Pre- and Postconvention Institutes: Saturday, 31 March 2012


Half day, 2 pm–6 pm

31. Blending TESOL PreK–12 and Common Core Standards for Academic Success

Target Audience: K–12 ESOL educators and administrators
Skill Level: All levels of expertise

This workshop provides a path for educators working with Pre-K–12 English language learners to meet the challenge of developing academic language while meeting rigorous content standards. Participants explore a marriage of the Common Core State Standards and TESOL’s PreK–12 English Language Proficiency Standards and develop ways to facilitate standards-based instruction across all proficiency levels, language domains, and content areas.

In this workshop, participants

  • analyze strands and sample Performance Indicators from the TESOL PreK-12 English Language Proficiency (ELP) Standards
  • compare the content and uses of the TESOL PreK-12 ELP Standards and the Common Core State Standards (CCSS)
  • practice Transformations to extend the TESOL PreK-12 ELP Standards to allow further alignment with CCSS.
  • develop Instructional Plans that include both TESOL’s PreK-12 ELP Standards and CCSS

Presenters: Lynore Carnuccio, The Language Company, Edmond, Oklahoma, USA; Judith B. O’Loughlin, Language Matters Education Consultants, LLC, San Ramon, California, USA

32. Collaborative Approaches for Positive ESL/EFL Student Outcomes

Target Audience: Elementary and secondary school teachers, ESL/EFL specialists, ESL/EFL program administrators
Skill Level: All levels of expertise

Participants develop a deeper understanding of how to create an inclusive, collaborative approach to servicing diverse Pre-K–12 ELLs; explore how to best respond to ELLs’ academic, linguistic, and social needs through collaborative practices; and discover how to restructure existing ESL/EFL programs and strengthen teacher collaboration to successfully reach and teach all ELLs.

In this workshop, participants

  • compare the advantages and challenges of collaborative practices in the ESL context
  • discuss an extensive list of activities that would be most beneficial to improve teacher collaboration plan ways to integrate co-teaching into their instructional practices in order to improve learning outcomes
  • determine how collaborative practices for ELLs can enhance standards-based instruction and meeting success with the Common Core State Standards

Presenters: Maria G. Dove, Molloy College, Rockville Centre, New York, USA; Andrea Honigsfeld, Molloy College, Rockville Centre, New York, USA

33. Building Second Language Academic Literacy: Tasks for Content Learning

Target Audience: Secondary, adult, and IEP ESOL teachers
Skill Level: All levels of expertise

In order to successfully transition to university literacy activity, pre-academic learners in secondary or postsecondary programs need to be held accountable for the content in content-based courses. This workshop involves participants in hands-on learning of how to design and evaluate content engaging tasks that scaffold academic literacy development.

In this workshop, participants

  • practice a variety of content-engaging integrated-skills tasks
  • match content texts with appropriate tasks
  • design appropriate tasks for content texts
  • evaluate task design for engaging learners with content
  • understand principles by which to scaffold content-learning

Presenter: Doreen Ewert, Indiana University, Bloomington, Indiana, USA

34. Fostering Authentic Student Voice in Academic Writing

Target Audience: Grades 6–12, university English language program, and college preparatory program teachers
Skill Level: All levels of expertise

Gaining a “voice” is critical for achieving excellence in academic writing. This workshop explores practical theory, strategies, and activities that build students’ academic writing skills while fostering authentic voice. Participants learn to adopt the traditional process approach to foster conscious choices in style, maximize the effectiveness of teacher and peer feedback, and address mechanical and rhetorical problems.

In this workshop, participants

  • build a shared understanding of current research on academic writing and practical classroom applications
  • understand common problems for student writers and effective methods to address them
  • adapt the traditional process approach to allow for conscious choices that create voice while encouraging recursive and nonlinear thinking
  • learn to give and receive more effective teacher and peer feedback

Presenters: Jennifer Kobrin, Foundations, Inc., Philadelphia, Pennsylvania, USA; Sheila Mayne, University of Pennsylvania, Philadelphia, Pennsylvania, USA

35. ADDMAP: Multilevel, Multimodal Instruction for Young English Learners

Target Audience: Elementary ESOL educators
Skill Level: All levels of expertise

In young learner English classrooms, simultaneous instruction often must address multiple levels of proficiency. This workshop presents a model for differentiated instruction in ESL/EFL with six integrated steps: assessment of a student’s level; flexible lesson design; instructional delivery involving cooperative, multimodal skill development; monitoring of learning; assessment of progress; and prescriptive follow-up that encourages level-specific out-of-class language practice.

In this workshop participants 

  • explore the terms "multimodal" and "differentiated instruction"
  • compare lesson design for ESL and EFL
  • take away level-specific kinds of in-class and out-of class language practice
  • take a look at many forms of differentiated assessment

Presenters: Lynne Diaz-Rico, California State University, Bernardino, California, USA; Julie Ciancio, California State University, Bernardino, California, USA; Karina De La Pena, Palo Verde Unified School District, Blythe, California, USA; Min Sun Cha, KNP School, Seoul, South Korea

 

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