Wednesday, 20 March

Full Day, 9 am–4 pm

15. Assessment Literacy for Language Teaching: What Every Teacher Should Know (CANCELED)
Target Audience: ESOL educators, teachers making classroom language tests
Skill Level: All levels of expertise

This PCI is designed to increase the assessment literacy of language instructors and enable them to be more competent assessors of students’ language learning knowledge and abilities in the classroom. This workshop helps teachers become more knowledgeable and comfortable creating and using assessment instruments, including paper tests and performance assessments. It covers the fundamental knowledge and skills all teachers should know in order to effectively assess and promote student learning of English language skills in the classroom.

In this workshop participants

•    learn about assessment literacy and its importance in the teaching/learning process
•    learn fundamental principles and best practices in creating effective assessment tools
•    apply their developing assessment literacy to assess the quality of tests that have been used in language courses
•    work together to create an effective language test, and critique those made by fellow participants
•    learn to create tests in their classrooms that will more effectively assess student's productive skills (speaking, writing) and receptive skills (listening, reading)

Presenter: Eddy White, Center for English as a Second Language, University of Arizona, Tucson, Arizona, USA

16. What’s Different About Teaching Reading to English Language Learners?
Target Audience: K–8 content area teachers, ESL teachers, reading specialists
Skill Level: Beginning to intermediate level knowledge about teaching reading to ELLs

This workshop provides K–8 educators with an understanding of how successful reading instruction for English language learners may be different from instruction for native speakers. Recommendations of the National Literacy Panel (2006) are referenced, and an abundance of strategies is shared.

In this workshops participants

•    identify the similarities and differences in teaching reading to English proficient and English learner students.
•    explain how the nature of reading and the components of reading instruction apply to the teaching and learning of reading for ELLs.
•    use reading strategies that are useful for teaching ELLs at a variety of proficiency levels, reading levels, L1 literacy levels, ages, and language and cultural backgrounds.

Presenter: Lisa Tabaku, Center for Applied Linguistics, Washington, DC, USA

17. Essentials of Pronunciation Teaching and Learning
Target Audience: IEP, adult, and higher education educators
Skill Level: Little or no experience teaching pronunciation, but all levels of expertise are welcome

This workshop is for teachers with limited preparation in teaching pronunciation. Through demonstrations, explanations, and first-hand experience, participants gain skill and confidence in meeting the challenges of teaching pronunciation. Topics include integrating pronunciation, designing a communicative syllabus, and specific techniques for teaching and elements of speech that have the most impact on overall intelligibility.

In this workshop participants  

•    explore the goals of pronunciation instruction and the factors that affect progress;
•    walk away with an understanding of the core features of pronunciation and how to teach them effectively;  
•    work with a systematic approach for teaching pronunciation communicatively and integrating pronunciation into other courses.

Presenters: Linda Grant, Georgia State University and Georgia Tech (retired), Atlanta, Georgia, USA
Donna Brinton, University of California Los Angeles (retired), Los Angeles, California, USA
Carolyn Quarterman, North Carolina State University, Raleigh, North Carolina, USA

18. Reaching Our Multilevel, Multifaceted ESL Students (canceled)
Target Audience: Adult education and noncredit ESL programs
Skill Level:  Teachers who are often put into multilevel classes with little or no experience

Teaching in the multilevel classroom does not have to be a complicated, hectic battle. Practice principles that build common ground and cooperation so a cohesive community is uncovered in the midst of a range of levels. The learner-centered activities that participants learn in this workshop foster community while reaching the needs of the individual.

In this workshop participants

•    design effective objectives and “super objectives”
•    practice grouping  and cooperative learning techniques
•    engage in learnerÔÇÉcentered instruction strategies
•    learn to build classroom community
•    plan lessons for multilevel classes

Presenters: Rob Jenkins, Santa Ana College, Santa Ana, California, USA
Staci Johnson, Santa Ana College, Santa Ana, California, USA

19. Balanced Literacy for Beginning Adolescent Readers
Target Audience: Secondary school teachers
Skill Level: All levels of expertise

Time is running out to address the literacy needs of our secondary ESOL students. This PCI is designed for teachers and administrators who want to move toward a balanced literacy approach to strengthen the reading skills of beginning ESOL students. Learn skills to assess students’ literacy and teach differentiated lessons to build fundamental reading skills needed for academic success.

