Tuesday, 19 March

Full Day, 9 am–4 pm

1. Culturally and Linguistically Responsive Strategies for Separating Difference and Disability
Target Audience: K–12 teachers, higher education teacher preparation faculty
Skill Level: All levels of expertise

When English language students experience learning and behavior problems, culturally and linguistically responsive intervention strategies are imperative. Instructional intervention strategies to separate difference and potential disability issues must address cultural and linguistic transition in addition to academic issues. Screening, strategy selection, implementation, and response monitoring will be demonstrated. Tools provided.

In this workshop participants

•    become aware of distinctions between language difference and language disability in culturally and linguistically diverse students.
•    explore various instruction and teaching/learning strategies that constitute “best practice” in educating culturally and linguistically diverse students.
•    explore the basic process of strategy selection, language support  instruction and acquisition.
•    explore several cross-cultural strategies for teaching content area materials to limited English proficient diverse learners with learning and behavior problems.

Presenter: Catherine Collier, CrossCultural Developmental Education Services, Ferndale, Washington, USA

2. Common Core: A Framework for Making Standards Accessible to ELLs
Target Audience: U.S. K–12 content teachers, ESL teachers, coaches, administrators, and teacher educators
Skill Level: All levels of expertise

This interactive workshop engages participants in a framework for developing Common Core State Standards–aligned instruction and assessment that meet the specific needs of ELLs. The framework is designed to ensure that ELLs are meeting the rigor of the new standards while engaging with grade-appropriate texts and tasks.

Presenters: Amy King, University of Missouri, Kansas City, Missouri, USA
Mary Bridgforth, Springdale Public Schools, Springdale, Arkansas, USA
Diane August, Center for Applied Linguistics, Washington, DC, USA
Rosie Garcia-Belina, MidContinent Comprehensive Center, Irving, Texas, USA
Jennifer Shackles, Southwest Regional Professional Development Center, Springfield, Missouri, USA

3. Weaving Motivational Moments Into Language Teaching
Target Audience: Grades 9–12, Adult Education, IEP, ESOL Educators
Skill Level: All levels of expertise

Teachers play a powerful role in motivating learners. To engage in effective motivational teaching practices, each teacher must explicitly weave motivational moments into language teaching. This workshop provides the opportunity to learn the fundamental principles of motivational teaching practices and to rehearse the delivery of motivational moments in language teaching.

In this workshop participants

•    learn the fundamental principles of motivational teaching practices,
•    identify specific ways that motivation can be integrated into daily lesson planning, and
•    practice the delivery of motivational moments in language teaching.

Presenters: Neil J Anderson, Brigham Young University, Provo, Utah, USA
Paul Cave, Brigham Young University, Provo, Utah, USA
Shelby Werner, Brigham Young University, Provo, Utah, USA

4. Haptic Integration of English Pronunciation Instruction
Target Audience: ESOL instructors in middle-school level and above
Skill Level: All levels of expertise

This PCI presents a haptic (movement + touch)-based approach to essential, integrated pronunciation instruction, applicable for learners of middle-school age and above—designed for use in all skill areas. Especially appropriate for nonnative English speaking instructors, one key innovation is the use of touch to enhance both learning and recall.

Presenters: William Acton, Trinity Western University, Langley, British Columbia, Canada
Michael Burri, British Columbia Institute of Technology, British Columbia, Canada
Brian Teaman, Osaka Women’s University, Osaka, Japan
Karen Rauser, the University of British Columbia Okanagan, British Columbia, Canada
Angelina VanDyke, Simon Fraser University, British Columbia, Canada
Nate Kielstra, Trinity Western Unversity, British Columbia, Canada
Amanda Baker, Wollongong University, Australia 

5. Writing Center and ESOL Cross-Talk: Collaboration, Understanding, and Teaching
Target Audience: High school and higher education ESOL educators and administrators
Skill Level: All levels of expertise

Many second language writers need linguistic and rhetorical scaffolding to become better writers, and they seek help from writing centers. This scaffolded instruction may conflict with the value that writing centers place on “hands-off” tutoring. Cross-talk between writing center and ESOL professionals helps everyone work with writers more effectively. Presenters review writing center pedagogy, discuss collaboration strategies, and practice tutor training activities.

