TESOL Academy 2006 Roosevelt University Chicago, IL USA June 23-24, 2006 Program Information (PDF) Registration Fees Workshops

Overview

The TESOL Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners. The Academy features six 10-hour workshops focused on key issues and areas of practice in the profession, from using the revised preK–12 standards and involving parents in ESOL students’ education to teaching writing to Generation 1.5.

The Academy, which starts at noon on Friday and runs through Saturday afternoon, is held on a university campus, a perfect setting for peer-to-peer learning on a topic highly relevant to your needs.

Register online to guarantee your first workshop selection! Each workshop is limited to the first 35 participants and is filled on a first-come, first-served basis. Registration fees include materials, refreshments, certificates of attendance, and the opportunity to earn continuing education credit.

Join TESOL when you register and receive the TESOL member price for the academy registration and other member benefits throughout the year.

Schedule-At-A-Glance

Friday, June 23

12:00 pm–1:00 pm	Check-In
1:00 pm–5:00 pm	Workshops in Session

Saturday, June 24

9:00 am–12:00 pm	Workshops in Session
12:00 pm–1:30 pm	Lunch (on your own)
1:30 pm–4:30 pm	Workshops in Session
4:45 pm–5:15 pm	Networking Session

Registration Fees
(include materials, refreshments, and a certificate of attendance)

	Early Discount (postmarked by June 2, 2006)	Regular (postmarked after June 2, 2006)
TESOL Member	$179	$219
Nonmember	$249	$289

To register:

• Online: Register online with credit card through TESOL's secure online registration system 
• By fax: Fax to TESOL Education Programs at (703) 836-7864 the registration form. Make sure to provide complete contact information and the credit card information.
• By mail: Mail to TESOL the registration form with check (payable to TESOL) or purchase order.  Make sure to send purchase order and registration form together.

Workshops

Using TESOL's Revised PreK–12 English Language Proficiency Standards (C-1)
Anne Katz, Workshop Leader

How will you plan for standards-based instruction and assessment in the upcoming academic year? TESOL’s revised preK–12 standards provide a starting point for integrating language and content to ensure that English language learners have access to the full academic curriculum. In this workshop you will collaborate with others in developing instruction and assessment activities for English language learners across the academic content areas of language arts, mathematics, science, and social studies.

In this workshop you

• learn about the revised preK–12 standards
• discuss their potential impact and use
• explore academic language
• design standards-based instructional and assessment activities
• devise an implementation plan at the program or classroom level

Who should attend?
PreK–12 ESL teachers, curriculum developers, and administrators

Anne Katz was a member of TESOL’s Project Team that developed the 2006 revised preK–12 English language proficiency standards. As a lecturer at the School for International Training in Brattleboro, Vermont, she teaches courses in curriculum, assessment, and evaluation and has also worked as a teacher educator in Argentina, Brazil, Egypt, Tanzania, and Ukraine.

Involving ESOL Parents in Their Children’s Education (C-2)
Karen Hilgeman and Catherine Porter, Workshop Leaders

Language and cultural barriers often limit the involvement of ESOL parents in their children’s educational experiences. The presenters have developed an award-winning curriculum, Parents as Educational Partners, to assist educators in increasing parent involvement. Participants receive this reproducible, multilevel curriculum and learn to use it in parent classes or workshops.

In this workshop you

• receive an overview of parent involvement practices
• learn field-tested techniques for increasing ESOL parent involvement
• learn to implement classes or workshops for ESOL parents to meet the parent education mandate of the NCLB legislation
• take home the reproducible Parents as Educational Partners curriculum

Who should attend?
Teachers and administrators of adult ESOL programs, and teachers and administrators of K–8 ESOL and bilingual programs at all levels of experience

Karen Hilgeman is a consultant and trainer with the Adult Learning Resource Center. She has taught many types of ESOL including adult ESOL education, workplace literacy, and citizenship preparation. She is a frequent presenter at TESOL conferences and has trained teachers in the United States, Japan, and China.

Catherine Porter is a consultant with the Adult Learning Resource Center where she trains teachers of adult ESOL education and assists with assessment and curriculum development. She is the author of a number of textbooks for adult- and secondary-level ESOL education and is a past president of Illinois TESOL-BE.

Generation 1.5 Writers: Developing an Informed Practice (C-3)
Kay Losey, Workshop Leader

This workshop will help teachers of Generation 1.5 writers make informed pedagogical decisions by providing an overview of the relevant theory and research on Generation 1.5 writers. Using whole group, small group, and individual activities, participants will consider these findings in order to create successful programs, assessment techniques, process instruction, classroom interaction, grammar and usage instruction, and teacher feedback appropriate for their students.

In this workshop you

• learn about current theories and research findings on Generation 1.5 students, especially as they pertain to writing
• examine how Generation 1.5 writers respond to various pedagogical methods and curricular programs
• develop programs, curricula, and lessons for their Generation 1.5 writers

Who should attend?
Secondary- and postsecondary-level instructors of Generation 1.5 writers

Kay Losey is co-editor of the book Generation 1.5 Meets College Composition. She has taught writing to Generation 1.5 students at the high school, community college, and university levels for more than 20 years. She has developed curricula and designed programs for college composition programs in New York and North Carolina. She has a doctorate in language and literacy education from the University of California, Berkeley, and has published extensively on issues related to the teaching of nonnative and underprepared writers. She is currently an associate professor of writing at Grand Valley State University in Allendale, Michigan.

Establishing a Newcomer Program (C-4)
Brenda Custodio and Mary Donovan, Workshop Leaders

Newcomer programs are specialized programs for new arrivals that focus on developing their English language skills and orienting them to the school. This session will focus on implementing a newcomer program from needs assessment to program implementation. Various program options will be reviewed and discussed. Specifics topics will include student placement, literacy development, curriculum and materials selection, assessment techniques, and exit criteria.

