Pre- and Postconvention Institutes: Wednesday, 28 March 2012


Full day, 9 am–4 pm

15. Essentials of Teaching Pronunciation

Target Audience: Higher education, adult, and secondary ESL/EFL practitioners
Skill Level: Teachers with limited preparation or experience teaching pronunciation

This workshop gives beginning-level pronunciation teachers the basic tools and confidence they need to teach pronunciation effectively. Through demonstrations, explanations, and hands-on experience, participants gain skills in assessing pronunciation; designing a syllabus; teaching vowels and consonants; and using multimodal techniques for teaching stress, rhythm, and intonation to learners of various backgrounds.  

In this workshop, participants

  • discover the most important pronunciation features to teach when time is limited
  • sample a variety of ways to evaluate pronunciation
  • learn a framework for teaching pronunciation communicatively
  • explore practical classroom strategies and methods for teaching pronunciation alone or integrating it into other courses
  • get burning questions answered and learn about additional resources

Presenters: Linda Grant, Georgia State University, Atlanta, Georgia, USA; John Levis, Iowa State University, Ames, Iowa, USA; Donna Brinton, University of Southern California, Los Angeles, California, USA; Carolyn Quarterman, North Carolina State University, Raleigh, North Carolina, USA

16. Building an Excellent English Language Program

Target Audience: Postsecondary program administrators and faculty
Skill Level: All levels of expertise

Through structured analysis of the components of English language programs (mission, curriculum, achievement, faculty, administration, facilities, student services, recruiting, planning/development, per CEA Standards) participants develop a working knowledge of what makes an excellent English language program (ELP).  Interactive breakouts result in each participant having a notebook of customized ELP design activities.

In this workshop, participants

  • review the 11 components and functional areas that compose a sound ELP
  • analyze the quality principles underpinning each area, based on the CEA Standards
  • consider various perspectives—faculty and administrator, established and start-up ELPs, public and private settings
  • focus on components of personal/professional interest in small groups with facilitators
  • develop individual action plans for selected components and functional areas 

Presenters: Mary Reeves, Commission on English Language Accreditation (CEA), Alexandria, Virginia, USA; Bruce Rindler, Boston University, Boston, Massachusetts, USA; Teresa O’Donnell, Commission on English Language Program Accreditation (CEA), Alexandria, Virginia, USA; Christine O'Neill, University of Pittsburgh, Pittsburgh, Pennsylvania, USA

17. Culturally and Linguistically Responsive Intervention for English Language Students

Target Audience: K–12 teachers and higher education teacher preparation faculty
Skill Level: All levels of expertise

When implementing RTI/RTII intervention with EL students experiencing learning and behavior problems, culturally and linguistically responsive intervention strategies are imperative. Instructional intervention strategies used in ESL, bilingual, or general education settings must address cultural and linguistic transition in addition to academic issues. Strategy selection, implementation, and response monitoring are demonstrated.

In this workshop, participants

  • learn how to identify and select appropriate sociocultural interventions in addition to academic interventions
  • learn how to modify academic interventions for cultural and linguistic responsiveness
  • learn how to distinguish students with learning and behavior problems due to difference from those that may be due to disability
  • learn how to make a preliminary distinction between language difference and language disability in language minority students
  • make a preliminary decision whether and to what degree language difference is contributing to the presenting learning and behavior problem(s)

Presenter: Catherine Collier, CrossCultural Developmental Education Services, Ferndale, Washington, USA

18. What’s Different About Teaching Reading to English Language Learners?

Target Audience: K–8 content-area teachers, ESL teachers, and reading specialists
Skill Level: Beginning to intermediate level knowledge about teaching reading to English language learners

This workshop provides K–8 educators with an understanding of how successful reading instruction for ELLs differs from instruction for native speakers. The training explains how the National Literacy Panel (2006) recommendations have informed reading instruction for ELLs and provides effective strategies.

Presenters: Lisa Tabaku, Center for Applied Linguistics, Washington, DC, USA; Betty Ansin Smallwood, Center for Applied Linguistics, Washington, DC, USA

19. Teaching and Learning in Times of Great Change in Higher Education

Target Audience: ESOL teachers with students who enroll in colleges and universities located in countries other than that of students’ national origin
Skill Level: All levels of expertise

This workshop’s purpose is to bridge differences in cultures and experiences in ways that support the needs of students and faculty in higher education institutions across the globe in a socially responsible manner. Participants experience authentic, hands-on materials, which focus on social responsibility in higher education settings.  

