Zoom Logo

Assessing Multilingual Learners for Success - Shared screen with speaker view
Elena Markova
32:28
Hello, everybody!
Monique Aguilar-Weaver
32:40
Salem, Oregon
Molly Fuentealba
32:41
Idaho, EEUU
Brad Russell
32:41
Denver, CO
Alex Cherici
32:43
Philly
Alisa Grim
32:44
Nebraska
Caroline Udall
32:44
Washington state
Conor Williams
32:44
DC
Jason Kemp
32:45
Winston-Salem, NC
Janelle Pittman
32:46
Hamden, CT
Martha Osuna-Jacinto
32:46
San Diego, CA
Ruth Sanchez
32:47
Rockford, IL
Carmen Cristina Bivins
32:47
Riverside, New Jersey
Perla Carbajal
32:47
Las Vegas, Nevada
Romulo Guedez-Fernandez
32:48
Hello, Trinidad and Tobago.
Riaz Hussain
32:48
Hi everyone. I am an English Teacher from Pakistan.
Miarra Misutka
32:48
Pittsburgh
Jonathan Jensen
32:48
Laramie, Wyoming
Adam Withycombe
32:49
Portland, OR
Marion Friebus-Flaman
32:49
Naperville, IL
Sarah Copeland
32:50
Chattanooga, TN
Stephanie Kennedy
32:50
Massachusetts
Christy Burton
32:50
Cleburne, TX
Laura Price
32:50
Durham, NC
Shondel Nero
32:50
Greetings from New York City!
Lisa Greenman
32:50
Chesterton, Indiana
Sumeeta Patnaik
32:50
Hello from Huntington, WV
Donna Bain Butler
32:50
Delaware
Cristin Di Rienzo
32:50
Palm Beach
Mary Lugton
32:51
Richmond, CA
Elizabeth Urmenita
32:51
Seattle, WA
Gabriela Flores
32:51
Mount Vernon WA
Lara Shantz
32:51
Waterloo Region, Ontario, Canada
Rolando Merchan
32:51
Houston area
Amany Habib
32:52
Pensacola, Florida
Kirstin Joanna Reed
32:52
Hello from Norway!
Gundi Seel
32:52
Hi,
Bridget Pinsonneault
32:53
Massachusetts
Alison Pflepsen
32:53
Silver Spring, MD
Jennifer Feldmann
32:55
Madison, WI
Kathleen Mohr
32:56
Utah
Elizabeth Lipps
32:57
Silver Spring, MD
Ami Schiffbauer
32:57
Grand Junction, Colorado
Brenda Shaffer
32:57
Eastern Virginia
Vicki Cretors
32:58
m Vicki at South Eastern Illinois
Dina Tsagari
32:58
Oslo, Norway
Carol Mulligan
32:59
Maryldn
Jada Nicklefork
32:59
Niagara Falls, Ontario, Canada
Romeena Kureishy
32:59
Milwaukee, WI
Torry Moore
32:59
Dallas
Ozlem Etus
33:00
İstanbul
Edgar Pineda
33:01
Chicago
Margo Cochrane
33:02
Saint John, NB, Canada
Aoife Ahern
33:02
Madrid, Spain :)
Kati Koerner
33:03
New York City
Mary Ann Lafosse
33:04
Richmond, CA
Eva Knechtelsdorfer
33:06
Vienna, Austria
Amanda Strack
33:06
Allentown pa
Kristen McInerney
33:06
North Carolina
Claudia Cordova
33:07
Fort Worth, TX
Robinwyn Lewis
33:07
Rockville, Md
Ma Soledad Avila Sanchez
33:11
Phoenix Arizona
Charlottesville School
33:12
Charlottesville, Virginia!
Gundi Seel
33:12
I'm calling from Houston.
Shannon O'Connell
33:14
having trouble with audio...cannot hear
Sarah Fox
33:15
Sally Fox, CABE, SDSU and SDCOE in San Diego, CA!!
Ye He
33:24
North Carolina
Tamisha Morales
33:27
Tacoma Wa
Dr. Yasser Gomaa
33:31
Hello everyone from the kingdom of Bahrain 🇧🇭
Kristy Stoesz
33:32
Lancaster, PA
asli lidice saglam
33:42
Hello from Norway
Kelley Miller
33:45
Napa, CA
Mao Vang
33:52
Sacramento, CA
Trey Calvin, CAL
34:03
Hello hello!
