Bilingual & Multilingual Classrooms: Supporting young language learners, across the curriculum

  • Bilingual & Multilingual Classrooms: Supporting young language learners, across the curriculum

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NATALIE CROOME

Natalie Croome is a cross-curricular generalist, specialising in helping teams hone in on just what it is that student learning is showing them about possible areas of focus for teacher and/or leader learning. Using Professional Learning Standards as drivers in the design of high-quality Professional Learning Programmes, Natalie guides teams of leaders through engaging inquiries, honing in on connecting teacher learning to student learning.

Natalie Croome is a cross-curricular generalist, specialising in helping teams hone in on just what it is that student learning is showing them about possible areas of focus for teacher and/or leader learning. Using Professional Learning Standards as drivers in the design of high-quality Professional Learning Programmes, Natalie guides teams of leaders through engaging inquiries, honing in on connecting teacher learning to student learning.

Natalie brings a fresh, adaptable and flexible approach to her work in leading Professional Learning; keeping it open to questions, research and taking a personal approach to the design process.

In this way, she involves Professional Learners in the whole process, from identifying the focus area/s, designing the learning, facilitation, school-based practice, sharing findings, asking new questions…

Areas of expertise include: teacher identity, the ethics and professional practice of international education, global education pedagogies, bilingual & multilingual classrooms,inquiry-based learning, Cognitive Coaching, interdisciplinary &transdisciplinary approaches to teaching and learning, collaborative happiness, and curriculum design.

Natalie combines a professional approach with a sense of fun and a passion for connecting with people, building relationships, and leveraging curiosity, creativity and play as powerful learning tools.

Programme Overview

 

Topic
Bilingual & Multilingual Classrooms
Delivery Model A 6-hour course run over 4 weeks Each week, a 1.5 hour live, interactive online session. One week between live sessions will allow for completion of Extended Learning Tasks, including application in school settings.
Cost
  • AED 945 per delegate including VAT
  • Booking Deadline: Wednesday 31st March 2021
  • Discounts available for group school bookings of five or more delegates

 

Dates & Times* All live sessions start at 3:00pm UAE time
Face to Face Online sessions 12-hours programme
  • Session 1:  Monday 12th April – 3 to 4:30pm
  • Session 2:  Monday 19th April – 3 to 4:30pm
  • Session 3:  Monday 26th April – 3 to 4:30pm
  • Session 4:  Monday 3rd May – 3 to 4:30pm
  • 6 hours online facilitation
  • 6 hours of independent Extended Learning Tasks: reading, writing, reflection, application
Times are Dubai Time and Live Module Sessions last approximately 1 and a half hours.

 

Programme Details:

This course is for all teachers and leaders of children of 3 to 12 years of age who are learning in a second or additional language, because “we are all language teachers”! We will share our experiences and consider how our own language learning experiences can be leveraged to help us better support our young learners. Time will be spent considering a range of text types and their structures and acknowledging that there is a difference between language learning (formal) and language acquisition (functional). The development of a repertoire of strategies that work will be constructed by participants throughout the course

Live Sessions using ZOOM

Session 1: What are Bilingual and Multilingual Classrooms Like?

  • Define differences and similarities between bilingual and multilingual classrooms
  • Describe and examine how bilingual and multilingual classrooms work, the challenges they present and the richness they bring to teachers and learners
  • Consider the key role of the mother-tongue in the acquisition of other languages

Session 2: How Language Learning Works…and Feels

  • Describe and discuss how bilingual and multilingual classrooms look, feel and sound
  • Explore how the brain works best when language is being learned – language learning vs. language acquisition
  • Address the specifics of the four language domains, oral language, visual language, reading and writing
  • Understand the Linguistic Cueing Cycle: Learning language, learning about language and learning through language

Session 3: Text Types and Why They Matter: Analysing a Range of Text Types and Making the Implicit Explicit – Part One

  • Consider how language learners construct their own meaning
  • Classify the kinds of language structures and text types that are taught and learned in classrooms, across the curriculum
  • Develop common vocabulary and understanding around narrative, informational and persuasive text types
  • Analyse a range of narrative texts, oral, visual and written
  • Develop criteria for narrative texts, based on structural elements
  • Consider the power of stories to access concepts in second and additional languages, across the curriculum

Session 4: Analysing a Range of Text Types and Making the Implicit Explicit – Part Two & Strategies That Work Best in Bilingual and Multilingual Classrooms

  • Analyse a range of information texts, oral, visual and written
  • Develop criteria for information texts, based on structural elements
  • Discuss persuasive text, oral, visual and written
  • Consider the complexity of language structures involved in the three text types to help guide our teaching and learning programmes
  • Share and discuss strategies that work best for supporting young bilingual and multilingual learners as they learn across the curriculum
  • Explore research and current best practice to inform the identification of the right strategy for the right student at the right time

 

Who Should Attend?
  • Early Years Teachers
  • Early Childhood Teachers
  • Grade 1 – 6 Classroom Teachers
  • EAL Specialists
  • SEN Specialists
  • Speech Therapists
  • Librarians
  • All specialist subject teachers, i.e., Music, Art, Physical Education, Second Languages
  • Language Curriculum Coordinators
  • School Leaders who work with bilingual and multilingual children aged between 3 and 12 years.
Intended Outcomes
  • Appreciate the key role that mother-tongue plays in the acquisition of new languages
  • Explore how the brain works when language is being learned
  • Understand the different experiences involved in language learning and language acquisition
  • Develop familiarity and confidence with recognizing and manipulating narrative, informational and persuasive text types
  • Develop a repertoire of research-based strategies to support young language learners, in all subjects

 

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Testimonials

‘Our work with Natalie has given me so much to think about and has made me question some things I do with my students. It has been very good to have the chance to think deeply as a collegial team about the challenges that young children face as they learn to make meaning in second and additional languages. I have learned important skills to enable me to confidently discriminate between the best strategies to use for a particular student at a given time, to support their developing language skills.’

 

‘This has been a great wake-up call regarding my appreciation of the crucial role I play in scaffolding for my language learners, in all subjects. It has really helped me improve my practice.’