Children Full of Life
“In the award-winning documentary Children Full of Life, a fourth-grade class in a primary school in Kanazawa, northwest of Tokyo, learn lessons about compassion from their homeroom teacher, Toshiro Kanamori. He instructs each to write their true inner feelings in a letter, and read it aloud in front of the class. By sharing their lives, the children begin to realize the importance of caring for their classmates.”
TEFL Equity Advocates was set up in April 2014 in order to speak out against the discrimination of non-native English speaker teachers (NNESTs) in TEFL/TESL industry. One of the main aims of the campaign is to encourage schools and organisations to establish egalitarian employment policies which will give equal opportunities to both NNESTs and NESTs (Native English Speaker Teachers).
The aim of this website is to inform all those involved with International Schools about the best way to develop the English language skills of Second Language Learners – SLLs. There is a fundamental difference as regards language provision between the situation faced by students in such schools and that of most national schools. This information is aimed at parents, teachers, administrators and students, and is vital for considerations of the language education of International School students. The following link is an article Dr Maurice Carder wrote accompanying keynote speeches given at the COBIS British School of Bucharest, Romania 16th and 17th February, 2017 and is a must read for all EAL teachers AND administrators http://mclanguage.tripod.com/webonmediacontents/EAL%20in%20the%20rear-view%20mirror,Bucharest,2017.pdf
The C Group is not so much an organization with a dogma but a collection of individuals and a cluster of ideas – many of which the members hold in common. The initial point of contact is our shared conviction that creativity can be reinforced in ELT through collective action. The rest is part of a continuing process of exploration.
… “We should be creating a classroom atmosphere, indeed a school-wide atmosphere, where all the school’s languages and cultures are constantly present and respected. This moves the focus from the narrow view of just linguistic ability to the wider, more encompassing perspective of true international mindedness” …
Here comes everyone: Teaching in the Intercultural Classroom http://bit.ly/1Q3W8Eh
A diverse classroom environment is rich in possibility for teaching and learning, for both your students and you. Your challenge as a teacher is to capitalize on the energy of today’s intercultural classroom mix and lay the groundwork for all students to succeed. Celebrating the gifts of diversity benefits everyone….
Our current projects include groups of children from UNRWA schools in Gaza and the West Bank, Syrian children in refugee camps in Jordan, and an NGO in Pakistan. We have two aims. Firstly to provide an interactive and motivating learning experience to children in contexts where exposure to English is limited. Secondly to build up a freely accessible bank of resources for training and development to teachers who work in such contexts.
Bilingual Children’s Mother Tongue: Why is it important for education? By Jim Cummins 2001 http://bit.ly/1BYGapV