«English Language Teaching, A Project for Greece», IVLP program, March 27 ‑ April 4, 2017» Επιμόρφωση εκπαιδευτικών ΠΕ 06 (Αγγλικής Γλώσσας) όλων των σχολικών μονάδων Ν. Μαγνησίας με έγκριση της Περιφερειακής Διεύθυνσης Εκπαίδευσης Θεσσαλίας 3445/27.3.2017

1. «English Language Teaching, A Project for Greece»,
IVLP program, March 27 April 4, 2017‑ »
Επιμόρφωση εκπαιδευτικών ΠΕ 06 (Αγγλικής
Γλώσσας) όλων των σχολικών μονάδων Ν.
Μαγνησίας με έγκριση της Περιφερειακής
Διεύθυνσης Εκπαίδευσης Θεσσαλίας
3445/27.3.2017
Δρ. Βασιλική Παπαϊωάννου, Αγγλικής Φιλολογίας
Σχολική Σύμβουλος ΠΕ06 – ΔΕ Μαγνησίας
3o ΕΠΑ.Λ Βόλου – ΤΕΤΑΡΤΗ 10.5.2017,
13.15 – 13.45

2. Program Sponsor: United States Department of State
Bureau of Educational and Cultural Affairs
Office of International Visitors
• The IVLP seeks to build mutual understanding
between the United States and other nations
through carefully designed professional visits to
the United States for current and emerging
foreign leaders.
• These visits reflect the visitors' professional
interests and support the foreign policy goals of
the U.S. government

3. Specific objectives for the project «English
Language Teaching» (1):
To help English Language Advisors in Greece:
• Discover teaching methods that promote intercultural and
interreligious awareness, cooperation, communication and
conflict resolution;
• Investigate methodologies for teaching in a diverse school
environment;
• Learn how to design a learning environment for Greek and
refugee students that includes acceptance, tolerance,
cooperation, understanding, citizenship, and democratic
values;
• Understand how to develop the English language in the
multilingual classroom, learn ways to develop
refugee/immigrant students’ literacy, and reveal the power
of participatory work in a language classroom;

4. Specific objectives for the project
«English Language Teaching»(2):
• Experience specific interactive teaching strategies and
classroom management techniques that individualize
learning for refugee and migrant children;
• Provide a child-friendly learning environment that
promotes inclusive education along with the wellbeing
of refugee children, teachers, and educational
personnel;
• Learn ways to improve achievement in primary and
secondary schools, so that refugee children will acquire
basic learning competence in class; and
• Investigate methods for improving access to secondary
education opportunities for refugee children.

5. Poor access to education can
undermine people’s potential to
improve their lives.
https://www.rescue.org/outcome/education

6. Ιδιαίτερη πτυχή των δικαιωμάτων του παιδιού
αποτελεί το δικαίωμα στην εκπαίδευση, όπως
κατοχυρώνεται από δύο βασικά νομικά
κείμενα:
Το άρθρο 16 του Συντάγματος και το άρθρο
28 της Διεθνούς Σύμβασης για τα Δικαιώματα
του Παιδιού.

7. The following themes were addressed:
• SEATTLE, WASHINGTON March 26 - 29, 2017
City services for immigrants and refugees
Innovative approaches for teaching English
Methodologies to promote inclusive education
• ATLANTA, GEORGIA March 29 - April 1, 2017
Improving school performance for refugee and migrant
students
Family literacy for refugees and migrants
Techniques to promote individualized learning
• NEW YORK, NEW YORK April 1 - 5, 2017
Leadership development for immigrant youth
Methodologies for teaching English in the multilingual
classroom

8. First stop: SEATTLE,
WASHINGTON!
City Population: 620,778
Although its nickname is “The Emerald City,” its real
name was taken from a Native American Chief named
Sealth, who was paid $16,000 for the use of his name
when the city was settled in 1851.

