Multilingual Storytelling (Jacqueline Jones)
Fairy tales are a universally familiar genre of story, but the stories we know and how we access them differ from culture to culture.In this sequence of lessons, our multilingual ELL used their home languages to access and enhance their knowledge and understanding of the features of fairy tales as well as their skills in applying those features to their own writing. The overall aim of this sequence of lessons was on using both our languages (home and school) to further our understanding and application of these text features.
Using SVOC to build meaningful language chunks (Karen Jense)
Stepping away from the traditional teaching of nouns, verbs and adjectives, SVOC looks at how to chunk language into more meaningful units. It adapts the work of John Polias and Brian Dare and relates it to content and context in literacy to show how this 'SVOC Theory' can be applied to any level of language learning. It demonstrates how making language meaningful can speed up the learning process by providing simple, yet key, building blocks for sentence construction. By using SVOC, it can help students to not only build their own sentences but also to self check and error correct. So far, this experimental approach has been applied with success to primary level learning but can readily be adapted to secondary and beyond to provide EAL learners with easy to use templates for language building and later, for greater control over manipulation of more complex language.
Integration of Mother Tongue languages into teaching and learning in an inquiry based classroom (Tamsin Roberts & Dawn McCusker)
When primary school students use key Unit of Inquiry vocabulary in their Mother Tongue, with peers at school or parents at home, and engage in developmentally appropriate discussions about related concepts, they extend their content knowledge. Mother Tongue language also plays an important role in the development of personal, social and cultural identity. At VIS the documentation of grade level specific use of Mother Tongue languages, for extending concept-based learning in Units of Inquiry, enables teaching teams to adopt or create their own innovative means of integrating Mother Tongue into the curriculum.
Multilingual Digital Storytelling in an International Classroom (Mirela Dumic)
Bringing Together Mother Tongue, EAL and Art As part of the Critical Connections II project run by Goldsmiths (University of London) and the British Film Institute, this poster will showcase an interdisciplinary engagement between languages and art in the production of a Croatian-English shadow-puppet film "Stribor's Forest" at the International School of London (Surrey, UK). The aim was to promote pupils' mother tongue, literary heritage, and their learning of English as an Additional Language through digital storytelling. In this poster presentation I will show the steps in the process of our film making, with insights from Croatian pupils and the school's art teacher. This poster presentation will appeal to teachers, researchers and curriculum planners interested in interdisciplinary engagement between multilingualism, creativity and digital media in an international classroom. The film (6 min) and a short documentary about the creative process during the film making will be shown on a laptop during the poster presentation slot. The film is available on YouTube - Stribor's Forest https://www.youtube.com/watch?v=nRxmVaXwzkI
Does the summer holiday affect fluency in L2 English? (ISL Research Institute students)
This poster showcases an innovative research project conducted by G7-10 students at the ISL London Research Institute.
The aim of this research was to find out whether students’ fluency in L2 English changes over the summer holiday. Using a film retelling task as a primary data collection tool and guided by literature (References) the students conducted a quantitative analysis of disfluencies found in the transcripts. The initial findings suggest that the summer holiday did not have a negative effect on most of the cases and the research is a work in progress. This presentation will be of interest to teachers, students and researchers.
All Teachers are Language Teachers (Jill Silversand & Darlene Vrolijk)
Using a Science experiment task, we asked:
*If you were a second language learner, would you be able to write a complete lab report with the correct scientific knowledge using this document?
*Do you understand what is expected of you?
*How would you improve this document? Outcome from teachers will be introduced on the board using Padlet (or other tool to be confirmed).
Using L1 in the (EAL) secondary classroom to deepen conceptual understanding and reflection (Anca Toma)
Eighty-seven percent of our total student population are non-native speakers of English, the language of instruction used in the school, with Russian and Korean being among the most prevalent. As an IB World School, we are committed to supporting multilingualism as a fundamental part of developing intercultural understanding and international-mindedness. Therefore, translanguaging provides language learners with the opportunity to build on previous knowledge, access the curriculum and attain concepts more easily, improve their academic language and continue to use and improve their L1. The session will highlight how translanguaging was used with the Living Museum project, as well as with the novel The Boy in the Striped Pyjamas, thus allowing for deeper conceptual understanding and teaching through a multilingual lens. Student reflections and work will be shared.
Bookfête (Debora Vonlanthen)
We would like to present the Bookfête, the first Le Rosey International Book Festival. The second edition was last September, and has involved everyone from Juniors to Class t, and all teachers. We had a late breakfast, then the event occupied the whole of the Academic Block from 9h until about 15h45. A few published writers have accepted our invitations to attend, and have been at the centre of the events, even if many sessions have been lead and organized by the students. The integration of different languages was at the core of our reflections, as a collaborative network.
Speakers 
EAL teacher, trainer and consultant, SEEFA EAL Education Consultancy
I have over 15 years experience of teaching and training for English. My main areas of interest are in providing training to help teachers increase their knowledge of language structure and the demands of the curriculum, supporting the development of an explicit language focus across...
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ELA Teacher, Vienna International School
Italian teacher and Head of Languages, Institut Le Rosey
Science Teacher, International School Eindhoven
Research Facilitator, International School of London (London)
As a language teacher with educational background in Social Research and EAL, Mirela has contributed to the development of the Research Institute at the ISL Surrey (2016-17) and currently at the ISL London. As a Croatian mother tongue teacher at the ISL Surrey (2014-2017) she collaborated...
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EAL Teacher, International School of The Hague
Jacqueline Jones is an experienced educator with a strong history of working in both the primary and secondary education industry. In Independent schools, she has previously taught a range of subjects including EAL, EFL and ICT. Jacqueline holds a BSc (Hons) and a teaching certification...
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ESS and PYP Mother Tongue Coordinator, Vienna International School
EAL Coordinator, Secondary School, Tashkent International School
Anca’s passion for languages and education started at an early age while still living in her native Romania. At the age of 14, she emigrated with her family to Canada, where her English language learning journey was not always smooth. However, with continuous support and encouragement...
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ELL Coordinator/ELL teacher, ISE International School Eindhoven
