Exploring Instruction: World-Language Classrooms with Multi-Level Proficiencies

Using CLIL, Scaffolding and Differentiation

09:00 - 16:00

November 15 - 16, 2019 

Smile Lanna Hotel

Chiang Mai, Thailand

Register by

November 1, 2019

Baht 24,750 per participant​


Group of 3  

Baht 23,100 per participant

Target Audience

World Language Teachers


The reality of many world-language classrooms in international schools is that there is a range of students with differing ‘levels’ of language knowledge and skills if not at the beginning of the school year certainly by the end.


This workshop sets the stage for designing learning experiences for varying levels amongst students using the principles of proficiency-based instruction, CLIL (content and language integrated learning), progressive scaffolding, and differentiation.

Workshop Goals

In this two-day institute participants will:

Distinguish between ‘language competence,’ ‘language performance,’ and ‘language proficiency’ in order to reflect on designing learning experiences based on the latter; 

Explore the CLIL model for use in proficiency-based language classrooms;

Revisit past practices of using only the target language in order to explore ‘translanguaging’ tools as scaffolds for mixed-proficiency CLIL lessons;

Gather ‘scaffolding ́ tools for developing vocabulary, reading, speaking, and writing;

Learn how to motivate language learners to read, speak and write through the use of identity texts and the readers’/ writers’ workshop model;

Learn the nuts and bolts of differentiation principles as they apply to language learning classrooms specifically;

Practice designing ways to differentiate materials, student tasks, learning experiences, and student groupings when classrooms have a range of student interests, motivations, and language levels; ​

Utilize a proficiency-based checklist to self-assess achievements and areas of growth opportunities.​


Implementable Skills

After this workshop, participants will be able to:

Identify learning experiences which develop ‘language competence,’ ‘language performance,’ and ‘language proficiency;’

Explore components of example CLIL lessons and how they could work in mixed-proficiency classrooms;


Identify ‘translanguaging scaffolding’ tools to use in CLIL classrooms;


Gather scaffolding tools for classrooms with a range of student interests, motivations, and language levels;


Experience language proficiency lessons for integrated reading and writing skills using the readers’/ writers’ workshop model;


Identify specific differentiation tools in terms of what is made different;


Design differentiation tools to use in classrooms with a range of student interests, motivations, and language proficiency levels;


Review mentor lessons using proficiency, scaffolding, and differentiation in order to design a lesson;


Self-assess and reflect on ways to improve designing ‘proficiency-based’ lessons for multi-level CLIL classrooms.

Workshop Agenda


Session 1 Understand differences between ‘language competence,’ ‘language performance,’ and ‘language proficiency’ in global-language classrooms in terms of learning experiences and descriptors of language usage


Session 2 Explore components of example CLIL lessons and how they could work in mixed-proficiency classrooms including the use of 'translanguaging' tools for when learners' proficiency levels are lower than classroom materials and tasks

Session 3 Gather ‘scaffolding-by-proficiency level’ tools for developing vocabulary, reading, speaking, and writing skills


Session 4 Experience the ‘readers’/ writers’ workshop model’ as a way to scaffold integrated reading, speaking, and writing learning experiences


Session 1 Explore the nuts and bolts of ‘differentiation’ principles and tools as they apply to global language classrooms specifically

Session 2 Design specific ‘differentiation’ tools to use in global language classrooms immediately

Session 3 Design a personalized playlist for a CLIL classroom with mixed-proficiency language learners

Session 4 Use a proficiency-based, self-assessment checklist to celebrate achievements and to identify growth opportunities when working with multi-level students in global-language classrooms

Course Leader

Virginia Rojas, Ed.D. conducts professional training on effective programs and strategies for English learners from pre-school through grade 12 for ESL and classroom teachers alike.


As an ASCD faculty member, Dr. Rojas uses the backwards design curriculum model to  help teachers design high-challenge, high-support learning experiences for strengthening English learners' second language proficiency and academic achievement. 


She provides professional development trainings, job-embedded coaching and demonstration lessons, and conducts linguistic audits of EAL (English as an Additional Language) program. She has worked in over 200 international schools throughout the world as well as with school districts in the US and Canada. 


Dr. Rojas is the author of Strategies for Success with English Language Learners: An Action Toolkit for Classroom and ESL Teachers published by ASCD (2007) and of Educating English Language Learners: Connecting Language, Literacy, and Culture (2010), ASCD DVD Series.