9. Specific ELL topics were discussed in Seattle
schools:
• Services provided to immigrants and refugees by each school
• Challenges faced by refugee women in the Pacific Northwest
• The role of early learning center services to help refugee women
approach these challenges
• Techniques for making refugee students comfortable in a classroom
setting
• Volunteering
• Τhe role of the libraries in society and how this can change in the future
• How social, educational, and health services are delivered to migrant and
refugee communities within the city
• Stories of Arrival program, and how this unique use of poetry helps
students improve their English writing and speaking skills while allowing
them to connect with their cultural heritage
• ESL (ELL) methodology
• Team – based teaching

10. Volunteering - Benefits
• Investing time and resources in the lives of our newest
neighbours in need
• Contributing significantly toward the achievement of schools
mission & goals
• Valuing past experience
• Acquiring skills in teaching ESL/Citizenship/job training or
tutoring school-aged children
• Gaining knowledge about issues newcomers are facing
• Being part of an exciting, community-based effort to make a
difference in the lives of refugees and immigrants and their
families
• Practicing ELT skills in an informal setting

13. Schools visited,
Seattle: March 26 – 29, 2017
Monday, March 27th
1. Refugee Women’s Alliance,
4008 Martin Luther King Junior Way South,
Seattle, WA 98108

14. ReWA's ESL and early learning
center services
• Refugee Women’s Alliance (ReWA) is a non-profit, multi-
ethnic organization founded in 1985 to support refugee and
immigrant women and their families. ReWA’s services include
English as a Second Language, citizenship preparation, parent
education, on-site early childhood education, youth tutoring,
child care teacher training, domestic violence victim advocacy
and support groups, advocacy for children with disabilities,
and social services.
• ReWA works with local law enforcement to protect refugee
and immigrant women and their families, acting as an
intermediary to ensure equal access to justice.

23. 2. Seattle: Highline College
• As the most diverse college in Washington, their
commitment to diversity, social justice, and
multiculturalism has earned them prestigious awards
including the 2014 Award of Excellence for Advancing
Diversity from the American Association of
Community Colleges and the Higher Education
Excellence in Diversity (HEED) Award three years in a
row.
• Of their 17,000 students, roughly one in four is an ESL
student and nearly a quarter of students that take
Highline’s ESL classes identify as refugees.

28. 3. The Seattle Public Library (SPL)
• The Seattle Public Library (SPL) is one of the busiest urban
public library systems in the country. Its programming
encourages an informed citizenry, lifelong learning, and love of
reading. It acquires, organizes, and provides books and other
relevant materials; ensures access to information sources
throughout the nation and around the world; serves the public
with expert and caring assistance; and reaches out to all
members of the community.
• The library’s Talk Time – Learn English conducts a conversation
group for ESL learners to practice their English language skills
and is done in partnership with Literary Source, a Seattle-based
nonprofit.
• All library ESL programs are free to the public.

31. Tuesday, March 28th
:
City of Tukwila Office of Human Services and Tukwila School District
• The City of Tukwila consists of a 62% minority
population, with 49% of the population speaking a
language other than English at home. The New York
Times has named its school district the single most
diverse in the country, with an overwhelming 71% of
the student body classified as a minority. This high level
of diversity is due in large part to the efforts of refugee
resettlement agencies.
• The Tukwila School District currently enrolls more than
2,800 students into five schools. Thirty seven percent of
students qualify for English Language Learner services
and the student population includes native speakers
from eighty different languages.

33. 4. Foster High School
Foster High School, the only high school in the
Tukwila School District, is home to the poetry
workshop known as the “Stories of Arrival:
Youth Voices Poetry Project”. Done in
partnership with the Jack Straw Cultural Center,
this workshops allows refugee and immigrant
students to create poetry under individual
supervision as a means to support their
English language writing skills.

35. Our Table of Memories: Food &
Poetry of Spirit, Homeland &
Tradition
Given the current political climate, we believe it
is more important than ever to ensure that our
students’ voices reach far beyond the
classroom, trusting that their stories will
broaden others’ understanding of the dignity
and strength with which they navigate the
struggles of forced migration and immigration.

36. When my mom cooks, it smells of sweet cooking oil,
there is the sound of stirring a big pot,
the sound of vegetables sizzling into bowls
and scents of beautiful oil, the color of sunflowers,
there is the waiting to taste her cooking,
there is the grinding of chili,
and outside there are pigs rolling in the earth
chickens waiting,
the sweetness of snowy rice,
I picture our colorful house,
the brownness of the soil,
the wonder of the wind.
My Mother’s Kitchen
A poem by James which speaks beautifully to the
connections between food, home, and the
sensate details of poetry

37. THE TASTE OF HOME: FOOD-THEMED POETRY WITH REFUGEE
AND IMMIGRANT STUDENTS
By Merna Ann Hecht
Too many of our students have been falsely judged based on
their accents, their appearance, and their unfamiliarity with
American culture and the English language. In spite of this, they
are determined to overcome their considerable challenges in
order to acquire an education and make a better life for
themselves in the world. The poetry they create with us is a
poetry of resilience and hope.
Our goal was to celebrate our students’ culinary heritage by
asking them to write about the foods and customs that sustain
and nourish them, and to bring these stories to the wider
community as a way of fostering mutual understanding across
cultures.

