2014 tdsb cld program oise-uoit celebratin… · program overview for wednesday, april 30, ... mark...

Celebrating

Annual Conference

Wednesday, April 30, 2014 Thursday, May 1, 2014 Friday, May 2, 2014

Ontario Institute for Studies in Education 252 Bloor Street West (St. George subway station) Toronto, Ontario, Canada

Wednesday, April 30, 2014 Keynote Speakers

Dr. Bonny Norton, UBC Dr. Margaret Early, UBC

Dr. Christian Horst, University of Aarhus, Denmark

Dr. Lars Anders Kulbrandstad, Hedmark University College, Norway

Thursday, May 1, 2014 Dr. Diane Dagenais, Simon Fraser University Dr. Kelleen Toohey, Simon Fraser U & UOIT

Dr. Mary Jo Leddy, Romero House, Toronto

Friday, May 2, 2014 Dr. Jim Cummins, OISE / University of Toronto

Thursday Dinner Symposium with Dr. Shelley Fairbairn, Drake University & Stephaney Jones-Vo, Starfish Education

Friday Lunch Session: Dr. Bonny Norton & Dr. Margaret Early, University of British Columbia

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CELEBRATING LINGUISTIC DIVERSITY 2014 Honouring the Contributions of Dr. Jim Cummins

The theme for this year’s conference is a tribute to Dr. Jim Cummins’ many contributions to the field of language learning and teaching on the eve of his July 2014 retirement from OISE/UT. Although officially retired as of the summer, Dr. Cummins will continue to contribute to the field as Professor Emeritus.

This year’s extended three-day conference is organized in partnership by the Toronto District School Board, the Centre for Educational Research on Languages and Literacies at the Ontario Institute for Studies in Education of the University of Toronto, and the University of Ontario Institute of Technology.

Day 1 (April 30, 2014) will have an academic/research focus around themes flowing from the research and writings of Dr. Cummins. It will be of particular interest to Researchers, Teacher Educators, AQ Instructors, Coordinators and Consultants, Graduate Students and others. Days 2 and 3 (May 1 & 2, 2014) will have a more pedagogical and practical focus that will be of interest to all educators working with English language learners. There will also be some academic research sessions on day 2 and 3.

Conference Organizational Team

Dr. Antoinette Gagné, OISE, University of Toronto Dr. Jia Li, University of Ontario Institute of Technology

Paula Markus, Toronto District School Board Lyle Pearson, Conference Manager

Academic Committee Dr. Antoinette Gagné, OISE, University of Toronto Dr. Sunny Lau Man Chu, Bishop’s University Dr. Jia Li, University of Ontario Institute of Technology Dr. Clea Schmidt, University of Manitoba Paula Markus, Toronto District School Board Dr. Saskia Stille, University of Toronto

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KEYNOTE SESSIONS for Wednesday, April 30, 2014

1st Keynote Address (9:00 – 9:45 am), Main Floor Auditorium

Dr. Bonny Norton, University of British Columbia

“Literacy, Identity, and Social Change: Back to the future with Jim Cummins” Dr. Bonny Norton is Professor and Distinguished University Scholar in the Department of Language and Literacy Education, University of British Columbia.

2nd Keynote Address (11:45 am – 12:30 pm), Main Floor Auditorium

Dr. Lars Anders Kulbrandstad, Hedmark University College, Norway

Dr. Christian Edvard Horst, University of Aarhus, Denmark

“How Nordic Welfare States Respond to Multilingualism in Schools: Tracing the influence of Dr. Jim Cummins in Norway and Denmark”

Dr. Lars Anders Kulbrandstad, is Professor of Norwegian Language in an Educational Perspective: Department of Humanities, Faculty of Teacher Education and Natural Sciences, Hedmark University College, Norway. Dr. Kulbrandstad will be presenting “Perspectives on Norway”. Dr. Christian Horst is an Associate Professor in the Department of Education at the Danish University of Education, Aarhus University, Denmark. Dr. Horst will be presenting “Perspectives on Denmark”.

3rd Keynote Address (4:15 – 5:00 pm), Main Floor Auditorium

Dr. Margaret Early, University of British Columbia

“Multiple Literacies in Education: An Ongoing Dialogue with Jim Cummins” Dr. Margaret Early is Associate Professor in the Department of Language and Literacy Education at the University of British Columbia in Vancouver.

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Program Overview for Wednesday, April 30, 2014 Time Event

8:00 AM Registration 5th Floor Foyer, OISE 9:00 AM Keynote 1: Dr. Bonny Norton, University of British Columbia

Auditorium - Main Floor

9:45 AM Break 10:00 AM Academic Sessions Block A

See Conference Website at

http://www.oise.utoronto.ca/cerll/EVENTS/Conferences/index.html for details.

Concurrent Sessions 5th Floor, OISE 11:30 AM Break 11:45 AM Keynote 2: Dr. Christian Horst, Aarhus University, Denmark &

Dr. Lars Anders Kulbrandstad, Hedmark University College, Norway Auditorium - Main Floor

12:30 PM Lunch and Poster Fair Launch 5th Floor Foyer, OISE Lunch will be provided on the 5th Floor, OISE

1:15 PM Academic Sessions Block B (See Conference Website for details.)

Concurrent Sessions 5th Floor, OISE

2:45 PM Break 3:00 PM Academic Sessions Block C (See Conference Website for details.)

Concurrent Sessions 5th Floor, OISE

4:00 PM Break 4:15 PM Keynote 3: Dr. Margaret Early, University of British Columbia

Auditorium - Main Floor

5:00 PM Break 5:15 PM Fireside Chat with Dr. Jim Cummins & Dr. Antoinette Gagné,

University of Toronto, Ontario Institute for Studies in Education Auditorium, Ground Floor

6:30 PM Reception (Cash Bar) OISE Library, Ground Floor

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Academic Sessions and Poster Fair

Abstracts and more detailed information about the Academic Sessions being held on April 30, 2014 can be found at the conference website.

http://www.oise.utoronto.ca/cerll/EVENTS/Conferences/index.html

You do not have to register for individual Academic Sessions and the Poster Fair; however, you must indicate on your registration form if you are planning to attend Day 1 of the Conference. Please note that there is limited registration (250 participants) for the first day of the conference. Registration will be based on a first received basis.

3-Day Poster Fair 5th Floor Foyer – OISE

Official Launch – Wednesday, April 30, 2014

12:30 – 1:15 pm

Critical pedagogies, multilingualism and identity investments for teacher education in contemporary times: A heartfelt expansion and tribute to the work of Jim Cummins Julie Byrd Clark

An Empirical Study on the Integration of Form and Meaning in the College Communicative Classroom Meihua Chen & Shanhua Zhu

Pedagogy of a Second Language at an Early Age Yecid Ortega

Teaching Languages through Content – Exploring the implementation of 4 bilingual programs in varying contexts in NSW, Australia Lesley Harbon & Ruth Fielding

Professional Pathways of Immigrant Teachers Clea Schmidt

Diverse Learning Styles and Teaching in the Multilingual Classroom Jing Fu

Chinese young school-age children in a transitional, bilingual program: Parents and teachers’ perspectives on its long-term impact

Jia Li

Language Attitudes toward Final-/s/ Weakening among Young Adults in the Speech of Cartagena and Granada Miguel Angel Rincon Perez

Literacy Inside and Out: Investigating the Literacy Practices of Adult English Literacy Learners

Carolyn Piersma

More Exhibits to come!