In this workshop, participants

  • explore what it means to be socially responsible in higher education institutions from Western and non-Western perspectives
  • engage in lessons that enable reflective thinking and communication with others in and out of class during times of great change and new realities
  • develop materials that are mainly student-centered yet supportive of international faculty so that participants may unearth strategies and perspectives different from what they currently use or build upon these current strategies
  • explore ways to adapt the approaches experienced in the institute to the participants’ specific teaching and learning situations

Presenters: Debbie East, Chair, Higher Education Interest Section, Columbus, Indiana, USA; Earlene Gentry, Cairo, Egypt; Heather Robertson, University of Southern California, Los Angeles, California, USA; Rob Clément, Oman; Dani Brandon, Ivy Tech Community College, Columbus, Indiana, USA

20. How to Test a Test: Evaluating Classroom Assessment Tools

Target Audience: ESOL professionals engaged in classroom-based assessment
Skill Level: All levels of expertise

This assessment literacy workshop focuses on the “cardinal criteria” that can be used to design or evaluate assessment tools. Using classroom examples from the presenters’ research and examples from participants’ courses and programs, this interactive session examines fundamental assessment principles that teachers should know and make use of.

In this workshop, participants

  • learn about the major principles of language assessment that provide useful guidelines for designing classroom tests, or evaluating existing ones
  • apply these principles to critique existing classroom assessment instruments, and practice creating test formats based on them
  • discuss the challenges of creating tests in their own classroom contexts, and possible solutions to them
  • become more assessment literate language instructors, and have a better understanding of using assessment to promote as well as measure student learning in their classes

Presenter: Eddy White, University of Arizona, Center for English as a Second Language, Tucson, Arizona, USA

21. Intercultural Communication Strategies for TESOL Professionals

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

Participants explore intercultural topics such as cultural patterns of behavior, styles of communication, cultural shock, and cross-cultural conflict resolution. The format of the workshop is highly interactive with Intercultural Classroom film discussions, intercultural simulations, experiential activities, and effective debriefing.

In this workshop, participants

  • learn fundamental concepts in intercultural communication
  • explore the role intercultural communication plays in second language teaching and learning
  • acquire strategies to engage students from different cultural backgrounds in the classroom

Presenters: Chia-Ying Pan, University of Pennsylvania, Philadelphia, Pennsylvania, USA; Kyoung-Ah Nam, American University, Washington, DC, USA

Half Day, 8 am–12 pm

22. Games for Grammar and Pronunciation: Effective and Engaging

Target Audience: Adult ESOL practitioners
Skill Level: All levels of expertise

This hands-on workshop walks participants through several grammar and pronunciation games that are both engaging and effective. Participants then break out and create their own games with the aid of the session presenters. Games created meet the needs of their student population and curricular outcomes. Participants go home with several games to be readily used in their classes.

In this workshop, participants

  • participate in grammar games
  • participate in pronunciation games
  • learn how these games were created
  • create (and present) their own games

Presenters: Christina Cavage, Savannah College of Art and Design, Savannah, Georgia, USA; Kristi Bergman, Atlantic Cape Community College, Atlantic City, New Jersey, USA; Gwen McIntyre, Atlantic Cape Community College, Atlantic City, New Jersey, USA

23. Four Web 2.0 Tools to Enhance Writing and Speaking

Target Audience: Middle school, secondary, and higher education teachers
Skill Level: All levels of expertise

*This PCI is a computer-based workshop and will take place in the Electronic Village.

Twenty-first century learners need a new way to learn. Educators have tools at hand that aid them in achieving their intended learning outcomes while meeting the learners’ needs and interests. Participants learn about four Web 2.0 tools: Facebook and Bubbl.us for writing, and VOXOPOP and Voicethread for speaking. Join the fun! Tutorials provided.

In this workshop, participants

  • see a demonstration on how each of the platforms can be set up and used to develop the different skills of ESL
  • create accounts, set up a platform, develop sample assignments, and share information through the platforms
  • explore and learn experientially (hands-on approach) about how each platform works and how it will aide their teaching either for assessment or task based projects.

Presenters: Grazzia Maria Mendoza, Zamorano University, Tegucigalpa, Honduras; Jose Sosa, Zamorano University, Tegucigalpa, Honduras

24. Teaching Critical Academic Literacy Skills to Adolescent English Language Learners

Target Audience: Middle and high school teachers
Skill Level: All levels of expertise

This workshop focuses on academic writing, academic listening, and academic note-taking across the curriculum. It gives teachers the skills they need to help ESL students be successful in their content classes.

In this workshop, participants

  • review classroom-tested strategies for teaching academic writing and practical tools to use with their adolescent ELLs
  • practice teaching techniques to promote active listening and note-taking skills so needed by secondary ELLs for school success
  • learn how to differentiate instruction for students of varied proficiency levels in these critical skill areas

Presenters: Judah Lakin, KIPP King Collegiate, San Lorenzo, California, USA; Nancy Cloud, Rhode Island College, Providence, Rhode Island, USA

25. Mediating Online Teaching Learning: Challenges and Opportunities

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

This PCI showcases the skills, predispositions, and knowledge necessary to provide effective online teacher education courses framed within a sociocultural perspective. Through participating in technology-mediated communities, students negotiate meaning and scaffold their knowledge while the teacher (the More Knowledgeable Other) moderates and guides.

In this workshop participants

  • familiarize themselves with a wide array of online teacher education practices.
  • explore the role of the online teacher as a mediator of teacher learning.
  • gain insights on how to accommodate diverse learning attitudes, styles and preferences within an online teacher education environment.