40. Teachers and Writers’ Magazine
LESSON PLANS:
Innovative lessons/ideas for teaching creative
writing, as well as samples of student writing
resulting from the lesson.
Example: RAIN CAN BE ANYTHING:
KINDERGARTEN POETRY LESSON (BY LINDA
MOREL)

41. Do you want to start writing poetry in your
classrooms?
Haiku poems:
A traditional form of Japanese poetry - It consists of 3 lines:
• Line 1 has 5 syllables
• Line 2 has 7 syllables
• Line 3 has 5 syllables
• The subject is usually about nature or the seasons
• This poetry does not need to rhyme
• Takes place in the present (use phrases like 'this tree', 'these
blossoms')
• Are intensely personal (seldom use names, but instead use I / you
/ he / she / our)
• Take on a remarkable literary device despite their brevity -
juxtaposition!

43. Haiku poems
Further reading
Creative Poetry Writing by Jane Spiro
E.g. White, sandy beaches
Ocean waves from far away
Warm sun shining down
Fallen, bloody gifts
Plunged in me, this dagger
sticks
Tears on red blossoms
(Intended meaning: Someone
cries over flowers rejected
by their lover.)

44. Acrostic poems: GROUPS

46. 5. Seattle World School
• The Seattle World School (SWS), formerly the Secondary
Bilingual Orientation Center, is Seattle Public Schools'
culturally diverse newcomer school dedicated to supporting
students in learning the academic, social, and life skills needed
for success and supporting ELL High School students in
particular.
• Today it is one of only a few schools nationwide designed as a
preliminary educational portal through which immigrant
children pass to obtain academic achievement and fully
participate in American society.
• Students come from all over the world, and thirty-four
languages and dialects are currently spoken at the Seattle
World School.

50. Second stop: Atlanta, Georgia
City Population: 5,475,213
Atlanta is a major educational center, with
more than twenty degree granting institutions‑
in the metropolitan area.
Atlanta is the birthplace of Martin Luther King,
Jr. The Martin Luther King Center currently
plays an important role in the city's social and
economic policies and makeup.

53. Themes addressed in Atlanta schools:
• Improving school performance for refugee and migrant
students
• Family literacy for refugees and migrants
• Techniques to promote individualized learning
• English to Speakers of Other Languages Program of Atlanta
Public Schools (APS ESOL Program ) –
• Refugee Family Literacy Program
• The Global Village Project
• New American Pathways
• International Rescue Committee (IRC)
• International Community School

54. The APS ESOL Program, Atlanta public schools
… provides English Learners with support and instruction in the English
language, American culture, and academic and cognitive areas in order
to ensure success in the mainstream classroom, school, and the
community.
The ESOL program of Atlanta Public Schools is committed to meeting the
needs of English Learners (ELs) and their families. ESOL is a
federally mandated instructional program for eligible students in grade‑
K – 12.
The APS ESOL program is standards based and emphasizes academic and‑
social language development. ESOL coursework is based upon WIDA
Consortium English Language Development Standards while
simultaneously integrating grade appropriate content standards to
ensure that all ELs are successful.
The ESOL program also provides access to resources and facilitates
communication between the school district and home to allow parents
and families of English Learners to play an active role in their child’s
education.

55. APS – ESOL Goals (English to Speakers of Other
Languages Program of Atlanta Public Schools )
• 1. To develop competency in English in all four domains
of language: listening, speaking, reading and writing;
• 2. To integrate language, cognitive and academic instruction
that enables students to develop English language
proficiency and content area knowledge;
• 3. To support the curriculum based on the Georgia Standards of
Excellence while emphasizing social and academic language proficiency;
• 4. To orient students and parents to the American culture
and enable them to participate successfully in school and community life;
• 5. To ensure grade
level appropriate content for all ELs regardless of English proficiency level;
• 6. To ensure that all staff in the district assume
responsibility for the acculturation and instruction of ELs.