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Academic Sessions Block A – Wednesday, April 30, 2014 Presentation 1

10:00 – 10:30 AM Presentation 2 10:30 – 11:00 AM

Presentation 3 11:00 – 11:30 AM

A1

Empowering Students, Parents, Teachers, and School in a Two-way English- Japanese Immersion School in Michigan Academic Advisory Committee of Hinoki International School Eastern Michigan University

Developing Metalinguistic Awareness within Emergent Spanish Bilingual Programs Rahat Naqvi Aaron Maso Sarah Soltesz

The ABC’s of Children’s Rights: A Bilingual Critical Literacy Project With 3rd Graders Sunny Lau Betty Kreuger Bonita Juby-Smith Isabelle Desbiens

A2

Building Inclusive Communities for Change: Researching Multilingual, Multiliterate Identities in a Bristol Early Years Nursery School Frances Giampapa

Celebrating Linguistic and Cultural Diversity of Young Children and Their Families Living in Reykjavik Frida Jonsdottir Kirstin Vilhjalmsdottir

A Case Study of Pedagogical Practices and Learning Environment in an Ontario Francophone Childcare Centre Alan Russette

A3

Effects of Annotated Videos of Peer Example – Debates on English Language Learners Learning of Academic Vocabulary: An Intervention Study Jia Li Linying Ji Jingjing Jiang

An Empirical Study of Web-based Autonomous Learning Meihua Chen Shanhua Zhu

New Literacies in Pro Evolution SoccerRogério Tenório de Azevedo

A4

Teacher Efficacy in Linguistically Diverse Classrooms Farahnaz Faez Mithila Vidwans

Teacher Beliefs About Linguistic Diversity in Early Childhood Education in Norway Gunhild Tomter Alstad

Diverse learners in TESL programs: A case study of teacher learning Danielle Freitas

A5

Articulating ‘the subject’ of language teaching and learning Saskia Stille

The Use of Monolingual and Bilingual Pedagogies in the Foreign Language Classroom: Examining Teacher Perspectives James Corcoran Tiffany Ng

Academic Conversations And Sophisticated Vocabulary Input for Young ELLs Hetty Roessingh

A6

Guideposts: Five Key Cummins Contributions to SLA Theory and How They Fit Into My (And Your) Classrooms Tom Griggs

Using Cognitive Diagnostic Feedback for Writing Development in English Language Classrooms Maryam Wagner

Examining How an Early Reading Instructional Intervention With Non- Literate and Semi-literate Adolescent Refuges Can Respond to the Cultural Needs of Non-dominant Populations M. Kristina Montero Stephanie Ledger

A7

Linguistic Diversity – Forgotten Resource for Teachers in Scotland Geri Smyth

Traditional or Transformative? Host Teachers’ Perceptions of Their Roles in Chilean Schools Isabel Vasquez

Field-Based Placement as a Space for Transformative Critical Inquiry in Pre- Service Teacher Education Sreemali Herath

A8

Listen to the Plurilinguals! ‘Hearing’ Students’ Background Knowledge and Letting It ‘Speak’ To Facilitate Their Progression Along Educational and Linguistic Paths Shelley Taylor

Looking beyond the Mirror through a Plurilingual Prism: A Comparative Study of the Creation of Plurilingual Identity Texts as a Research Methodology with Children in Toronto’s English and French Schools Gail Prasad

"What's this called in your language?" - Examining the Complex Negotiation of Identities in the English Language Classroom through Student Life Histories Mark Sinke

A9

Honouring Canada’s American Sign Language Research (10:00 – 11:30 AM)Andrew Byrne, Linda Cundy, Kristin Snoddon, David Mason, Heather Gibson, Brent Novodvorski, Norma-Jean Taylor, & Linda Wall

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Academic Sessions Block B – Wednesday, April 30, 2014 Presentation 1

1:15 – 1:45 PM Presentation 2 1:45 – 2:15 PM

Presentation 3 2:15 – 2:45 PM

B1

Promoting Bilingualism in the Elementary School Classroom Allyson Eamer

Professional Learning Journey: Supporting a Conceptual Shift in Bilingual Pedagogy Elaine Schmidt

Diglossia and the Bilingual MindAhmed Kandil

B2

A Critical Review of Official Policies, Documents, Guidelines, Related to First Nations Language Education in Ontario Alice Meyers

Teacher Education Students Studying the Life And Work of Jim Cummins as a Bridge Toward Becoming Advocates for Social Change Dolana Mogadime

Critical ESL teacher Education: Stories From Saskatchewan Classrooms Hyunjung Shin Debbie Griffith Carmen McCrea

B3

Learning about Self and the World beyond: Canadian Teens in School-Based Cultural, Religious, and Social Justice Clubs Antoinette Gagné Stephanie Soto Gordon

Diversity and Justice-oriented Citizenship: Second Language Students in a Secondary School Setting Douglas Fleming

Jim Cummins’ Legacy in Schools: Promoting Practices in Support of Negotiating Identities Cynthia Grant Sherida Hassanali

B4

Two Halves of a Whole: Exploring Bi- cultural Identity Using a Multiliteracies Pedagogy and Social Media to Improve Ells’ Language and Literacy Skills Janette Hughes and Laura Morrison

Being Cindy Sherman: Enacting Multiliteracies through Photography Jennifer Rowsell

Apples & Apps: Using Multiliteracies to Connect Children, Teachers and Community through Digital Tools and Tablets Anne Burke

B5

Empowering Heritage Language Education through Sister Class Networks Themistoklis Aravossitas

Welcoming Newly Arrived Pupils: A Critical Ethnography of One School’s Journey Justine Claire Dakin

For English Speakers Only: Chinese Language Education in Metro Vancouver Ai Mizuta

B6

Examining the Bilingual Literacy Development of English Language Learners (Ells) Enrolled in an English- Mandarin Bilingual Program Poh Wee Koh Mark Sinke Xi Chen Jim Cummins

Successful Minority Language Retention: The Case of Three Canadian-born Romanian-English Bilingual Children Maria Claudia Petrescu Rena Helms-Park

The Role of First Language in Second Language and Literacy Development: Insights from Arabic/English Transitional School Programs Hana El-Fiki

B7

Construction of Teaching Principles in the Context of Post-method Era of English Teaching in China Xu Hou

Language Diversity Issues Faced by Mongolian English Teachers Ju Huang Saren Gaowa

Deconstructing Cultural Representations in a Korean EFL Education Television Program Heejin Song

B8

How Academic Language Skills Intersect With Mathematics Performance? Empirical Evidence and Pedagogical Suggestions For English Language Learners Jia Li Ann LeSage

Multiliteracies Approach in Linguistically Diverse Mathematics Classrooms Miwa Takeuchi Robin Coyle

The recognition of origin in liquid times Thor Ola Engen

B9

Creating Identity Texts with Young Immigrants Children: Success and Challenges (1:15 – 2:00 PM) Roma Chumak-Horbatsch

“I am what I speak”: Promoting Affirming Attitudes Towards Linguistic Diversity Using Language Portraits (2:00 – 2:45 PM) Sunny Lau

B10

School Improvement in a Multilingual Urban Context: The perspective of Students, Teachers Administrators and Parents (1:15 -2:45 PM)Jim Cummins, Rahat Naqvi, Burcu Yaman Ntelioglou, Jennifer Fannin, Mike Montanera, Jennifer Carey & Alison Brooks

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Academic Sessions Block C – Wednesday, April 30, 2014



C1

Internationally Educated and Canadian Educated Teachers in the Greater Toronto Area: How employable are they? Julie Kerekes Alison Brooks Yulia Smirnova Christopher Harwood

Ethnic minority teachers in Icelandic schools: Opportunities and challenges Hanna Ragnarsdóttir

C2

Bilingual Programs in the College of Arts in Oman: Three Case Studies Mohammed Ali Al-Alawi

Bilingual Development and Social Identity Construction of Iranian Heritage Language Learners in Canada Naghmeh Babaee

C3

A Case Study of EFL Teachers’ Positional Identities at Universidad de Sucre Adolfo Arrieta Carrascal

Developing Critical Teacher Educator Identities: Two Doctoral Journeys in Language and Literacies Education Marlon Valencia Sreemali Herath

C4

School-based Literacy Practices and Multilingual Learners – Challenges for Teacher Education Lise Iversen Kulbrandstad

Expanding Inclusive Pedagogy to Embrace the ‘Intercultural Turn’: Preparing Pre-service Language Teachers for an Empowering Languages Classroom Lesley Harbon Robyn Moloney Ruth Fielding

C5

A Critical View on the Norwegian Reading Test System in Light of Student Diversity Marte Monsen

EQAO and Ontario Secondary School Literacy Test 2013 as a Window on Toronto High Schools’ Language Ecology Stephen Bahry

C6

Immigrant Secondary School Students In Iceland: Languages, Education and Socialization Samuel Lefever Robert Berman

Which Does Matter? L1 or L2? Purilingual Speakers’ Perception Jing Fu

C7

Moving from Bilingual to Multilingual Education in Linguistically Diverse Societies: Challenges and Issues Ajit Kumar Mohanti Minati Panda

Understanding Failure of Dominant- Language Submersion in the Philippines through Cummins' Interdependence Hypothesis: Insights for Canadian and N. American Schools Diane Dekker

C8

Educating Minority Language Children in Japan: Dr. Jim Cummins’ Contributions in Theory andPractice (3:00 – 4:00 PM) Lilian Hatano, Atsuko Koishi, Junko Majima, Kazuko Nakajima, Daisuke Onuki

