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  • [S]Understanding Your Own Classroom Through Action Research
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    By Anne Burns | 18 May 2016
    Resource Description: More and more, language teachers are looking for ways to do professional development that are closely related to their own classroom contexts. Teacher action research is one such way as it enables teachers to develop skills to investigate issues important to them and to their learners. We will discuss practical tools to begin your own classroom inquiries and to learn more about what works and why it works in your classroom. 
    Resource Type: Virtual Seminars
  • [S]Extensive Reading and Language Learning
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    By Richard Day | 27 Apr 2016
    Resource Description: This virtual seminar concerns extensive reading and how it may be used to help learners not only learn to read but to help them increase their vocabulary knowledge, and improve their writing, speaking and listening abilities. Learners use the books they read as a basis for performing vocabulary, writing, speaking and listening activities. Extensive reading can be blended into any language course and program, regardless of the focus or methodology.
    Resource Type: Virtual Seminars
  • [S]Defining and Assessing Intercultural Competence in the Classroom
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    By Darla Deardorff | 24 Mar 2016
    Resource Description: Fluency in a language, and language teaching pedagogy doesn't necessarily mean one is interculturally competent.  Join this webinar to learn more about a research-based framework and definition of intercultural competence and how this framework can be used to develop and assess students' ability to interact successfully with others from many different backgrounds.
    Resource Type: Virtual Seminars
  • [S]Connecting Wordless Books to Websites, Apps, and other Texts to Create Enthusiasm!
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    By Gilda Martinez-Alba, Judith Cruzado-Guerrero | 24 Feb 2016
    Resource Description: This interactive session will begin by providing a brief overview of research-based information about the various uses of wordless books.  We will then provide a snapshot into highly rated wordless books.  Lessons to go along with the books, including apps and websites to use related to the books will be shared.  In addition, how wordless books might be used for different age and/or language proficiency levels will be discussed.
    Resource Type: Virtual Seminars
  • [S]Using Formative Assessment in the Classroom to Monitor Student Learning
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    By Lorraine Valdez Pierce | 13 Jan 2016
    Resource Description: The presenter will lead participants in examining how, when, and why they use assessments and propose using formative assessment to monitor and improve student learning.  Teachers use summative assessments at the end of an instructional unit or course of study, to assign a grade, or for annual evaluation of language proficiency.  This webinar addresses what to do in between summative assessments to determine and promote student progress toward learning targets. 
    Resource Type: Virtual Seminars
  • [S]Leading Your Leader: How to Talk to Administrators about Your English Learners’ Needs
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    By Meriwynn Mansori, Kanista Zuniga | 28 Oct 2015
    Resource Description: Principals and other school leaders want to support all learners, yet the unique and complex needs of English learners may not be apparent to them. ESL teachers are often untapped resources for administrators and mainstream teachers on scheduling, program type (push-in, pull-out), and other strategies that support English learners’ needs. You will learn how ESL teachers can use their expertise to advocate for best practices in implementing programs that best support the needs of ELLs. We will share ideas about how teachers can talk to administrators and resources for implementing an effective program.
    Resource Type: Virtual Seminars
  • [S]Expanding and Condensing Information in Advanced English Grammar
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    By Anne Ediger | 16 Oct 2015
    Resource Description:

    ​This virtual seminar begins by clarifying basic concepts like phrases, clauses, and sentences and then shows how complex ideas can be communicated more efficiently in academic writing by expanding and “contracting” them. Areas that cause ESL/EFL students difficulty are identified, and specific examples of common student-produced language samples will be provided. Finally, suggestions and helpful exercises for addressing these difficulties will be provided for teachers interested in helping students understand and produce complex ideas.

