KEYNOTE SPEAKER
Fred Genesee - McGill University - Montreal, Canada
Fred Genesee is Professor Emeritus in the Psychology Department, McGill University, Montreal. He has conducted extensive research on alternative forms of bilingual and immersion education for language minority and language majority students. His current research interests include language acquisition in pre-school bilingual children, internationally-adopted children, second language reading acquisition, and the language and academic development of students at-risk in bilingual programs. He is the recipient of the Canadian Psychological Associate Award for Distinguished Contributions to Community or Public Service, Canadian Psychology Association Gold Medal Lifetime Achievement Award for 2014, and the 2-Way CABE Award of Promoting Bilingualism.
Fred Genesee is Professor Emeritus in the Psychology Department, McGill University, Montreal. He has conducted extensive research on alternative forms of bilingual and immersion education for language minority and language majority students. His current research interests include language acquisition in pre-school bilingual children, internationally-adopted children, second language reading acquisition, and the language and academic development of students at-risk in bilingual programs. He is the recipient of the Canadian Psychological Associate Award for Distinguished Contributions to Community or Public Service, Canadian Psychology Association Gold Medal Lifetime Achievement Award for 2014, and the 2-Way CABE Award of Promoting Bilingualism.
PLENARIST GUEST SPEAKERS
Viv Edwards - University of Reading, UK
Viv Edwards is Professor of Language in Education at the University of Reading. She is editor of the international journal, Language and Education, and has published widely in the area of learning and teaching in multilingual classrooms. Her publications include Learning to be literate: multilingual perspectives (Multilingual Matters,2009),Multilingualism in the English-speaking world (Blackwell 2004; British Association of Applied Linguistics Book of the Year, 2005) and The Power of Babel: teaching and learning in multilingual classrooms (Trentham 1998). She has a particular interest in the perspectives of parents on bringing up children bilingually.
Viv Edwards is Professor of Language in Education at the University of Reading. She is editor of the international journal, Language and Education, and has published widely in the area of learning and teaching in multilingual classrooms. Her publications include Learning to be literate: multilingual perspectives (Multilingual Matters,2009),Multilingualism in the English-speaking world (Blackwell 2004; British Association of Applied Linguistics Book of the Year, 2005) and The Power of Babel: teaching and learning in multilingual classrooms (Trentham 1998). She has a particular interest in the perspectives of parents on bringing up children bilingually.
Eithne Gallagher - Educational Consultant
Eithne Gallagher is a recognized authority in the field of ESL in International Education. She has over 20 years’ experience in teaching ESL in international schools. She was the chair of the European Council of International Schools ESL & Mother-tongue Committee and regularly presents at International School conferences. She has also delivered workshops and lectures for teachers and administrators worldwide. Her writings on ESL & Mother-tongue issues have been widely published in educational journals, books and magazines. Eithne now argues for school reform to meet the educational needs of all children growing up in a multicultural society. She provides support and consultancy for schools and teachers wishing to implement inclusive, ESL and mother-tongue policies.
Eithne Gallagher is a recognized authority in the field of ESL in International Education. She has over 20 years’ experience in teaching ESL in international schools. She was the chair of the European Council of International Schools ESL & Mother-tongue Committee and regularly presents at International School conferences. She has also delivered workshops and lectures for teachers and administrators worldwide. Her writings on ESL & Mother-tongue issues have been widely published in educational journals, books and magazines. Eithne now argues for school reform to meet the educational needs of all children growing up in a multicultural society. She provides support and consultancy for schools and teachers wishing to implement inclusive, ESL and mother-tongue policies.
Antonella Sorace - University of Edinburgh, UK
Antonella Sorace is Professor of Developmental Linguistics at the University of Edinburgh. She is a world leading authority in the field of bilingual language development across the lifespan, where she brings together methods from linguistics, experimental psychology, and cognitive science.
She is also committed to disseminating the findings of research on bilingualism in different sectors of society. She is the founding director of the public engagement centre Bilingualism Matters, which will soon have 16 branches all over Europe and in the USA.
Antonella Sorace is Professor of Developmental Linguistics at the University of Edinburgh. She is a world leading authority in the field of bilingual language development across the lifespan, where she brings together methods from linguistics, experimental psychology, and cognitive science.
She is also committed to disseminating the findings of research on bilingualism in different sectors of society. She is the founding director of the public engagement centre Bilingualism Matters, which will soon have 16 branches all over Europe and in the USA.
INVITED SPEAKERS (in ALPHABETICAL order)
Elina Aavikko, International School of London, UK
Elina Aavikko studied Finnish Language and Literature in Helsinki, Finland. Since completing her BA, MA and PGCE at the University of Helsinki, she has taught Finnish A & B in Finland as well as Finnish to adults in Morley College. She also has experience in teacher training and has published. For the past 6 years she has been working at the International School of London, as a Finnish teacher and Mother Tongue Coordinator, and she is the site-based coordinator of on-line learning.
Elina Aavikko studied Finnish Language and Literature in Helsinki, Finland. Since completing her BA, MA and PGCE at the University of Helsinki, she has taught Finnish A & B in Finland as well as Finnish to adults in Morley College. She also has experience in teacher training and has published. For the past 6 years she has been working at the International School of London, as a Finnish teacher and Mother Tongue Coordinator, and she is the site-based coordinator of on-line learning.