C9

The Promotion of International Education and International Languages Programs in the 21st century – Challenges and Solutions (3:00 – 4:00 PM) Ivy Chan

C10

Educating Minority Language Children in Greece: Dr. Jim Cummins’ Contributions in Theory and Practice (3:00 – 4:00 PM)

Vasilia Kourtis-Kazoullis Giannis Spantidakis, Aspa Chatzidaki

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PLENARY SESSIONS for Thursday, May 1, 2014

Keynote Speakers: Dr. Kelleen Toohey & Dr. Diane Dagenais Faculty of Education, Simon Fraser University, British Columbia

“Production Pedagogies and Language Learning”

Location: Auditorium – Main Floor

In this keynote, we will describe and illustrate our work with diverse young students learning an additional language through the production of socially valuable objects such as podcasts, digital stories, videos, and so on. Like deCastell and Jenson, 2007, p. 195, we believe that when “learners are engaged as knowledgeable, thoughtful and above all, legitimate social actors with a contribution to make to their own and their peers’ well-being”, their language and literacy learning is facilitated and enhanced. We will show samples of student-produced texts and videos of them working on these texts, and argue that such socially valuable activity provides a context, purpose and ethic for students’ language and literacy learning. Dr. Kelleen Toohey is a Professor at Simon Fraser University’s Faculty of Education and an Adjunct Professor at University of Ontario Institute of Technology. She has engaged in classroom research throughout her career and is the author of Learning English at school: Identity, social relations and classroom practice (2000) and Teacher-researcher collaboration in multilingual classrooms (2009). Dr. Diane Dagenais is a Professor at Simon Fraser University’s Faculty of Education. Her classroom research focuses on language teaching, bilingualism and multilingualism, and literacy practices in and out of school, including multimodal literacies.

OR

Keynote Speaker: Dr. Mary Jo Leddy, Romero House, Toronto

“Refugees: Our Teachers about Hope and Justice”

Location: Rooms 2-212/213 – 2nd Floor

All too often refugees are weighted in the scales of our minds in terms of whether they are an economic asset or liability. Our country has been greatly diminished by such econometrics. What refugees bring is an immense hope in the decency and goodness of our country. We have much to learn from them. Dr. Mary Jo Leddy has been living and working with refugees for almost 25 years at Romero House in Toronto. She teaches theology at the University of Toronto and is a senior fellow at Massey College. Dr. Leddy is an active member of Ontario Sanctuary Coalition and PEN Canada, a journalist and a writer. She is a frequent radio and TV commentator and has lectured on various topics nationally and internationally. She was made a member of the Order of Canada in 1996.

SEATING IS LIMITED FOR ALL PLENARY SESSIONS. Please arrive EARLY to guarantee a seat in the session of your choice.

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Program Overview for Thursday, May 1, 2014

Time Event 8:00 AM Registration OISE Library – Main Floor

9:00 AM

The two plenary sessions take place simultaneously. Seating is limited; please arrive EARLY to ensure a seat in the session of your choice.

Auditorium - Main Floor Welcome by Dr. Michael Owen, Vice-President, Research, Innovation and International, University of Ontario Institute of Technology

Keynote Speakers: Dr. Diane Dagenais, Simon Fraser University Dr. Kelleen Toohey, Simon Fraser University and University of Ontario Institute of Technology

OR

Keynote Speaker: Rooms 2-212 – 2nd Floor Dr. Mary Jo Leddy, Romero House, Toronto

10:00 AM

Publishers’ Display (2nd Floor) and Refreshment Break

10:45 AM

Morning Workshops

12:15 PM

Lunch: You may wish to visit one of the nearby restaurants on Bloor Street and surrounding area. The Publishers’ Display will be open during the lunch break.

1:45 PM

Afternoon Workshops

3:15 – 4:00

Publishers’ Display Second Floor

4:00 – 7:30

Dinner Symposium – TICKET REQUIRED

Room 2-212 – 2nd Floor followed by dinner in the OISE Library

Hard copy conference programs will not be available at this year’s conference. Please feel free to download the Conference Program to your personal device or print a hard copy and bring it to the conference.

CELEBRATING LINGUISTIC DIVERSITY – Workshop Descriptions Session

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Thursday, May 1, 2014 (10:45 AM - 12:15 PM)

Title

Audience Presenter(s) Description

1A

Text and Tune: Using Music to Unlock Language

Elementary Arpita Ghosal

Toronto DSB Enliven your language program through music without prior musical training! This interactive workshop introduces fun, effective strategies for integrating literacy with music in order to engage students while building reading skills, fostering language acquisition, and enhancing ESL/ELD instruction. Participants will experience various strategies during the workshop, and will receive a comprehensive resource to support immediate application.

2A

The English Language Learner as the Teacher

Elementary Susan Heagy

Toronto DSB We shall explore unique ways to better teach the English language learner, inspired and suggested by ELLs. This workshop will include ideas based on ELLs’ different schemas, classroom management ideas, and confidence building strategies. A round table discussion will explore your ideas discovered while teaching English language learners.

3A

Best Practices to Meet the Needs of ELLs

Elementary Brandie Lancione

DSB Niagara Participants will review the DSB Niagara Best Practices for English Language Learners document that was created as a resource for administrators, classroom teachers, resource teachers and ESL/ELD teachers. This resource has consolidated the key policies and guidelines of the board and Ministry of Education to provide program consistency for all ELLs.

4A

Being Intentional with Words

Elementary Jennifer Ludlow

Toronto DSB We all know that teaching vocabulary is a must for ELLs. But how can we do this effectively? The focus of this workshop is to look at some key ideas from research regarding vocabulary learning and apply it to the classroom using engaging and productive strategies.

5A

Addressing Islamophobia: A Discussion for Educators

Elementary Caitlin Mcilveen &

Katherine Rana Elementary Teachers’ Federation of Ontario

Islamophobia is prejudice against, hatred, or fear of Islam or Muslims. This workshop is to build awareness relating to issues of Islamophobia and critically examine personal and professional biases, explore resources to meet the diverse needs of schools representing a multiplicity of perspectives, and to encourage participants to take further actions relating to inclusion within their classrooms, schools, families, and communities.

6A

Welcoming Home Languages into the Classroom

Elementary Fern Westernoff

Toronto DSB This workshop will discuss compelling reasons why home languages should be welcomed in the classroom, present practical ways to do so, and suggest ways to promote partnerships with parents to encourage home language development as the basis for school success. Use of the Home Oral Language Activities program (HOLA) will be included.

7A

The Adolescent Literacy Guide & Meeting the Literacy Needs of English Language Learners

Grades 7 - 12

JoAnne Folville Ontario Ministry of Education

Participants will become familiar with the Ontario Ministry of Education’s Adolescent Literacy Guide and examine its use in supporting the literacy development of English language learners.

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8A

Newcomer Orientation Week – NOW Program

Secondary Mastora Alakozay

& Mathura Thiagarajah Thorncliffe Neighbourhood Office

This workshop will examine Newcomer Orientation Week, one of the most successful programs CIC has offered to students in the Toronto DSB. NOW is designed to assist adolescent newcomer students with the knowledge they will need for a successful transition to high school in Ontario. The presenters will survey newcomer needs and challenges within the school system, and discuss how the Newcomer Orientation Week program has successfully addressed these student needs.

9A

Finding Home

Secondary Simon Madhol

Atem & Mandi Gerland Branksome Hall School

Finding Home is an ESL EO narrative poetry unit that uses a range of texts to explore issues of identity, home and belonging. It follows a boy’s journey from Southern Sudan to Canada, and links the history of the “Lost Boys” to present-day Sudan while making contemporary and historical connections to Canadian youth. Participants will be offered the unit of study for classroom use.

10A

Teaching Research and Inquiry to English Language Learners

Secondary Laura Featherstone

Toronto DSB In the revised Ontario Social Sciences Humanities curriculum the focus is on the research and inquiry strand. This working session will look at the Grade 9/10 HIF course and examine an authentic learning task for ELLs that will enable students to work through the curriculum while continuing to develop language skills. A copy of the resource will be made available to all participants.

11A

Full Circle: Aboriginal Ways of Knowing in the ESL Classroom

Secondary Sadhana

Hirdaramani & Vicki Lucier Toronto DSB

OSSTF’s fifth Common Threads initiative, Full Circle: First Nations, Métis and Inuit Ways of Knowing, is a comprehensive cross-curricular resource that consists of 60 classroom- ready lesson plans, covering four broad themes (Aboriginal identity, health, land and Residential Schools). This interactive workshop will focus on how Full Circle can be used in both regular and subject-specific ESL classes. A copy of the digital resource will be distributed to all workshop participants.