Presenters: Gabriel Diaz Maggioli, The New School, New York, New York, USA; Lesley Painter-Farrell, The New School, New York, New York, USA

Half Day, 1 pm–5 pm

26. Building Reading Skills Using Authentic Materials

Target Audience: Adult ESOL practitioners
Skill Level: All levels of expertise

How can practitioners equip learners with reading skills needed for success in the workplace? Participants learn about evidence-based resources; practice evidence-based activities to build learners’ alphabetic and word analysis, fluency, vocabulary, and reading comprehension skills; and, using authentic workplace materials, develop activities to address learner needs in participants’ instructional contexts.

In this workshop, participants

  • learn about research and resources on teaching adult English language learners to read
  • practice evidence-based activities using authentic workplace materials such as emails, charts, graphs, memos, and forms to improve learners’ alphabetic and word analysis, fluency, vocabulary development, and reading comprehension skills
  • work collaboratively or independently as appropriate to  develop and share reading activities that address their learners and their instructional context

Presenters: Miriam Burt, Center for Applied Linguistics, Washington, DC, USA; Blaire Willson Toso, Pennsylvania State University, University Park, Pennsylvania, USA

27. Successful Content Instruction for Middle and High School English Learners

Target Audience: Grade 6–12 ESOL educators
Skill Level: All levels of expertise

Do your English learners struggle in their math, science, English, or history classes? Are homework and testing an issue in your school? In this interactive workshop, participants learn how to support middle and high school teachers to adapt materials and teaching strategies to the instructional needs of ELLs.

In this workshop, participants learn

  • to identify the literacy backgrounds of ELLs
  • the challenges of working with ELLs from nonliteracy-oriented homes
  • the essential elements for building an effective school community for ELLs
  • six key teaching strategies for subject area teachers of middle and high school ELLs

Presenters: Judie Haynes, everythingESL.net, Wyckoff, New Jersey, USA; Debbie Zacarian, Center for English Language Education, the Collaborative for Educational Services, Northampton, Massachusetts, USA

28. Beyond the Basics: Building the Capacity of Content-Area Teachers

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

After explaining the second language acquisition process and the difference between Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency, where do you go from there? This workshop explores the next steps in providing professional development to content area teachers in order to meet the needs of English language learners in the mainstream classroom.

In the workshop, participants

  • identify and discuss strategies and structures for providing professional development to mainstream teachers of ELLs in order to meet the language demands of the content area classroom.
  • identify challenges and solutions in the mainstream classroom and implications for professional development
  • develop professional development plans that can be implemented within variety of different time frames (10 minutes, 1 hour, 1 day)   

Presenters: Kia McDaniel, Prince George's County Public Schools, Adelphi, Maryland, USA; Mamiko Nakata, Prince George's County Public Schools, Adelphi, Maryland, USA

29. Fostering a Community of Teachers Using Learners’ Lives as Curriculum

Target Audience: Adult literacy and ESOL educators
Skill Level: All levels of expertise

Participants explore Learners’ Lives as Curriculum, a model for using student stories to teach language while addressing themes close to learners’ hearts. A framework is introduced for developing learner-centered lessons and curriculum and for connecting materials development with professional development. Experienced Pennsylvania teachers present and cofacilitate.

In this workshop, participants

  • learn methodology and specific techniques for developing lessons from learner narratives
  • become familiar with a framework for learner-centered curriculum and materials development
  • receive tools for developing learner-centered lessons and materials
  • receive sample materials from peers who have used this model
  • are invited to join a network of teachers committed to learner-centered practice
  • make a plan of action to move towards learner centered teaching

Presenters: Allegra Elson, Greater Pittsburgh Literacy Council, Pittsburgh, Pennsylvania, USA; Adjua McNeil, Mayor's Commission on Literacy, Philadelphia, Pennsylvania, USA; Jubi Williams, Northern Manhattan Improvement Corporation, New York, New York, USA

30. Authoring With a National Virtual Language Lab (ANVILL)

Target Audience: ESOL educators (middle school and up) looking for a digital language lab solution
Skill Level: Basic computer skills and some familiarity with course management systems like Moodle

*This PCI is a computer-based workshop and will take place in the Electronic Village.

Used around the world, ANVILL provides EFL/ESL teachers at all levels with a free, friendly, web-based authoring system to design spoken language tasks. Participants learn to use the ANVILL system to design activities that are fun, relevant for different ages, and connect their learners to larger communication goals.

In this workshop, participants

  • gain access to ANVILL's suite of free, web-based speech tools: Voiceboards, TCasts, and Livechat
  • experience and analyze tasks for both synchronous and asynchronous possibilities for spoken language practice
  • are introduced to ANVILL's tools for designing and managing language courses (either hybrid or completely online)

Presenters: Jeff Magoto, University of Oregon, Eugene, Oregon, USA; Benedita Santos, University of Oregon, Eugene, Oregon, USA, Sarah Foroughifar, University of Oregon, Eugene, Oregon, USA

 

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