{"id":21,"date":"2024-04-04T01:18:36","date_gmt":"2024-04-04T01:18:36","guid":{"rendered":"https:\/\/sisu.ut.ee\/multilingual\/week-5-pool-ideas-seminars\/"},"modified":"2024-04-04T01:19:21","modified_gmt":"2024-04-04T01:19:21","slug":"week-5-pool-ideas-seminars","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/multilingual\/week-5-pool-ideas-seminars\/","title":{"rendered":"Week 5 Pool of ideas for seminars"},"content":{"rendered":"<div style=\"border:solid#9696963.0pt;padding:0cm0cm0cm0cm\">\n<p>\n\t\t\u00a0\n\t<\/p>\n<p>\n\t\tThe readings, videos and activities below are designed to provide opportunities for deepening\u00a0your knowledge about\u00a0the topics covered in Week 5\u00a0of the MOOC (e-Course) \u201cMultilingual schools\u201d. It is aimed to be used in academic seminars, providing extra materials, some suggestions for activities, etc.\u00a0\n\t<\/p>\n<p>\n\t\tIn order to become familiar\u00a0with the basics of the topic, it is recommended that you go through the self-study e-Course as follows:\u00a0\n\t<\/p>\n<ol>\n<li>\n\t\t\t<span><span style=\"line-height:115%\">To become familiar with the topic and concepts of multilingualism in schools, study the MOOC materials of Week 5 part 1 here: <\/span><\/span><a href=\"https:\/\/sisu.ut.ee\/multilingual\/book\/2-content-and-language-integrated-learning-and-immersion\"><span><span style=\"line-height:115%\"><span style=\"color:#1155cc\">https:\/\/sisu.ut.ee\/multilingual\/book\/2-content-and-language-integrated-learning-and-immersion<\/span><\/span><\/span><\/a>\u00a0\u00a0\n\t\t<\/li>\n<li>\n\t\t\t<span><span style=\"line-height:115%\">Week 5 part 2 here:\u00a0 <\/span><\/span><a href=\"https:\/\/sisu.ut.ee\/multilingual\/book\/1-multilingual-education\"><span><span style=\"line-height:115%\"><span style=\"color:#1155cc\">https:\/\/sisu.ut.ee\/multilingual\/book\/1-multilingual-education<\/span><\/span><\/span><\/a>\u00a0\n\t\t<\/li>\n<li>\n\t\t\t<span><span style=\"line-height:115%\">Week 5 part 3 here: <\/span><\/span><a href=\"https:\/\/sisu.ut.ee\/multilingual\/book\/3-language-support-multilingual-schools\"><span><span style=\"line-height:115%\"><span style=\"color:#1155cc\">https:\/\/sisu.ut.ee\/multilingual\/book\/3-language-support-multilingual-schools<\/span><\/span><\/span><\/a>\n\t\t<\/li>\n<li>\n\t\t\t<span><span style=\"line-height:115%\">Complete the Week 5 quiz here:<\/span><\/span><a href=\"https:\/\/sisu.ut.ee\/multilingual\/multilingual-5\">https:\/\/sisu.ut.ee\/multilingual\/multilingual-5<\/a>\u00a0\n\t\t<\/li>\n<\/ol>\n<p>\n\t\t\u00a0\n\t<\/p>\n<p>\n\t\t<strong>Extra materials for academic seminars or for individual learners wishing to deepen their understanding of the topic:\u00a0<\/strong>\n\t<\/p>\n<p>\n\t\t\u00a0\n\t<\/p>\n<p>\n\t\t<span style=\"font-size:16px\"><strong>Module 5.1<\/strong><\/span>\n\t<\/p>\n<\/div>\n<div style=\"border:solid#eaeaea3.0pt;padding:0cm0cm0cm0cm\">\n<h2>\n\t\t<span style=\"background:#eaeaea\">May, Stephen (2017): Bilingual Education: What the Research Tells Us. <\/span><br>\n\t<\/h2>\n<h4>\n\t\t<span style=\"background:#eaeaea\"><a href=\"https:\/\/www.researchgate.net\/publication\/312266687_Bilingual_Education_What_the_Research_Tells_Us\">https:\/\/www.researchgate.net\/publication\/312266687_bilingual_education_what_the_research_tells_us<\/a><span style=\"text-transform:none\">. <\/span><\/span><br>\n\t<\/h4>\n<\/div>\n<p>\n\tThe chapter presents aims of bilingual education and various approaches to teaching bilingual classes. It also includes recent research on prevailing forms of bilingual education. May furthermore addresses pedagogical implications for already existing bilingual programs.