Frances Bekhechi - International School of Brussels
Initially a teacher of modern languages in the UK, Frances Bekhechi taught ESL at the International School of Brussels for 24 years before retiring in 2013. Frances has a particular interest in second language students with diagnosed or suspected learning disabilities. She contributed a chapter entitled ‘ESL Students who Struggle’ to the book: Welcoming Linguistic Diversity in Early Childhood Classrooms, published by Multilingual Matters. She has presented at ECIS and ESL & Mother Tongue conferences and has taken part in a number of team visits for CIS. She is the mother of three bilingual third culture kids
Initially a teacher of modern languages in the UK, Frances Bekhechi taught ESL at the International School of Brussels for 24 years before retiring in 2013. Frances has a particular interest in second language students with diagnosed or suspected learning disabilities. She contributed a chapter entitled ‘ESL Students who Struggle’ to the book: Welcoming Linguistic Diversity in Early Childhood Classrooms, published by Multilingual Matters. She has presented at ECIS and ESL & Mother Tongue conferences and has taken part in a number of team visits for CIS. She is the mother of three bilingual third culture kids
Veronica Bourke - International School of Brussels
Veronica Bourke is Elementary School head of learning support at the International School of Brussels, Belgium. She has been an international teacher for more than 25 years and has a strong interest and passion for understanding the learning profiles of ELD students who present with learning challenges and how this can help. As a parent and teacher of students with have many languages, she continues to look for ways to learn what to do with ELD students who find both learning and learning in another language challenging.
Veronica Bourke is Elementary School head of learning support at the International School of Brussels, Belgium. She has been an international teacher for more than 25 years and has a strong interest and passion for understanding the learning profiles of ELD students who present with learning challenges and how this can help. As a parent and teacher of students with have many languages, she continues to look for ways to learn what to do with ELD students who find both learning and learning in another language challenging.
Dina C. Castro, University of North Texas, USA
Dina C. Castro, Ph.D. is a Professor and Velma E. Schmidt Endowed Chair of Early Childhood Education at the University of North Texas, College of Education. Dr. Castro holds degrees in Early Childhood Education and Special Education, Public Health and Psychology. Her scholarship focuses on quality and equity in the early care and education of bilingual, culturally and ethnically diverse children, and factors affecting the well-being of immigrant children and their families. Dr. Castro serves as Director of the Center for Early Care and Education Research: Dual Language Learners, a national center funded by the U.S. Dept. of Health and Human Services, and Principal Investigator on the intervention study Nuestros Niños Program: Promoting School Readiness for English Language Learners funded by the U.S. National Institute for Child Health and Human Development. Her previous research includes efficacy studies, survey research as well as observational and ethnographic studies, and measurement development. She is an advisor for various early childhood initiates of national relevance in the U.S. Dr. Castro is lead author on the book New Voices ~ Nuevas Voces Guide on Cultural and Linguistic Diversity in Early Childhood and has published numerous peer-reviewed articles, book chapters, research briefs and, technical and policy reports.
Dina C. Castro, Ph.D. is a Professor and Velma E. Schmidt Endowed Chair of Early Childhood Education at the University of North Texas, College of Education. Dr. Castro holds degrees in Early Childhood Education and Special Education, Public Health and Psychology. Her scholarship focuses on quality and equity in the early care and education of bilingual, culturally and ethnically diverse children, and factors affecting the well-being of immigrant children and their families. Dr. Castro serves as Director of the Center for Early Care and Education Research: Dual Language Learners, a national center funded by the U.S. Dept. of Health and Human Services, and Principal Investigator on the intervention study Nuestros Niños Program: Promoting School Readiness for English Language Learners funded by the U.S. National Institute for Child Health and Human Development. Her previous research includes efficacy studies, survey research as well as observational and ethnographic studies, and measurement development. She is an advisor for various early childhood initiates of national relevance in the U.S. Dr. Castro is lead author on the book New Voices ~ Nuevas Voces Guide on Cultural and Linguistic Diversity in Early Childhood and has published numerous peer-reviewed articles, book chapters, research briefs and, technical and policy reports.
Roma Chumak-Horbatsch - Ryerson University - Toronto, Canada
Roma Chumak-Horbatsch is Associate Professor in the School of Early Childhood Studies at Ryerson University in Toronto, Canada where she teaches undergraduate and graduate courses in language development and bilingualism. She has a background in applied linguistics and early language and literacy development. Her research focuses on multilingual pedagogy and the unique language and literacy needs of young bilingual learners. In her new book, Linguistically Appropriate Practice (2012: University of Toronto Press) Dr. Chumak-Horbatsch profiles the language reality of children who arrive in classrooms with limited (or no) proficiency in the classroom language and presents a research-based, field-tested practice that helps teachers transform their classrooms into multilingual and multi-literate environments where languages and literacies come to life.
Roma Chumak-Horbatsch is Associate Professor in the School of Early Childhood Studies at Ryerson University in Toronto, Canada where she teaches undergraduate and graduate courses in language development and bilingualism. She has a background in applied linguistics and early language and literacy development. Her research focuses on multilingual pedagogy and the unique language and literacy needs of young bilingual learners. In her new book, Linguistically Appropriate Practice (2012: University of Toronto Press) Dr. Chumak-Horbatsch profiles the language reality of children who arrive in classrooms with limited (or no) proficiency in the classroom language and presents a research-based, field-tested practice that helps teachers transform their classrooms into multilingual and multi-literate environments where languages and literacies come to life.