12A

Love Your Library – The Benefits of Collaboration: Research, Note- taking and Creative Presentation Skills for the English Language Learner

Secondary Janet Jundler &

Marc Kopyto Toronto DSB

This interactive workshop explores the benefits of a close working relationship between the ESL department and the school library by demonstrating culminating units which include lesson note-taking, research strategies and higher order thinking (examples include question development and summary writing). The use of a variety of culminating tasks across all ESL levels will be described, incorporating Comic Life, Wikis, PowerPoint, Audacity, Prezi, and Digital Story Telling.

13A

Integrating Language and Content Instruction through the Arts

All Kayla Akler &

Diana Corazza Toronto DSB

This interactive session will provide participants with a sample of how to include practical strategies from the arts in the content areas. This workshop will incorporate music, dramatic role-play, and visual arts to activate students’ prior learning and engage all stages of ELLs. Participants will leave with strategies and ideas that can be readily adapted in their content area classrooms.

14A

Capturing and Creating Meaningful Initial Language Assessments

All Nicki Dunlop

Ottawa CDSB Denise Taylor- Edwards Thames Valley DSB Robyne Warren Ottawa Carleton DSB

This interactive session is intended as an opportunity for dialogue and sharing of best practices among teachers who carry out initial language assessment of ELLs, whether in an itinerant role or at a reception centre. Facilitators from three newcomer reception centres will share the “how” and “what” of the intake process and initial assessment at their respective boards. Participants will have the opportunity to review several case studies and discuss initial language assessment resources.

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15A

High-Yield Learning Strategies to Support English Language Learners

All Denise Gordon

Education Consultant

This interactive session will help teachers utilize 6 high-yield learning strategies to help ELLs access academic reading and writing tasks. Opportunities will be built into the session for teachers to practice and consolidate their learning. Workshop participants will build an awareness of DI as a framework for planning and implementing effective instruction that supports ELLs in their classes across all subject disciplines.

16A

Academic Language: From a Construct to Curriculum

All Margo Gottlieb

Illinois Resource Center & WIDA

Academic language within school contexts is a multi-dimensional construct that spans from discourse to sentences to words. But how is it useful to teachers? This session discusses what constitutes academic language, how to identify it in text, and how it is incorporated into a curricular framework that integrates language and content.

17A

How the ELL Brain Learns Language

All Peter Heydon

Toronto CDSB Neuroscience has revealed a lot about what happens in the brain when learning a language. While oral language skills are learned naturally, the brain is not inherently equipped to learn reading and writing skills. How then can teachers help our English language learners to acquire English? What are the best approaches for teaching in the content areas? These questions and others will be explored in this presentation.

18A

Roma Community: Issues, Barriers, Challenges – Strategies to Support the Roma Families in School

All Andrea Kolcza

Catholic Crosscultural Services (SWIS)

In the past few years Roma families have arrived from several European countries. The Roma encounter many challenges settling in Canadian schools. This workshop will provide insights on issues in the Roma community and the challenges and barriers Roma families face in adapting to the Canadian education system. There will be discussion on how educators and settlement workers can work together on parent engagement and student success in the Roma community to support their settlement and integration in their new environment.

19A

Key in to Digital Learning with English Language Learners

All Christina Maschas-

Hammond Peterborough Victoria Northumberland Clarington CDSB Clare Reid Durham CDSB

Technology is a wonderful medium for engaging ELLs and developing their English proficiency skills. This hands-on learning session will focus on useful digital resources for teachers and students. Websites for digital storytelling, reading comprehension and vocabulary development will be shared and explored. Practical apps for ELLs will also be presented. Lab computers are available for use, or BYOD.

20A

Our Welcoming Schools

(Will be repeated on Friday afternoon.)

All Janet Perry-Payne

English Language School Board, Prince Edward Island

Schools receive new students all the time; from other areas of the city/province/country and around the world. This presentation explores ways in which we, in Prince Edward Island, welcome new students and their families into our school communities while valuing their contributions to each school’s unique culture.

21A

Task Design and ICT (Information and Communication Technology)

All Hetty Roessingh

University of Calgary This presentation will demonstrate how ICT can be integrated with task design to promote language learning. Engaged inquiry focused on an authentic task holds the potential to support language development while at the same time facilitating the development of digital literacy. Principles for task design, (including direct and explicit instruction in the relevant skills) and ideas for translating these into classroom projects will be presented.

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22A

Our Blended Identities: Promoting the Academic Literacy Development of Generation 1.5 English Language Learners

All Sandra R.

Schecter, Barbara Arthurs, Sherri Sengupta & Alice Wong York University and York Region DSB

This workshop introduces a project that aims to expand the range of literacy and numeracy skills of students who are born or start formal schooling in Canada but speak another language in their homes. The project involves collaboration between university researchers, school educators, and families focused on developing linguistic minority students’ language skills in tandem with conceptual thinking. Activities are designed around the theme of “blended identities” that students look to forge in order to maintain their linguistic and cultural heritage and thrive within their New World environments.

23A

Chinese Community in Toronto Schools: Issues, Barriers, Challenges; Strategies to Support Chinese Families in School

All Fiona Yang,

Bai Zhang & Julia Zhang Catholic Crosscultural Sevices

New Chinese immigrant adults and youth face many difficulties in understanding Canadian culture and Ontario’s education system. Recently there has been a significant increase in the number of Chinese international students in the public education system with unique challenges. In this session the focus is on schools and settlement workers working together to support parents and youth for greater student success.

PARKING!

IMPORTANT NOTICE:

Limited public pay-parking is available in the OISE/UT underground parking garage. Please consider using public transit or car-pooling and parking off-site. OISE/UT is directly accessible from the St. George subway station.

For information about municipal and University of Toronto parking see www.greenp.com/tpa/index.jsp or www.fs.utoronto.ca/services/movers/parking.htm

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CELEBRATING LINGUISTIC DIVERSITY – Workshop Descriptions

Session

#

Thursday, May 1, 2014 (1:45 PM - 3:15 PM)

Title


1P

Teaching English Language Learners about Sensitive and Controversial Issues

Elementary Ixchel Bennett &

Douglas Penfold Toronto DSB

This workshop will examine how to use oral language, picture books, drama and visual arts to directly teach about issues of gender, gender identity, gender expression and sexual orientation. The presentation will highlight work done with ELLs over a three-year period including a project called Respect Yourself, Express Yourself. Come and find out how to make your lessons more inclusive, and how to challenge homophobia and transphobia at the elementary level.

2P

Historica Canada’s Civics and History Programming for ELLs

Elementary Calina Ellwand &

Bronwyn Graves Historica Canada

This workshop will discuss strategies to empower elementary students to become engaged citizens through the programs and resources of Historica Canada. Using storytelling as a guiding concept in exploring diversity & Canadian history, this workshop will explore how ELL educators can connect students with the stories of their larger community, and give students a platform to share their own stories. Programs we will highlight include: the Passages Canada Speakers Bureau, the Citizenship Challenge, the Memory Project Speakers Bureau, and more. All participants will receive a free resource package of educational materials.

3P

Parenting Power for Literacy

Elementary Kim Fritz &

Karen Petursson Toronto DSB

This workshop will explore the importance of literacy learning in the early years and share the strategies used in Parenting and Family Literacy Centres. This interactive session will highlight the role of parents as a child’s first and most important teachers who bring the richness of their own culture to the learning environment.

4P

The Learning Commons: Working Together to Choose Resources with ELLs in Mind

Elementary Susan Hind &

Nadine Williams Toronto DSB

In this workshop you will: see a wide range of library resources for ELLs; learn how a school library program is designed to meet the needs of a newcomer community; find out how to start a “Dual Language Story Circle”; make and take your own template for a student-made, dual language book.

5P

Supporting English Language Learners in the Full Day Kindergarten Program: The Move to Inclusive Classroom Practice

Elementary Carrie Mage

Waterloo Catholic DSB

Come and see how the book Linguistically Appropriate Practice: A Guide for Working with Young, Immigrant Children is transforming kindergarten classrooms in the Waterloo Catholic DSB. Using practical strategies that just make sense in today’s diverse classrooms, FDK teams are moving toward inclusive classroom practice.