56. Refugee Family Literacy Program
• The Refugee Family Literacy Program (Mommy and Me Family
Literacy) offers ESOL classes for refugee women and an early
childhood development program for their children, ages 0 5.‑
Mommy and Me Literacy is located in Clarkston, Georgia, a city
that many call the "Ellis Island of the South.“
• In this small city, located 11 miles northeast of Atlanta,
immigrants and refugees from over 60 countries, speaking more
than 60 different languages live and work together. The
program takes a family literacy approach that emphasizes
parent child joint learning through a four pronged approach (an‑ ‑
approach in reading instruction) designed by the National
Center for Family Literacy.
• The team is made up of trained ESOL teachers, dedicated
children’s teachers (many of whom were refugees), and
passionate volunteers.

64. Global village Project
• The Global Village Project is a non profit‑
designed specifically to equip recently arrived
refugee girls, 11 to 19 years old, with the
academic and social knowledge needed for
success in a high school or equivalency
program.
• GVP students are all young women who share
a history of displacement and resettlement, but
are still a widely diverse group.

68. What is the Global Village Project
• The Global Village Project foster a caring environment that
values and incorporates the richness of our students’ diverse
linguistic and cultural backgrounds and that nurtures students
struggling with the trauma of displacement and war.
• Learners at GVP are part of a growing group of English
Language Learners entering middle and secondary schools with
interrupted or limited formal education. These students are
often unrecognized, under studied and under served.‑ ‑
• The Global Village Project is a tuition free school‑ .
• Transportation and lunch are provided.
• The GVP community includes students, staff, and a large core of
committed volunteers.

69. GVP’s mission
GVP’s mission is to develop a strong
educational foundation for each student
within a caring community using a
strengths based approach and intensive‑
instruction in English language and literacy,
academic subjects, and the arts.

74. Improving Ss writing skills

76. New American Pathways: Mission
• New American Pathways provides approximately 4,000 refugees per year
with the necessary tools to rebuild their lives and achieve long term‑
success.
• Their specially designed programs provide proven pathways for refugees
and other immigrants to realize their full potential and dreams while
becoming productive, contributing members of Georgia’s communities.
• Led by experienced professional educators, New American Pathways Youth
Programs ensure that refugee children advance on grade level and enter
high school prepared and on track to graduate.‑
• They also they provide school based Afterschool and Summer Camp‑
enrichment programs for approximately 120 refugee students
• Τhe Young Women’s Leadership Program engages 20 high school girls each
year to develop the skills and knowledge they need to build healthy
relationships, make safe and responsible decisions, and prepare for high
school graduation and long term economic self sufficiency‑ ‑ .

77. Mother tongue is appreciated...

85. International Rescue Committee
• The International Rescue Committee responds
to the world’s worst humanitarian crises and
helps people whose lives and livelihoods are
shattered by conflict and disaster to survive,
recover, and gain control of their future.
• The International Rescue Committee provides
children, youth and adults with educational
opportunities that help keep them safe and
learning the skills they need to survive and
thrive.

86. Mission of IRC:
• The International Rescue Committee’s education program
goals are to ensure that children aged 0 to 5 develop cognitive
and social emotional skills,‑
• Ensure that school aged children develop literacy, numeracy‑
and social emotional skills,‑
• Ensure that youth and adults have high levels of livelihood,
literacy, numeracy and social emotional skills,‑
• Ensure that children, youth, and adults have regular access to
safe and functional education services.
• They also strive to ensure that girls and boys in the United
States have positive social connections and role models.

89. FINAL STOP: NEW YORK, NEW
YORK
City Population: 8,244,910
Spread out over the five boroughs ‑
Manhattan, Queens, Brooklyn, Staten Island,
and the Bronx the rich variety of ethnic‑
heritages of its inhabitants contribute to
making New York City a truly exciting,
international, and cosmopolitan city

91. Themes addressed in New York
• Leadership development for immigrant youth
• Methodologies for teaching English in the
multilingual classroom
• Ways Arab community needs are met
• Services offered by Associations
• How stimulating academic and nurturing
learning communities are built that prepare
students for success in college and the
workplace

92. Newcomers High School
• Academy for New Americans is a point of entry for immigrants
into the American education system.
• Almost half the students come from Ecuador, Colombia, or
China.
• The most traditional of the city's dozen high schools designed
to serve new immigrants, Newcomer's goal is to move students
quickly to regular neighborhood high schools with English
speaking students: Those who enter in ninth grade must
transfer to another school for 10th grade. (Those who enroll
later may stay until they graduate.)
• Students receive nine hours a week of instruction in English as
a Second Language.
• The school also offers bilingual classes in Spanish and Chinese.