Antonia Cooper, International School of London, UK
Antonia Cooper, Mother tongue Leader at ISL London and for the ISL Group, has previously taught Applied Linguistics, Dutch, English, and Translation & Conference Interpretation skills to respectively adults, post-graduates and students in a variety of educational settings, such as the University of Westminster and evening institutes. She has also led an educational research team in Hong Kong for the Institute of Language in Education; acted as examiner and setter for a variety of examining boards; and has presented and published a number of papers, articles and book translations. Antonia has for the last 17 years worked in ISL London, educating students for the IB Dutch MYP Certificate & Diploma and teaching ISL Qatar Diploma students by ‘Telepresence’.
The last 6 years as ISL Mother Tongue Leader she maintains and develops professional standards for 30 MT teachers of 20 languages and as ISL Group MT Leader she has responsibility for maintaining & developing the professional standards of 68 MT teachers of 25 languages.
Antonia Cooper, Mother tongue Leader at ISL London and for the ISL Group, has previously taught Applied Linguistics, Dutch, English, and Translation & Conference Interpretation skills to respectively adults, post-graduates and students in a variety of educational settings, such as the University of Westminster and evening institutes. She has also led an educational research team in Hong Kong for the Institute of Language in Education; acted as examiner and setter for a variety of examining boards; and has presented and published a number of papers, articles and book translations. Antonia has for the last 17 years worked in ISL London, educating students for the IB Dutch MYP Certificate & Diploma and teaching ISL Qatar Diploma students by ‘Telepresence’.
The last 6 years as ISL Mother Tongue Leader she maintains and develops professional standards for 30 MT teachers of 20 languages and as ISL Group MT Leader she has responsibility for maintaining & developing the professional standards of 68 MT teachers of 25 languages.
Patrizia Cordin - University of Trento, Italy
È docente di Linguistica generale presso il Dipartimento di Lettere e Filosofia dell’Università di Trento. Svolge l'incarico di Delegata del Rettore per le attività in tema di minoranze linguistiche. È Vicepresidente della Commissione provinciale per la toponomastica della Provincia di Trento. Dirige Bilinguismo conta, uno dei quattro centri italiani affiliati a Bilingualism matters dell'Università di Edinburgo.
Si occupa di variazione linguistica, di morfosintassi e di lessico nelle lingue romanze, di toponomastica e di multilinguismo. Coniugando l'interesse per il contatto linguistico e per il bilinguismo, partecipa al progetto europeo di ricerca Atheme (Advancing the European Multilingualism Experience). Tra i volumi pubblicati negli ultimi dieci anni: L'archivio lessicale dei dialetti trentini, Trento, 2005 (a cura di); Le costruzioni verbo-locativo in area romanza: dallo spazio all'aspetto. Berlin, De Gruyter, 2011; Didattica di lingue locali: esperienze di ladino, mòcheno e cimbro nella scuola e all'università. Milano, FrancoAngeli, 2011 (a cura di).
È docente di Linguistica generale presso il Dipartimento di Lettere e Filosofia dell’Università di Trento. Svolge l'incarico di Delegata del Rettore per le attività in tema di minoranze linguistiche. È Vicepresidente della Commissione provinciale per la toponomastica della Provincia di Trento. Dirige Bilinguismo conta, uno dei quattro centri italiani affiliati a Bilingualism matters dell'Università di Edinburgo.
Si occupa di variazione linguistica, di morfosintassi e di lessico nelle lingue romanze, di toponomastica e di multilinguismo. Coniugando l'interesse per il contatto linguistico e per il bilinguismo, partecipa al progetto europeo di ricerca Atheme (Advancing the European Multilingualism Experience). Tra i volumi pubblicati negli ultimi dieci anni: L'archivio lessicale dei dialetti trentini, Trento, 2005 (a cura di); Le costruzioni verbo-locativo in area romanza: dallo spazio all'aspetto. Berlin, De Gruyter, 2011; Didattica di lingue locali: esperienze di ladino, mòcheno e cimbro nella scuola e all'università. Milano, FrancoAngeli, 2011 (a cura di).
Alexandra D’Onofrio - University of Manchester, UK
Alexandra is a plurilingual anthropologist and film director. She was born in London and raised trilingually from birth by her Greek mum and Italian dad. She attended Greek, English and Italian schools, which were instrumental in the development of multi-literacies and academic language proficiency. Today Alexandra speaks eight languages. She obtained her B.A. in Social Anthropology at the University of London- School of African and Oriental studies-, her M.A., in Visual Anthropology from Manchester University where she is currently completing her PhD in Anthropology, Media and Performing Arts. Alexandra is the founder of the Fandema theatre of the oppressed group, the cofounder of ASNADA school (for refugees to learn Italian through story telling and arts), both placed in Milan. She has produced a series of documentaries on immigration some of which are prize winners. Today Alexandra, as a young plurilingual and pluricultural mum, is faced with the choice of what languages and cultures to pass on to her children.
Alexandra is a plurilingual anthropologist and film director. She was born in London and raised trilingually from birth by her Greek mum and Italian dad. She attended Greek, English and Italian schools, which were instrumental in the development of multi-literacies and academic language proficiency. Today Alexandra speaks eight languages. She obtained her B.A. in Social Anthropology at the University of London- School of African and Oriental studies-, her M.A., in Visual Anthropology from Manchester University where she is currently completing her PhD in Anthropology, Media and Performing Arts. Alexandra is the founder of the Fandema theatre of the oppressed group, the cofounder of ASNADA school (for refugees to learn Italian through story telling and arts), both placed in Milan. She has produced a series of documentaries on immigration some of which are prize winners. Today Alexandra, as a young plurilingual and pluricultural mum, is faced with the choice of what languages and cultures to pass on to her children.
