Thank You for Coming!
Mark Your Calendars for the next conference at
Western International School of Shanghai on April 17-18, 2020!
The issues related to English Language Learning within our member schools is at the top of the list of concerns about how to integrate increasingly diverse numbers of language speakers into a curriculum based largely on English as the main language of instruction.
Students from over 50 different countries create an exciting blend of cultures that allows us to explore challenging aspects of the world around us through a rigorous curriculum of inquiry-based learning. In addition, WISS offers a wide variety of interesting and enriching opportunities for growth including impressive and highly developed creative arts, sports and service learning programs.
- Carrie Di - International School of Nanshan Shenzhen
- Lisa Ellery - Western International School of Shanghai
- Kristy Goodman - Concordia International School Shanghai
- Andrea Griego - Yew Chung International School of Shanghai in Pudong
- Maureen McCoy - Keystone Academy
- Lori Zhai - International School of Tianjin
Lisa has been at WISS since 2012 and currently enjoys a dual role as Deputy Principal Primary and Head of PYP EAL. She has been an educator for more than 20 years and has previously taught in her homeland UK where she worked as a school improvement advisor for EAL prior to taking up positions in Japan, Philippines and now Shanghai. Lisa is passionate about teaching English language learners within the PYP curriculum framework; encouraging, nurturing and supporting the language acquisition of those children new to English within the WISS community.
Kristy Goodman is the ELL coach in the middle school at Concordia International School Shanghai. This is her second year at Concordia and eleventh year teaching in Asia. She has previously taught at an international school in Thailand and local schools in Hong Kong and Beijing. She studied for her bachelors degree at the University of Wisconsin, surprisingly, in Spanish and zoology. Her masters is in TESOL K-12 from Teachers College, Columbia University. Kristy’s passions include functional grammar, language assessments, scuba diving and cats. This is her first year on the committee.
Andrea Griego is the Student Support & Wellbeing Coordinator at YCIS Shanghai, Pudong- Regency Park Campus where she leads the Student Support Team which includes the English as an Additional Language, Learning Resource and Counseling departments. She provides in-house professional development for teachers focusing on strategies for ESL students in the mainstream classroom, differentiation, and data collection and analysis. Aside from leading her team, Andrea teaches one EAL class and conducts admission’s interviews. She has been at YCIS for five years and is part of the campus leadership team. As a seasoned educator, Andrea has worked in the United States, Untied Arab Emirates and Colombia. Andrea led the ACAMIS ELL Conference Committee in 2017 when the conference was held at YCIS Shanghai. She has been delighted to be part of the committee for three years and will pass the torch on this July.
Maureen is the head of middle school at Keystone Academy in Beijing, where she also teaches MYP grade eight Language and Literature. Before her work as an administrator, Maureen taught ELL, French, and History in the United States for more than twenty years. She says that she can’t help teaching language, since we use language in all our teaching. Her doctoral dissertation was on Mainstream Teachers’ Experiences with English Language Learners’ Acquisition of Academic Language.
Lori Zhai is a MYP teacher at the International School of Tianjin (IST), teaching both Language Acquisition and Humanities for EAL (HEAL). She has been at IST for 5 years and previously worked as an elementary ELL teacher in the US. Lori is a Grade 6 Homeroom teacher and helps young students acclimate smoothly into secondary school. She also leads the transition from elementary to secondary prior to students entering in Grade 6, having knowledge in both areas. She has a holistic approach to teaching that includes explicit instruction on different reading and writing strategies. She believes in creating meaningful lessons that engage the interests of her students and help build their confidence. Lori’s organizational skills have served her well throughout the process of bringing so many educators together. Leading the 2018 ACAMIS ELL Conference has been a rewarding experience.
This year’s ACAMIS English Language Learners conference is going to focus on Translanguaging Pedagogy, a new approach in English instruction that involves building on students’ bilingualism by using their mother-tongue strategically during instruction to support their language learning.
- Tatyana Kleyn
- Kate Menken
- Discussion Forum
- Gift Sponsors
- Host School
- Peer Presenters
Tatyana Kleyn is associate professor and director of the Bilingual Education and TESOL programs at the City College of New York. She has an Ed.D. in international educational development at Teachers College, Columbia University. She received the early career award for the Bilingual Research SIG for the American Educational Research Association.
For 2014-15 Tatyana served as president of the New York State Association for Bilingual Education and a Fulbright Scholar in Oaxaca, Mexico.