Cricia Bonilla de Perez
34:04
Denver, CO
Katherine Hammonds
34:07
Kathy Boone Co. KY
NORMA ROMERO-KOMLOFSKE
34:10
Hello from Belton, TX
Erika Gallardo
34:11
Chicago, IL
Agnieszka Bourret
34:25
Fall River, MA
Kelly Bacher
34:31
Sacramento, CA
Jessica Payeras
34:34
Montreal, Canada
Laura Contreras Weiss
34:36
Oreong
Laura Contreras Weiss
34:38
Oregon
Jessica Leslie
34:38
Halifax, nova scotia
Mary Ellen Gallegos
34:39
Albuquerque, NM
Shannon O'Connell
34:43
New Hampshire
ferda ilerten
34:50
İstanbul, Turkey
Jasone Cenoz
35:03
Basque Country, Spain
Maimone, Luciane L
35:10
Springfield, Missouri
Tricia Rizzo
35:11
VA
HUILI HONG
35:11
Greetings from Baltimore, MD.
Abbey Alessi
35:13
Seattle Washington
Rachel Gilbert
35:19
Greetings from Kenai, AK
Trey Calvin, CAL
35:22
Wow, it's great to see so many different locations represented!
Amanda Schneider
35:28
Evans, Georgia in the US
Linette Martinez
35:30
Hello from Los Angeles, CA
Ashley Salcedo
35:33
New York , New York
Emily Kerr
35:47
Manchester, New Hampshire
Carole de Casal
35:50
Hello to all--from Nashville, Tennessee!
Sugely Solano
35:53
Wilmington, Delaware
Anne Anastasia
36:17
Hi, Sugely!
Sugely Solano
36:28
Hi Anne!
Kaveh Jalilzadeh
36:34
İstanbul Turkey
Donna Byers
37:41
Augusta, GA
RoseMary Hyder
38:45
Hello from San Bernardino, CA!
Francesca Collignon
39:17
Hello from Fes, Morocco.
Lourdes Ortega
40:31
Greetings from Washington DC
Peter Tierney-Fife
41:12
Hello from Portland, Maine (ME), USA
Maria Angeles Wright
42:04
bclad tet book
Mary Martinez-Wenzl
42:24
Yuliana, Cusco (PER) and Salem (Oregon)
Anna Kosenko
42:25
hello from Romania
Michelle Johnston
42:27
Hello from Allentown, Pennsylvania!
Melissa Leverett-King
42:45
Hello from Massachusetts USA
Kaveh Jalilzadeh
42:50
great to See Professor Ortega among us
Cecilia Berzunza
43:10
Hello from West Covina, California. Grateful to be here.
Keira Ballantyne
45:09
Aloha!!
Anna Kosenko
46:40
will there beba certificate link?
Carole de Casal
46:40
Will we have access to these slides following the presentation? Thank you.
Erin D'Amelio
46:59
Aloha, yes, will these slides be available?
Jessica Leslie
47:29
Assessment of learning vs assessment for learning
Anna Kosenko
51:17
I am from Romania now and it s quite late here
Gholam-Reza Abbasian
51:34
Great pleasure joining the webinar , Abbasian from İran
Asma Maaoui
51:38
Greetings from Tunisia
Kaveh Jalilzadeh
51:55
welcome professor Abbasian
Melissa Leverett-King
52:15
absolutely spot on!
Trey Calvin, CAL
52:41
We had a question in the Q&A box about translanguaging. If you're unfamiliar with the concept, you're in luck! CAL recently released a free downloadable PDF on the topic: https://www.cal.org/resource-center/publications-products/translanguaging
Maria Angeles Wright
52:47
¡Hola! from Palm Desert, California.
Lara Shantz
53:19
So inspired to hear these truths from MIcheline!
Jessica Leslie
53:51
Are those assessments English-culture normed, though? Even if perhaps translated?
Kaveh Jalilzadeh
54:07
thank you and sincere congrats for your exemplary research award
Anne Anastasia
55:37
@Jessica - so much culture bias in tests!
Jessica Leslie
56:00
That is exactly my thought
Kevin Paris
56:18
Kevin Paris from Dallas College here.
Anne Anastasia
57:13
Still remember a state test reading about a lifeguard at a swimming pool...…..
Lynn Shafer Willner
58:39
The “E” in the WIDA ELD Standards Framework, 2020 Edition, does not imply that they are English-only. The 2020
Imamatul Khair
59:34
if the language is just mediating the content, then how do we make sure students attain the language required if there is no assessment on that?