Graziella Favaro - pedagogista e saggista, Italy
Graziella Favaro è pedagogista e saggista. Si occupa da anni di educazione interculturale e sviluppo linguistico nelle situazioni di migrazione. Su questi temi, svolge un lavoro di ricerca, formazione dei docenti, progettazione ed elaborazione di strumenti e materiali. Ha fondato il Centro COME di Milano, di cui è responsabile scientifica (www.centrocome.it). Dirige la rivista interculturale online SESAMO, edita da Giunti. (www.sesamonline.it). Dirige la collana di Pedagogia interculturale “La melagrana. Idee e pratiche di educazione interculturale”delle edizioni Franco Angeli. Fa parte dell’Osservatorio nazionale per l’integrazionedegli alunni stranieri e l’intercultura del MIUR, per il quale coordina il gruppo sull’ “Insegnamento dell’italiano come lingua seconda e la valorizzazione del plurilinguismo”. Fra i suoi testi più recenti: A scuola nessuno è straniero (Giunti); Didattica interculturale (Franco Angeli); Insegnare l’italiano agli alunni stranieri (RCS-La Nuova Italia); Dare parole al mondo. Come parlano i bambini stranieri (Junior).
Graziella Favaro è pedagogista e saggista. Si occupa da anni di educazione interculturale e sviluppo linguistico nelle situazioni di migrazione. Su questi temi, svolge un lavoro di ricerca, formazione dei docenti, progettazione ed elaborazione di strumenti e materiali. Ha fondato il Centro COME di Milano, di cui è responsabile scientifica (www.centrocome.it). Dirige la rivista interculturale online SESAMO, edita da Giunti. (www.sesamonline.it). Dirige la collana di Pedagogia interculturale “La melagrana. Idee e pratiche di educazione interculturale”delle edizioni Franco Angeli. Fa parte dell’Osservatorio nazionale per l’integrazionedegli alunni stranieri e l’intercultura del MIUR, per il quale coordina il gruppo sull’ “Insegnamento dell’italiano come lingua seconda e la valorizzazione del plurilinguismo”. Fra i suoi testi più recenti: A scuola nessuno è straniero (Giunti); Didattica interculturale (Franco Angeli); Insegnare l’italiano agli alunni stranieri (RCS-La Nuova Italia); Dare parole al mondo. Come parlano i bambini stranieri (Junior).
Maria Teresa Guasti, Università Milano Bicocca, Italy
Maria Teresa Guasti is professor of Linguistics and Psycholinguistics at the University of Milano-Bicocca. She is director of the Milan-Bicocca’s branch of Bilingualism matters, Member of the Scientific committee of the Marica De Vincenzi Foundation, Associate investigator at the ARC Centre of Excellence in Cognition and its disorders (CCD), Macquaries University, Sydney, Foreign expert in the School of Special Education, Haidan District, Beijin. She is member of the Scientific Committee for the Trilingualism project in Kindergarten at Collegio San Carlo. Maria Teresa Guasti has studied language acquisition in monolingual, bilingual and early L2 children, in children with Specific Language Impairment and Developmental Dyslexia and in children with cochlear implant. She has written books and several international articles in peer-reviewed journals.
Maria Teresa Guasti is professor of Linguistics and Psycholinguistics at the University of Milano-Bicocca. She is director of the Milan-Bicocca’s branch of Bilingualism matters, Member of the Scientific committee of the Marica De Vincenzi Foundation, Associate investigator at the ARC Centre of Excellence in Cognition and its disorders (CCD), Macquaries University, Sydney, Foreign expert in the School of Special Education, Haidan District, Beijin. She is member of the Scientific Committee for the Trilingualism project in Kindergarten at Collegio San Carlo. Maria Teresa Guasti has studied language acquisition in monolingual, bilingual and early L2 children, in children with Specific Language Impairment and Developmental Dyslexia and in children with cochlear implant. She has written books and several international articles in peer-reviewed journals.
Marousa Gourdi -
Head of Primary and Nursery, European School
Bergen, The Netherlands
Marousa Gourdi was born in Athens, Greece and had achieved her first Bachelor’s degree in Primary Education from the Ralleios Pedagogical Academy in Piraeus. She then continued her studies in Biology in the University of Athens and was awarded her second Bachelor’s degree in 1987. In June 2002, she was awarded a postgraduate Diploma in the field of Primary Education from the Faculty of Education of the National and Kapodistrian University of Athens.
In the same year, she obtained her postgraduate specialisation Diploma in Biology from the Medicine School and the faculty of Biology of the National and Kapodistrian University of Athens.
Marousa Gourdi has worked as a primary and secondary teacher and from 2004 up to the present has been working as Head of Primary for the European Schools. She speaks English and French and Greek is her mother tongue.
Marousa Gourdi was born in Athens, Greece and had achieved her first Bachelor’s degree in Primary Education from the Ralleios Pedagogical Academy in Piraeus. She then continued her studies in Biology in the University of Athens and was awarded her second Bachelor’s degree in 1987. In June 2002, she was awarded a postgraduate Diploma in the field of Primary Education from the Faculty of Education of the National and Kapodistrian University of Athens.
In the same year, she obtained her postgraduate specialisation Diploma in Biology from the Medicine School and the faculty of Biology of the National and Kapodistrian University of Athens.
Marousa Gourdi has worked as a primary and secondary teacher and from 2004 up to the present has been working as Head of Primary for the European Schools. She speaks English and French and Greek is her mother tongue.