\n<\/p>\n<p>\n\t\u00a0\n<\/p>\n<h2>\n\t<strong>Module 5.2<\/strong><br>\n<\/h2>\n<div style=\"border:solid#eaeaea3.0pt;padding:0cm0cm0cm0cm\">\n<h2>\n\t\t<span style=\"background:#eaeaea\">Selected Articles: Washington International School. AICE Newsletter (1999-2007): <\/span><br>\n\t<\/h2>\n<h4>\n\t\t<span style=\"background:#eaeaea\"><a href=\"https:\/\/www.wis.edu\/uploaded\/Admissions\/Immersion.pdf\">https:\/\/www.wis.edu\/uploaded\/admissions\/immersion.pdf<\/a><\/span><br>\n\t<\/h4>\n<\/div>\n<p>\n\tThe collection of articles mainly deals with issues that parents are faced with in bilingual education and immersion. Pieces of writing from parents\u2019 and empirical research reports to newspaper articles give insight into benefits of bilingual education and how parents may support their children.\n<\/p>\n<div style=\"border:solid#eaeaea3.0pt;padding:0cm0cm0cm0cm\">\n<h2>\n\t\t<span style=\"background:#eaeaea\">The CLIL Guidebook: <\/span><br>\n\t<\/h2>\n<\/div>\n<h4>\n\thttps:\/\/www.languages.dk\/archive\/clil4u\/book\/CLIL%20Book%20En.pdf<br>\n<\/h4>\n<p>\n\tThe guidebook describes features of and reasons for implementation of CLIL. The 5Cs are reintroduced and theoretical background is also explained. Moreover, a variety of example lessons is described and accompanied by videos, which can be accessed through a list of links to YouTube. The question of evaluation is dealt with in addition to suggestions for practical use.\n<\/p>\n<div style=\"border:solid#9696963.0pt;padding:0cm0cm0cm0cm\">\n<h2>\n\t\t<strong><span style=\"background:#969696\">Videos Module 5.1 and\/or 5.2<\/span><\/strong><br>\n\t<\/h2>\n<\/div>\n<div style=\"border:solid#eaeaea3.0pt;padding:0cm0cm0cm0cm\">\n<h4>\n\t\t<span style=\"color:#ff0000\">Check the links! Videos not available!!\u00a0<\/span><br>\n\t<\/h4>\n<\/div>\n<div style=\"border:solid#eaeaea3.0pt;padding:0cm0cm0cm0cm\">\n<h4>\n\t\t<span style=\"background:#eaeaea\"><a href=\"https:\/\/www.youtube.com\/watch?v=fyfxUZpRTGo\">https:\/\/www.youtube.com\/watch?v=fyfxuzprtgo<\/a><\/span><br>\n\t<\/h4>\n<\/div>\n<p>\n\tThe Casey Middle School in Boulder, CO, USA has a very diverse student population with about 45% Spanish speaking children. They offer a bilingual program for those students who are native Spanish speakers and native English speakers wanting to learn Spanish. Progress is sought in both languages. Over the course of three years, different subjects are taught in Spanish or English alternately. Students tutor each other in tandems which facilitates cross-cultural communication.\n<\/p>\n<div style=\"border:solid#eaeaea3.0pt;padding:0cm0cm0cm0cm\">\n<h4>\n\t\t<span style=\"background:#eaeaea\"><a href=\"https:\/\/www.youtube.com\/watch?v=jnR5FDL0NCs\">https:\/\/www.youtube.com\/watch?v=jnr5fdl0ncs<\/a><\/span><br>\n\t<\/h4>\n<\/div>\n<p>\n\tClaremont Immersion School (Elemantary school) in Arlington, VA, USA has a large Spanish speaking student body. Various methods and approaches define the staff\u2019s work: extra support for students who learn on different levels, team teaching and group work is implemented on a regular basis.\n<\/p>\n<h4>\n\t<div class=\"ratio ratio-16x9 mb-3\"><div class=\"video-placeholder-wrapper video-placeholder-wrapper--16x9\">\n\t\t\t    <div class=\"video-placeholder d-flex justify-content-center align-items-center\">\n\t\t\t        <div class=\"overlay text-white p-2 w-100 text-center d-block justify-content-center align-items-center\">\n\t\t\t            <div>To view third-party content, please accept cookies.