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Schedule at a Glance

7:30 am–8:15 am


8:​30 am–9:45 am

Concurrent Sessions 1

10:00 am–11:15 am

Concurrent Sessions 2

11:30 am–12:30 pm

Keynote Presentation

12:30 pm–1:30 pm


1:30 pm–2:45 pm

Concurrent Sessions 3

3:00 pm–4:15 pm

Concurrent Sessions 4


A: Content Areas and ELLs
B: Early Childhood Education (PreK–K)
C: Dual Language and Multiculturalism
D: Advocacy and Empowerment of ELLs
E: Refugee, SIFE, Long-Term ELLs, and Unaccompanied Youth
F: Administration

Concurrent Sessions 1 

8:30 am–9:45 am

A. ELLs and Native Speakers of English: Bridging Policy and Practice in the Development of Literacies

This session provides the theoretical and practical guidelines offered by Chicago Public Schools for the development of disciplinary literacies for all students, with ELLs at the core. Instructional units specifically designed to model high-challenge/high-support pedagogy are shared and a sample of complex scaffolding activities is experienced.

Target Audience: Grades 6–12 ESL, English language arts, and social studies teachers

Aída Walqui, WestEd, San Francisco, California, USA; Griselda Flores, Chicago Public Schools, Chicago, Illinois, USA

B. Strategies for Teaching ELLs With Smooth Transitions From PreK–Kindergarten

Effective schools provide cohesive supports for ELLs from preschool through elementary. Through studying recent research and policy, we can gain insight into strategies that make these connections work. Learn about models of collaborative planning, shared professional development, curricular adaptations, valuable resources, and developmentally appropriate practice for young ELLs. 

Target Audience: All PreK–12 teachers, administrators, and teacher educators

Karen Nemeth, Language Castle LLC, Newtown, Pennsylvania, USA

C. I'm New Here: Supporting Culturally and Linguistically Diverse Students and Families

Teaching effectively and building family-school partnerships is more complex than ever—particularly as students’ and families’ experiences are increasingly becoming more distinct from our own. Explore proven strategies for tapping into the resources of teachers, school communities, students, and families to support students to flourish in school and their lives.

Target Audience: All PreK–12 teachers

Debbie Zacarian, Zacarian & Associates, Amherst, Massachusetts, USA

D. A Call for Action: Advocacy Connecting Schools to Immigrant Children and Communities

Participants discuss the impact of the current political and social climate on immigrant communities and schools, explore the effects of stress and trauma on the brain and academic performance, and examine strategies that schools can implement to build strong and trusting communities.

Target Audience: K–12 educators, administrators, and support staff
Christel Broady, Georgetown College, Lexington, Kentucky, USA

E. ​I LEARN AMERICA: Safely Amplifying the Voice of Immigrant Youth in Our Schools

Working with teachers and students, the I LEARN AMERICA project aims to increase student civic engagement while providing opportunities for students to develop writing, speaking, and listening skills and break down isolation between ELLs and their peers. In this session, the presenter shares ways to connect the project and the stories in the film I LEARN AMERICA to students to develop digital stories of their own experiences with classroom content, academic outcomes, and community actions.

Target Audience: All PreK–12 teachers and administrators

Jean-Michel Dissard, The I LEARN AMERICA project, Brooklyn, New York, USA

F. Identification and Support of ELLs in Gifted and Talented Programs

ELLs participate in gifted and talented programs at a rate 3.5 times lower than non-ELLs. This presentation focuses on the findings of a study that explored how ELLs are identified for gifted services in public schools, including assessment and identification of gifted ELLs, personnel involved, and school and district challenges. 

Target audience: All PreK–12 teachers and administrators

Francisco Lopez, Office of English Language Acquisition, U.S. Department of Education, Washington, DC, USA

Concurrent Sessions 2

10 am–11:15 am

A. Creating Leveled Functional Language Frames to Facilitate Academic Conversations

Participants learn how to analyze their district’s curriculum maps (which they should bring with them) and determine which language functions are essential to their students’ growth. After that, participants discuss how to develop language frames for the language functions by grade level and proficiency level.

Target Audience: K–12 ESOL teachers

Kate Phillipson, Newton Public Schools, Newton, Massachusetts, USA

B. Creating a Classroom of Success Through Music and Movement

Music and movement have the potential to create a classroom of success for you and your students. Learn why music and movement are vital to building English language skills. Experience brain-friendly strategies that nurture students' creativity and critical thinking. Join Kampa’s action-packed workshop to bring greater success to your classroom. 