Lynn Shafer Willner
59:35
Ah…are NOT English only…sorry for my typo. I was going back to edit this.
Marianne VANNATTA
59:46
Justin is breaking up a bit.
Lynn Shafer Willner
01:00:23
Please see 2020 Edition document for more information. My apologies for my typo.
Geraldo Jaime
01:00:47
Our district language policy has a 70/30 model for English-Spanish in terms of oral instruction for 3rd-5th grade. If anything, what are language assessments concluding on a macro level with 50/50 language models as opposed to 70/30 models in terms of overall language achievement?
Babak Maleki
01:01:19
hello everybody
Kaveh Jalilzadeh
01:01:36
hello Dear Babak
Melissa Leverett-King
01:01:48
He is going in and out
Melissa Leverett-King
01:03:29
The movement toward mainstream computer testing and data collection is making it difficult for teachers to find time to teach. Multilingual students suffer as a consequence!
Kaveh Jalilzadeh
01:04:14
Lynda Tylor argues that every stakeholders should have to some extent knowledge of assessment literacy
Mary Ann Lafosse
01:05:06
AI seems to be taking over teachers' role as facilitator of learning
Tricia Rizzo
01:05:10
@Melissa--agree! I'm an elementary ESOL teacher and we are getting a lot of pressure from admin about test scores. And as a result, students are suffering.
Maria B Serpa
01:05:26
Is it possible to address the shortcomings of the bell curve in (standardized) assessment for a different era..
Cricia Bonilla de Perez
01:06:13
Agree! We cannot change right away the way standards are design but I think it is important this multilingual assessment practices for our day to day assessment and grading practices… definitely a wrong assessment can definitely affect the validity of results and provide wrong data about students needs.
Martha Castillo
01:06:41
What about the standards settings Justin mentioned before regarding multilingual learners? Where can we get info for those?
Martha Osuna-Jacinto
01:06:56
In our district we are searching for literacy assessments where we can assess students in our 25 elementary dual language schools in both languages of instruction. We have allocation models that include 90/10, 80/20, and 50/50.
NORMA ROMERO-KOMLOFSKE
01:07:20
Martha, would you please share with me what assessments do you use at your district?
Francesca Collignon
01:08:53
What about project based assessment? Task based assessments?
Melissa Leverett-King
01:09:14
Create authentic assessments
Jessica Leslie
01:09:14
Multi-literacy based assessment
NORMA ROMERO-KOMLOFSKE
01:09:48
How does Standards based grading align with multilingual students?
Jessica Leslie
01:09:51
Wooohoo Canada
Melissa Leverett-King
01:10:14
Reading and writing domains can work with content .
Kazuko Nakajima
01:11:21
Ontario Canada
Anna Kosenko
01:11:30
what about algorithm assessment? Having kids with special needs ,how are we supposed to create a valuable algorithm?
Dina Tsagari
01:11:42
Perhaps you might like to have a look at a project that produced a web-based multi-course programme that helps teachers understand multilingualism and use English as a lingua franca in their classes: http://enrichproject.eu/ Among the very many courses we have developed a course on assessing multilingual learners: http://enrichproject.eu/lessons/173-2-4-language-assessment and a Handbook: http://enrichproject.eu/handbook
Jessica Leslie
01:11:55
They have to learn in English while learning English
Kaveh Jalilzadeh
01:12:10
hello Professor Tsgari
Jessica Leslie
01:13:54
Does it really inform the students (or teacher) though. The test results are not scored or available until when the student is out of the class they tested in. How does that help the teacher or the student?
Melissa Leverett-King
01:16:57
lack of background knowledge for news reports
Martha Osuna-Jacinto
01:16:57
Norma, literacy assessments given in our district are Fountas and Pinnell in both languages, FASTtrack Reading in English only, Developmental Reading Assessments in both languages, then we have our state testing ELPAC and CAASP.
Anna Kosenko
01:18:19
the certificate link?
Anna Kosenko
01:18:24
please
NORMA ROMERO-KOMLOFSKE
01:18:30
What do you use to measure Spanish reading levels for upper elementary schools?
Geraldo Jaime
01:19:56
Our district uses DRA kits
Geraldo Jaime
01:20:01
https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Academic-Learning/Reading/Developmental-Reading-Assessment-%7C-Second-Edition-PLUS/p/100001222.html
NORMA ROMERO-KOMLOFSKE
01:20:13
The EDL? That’s what we use for Spanish.