In this workshop you

• receive tools to conduct a needs assessment for their district
• review materials specifically designed for newcomers
• discuss methods for implementing standards-based instruction with newcomers
• network with other districts who are considering newcomer programs
• view videos of effective classroom activities in a newcomer program

Who should attend?
K–12 educators in school districts considering a newcomer program

Brenda Custodio is the principal of a newcomer program she helped to develop for Columbus Public Schools in Columbus, Ohio. She is past chair of TESOL’s Secondary Schools Interest Section and a National Council for Accreditation of Teacher Education program evaluator for TESOL. She has a doctorate in TESOL from the Ohio State University, where she also serves as an adjunct faculty member.

Mary Donovan has been an elementary- and middle-school classroom teacher since 1982. She has also served as a foreign language resource teacher with the Fairfax County Public Schools in Virginia, and as an ESL program coordinator with the Columbus Public Schools in Ohio. Mary received her bachelor’s degree from Hillsdale College in Michigan and her master’s degree in education from George Mason University in Virginia.

Working With English Language Learners Who Have Special Needs (C-5)
Catherine Collier, Workshop Leader

In this workshop, we will examine the current research in special education and see where it is appropriate in working with English language learners (ELL). We will consider issues including testing and assessment, appropriate teaching materials and methods, and placement. We will discuss political, social, and community concerns in working with ELLs with special needs. The purpose is to engage education professionals with the challenges of working with ELLs who have learning and behavior problems and of separating difference from disability in identification, intervention, and assessment.

In this workshop you

• discuss how culture and language change through acculturation and second language acquisition
• list key legal constraints on ELL students for special education placement
• learn how to make appropriate intervention, referral, and placement decisions regarding ELL students with learning and behavior problems
• learn how to distinguish ELL students with learning and behavior problems due to difference from those due to disability from those with both.
• learn to distinguish between language difference and language disability in ELL and other language minority students.

Who should attend?
ELL, ESL, ESOL, EFL, or bilingual program administrators or personnel working in schools or administering programs for diverse learners.

Catherine Collier is a director of the CrossCultural Developmental Education Services in Ferndale, Washington. She has been working in the field of cross-cultural special education for more than 40 years. She is nationally recognized as a specialist in issues related to children with learning and behavior problems who are also learning another language. Her research on how culture shock affects diverse learners has been published in several books.

Sound Concepts for Teaching the Sound System (C-6)
Marnie Reed, Workshop Leader

Because postpuberty second language learners do not spontaneously acquire the sound system, their knowledge of English often outstrips their ability to comprehend spontaneous speech or to make themselves understood. Students need and often request help from teachers tasked with covering a content or language curriculum that does not provide pronunciation training. Teachers need a principled, systematic approach that avoids spot correction of errors. Although English does not sound the way it looks, learners can learn to grasp concepts such as deletion, assimilation, and juncture. Because it’s not what you say but how you say it that conveys meaning, students can learn prosodic concepts to understand communicative intent. The key to improving speech perception is achieving speech production that converges with the target sound system. The sound system is rule governed and can be effectively taught and integrated into a language-based or content-based curriculum.

In this workshop you

• discover a causal link between speech production and speech perception
• learn a multistrand approach that interweaves instruction in
  - listening for content (what the speaker actually said)
  - listening for intent (what the speaker meant to convey)
  - making oneself understood
• practice traditional (aural and oral) methods as well as current production-driven training
• manipulate a coherent listening and speaking program that can stand alone or be incorporated into a middle school, high school, or standard adult syllabus

Who should attend?
Middle school, high school, and adult-level ESL teachers or teacher trainers with little or no prior training or experience teaching pronunciation, as well as those with experience teaching pronunciation who are looking for new insights and a systematic approach.

Marnie Reed is an assistant professor of education at Boston University. She holds a doctorate in applied psycholinguistics. She is the author of Sound Concepts: An Integrating Pronunciation Course. Before joining the graduate TESOL program at Boston University in 1993, she accumulated more than 20 years of experience as an ESL teacher, academic director, and teacher trainer, including 2 years with the Sony Corporation in Japan responsible for classroom instruction and curriculum design. She has also been a consultant to government and to local high-tech companies that employ nonnative engineering personnel.

Accommodations

Special discounts have been arranged for TESOL Academy participants at the Hilton Chicago Hotel, 720 South Michigan Avenue, Chicago, Illinois, about three blocks from Roosevelt University. The hotel features 1,544 guest rooms, full service business center, fitness facilities, and diverse dining options at $169 per night (excluding taxes). All rooms are fitted with high-speed wireless Internet access, two-line direct dial phones, automated voice mail, and complimentary coffee and tea service.

Lodging is limited. Room blocks will be held for academy participants until June 2, 2006. To reserve your room, call the Hilton Chicago Hotel at 312-922-4400. Mention TESOL Academy to receive the special rates.

The hotel is located about 18 miles from O’Hare International Airport and 12 miles from Midway Airport. A taxi to the hotel from O’Hare is approximately $30, and from Midway, it is approximately $25. Parking at the hotel is $38 per day.

Continuing Education Units (CEUs) for attending a TESOL Academy are offered through a select university. Please note that the institution granting CEUs charges a fee. Applications and instructions for receiving CEUs will be included with your confirmation materials.

Certificate of Attendance

To meet continuing education requirements, Academy attendees receive a Certificate of Attendance to verify their participation.

Group Discount

Register five participants from the same institution or employer at the early discount or regular rate and the sixth registrant from the same location attends for free. Registrations must be submitted together and paid in full. Purchase orders are accepted for the group discount.