<\/div>\n\t\t\t            <button class=\"btn btn-secondary btn-sm mt-1 consent-change\">Change consent<\/button>\n\t\t\t        <\/div>\n\t\t\t    <\/div>\n\t\t\t<\/div>\n<\/div><br>\n<\/h4>\n<p>\n\tSix videos demonstrating CLIL used in classes from primary schools and vocational colleges (CLIL4U) \u2013 full version\n<\/p>\n<p>\n\t\u00a0\n<\/p>\n<p>\n\t<span style=\"font-size:16px\"><strong>Module 5.3<\/strong><\/span>\n<\/p>\n<div style=\"border:solid#eaeaea3.0pt;padding:0cm0cm0cm0cm\">\n<h2>\n\t\t<span style=\"background:#eaeaea\">Multilingual Families: Activities to support Multilingualism at school. <\/span><br>\n\t<\/h2>\n<\/div>\n<p>\n\thttps:\/\/skolapelican.com\/wp-content\/uploads\/2015\/05\/Activities-to-support-multilingualism-at-school.pdf\n<\/p>\n<p>\n\tA brochure that presents 26 activities created for the multilingual classroom. The activities are designed to motivate the students to gain interest in other languages while being enjoyable at the same time. They are suitable mainly for kindergarten and primary classes and cover different content and competences.\n<\/p>\n<p>\n\t\u00a0\n<\/p>\n<div style=\"border:solid#9696963.0pt;padding:0cm0cm0cm0cm\">\n<h2>\n\t\t<strong>\u201cAgree-disagree\u201d- activity for the seminar:\u00a0Myths or facts about language immersion and learning in a foreign\/other\/second language?<\/strong><br>\n\t<\/h2>\n<p>\n\t\tInstructions:\u00a0\n\t<\/p>\n<p>\n\t\tThe professor leading the seminar can decide how to organize this activity:\u00a0<br>Option 1: Learners stand in line as a scale, one end \u201ctrue\/fact\u201d and the other end \u201cmyth\/false\u201d, then\u00a0 people having rather similar opinion are having a short discussion why they decided so, and a whole group discusson follows, in which diversity of opinions is accepted and\u00a0argumentations are encouraged.<br>Option 2: Learners show their opinion with their hand, hand high up \u201ctrue\/fact\u201d and hand down as low as possible \u201cmyth\/false, people will have a change to express their opinion and reasons behind it, a whole group discussion follows, in which diversity of opinions is accepted and\u00a0argumentations are encouraged.\n\t<\/p>\n<p>\n\t\tThe professor says: Hear the statements. Decide whether they are facts proved by researches, or are they myths, false beliefs which have not been found plausible in the relevant studies.\n\t<\/p>\n<ol>\n<li>\n\t\t\tOnly very gifted children can successfully cope with learning in a second language.<br>Fact\/True\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <u>Myth\/False<\/u>\n\t\t<\/li>\n<li>\n\t\t\tLearners of language immersion programmes understand both cultures better.<br><u>Fact\/True<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Myth\/False\n\t\t<\/li>\n<li>\n\t\t\tChildren have difficulties with studies because their parents cannot help them as they do not know the language of instruction.<br>Fact\/True\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <u>Myth\/False<\/u>\n\t\t<\/li>\n<li>\n\t\t\tComprehension and acquisition of subject knowledge in a second language is much more complicated.\u00a0<br>Fact\/True\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <u>Myth\/False<\/u>\n\t\t<\/li>\n<li>\n\t\t\tIn language immersion classes the learners acquire the same knowledge as in a mainstream schools, but with the addition of second language acquisition at a higher level.<br><u>Fact\/True<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Myth\/False\n\t\t<\/li>\n<li>\n\t\t\tChildren grow up to become, so to say, \u201chalf-language\u201d people, as they neither know their mother tongue nor the target language.<br>Fact\/True\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <u>Myth\/False<\/u>\n\t\t<\/li>\n<\/ol>\n<p>\n\t\t<span><span style=\"line-height:115%\"><span>Follow-up dicsussion: Where do the myths come from and what to do about it?\u00a0<\/span><\/span><\/span>\n\t<\/p>\n<p>\n\t\t\u00a0\n\t<\/p>\n<h2 dir=\"ltr\">\n\t\t<strong>Languages around us: How to use our surroundings for more meaningful language acquisition?