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The times and locations for the invited speakers will be listed in the TESOL 2018 Convention Program Book and in the online itinerary planner.

Reviewing Manuscripts for Journals: Editors’ Perspectives

Peer reviews are an essential part of the process of publishing high-quality research and other types of articles. Three editors of TESOL-related journals discuss what goes into a good peer review and offer suggestions on how to become a journal reviewer.

Presenters: Mary Jane Curry, Yasuko Kanno, Paul Kei Matsuda

Adjectives, Articles, Nouns, Oh My!

“My first chemistry class”: Three adjectives or none? In books and online we find that anything that precedes a noun describes/modifies it and is considered an adjective. The presenter demonstrates why this definition is erroneous and unhelpful while providing a grammar-based description that will work for all students.

Presenter: William J. Stone

Chicagoland English: What’s Up With “Caught - Cot - Cat”?

Learners of Chicagoland English confront a set of vowels called the Northern Cities Chain Shift. This shift rotates the positions of vowel pronunciation. Questions remain as to how and when this started and whether the change has stabilized. Based on speakers born between 1875 to 1990, the presenters address these questions.

Presenters: Richard Cameron, David Durian

Application of Artificial Intelligence in English Language Teaching and Learning

Using artificial intelligence in English language teaching and learning is the future of TESOL. This session, jointly presented by experts in artificial intelligence and TESOL, shares the results of a longitudinal study among 14 million students in 13,000 schools in China. Technological guidance and pedagogical suggestions are discussed.

Presenters: Jun Liu, Qifeng Zhu, Zhihong Huang

Preparing L2 Writers for College and University Content Courses

How can L2 writing teachers design curricula, courses, and assignments that best support multilingual students writing across and within the disciplines? The presenters discuss possibilities from a variety of perspectives, including interviews with students and faculty, corpus-based and genre models, and their own experience with materials and course design.

Presenters: Gena Bennett, Jan Frodesen, Diane Schmitt, Margi Wald

Beyond the Classroom: High-Impact Practices and Experiential Learning

To improve completion and retention rates, an intenstive English language program instructor incorporates Kolb’s experiential learning theory and Kuh's high-impact educational practices to integrate community-based projects, service learning, student learning assistants, learning communities, writing intensive work, student-faculty collaboration, and off-campus trips to create an enriched learning environment.

Presenter: Michael Renehan

Innovative Collaborators in Campus Internationalization and Faculty Support

Internationalization is a strategic goal for many universities. The presenters describe a campus-wide global classroom initiative to support university faculty teaching international students. The project team includes collaborators from the IEP, academic departments, and teaching/learning and technology centers who developed a faculty survey, workshops, centralized teaching resources, and peer consulting.

Kathy Larson, Christina Gamino, Jason Schneider, Mark Lazio

Writing EAP and ESP Materials: What to Learn and Unlearn

Materials writers have much to learn—not just a publisher’s intent with each project but (especially with EAP or ESP) the arcana of many pursuits. But unlearning is necessary, too, lest books be dull and error persist.

Lawrence Zwier

“That’s My Story!” Young Immigrants and Refugees in Children’s Literature

An author-illustrator shares her award-winning book about three immigrant children, “I'm New Here,” followed by a review of recent, recommended fiction titles (picture book through young adult) about contemporary immigrants, and then discusses how books can be used to support new arrival students and their mainstream classmates.

Presenter: Anne Sibley O'Brien

The Impact of Defining Assessment Constructs in Teaching Target-Language Skills

This session highlights the need for language assessments that measure the ability to use language and curriculum designed to fit these assessments (i.e., reverse design). Recently developed assessments and courses from the University of Chicago are used to demonstrate examples of putting theory into practice.

Presenter: Ahmet Dursun

Culturally Responsive Teaching for Students with Limited or Interrupted Formal Education

Students with limited or interrupted formal education (SLIFE) struggle greatly in school, making culturally responsive teaching essential. This kind of teaching requires that educators develop deep awareness of their own and their students’ culturally derived learning priorities. the presenter examines key contrasting priorities and presents a culturally responsive instructional approach designed to promote learning.

Presenter: Andrea DeCapua

Perspectives on EL Advocacy and Action: A Dialogue

This dialogue takes place among an English language teacher of the year, two university faculty members, and an author on EL advocacy. Each offers her perspective on advocating for ELs and shares examples of ways in which she has advocated for ELs at the K–12, university, and national levels.

Presenters: Diane Staehr Fenner, Amy Hewett-Olatunde, Michelle Benegas, Laura Baecher

International Perspectives on Dialoging across the TESOL Associations

Language teachers’ associations (LTAs) provide important platforms for engaging in and sustaining dialogue across the TESOL community. However, a vexed question remains unanswered: Are LTAs successful in facilitating and sustaining such dialogue? This moderated dialogue attempts to answer this question by highlighting the experiences of LTAs from around the globe.

Presenters: Aymen Elsheikh, Christine Coombe, Okon Effiong

I LEARN AMERICA: From Personal Storytelling to Classroom Action

Today, images of migrants seem to be everywhere. How can we create a climate where our students can tell their own stories? Participants explore a framework and strategies that will encourage students to recognize their own power as civic actors within the public conversation around immigration.

Presenter: Jean-Michel Dissard

Collaboration: Students, Curriculum, and Instruction

The presenters focus on collective teacher efficacy and the power of collaboration. Through video case vignettes, they discuss how classroom teachers and ESOL teachers engage in dialogue about their students, the curriculum, and the integrated instruction they deliver.

Presenters: Andrea Honigsfeld, Maria Dove

#Covfefe Anyone? Cracking the Trump Code on Language Learning and Policy

From the elimination of Spanish websites to California’s passage of Proposition 58, the United States has come to a critical crossroads in language education and multilingualism. Drawing on the natural, insitutional, discursive, affinity, learner, and solidarity (NIDALS) sociocultural framework and Twitter data, the presenter examines the challenges and possibilities for language learning and policy in the age of Trump.

Presenter: Aria Razfar

The Dictionary as Data: English and the Online Dictionary

What makes a person look up a word? Looking up a word in the dictionary is an intimate act for each of us, but the words looked up by millions of users tell a surprising story about English. Online searches of words show the intersection of vocabulary and culture.

Presenter: Peter Sokolowski

Cinderella no more! Second Language Pronunciation Research and Practice

Second language pronunciation, once a language teaching mainstay, had a long Cinderella crisis in which its role in TESOL and foreign language teaching was relegated to the sidelines. This presentation describes changes promising a bright future both in influencing language teaching, and in increasing integration into the language teaching mainstream.

Presenter: John M. Levis

Engaging ELs’ ​Sense of ​Social Justice in the Development of Language ​Practices

This presentation reports on the design and implementation of “high challenge/high support” units of study developed for Chicago Public Schools. The work prepares ELs to be community, college, and career ready while growing their autonomy, voice and agency. Guidelines for the construction of well supported, stimulating lessons will be offered. 

Presenter: Aida Walqui