In this workshop participants

•    learn how to adapt best practices in teaching reading for our secondary ELLs
•    practice literacy assessments such as running records, spelling inventories, and fluency checklists.
•    discuss challenges to teaching literacy, organizing time and space, record keeping, and finding and leveling books appropriate for older ELLs.

Presenters: Sharon Widmayer, Fairfax County Public Schools, Fairfax, Virginia, USA
Nancy Batchelder, Fairfax County Public Schools, Fairfax, Virginia, USA
Michelle Campiglia, Fairfax County Public Schools, Fairfax, Virginia, USA
Debby Pettit, Fairfax County Public Schools, Fairfax, Virginia, USA

20. Activating Second Language Skills With “Process Drama” (canceled)
Target Audience: All ESOL educators
Skill Level: All levels of expertise

Recent brain-based research shows that the integration of motivation, imagination, movement, and emotion vastly accelerates second language acquisition. This workshop engages teachers in creating an extended improvisational dramatic encounter comprising activities that develop speaking, listening, grammar, and literacy skills while ensuring creativity, dynamism, and engagement in the language classroom.

In this workshop participants

•    learn to utilize drama techniques to help language learners develop fluency
•    construct dramatic contexts for active speaking, listening, reading, and writing tasks
•    explore ways of developing extended improvisational dramas based on learner interests and learner nominated topics and themes
•    design teacher-in-role activities to ignite inquiry within authentic contexts
•    create an active drama lesson plan that can be used immediately in class

Presenters: Leslie Sapp, University of Florida English Language Institute (UFELI), Gainesville, Florida, USA
Gary Carkin, Southern New Hampshire University, Manchester, New Hampshire, USA
Shin-Mei Kao, National Cheng Kung University, Tainan, Taiwan
Jessica Davis, Qatar University, Doha, Qatar
Fernanda Molla, Buen Ayre School, Buenos Aires, Argentina

21. Reflecting on Practice (canceled)
Target Audience: All ESOL educators
Skill Level: All levels of expertise

Reflective practice means that teachers subject their beliefs and teaching to a critical analysis so that they can become more aware of their practice. In order for reflective teaching to happen, opportunities must be created for teachers to use conscious reflection. This workshop provides participants with such opportunities to reflect.

In this workshop participants

•    reflect on themselves as professionals
•    reflect on their beliefs
•    reflect on their classroom practices

Presenter: Thomas S. C. Farrell, Brock University, Ontario, Canada


Half Day, 8 am–12 pm

22. Grammar, Pronunciation, and Vocabulary Games: Engaging and Effective
Target Audience: Adult and higher education ESOL educators
Skill Level: All levels of expertise

This hands-on PCI walks participants through several grammar, pronunciation, and vocabulary games that are engaging and effective. Participants break out and create their own games with the aid of the presenter. Games created meet the needs of participants’ populations and curricular outcomes. Participants go home with several games to be readily used in their classes.

In this workshop participants

•    understand pronunciation rules and see how to create games to apply students' knowledge of these rules.
•    see effective vocabulary games to enhance vocabulary instruction, and create a game to be used in his/her program.
•    discuss the challenges of students' applying grammatical rules, and create games to assess application.

Presenter: Christina Cavage, Savannah College of Arts and Design, Savannah, Georgia, USA

23. Advancing Reading Proficiency in Adolescent ELLs (canceled)
Target Audience: U.S. secondary ESOL teachers
Skill Level: All levels of expertise

ELLs must meet the Common Core State Standards (or other similar rigorous Language Arts Learning Standards) for Reading Literature in Grades 6–12. Explore a range of strategies for getting middle and high school ELLs to read, comprehend, and analyze the craft and structure of a range of literary texts; discuss these texts effectively; and prepare to respond to the types of literature-based writing tasks that appear on Common Core Assessments.