Jessica Leslie
01:20:44
Yes!!!!!
Shanna Livers
01:20:56
Exactly
Shanna Livers
01:21:52
Is there an assessment tool that is designed to do that ?
Karina Vanderbilt
01:22:24
What are recommendations for formative assessments for learning that are multi-dimensional and integrated?
Shanna Livers
01:22:26
Yes they do
Sumeeta Patnaik
01:22:33
MU ELI previously used the ACT Compass, but now we use Duolingo
Jessica Leslie
01:22:34
exactly!!
Shanna Livers
01:22:35
Unfortunately
Aoife Ahern
01:22:38
In Spain, (practically) "nobody" uses commercial products for assessing the pupils. Despite widespread teaching through English (Content & Language Integrated Learning). There is large scale assessment, but designed and applied by national govt.
Melissa Leverett-King
01:23:28
Use of translanguaging. Use of tools for translating back and forth.Bilingual dictionaries are allowed but now they are available on computers. My students learn when they are able to switch back and forth using tech tools that assist them 'in the moment'.
Jessica Leslie
01:24:40
It could be worse. Some countries spend the whole year prior preparing students for a test. :/
Melissa Leverett-King
01:24:46
Formative assessment takes a back seat to summative. Student learning is not stagnant ! Multilingual growth is minute to minute, day to day, week to week!
Aoife Ahern
01:24:48
Wonderful ideas from Prof. Walqui
Kimiko Shibata
01:24:52
"Educational Malpractice". Powerful (and very accurate) description.
Mary Ellen Gallegos
01:25:53
Yes, educational malpractice. ¡Ya basta!
Shanna Livers
01:25:55
Yes
Jessica Leslie
01:26:13
Curious as to if these "languishing" learners have any other underlying learning challenges that are unrelated.
Elizabeth Urmenita
01:26:52
Thinking about the Canada research, wouldn't looking at the achievement gap continue to put the focus on trying to fix/remediate the ML students rather than shift our orientation from monolingualism to multilingualism?
Alcidea Lakhavani
01:27:35
Thank you very much, Prof. Walqui!
Valeriia Bogorevich
01:27:40
Based on my own son's 5th grade experience: His teacher almost never taught science in class because there was no science test...but, because ELA and Math did have tests, most of the class time was spent on test prep for those... The result - no science knowledge when entering 6th grade and lots of struggle.
Cecilia Berzunza
01:27:51
Thank you for this wonderful talk. I have to leave.
Shanna Livers
01:28:07
Vey well presented Professor Walqui
Perla Carbajal
01:28:19
@jessicaleslie Are you implying that all LTELLs have underlying learning challenges?! I hope you heard Dr. Walqui… For the students' sake!
Sarah Fox
01:28:22
@Jessica - I have been told that close to 35% of longterm ELs in California are dually identified in Special Education.
Sandra Santos-Alvarez
01:28:42
YES🙌🏼🙌🏼🙌🏼Reimagine the way of assessments!
Ruth Sanchez
01:29:51
I agree Micheline!!!!!
Mary Ellen Gallegos
01:30:43
Our hope lies with the potential impact our leader, Dr. Cardona, can provide. We finally have an educator at the helm. Let’s hope he can lead the change in assessment that is so necessary and critical.
Sarah Fox
01:31:13
@Jessica - Californians Together has a new report about longterm English learners in California. https://californianstogether.org/product/renewing-our-promise/
Samuel Aguirre
01:31:51
This is such a great conversation!I want to invite all to share your assessment desires with WIDA. We will launch a survey on Spanish assessments on April 15th. Keep an eye out for the survey link on WIDA social media accounts and the WIDA website. Your insights can certainly shape future assessments we develop.
Jessica Leslie
01:31:53
Thank you. Ironically, I am originally from LA, but I have been teaching in Canada for 20 years :p
Trey Calvin, CAL
01:32:17
It's very windy!
Alcidea Lakhavani
01:32:33
Thank you, Micheline!
Samuel Aguirre
01:33:38
Many thanks to the presenters and CAL for hosting this conversation!
Anna Kosenko
01:34:01
certificate link?
Azra Tajhizi
01:34:15
Thank you very much
Melissa Leverett-King
01:34:48
Sorry I am needing to go. May I have the certificate link? I have another engagement.
Anna Kosenko
01:35:02
me too
Anna Kosenko
01:35:05
please
Alcidea Lakhavani
01:35:14
May thanks to all presenters!