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6P

Multilingual Resources for ELLs with and without Special Education Needs

Grades 1 – 8

Cristina Sánchez- López Illinois Resource Center Theresa Young Sound Communication, Parry Sound, Ontario

In this session, participants will: - Review key language learning principles for ELLs - Survey accumulating research demonstrating the value of home language as

resources for typically developing ELLs and those with special needs - Examine samples of authentic classroom applications - View resources for employing strategic use of students’ home languages in

instruction and intervention

7P

Making Good Choices: A Financial Literacy Resource for Students New to Literacy and Numeracy

Grades 7 – 12

Sharon Newmaster Waterloo Region DSB

This workshop will introduce you to the Making Good Choices resource developed by the ESL/ELD Resource Group of Ontario (ERGO). It is a free resource which has been developed to offer financial empowerment to newcomer youth who arrive with limited skills in reading, writing and basic numeracy. At the core of this resource are 12 original books co-authored by students in English Literacy Development programs (ELD) and ELD teachers. Each book is accompanied by a guided reading lesson and a 3-part math lesson.

8P

Best Practices in Infusing Aboriginal Perspectives in ESL Education

Secondary Christina Breen &

Tania Cordoba Toronto DSB

In this workshop teachers will be presented with a variety of strategies for infusing Aboriginal perspectives in ESL classrooms. Best practices will be discussed and illustrated through arts-based projects that have been used in ESL classrooms.

9P

Partnering with your Library: Developing Inquiry Skills in ESL

Secondary Sara Figliano-Craig

& Janet Jundler Toronto DSB

This session will showcase research and inquiry skills in the ESL E curriculum and demonstrate the benefits of ESL-Library partnerships. We will examine a specific research essay assignment as an example of integrating classroom novel study with library research. Also, framing assignments and developing instructional practices to support research for ESL E students will be explored.

10P

Preparing English Language Learners for University-Level Reading and Writing

Secondary Leora Freedman

University of Toronto The presenter will introduce some innovative approaches currently being piloted at the University of Toronto for the support of English language learners’ reading and writing. These approaches are used in ELL groups and are also embedded in mainstream university courses across the disciplines. Participants will receive a number of sample curricular materials used at the University of Toronto which also have relevance for secondary classrooms.

11P

ELLs and other Famous Speakers

Secondary Nancy Soni &

Candie Wright Toronto DSB

In the unit presented in this session, ELLs analyse and perform great speeches from world history. Students develop their research skills by creating a presentation on a speaker of their choice which includes a biography, timeline, and a dramatic speech performance. We will demonstrate high-tech and low-tech lessons and provide you with unit resources.

12P

“Angels in the Marble”; Voices of Immigrant Youth on Prince Edward Island

(Will be repeated on Friday morning.)

Secondary Vicki Whitlock


Findings are presented from an MA thesis that explored the unique and sometimes painful experiences of four secondary English as an Additional Language (EAL) students in Prince Edward Island schools and communities. Participants’ photographic representations of their experiences are included. Practical implications to create more successes, and specific recommendations to eliminate identified barriers to their successes, are discussed.

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13P

Engaging the Under-engaged Parent!

All Peggy Aitchison,

Chana Boxer, Sylwia Halas & Andrew Oosterhoff Toronto DSB

Have you ever wanted to get parents more involved in the learning partnership, but didn’t know where to begin? Find out about our research, experiences, and results in reaching out to our English language learner community.

14P

Exploring Identity Through the Arts

All Meenu Bakhru &

Nancy Dykstra Waterloo Region DSB

Modelled on George Ella Lyon’s “I Am From” poetry, this session will take you through the writing and illustration of a personal poem while presenting how it was used with ELL and non-ELL students. This kind of identity text helps students explore their sense of belonging, and at the same time gives them access to rich language. Experience a writing/art process that made a powerful impact on our students and bring it home to yours.

15P

Supporting English Language Learners with STEP (Steps to English Proficiency)

(Will be repeated on Friday afternoon.)

All Jackie Bradley

Brown, Janet Giberson & Gillian Hall Ontario Ministry of Education

Steps to English Proficiency is a resource that can be used by ESL/ELD teachers and classroom teachers alike to support the English language learners in their classrooms. Come and participate in a STEP moderation to experience how this resource can support programming for your students.

16P

ESL Café

All Grace Chung

Toronto DSB This workshop will provide teachers/educators with ideas on starting their own ESL Café. The premise is to build a strong relationship between the community and school by inviting parents/guardians to the café. Each day parents, teachers, and students work together in language activities through cooking, reading, games, etc.

17P

Newcomers to Canada and Settlement Services

All Zohra Gillani &

Huma Nauman Catholic Crosscultural Services

Newcomers continue to enrich our multi-cultural mosaic with new ideas, experiences, and much needed skills. This workshop will provide you with an overview of the settlement process, demographics, newcomer issues and barriers to settling in schools. We will discuss how educators and settlement workers have worked together for more than a decade on parent engagement and student success.

18P

Cracking the Code: Ways to Help Students Find the Meaning behind the Words

All Kathleen Gould

Lundy York University

In this workshop, Kathy will share proven methods for creating respectful classroom communities where students become intrigued and then inspired to find the underlying meaning in challenging texts. Kathy will talk about her literacy work with disadvantaged youth and discouraged readers and writers who have difficulty finding “the meaning behind the words”. She will introduce various strategies that she has successfully used to motivate students to actively engage with various kinds of texts and then speak and write about their new understandings.

19P

EAL – English Academic Language

(Will be repeated on Friday morning.)

All Sonja Grcic-Stuart

Halifax Regional School Board

It is critical that teachers at all grade levels are cognizant of the academic language requirements in the content areas to ensure accessibility for EAL students. The overview and round table discussion will both focus on strategies and resources to ensure student success with English academic language.

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20P

Newcomer Expectations and Cultural Competency for Teachers

All Rumana Islam &

Yamo Sayedy Thorncliffe Neighbourhood Office

This workshop will examine: newcomer needs and challenges within the school system; the role of a Settlement Worker; current settlement factors and policy. The presenters will introduce you to students battling concerns and severe newcomer issues and help you plan and work towards newcomer student success.

21P

Immigration Law in Canada

All Barbara Jackman

Immigration Lawyer Martha McGloin Toronto DSB

Canada’s immigration laws and policies have a dramatic effect on who arrives as an English language learner in our schools. Explore how immigration law has changed over the years and how current laws shape the opportunities and obstacles that many of our ELLs and their families encounter today.

22P

¡Colorín Colorado! – Quality Bilingual Resources for Educators and Families of English Language Learners

All Kristina Robertson

WETA/Colorín Colorado

Learn more about ColorinColorado.org, a free website for educators and parents of English language learners from Washington, DC’s leading public broadcasting station and the American Federation of Teachers. Colorín Colorado features research-based classroom strategies and videos, professional development ideas, parent outreach workshops, bilingual parent resources, multicultural children’s books, and in-depth video interviews.

Register

Early!

REGISTER EARLY:

Space is very limited in a number of sessions due to room capacity. Early registration will help ensure you get your preferred session choices.

PLEASE indicate your three choices for each session on your Registration Form.

CLEARLY PRINT your email address on your Registration Form.

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PLENARY SESSIONS for Friday, May 2, 2014

Opening Remarks: Dr. David Booth, University of Toronto

Keynote Speaker: Dr. Jim Cummins, University of Toronto

“Teaching through a Multilingual Lens: What Ministries of Education, Faculties of Education, School Boards, and Individual Schools Can

Do to Align Policy and Practice with Research Evidence”

Closing Remarks: Dr. Margaret Early, University of British Columbia

Location: Auditorium – Main Floor The presentation will draw on 20 years of collaborative work with educators teaching dual language learners (DLL) to highlight the kinds of instructional practices that result from teaching through a multilingual lens. The notion of teaching through a multilingual lens draws attention to the impact on DLL students’ academic engagement, language awareness, identity development, and achievement when the school communicates to them that their language talents and cultural knowledge are assets rather than deficits. Unfortunately, the policies of most ministries of education, school boards, faculties of education and individual schools are still only partially aligned with the research evidence regarding effective instruction in multilingual schools. Drawing on concrete examples of instructional practice in schools across Canada, the presentation will specify in detail steps that ministries of education, faculties of education, school boards, and individual schools can take to implement coherent and evidence-based policies designed to teach all students effectively. Jim Cummins is a professor in the Centre for Educational Research on Languages and Literacies (CERLL) and the Department of Curriculum, Teaching and Learning of OISE/University of Toronto. His research focuses on literacy development in multilingual school contexts as well as on school-based strategies for educational improvement. He has served as a consultant on language planning in education to numerous international agencies. His publications include: Negotiating Identities: Education for Empowerment in a Diverse Society (California Association for Bilingual Education, 1996, 2001); Language, Power and Pedagogy: Bilingual Children in the Crossfire (Multilingual Matters, 2000); Literacy, Technology, and Diversity: Teaching for Success in Changing Times (Pearson Education, 2007, with Kristin Brown and Dennis Sayers) and Identity Texts: The Collaborative Creation of Power in Multilingual Schools (Trentham Books 2011, with Margaret Early).

