Wednesday, 26 March

Full Day, 9 am–4 pm

15. Behind the Scenes: A New Teacher’s Tool Kit
Target Audience: All ESL/EFL educators
Skill Level: New teachers with little or no experience in the field

Are you ready to start teaching with your new TESOL degree or TELF certificate? This workshop walks you through the process of looking for and getting a job, adapting to your new job culture, and diving into your first class or classes, giving you the tools to navigate your way from being behind the desk to being in front of it.

In this workshop, participants

  • customize résumés and practice job interviews, 
  • peek into the admin side and consider the program culture, and
  • discuss different dynamics that inevitably surface in one’s first year of teaching.
Presenters: Lety Banks, California State University, San Marcos, California, USA; Grace Primicias, California State University, San Marcos, California, USA

16. Essentials of Pronunciation Teaching and Learning
Target Audience: All ESOL educators
Skill Level: Teachers with little or no experience teaching pronunciation

This PCI is for teachers with limited preparation in teaching pronunciation. Through explanations and demonstrations, participants gain skill and confidence in meeting the challenges of teaching pronunciation to learners from a variety of backgrounds. Participants are familiarized with the core features of pronunciation along with techniques for addressing those elements of speech that have the most impact on overall intelligibility.

In this workshop, participants

  • explore the goals of pronunciation instruction and the factors that affect progress,
  • walk away with an understanding of the core features of pronunciation and how to teach them effectively, and 
  • work with a systematic approach for teaching pronunciation communicatively and integrating pronunciation into other courses.
Presenters: Donna Brinton, Educational Consultant, Los Angeles, California, USA; Linda Grant, Georgia State University and Georgia Tech (retired), Atlanta, Georgia, USA; John Levis, Iowa State University, Ames, Iowa, USA; Carolyn Quarterman, North Carolina State University, Raleigh, North Carolina, USA; Greta Muller Levis, Iowa State University, Ames, Iowa, USA

17. Exploring, Sustaining, and Renewing Student Learning Through Effective Assessment Practices
Target Audience: ESOL program administrators and assessment coordinators
Skill Level: All levels of expertise

Are you involved in program assessment for the sake of compliance, or for improvement? Are those you lead resistant or supportive? Do you need a straightforward, practical approach that works? In this hands-on PCI, participants engage with principles, tools, and structures to address challenges, explore opportunities, and develop strategies that result in improved assessment practices and student learning.

In this workshop, participants

  • identify individual goals for the workshop based on their own contexts, challenges, and opportunities; 
  • understand assessment fundamentals including purposes, terminology, the role of program and institutional mission, and how to write student learning outcomes, identify means of assessment, collect and interpret data, determine action steps, and close the loop;
  • examine organizational structure and the change process to identify strategies for implementing, supporting, sustaining, and celebrating assessment efforts; and
  • learn how to close the assessment loop and identify next steps for individual contexts.
Presenters: Maureen Snow Andrade, Utah Valley University, Orem, Utah, USA; Brent Green, Salt Lake City Community College, Salt Lake City, Utah, USA

18. Promising Practices for Adult Low-Literacy ESL: Crossing Contexts, Enriching Classrooms
Target Audience: Teachers of beginning adult ESL students with limited or no first language literacy
Skill Level: All levels of expertise

Adult ESL learners with limited L1 literacy are learning English while learning to read for the first time. Teachers in this unique and challenging context often find their learners are neglected in textbooks, resources, conferences, and research. This PCI shares promising practices from recent practitioner research across four themes: organizing literacy instruction, embedding numeracy, responding to literature, and fostering independence.

In this workshop, participants

  • articulate the complex knowledge base required for this work, including expertise in adult learning, language acquisition, teaching, immigrant and refugee resettlement, as well as early literacy instruction;
  • identify the overlaps and distinctive features among teaching early literacy to adult pre-literate ESL learners, to kindergarten–second graders, and to children and adults with reading disabilities such as dyslexia; 
  • develop capacity with multisensory, hands-on ways to build learners’ phonemic awareness, phonics, handwriting, spelling, and reading comprehension skills; 
  • consider ways to organize instruction into literacy blocks that allow for individualized, independent learning that meets the needs of multilevel adult learners;
  • identify benefits and challenges to integrating numeracy (math) instruction into early literacy development;
  • articulate the “response to literature” trend in literacy education and consider ways to engage students with reading and critical thinking by encouraging a variety of text connections;
  • identify strategies to foster independent learning in adult ESL classes, allowing even the lowest-literacy students to work independently at times and to extend learning outside the classroom; and
  • connect with fellow teachers of low-literacy adult ESL and share resources, frustrations, and solutions.
Presenters: Patsy Vinogradov, Hamline University, Crystal, Minnesota, USA; Andrea Poulos, University of Wisconsin, Madison, Wisconsin, USA

19. Research-Based Oral Language and Vocabulary Development in Content Instruction
Target Audience: K–8 content and ESL teachers
Skill Level: High beginning to intermediate level of knowledge about the topic

Supported by research, but with an emphasis on practical strategies, participants learn about strategic vocabulary selection and instruction for English learners. Building on what participants learn about vocabulary, participants spend the second half of the workshop identifying methods for developing listening and speaking proficiency that targets academic language acquisition in the content areas.