Target Audience: PreK and kindergarten teachers

Kathleen Kampa, Seisen International School, Tokyo, Japan

C. Biliteracy: Our Best Bet

Biliteracy—whether it is in dual language, bilingual, mainstream, or ESL classrooms—is the focus of this interactive session. Tradition and new understandings of dual language principles and practices are adapted to fit unique classroom contexts. Participants leave with knowledge and skills to enhance biliteracy for all students. 

Target Audience: K–12 teachers who work with students who speak languages in addition to English

Joan Wink, California State University, Stanislaus, Turlock, California, USA; Dawn Wink, Santa Fé Community College, Santa Fé, New Mexico, USA

D. The Rights of Immigrant Students and ELs in the Public Schools

Immigrant children and ELs often face barriers in gaining entry to public schools and participating in school activities. The presenter discusses social security numbers, immigration documents, birth certificates, immunization records, access to school lunch, the rights of ELs and their parents, special education and ELs, and access to postsecondary education.

Target Audience: U.S. PreK–12 teachers and administrators

Roger C. Rosenthal, Migrant Legal Action Program, Washington, DC, USA

E. Long-Term ELLs: Principles for Effective Teaching

The presenters explain seven research-based principles for teaching long-term ELLs. For each principle, they show PowerPoint slides from classrooms of teachers who use a variety of strategies to scaffold instruction and help long-term ELLs develop the academic language and subject-matter knowledge needed to succeed in school.

Target Audience: Teachers and administrators working with ELLs Grades 6–12

Yvonne Freeman, University of Texas Rio Grande Valley, Forest Ranch, California, USA
David Freeman, University of Texas Rio Grande Valley, Forest Ranch, California, USA

F. Designing for Dual Language

Learn from the experience of one large, urban school district about the successes, challenges, and design lessons learned as dual language continues to grow across the district. Participants engage in collaboration and planning steps to design their own path to dual language enrichment in their schools.
Target Audience: PreK–12 school leaders and administrators

Laura Grisso, Tulsa Public Schools, Tulsa, Oklahoma, USA
Lilliane Vannoy, Tulsa Public Schools, Tulsa, Oklahoma, USA

Concurrent Sessions 3

1:30 pm–2:45 pm

A. Let’s Plan Science Lessons Using Just Right Picture Books

Addressing the Next Generation Science Standards for elementary ELLs with informational text in visuals and narration of picture books supports the comprehension of technical vocabulary and discipline-specific concepts and provides opportunities for hands-on practice. The presenter models the National Science Teachers Association 5E lesson plan, including hands-on experiments, using picture books.

Target Audience: K–12 ESOL teachers

Judith B. O’Loughlin, Language Matters Education Consultants, LLC, San Ramon, California, USA

B. Singable Books: For Literacy, Lessons, Standards, and Fun

Come to learn about singable picture books as practical and creative teaching resources and how they can be expanded into standards-based instruction for ELLs in early childhood. Books galore! Hands-on, informative, and engaging—sing alongs. Handouts include presenter’s annotated booklist with YouTube videos, plus lesson plan model and example.

Target Audience: Early childhood education educators (mostly PreK–K, and also through Grade 3)

Betty Ansin Smallwood, Succeeding with English Language Learners (S.W.E.L.L), Bethesda, Maryland, USA

C. Beyond English Fluency: Racialized Americanization of Today’s Immigrants and Their Relations With Other Underserved Students

Beyond English, our ELLs are taught about America and their place in it. This presentation focuses on the impact of race in this Americanization process and as a way to problematize this process while suggesting ways for educators to better serve our ELLs of color.

Target Audience: All PreK–12 teachers and teacher educators

Gilbert, C. Park, Ball State University, Muncie, Indiana, USA

D. Protecting Our Children and Their Families From the Threat of Deportation

As immigration raids across the country intensify, we need to be ready to defend the rights of children and their families. Learn about the resources available to educators, school support staff, and community partners to help undocumented students fight back against the attacks, defend DACA, and help communities prepare for ICE raids.

