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In this episode, we talk with Maryam Aslam, an English as an Additional Language (EAL) teacher in Dubai. As an EAL and Inclusion Specialist, she focuses on linguistic acquisition and coordinates fast track EAL strategies for diverse learners. She supports students with dyslexia and additional learning needs, ensuring an inclusive environment that promotes engagement. Maryam has expertise in multi-sensory teaching which allows her to create differentiated lessons tailored to individual strengths.

In this discussion, Maryam shares key strategies for teaching in super diverse classrooms and for collaborating as educational teams, reminding us that, in some way, all teachers are language teachers.

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This episode features Catalina Lugo, lecturer in bilingual education with the University of Houston-Downtown in Texas. She is a former classroom teacher in Mexico and the US and a bilingual dyslexia specialist. Ms. Lugo shares multiple tips to identify and help multilingual students with dyslexia and to distinguish between students dealing with language vs. dyslexia challenges.

Episode Resources:

As mentioned in the podcast episode, the second language acquisition theories of both Stephen Krashen and Jim Cummins have been highly influential in education. The resources below are a suggested starting point for familiarizing yourself with their work:

Krashen, S. (1982). Principles and practice in second language acquisition.

This is an early, seminal work by Krashen on second language acquisition. Krashen published multiple additional articles building upon this work, and many others have published supporting or controverting Krashen's theories.

Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. Encyclopedia of language and education, 2(2), 71-83.

In this chapter, Cummins revisits his early work from the late 1970's on Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency and their educational implications. Like Krashen, Cummins has published extensively on this topic, as have many others in support or criticism.

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Join Dr. Nahal Rodieck as she talks about the importance of drawing upon students' linguistic, cultural and experiential resources when teaching language and discusses a few strategies for doing so. Dr. Rodieck has been a language educator for almost 25 years. She holds bachelors of arts and masters of arts degrees in English and a PhD in Rhetoric, Composition and the teaching of English. Quite impressively, she also holds a degree in legal studies, specializing in juvenile law.

Dr. Rodiek currently teaches freshman English to diverse student groups at Pima Community College. She also holds writing workshops for incarcerated children. She is also involved in teacher education for middle and high school teachers through the Southern Arizona Writing Fellowship.