“They never say anything!” Oral Language Development Strategies for Secondary Multilingual Students

This session has been completed.
Facilitator: Stephanie Dodyk
Date:November 23, 2021
Time:3:30 pm to 5:00 pm MDT
$20.00 (CAD)
Location: Virtual
Session Code: 22-LL-070
Focus: English Language Learners Inclusive Education Literacy

Target Audience

Teachers: 7-12

Also Recommended For

Instructional Coaches, Learning Coaches, Inclusive Learning Teachers, District Leaders/Consultants, Educational/Instructional Assistants

About this Learning Opportunity

One in three teens sends over 100 text messages a day.  More than half of teens use texting to communicate daily with friends, versus only 33 percent who regularly talk face to face.  

Also, most students who are adding English to the languages they know initially go through a silent period, during which they listen and observe more than they speak. After this ‘silent period’, many students move on to providing short one or two word answers during classroom conversation and short written responses which make it difficult to further any conversations. But if conversation isn’t happening, how can multilingual students become proficient in English?  

Research indicates a strong relationship between oral language proficiency and higher-level literacy development, such as reading comprehension and writing. As students learn the “language of school”, talk is a key component to academic success. This session will highlight some of the research behind oral language and academic discourse as well as provide some simple to implement strategies to foster student talk in any content area.

This session addresses the LQS competencies

  • #2: Modeling Commitment to Professional Learning
  • #3: Embodying Visionary Leadership
  • #4: Leading a Learning Community
  • #6: Providing Instructional Leadership

This session addresses the TQS competencies

  • #2: Engaging in Career-Long Learning
  • #3: Demonstrating a Professional Body of Knowledge
  • #4: Establishing Inclusive Learning Environments

About the Facilitator

Stephanie Dodyk is a Language Consultant with over 15 years experience in teaching and resource roles.  After completing a Bachelor of Education degree in Secondary Mathematics and a Bachelor of Arts degree in German Literature, Stephanie later went on to finish a Master of Education specializing in Teaching English as an Additional Language. In her work, Stephanie continually reflects on her journey of identity development and language learning while growing up as a second-generation Canadian and how it relates to students who are now adding English and Canada to their linguistic and cultural repertoires. She is passionate about the empowering impact language and story have on building community. Her practice focuses on embracing the rich stories students bring with them as they add English to their learning journey and empowering educational professionals to hear them.