In this workshop participants

•    explore a range of strategies that aid adolescent ELLs in reading complex literary texts with comprehension
•    review criteria for selecting texts and building reading collections that engage ELLs while offering practice of needed skills
•    learn scaffolding techniques that support ELLs in participating in literature class discussions
•    discuss strategies to encourage wide reading, including reading literature in students' native languages and the use of technology applications to promote reading outside of school

Presenters: Nancy Cloud, Rhode Island College, Providence, Rhode Island, USA
Amanda Sox Agudelo, Rhode Island College, Providence, Rhode Island, USA
Judah Lakin, KIPP King Collegiate, San Lorenzo, California, USA

24. C.O.R.E. Strategies for ELLs: Take This Workshop Home With You! (canceled)
Target Audience: U.S. K–12 ESOL/EFL teachers, general education teachers, and school administrators
Skill Level: All levels of expertise

In this interactive workshop, the presenters offer specific, easy-to-use strategies that support ELLs to meet the English Language Arts Common Core State Standards. Participants experience “C.O.R.E = Critical, Outstanding Resources for ELLs,” a showcase of teaching techniques for literacy and language learning. Participants receive a CD with resources to conduct their own turnkey training.

In this workshop participants

•    collaboratively explore what the English Language Arts Common Core State Standards (ELA CCSS) mean for English learners
•    examine the advances or shifts in instruction that are anticipated to take place due to the ELA CCSS
•    unpack individual Anchor Standards and address the challenges each may hold for English learners at various grade and language-proficiency levels
•    identify and experiment with specific teaching and learning strategies to help English learners meet the CCSS
•    take away ready-to-use resources to be able to immediately implement what has been presented in the workshop

Presenters: Maria G. Dove, Molloy College, Rockville Centre, New York, USA
Andrea Honigsfeld, Molloy College, Rockville Centre, New York, USA

25. Wikis: Creating Collaborative Learning Spaces
Target Audience: All ESOL educators
Skill Level: Basic computer skills
*This PCI is a computer-based workshop and will take place in the Electronic Village.

Ward Cunningham, creator of the first wiki, describes wikis as “the simplest online database that could possibly work.” And work they do as beneficial and effective online collaborative environments that offer venues for activities that engage students in learning and promote second language acquisition skills. Learn how to create a wiki site and incorporate wiki features and components to create an engaging collaborative learning environment.

In this workshop participants

•    learn about collaborative learning environments and benefits for second language acquisition
•    explore existing Wiki sites that promote collaboration and interaction
•    create a group Wiki site using PB Works
•    first experience and then create collaborative teaching and learning activities supported by Wiki components
•    locate and incorporate other Web 2.0 tools for collaboration

Presenters: Sandy Wagner, Defense Language Institute, Monterey, California, USA
Christine Bauer-Ramazani, Saint Michael’s College, Colchester, Vermont, USA
Skip Gole, Montgomery College, Rockville, Maryland, USA
Maria Tomeho-Palermino, Boston University, Boston, Massachusetts, USA
Jack Watson, University of New Brunswick, New Brunswick, Canada

Half Day, 1 pm–5 pm

26. Using Technology to Achieve Excellence in Vocabulary Learning
Target Audience: All ESOL educators
Skill Level: Basic computer and web browsing skills and some experience with teaching vocabulary
*This PCI is a computer-based workshop and will take place in the Electronic Village.

This PCI is a hands-on workshop in which participants learn to use a number of free technology tools that are helpful for teaching vocabulary. Participants practice using the tools to answer questions such as “What words should I explicitly teach?”, “How can I simplify difficult texts?”, and “How can my students improve their vocabulary use when writing?”

