Tuesday, 25 March

Full Day, 9 am–4 pm

1. Integrating Pronunciation Across the ESL/EFL Curriculum
Target Audience: ESOL teachers of adult learners
Skill Level: Teachers, teacher trainers, and program administrators with 5+ years of teaching experience and some experience with pronunciation teaching will benefit most from this workshop; highly motivated novice teachers will surely benefit as well. 

Pronunciation teaching is often marginalized in language instruction, be it at the lesson level or the program level. But what if one could systematically integrate pronunciation across the curriculum? Participants are introduced to The Color Vowel Chart Curriculum Model through case studies, technique practice, video examples, and their own teaching contexts to plan pronunciation back into the ESL/EFL classroom.

In this workshop, participants

  • engage in hands-on activities that help us all revive our own phonemic awareness,
  • discuss historical factors that have lead to a widespread underteaching of pronunciation in ESL/EFL classrooms,
  • will be introduced to a new curricular model that integrates pronunciation into all other skill areas,
  • explore practical case studies of language programs that have enhanced their curriculum with this model, and
  • practice applying the model to one's own instructional context, whether as a classroom teacher or a program administrator.
Presenters: Karen Taylor de Caballero, Santa Fe Community College, Santa Fe, New Mexico, USA; Shirley Thompson, English Language Training Solutions, LLC, Washington, DC, USA

2. Engaging in Motivational Teaching Practices
Target Audience: Higher education, adult education faculty
Skill Level: All levels of expertise

This PCI provides the opportunity to learn the fundamental principles of motivational teaching practices and how to encourage learners to form motivational partnerships. The workshop also provides an opportunity to rehearse the delivery of motivational moments for language teaching. It is easy to discuss motivational strategies, but most teachers find it challenging to actually deliver the strategies when talking to students. A major portion of this PCI is spent in practicing the delivery of motivational moments.

In this workshop, participants

  • learn the fundamental principles of motivational teaching practices,
  • identify specific ways that motivation can be integrated into daily lesson planning,
  • practice how to engage learners in forming motivational partnerships, 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 Thayne, Brigham Young University, Provo, Utah, USA

3. Aligning Teaching, Learning, and Assessment With the Common Core
Target Audience: K–12 educators, administrators and teachers, teacher education
Skill Level: All levels of expertise

This is a three-part introduction to the Common Core, covering an examination of assessments related to the Common Core and hands-on development of lesson plans aligned to the Common Core State Standards. Participants define student learning outcomes, design lessons, and create assessments aligned with the Common Core.

In this workshop, participants 

  • examine the new standards established by the Common Core,
  • craft appropriate student learning outcomes for their targeted populations,
  • consider text complexity and closer reading and select appropriate texts,
  • examine PAARC assessments created for Common Core, and
  • create a simple assessment task that can be implemented in the classroom to support teaching and learning.
Presenters: Cynthia Wiseman, CUNY BMCC, New York, New York, USA; Linda Pelc, LaGuardia Community College, CUNY, Bronx, New York, USA; Fernando A. Zaike, New York City Department of Education, New York, New York, USA

4. My PEARL of Wisdom: Instructional Intervention Strategies for Diverse ELs
Target Audience: K–12 ESOL educators, program or special services administrators
Skill Level: All levels of expertise

This PCI addresses the implementation of research-based instructional intervention for language minority students with learning and behavior problems. Participants receive the PEARL framework, which includes instructional process and application suggestions. Participants are immersed in several activities illustrating best practice in instructional settings for learners with diverse needs.

In this workshop, participants 

  • discuss research-based information on effective teaching/learning relationships in diverse classroom settings,
  • learn how to adapt and utilize intervention processes appropriate for culturally and linguistically diverse students,
  • adapt and utilize intervention processes appropriate for CLD students,
  • explore various instruction and teaching/learning strategies that constitute “best practice” in instructional intervention culturally and linguistically diverse students,
  • gain opportunity to experience the PEARL framework for organizing lessons and instructional exchanges within their classrooms or clinical settings, and
  • explore several cross-cultural strategies for teaching content area materials to limited English proficient diverse learners within integrated classrooms.
Presenter: Catherine Collier, CrossCultural Developmental Education Services, Ferndale, Washington, USA

5. Multilingual Writers and Writing Centers: Research, Student and Faculty Perspective
Target Audience: TESOL professionals in higher education; writing center faculty and staff, SLW professionals in higher education
Skill Level: All levels of expertise

Presenters examine the similarities and contrasts between the services typical writing centers provide all students, and what multilingual writers say about their own needs and experiences receiving writing tutoring in their own research. Presenters also examine previous research about separate versus integrated writing centers for multilingual students, and plan how to improve the climate for multilingual writers at our home institutions.