    Resource Type: Virtual Seminars
  • [S]Supporting English Language Learners Through Parental and Community Engagement
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    By Meriwynn Mansori, Emily Liebtag | 23 Sep 2015
    Resource Description: Engaging with ELLs’ communities provides a rich source for building their understanding of the world around them. Too often, however, this resource remains untapped because of barriers to engaging ELL parents, many of whom feel marginalized from their child’s school experience. In this module, you will learn how to integrate parents into the school community. You will look at ways to create a school community that welcomes all parents to become active participants in their children’s education, through traditional and nontraditional approaches to communication, engagement, and logistical strategies, including, for example, international festivals, culture nights, and service-­learning projects.
    Resource Type: Virtual Seminars
  • [S]Culture in the Classroom for English Language Learners
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    By Meriwynn Mansori, Anamaria Knight | 26 Aug 2015
    Resource Description: A classroom designed to foster global inquiry creates opportunities for students to develop global competence and global citizenship, creating a positive climate in which English language learners will thrive. We will discuss how to use hands-on and inquiry­based approaches to create a classroom environment that supports globalizing strategies and best practices in ESL teaching. These approaches offer students create-to-learn opportunities, and they help you build a classroom that taps into your ELLs’ cultures while supporting their language development and content knowledge.
    Resource Type: Virtual Seminars
  • [S]Phonological Awareness: Sound Instructional Techniques for Speaking, Listening, & Vocab Development
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    By Karen Taylor de Caballero | 22 Jul 2015
    Resource Description: Stop listening with your eyes, and train your ears!  Written English distracts teachers as well as learners from what’s really happening in spoken English. Moreover, what learners perceive in spoken English is often different from what you think you're modeling for them. Participate in a series of multimodal phonological awareness activities and discover practical techniques that support a sound approach for teaching speaking, listening, and vocabulary development.
    Resource Type: Virtual Seminars
  • [S]Demystifying English Idioms: Helping Teachers Help Students Learn Idioms
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    By Patrick T. Randolph, Paul McPherron | 03 Jun 2015
    Resource Description: Cat Got Your Tongue_smIdioms and idiomatic language are some of the most interesting and creative vocabulary terms to learn in any language. At the same time, idioms stubbornly resist easy classification and are some of the most difficult vocabulary terms to teach.

    Drawing on our own experiences as English language teachers in a variety of settings, this presentation will summarize current research and offer “best practices” for helping you and your students find effective ways to address idioms in your classrooms. You will view a variety of examples of fun and effective activities as well as participate in an open discussion on teaching idioms.

    This virtual seminar is based on the presenters’ book on teaching and learning idioms, Cat Got Your Tongue?: Recent Research and Classroom Practices for Teaching Idioms to English Learners Around the World, published by TESOL Press in 2014.
    Resource Type: Virtual Seminars
  • [S]Words and Deeds: Understanding and Teaching Academic Language to ELLs
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    By Patricia DiCerbo, Lottie Baker | 27 May 2015
    Resource Description: The purpose of this seminar is to explore the meaning of academic language and offer strategies for facilitating ELLs’ academic language use in the classroom. The presenters will share major findings from their recent literature review as well as insights from classrooms and teachers. You will have the opportunity to articulate your own understanding of academic language, examine samples of academic language, and discuss academic language-focused instruction. 
    Resource Type: Virtual Seminars
  • [S]Global Inquiry in the ESL Classroom
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    By Meriwynn Mansori, Emily Liebtag | 13 May 2015
    Resource Description: Curriculum designers from VIF International Education will discuss how to design global inquiry-based lessons that not only address TESOL proficiency standards, but also engage students in authentic cross-cultural projects. You will hear an overview of the research supporting the use of global project-based inquiry, examining components such as cooperative grouping strategies, highly contextualized hands-on learning, culturally responsive teaching, and meaningful technology use.

    You will also discuss the advantages of using global project-based inquiry with English language learners and how both TESOL Proficiency Standards and best practices in ESL teaching align with each stage of the inquiry process. Using a global topic and a TESOL Performance Indicator as starting points, you will engage in a brainstorming session with presenters about how to use global inquiry in your own classrooms.
    Resource Type: Virtual Seminars
  • [S]Implementing a Research Agenda
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    By Christine Coombe, Dudley Reynolds | 29 Apr 2015
    Resource Description:
    Goals for the TESOL 2014 Research Agenda include

    *supporting the efforts of individuals new to conducting their own research
    *providing guidance about potential topics and ethical methods for inquiry
    *promoting dialog between doers and users of research

    This seminar will discuss ways to use TESOL’s Research Agenda as a springboard for developing a personal research agenda:

    *finding topics that are meaningful for your practice but also interesting to others
    *framing research questions that drive not just one study but multiple investigations
    *anticipating and overcoming some of the challenges that arise when implementing a study

    Resource Type: Virtual Seminars
  • [S]Teaching Modals Across the Levels
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    By Colin Ward | 22 Apr 2015
    Resource Description: This is the third of four webinars on issues in teaching and learning grammar for facilitating academic language development. This webinar will deal with teaching modals to all levels of English language learners.