Tatyana is author of “Immigration: The Ultimate Teen Guide,” co-author of “Teaching in Two Languages: A Guide for K-12 Bilingual Educators” (with Reyes) and co-editor of “Translanguaging with Multilingual Learners: Learning from Classroom Moments” (with García). She is the director and co-producer of the documentaries “Living Undocumented: High School, College and Beyond” and “Una Vida, Dos Países [One Life, Two Countries]: Children and Youth (Back) in Mexico.” She was an elementary school teacher in San Pedro Sula, Honduras and Atlanta, Georgia.
Kate Menken is a Professor of Linguistics and Director of Linguistics and TESOL Programs at Queens College of the City University of New York (CUNY), and a Research Fellow at the Research Institute for the Study of Language in Urban Society at the CUNY Graduate Center. Her research interests include language education policy, bilingual education, and the education of emergent bilinguals in U.S. public schools. Her books are English Learners Left Behind: Standardized Testing as Language Policy (Multilingual Matters, 2008), Negotiating Language Policies in Schools: Educators as Policymakers (co-edited with Ofelia García, Routledge, 2010), and Common Core, Bilingual and English Language Learners: A Resource for Educators (co-edited with Guadalupe Valdés and Mariana Castro, Caslon, 2015). She is Co-Principal Investigator of the CUNY-New York State Initiative for Emergent Bilinguals (NYSIEB) project (www.cuny-nysieb.org) and Co-Principal Investigator of Participating in Literacies and Computer Science (https://www.pila-cs.org). Further information can be found on her website: http://katemenken.org
Presenter: Kate Menken
- Bilingualism as a resource in education
Translanguaging pedagogy allows students to draw upon their entire linguistic repertoire in school. All of the languages spoken by bilingual children are leveraged as a crucial instructional tool and, to the greatest extent possible, nurtured and developed.
- A multilingual ecology for the whole school
The language practices of all children and families are evident in the school’s visual landscape, as well as in the interactions of members of the school community.
|7:45 - 8:30||Registration/Coffee||Lobby|
|8:45 - 9:15||Welcome/Housekeeping||Auditorium|
|9:15 - 10:15||Keynote by Kate Menken||Auditorium|
|10:30 - 10:45||Coffee Break||5th Floor|
|10:45 - 11:45||Breakout Session #1||5th Floor|
|12:00 - 1:00||Lunch||Atrium/MYP Cafeteria|
|1:00 - 1:45||Student Showcase||4th Floor|
|1:45 - 2:45||Breakout Session #2||5th Floor|
|2:45 - 3:00||Coffee Break||5th Floor|
|3:00 - 4:00||Discussion Forum||5th Floor|
|4:00 - 5:15||Social||Auditorium|
|5:30||Buses to Hotels||Campus|
|7:30 - 8:00||Coffee on Arrival||5th Floor|
|8:00 - 8:15||Housekeeping||Auditorium|
|8:15 - 9:15||Keynote by Tatyana Kleyn||Auditorium|
|9:15 - 9:30||Coffee Break||5th Floor|
|9:30 - 10:30||Breakout Session #3||5th Floor|
|10:45 - 11:45||Breakout Session #4||5th Floor|
|12:00 - 1:00||Lunch||Atrium/MYP Cafeteria|
|1:15 - 2:15||Discussion Forum||5th Floor|
|2:15 - 2:30||Coffee Break||5th Floor|
|2:30 - 2:45||Raffles and Closing||Auditorium|
|3:00||Buses to Airport||Campus|
- Learning support vs Language Support
- Parent Education and pressures
- Supporting low and high proficiency learners
- Bilingual vs. English only
- EAL Program Structure
- Language Policies
- Mixed Proficiency classes
|The Westin Shenzhen Nanshan|
Venice RayTour Hotel Shenzhen
Vienna Hotel Longzhu Branch
|Address (English)||9028-2 Shennan Road, Nanshan District, Shenzhen, 518053||9026 Shennan Road, Nanshan District, Shenzhen 518053||Building A, Taiyuan Jingu Hi-tech Park, Long Zhu Four Road, Nanshan District, Shenzhen|
|Contact Person||Alice Jiang||Sam Xue||Qian Peng*|
|Contact Number||86 151 0982 5662||86 755 2693 6888 |
|137 1490 3335|
|Room Rate #1||Deluxe Room (One Big Bed) |
CNY1224.3 with one breakfast
CNY991 with one breakfast
|Deluxe Room (one bed/double beds): CNY438 with breakfast i|
|Room Rate #2||Deluxe Room (Double Beds)|
CNY1340.9 with two breakfasts
|N/A||Business Room (one bed/double beds): CNY448|
Please mention the reservation is for participating ACAMIS ELL Conference 2019
*Participants will walk two minutes to share the same buses with participants staying at Venice Raytour Hotel
Please mention the reservation is for participating ACAMIS ELL Conference 2019
Please mention the reservation is for participating ACAMIS ELL Conference 2019If Mr. Peng is not available, contact Mr. Wang at 178 0738 8392 or Mr. Zeng at 135 4221 8094 or the front desk at 0755-8623 5555 (All contact persons speak Chinese only)
The International School of Nanshan Shenzhen (ISNS) is a premier Canadian international school with students ranging from Pre-K through Grade 12. Celebrating 15 years, ISNS is home to over 800 students from 32 different countries. The School provides students with the tools to achieve excellence in academics, personal growth and success beyond the classroom.
