The Janus School’s Post

When are we going to insist on good-quality language education for children? 👨🏫 This is a test that I have just seen, done by a student of mine, made and later corrected by her school English teacher. 👩🏫 The observant among us will notice the first option in the box, 'AT SKATE', which then appears later as the correct answer to Question 2. The problem? That expression doesn't exist. ❌ It doesn't mean anything. ❌ It's not English. ❌ The correct way to say this would be AT STAKE (EN PELIGRO / RIESGO). A spelling mistake in the answer box could be forgiven, of course. But the teacher has later written it herself IN THE ANSWERS. We expect students to pass their university entrance exams, on which I also often notice mistakes. However, we give them a sub-standard, punitive, and completely grammar-focused curriculum that the teachers themselves are allowed to devise. Resulting in ridiculous errors like this. 😡 For any of my connections who learned English at school and then tried again as an adult, I take my hat off to you. You had a really difficult journey. 🤕

Ontario education policy embraces innovation to respond to French language teacher shortage Quebec Anglophone parents have had French immersion programs for their children since 1962. Ontario parents also want French immersion for their children: “The demand for French-language instruction in public schools has grown over the years as families look to give their children a competitive edge in the future job market or fluency in a second language. “ Everyone in Québec knows that bilingualism does not threaten the French language. That bilingualism empowers and enhances opportunities. Yet, English immersion programs remains a pipe dream for Québec francophone parents. Our education policies should be driven by the pedagogical interests of our students not politics.

UNDERSTANDING HOW ENGLISH LANGUAGE TEACHERS LEARN AND DEVELOP My heartfelt thanks to the teachers who have kindly completed my survey to explore the teacher training and teacher development activities that have had the greatest impact on their knowledge and ability. Most of the answers are from teachers based in Uruguay (72%), however, I have also had responses from Argentina (8%), Brazil (6%), Chile (3%), Georgia (3%), the USA (6%) and Viet Nam (3%). Thank you very much indeed! The questionnaire will remain open for another week, so here goes the link again in case you can find the time to participate in the survey: Link to survey: https://lnkd.in/dsYz7_iK In my previous posts I always shared some of the findings, so here I go again. The sixth and last question in the survey looks into the most common barriers and challenges that teachers face when they want to embark on teacher training and development activities. Can you guess what these are? Yes! Number 1 is “finding the time,” and number 2 is “the costs involved”. The third challenge on the list is “putting into practice what I learned”. This makes me wonder: -         How can we bring the financial and time demands of teacher training and teacher development activities to a minimum, yet have a positive impact on our students’ learning? -         How can we ensure that teacher training and development activities have an impact on teaching practice and will enhance students’ learning? These are just 2 of the many questions that I hope you will help me to answer. I look forward to hearing from you! 

Understanding Policies and Regulations to Ensure the Civil Rights of English Language LearnersFeb 6, 2024 04:00 PM Eastern Time Join us for an insightful webinar delving into the pivotal federal policies and regulations that safeguard the civil rights of English language learners (ELLs) in K12 public schools. In this session, we will explore the legal framework and provisions that underpin ELLs' rights, discussing key legislation such as Title VI of the Civil Rights Act, the Equal Educational Opportunities Act, Lau v. Nichols, and the Individuals with Disabilities Education Act (IDEA), among others. Our expert panel will elucidate the implications of these policies, guiding educators, administrators, policymakers, and advocates on ensuring equitable access to quality education for ELLs. Gain a comprehensive understanding of the legal landscape, advocacy to take when a district is not in compliance, and how the Teachers’ Union supports members. This webinar is essential for anyone passionate about fostering a more inclusive and supportive educational environment for English language learners. Register in advance for this free webinar:https://lnkd.in/g_j6H-my registering, you will receive a confirmation email containing information about joining the webinar. Webinar Speakers:Jessica Daye (@Office for Civil Rights)Joy Purcell (@Office for Civil Rights)Katie Kurjakovic (ELL Specialist @United Federation of Teachers)Susan Lafond, NBCT (Assistant in Educational Services @New York State United Teachers) 

📚 In our recent parent and educator survey, respondents expressed overwhelming support to increase bilingual teachers and bilingual/dual language programs. You can download the white paper here to learn more: https://lnkd.in/gwzDfgWj As I listen to these students in this story, it breaks my heart to see them not receiving additional support. The student translating is common in classrooms when you don't have the adequate resources for emergent bilinguals, which takes them away from their own learning. We need more bilingual teachers in the classroom! 💡 How do we begin to develop our future teachers early on in a child's educational journey? What about our emergent bilingual students? Possibly one of the student groups to equip and build the bilingual teacher pipeline. ¿Que piensas? https://lnkd.in/gqcq-MUK

Are you an English language teacher in Ukraine or the U.S? Join our new community of practice. Only a few more days left to apply! The deadline is Nov. 30. 📅 Learn more: https://lnkd.in/g4kgQR9v Image description: Photo of a smiling teacher and students in front of a chalkboard, holding books. Below are the Ukrainian and U.S. flags and the text, "Exploring & Enacting Holistic Language Pedagogies Project. A Co-learning Journey for Ukrainian and U.S. Educators."

SEAL partner Center for Equity for English Learners released a research brief about their study on the Bilingual Teacher Professional Development Program (BTPDP). 📊 Key findings revealed successes in increasing the bilingual teacher workforce, as well as challenges that must be addressed to ensure the state’s vision can be realized. The authors offer recommendations on how together we can address bilingual teacher shortages. Read today: https://bit.ly/3GozfzR #BilingualEducation #TeacherDevelopment #EducationResearch

Why is bilingual teaching from the ages of 0-7 so important? We can learn a new language at any age, but the sooner the better. What's so crucial about these first 7 years? Here's what you need to know 🖱️⬇️ https://lnkd.in/eSf__tnt

We’d like to share our recent publication in Asia Pacific Journal of Education (SSCI-listed; IF 1.9). This article explores LAL of English teachers at the secondary level. In addition to addressing in-service and pre-service teachers, the article fills an empirical gap by highlighting the role of ‘cram-school teachers’ (or teachers from learning centres, enrichment schools, after-school institutions). These institutions particularly in Asia, with their primary raison d'être being to help students achieve high scores, significantly impact high-stakes testing. While their approach may not deepen understanding of content, their exam-preparation approach contributes to high scores. The study concludes by suggesting future LAL investigations in wider English teaching contexts. 📝Open access: Chang, D. Y.-S.*, Lin, M. H., & Lee, J.-Y. (2024). Exploring Language Assessment Literacy and Needs of English teachers at senior high school level. Asia Pacific Journal of Education. Advance Online Publication. https://lnkd.in/gwyXnsrN.