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TESOL Academy 2007
Boston University
Boston, Massachusetts
June 22–23, 2007
Continuing Education Workshops for ESOL Professionals
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 lesson planning for a multilevel class and helping ELLs succeed in the mainstream classroom to vocabulary in language learning.
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 22
| 12:00 pm–1:00 pm | Check-In |
| 1:00 pm–5:00 pm | Workshops in Session |
Saturday, June 23
| 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 |
|
Early Discount |
Regular | |
|
TESOL Member |
$185 |
$215 |
| Nonmember |
$265 |
$295 |
Using Standards to Guide Content-Based Curriculum Development for English Language Learners (B-1)
Judith B. O'Loughlin and Betty Ansin Smallwood, Workshop Leaders
Standards-based curriculum is critical to quality instruction. Curriculum development for English Language Learners (ELLs) should integrate academic language and vocabulary with content concepts. Participants learn the key components of curriculum planning, addressing both English language proficiency and content standards. Participants also use the TESOL Pre-K–12 English Language Proficiency Standards along with their state standards for ELL curriculum development.
Note: Participants are encouraged to bring copies of both their state English language development standards and state content curriculum standards, as well as sample instructional materials to make their planning more practical. Massachusetts participants should bring the English Language Proficiency Benchmarks and Outcomes (ELPBO).
In this workshop you
Who should attend?
Grades 6-12 ESL teachers, sheltered content teachers, mainstream content teachers, ESL specialists, and program coordinators. Teams of grades 6–12 content and ESL teachers are encouraged to attend together, along with a district ESL specialist or program coordinator, if possible.
Judith B. O'Loughlin, an ESL and special education teacher, currently teaches graduate certification courses online for New Jersey City University, conducts teacher trainings for classroom and ESL teachers, and collaborates on programs, standards, and curriculum development projects for school districts, universities, and state departments, such as the Massachusetts and New Jersey. She is a co-author of a chapter in Integrating the ESL Standards Into Classroom Practice (TESOL).
Betty Ansin Smallwood, Ph.D., a veteran K–12 ESL teacher and ELL teacher educator, is manager of CAL services at the Center for Applied Linguistics, Washington, DC. She provides ESL professional development and technical assistance nationwide, including standards alignment in North Dakota, curriculum development in St. Louis, and curriculum guidance on the ELPBO in Massachusetts. Dr. Smallwood is an editor and author of Integrating the ESL Standards Into Classroom Practice (TESOL).
Differentiated Lesson Planning for a MultiLevel Class K–6 (B-2)
Linda New Levine, Workshop Leader
This session examines the elements of lesson planning for multilevel classrooms and focuses on methods of differentiating instruction for English language learners at differing levels of proficiency. Participants analyze lesson objectives, activities, and assessments and learn to differentiate these elements for students at varying language levels. Strategies for increasing comprehension, interaction, challenge, and cultural connections are explored.
In this workshop you
Who should attend?
Classroom teachers and ESL teachers of English language learners in grades K–6.
Linda New Levine has worked as a K–12 English language teacher, consultant, and trainer, taught teacher education courses at Teachers College, Columbia, written curricula, and conducted workshops with educators on four continents. Dr. Levine holds a master’s in TESOL and a doctorate in applied linguistics.
Assessment and Learning: Balancing Program Performance and Instruction (B-3)
Toni Borge, Workshop Leader
Adult ESL programs need to demonstrate educational gain for both national (NRS Educational Functioning Levels) and state proficiency levels. Programs need to find a way to balance the required program performance benchmarks and still allow instructors the ability to teach to their students needs. The presenters discuss effective ways to manage and balance instruction to meet state and national performance standards.
In this workshop you
• develop ideas for balancing curriculum, instruction, and assessment with required state and national performance benchmarks
• receive guidance in using pre- and postscores of mandated NRS assessment tools to manage student learner gain
• plan for effective instruction that promotes adult English language learners’ success
• discuss methods to meet state and national learner gain benchmarks
• develop tools for planning improved program performance.