In this workshop, participants

  • select vocabulary words to target for direct instruction and identify word-learning strategies to teach these words;
  • create activities that promote a comprehensive approach to vocabulary instruction;
  • identify conditions and strategies that lead to oral language development in academic environments;
  • help students better comprehend in “passive” academic listening scenarios; and
  • use scaffolding techniques for modeling and eliciting language-rich, oral responses during content instruction.
Presenter: Annie Duguay, Center for Applied Linguistics, Washington, DC, USA

20. Exploring How Academic Texts Work
Target Audience: Upper elementary, secondary, and higher education ESOL teachers
Skill Level: All levels of expertise

Despite the Common Core State Standards’ call for increasing the complexity of the texts students read across subject areas, exploring how different academic genres and texts work and how they can be best presented to students continues to be an elusive matter. This workshop explores both the linguistic and the pedagogical demands to teachers in the context of real classrooms and current students.

In this workshop, participants

  • explore, recognize and analyze some of the most salient language demands of complex disciplinary texts;
  • experience powerful field-tested methodological sequences they can use with their own students;
  • gather updated resources that can be used to deepen their own knowledge; and
  • increase their ability to facilitate effective instruction that reaches all students regardless of the students’ different needs and language abilities.
Presenters: J. Andrés Ramírez, Rhode Island College, Providence, Rhode Island, USA; 
Jason Moore, University of Michigan, Ann Harbor, Michigan, USA

21. Sustaining Our Peers and Mentoring New Teachers
Target Audience: All ESOL educators
Skill Level: All levels of expertise

While examining and experiencing a broad range of mentoring skills, and the common traits and practices of successful mentors, participants explore the nature of mentoring, the multiple means by which it can be effected, and what is special about mentoring teachers of English, be they novices or peers. A workbook of skills, practices, and resources is provided.

In this workshop, participants

  • share experiences of mentoring and being mentored,
  • engage in and evaluate core communication exercises and activities, 
  • consider  alternative and novel ways of mentoring for  language  teachers  (including the employment of digital tools), 
  • collaborate in developing a community of practice for ongoing support of mentors for TESOL.
Presenter: Valerie S. Jakar, Shaanan College of Education, Haifa, Israel 
        

Half Day, 8 am–12 pm

22. Teaching English Language Learners Living with Trauma, Violence and Chronic Stress
Target Audience: K–8 ESOL teachers
Skill Level: All levels of expertise

Many English language learners experience trauma and chronic stress that affect school achievement. Reading these ELLs, who lack the language to express themselves, is a challenge for educators. Learn policies and practices that support these students and discover how to establish a safe and trusting environment in your school.

In this workshop, participants

  • work in groups to define trauma, violence and stress 
  • learn about the crucial needs of ELs who have experienced or are experiencing trauma, violence and stress 
  • gain knowledge of how trauma, violence and stress affect a the academic work of the ELs 
  • understand the importance of  collaborating with colleagues, support staff and others to create a safe and secure learning environment
Presenters: Debbie Zacarian, Ed.D. & Associates, Northampton, Massachusetts, USA; Judie Haynes, everythingESL.net, Wyckoff, New Jersey, USA

23. How Teachers Can Incorporate Music and Song Into Teaching ESL
Target Audience: All ESOL educators
Skill Level: All levels of expertise

Music and song stimulate language growth by training the ear to sounds and patterns; practicing new sounds, words, and idioms through singing; and creating classroom community while lowering the affective filter. With the Internet and smartphones, any teacher can purposefully incorporate songs and music in the classroom. This workshop shows you how.
 
In this workshop, participants
 
  • take part in several song-based lessons;
  • learn techniques to include songs and instrumental music in the daily routine;
  • get share access to a Google doc with all of the materials from the workshop; and
  • learn about fantastic songs from eclectic sources, not just the old favorites or karaoke hits.
Presenter: Kristin Lems, National Louis University, Skokie, Illinois, USA

24. Metacognition as the Next Generation Problem Solving Tools for Listening
Target Audience: ESOL educators in higher education and IEPs
Skill Level: All levels of expertise

In this workshop, participants learn how to design and incorporate problem solving activities into their listening classes to enable their students to develop metacognitive tools. Using these tools, ELLs learn to engage in an active process of more completely understanding listening passages. Students learn “how” to listen; a skill that many listening textbooks, unfortunately, overlook.

In this workshop, participants

  • evaluate the usefulness of Internet mass media and lecture clips,
  • develop multiple listening activities for student planning,
  • develop activities which guide students for monitoring, and
  • develop multiple listening activities to teach students assessing and evaluating success to develop problem solving strategies for subsequent listening.
Presenters: Jim Bame, Utah State University, Logan, Utah, USA; Jim Rogers, Utah State University, Logan, Utah, USA

25. iPedagogy: Incorporating iPads and Touch Technologies Into the Literacy Classroom
Target Audience: All ESOL educators
Skill Level: Little or no experience with touch or mobile devices needed, familiarity with searching the Internet a plus
*This PCI is a computer-based workshop and will take place in the Electronic Village.

