Why come
This interactive workshop will help teachers identify the features of academic language used in different content areas and will demonstrate instructional techniques that scaffold language development through video clips, modeling, and participant participation.
Registration
Individuals:
Early Bird Rate: 330 Euros (register by 31 August, 2018)
Standard Rate: 360 Euros (register by 26 September, 2018)
Groups (min. 3 registrations):
Group Early-bird rate: 300 Euros (register by 31 August, 2018)
Group Standard rate: 330 Euros (register by 26 September, 2018)
Fee includes coffee/refreshments and lunch for two days.
Workshop details
Who is it for
Content teachers interested in adding more subject-specific academic language development to their lessons
Mother tongue and EAL teachers who want to integrate language and content instruction more effectively
Teams of content and EAL teachers are welcome in order to share their areas of expertise and plan together
This workshop will be particularly useful for any classroom where some of the students are learning through the medium of a new language, such as content-based language classes and Content and language integrated learning (CLIL) classes.
Workshop goals and modules
During the two days, teachers will analyse texts and classroom tasks in order to determine the academic language students need to study a given subject. Participants will practise techniques that can help build students’ academic vocabulary, collaborative discussion, reading, and writing skills for content classes or EAL and mother tongue classes. The workshop will conclude with time to apply information about academic language of a subject to lesson and unit planning. The goal of the approach is to advance language learning while making the content area material comprehensible to all learners.
The overall goal of the workshop is to help teachers develop their students’ academic language skills related to vocabulary, reading, writing, listening, and speaking while they are learning and practising the content area material. As a result of these two days, participants will be able to
Content Objectives
Identify features of academic language and literacy in content areas
Explain guidelines for building academic language in lessons
Demonstrate instructional practices for academic language development through modeling and video clips
Apply ideas for integrating content and language to lesson and unit planning
Language Objectives
Pinpoint academic language targets for different lessons and practise writing content and language objectives
Discuss and practise techniques to promote academic vocabulary, collaborative discussions, and content reading and writing skills
Add language objectives and language development activities to lessons and units
Handouts will include sample lessons, guidelines and explanations of techniques useful for integrating academic language, a lesson template, and a unit template.
Schedule
8:00 – 8:30 Light breakfast (arrival/registration)
8:30 – 10:30 Session
10:30 – 11:00 Morning break
11:00 – 12:30 Session
12:30 – 13:15 Lunch
13:15 – 14:30 Session
14:30 – 15:00 Afternoon break
15:00 – 16:00 Session
Day 1 Topics
Introduction and Self-Assessment of Language and Content Integration
Overview of Academic Language Features
Identification of Academic Language in Different Content Areas
Writing Language and Content Objectives
Guidelines and Techniques for Academic Vocabulary Development
Day 2 Topics:
Guidelines and Techniques for Oral Interaction and Collaborative Discussions
Guidelines and Techniques for Content Area Reading and Writing
Lesson and Unit Planning
Closure and Next Steps
Featured speaker
Deborah J. Short, Ph.D.
Academic Language Research & Training, LLC Director
Deborah J. Short, Ph.D., directs Academic Language Research & Training, LLC and provides professional development on academic literacy, content-based ESL, and sheltered instruction worldwide. While a Division Director at the Center for Applied Linguistics, she co-developed the research-validated SIOP Model for sheltered instruction. She has directed research and program evaluations on English learners for the Carnegie Corporation of New York, Rockefeller Foundation, U.S. Department of Education, and U.S. Department of Justice, among others. Publications include the SIOP Model books, ESL textbooks for National Geographic Learning/Cengage, and numerous professional journal articles. She taught English as a new language in New York, California, Virginia, and the DR Congo. She recently served on TESOL International’s Board of Directors.