ISNS understands every student is different, and is committed to personalize each child’s path to ensure they are passionate about learning. ISNS is a place of opportunity, offering students both the Canadian New Brunswick diploma and the full International Baccalaureate (IB) continuum; PYP, MYP and DP.
Connecting Translanguaging Theory to Chinese and Mongolian International Schools
Abstract: In this session, participants will learn how translanguaging theory can be applied in their schools. This will begin with an analysis of how their school currently approaches students’ bilingualism and of the school’s multilingual ecology. Participants will then take a first step in applying translanguaging theory into the classroom through a hands-on project that any educator can do in any school context, and which will benefit your students and the entire school community.
Addie is from Detroit, Michigan and received her undergraduate degree in teaching with an emphasis in social sciences from Eastern Kentucky University. She developed a passion for teaching English as a Second or Foreign Language (ESL), while working in adult education and literacy. Addie holds a master’s degree in Teaching, with a focus English as a Second Language (TESOL) from Western Governor’s University in Utah. She has taught English Language courses, was a Director of an ESL/EAL program and she is now the IB Director that oversees teaching and learning at the International School of Nanshan Shenzhen.
I am Mariana Olivares from Caracas, Venezuela. I gained my Early Childhood Education degree in 2007 and have spent the last eight years living abroad in both the USA and China. I have worked in the education field for more than eight years. I enjoy being around kids very much and am very passionate about making the world a better place. I love my dogs and enjoy going for long walks. I am passionate about Play based learning in a multicultural setting.
I am Parker Watson, and I am from Kansas in the United States. I studied at the University of Kansas and obtained my degree in Physical and Health Education. I moved from Kuwait after three years to come to Shanghai and join the WISS community. I have many hobbies, most of which involve being outdoors or doing something sporty. I enjoy travelling to new countries and exploring everything they can offer both culturally and geographically. I love teaching physical education. Watching students self-discover and achieve things they never thought they could, is one of my biggest teaching thrills.
Ceci Gomez-Galvez is a collaborator, co-teacher and coach who empowers educators to create learning opportunities to suit all language learners' needs. She has been the leader of an ELL support program based on support practices within a sheltered immersion philosophy and the use of differentiation strategies. She is an innovator and COETAIL graduate who effectively integrates eLearning tools and contemporary practice to enhance learning across all divisions for ELLs and all students.
Alycia Owen is an international eduator, instuctional coach, and EAL specialist who has implemented the co-teaching model in math, science, and language arts. She has provided professional development for schools in the US and abroad and has been a workshop presenter at NESA, AASSA, and EARCOS international teachers' conferences. She currently teaches in China where she is Head of Department for EAL, offers consultation for teachers, and develops professional learning opportunities at the American International School of Guangzhou.
Building a Translanguaging Toolkit
Building a translanguaging toolkit is easier than you think. Join us as we share translanguaging strategies that have worked to help our students master academic vocabulary, strengthen their speaking, writing & note-taking skills, and become more aware of how they can leverage their home language to support their language development.
Laura McGinty is a Canadian-born international teacher with 15 years of teaching experience in the UK, Madagascar, Oman, Guyana and China. Laura started her career as a Learning Support teacher but is now concentrating on implementing strategies that help make content more accessible to EAL learners. She is working towards her MEd in International Education through Queen’s University.
- Creating language profiles of staff/students and identifying gaps in our language support/translation opportunities.
- Language ambassadors can be identified from the language profiles and utilized when the support is needed.
- Using mother tongues to unravel a unit’s statement of inquiry (Key and related concepts, global contexts/understandings) as well as the IB command terms/glossaries.
