- Alycia Owen & Bill Brooks - American International School of Guangzhou
- Laura McGinty & Sara Malcolm - Canadian International School of Beijing
- Sarah Juta, Heather Tobin & Angela Gu - Dulwich College Shanghai
- Blessy Monica & Hannah Fernweh - International School of Nanshan Shenzhen
- Addie Loy - International School of Nanshan Shenzhen
- Michael Hagen - Keystone Academy
- Keisha A. La Beach - Nanshan Chinese International College - Immersion
- Ceci Gomez-Galvez - Shekou International School
- Robyn Gibson & Shekou International School Primary EAL Team
- Lena Thomson, Tuula Webb, Lyn O'Connell & Melissa Ma - Shen Wai International School
- Mariana Olivares & Parker Watson - Western International School Shanghai
- 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)
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.
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.
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.
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.
Specifically, English teachers that speak more than one language because they will be able to relate to the topic based on their own experiences.
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.
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
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 from Kansas in the United States. I studied at the University of Kansas and obtained my degree in Physical and Health Education. I left 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 traveling to new countries and exploring everything I can offer both culturally and geographically. I love teaching physical education, watching the students self-discover and achieve things they never thought they could is one of my biggest teaching thrills.