Hosted by Leysin American School, March 8th and 9th, 2013

Many Languages, One School

The human ability to adapt and to acquire new languages, whether English, Mandarin or Swahili, is central to success in the modern world, and central to the existence and everyday function of all educational establishments, and international schools more than most. EFL, EAL, ESL, call it what you wish – this is an element of our schools that we must get right.

The challenges of differentiation, recognition of support needs through the fog of the language acquisition process, the dynamic modification of language and support programmes to meet evolving needs – these are the bread and butter of all our teachers. If our schools don’t provide the absolute best in these areas, we are failing both our staff and – most importantly – our students.

The SGIS conference 2013 brings together some of the top experts in the field of ESL. Our aim is to revisit these essential topics, to help teachers across the various curricula and ages we teach find out about the latest research in this area, to help them to hone their tools and skills, share best practice or even to re-tool with some of the many technological options now available as we learn to integrate our English support programmes ever more closely with the fabric of our schools.

Ilya Eigenbrot, SGIS Chair


There will be no hard copy programme at the conference so you are advised to print out the full programme schedule.



Please do print your own copies.

Stephen Krashen

Eithne Gallagher

Else Hamayan


FROM URGENCY TO AGENCY – Sustainability at the Heart of Learning

Sustainability Workshop 26th & 27th November 2021

The UN has called ‘Code Red for Humanity’ in its most recent IPCC report. How do we as educators mitigate the climate anxiety our students may experience (and staff, we might add) and use it as an opportunity to forge local actions? In this workshop we base ourselves on the conviction that schools are capable of, and obligated to, play an important role in mitigating Climate Change.

In our view, schools should reinvent themselves to become learning communities that go beyond preparing for the future; instead they should help shape that future, by allowing students and educators to prototype solutions for today’s challenges. By allowing students to actively engage with the local impacts of Climate Change, they could learn about the SDGs, Systems Thinking, Design Thinking, collaboration, etc - all skills which will serve them well in their further lives. In that way, sustainability can become a core driver of education, very much in line with IBO’s vision about student agency. It will allow for learning to be challenge-based, relevant, local and utterly engaging. It will give students a voice and allow them to make necessary changes in their school environment, at home and beyond.

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