LILT Annual Conference 2024

Adapting Secondary Curriculum for ELLs will teach participants strategies that work to adapt content area curriculum for ELLs at all English language proficiencies.  This will include crating dual language materials that support learning, instructional delivery strategies and formative and summative assessments that inform teaching while strengthening independence for ELLs.  This workshop will also present strategies and a curriculum to use in stand-alone ENL courses. Teachers will be able to apply strategies to create materials that support the learning of all ELLs, improve instructional delivery and design curriculum that supports achievement in integrated content courses and stand-alone courses. 

Want to learn more about what your student can do for you? Participants will learn to participate in and serve as lead to guide analysis, identify trends, and develop actionable steps based on data. Leave with a ready-to-use tool for collaborative data-driven decision making.

The workshop will combine theory and practice, the do's and don'ts of how to implement a successful dual language program

An integrated performance assessment (IPA) for world languages is a holistic evaluation tool designed to measure students' abilities to use language in real-world contexts. It encompasses three main components: interpersonal communication, presentational communication, and interpretive communication. In the interpersonal component, students engage in conversations or role-plays, negotiating meaning and responding appropriately in the target language. The presentational component involves creating and delivering presentations or written projects that demonstrate clear and coherent expression. Finally, the interpretive component assesses students' comprehension of written or spoken texts through activities such as answering questions, summarizing, or analyzing content. By integrating these elements around a central theme or task, the IPA provides a comprehensive view of students' proficiency and their ability to apply language skills practically. This workshop will focus on Level 2 (intermediate low) and Level 4 (Intermediate mid/high)

“Vocabulary knowledge is the single best predictor of an English language learner’s academic achievement.” (White, Graves, & Slater, 1990). How can we teach vocabulary to students so that the words really stick?! This workshop will look at ways to successfully teach vocabulary in any language classroom. We will explore the three-tiered model of vocabulary development (Beck, McKeown, and Kucan 2013) to guide which words to explicitly teach students, along with vocabulary activities that have proven successful in the K-12 classrooms. Teachers of all ages and languages are encouraged to participate in this workshop which aims to provide resources and strategies that can be immediately implemented in the language classroom.

Stepping into the classroom as a new world language teacher can be exciting and challenging. This workshop is designed to share the essential tools and strategies to thrive in your new role with new teachers. We'll cover classroom management techniques, effective lesson planning, and ways to engage and motivate students in language learning. We will also share ideas on creating a supportive and immersive language environment, integrating technology to enhance learning, and balancing teaching demands with self-care.

The profession of teaching is considered to be a very stressful occupation. Experiencing elevated levels of stress is associated with harmful outcomes such as mental illness, burnout, and attrition from the profession. Teachers who define themselves as stressed demonstrated reduced levels of stress after participating in mindfulness and yoga activities as professional development. Join me in participating in a mindfulness and chair yoga activity to reduce your stress level. This activity is open to all those who seek a moment of self-care. All physical fitness levels are welcome.

Creativity, Activity and Service (CAS) is an invaluable aspect of the IB Diploma Program. In this workshop I will introduce CAS to those who are not familiar. Then I will discuss how to implement CAS experiences, strands, stages and learning outcomes into World Language classrooms and curricula. Examples will be provided for French and Spanish 9-12 classrooms.

At the end of the conference, attendees will be able to access the Google Form for CTLE Credit or Certificate of Attendance. This form cannot be filled out until the conference is over. In addition, participants will receive a survey to provide feedback for the Conference Planning Team. Finally, all those present will receive access to the Google Drive with the presenter slides form the day.