In this workshop participants
•    explore strategies to collaborate with writing centers in different institutional contexts
•    learn writing center approaches to tutoring all writers in general, with an emphasis on L2 writers
•    practice a hands-on tutor training activities

Presenters: Jennifer Ritter, Westminster College, Salt Lake City, Utah, USA
Katie Manchester Ha, Skyline College and University of California, Berkeley, California, USA
Jennifer Staben, College of Lake County, Grayslake, Illinois, USA
Tara Smith, University of Alaska, Anchorage, Alaska, USA

Half Day, 1 pm–5 pm

6. Using Short Stories to Expand Critical Thinking and Language Learning
Target Audience: High school, adult school, community college, university, intensive program teachers of high-intermediate to advanced-level ESL/EFL students
Skill Level: All levels of expertise

In this workshop, participants practice creatively analyzing literary texts to foster critical thinking, reading, discussion, grammar, vocabulary, and writing skills for high-intermediate and advanced students. Participants learn criteria for setting up a stimulating short-story course. Extensive handouts include multiple excerpts, two unabridged stories, and many model exercises.

In this workshop participants

•    learn how versatile short stories are for language learning and critical thinking
•    do interactive work, discussing one unabridged short story and numerous excerpts
•    share ideas on how to create a complete short story course
•    find exciting new ways to challenge and engage advanced and high-intermediate students in the classroom through literature
•    gain increased insights into the target language culture

Presenter: Sybil Marcus, University of California, Berkeley, California, USA

7. Applying Self-Regulated Learning Principles in the Language Classroom
Target Audience: ESOL teachers at university level
Skill Level: All levels of expertise

Classroom time is never sufficient to teach everything students need. When self-regulated learning (SRL) principles are applied, students are in charge of their learning in the classroom and beyond. This workshop provides participants with a clear understanding of SRL principles, practical application of SRL principles to case studies, and opportunities to apply SRL to their own teaching contexts.

In this workshop participants

•    are introduced to six self-regulated learning (SRL) principles
•    apply appropriate SRL principles to select case studies
•    apply SRL principles to their own teaching contexts

Presenters: Norman Evans, Brigham Young University, Provo, Utah, USA
Maureen Andrade, Utah Valley University, Orem, Utah, USA

8. From Knowing to Doing: Joint Framework for Intelligibility and Independence (canceled)
Target Audience: ESOL educators, teacher trainers, IEP classroom teachers
Skill Level: All levels of expertise

ESL teachers all face a similar problem: for any given set of materials, students may “know” the material, yet still make errors in speech or writing. For adult learners, teacher intervention therefore appears necessary. The presenters envision this broadly as a teacher-student partnership for learner independence. Presenters consequently offer a theoretical framework for teacher and student roles and specific applications of this framework.

In this workshop participants

•    engage in reflective tasks about their own teaching;
•    visualize their ideal teacher and learner roles;
•    analyze current teaching practices that advance learner independence;
•    discuss the role of corrective feedback and articulate their own informed approach;
•    brainstorm ways of applying new techniques to their specific teaching contexts;
•    practice different types of interventions and role-play teacher moves in classroom discourse;
•    emerge with additional tools and techniques for a teacher-student partnership.

Presenters: Marnie Reed, Boston University, Boston, Massachusetts, USA
Christina Michaud, Boston University, Boston, Massachusetts, USA

9. Intercultural Competence in ESOL Classrooms: Framework and Implications for Educators
Target Audience: All ESOL educators
Skill Level: All levels of expertise

How can ESOL educators be more successful in working with ESOL students? One way is by more intentionally developing their intercultural competence and, in turn, infusing intercultural competence concepts into their classrooms. What exactly is intercultural competence? How can this be further developed in our students? Join this highly interactive workshop in exploring intercultural competence and its relevance to ESOL teaching practice. Gain practical ideas for how to help increase students’ intercultural competence.

In this workshop participants

•    explore an intercultural competence framework for use in ESOL teaching practice
•    apply the ICC framework through implementation strategies
•    share practical ideas for developing ESOL students' intercultural competence

Presenter: Darla K. Deardorff, Duke University, Durham, North Carolina, USA

10. Tips and Tricks to Tame the Microsoft Office Beast
Target Audience: All ESOL professionals
Skill Level: Basic computer skills
*This PCI is a computer-based workshop and will take place in the Electronic Village.

Teachers use Microsoft Word, Excel, and PowerPoint but often struggle for what they need. It can take too long to create documents that can be personalized or to add good-looking graphics. Weighted grades are harder than they should be. And PowerPoint can be far more than a boring lecture tool. This session explains how to use Microsoft Office efficiently for ELT purposes.