Else Hamayan - Author and Researcher
Else Hamayan is an independent consultant and Director Emeritus of the Illinois Resource Center in Arlington Heights, Illinois, USA. She provides professional development on teaching English as a second language, early childhood bilingualism, learners with special needs, cross-cultural learning, and dual language instruction. She has also helped administrators in program development, particularly in dual language schools and International Schools, and has consulted with refugee programs and state boards of education in addition to PreK-12 schools. Her latest publication, with Genesee and Cloud, is called Dual Language Education from A to Z.
Else Hamayan is an independent consultant and Director Emeritus of the Illinois Resource Center in Arlington Heights, Illinois, USA. She provides professional development on teaching English as a second language, early childhood bilingualism, learners with special needs, cross-cultural learning, and dual language instruction. She has also helped administrators in program development, particularly in dual language schools and International Schools, and has consulted with refugee programs and state boards of education in addition to PreK-12 schools. Her latest publication, with Genesee and Cloud, is called Dual Language Education from A to Z.
Karin Martin - Linguist and PYP MT Teacher at ISC
Karin Martin ha conseguito il Dottorato di Ricerca in Linguistica presso l'Università di Verona nel settembre 2013 con la tesi „Developmental Dyslexia and Foreign Language Learning. A Working Memory Approach“. Dal 2012 vive in Austria, dove lavora come libera professionista tenendo workshop e servizi di consulenza per scuole e famiglie sul tema del multilinguismo, con una particolare attenzione al tema della promozione della lingua madre dei bambini espatriati. Recentemente, ha lavorato come docente per il corso di formazione professionale per insegnanti presso la International School Carinthia (temi principali: multilinguismo e apprendimento delle lingue straniere). Scrive articoli per la rubrica „Multilingualism matters“ pubblicata on-line dal Carinthian International Club e si occupa altresì dell’insegnamento della lingua italiana.
Karin Martin ha conseguito il Dottorato di Ricerca in Linguistica presso l'Università di Verona nel settembre 2013 con la tesi „Developmental Dyslexia and Foreign Language Learning. A Working Memory Approach“. Dal 2012 vive in Austria, dove lavora come libera professionista tenendo workshop e servizi di consulenza per scuole e famiglie sul tema del multilinguismo, con una particolare attenzione al tema della promozione della lingua madre dei bambini espatriati. Recentemente, ha lavorato come docente per il corso di formazione professionale per insegnanti presso la International School Carinthia (temi principali: multilinguismo e apprendimento delle lingue straniere). Scrive articoli per la rubrica „Multilingualism matters“ pubblicata on-line dal Carinthian International Club e si occupa altresì dell’insegnamento della lingua italiana.
James Monk - IB head of curriculum for DP languages
He has served in this role for four years and currently works in the IB Africa, Europe and Middle East Global Centre in The Hague, Netherlands. James holds a Ph.D. in Romance Languages from the University of Pennsylvania (USA) and came to the IB after ten years teaching Spanish and French language and literature at the secondary and post-secondary levels, and four years serving as director of world languages and cultures curriculum and assessment development for the College Board’s Advanced Placement Program.
He has served in this role for four years and currently works in the IB Africa, Europe and Middle East Global Centre in The Hague, Netherlands. James holds a Ph.D. in Romance Languages from the University of Pennsylvania (USA) and came to the IB after ten years teaching Spanish and French language and literature at the secondary and post-secondary levels, and four years serving as director of world languages and cultures curriculum and assessment development for the College Board’s Advanced Placement Program.
Marjorie Myers - Key Dual Language School , USA
Dr. Marjorie L. Myers has been a principal since 1994 both in D.C. Public Schools and Arlington Public Schools in Arlington, Virginia. She has taught Kindergarten through-Higher Education and has worked as a Spanish teacher, an ESOL teacher, a bilingual counselor, central office program manager for ELL students, an assistant principal and a principal. She has taught and been a school administrator in Florida, Georgia, Venezuela, DC and Virginia. She holds a BA in Spanish from the University of Florida (1972), an MA in bilingual and multicultural education from George Mason University (1985) in Fairfax, VA; she has 33 hours of doctoral coursework in computational and applied linguistics at Georgetown University in D.C. and a Doctorate of Education in Bilingual Special Education from The George Washington University (2009) in Washington, D.C. Since 1995 Dr. Myers has been the principal of Francis Scott Key~ Escuela Key Elementary School in Arlington, Virginia. in September of 2012, Key School ~ Escuela Key was recognized by the Ministry of Education of Spain as an International Spanish Academy “School of the Year 2011.”
Dr. Marjorie L. Myers has been a principal since 1994 both in D.C. Public Schools and Arlington Public Schools in Arlington, Virginia. She has taught Kindergarten through-Higher Education and has worked as a Spanish teacher, an ESOL teacher, a bilingual counselor, central office program manager for ELL students, an assistant principal and a principal. She has taught and been a school administrator in Florida, Georgia, Venezuela, DC and Virginia. She holds a BA in Spanish from the University of Florida (1972), an MA in bilingual and multicultural education from George Mason University (1985) in Fairfax, VA; she has 33 hours of doctoral coursework in computational and applied linguistics at Georgetown University in D.C. and a Doctorate of Education in Bilingual Special Education from The George Washington University (2009) in Washington, D.C. Since 1995 Dr. Myers has been the principal of Francis Scott Key~ Escuela Key Elementary School in Arlington, Virginia. in September of 2012, Key School ~ Escuela Key was recognized by the Ministry of Education of Spain as an International Spanish Academy “School of the Year 2011.”