- Using the strengths of home languages to scaffold learning in and out of the classroom – practical applications for making understanding, engagement, and communication of knowledge achievable (Science and I&S examples)
Blessy Monica is from Chennai, South India and is a Grade 2 Homeroom Teacher at ISNS. She holds a Bachelors’ degree in education K- 2 from the New Zealand Tertiary college and international teaching certification K-12 from the University of Cambridge. Her favorite subject is Science hence she pursued her Bachelors’ and Masters’ in Plant Biotechnology, among other qualifications. She has worked in International schools in India, The Republic of Georgia, Japan and now China for over 11 years. She is also a certified independent Concept based curriculum presenter and trainer. Blessy loves to share her knowledge on conceptual understanding and inquiry-based teaching and learning.
Hannah Fernweh is a life-long learner from Western New York State in the U.S. with degrees in elementary, special, bilingual, and TESOL education. She originally worked in Rochester, NY for 7 years as a bilingual homeroom, special education, and EAL teacher. In 2017, she and her husband decided to embrace a new culture together in Shenzhen, China. Hannah loves to share her passion for learning and diversity with all of the children and adults she works with as the literacy coordinator and director of Student Support Services at ISNS.
Educators in the Primary School of Shekou International School, this team shares a collaborative vision for ELL support. Each with over 15+ years experience with multilingual students, they serve the language needs of the students and community. The team follows the Sheltered Immersion model and work closely with homeroom teachers, specialists, administrators, and families. These teachers and teaching assistants use approaches like translanguaging and co-teaching in conjunction with their grade level expertise to help create the best access to learning.
- Using our bilingual teacher assistants *Co-teaching
- Ways to connect home and school *Parent and Staff education
- World Café
- Interactive word walls
- Subject specific vocabulary
- Graphic Organizers (Frayer Model)
- Quizlet for new academic vocabulary (in class and home use).
- Sharing work via digital portfolio with stakeholders
Kate Menken and Tatyana Kleyn
Michael Hagen has been a classroom teacher for 15 years, serving as a primary grade classroom teacher in the United States, and a secondary social studies teacher in Thailand. While completing an M.A. in Second Language Studies from the University of Hawaii at Manoa from 2016-2018, Michael became interested in finding ways for classroom teachers to involve themselves more in research projects connected with language acquisition. He believes that our overall understanding of how language learners function in classroom settings would be greatly expanded by having teachers contribute their own understandings of what is occurring within classrooms around the world and would extend our overall data pool beyond the university arena.
Challenged by a class of pre-schoolers, we had more languages spoken than there were students, I decided to become certified in teaching as a second language and that led to being reassigned to the ELL department (of one) at my first international school. Seven years and three schools later, I am currently the EAL Coordinator at the Nanshan Chinese International College - Immersion School. I enjoy collaborating with other educators and learn as much from them and the experience as I do whenever I facilitate teacher and parent workshops and have opportunities to co-facilitate with Dr. Gini Rojas.
Sarah Juta works in Dulwich College Shanghai Pudong as a DUCKS EAL teacher, Dual Language Coordinator and DUCKS EAL Coordinator. She has taught for 17 years from Toddlers through to Year 6 as a class teacher and EAL teacher in England, Australia and Shanghai. Throughout her career she has never worked in a monolingual teaching environment. She is passionate about language development and holds a Masters of Applied Linguistics.
Sarah and her husband Tim have two children growing up with English, Mandarin and German. Witnessing their language development has been one of the most fascinating and rewarding experiences for her.
Heather Tobin teaches at Dulwich College Shanghai Pudong as an Early Years teacher. She is currently in Toddlers working with children of 2-3 years.
Lisa Low is an educator who is passionate about all things to do with language learning! During the last 25 years, she has worked in the following roles; EAL teacher, class teacher, Special Educational Needs Coordinator, Director of Teaching and Learning and most recently as a School Principal at Dulwich College Shanghai Pudong in Shanghai, China. Having lived in the UK, Switzerland, and China, she is now residing with her family in Hong Kong where she is currently enrolled in a Masters of Education specializing in Content and Language Integrated Learning at Hong Kong University. Lisa has worked with organizations around the world, focusing on educational approaches which are innovative, research-driven, and inclusive. The Dual Language programme, she and her team implemented in Dulwich College Shanghai Pudong (DUCKS) Early Years, was one such approach. Her current research focus is on the impact of teacher beliefs on Teacher Language Awareness in the context of a Chinese International School.
Our Early Years setting is from age 2 to 7, though much of our research focused on 2 to 5 years. Children are mixed Mandarin home language speakers, English home language speakers and other home language speakers. Mandarin home language speakers are most predominant. Some children have exposure to both English and Mandarin in the home environment but for most children, school is their first and only exposure to English or to Mandarin.