98. Internationals Network for Public Schools
Bronx International High School
Bronx International High School (BxIHS) is a progressive, team based
and community based school.
We are dedicated to serving the academic and social needs of
recently immigrated young people and their families.
Our mission is to enhance our students’ cultural awareness, English
and native language proficiencies, and intellectual and
collaborative abilities.
These skills will empower them to become active participants in
today’s interdependent and diverse world.
By critically analyzing and responding to complex world issues,
students will achieve academic, personal, and professional success,
as they become advocates for themselves and their communities.

99. Core beliefs about teaching and learning ARE SHARED with other
schools in the Internationals Network for Public Schools (1)
• Heterogeneity and Collaboration: Diverse group of students
work together and with their teachers to optimize learning.
Meaningful work with those of different backgrounds,
academic preparedness, and language skills helps each
student to develop socially, academically, and linguistically.
• Language and Content Integration: Language skills develop
most effectively in context and emerge most naturally in
purposeful, language rich, experiential, and interdisciplinary
study. Consequently, each teacher acts as a language teacher
within the context of his/her curriculum, and there are no
stand alone ESL or bilingual classes.

100. Internationals Network for Public Schools - Core values
(2)
• Localized Autonomy with Responsibility: Students, teachers,
andschools are empowered to make decisions that maximize
student outcomes.
• One Learning Model for All: Like students, teachers and
principals collaborate and learn from each other to improve
their skills and support each other.
• Schools Beyond Four Walls: Student growth and outcomes are
enhanced through experiential learning. Significant experience
outside of the classroom motivates students and enhances
their capacity to participate in society by extending their
language base and developing their social and cultural
sophistication.

103. St Demetrius School, Astoria NYC
• Saint Demetrios Greek-American Schools are
committed to provide each student an
outstanding opportunity to achieve academic
excellence in an environment which fosters a
strong sense of community.
• As part of its mission, the school seeks to
increase students’ knowledge of the Hellenic
Orthodox faith, Heritage and the humanistic
values that are inherent to Greek traditions.

104. Arab American Association of New York
The Arab American Association of New York is a
not for profit social service organization located
in Brooklyn, New York.
The mission is to support and empower the Arab
immigrant community by providing services that
will help them to adjust to their new homeland
and become active members of American
society.
The aim is for families to achieve the ultimate goals
of independence, productivity, and stability.

105. Some of the challenges facing the Arab
immigrant community include:
* Language and cultural barriers
* Issues pertaining to immigration
* Discrimination and prejudice
* Psychological issues involved in adjusting to new cultural norms
* Lack of understanding of legal rights and access to legal
representation or counsel when necessary
* Lack of access to adequate health care, insurance and other
benefits
* Imbalance of parent child power relations in families

106. What the Association Offers:
* Youth after school tutoring
* English as a Second Language courses
* U.S. Citizenship preparation courses
* Multilingual Case Management (services
available in English,Arabic, Spanish, French and
Somali)
* Immigration Assistance
* Legal and psycho social consultations
* Cultural Events
* Educational and Health workshops

107. ELL books recommended

109. Last but now least...

110. SIGHTSEEING in NYC... (9/11)
(with Roula Kechri, State School Advisor in the area of Evoia island)

111. THANK YOU FOR YOUR
ATTENTION!!!
Βασιλική Παπαϊωάννου, ΠΕ06, Αγγλικής Φιλολογίας (Ed.D, MA, BA)
Σχολική Σύμβουλος Β/θμιας Εκπαίδευσης Μαγνησίας (έδρα Βόλος)
Συγκρότημα Μουρτζούκου, Χείρωνος & Επτά Πλατανίων Τ.Κ. 38333, Βόλος
This was a presentation based on my notes,
school webites and resources accessed
during my trip to the USA (27 March – 5 April
2017)
AND...the following handout!