Daniela Perani - Università Ospedale San Raffaele - Milan, Italy
Medico, Specializzata in Neurologia e Radiologia, Professore Ordinario di Neuroscienze, Università Vita-Salute San Raffaele, Milano, Italia. Coordinatrice di diversi Progetti Nazionali ed Internazionali di Ricerca in Neuroscienze e Neurologia. Le sue ricerche si indirizzano agli studi molecolari e strutturali delle malattie neurodegenerative con tecniche di neuroimmagine PET e MRI, e alle neuroscienze cognitive con studi dei correlati funzionali del linguaggio, dei sistemi di memoria, del controllo esecutivo e della percezione della musica attraverso le tecniche di neuro immagine, in particolare fMRI. E’ autrice di numerose pubblicazioni scientifiche con alto impact factor.
Medico, Specializzata in Neurologia e Radiologia, Professore Ordinario di Neuroscienze, Università Vita-Salute San Raffaele, Milano, Italia. Coordinatrice di diversi Progetti Nazionali ed Internazionali di Ricerca in Neuroscienze e Neurologia. Le sue ricerche si indirizzano agli studi molecolari e strutturali delle malattie neurodegenerative con tecniche di neuroimmagine PET e MRI, e alle neuroscienze cognitive con studi dei correlati funzionali del linguaggio, dei sistemi di memoria, del controllo esecutivo e della percezione della musica attraverso le tecniche di neuro immagine, in particolare fMRI. E’ autrice di numerose pubblicazioni scientifiche con alto impact factor.
Sergio Powel, International School of London, UK
Sergio Powel, Chief Academic Officer, International School of London Group, has over 35 years of experience in the UK, Latin America and the Middle East. Trained as a teacher of Physics, Sergio participated in the development of the British Science National Curriculum and the IB Middle & DP Science Programmes and he contributes regularly to the IB organisation as a Physics examiner and as a Middle Year’s Moderator. His research interests range from authentic laboratory learning practices (http://spawel.com) to the study of ‘cultural diversity as a learning resource’.
He is also a member of the Review Board for the Science Education Review Journal. As a school administrator, Sergio has led whole school implementation of the IB programmes, led Council of International Schools (CIS) Accreditation visits in Europe, Africa & the Middle East and works on behalf of MEEDAN as a consultant in the planning, setting up and development of new schools.
Sergio Powel, Chief Academic Officer, International School of London Group, has over 35 years of experience in the UK, Latin America and the Middle East. Trained as a teacher of Physics, Sergio participated in the development of the British Science National Curriculum and the IB Middle & DP Science Programmes and he contributes regularly to the IB organisation as a Physics examiner and as a Middle Year’s Moderator. His research interests range from authentic laboratory learning practices (http://spawel.com) to the study of ‘cultural diversity as a learning resource’.
He is also a member of the Review Board for the Science Education Review Journal. As a school administrator, Sergio has led whole school implementation of the IB programmes, led Council of International Schools (CIS) Accreditation visits in Europe, Africa & the Middle East and works on behalf of MEEDAN as a consultant in the planning, setting up and development of new schools.
Debra Rader - Educator, Author, Transition Specialist
Debra Rader has worked in international schools as a teacher, administrator and educational consultant for over 25 years. She was a teacher and principal at Southbank International School in London, Junior School Principal at the International School of Florence, and was most recently the Founding Director of Teaching and Learning at the Bilingual School of Lucca.
Debra developed a model for transition education and has become a specialist in this area. She is co-author of New Kid in School: Using Literature to Help Children in Transition (Teachers College Press, 2003) and was a contributing author (‘Addressing Transition and Mobility Issues with English Language Learners in the Early Childhood Years’) in Welcoming Linguistic Diversity in Early Childhood Classrooms: Learning from International Schools (Multilingual Matters, 2011).
Education has been a lifelong passion and Debra is a strong advocate for Third Culture Kids (TCKs), and supporting them and their families through transition. She has presented at numerous conferences, and works with students, parents and faculty on developing transition education, transition programmes and international-mindedness in schools worldwide. Debra lives in Tuscany with her husband and is currently writing a new book on developing international-mindedness in children.
Debra Rader has worked in international schools as a teacher, administrator and educational consultant for over 25 years. She was a teacher and principal at Southbank International School in London, Junior School Principal at the International School of Florence, and was most recently the Founding Director of Teaching and Learning at the Bilingual School of Lucca.
Debra developed a model for transition education and has become a specialist in this area. She is co-author of New Kid in School: Using Literature to Help Children in Transition (Teachers College Press, 2003) and was a contributing author (‘Addressing Transition and Mobility Issues with English Language Learners in the Early Childhood Years’) in Welcoming Linguistic Diversity in Early Childhood Classrooms: Learning from International Schools (Multilingual Matters, 2011).
Education has been a lifelong passion and Debra is a strong advocate for Third Culture Kids (TCKs), and supporting them and their families through transition. She has presented at numerous conferences, and works with students, parents and faculty on developing transition education, transition programmes and international-mindedness in schools worldwide. Debra lives in Tuscany with her husband and is currently writing a new book on developing international-mindedness in children.
Ron Rosenow - PYP ELL Teacher at Copenhagen International School, Denmark
Ron has a Masters Degree in ESL. He has worked as a primary ELL teacher at various schools in Minnesota, Barcelona and Shanghai. Presently, he is a PYP ELL Teacher at Copenhagen International School in Denmark. Ron's current interests are integrating technology into instruction, utilizing mother tongue to aide with second language acquisition and using a variety of co-teaching models to support the needs of ELLs.
