Monday, 11 March
Full Day, 9 am–4 pm
1. Integrative Language Skills Development Through Games, Activities, and Discussions
Target Audience: ESOL Educators (of middle school to adult learners)
Skill Level: All levels of expertise
In this workshop, presenters provide attendees with empirical research along with practical application to demonstrate how interactive classrooms, using games, activities, and discussions, facilitate students’ acquisition of the language in a way that allows them to apply their language skills in real-life situations and can be applied to all ages/levels.
Presenters: Paula Wilder, Durham Technical Community College, Durham, North Carolina, USA
Michelle Plaisance, Greensboro College, Greensboro, North Carolina, USA
2. Supporting Students With Interrupted Education
Target Audience: Elementary and secondary teachers, teacher educators
Skill Level: All levels of expertise
This workshop provides answers to these questions: Who are these students with interrupted education, where do they come from, what are the causes of their interrupted education, and, most important, what can we, as educators, do to help them make up for lost time?
Presenters: Judith O’Loughlin, Language Matters Education Consultants, LLC, San Ramon, California, USA
Brenda Custodio, Newcomer and ELL Services, Columbus, Ohio, USA
3. Creating Rubrics for Assessing Language Performance in the TESOL Classroom
Target Audience: All ESOL educators
Skill Level: All levels of expertise
Participants learn how to create pedagogically sound grading rubrics for classroom assessment. Participants may bring objectives for a specific course or assignment to personalize the workshop. While creating the rubric, participants review the principles of assessment to strengthen classroom rubrics: validity, reliability, practicality, and beneficial consequences (positive washback).
Presenters: Mary Lou Vercellotti, Ball State University, Muncie, Indiana, USA
Dawn McCormick, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
4. Practical Approaches to Teaching Pronunciation
Target Audience: Secondary school to adult ESL/EFL teachers
Skill Level: All levels of expertise
Deepen your knowledge and expand your repertoire of fun and engaging methods to teach features of English pronunciation. Get ready to curl your hands through the “r” sound, grunt and cheer through vowels, and convert the “air pointer” into gestures along with rhythm. Novice to expert teachers are welcome.
Presenter: DJ Kaiser, Webster University, St. Louis, Missouri, USA
5. Designing High-Quality Mathematics Lessons for Language and Content Development
Target Audience: All educators teaching and/or supporting ELs in mathematics, Grade 3 through geometry
Skill Level: All levels of expertise
Students use language to both deepen and communicate mathematical understanding. To process and produce the language required in mathematics classrooms, ELs need specific, differentiated language supports. This workshop answers the question: How do educators design high-quality mathematics lessons and resources for language and content development?
Presenters: Suzanne Toohey, Oakland Schools, Waterford, Michigan, USA
Geraldine Devine, Oakland Schools, Waterford, Michigan, USA
Half Day, 1 –5 pm
6. Reflective Supervision for Teacher and Supervisor Learning
Target Audience: Supervisors, administrators, teacher coaches, teacher leaders, peer coaches, ESL and EFL staff developers, teacher educators, program administrators, department chairs, teachers
Skill Level: All levels of expertise
This highly participatory PCI is designed for TESOL educators who wish to deepen their expertise in observation, coaching, and supervision using approaches drawn from counseling and other fields. Realistic scenarios enable participants to capture classroom data, target teachers’ growth areas, and promote reflection during conferencing in innovative ways.
Presenters: Laura Baecher, Hunter College–CUNY, New York, New York, USA
Mary Scholl, Centro Espiral Mana, San Ramón, Costa Rica
7. Correcting the Misconceptions That Mainstream Educators Have About Language
Target Audience: K–12 ESOL teachers, school leaders, teacher educators
Skill Level: Some experience with ELs in K–12 settings
In this workshop, participants look at 10 misconceptions about language that are held by many mainstream educators, contributing to inadequate instruction of ELs. Participants discuss and reflect on misunderstandings in their own contexts and leave the workshop with at least three actionable goals for countering misunderstandings.
Presenter: Jan Dormer, Messiah College, Mechanicsburg, Pennsylvania, USA
8. Incorporating Extended Reality Into Language Learning for Older Learners
Target Audience: ESOL educators and classroom teachers of students aged 13+
Skill Level: Little or no level of expertise with touch or mobile devices needed, familiarity with searching the internet a plus
This hands-on workshop is for teachers who want to incorporate and assess extended reality in their teaching of adolescents and adults. Headsets loaded with free exemplar apps are explored for opportunities, including the making of an augmented reality “how-to” explanation, a mixed reality game, and a 360 interview.
