Opening General Session Keynote
Wednesday, 20 March 2013, 5:30 pm–7 pm
Solving for X: Critical Thinking and Problem-Solving Essentials
Using real world-inspired problems to teach children to collaborate, engage, and own their learning, John Hunter describes his open-ended approach of the World Peace Game as teaching students to survive and thrive in the unknown with confidence that they can solve most anything with well-developed thinking and communication skills.
John Hunter is an award-winning teacher who has dedicated his life to helping children realize their full potential. He has been named as Teaching Excellence Fellow of the Martin Institute for Teaching Excellence and hosts international Master Classes for teachers to rigorously interrogate their own teaching practice.
James E. Alatis Plenary
Thursday, 21 March 2013, 8:30 am–9:30 am
The Project of Critical Intercultural Communication
The history of intercultural communication in the United States has been multidisciplinary since its inception. Despite this background, paradigmatic shifts have taken place over the years to address new issues and challenges. Critical approaches to intercultural communication have recently developed and offer important insights into understanding intercultural interaction.
Thomas Nakayama is professor of communication studies at Northeastern University. He is the founding editor of the Journal of International and Intercultural Communication, and his research interests center on critical approaches to intercultural communication.
Thursday, 21 March 2013, 2 pm–3 pm
Our Heritage: The TESOL Journey in Developing Great Teachers
English language teaching requires professional skills, content knowledge, and language proficiency—excelling at teaching requires much more. In this talk, Panferov presents on the attributes that students and teachers identify as the distinguishing characteristics of great English teachers and analyzes how TESOL has advanced this journey in professional teacher development.
Suzanne Panferov, current president of TESOL International Association, is the director of the Center for ESL at the University of Arizona and a faculty member in the MA ESL Program and PhD program in SLA and Teaching. Panferov’s research focuses on language program administration, professional development, teacher training, pedagogy, and literacy acquisition.
General Session Keynote
Friday, 22 March 2013, 8:30 am–9:30 am
Subconsciously Held Bias: Exposing the Myth of Racial Colorblindness
Many well-meaning educators describe themselves as being “colorblind,” meaning they don’t see racial differences between students. However, humans have biases and many of these biases are subconsciously imbedded in the mental tools used for interpreting our environments. This reality can in turn lead to educators’ unknowingly perpetuating cycles of oppression.
Aram deKoven is an associate professor of education at The University of Wisconsin-Eau Claire, where he teaches classes in the history of American education, multicultural education, and educational technology. Dr. deKoven also works to prepare preservice teachers for effective and equitable practice in public school classrooms.
General Session Keynote
Saturday, 23 March 2013, 8:30 am–9:30 am
Identity and Language Learning Across Time and Space
In this plenary, Dr. Norton draws on her TESOL research in the international community to illustrate how both learner and teacher identities are negotiated in language classrooms. She suggests that if learners have greater ownership over meaning-making, they will have greater investment in the language and cultural practices of their classrooms. Bonny Norton
is professor and Distinguished University Scholar, Department of Language and Literacy Education, University of British Columbia, Canada. She is committed to the integration of theory, research, and practice, and served as Teaching Issues editor of TESOL Quarterly for 14 years. Dr. Norton is an American Educational Research Association Fellow.