Ron has a Masters Degree in ESL. He has worked as a primary ELL teacher at various schools in Minnesota, Barcelona and Shanghai. Presently, he is a PYP ELL Teacher at Copenhagen International School in Denmark. Ron's current interests are integrating technology into instruction, utilizing mother tongue to aide with second language acquisition and using a variety of co-teaching models to support the needs of ELLs.
Ludovica Serratrice - University of Manchester, UK
Ludovica Serratrice is a senior lecturer at the University of Manchester where she works on language acquisition and teaches on the BSc Speech and Language Therapy.
Before obtained a PhD in Linguistics at the University of Edinburgh in 2000, Ludovica trained as an interpreter, then obtained a bachelor degree in English and French from the Istituto Universitario di Lingue Moderne in Milan, and subsequently a master degree in language acquisition from the University of Essex. Over the last fifteen years Ludovica has been working on language acquisition in bilingual and monolingual children and adults; her special research interests include language phenomena that require the coordination of grammatical knowledge and the understanding of the discourse context. Working closely with the speech and language therapy team at the University of Manchester, Ludovica has also developed a professional interest in the interface between academic research and clinical practice with bilingual children.
Ludovica Serratrice is a senior lecturer at the University of Manchester where she works on language acquisition and teaches on the BSc Speech and Language Therapy.
Before obtained a PhD in Linguistics at the University of Edinburgh in 2000, Ludovica trained as an interpreter, then obtained a bachelor degree in English and French from the Istituto Universitario di Lingue Moderne in Milan, and subsequently a master degree in language acquisition from the University of Essex. Over the last fifteen years Ludovica has been working on language acquisition in bilingual and monolingual children and adults; her special research interests include language phenomena that require the coordination of grammatical knowledge and the understanding of the discourse context. Working closely with the speech and language therapy team at the University of Manchester, Ludovica has also developed a professional interest in the interface between academic research and clinical practice with bilingual children.
Karen Serritslev - PYP Classroom Teacher at Copenhagen International School, Denmark
An experienced classroom teacher and IB PYP workshop leader, Karen started her international teaching career when she moved from Australia to Denmark in 2005. She is passionate about languages and strives to incorporate mother tongue into her teaching at every possible opportunity. Relatively new to co-teaching, Karen has learned that ELL best practice also benefits mainstream students. Karen’s teaching pedagogy is centred on a constructivist, inquiry-based model and she enjoys integrating technology into instruction.
An experienced classroom teacher and IB PYP workshop leader, Karen started her international teaching career when she moved from Australia to Denmark in 2005. She is passionate about languages and strives to incorporate mother tongue into her teaching at every possible opportunity. Relatively new to co-teaching, Karen has learned that ELL best practice also benefits mainstream students. Karen’s teaching pedagogy is centred on a constructivist, inquiry-based model and she enjoys integrating technology into instruction.
Marco Tamburelli - University of Bangor, UK
E' docente di bilinguismo al Dipartimento di Linguistica dell'Università di Bangor, in Galles, dove si occupa di ricerche sullo sviluppo del linguaggio in età infantile nel contesto del bilinguismo simultaneo.
E' stato ricercatore nel dipartimento di Psicologia della Nottingham Trent University, e ha collaborato con il Dipartimento di Fonetica e Linguistica della UCL di Londra.
I suoi interessi accademici principali sono: Il bilinguismo simultaneo in età infantile, lo sviluppo della sintassi, l'organizzazione lessicale nei soggetti bilingue, la difesa e lo sviluppo delle lingue minori e in particolare le lingue proprie del territorio italiano.
E' docente di bilinguismo al Dipartimento di Linguistica dell'Università di Bangor, in Galles, dove si occupa di ricerche sullo sviluppo del linguaggio in età infantile nel contesto del bilinguismo simultaneo.
E' stato ricercatore nel dipartimento di Psicologia della Nottingham Trent University, e ha collaborato con il Dipartimento di Fonetica e Linguistica della UCL di Londra.
I suoi interessi accademici principali sono: Il bilinguismo simultaneo in età infantile, lo sviluppo della sintassi, l'organizzazione lessicale nei soggetti bilingue, la difesa e lo sviluppo delle lingue minori e in particolare le lingue proprie del territorio italiano.
Wilma Tonetta - Coordinatrice Enseignement bi/plurilingue et développement de l'éducation didactique - Valle D'Aosta, Italy
Wilma Tonetta ha avuto varie esperienze come Insegnante di lingua e letteratura francese dall’ anno scolastico 1976/1977 all’anno scolastico 1999/2000 presso l’Istituto tecnico commerciale e per geometri di Châtillon e il Liceo scientifico di Saint-Vincent. Referente dell’educazione alla salute negli anni scolastici 1994, 1995 e 1996, opera dall'anno scolastico 2000/2001 presso l’Ufficio supporto all’autonomia scolastica del Dipartimento Sovraintendenza agli studi dell’Assessorato istruzione e cultura della Regione autonoma Valle d’Aosta, con funzione di Coordinatore dell’area “educazione bi/plurilingue, supporto scuole secondarie secondo grado”.