Presenters: Christine Rosalia, Hunter College–CUNY, New York, New York, USA
Victoria Vasquez, Hunter College–CUNY, New York, New York, USA
Areum Kang, Hunter College–CUNY, New York, New York, USA
Brendaly Torres, Hunter College–CUNY, New York, New York, USA
Vicky Holguin, Hunter College–CUNY, New York, New York, USA
Robert Sorensen, HERO High School, Bronx, New York, USA
Emma Lao, Hunter College–CUNY, New York, New York, USA
Daniel Chan, Hunter College–CUNY, New York, New York, USA
Sheila Damato, IS 228 David A. Boody, Brooklyn, New York, USA
Megumi Ito, World View High School, Bronx, New York, USA
9. Learning Local, Going Global: Engaging Multilingual Students Through Youth Media
Target Audience: K–12 teachers, ESOL educators, higher education researchers
Skill Level: Beginning to intermediate computer literacy and experience with internet and video conference techniques, basic audio/video recording experience (e.g., on mobile phone or iPad apps)
Participants learn how to engage students in local and/or global communications and collaborations using youth media technologies to teach for democracy. Grounded in high-impact practices and aligned with TESOL standards, participants critically review and sample user-friendly tools and strategies, including interviewing, storytelling, editing, and multimodal composition.
Presenters: Deborah Romero, University of Northern Colorado, Greeley, Colorado, USA
Dana Walker, University of Northern Colorado, Greeley, Colorado, USA
10. Teaching Beginning Literacy: Essential Principles and Practices for Deep Learning
Target Audience: Teachers of ESL beginning literacy students
Skill Level: All levels of expertise
Literacy students need “deep learning” to reach mastery. Their hard-working teachers need low-prep activities that provide meaningful opportunities for developing foundational literacy and offer repetition without boredom. This highly interactive session offers engaging, repeatable classroom activities that help students acquire basic literacy skills as they learn to speak English.
Presenter: Shelley Lee, William G. Enloe Magnet High School, Raleigh, North Carolina, USA
Half Day, 5 pm–9 pm
11. Time-Saving Techniques in Assessing Recorded Oral Production
Target Audience: ESL teachers (esp. listening, speaking, and pronunciation courses)
Skill Level: Experience with using content management systems, e.g., Moodle, Canvas, D2L, Blackboard, preferred
Learn efficient ways to assess your students’ recorded speaking activities. In this workshop, facilitators present time-saving assessment tools and techniques for grading/providing feedback for recorded oral production tasks. Participants design their own assessment tools and have opportunities to test them with the facilitators and fellow participants.
Presenters: Mira Malupa, Westcliff University, Irvine, California, USA
Andrew Patterson, Measurement Incorporated, Durham, North Carolina, USA
12. Cinderella Rocks! Fairy Tales in Low-Tech, Economical, Project-Based Learning
Target Audience: High school or university teachers of intermediate to advanced level students
Skill Level: All levels of expertise
Folk or fairy tales are a valuable, underutilized language-learning tool. Project-based learning using familiar tales engages students of all ages and language abilities, is easy to implement, and requires few resources. Activities for participants include assuming character’s perspectives, decoding message(s), creating modern versions, and predicting characters’ futures.
Presenter: Anita Selec, University of Banja Luka, Banja Luka, Bosnia and Herzegovina
13. Intercultural Competence: A Toolbox to Help ELLs Go Global and Live Local
Target Audience: ESOL instructors of adult learners
Skill Level: All levels of expertise
Communicative competence entails not only communicating accurately and appropriately but effectively. Practitioners sometimes struggle with intercultural training because it often occurs as a secondary by-product of language learning. This PCI aims to guide educators in creating a toolbox as a starting point for intercultural competence training.
Presenters: Lorene Pagcaliwagan, Gardner-Webb University, Shelby, North Carolina, USA
Josiah Parke, Gardner-Webb University, Shelby, North Carolina, USA
Shaquavia Chiles, Gardner -Webb University, Shelby, North Carolina, USA
14. Creating Service-Learning-Enhanced EAP Courses: The Process from A–Z
Target Audience: University/college level, IEPs, ESL/EAP programs, faculty and language program administrators
Skill Level: All levels of expertise
Service learning (SL) is a proven high-impact pedagogical practice. Many English language teaching settings have been successfully enriched with SL experiences. This PCI provides the process steps and tools needed by faculty and administrators from English language programs to develop SL-enhanced courses.
Presenters: Estela Ene, Indiana University Purdue University Indianapolis, Indianapolis, Indiana, USA
Honnor Orlando, Indiana University Purdue University Indianapolis, Indianapolis, Indiana, USA