In this workshop participants
•    use free online tools to analyze the lexical difficulty of a text.
•    simplify the vocabulary in a reading text.
•    read a concordance output for information on grammatical usage and collocations of vocabulary items.
•    learn about online tools students can use to upgrade the vocabulary in their writing.
•    take several tests for assessing different aspects of students’ vocabulary.

Presenters: Mark Wolfersberger, Brigham Young University, Laie, Hawaii, USA
Aubrey Bronson, Brigham Young University, Laie, Hawaii, USA
Ellen Bunker, Brigham Young University, Laie, Hawaii, USA
Amanda Wallace, Brigham Young University, Laie, Hawaii, USA

27. Academic Urgency: Discourse Across Content Using WIDA and Common Core
Target Audience: U.S. K–12 content area and ESL teachers, content area directors, and special education professionals
Skill Level: All levels of knowledge of WIDA Standards and Common Core State Standards

The purpose of this workshop is to educate K–12 professionals on how to immediately implement WIDA ELD Standards and identify connections to Common Core. Professionals leave the workshop with proficient knowledge of the WIDA document and create sample curricula for English language learners. Participants develop and transform content area curricula that support the academic success of all ELLs.

In this workshop participants  
•    identify the 5 WIDA standards and make connections to their current curriculum.
•    describe the WIDA English Language Development levels for curriculum differentiation.
•    analyze and create model performance indicators and strands across content areas using higher level thinking skills for ELLs.
•    work in teams to develop curriculum that support the academic success of ELLs.

Presenters: Molly Ross, Malden Public Schools, Malden, Massachusetts, USA
Jen McCabe, Malden Public Schools, Malden, Massachusetts, USA

28. Classroom Assessment: Supporting Teaching and Learning
Target Audience: All ESOL educators
Skill Level: All levels of expertise

Assessment plays a central role in teaching and learning. The day-to-day assessment of student learning is unquestionably one of the teacher’s most demanding, complex, and important tasks. This workshop involves teachers with hands-on activities in understanding major components of classroom assessment, discussing models of learning, and exploring their methods and procedures in relation to their purposes of assessment.

In this workshop participants

•    understand the definition and major components of classroom assessment,
•    discuss the definition of learning and models to describe learning within the context of their instruction, and
•    conduct tasks to explore their methods and procedures in relation to their purposes of assessment and evaluation.

Presenters: Liying Cheng, Queen’s University, Ontario, Canada
Andy Curtis, Anaheim University, Anaheim, California, USA

29. Creating a Positive Learning Environment for Beginning ELLs
Target Audience: K-12 ESL educators and administrators
Skill Level: All levels of expertise

What can your district do to improve programming for and instruction of beginning English language learners? Learn how to support beginning ELLs and their parents who are undocumented, have experienced trauma, or have limited or interrupted formal education.

In this workshops participants

•    use strategies for  teaching beginning ELs
•    reach out to  ELs from literacy and non-literacy oriented homes
•    engage parents of ELs to become part of the school community
•    develop instructional models for beginning ELs with limited or interrupted formal education
•    build sensitive practice for ELs who have experienced trauma

Presenters: Judie Haynes,, Wyckoff, New Jersey, USA
Debbie Zacarian, Center for English Language Education, the Collaborative for Educational Services, Northampton, Massachusetts, USA

30. Practical Thoughts for a Principled Online Pedagogy
Target Audience: Adult and higher education ESOL educators
Skill Level: All levels of expertise

In this PCI, participants explore a variety of tasks designed to scaffold meaningful, collaborative online learning and teaching. The presenters illustrate best practices in powerful online pedagogy and share a bank of practical ideas that participants can readily transfer to their teaching situations.

In this workshop participants

•    learn ways in which to promote presence and participation in online learning through community building activities.
•    explore different online teaching modes, tasks and activities that make up a principled pedagogy.
•    become acquainted with a range of tools and applications they can use in their online courses.

Presenters: Gabriel Diaz-Maggioli, the New School University, New York, New York, USA
Lesley Painter-Farrell, the New School University, New York, New York, USA