Who should attend?
Adult education administrators and teachers
Toni Borge is the director of the Adult Education & Transitions Program at Bunker Hill Community College in Boston, Massachusetts. She has a master’s in educational administration. She received the 2002 National Institute for Staff and Organizational Development Award for excellence in teaching and leadership. She has served on the TESOL Professional Development Committee for the past 6 years.
Helping ELLs Succeed in the Mainstream Classroom: Integrating Sheltered Instruction Observation Protocol (SIOP) and Differentiated Techniques Into Content-Area Instruction (B-4)
Jory Samkoff-Oulhiad, Workshop Leader
As professionals concerned with the integration of ELLs into the mainstream curriculum, we understand the importance of developing effective activities that facilitate the learning process. Keeping this intention in mind, participants are introduced to the eight components of the SIOP model and also to differentiated instruction (DI) techniques that can be employed in the content areas.
In this workshop you
Who should attend?
Elementary and middle school content-area, bilingual, and ESL teachers
Jory Samkoff-Oulhiad is an ESL resource and testing teacher for Clifton Public Schools, Clifton, New Jersey. Her main responsibilities include working with classroom teachers to modify curriculum for English language learners in addition to tracking recently exited ESL students. Jory has conducted many workshops on the SIOP model and on differentiated instruction. In addition to teaching, Jory is the sociopolitical concerns representative for New Jersey Teachers of English to Speakers of Other Languages/Bilingual Educators.
Vocabulary in Language Learning: Background and Methods of Instruction (B-5)
David L. Red, Workshop Leader
Vocabulary is one of the key elements of adult language learning. A good vocabulary is a critical part of a learner’s development in all four language skills. Unlike other elements of language, vocabulary learning is a continual process and one that needs constant reinforcement. This workshop focuses on how vocabulary is learned by and how it should be taught to adult learners.
In this workshop you
Who should attend?
Practitioners of adult ESOL instruction and staff development personnel for these practitioners
David L. Red, coordinator of adult ESOL for Fairfax County Public Schools, Fairfax, Virginia, has conducted workshops for instructors of adult ESOL and other languages for nearly 30 years. His experience as a teacher and language learner has heightened his awareness of the need for attention to vocabulary in language development.
Sound Concepts for Teaching the Sound System (B-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
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 and integrated approach.
Marnie Reed is an assistant professor of education at Boston University, Boston, Massachusetts. She holds a doctorate in applied psycholinguistics. She is the author of Sound Concepts: An Integrated Pronunciation Course and its accompanying teacher’s manual. 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.
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.
Additional Information
Workshop sessions are held in air-conditioned buildings with traditional classroom seating. Although the weather may be warm during the academy, it is recommended that you pack a sweater. Dress is casual.
Special Services
Please inform TESOL at the time of registration if you require special services or assistance.
Registration Terms
For early discount rates to apply, registrations must be postmarked no later than June 1, 2007.
Registrations are accepted on a first-come, first-served basis. Seating in each workshop is limited to the first 35 participants.
Payment for all purchase orders must be received in full before the academy start date. Participants registering with a purchase order should follow up with their employers to ensure timely payment.
Refund Policy
Requests for refunds of registration and fees must be received before June 8, 2007. For requests received through June 8, 2007, a $75 processing fee will be deducted from the refunded amount. No refunds will be granted for requests received after June 8, 2007. (See Program Cancellation policy below.)
Program Cancellation
TESOL reserves the right to cancel any workshop because of low registration or events not within TESOL’s control. In the unlikely event of cancellation, registrants will be notified and offered the option to switch to a different workshop or receive a full refund.
TESOL reserves the right to substitute workshop presenters in the unlikely event that presenters listed in this brochure cannot conduct their workshops. Substitution of workshop presenters is not a cause for refund.
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