This hands-on workshop is for teachers who want to incorporate iPads or other touch devices into K–12 or adult literacy instruction. iPads, loaded with exemplar apps for the teaching of reading and writing, are explored for task-based learning opportunities including the making of digital stories, comic novels, interactive picture books, and personalized word study.

Presenters: Christine Rosalia, Hunter College, City University of New York, New York, USA; Marcus Artiglieve, Hunter College, City University of New York, New York, USA; David Buckley, Hunter College, City University of New York, New York, USA; Marina Zamalin, Hudson County Community College, Jersey City, New Jersey, USA

Half Day, 1 pm–5 pm

26. The Next Generation of Listening Instruction: Beyond Comprehension Questions
Target Audience: ESOL educators in high school, adult education, intensive English, college, and university programs
Skill Level: Low to medium levels of expertise in teaching listening

This hands-on workshop introduces key aspects of the listening process through explanation and experiential activities. It then provides an overview of current approaches for teaching listening, including listening for meaning, language features, and fluency; listening to different genres and for different purposes; and listening strategy development. Finally, participants apply these concepts by developing listening activities from an authentic source. 

In this workshop, participants

  • develop an understanding of the listening process,
  • learn about different types of listening activities and the goals for each type,
  • select instructional approaches to address different aspects of listening instruction, and 
  • create listening activities from an audio or video source.
Presenters: Helen Solorzano, Northeastern University, Boston, Massachusetts, USA; Beth Sheppard, University of Oregon, Eugene, Oregon, USA

27. Supporting Teachers and Learners Using Assessment of and for Learning
Target Audience: All ESOL educators
Skill Level: Current teachers, particularly those who have not received substantive assessment training

Assessment of student learning is unquestionably one of the teacher’s most demanding, complex, and important tasks. This workshop involves teachers with hands-on activities in understanding major components of classroom assessment, discussing models of learning, and exploring their methods and procedures in relation to their purposes of assessment.

In this workshop, participants

  • understand the definition and major components of classroom assessment, 
  • discuss the definition of learning and models to describe learning within the context of their instruction, and 
  • conduct tasks to explore their methods and procedures in relation to their purposes of assessment and evaluation.
Presenters: Liying Cheng, Queen’s University, Ontario, Canada; Andy Curtis, Anaheim University, Anaheim, California, USA

28. Curriculum Design for ESL Programs: Focus on the Essentials
Target Audience: Language program administrators from IEP, college/university, and adult education contexts
Skill Level: All levels of expertise

This PCI streamlines the overwhelming process of designing an ESL curriculum. Presenters lead participants through a context-based model that helps them create (or improve) a cohesive ESL curriculum with an overarching mission statement as well as learning goals and objectives. Presenters also discuss how to design and then evaluate instructional content that is aligned with curriculum goals and objectives.

In this workshop, participants learn principles and practice them to

  • analyze the context of their ESL/EFL curriculum;
  • develop a mission statement for their program;
  • create program-specific goal, objective, and outcome statements; 
  • design curriculum materials that fit their specific curricular context; and
  • evaluate the effectiveness of the new, improved, or changed curriculum.
Presenters: Grant Eckstein, University of California, Davis, California, USA; Norman Evans, Brigham Young University, Provo, Utah, USA; James Hartshorn, Brigham Young University, Provo, Utah, USA; Ben McMurry, Utah Valley University, Orem, Utah, USA

29. A Program-Wide Approach to Training Teachers to Rate ESL Writing
Target Audience: ESOL assessment coordinators and administrators
Skill Level: All levels of expertise

Standards-based curriculums and assessments have become part of the landscape in ESL education. To reliably assess performance on writing standards, administrators must 1) understand issues in rating ESL writing and 2) know how to train their teachers. This workshop provides administrators with those tools.

Presenters: Troy Cox, Brigham Young University, Provo, Utah, USA; Brittney Greer, Brigham Young University, Provo, Utah, USA

30. Using Trace Effects to Spark Language Learning and Teaching

Target Audience: All ESOL educators
Skill Level: Basic computer skills
*This PCI is a computer-based workshop and will take place in the Electronic Village.

This workshop highlights ways to use the free online virtual reality game “Trace Effects” to enhance teaching and learning. The game is engaging, but extensive teacher resource materials make it a powerful tool for classroom teachers. Participants create activities and lesson plans using the game and additional resources to create a learning experience, not a solitary game.

In this workshop, participants 

  • familiarize themselves with a free virtual reality game designed for English language teaching and learning,
  • explore the extensive teacher and supplemental material available with Trace Effects, including teacher's manual, graphic novels, language practice activities, and supplemental games,
  • create at least one activity for their own students based on the supplemental material,
  • create at least one lesson plan that builds on student use of Trace Effects, and
  • share ideas about ways to use what they've learned about Trace Effects in their own classrooms, with Trace Effects or other immersive games.
Presenters: Rick Rosenberg, U.S. Department of State, Washington, DC, USA; Deborah Healey, University of Oregon, Eugene, Oregon, USA