In this workshop participants will

•    have an overview of the productivity tools used in this workshop and how each tool can assist teachers, either in the classroom or in the office
•    learn effective ways to set up and format a Microsoft Word document for a) journal submission or b) use as a template for class material
•    learn how to incorporate Internet materials into lesson plans
•    use videos and worksheets with the help of PCI facilitators to explore other MS Office-based tasks, such as using ready-made templates in Word and PowerPoint, incorporating graphics into Word or PowerPoint, using Track Changes and Insert Comment to respond to student writing, using Microsoft Excel as an aid to grade calculations, and embedding videos and audio clips into PowerPoint.

Presenters: Thomas Robb, Kyoto Sangyo University, Osaka, Japan
Deborah Healey, University of Oregon, Eugene, Oregon, USA

Half Day, 5 pm–9 pm

11. Implementing Collaborative Learning Activities Using Microsoft Office Publisher
Target Audience: Community college, university, IEP instructors of high-intermediate to advanced level ESL and EFL students, bilingual programs
Skill Level: Basic computer skills
*This PCI is a computer-based workshop and will take place in the Electronic Village.

Looking for a tool to implement collaborative learning activities? Microsoft Office Publisher is a software application that offers multiple project options. Workshop participants learn how to utilize these options by creating their own sample products to show to their class. Different ways to assess student performance are also presented. Handouts, sample projects, and assessment rubrics provided.

In this workshop participants

•    learn how to use Microsoft Office Publisher and familiarize themselves to its different templates and project ideas
•    create a project appropriate for their teaching context
•    present the project in the workshop for idea-sharing and feedback
•    have a meaningful discussion about how to enhance and support collaboration through using Microsoft Office Publisher
•    receive Microsoft Office Publisher instruction print-outs, sample lessons and sample rubrics

Presenters: Miralynn Malupa-Kim, Defense Language Institute-English Language Center, San Antonio, Texas, USA
Maria Sri Rosarioningrum, Foreign Service Institute, Arlington, Virginia, USA

12. Little Children, Big Challenge: Appropriate ESL Supports for Preschool Students
Target Audience: Elementary ESL teachers, teacher candidates, supervisors, teacher trainers
Skill Level: All levels of expertise

This intensive, interactive workshop provides a developmentally appropriate ESL toolkit for working effectively with preschool English language learners. ESL teachers are often assigned to work with ELLs in preschool, though most college courses do not address the learning needs of children under age 5. This session provides the resources and evidence based practices needed to succeed with the youngest students.

In this workshop participants

•    learn about the unique language development processes and needs of children under the age of 6 years with video examples.
•    learn about federal and state regulations, guidance, research and resources that will affect their work with preschool children in their programs.
•    develop and practice developmentally appropriate language support strategies for ESL teachers working with preschool children
•    discuss and plan strategies for co-teaching, consultation and collaboration with general and special education teachers on supporting children who speak home languages other than English in preschool
•    learn a planning and policy development process they can bring back to their districts or programs to facilitate best practices for teaching young children who are English language learners.

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

13. How to Establish a Newcomer Program (canceled)
Target Audience: K–12 school districts considering a newcomer program (teachers and administrators)
Skill Level: All levels of expertise

Newcomer programs are specially designed programs for new arrivals with little or no English. The presenters give practical on the process of developing a newcomer center from initial consideration through implementation. Details such as selection of personnel, site determination, transportation, material selection, and district support are covered. Special consideration is given to helping newcomers access curriculum and work toward meeting content standards.

In this workshop participants

•    complete a needs assessment of their current language development program
•    receive suggestions for literacy and numeracy skills development for newcomers
•    learn about the specific needs of students limited formal schooling
•    review model lessons for standards-based instruction
•    peruse and evaluate the current materials available for newcomers

Presenters: Brenda Custodio, Ohio State University, Columbus, Ohio, USA
Judith B. O’Loughlin, Language Matters Education Consultants, LLC, San Ramon, California, USA

14. Assessment 101: From Fundamentals to Closing the Loop
Target Audience: ESOL program administrators, assessment coordinators, and classroom teachers
Skill Level: All levels of expertise

Are you involved in program assessment for the sake of compliance, or for improvement? Are those you lead resistant, or supportive? Do you need a straightforward, practical approach that works? In this hands-on PCI, participants engage with principles, tools, and structures to address challenges, embrace opportunities, and develop strategies that result in improved assessment practices and student learning.

In this workshop participants

•    identify individual goals related to assessment.
•    understand assessment fundamentals, principles, and processes.
•    examine organizational structures and the change process in relation to effective assessment practices.
•    learn how to close the assessment loop.

Presenter: Maureen Snow Andrade, Utah Valley University, Orem, Utah, USA