part of their instruction.
Asset-Based Teaching: Using WIDA to Discover What Your Learners Can Do:
An asset-based approach builds on what learners can do, and helps students to take ownership for their learning. Effective practices for English language learners should build on individual students’ interests, language skills and background knowledge. Using the WIDA English language development framework, participants will explore how to design instruction so each student can participate meaningfully in all content areas.
Building a Culture of Collaboration to Support ELLs:
Collaboration is now a norm in today’s international schools, and when educators plan, teach and inquire together, we model the 21st century learning skills we hope to develop in our students. Teachers need to see the value in working together, and schools need to dedicate the time to develop the tools and processes for effective collaboration; this process helps to engage all learners in the core curriculum while developing essential academic language and literacy skills. This workshop will present practical tools and specific action steps for building a collaborative culture to improve teaching and learning.
*Subject to change depending on updated schedule and format
Jon Nordmeyer is the International Programs Director at WIDA, a research center at the University of Wisconsin-Madison. Jon believes that an asset-based approach to professional collaboration can both ignite student learning and fuel teacher growth. He has been an international educator and consultant for 25 years, teaching at international schools in Quito, The Hague, Taipei, Istanbul, Shanghai and Bangkok. He has taught graduate seminars at Harvard Graduate School of Education and Tibet University, and has been a regular presenter at regional international conferences including ACAMIS, AISA, AASSA, EARCOS, ECIS, ELLSA, NESA and MAIS.
Jon has written articles for International Schools Journal and Journal of Staff Development, contributed chapters to Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom and Breaking the Mold: Classroom Management, and, co-edited the book Integrating Language and Content (TESOL 2010). He serves on the editorial review board of Globally Informed, a peer-reviewed journal for international educators.
Jon holds a BA in Classical Archaeology from Dartmouth College and MA in TESOL from School for International Training. He is pursuing his PhD in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison.
Mariana Castro, Ph.D. is Director of Standards for WIDA at the Wisconsin Center for Education Research, University of Wisconsin- Madison. Mariana is, foremost, an educator, having taught science, English as a Second Language, and bilingual classes in US K-12 systems for over 16 years. She has also taught pre-service and in-service teachers in the University of Wisconsin system and at Edgewood College in Madison, Wisconsin. Mariana co-authored the Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards and has led the development of a variety of standards, including WIDA English Language Development Standards, Early Years; WIDA Spanish Language Development Standards, K-12 and Early Years; and related resources like Can Do Descriptors, Key Uses Edition, K-12 and Early Years; and Podemos, K-12 and Early Years. She has presented at conferences in the US, including TESOL, Learning Forward, NABE, La Cosecha, ASCD, AERA, AAAL and internationally, she has worked with educators in Mexico, Dubai, Thailand, and Argentina in designing spaces for meaningful participation and multilingual development for language learners.
Mariana’s publications include a co-edited volume Common core, bilingual and English language learners: A resource for educators (Guadalupe Valdés and Kate Menken), the book Formative language assessment for English learners: A Four-Step Process (MacDonald, Boals, Cook & White), a chapter in Intersectionality and urban education: Identities, policies, spaces, and power (Mancilla & Boals), and articles in Language Magazine, Soleado, and the WIDA Focus Bulletin series. Her service to the field includes being an officer for the Second Language Research Special Interest Group at the American Educational Research Association, and a reviewer for the South African Journal of Education and the TESOL Journal. Mariana’s current research interests include language development, educational leadership, data literacy, family engagement, translanguaging and social justice in education.
Stay tuned for further updates!