\u00a0<\/strong><br>\n\t<\/h2>\n<p dir=\"ltr\">\n\t\tThe aim of this seminar activity is to acknowledge, how every educator could take advantage of the surroundings for better and more meaningful language acquisition, including content and language integrated learning (CLIL).<br>For example, taking the learners ourtside to the classrooms, to class trips, animal parks, museums etc. could be turned into a useful language learning experience by preparing certain tasks for it, e.g. a booklet with a variety of tasks, questions, which would draw learners\u2019 attention to the language that appears on their way (information boards etc.).\u00a0\n\t<\/p>\n<p dir=\"ltr\">\n\t\tOne sample booklet (nature and language integrated learning) is added, and it could be used for discussion with learners:\u00a0 \u00a0[[{\u201cfid\u201d:\u201d39752\u2033,\u201dview_mode\u201d:\u201ddefault\u201d,\u201dtype\u201d:\u201dmedia\u201d,\u201dattributes\u201d:{\u201cheight\u201d:\u201d722\u2033,\u201dwidth\u201d:\u201d1042\u2033,\u201dstyle\u201d:\u201dwidth: 242px; height: 168px; float: right;\u201d,\u201dalt\u201d:\u201dImage of the sample worksheet booklet\u201d,\u201dtitle\u201d:\u201dCapture of the sample worksheet booklet of the integrated learning \u201cAnimal park\u201d\u201d,\u201dclass\u201d:\u201dmedia-element file-default\u201d}}]]\n\t<\/p>\n<ul dir=\"ltr\">\n<li>\n\t\t\tWhat kind of different tasks could you find in this booklet? Why are there different kinds of tasks? What are they for?\n\t\t<\/li>\n<li>\n\t\t\tWhy is it in form of discovery learning (learner knows all the tasks at the beginning of the trip, but chooses when to solve which one or when this information appears)?\u00a0\n\t\t<\/li>\n<li>\n\t\t\tWhat is the main aim \u2013 the accuracy of the language or widening the repertoire?\u00a0\n\t\t<\/li>\n<li>\n\t\t\tWhich modifications could be done with such task? Please, give reasons.\u00a0\n\t\t<\/li>\n<\/ul>\n<p>\n\t\t<span class=\"file media-element file-os-files-link-icon\" data-file_info=\"%7B%22fid%22:%2239551%22,%22view_mode%22:%22os_files_link_icon%22,%22type%22:%22media%22%7D\"><img decoding=\"async\" alt=\"\" class=\"file-icon\" src=\"\/profiles\/openscholar\/modules\/os\/modules\/os_files\/icons\/application-pdf.svg\"> <a href=\"https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/283\/animal_park_integrated_learning_worksheet-booklet.pdf\">animal_park_integrated_learning_worksheet-booklet.pdf<\/a><\/span>\n\t<\/p>\n<p>\n\t\t\u00a0\n\t<\/p>\n<h2>\n\t\t<strong>\u0423\u0447\u0438\u043c \u044f\u0437\u044b\u043a \u0432 \u0442\u0430\u043d\u0434\u0435\u043c\u0435. Learning a language in a tandem. \u00d5pime keelt tandemis. \/ Teaching in tandem.<\/strong><br>\n\t<\/h2>\n<p>\n\t\tThe article 1 presents ideas of teaching languages and having two teachers in the classroom at the same time. The article is in Russian.\n\t<\/p>\n<p>\n\t\tThe article 2 presents one teacher\u2019s experience with teaching English in tandem. The article is in English.\u00a0\n\t<\/p>\n<p>\n\t\tQuestions for discussion in the seminar:\u00a0\n\t<\/p>\n<ul>\n<li>\n\t\t\tWhat are good sides, what are the down sides of teaching together with another teacher?\u00a0\n\t\t<\/li>\n<li>\n\t\t\tHow could the issues be prevented?\u00a0\n\t\t<\/li>\n<\/ul>\n<p>\n\t\t1) RU \u041e\u041b\u042c\u0413\u0410 \u0411\u0423\u0420\u0414\u0410\u041a\u041e\u0412\u0410 \u041d\u0418\u041d\u0410 \u0420\u0410\u0423\u0414 (2017). \u0423\u0447\u0438\u043c \u044f\u0437\u044b\u043a \u0432 \u0442\u0430\u043d\u0434\u0435\u043c\u0435. Mitmekeelne haridus nr\u00a0 1, pp 22 \u2013 23\u00a0<a href=\"https:\/\/www.narva.ut.ee\/sites\/default\/files\/nc\/mitmekeelne_h_2017_1_web.pdf\">https:\/\/www.narva.ut.ee\/sites\/default\/files\/nc\/mitmekeelne_h_2017_1_web.pdf<\/a>\u00a0\n\t<\/p>\n<p>\n\t\t2) Teaching in tandem. ,\u00a0<a