Target Audience: K–12 teachers and administrators

César Moreno Pérez, The American Federation of Teachers, Washington, DC, USA

E. Dealing With Gangs at the High School Level

The largest ESOL-populated high school in Maryland has gangs. How are they handled? This presentation explores the difficulties of dealing with gangs and methods used to control and contain them in the school and the community. Participants also explore the role ICE raids play on these dynamics.

Target Audience: Middle and high school teachers

Myles B. Hoenig, Prince George’s County Public Schools, Upper Marlboro, Maryland, USA

F. Leadership in Support of Quality and Equitable Schooling for ELLs

Beginning with a definition of the role of leadership in the education of ELLs, this session outlines principles that define and operationalize quality and equity. Video clips are used to illustrate and unpack the principles in action and the support leaders can offer teachers to develop their expertise.

Target Audience: K–12 superintendents, principals, directors, professional developers, and other educators in leadership positions

Aída Walqui, WestEd, San Francisco, California, USA

Concurrent Sessions 4

3 pm–4:15 pm

A. GO TO Strategies: Guiding Teachers to Scaffold Content Language

How can teachers create scaffolded, rigorous, and relevant lessons for ELLs? This workshop introduces resources that enable teachers to incorporate a variety of research-based strategies in content lessons. After presenters model strategies, participants learn to plan lessons using strategies and resources. 

Target Audience: K–12 classroom teachers, ESL teachers

Linda New Levine, ESL/EFL Consultant, Vero Beach, Florida, USA; Laura Lukens, North Kansas City Schools, Kansas City, Missouri, USA

B. Making Play Meaningful in PreK–K Multilingual Classrooms

High-quality early childhood education builds on a foundation of creative, imaginative, interactive play. This session engages participants in a playful exploration of research-based ways to make play meaningful for children who speak different languages. We’ll share serious, fun, and important resources to achieve desired outcomes for young ELLs.

Target Audience: All PreK–12 teachers, administrators, and teacher educators

Karen Nemeth, Language Castle LLC, Newtown, Pennsylvania, USA

C. Not Just for ESOL Teachers: Refresh or Renew TESOL Fundamentals

Teachers in the mainstream classroom may not have extended training or an MA TESL. This session tackles the basic knowledge necessary for those who teach ELLs in the mainstream classroom. Basic linguistics, cultural/ethnic knowledge, and literacy information is presented in a comprehensive style accessible to all.

Target Audience: Beginners in the English language teaching field with no advanced degree in TESOL

Eileen N. Whelan Ariza, Florida Atlantic University, Boca Raton, Florida, USA; Susanne Lapp, Florida Atlantic University, Boca Raton, Florida, USA; Rina ​Bousalis, Florida Atlantic University, Boca Raton, Florida, USA; Rene ​Zelden, Florida International University, Miami Dade, Florida, USA

D. Using ELLs' Community Cultural Wealth as a Collaborative Strategy in Education

This session addresses the importance of recognizing students' cultural backgrounds as assets in the classroom and school. Drawing from personal experiences and research, the presenters will share how to advocate for ELLs through families' cultural capitals and asset-based collaboration. Discover strategies for building welcoming partnerships and communicating with stakeholders. 

Target Audience: ELL and mainstream educators (particularly 6-12), administrators, and community partners serving ELL students and families

Melinda J. McBee Orzulak, Bradley University, Peoria, Illinois, USA; Juan A. Ríos Vega, Bradley University, Peoria, Illinois, USA

E. Addressing the Needs of Students With Limited/Interrupted Formal Education

Students with limited/interrupted formal education (SLIFE) struggle greatly. They not only need to develop language and content knowledge, but they must also develop literacy skills and academic ways of thinking and learning. Here, the presenter presents a culturally responsive instructional approach, designed to address their needs and promote optimal learning.

Target Audience: Teachers of adolescent and adult ELLs

Andrea DeCapua, New York University, New York, New York, USA

F. Collaboration and Coteaching for ELLs

When you hear about coteaching, do you think about general education and special education teachers? Are you curious to learn more about how this model is used to support ELLs? The presenters share case studies of content and ESL teachers partnering to teach language skills and content knowledge to secondary ELLs.

Target Audience: K–12 teachers 

Jody Klien, Newton Public Schools, Newton, Massachusetts, USA; Rachel Kramer Theodorou, Brandeis University Education Program, Waltham, Massachusetts, USA


If you have questions about the ​PreK-12 day, please contact TESOL Professional Learning.