Sandra Santos-Alvarez
01:35:15
LongTerm Learners are truly misdiagnosed when educators are not well versed in the area of student language proficiency, as they are developing their linguistic repertoire.
Carole de Casal
01:35:25
Will you send the certificates?
Henry Mensah
01:35:51
Hi Everyone, I have joined from China, Henry
Shondel Nero
01:35:56
Kudos to all presenters for a rich and thought-provoking conversation!
Carole de Casal
01:36:49
Do we really have FOREIGN languages at this point? Do we not have WORLD languages...
Anna Kosenko
01:36:50
i am having a cambridge webinar to attend in a few moments!
Melissa Leverett-King
01:36:58
Please can you send all links, materials as they can not be opened in the chat unless you leave the meeting.
Carole de Casal
01:41:26
The notion that sooooo few have understood or even attempted to correct the errors with our students who are Bilingual and or Multicultural learners and ARE PLACED INTO SPED IS CRIMINAL... when will this stop!
Joel Gomez
01:41:56
The challenge is to use a student’s full linguistic repertoire to determine their content acquisition. This means not necessarily approaching this determination from a monolingual standard. Which, involves using only L1 or L2 in the determination. Multilingual have a multilingual and multicultural repertoire that needs to be used to determine content acquisition.
Carole de Casal
01:42:09
My Bilingual Multicultural SPED degree is from 1977...this is NOT a new area!
Jessica Leslie
01:42:23
@carole I just wrote a master's project paper on that very thing.
Beatriz Zamora
01:42:26
Is it about how students interact with the content among themselves and making sure that at the end of the lesson the product will be delivered in the language of instruction to ensure that when that "assessment" they will participate in the will deliverable the data needed to observe content and language... Thoughts???
Annett Richter
01:42:48
What is your experience in multilingual learning and dyslexie? In particulalry leanring to read and write in differnet languages. Should they first focus on only one language to learn to read/write , or what is your experience in teaching two/three language at the same time. Many thanks
Carole de Casal
01:44:22
Interesting...my master's in sped is in LD...so I can pretty easily combine that knowledge to use with students....
Jessica Leslie
01:45:50
@annette check out the group DysTELF. They are a group of 6 countries in Europe who study and support teachers in that very area.
Sugely Solano
01:46:19
Does this depend on the student proficiency level?
David MacGregor
01:46:24
That’s an issue with standardized testing and bilingual programs—I.e., if science is taught in Spanish but the students have to take a state test in English, do teachers have to take time to re-teach them everything in English?
Sugely Solano
01:46:30
a newcomer may benefit from being able to use their native language
Jessica Leslie
01:46:34
Liying, does that not depend on the literacy level of the student in their L1?
Ahuva Haimson
01:50:01
And the modes of production differ-writing or speaking!
Joel Gomez
01:50:26
So the issue may not be about using or not using standardized test to measure content acquisition. With multilingual students, the point is that we may want to use multiple measures to determine content acquisition.
Katherine Hammonds
01:50:33
Teachers where I am allow students the flexibility to show what they know by combining different ways/languages for classroom assessment-depending on English proficiency
Joel Gomez
01:51:15
Justin, great point!
David MacGregor
01:51:21
Yes!
Ahuva Haimson
01:51:23
Test scores provide the data for funding accountability!
Karin Bates
01:51:53
It's happening at the university level with fewer universities looking at solely ACT and SAT scores.
Alison Pflepsen
01:51:58
@David - My personal experience with my daughter who is in a two-way immersion program (for English and Spanish) is that the standardized tests are ALL in English, and therefore English becomes the privileged language. The lack of standards for Spanish and articulation of objectives for Spanish-language acquisition generally, and content-specific, is also a huge gap. It's hard to develop an assessment when those two things are not clear.
Erin D'Amelio
01:52:07
Well said, Justin. Policy accounts for a big barrier and suggests how complex this situation is.
Karin Bates
01:52:10
Other measures of a successful university student are being taken into account.
Susan Levy
01:52:35
As a teacher, how can I share my concerns with WIDA?
David MacGregor
01:52:40
@Alison, that was our experience with our kids too.
Cricia Bonilla de Perez
01:52:52
The challenges are the accountability piece of standardized testing for schools and stakeholders and how results are used to measure effectiveness in teaching and learning.
Geraldo Jaime
01:55:23
Inquisitive and stimulating conversations. Thank you all for your contributions to the field. Hope to hear more in future webinars. Be well. Take care.