Seating in the Auditorium is limited to 500 people, overflow seating will be provided via live video in Rooms 2-212/213 on the 2nd floor.

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Program Overview for Friday, May 2, 2014

Time Event

8:00 AM Registration OISE Library - Main Floor

9:00 AM

Auditorium - Main Floor Opening Remarks: Dr. David Booth, OISE / University of Toronto Keynote Speaker: Dr. Jim Cummins, OISE / University of Toronto Closing Remarks: Dr. Margaret Early, University of British Columbia

10:15 AM

Publishers’ Display (2nd Floor) and Refreshment Break

10:45 AM

Morning Workshops

12:15 PM

Lunch You may wish to visit one of the nearby restaurants on Bloor Street and surrounding area.

Lunch Session – TICKET REQUIRED

Rooms 2-212/213 and Auditorium The Publishers’ Display will be open during the lunch break and will close at 1:45 pm.

1:45 PM

Afternoon Workshops

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Friday, May 2, 2014 (10:45 AM - 12:15 PM)

Session #

Title


24A

Reading and Writing as Thinking: Initial Literacy Instruction for ELLs

Elementary K – 3

Cristina Sánchez- López Illinois Resource Center

In this session, participants will: - Review research on teaching initial literacy to young ELLs - Experience strategies to help promote academic oral language proficiency as an

integral component of literacy development for young ELLs - Examine ways to integrate content area and literacy instruction - View resources that will support incorporation of ELLs’ home languages in

general education classroom settings - Discuss strategies that can engage students to generate interest and

enthusiasm for writing

25A

Beyond the Breakfast Program

Elementary Michael Beetham

Elementary Teachers’ Federation of Ontario

This workshop explores the stigma of being poor, issues connected to family poverty, self- esteem, literacy problems, and what steps teachers can take to make a difference in their schools/classrooms. Curriculum materials for grades 1 – 8 are provided.

26A

Exploring Language Centres designed for Reception and Stage One ELLs

Elementary Carolynn Caride &

Victoria Cormack Toronto DSB

Explore the use of language centres for Reception and Stage One ELLs, including traditional socio-dramatic centres, independent technological centres and “portable” centres adapted for itinerant ESL teachers. Centres include rubrics and success criteria derived from the new STEP assessment tool.

27A

Engaging ELL Families

Elementary Patricia Chow,

Laurel Fynes & Padma Sastri Peel DSB

The presenters will demonstrate a variety of strategies inspired by Dr. Jim Cummins to engage English language learner families, including: multilingual aboriginal storytelling evenings; use of technology (e.g., twitter) and community expertise to communicate important information; use of Internet to promote multilingualism; P.I.E. – grade-level, Parental Involvement as Educator sessions; F.A.N.tastic-family activity nights; parent participation in dual language story packs; school greening community events.

28A

Math/Science Investigations: A hands-on learning program that promotes math and science concepts for all learners including ELLs

Elementary Colleen Morris &

Students Toronto DSB

Participants will follow the Math/Science Investigations routine with the help of ELLs. We will then examine the theory behind this program that allows students to acquire new math and science concepts at their own pace. The presenter studied under its founder, the late OISE Professor Otto Weininger, and has documented its success for elementary students, ELLs and special education students.

29A

Internet to the Rescue in Multilevel Classes

Grades 7 - 12

Magda Kalinowska Toronto DSB

This hands-on workshop will highlight lesson ideas and resources to help teachers with differentiated instruction in their classes. It will point to good on-line sites with grammar, vocabulary and reading comprehension exercises, essay-writing tutorials, and fun activities to do with your students. This session will be of particular interest to middle school and secondary teachers.

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30A

Toronto DSB Newcomer Reception Centres: Welcoming and Assessing

Grades 7 – 12

Emma Martin, Farisa Rahman & Lori Rillie Toronto DSB

All newcomer students of secondary school age have an assessment of their English language proficiency and mathematics skills at one of the Toronto DSB’s three Reception Centres before registering at their local secondary school. This workshop will provide educators with detailed information about the assessment process, trends in population and educational background of current newcomers, the assessment of newcomers transitioning from Grade 8 to Grade 9 and additional support services offered at each centre.

31A

Managing Multi-levels

Secondary Martha Bazos &

Tara Kapeluch York Region DSB

Have you been juggling multi-level ESL classes? Come and share best practices as we show you how we have created critical unit questions based on the Ontario ESL Curriculum, Grades 9 – 12. These guiding questions help manage multiple levels of English language learners. These questions are differentiated to meet the language levels from A to E, adding consistency across the spectrum in an ESL program and helping you design lessons for multi-level classes. Please come prepared to share strategies that have worked for you.

32A

Historica Canada’s Civics and History Programming for ELLs

Secondary Calina Ellwand &

Bronwyn Graves Historica Canada

This workshop will discuss strategies to empower secondary students to become engaged citizens through the programs and resources of Historica Canada. Using storytelling as a guiding concept in exploring diversity & Canadian history, this workshop will explore how ELL educators can connect students with the stories of their larger community, and give students a platform to share their own stories. Programs we will highlight include: the Passages Canada Speakers Bureau, the Citizenship Challenge, the Memory Project Speakers Bureau, and more. All participants will receive a free resource package of educational materials.

33A

Newcomer Youth Issues Through Digital Storytelling

Secondary Salma Ahmed,Jennilee Austria & Oksana Nazarova North York Community House

Our School Settlement Workers (SEPT) facilitate an innovative program for newcomer ELL students that combines technology with storytelling. Watch brand new diverse multimedia stories from visa students, refugees, and immigrants on issues such as bullying, family reunification, and adapting to Canada. Discuss settlement issues your students are facing, and learn about Digital Storytelling: a perfect project for the multicultural classroom.

34A

Identity and the Adolescent Learner

Secondary Ben Gross &

Leora Schaefer Facing History and Ourselves

Explore resources and teaching strategies for engaging adolescents in thinking about notions of identity. How is identity formed? How are we defined by our membership in a particular ethnic group, religion, the nation in which we live? How do our identities inform our values, ideas, and actions? These and other questions will be addressed through literature approaches using poetry and short stories.

35A

Google Apps for Education in the English Language Classroom

Secondary Leigh-Anne Lowes &

Sonya Sykes Waterloo Region DSB

Not a “techie” but intrigued about Google apps? This interactive workshop will help educators explore the endless possibilities of Google applications, such as Google docs, slides, Google drive and Chromebooks. Using Google apps will promote a more engaging and collaborative learning environment. Participants are encouraged to bring their own devices for an interactive session.

36A

“Angels in the Marble”; Voices of Immigrant Youth on Prince Edward Island

(Repeated from Thursday afternoon.)

Secondary Vicki Whitlock


Findings are presented from an MA thesis that explored the unique and sometimes painful experiences of four secondary English as an Additional Language (EAL) students in Prince Edward Island schools and communities. Participants’ photographic representations of their experiences are included. Practical implications to create more successes, and specific recommendations to eliminate identified barriers to their successes, are discussed.

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37A

Celebrating Indigenous Languages in Canada

All Christina Breen &

Tanya Senk Toronto DSB

In this workshop teachers will learn about the diversity of Indigenous languages and peoples in Canada, the impact of colonization and residential schools on those languages, and be presented with a variety of strategies for infusing dual language resources in their classrooms.

38A

Dancing A to Z: Language, Movement and Math

All Jeannie Chung &

Arpita Ghosal Toronto DSB

Movement goes with more than just music - it can integrate language & math programs! In this participatory workshop, you’ll explore Rudolf Laban’s 4 elements of movement (body, space, time, force) and experience a dynamic, memorable way to foster language acquisition, enhance ESL/ELD instruction, experience the “language” of math, and integrate the arts with language and math. All participants will receive a comprehensive resource to help them implement the strategies explored immediately in their classrooms.