href=\"https:\/\/www.languagemagazine.com\/teaching-in-tandem\/\">https:\/\/www.languagemagazine.com\/teaching-in-tandem\/<\/a>\u00a0\n\t<\/p>\n<p>\n\t\t\u00a0\n\t<\/p>\n<h2>\n\t\t<strong>Mitu keelt ja kultuuri \u00fches koolimajas\u00a0\u2014 huvitavaid kogemusi ja lahendusi Euroopa koolidest (Many languages and cultures in a schoolhouse \u2013 interesting know-how and solutions in some schools in<img loading=\"lazy\" decoding=\"async\" width=\"759\" height=\"736\" class=\"alignnone wp-image-61\" style=\"float: right\" src=\"https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/283\/article_saalik_mitukeeltjakultuuri.jpg\" title=\"Capture of the article Mitu keelt ja kultuuri EE\" alt=\"Capture of the article Mitu keelt ja kultuuri EE\" srcset=\"https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/283\/article_saalik_mitukeeltjakultuuri.jpg 759w, https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/283\/article_saalik_mitukeeltjakultuuri-300x291.jpg 300w\" sizes=\"auto, (max-width: 759px) 100vw, 759px\"> Europe)\u00a0<\/strong><br>\n\t<\/h2>\n<p>\n\t\tThe article presents some examples of how it is possible to have different langauges and cultures jointly in the same schoolhouse (which, as it turns out, is considered a mission impossible in some countries). The article is in the Estonian language. The English version on similar topic will be published in\u2026 in Autumn 2019.\u00a0\n\t<\/p>\n<p>\n\t\tEE \u00dclle\u00a0S\u00e4\u00e4lik (2019).\u00a0Mitu keelt ja kultuuri \u00fches koolimajas\u00a0\u2014 huvitavaid kogemusi ja lahendusi Euroopa koolidest. Mitmekeelne haridus nr 4,\u00a0<a href=\"https:\/\/www.narva.ut.ee\/sites\/default\/files\/nc\/mitm_04_web_2.pdf\">https:\/\/www.narva.ut.ee\/sites\/default\/files\/nc\/mitm_04_web_2.pdf<\/a>\u00a0\n\t<\/p>\n<p>\n\t\t\u00a0\n\t<\/p>\n<h2>\n\t\t\u00a0<br>\n\t<\/h2>\n<h2>\n\t\t<b><span lang=\"EN-US\">Living together in a multicultural environment\/ ZAmedkulturno sobivanje<\/span><\/b><br>\n\t<\/h2>\n<p>\n\t\t<span lang=\"EN-US\">Watch the interview (in Slovenian) with dr. Sonja Rutar of the University of Primorska, Slovenia, on the difficulties faced by children who move to other linguistic and cultural environments and the role of school in supporting their integration. Discuss the main difficulties of children and adolescents who find themselves in a completely different cultural and linguistic context. Do you personally know anybody with a similar experience?<\/span>\n\t<\/p>\n<p>\n\t\t<span lang=\"EN-US\"><span style=\"color:#ff0000\">Video:<\/span> <a href=\"https:\/\/www.youtube.com\/watch?v=upr_pJGG1rQ&amp;feature=youtu.be\">https:\/\/www.youtube.com\/watch?v=upr_pJGG1rQ&amp;feature=youtu.be<\/a><\/span>\n\t<\/p>\n<p>\n\t\t\u00a0\n\t<\/p>\n<p>\n\t\t\u00a0\n\t<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0 The readings, videos and activities below are designed to provide opportunities for deepening\u00a0your knowledge about\u00a0the topics covered in Week 5\u00a0of the MOOC (e-Course) \u201cMultilingual schools\u201d. It is aimed to be used in academic seminars, providing extra materials, some suggestions &#8230;<\/p>\n","protected":false},"author":150,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-21","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/pages\/21","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/users\/150"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/comments?post=21"}],"version-history":[{"count":1,"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/pages\/21\/revisions"}],"predecessor-version":[{"id":227,"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/pages\/21\/revisions\/227"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/multilingual\/wp-json\/wp\/v2\/media?parent=21"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}