Wilma Tonetta ha avuto varie esperienze come Insegnante di lingua e letteratura francese dall’ anno scolastico 1976/1977 all’anno scolastico 1999/2000 presso l’Istituto tecnico commerciale e per geometri di Châtillon e il Liceo scientifico di Saint-Vincent. Referente dell’educazione alla salute negli anni scolastici 1994, 1995 e 1996, opera dall'anno scolastico 2000/2001 presso l’Ufficio supporto all’autonomia scolastica del Dipartimento Sovraintendenza agli studi dell’Assessorato istruzione e cultura della Regione autonoma Valle d’Aosta, con funzione di Coordinatore dell’area “educazione bi/plurilingue, supporto scuole secondarie secondo grado”.
The TEACHERS OF THE BILINGUAL SCHOOL OF MONZA
Veronica Crippa - Senior Italian elementary school teacher at the Bilingual School of Monza
Veronica started working at the BSM 17 years ago; over the years she has had to collaborate with numerous English and Italian colleagues developing thus skills and knowledge which she considers invaluable when she mentors and supports new teachers in her current role of the elementary Italian lead teacher. She has gained teaching experience in both Early Years and Elementary and she has seen the school grow from an Early Childhood program to a full elementary and now Middle school program. Veronica has lived, and “survived” the challenges of moving from teaching the Italian state school curriculum to the IBPYP through which she has grown as a professional. Having a passion for languages, she has studied foreign languages and literature. She has witnessed young learners grow and develop from monolingual to multilingual and this has reinforced her beliefs of the multiple advantages of bi-multilingual education. Veronica has a strong sense of commitment to enabling young students develop into multilingual and multicultural global citizens.
Veronica started working at the BSM 17 years ago; over the years she has had to collaborate with numerous English and Italian colleagues developing thus skills and knowledge which she considers invaluable when she mentors and supports new teachers in her current role of the elementary Italian lead teacher. She has gained teaching experience in both Early Years and Elementary and she has seen the school grow from an Early Childhood program to a full elementary and now Middle school program. Veronica has lived, and “survived” the challenges of moving from teaching the Italian state school curriculum to the IBPYP through which she has grown as a professional. Having a passion for languages, she has studied foreign languages and literature. She has witnessed young learners grow and develop from monolingual to multilingual and this has reinforced her beliefs of the multiple advantages of bi-multilingual education. Veronica has a strong sense of commitment to enabling young students develop into multilingual and multicultural global citizens.
Silvia Sangalli - Italian Language teacher at The Bilingual School of Monza
Silvia has an education degree from the University of Bicocca, Milano. Silvia has four years teaching experience within the IB Primary Years Programme having started her teaching career supporting a child with learning difficulties and working as a language support teacher. She is in her third year of teaching the Italian part of the curriculum in the lower elementary section of the school and has built a solid basis and experience in collaboration with a variety of English colleagues with whom she shares the delivery of the bilingual curriculum.
Silvia has an education degree from the University of Bicocca, Milano. Silvia has four years teaching experience within the IB Primary Years Programme having started her teaching career supporting a child with learning difficulties and working as a language support teacher. She is in her third year of teaching the Italian part of the curriculum in the lower elementary section of the school and has built a solid basis and experience in collaboration with a variety of English colleagues with whom she shares the delivery of the bilingual curriculum.
Kirsty Lottkowitz - PYP coordinator, Upper elementary English lead teacher a t The Bilingual School of Monza
Kirsty is an Australian elementary school teacher of 29 years experience. With 10 years experience in the IB Primary Years Program and previously other inquiry learning programs she is currently teaching the English part of the curriculum at the Bilingual School of Monza. Kirsty has a sound understanding of a broad range of elementary school teaching and learning methodologies. Having a passion for learning languages other than English, she has a history of blending multiple literacies with classroom learning and utilising students’ mother tongue for the benefit of all students. Originally a science graduate, Kirsty has a strong belief that multiple literacies should incorporate subject specific literacies, be they scientific, social, mathematical, musical or ICT .
Kirsty is an Australian elementary school teacher of 29 years experience. With 10 years experience in the IB Primary Years Program and previously other inquiry learning programs she is currently teaching the English part of the curriculum at the Bilingual School of Monza. Kirsty has a sound understanding of a broad range of elementary school teaching and learning methodologies. Having a passion for learning languages other than English, she has a history of blending multiple literacies with classroom learning and utilising students’ mother tongue for the benefit of all students. Originally a science graduate, Kirsty has a strong belief that multiple literacies should incorporate subject specific literacies, be they scientific, social, mathematical, musical or ICT .
Paz Tardio - Spanish Language Teacher at The Bilingual School of Monza
Paz is currently teaching Spanish at the Bilingual School of Monza, from grade 1 to grade 8. She is a qualified teacher with nine years of experience and truly believes in the values and benefits of bilingual education. Since completing her CA and PGCE in Modern Foreign Languages, being a Spanish native, she has had the opportunity to teach abroad in England, the United States, Egypt and Mexico, across a wide range of ages and abilities.
Paz is currently teaching Spanish at the Bilingual School of Monza, from grade 1 to grade 8. She is a qualified teacher with nine years of experience and truly believes in the values and benefits of bilingual education. Since completing her CA and PGCE in Modern Foreign Languages, being a Spanish native, she has had the opportunity to teach abroad in England, the United States, Egypt and Mexico, across a wide range of ages and abilities.
The Bilingual School of Monza / Play English is certified by the International Baccalaureate Organization and member of the European Council of International Schools. © 2014 by The Bilingual School of Monza - via Confalonieri 18 / 20900 Monza (MI) / Tel. 039-2312282 / 039-2320591 |