39A

ScribJab: A Multilingual Website and Free iPad Application

All Diane Dagenais &

Kelleen Toohey Simon Fraser University

In this presentation we will demonstrate the use of a newly developed website and application that we envisioned for use by multilingual classrooms and children. The website and application provides for the web publishing of multilingual stories, for narration and illustration of those stories, and for young writers to interact with one another through those stories.

40A

Aligning ELL Grading Practices with Linguistically Differentiated Expectations: Developing Differentiated Rubrics

All Shelley Fairbairn

Drake University Stephaney Jones-Vo Heartland Area Education Agency, Iowa

Building on the notion of providing ELLs access to content curricula through linguistic differentiation, the presenters will demonstrate the process of constructing a linguistically differentiated scoring rubric. Explicit attention will be focused on recognizing and rewarding incremental improvements in performance by aligning student performance descriptors with English language levels and tasks, thereby supporting the potential for high achievement and marks within English language levels, when students have not yet achieved full proficiency in English.

41A

EAL – English Academic Language


All Sonja Grcic-Stuart

Halifax Regional School Board

It is critical that teachers at all grade levels are cognizant of the academic language requirements in the content areas to ensure accessibility for EAL students. The overview and round table discussion will both focus on strategies and resources to ensure student success with English academic language.

42A

WIDA English Language Development (ELD) Standards for Language Instruction Within Content

All Kristina Robertson

WIDA – World-class Instructional Design and Assessment

WIDA’s ELD standards and assessments have been adopted in 33 US states and are designed to facilitate language instruction through content. This session provides an overview of the ELD standards and the Model Performance Indicators (MIPs) that guide teachers in developing language-focused lessons that maintain cognitive rigor while differentiating for language proficiency level.

43A

Communication Disorders and the Emergent Bilingual Student: Key Indicators

All Fern Westernoff

Toronto DSB Participants will learn the difference between “speech” and “language” as well as related disorders. Key indicators suggesting the need to consult the school speech-language pathologist will be highlighted.

44A

2nd Imaginings Exhibition: Showcasing Teacher-Student “Identity Text” Creations

All

Margaret EarlyUBC Sharon Newmaster Waterloo Region DSB Gail Prasad OISE/University of Toronto Saskia Stille OISE / UT

In honour of Dr. Jim Cummins’ contributions to articulating identity affirmation as a key process in language teaching and learning, this exhibition will highlight how teachers have worked in collaboration with their students to create projects that "hold a mirror up to students in which their identities are reflected back in a positive light" (Cummins & Early, 2011). Showcasing projects from across Ontario, the exhibition will open with a panel presentation involving selected exhibitors, and a discussion led by Dr. Margaret Early from UBC. Following the panel discussion, there will be a 45-minute gallery walk, during which time exhibitors are invited to share their work with colleagues.

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Session

#

Friday, May 2, 2014 (1:45 PM – 3:15 PM)

Title


23P

Linguistically Appropriate Practice (LAP): A New Way of Working with Young Immigrant Children

Elementary Roma Chumak-

Horbatsch Ryerson University

In this presentation a new, inclusive approach to working with young immigrant children is introduced. Linguistically Appropriate Practice or LAP looks at immigrant children as bilinguals in the making, recognizes the importance of home languages, links home and classroom language and literacy experiences, promotes bilingualism, encourages home language use in the classroom and helps all children experience, understand and accept linguistic diversity.

24P

Building Literacy through the Visual Arts: A Cross-Curricular Approach

Elementary Susan Hind

Toronto DSB Explore the richness of collaborative planning and co-teaching when an ESL teacher and a classroom teacher work together to plan, teach, and assess. See the steps taken to integrate Language, Visual Art, and Social Studies. Learn how to make a painting in the style of First nations’ artist Norval Morriseau.

25P

English Language Learners: School Based Considerations Prior to Referral for Psychological Assessment

Elementary Kathy Lazarovits

JIAS Toronto It is very difficult for teachers to determine if an ELL who is experiencing academic, social and/or behavioural problems should be referred for psychological assessment or, if these difficulties are related to other issues such as learning a new language and/or acculturation. How do teachers determine if and when ELLs should be recommended for psychological assessment? What can be done in the classroom to support struggling ELLs? In this workshop we will explore answers to these questions using the updated document, English Language Learners: School Based Considerations Prior to Referral for Psychological Assessment (2011), prepared by the ESL/ELD Resource Group of Ontario.

26P

Exploring Human Qualities through Horoscope

Secondary Suzana Ivancevic

Toronto DSB Teaching adjectives that describe character traits, compare/contrast paragraphs, and the use of research skills can be easy and interesting for both you and your students. You will leave the workshop with ready-to-be-used handouts and new ideas. Have fun while exploring your own character traits and consider the connections to teaching ELLs.

27P

Surviving & Thriving in the Multi- level ESL Classroom

Secondary Faith Tomes Carbrey

Toronto DSB Many ESL classes are composed of students at different stages of language acquisition. It is always a challenge to differentiate effectively in a multi-level classroom. This workshop will give some practical suggestions for keeping all students engaged in working on level-appropriate activities. We will focus on the use of Literature Circles, but also discuss software, theme-based learning, and other strategies.

28P

The OSSLT Un-masked

Secondary Lorne Kulak

Toronto DSB This workshop will focus on the Ontario Secondary School’s Literacy Test blueprint and how the test is scored. We will look at some real-school data and discuss challenges faced by ELLs, then move on to classroom-tested strategies to meet those challenges.

29P

Supporting English Language Learners with STEP (Steps to English Proficiency)


All Jackie Bradley

Brown, Janet Giberson & Gillian Hall Ontario Ministry of Education

Steps to English Proficiency is a resource that can be used by ESL/ELD teachers and classroom teachers alike to support the English language learners in their classrooms. Come and participate in a STEP moderation to experience how this resource can support programming for your students.

30P

Supporting Muslim Students

All Sukayna Dewji

Toronto DSB In this hands-on workshop, participants will familiarize themselves with some of the practices of Muslims, followed by working through school-related scenarios. There will be an opportunity to become familiar with various resources about Muslims and Islam.

31P

Identity Texts: Connecting Literacy with Student’s Culture and Language

All Lisa Leoni

Rania Mirza York Region DSB

This workshop will explore the concept of Identity Texts as well as the pedagogical frameworks within which Identity Texts can be integrated in literacy instruction. Numerous examples of Identity Texts created by students in multicultural/multilingual classrooms will be shared and discussed in relation to transformative and critical approaches to pedagogy. Participants will learn how these practices expand on children’s cultural and linguistic knowledge. Participants will also have the opportunity to create their own Identity Texts at various learning centres that encourage multimodal expressions.

32P

Panel Discussion: Considerations for Working with Aboriginal ELLs

All Coralee Mathews

Avon Maitland DSB and Panel

This session features a panel discussion with presentations by aboriginal educators on various FNMI home, school, and cultural experiences that may impact on language learners in the context of publicly funded Ontario schools. There will be an opportunity for questions and responses following the presentations.

33P

Our Welcoming Schools

(Repeated from Thursday morning.)

All Janet Perry-Payne


Schools receive new students all the time; from other areas of the city/province/country and around the world. This presentation explores ways in which we, in Prince Edward Island, welcome new students and their families into our school communities while valuing their contributions to each school’s unique culture.

34P

The Defector: Escape from North Korea

All Ann Shin

Film Director In this session, conference participants will be able to attend a special screening of The Defector: Escape from North Korea. This documentary has been nominated for two Canadian Screen Awards. Following the screening, you will have the opportunity to meet the Director for a Question and Answer session.

The Defector: Escape from North Korea is an undercover documentary by director Ann Shin that follows Dragon, a smuggler who takes North Korean defectors across borders for a living. His latest undercover trip with Sook-Ja and Young-hee takes an unexpected turn when they are left stranded in China. The Defector gives an inside perspective on those risking their lives to flee from the starvation and oppression of North Korea.

“The Defector…exposes a part of the world that is often shielded so heavily we can only know through conjecture. It is exactly the kind of thing that is missing from contemporary journalism, and for filling that void, director Shin should be commended.”

– Doug Heller, Next Projection

“In crafting such an effective and engaging piece of embedded journalism, she has helped to expose not only the lives of those seeking a second chance but the market that exists in pushing those unfortunate souls in the right direction.”