    Key to expressing meaning in English across registers and in a wide range of contexts, modals are also a significant source of difficulty for English language learners, in no small part because of their notorious quirkiness. English modals are a system of systems, whose members pose semantic and pragmatic issues as well as form issues.

    This seminar will consider important aspects of teaching modals, including focus on form and basic language functions for beginning learners and appropriate use of modals for hedging in high-level academic writing. In doing so, it will also show how language learning at each level is scaffolded by, reinforces, and extends language learning at previous levels. 
    Resource Type: Virtual Seminars
  • [S]Teaching English Learners Living with Trauma, Violence, and Stress
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    By Judie Haynes, Debbie Zacarian | 04 Mar 2015
    Resource Description: Many English learners (ELs), including those unaccompanied minors who have recently come to the United States, experience trauma, violence, and chronic stress that affect school achievement. Discover how to develop an empathetic approach, a safe and welcoming environment, and instructional practices to support this growing population.
    Resource Type: Virtual Seminars
  • [S]Noun Phrases in Academic Language: A Neglected Area of Grammar Learning
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    By Anne Ediger | 20 Feb 2015
    Resource Description: This is the second of four webinars on issues in teaching and learning grammar for facilitating academic language development. This webinar will deal with an often neglected aspect of grammar teaching: noun phrases.

    Until recently, many ESL textbooks have focused on the various verb tenses and aspects, often at the expense of attention to the noun phrase and related structures. Research shows that classroom teachers also tend to neglect the noun phrase, often over-simplifying by focusing only on the nouns in them and essentially ignoring the other constituents that work with nouns to form larger constructions.

    At the same time, corpus research reveals that academic language often uses complex noun phrases in multiple ways, providing strong evidence that students need to know these forms. Similarly, an analysis of errors in writing by ESL students reveals that they face far greater challenges with noun phrases than with the verb system.
    Resource Type: Virtual Seminars
  • [S]Closing the Achievement Gap for Long-Term English Learners
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    By Yvonne Freeman, David Freeman | 28 Jan 2015
    Resource Description: The presenters first describe four types of English learners. Then they discuss the different factors that affect academic achievement for long-term English learners. Next, they describe practices essential for teaching these students effectively and closing the achievement gap. For each practice, the presenters give specific examples showing PowerPoint slides from classrooms of effective teachers.
    Resource Type: Virtual Seminars
  • [S]Four “Real Language” Principles for Effective Grammar Teaching
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    By Anne Ediger | 19 Nov 2014
    Resource Description: This is the first of four webinars on issues in teaching and learning grammar for facilitating academic language development. Recent findings from corpus grammar research, research on focus on form in ESL classrooms, and new understandings of how vocabulary and grammar knowledge interrelate have provided important new tools for teaching grammar. Similarly, recent research into novice teachers’ grammar knowledge and explanations has revealed some potential areas of difficulty for teachers.

    This series draws on these research findings to suggest ways to address practical issues that arise in the teaching and learning of grammar in real classrooms. The presenters demystify grammar explanations and make concrete suggestions concerning teaching, learning, and assessment.

    This first presentation offers several fundamental principles for grammar teaching and learning, addressing some ways in which teachers can be more effective in fostering their students’ grammar development. Specific examples and exercises will be provided to demonstrate each principle. 
    Resource Type: Virtual Seminars
  • [S]Next Generation Science Standards and English Language Learners: Classroom Implications
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    By Emily Miller | 12 Nov 2014
    Resource Description: The eight science and engineering practices of the Next Generation Science Standards (NGSS) are language intensive. They require teachers of ELLs to consider ways not only to deepen science learning, but also to plan instruction that will scaffold student engagement with the practices.

    Emily Miller, an elementary ESL/BRT science specialist and writer for the NGSS Diversity and Equity Team, presents the ESL case vignette in NGSS Appendix D: All Standards/All Students, which was based on her own classroom. The Earth Science/Life Science unit integrates the three dimensions stressed by the NGSS—science and engineering practices, disciplinary core ideas, and crosscutting concepts—and combines research-based effective teaching strategies to increase language skills for English learners. You will learn how to create and adapt lessons that increase English learners’ access to rigorous science in their own classrooms.
    Resource Type: Virtual Seminars