Rolando Merchan
01:55:45
Texas works the 3 to 5 test creation with groups of educators, feedback cycle through field-testing
Monique Aguilar-Weaver
01:56:18
I wonder what it would look like for students to be provided tests in the language of instruction and their L1 and allow them to answer in either language as well. Then they could use their entire linguistic repertoire in both receptive understanding of the questions and productive expression of their knowledge.
Natalie Kuhlman
01:56:41
Also Different content areas have different constructs so students need to know those constructs, in addition to English in general
Lisa Greenman
01:56:41
I also enjoyed reading the comments from educators across the globe!
Trey Calvin, CAL
01:57:37
Thanks for attending today's webinar! We'll be posting this recording on CAL.org in the coming days, and sending a follow-up email to you all as well.
Kimiko Shibata
01:57:44
"We have lost the teacher in all of this". We are also losing the student in all of this, as our educators are the direct line to our students.
Carole de Casal
01:58:29
WHERE is the responsibility of the university training in all of this??
Dr. Yasser Gomaa
01:58:34
Thank you so much for this wonderful and informative webinar as well as the thought-provoking discussion.
Jessica Leslie
01:58:41
This should be then at the pre-service training levdel
Delaney Ford
01:58:44
Thank you!
Karin Vogt
01:58:45
Thank you!
Jessica Leslie
01:58:46
*level
Sumeeta Patnaik
01:58:47
Thank you for this webinar!
Cricia Bonilla de Perez
01:58:52
Great session
Lorrie Kelling
01:58:57
Thank you!!!
Elizabeth Urmenita
01:58:57
Thank you.
Gundi Seel
01:58:57
Thank you.
Ozlem Etus
01:58:58
Teşekkürler!
Ruth Sanchez
01:58:58
Thank you!!! Wonderful session
Rolando Merchan
01:58:58
This has been a great wonderful panel, thank you CAL
Donna Bain Butler
01:58:59
Thank you for posting this discussion online and your follow-up email.
Kirstin Joanna Reed
01:58:59
Thank you!
Kim Miller
01:59:00
thank you
Perla Carbajal
01:59:00
There are technological supports for the translations, such as Talking Points.
Edamarie Hernandez
01:59:01
Thank you
Daryl Gordon
01:59:02
Thanks. Good session!
Erin D'Amelio
01:59:04
Mahalo!
Alex Cherici
01:59:04
thanks everyone!!
Valeriia Bogorevich
01:59:05
Gracias
Natalie Kuhlman
01:59:06
Thank you
Valeriia Bogorevich
01:59:09
Спасибо!
Alison Pflepsen
01:59:09
A big problem I’ve seen in my school district is that both English and Spanish language arts curricula and materials packages are kept private. Teachers cannot share the assessments that students take with families, due to agreements that districts sign with the companies that develop them. This to me is outrageous–these are materials purchased with public funds, and to keep secret how students are being assessed is just not right. We just get students’ grades but that is it.
Mary Martinez-Wenzl
01:59:09
Thank you
David MacGregor
01:59:13
Eskerrik asko!
Dr. Yasser Gomaa
01:59:14
Shukran Gazilan
Martha Osuna-Jacinto
01:59:15
Thank you!
Claudia Cordova
01:59:16
Gracias!!!!!
Beatriz Zamora
01:59:19
Thank you all. Will we be emailed a pdf of presentation and any other resources to support this great presentation?
Anne Marie Wilfert
01:59:20
Thank you!
Romeena Kureishy
01:59:23
Thank you for an insightful discussion!
Maimone, Luciane L
01:59:28
Thank you for this interesting discussion :)
Kevin Paris
01:59:28
Certificate?
Perla Carbajal
01:59:32
Panel, awesome! Thank you so very much!
Lisa Greenman
01:59:35
Thank you!
Lourdes Ortega
01:59:36
Great discussion, thank you so much to all speakers!!
Elena Markova
01:59:40
Thanks a lot!
Sevim Inal
01:59:46
thanks
Dina Tsagari
01:59:48
Ευχαριστούμε πολύ πολύ!!! We must have another webinar!!!
Perla Carbajal
01:59:49
Hi Dr. Walqui!!!!!! :0
Beatriz Zamora
01:59:49
Gracias
Chantel Malo
01:59:51
Thank you from Waterloo, Ontario
Sandra Santos-Alvarez
01:59:52
Great Session! Thanks😊