Hawaii State Department of Education’s Inaugural Multilingualism Symposium

February 19, 2019

 

QTEL director, Aída Walqui, will be conducting a workshop at the Hawaii State Department of Education’s Inaugural Multilingualism Symposium, Our Languages, Our Future.

 

Saturday, March 2, 2019

Time: 8:50 a.m.

Location: Farrington High School, Honolulu

Title of Presentation: Our languages, ourselves: Developing students’ mother tongues and additional languages through high challenge and high support pedagogies

Description: On the occasion of UNESCO having designated 2019 as the International Year of Indigenous Languages, it behooves us, language educators, to analyze the education of speakers of multiple languages and varieties of English to reaffirm our commitment to an education that builds mother tongues while developing sophisticated uses of English. In this keynote Aída Walqui analyzes the context of educating language minoritized students, the pre-requisites of a high challenge/high support pedagogy and the shifts needed to make this proposal a reality across a wide variety of contexts.

 

Monday, March 4, 2019

Time: 8:30 a.m. – 3:30 p.m

Location: Office of Curriculum & Instructional Design/Office of Student Support Services, Diamond Head Annex, Honolulu

Workshop: Students classified as Long-Term English Learners: The need, the potential, the promise and the tensions

Description: During this one-day workshop participants will:

  1. Explore the diversity of students learning via a second language, including students classified as Long-Term English Learners, World Language students, and students who have reached an intermediate level of proficiency in their second language. Focus will be placed on how to develop their immense potential.

  2. Understand what a high challenge, high support pedagogy means for English Learners, World Language students, and other students.

  3. Experience moments from a lesson designed for students who have reached an intermediate level of proficiency in their second language. Reflect on the pedagogical experience to understand scaffolding that builds students’ autonomy, the centrality of oral interactions; and how to differentiate within the same robust, enticing, and flexible lesson.

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