– Kevin Scott, Exclaim! 26

TTC

Hotels within *walking distance or near OISE, University of Toronto

Bond Place Hotel, 65 Dundas St. E., Toronto, 416-362-6061 *Comfort Hotel Downtown, 15 Charles Street East, Toronto, 416-924-1222 Courtyard Toronto Downtown, 475 Yonge St., Toronto, 416-924-0611 Double Tree by Hilton Hotel Downtown, 108 Chestnut St., Toronto, 416-977-5000 Eaton Chelsea Hotel, 33 Gerrard St. W., Toronto, 1-800-243-5732 *Four Seasons Hotel Toronto, 60 Yorkville Avenue, Toronto, 416-964-0411 *Holiday Inn Bloor Yorkville, 280 Bloor Street West Toronto, 1-800-467-1538 *Howard Johnson Hotel Yorkville, 89 Avenue Road, Toronto, 416-964-1220 *InterContinental Toronto, 220 Bloor Street West, Toronto, 416-960-520

TTC

St George St. OISE Bedford Rd.

Bloor St.

Map is Not to Scale

Please be advised there is limited underground parking available at OISE. Car-pooling and use of public transportation are encouraged.

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Thursday Dinner Symposium with Shelley Fairbairn & Stephaney Jones-Vo

Providing Access to Content Curricula: Engaging English Language Learners through Linguistic

Differentiation

Utilizing student-based scenarios and relevant data, the presenters will model the use of differentiated strategies to engage English language learners at all levels of linguistic development. Using a template, participants will practice and take away immediately applicable strategies for engaging ELLs in the simultaneous development of both language and content knowledge skills and abilities. In particular, participants will focus on differentiating language-based expectations in tandem with various types of scaffolding and supports for each specific level of English language development, while maintaining a consistent focus on addressing the same content across English language development levels.

Dr. Shelley B. Fairbairn is a professor at Drake University School of Education and a national teacher professional development consultant. She specializes in the instruction and assessment of K – 12 English language learners, cultural and linguistic diversity and teacher education.

Stephaney Jones-Vo is an ESL/Diversity consultant and professional developer at Starfish Education in Iowa. She has extensive experience as a K – 12 ESL teacher, Title III grant director, refugee resettlement volunteer, and private consultant in meeting the diverse needs of newcomers.

Where: Symposium: OISE Auditorium Dinner: OISE Library

When: Thursday, May 1, 2014 Symposium: 4:00 PM

Dinner: 6:00 PM

BUFFET DINNER INCLUDED Live Music and Cash Bar

Space is limited. Please register early!

The $50.00 cost of this symposium is in addition to Thursday’s regular registration fee. Cost includes buffet dinner and speaker session. Please indicate your attendance on the registration form and add $50.00 to your total.

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Friday Lunch Session: Dr. Margaret Early & Dr. Bonny Norton

University of British Columbia

“From Oral Literacy to Digital Storytelling: A conversation between African and Canadian Educators”

For the past two decades, the presenters have worked in diverse ways with students and teachers in both African and Canadian schools, seeking collaborative ways to enhance language and literacy education for children and youth. This presentation will focus on the insights they have gained across multiple sites, particularly in the African context, where both oral literacy and digital storytelling impact educational practice in innovative and intriguing ways. The following YouTube video on the African Storybook Project provides some background to the presentation, and illustrates the ways in which the work of Jim Cummins has travelled to global sites: http://www.youtube.com/watch?v=Rc-qjmdetp8&feature=youtu.be

Dr. Bonny Norton is Professor and Distinguished University Scholar in the Department of Language and Literacy Education, University of British Columbia. An AERA Fellow, her primary research interests are identity and language learning, critical literacy, and international development. Her current research addresses the African Storybook Project.

Dr. Margaret Early is Associate Professor in the Department of Language and Literacy Education, University of British Columbia. Her research addresses English in the mainstream and multimodal pedagogies. She is currently involved in research to better understand how “Global Learning Networks” enable English Language Learners to: develop digital literacy; draw on their multimodal/multilingual resources; and enrich connections with local and global communities.

Where: Lunch: Location TBA Presentation: OISE Auditorium

When: Friday, April 27, 2012

Lunch: 12:15 PM

Presentation: 1:00 PM

LUNCH INCLUDED

Space is limited. Please register early!

The $15.00 cost of this event is in addition to Friday’s regular registration fee. Cost includes lunch and speaker. Please indicate your attendance on the

registration form and add $15.00 to your total.

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Registration Form Instructions CANADIAN REGISTRATIONS (Registrants Residing in Canada)

1. Photocopy the Registration Form (Page 27) 2. Complete the form, printing clearly 3. Return the form with your CHEQUE or MONEY ORDER (see Fee Structure below) to:

Celebrating Linguistic Diversity Conference ESL/ELD Department Toronto District School Board 1 Civic Centre Court, Toronto, ON, M9C 2B3 (Telephone: 416-394-7262 Email: [email protected])

NON-CANADIAN REGISTRATIONS (Registrants Residing outside of Canada) 1. If you have not received an electronic Registration Form, please contact Lyle Pearson,

Conference Manager by email [email protected] 2. Complete the electronic form and email to [email protected] (or scan form and email;

or fax to 416-394-6420) 3. Payment for the conference must be made in Canadian Dollars (cash or money order) at

registration on site. PLEASE NOTE THE FOLLOWING

a. Day 1 of the conference will have an academic (research) focus. It will be of particular interest to Researchers, Teacher Educators, AQ Instructors, Coordinators and Consultants, Graduate Students and others.

b. Day 2 and Day 3 of the conference will have a more pedagogical and practical focus. These days will be of particular interest to ESL/ELD Teachers, Classroom Teachers, Guidance Staff, Teacher-Librarians, Special Education Staff, Curriculum Leaders, Administrators and Faculties of Education. There will also be some academic research sessions on day 2 and 3.

c. Conference fees are NON-REFUNDABLE d. Location of the Conference is at OISE, University of Toronto NOT at the Toronto

District School Board. The conference address is: Ontario Institute for Studies in Education (OISE) University of Toronto 252 Bloor Street West (St. George Subway Station) Toronto, Ontario, Canada

e. The Thursday Dinner Symposium has an additional cost of $50.00 and registration is limited.

f. The Friday Lunch Session has an additional cost of $15.00 and registration is limited.

FEE STRUCTURE Conference Fee ($CAD): $65.00 (1 day) $125.00 (2 days) $175.00 (all 3 days)

TDSB Staff and other full-time Students: $45.00 per day

OISE/UT & UOIT full-time Students: $30.00 per day

Additional Fees: Thursday Dinner Symposium - $50.00 Friday Lunch Session - $15.00

Examples: 3-Day Conference Including Dinner Symposium and Lunch Session $175 + $50 + $15 = $240.00 2-Day Conference (TDSB Registrant) and Lunch Session $45 + $45 + $15 = $105.00

31

Academic Sessions: I will be attending I will not be attending

Thursday, May 1, 2014 1st choice 2nd choice 3rd choice

Session # (AM)

Session # (PM)

Dinner Symposium Yes Vegetarian Gluten Free

Friday, May 2, 2014 1st choice 2nd choice 3rd choice

Session # (AM)

Lunch Speaker Yes Vegetarian Gluten Free

Session # (PM)

Celebrating Linguistic Diversity Annual Conference April 30 – May 2, 2014

FEES are Non-refundable

Registration Form PLEASE PHOTOCOPY

Courier or mail to

DO NOT SEND CASH

PLEASE PRINT CLEARLY

Celebrating Linguistic Diversity Conference ESL/ELD Department Toronto District School Board 1 Civic Centre Court, Toronto, ON M9C 2B3 (Telephone: 416-394-7262 Email: [email protected])

Participant Last Name First Name

Email Address: (Required)

School / Board / Organization:

Contact Address City: PC:

Telephone School /Home School Phone # Home and/or Cell Phone #

Please Indicate by Workshop # your 1st, 2nd, and 3rd choices for each session. (Refer to attached Workshop Description List for Workshop #)

YOUR CONFIRMATION will be sent by email and serves as your RECEIPT.

Wednesday, April 30, 2014

Canadian registrants, please include with this form your cheque made payable to the TORONTO DISTRICT SCHOOL BOARD. Completed Registration Form including payment must arrive at our office by Friday, April 4, 2014

OFFICE USE ONLY: Registration & Cheque received (DATE): Amount:

April 30th Attendance: Yes No

May 1st Workshops: AM PM Dinner Symposium: May 2nd Workshops: AM PM Lunch Session: