Steve Marshall: Outsiders in Learning Communities: Understanding and Meeting
This interactive presentation will be of interest to anyone who works with international and Canadian students for whom English is an additional language (EAL learners). The presentation will begin with a brief theoretical framework for understanding the needs of EAL learners. The focus will be on the transitions that learners go through in different learning communities at SFU, and on how these transitions impact teaching and learning. Participants will then be asked to consider a number of strategies designed to help instructors meet the different and changing needs of EAL learners.
This session will cover the following issues:
1. Understanding the needs of EAL learners
? EAL learners: language, culture, and identities
? EAL learners and transitions: outsiders in our learning communities?
? Writing as outsiders in the disciplines: agency and conflicting epistemologies
2. Meeting the needs of EAL learners in our learning communities
? Teaching, Reading, Writing, Thinking, and Learning
? Responding to written work: formative and summative assessment
? Responding to written work: recurring errors/mistakes, and ?content?
In this session, ideas will be presented, then followed by activities designed to allow participants to reflect on the professional and academic practice in their own learning communities.
This session will cover the following issues:
1. Understanding the needs of EAL learners
? EAL learners: language, culture, and identities
? EAL learners and transitions: outsiders in our learning communities?
? Writing as outsiders in the disciplines: agency and conflicting epistemologies
2. Meeting the needs of EAL learners in our learning communities
? Teaching, Reading, Writing, Thinking, and Learning
? Responding to written work: formative and summative assessment
? Responding to written work: recurring errors/mistakes, and ?content?
In this session, ideas will be presented, then followed by activities designed to allow participants to reflect on the professional and academic practice in their own learning communities.
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