In this workshop, participants 

  • have a brief overview of writing center pedagogy,
  • examine current research on multilingual writers in writing centers,
  • discuss multilingual writers’ perspectives on writing center tutoring drawn from four diverse institutions, and
  • plan steps for improving the climate for multilingual students on their home campus.
Presenters: Tara Palmer Smith, University of Alaska, Anchorage, Alaska, USA; Katie Manchester Ha, Foothill College, Los Altos Hills, California, USA; Lucie Moussu, University of Alberta, Edmonton, Alberta, Canada; Jenny Staben, College of Lake County, Grays Lake, Illinois, USA

Half Day, 1 pm–5 pm

6. Exploring Black History as a Context for English Language Teaching (CANCELED)
Target Audience: ESOL educators in middle school, high school, higher education, adult education 
Skill Level: Little or no experience on the topic

Black history provides contexts for multiple language learning opportunities for students of all ages and levels. So how do you create and use ESOL materials such as songs, videos, pictures, and text to teach language through history? This interactive session answers this question. Participants gather abundant resources and explore how to use them with their own students.

In this workshop, participants 

  • learn the linguistic and pedagogical value of Black history as a context for ELT,
  • create and use a variety of media with their students,
  • expand knowledge of Black history beyond the well-known icons, and
  • acquire resources on Black history.
Presenters: Mary Romney, University of Connecticut, Storrs, Connecticut, USA; Ayanna Cooper, Independent Consultant, Atlanta, Georgia, USA; Willisa Roland, Educational Testing Service, Princeton, New Jersey, USA

7. Exploring Reading Instruction Alternatives to Motivate Reluctant Adult ESL Students
Target Audience: Intensive English program teachers, teachers in higher and adult education
Skill Level: All levels of expertise

Adult ESL learners need to read with ease for academic and professional success, yet many are reluctant to do so. In this workshop, participants learn how to design extensive reading programs already implemented in U.S. IEP, adult, and higher education classrooms. Take-away ideas, hands-on experience, and materials allow participants to implement such programs to motivate second language adult readers.

In this workshop, participants

  • articulate some principles of implicit and explicit reading instruction,
  • articulate the differences between intensive and extensive reading,
  • explain criteria for choosing or creating appropriate materials for extensive reading, and
  • design an extensive reading program for a specific learning/teaching context.
Presenters: Doreen Ewert, University of San Francisco, San Francisco, California, USA; Sue Bae, University of San Francisco, San Francisco, California, USA; Robert Bathrick, University of San Francisco, San Francisco, California, USA

8. Integrating CALL With Web 2.0 and Social Media
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.

This workshop is animated by a panel of experienced CALL practitioners with specialized knowledge and expertise in using digital tools, and with a particular appeal to the interest of second language learners. The students in our classes today have grown up with digital tools, practically from birth. Integrating these tools in our educational spaces can make learning more interesting and appealing as well as prepare second language students for stimulating futures.

In this workshop, participants

  • develop expertise in a variety of CALL tools and techniques (flipped classroom, online environments, MOOCS, social media, iPads, applications, Web 2.0, project-based learning);
  • develop plans to integrate CALL/digital tools in their educational settings based on information presented in the workshop with guidance and modeling from presenters;
  • focus on what digital tools to implement, how to implement them in their individual educational communities, and how to assess the effectiveness of implementation of CALL in their educational settings; and
  • become part of a continued community of practice by contributing to a wiki containing information and links on CALL and the digital tools discussed in the workshop.
Presenters: Ellen Dougherty, Higher Colleges of Technology, Al Ain, UAE; Vance Stevens, Higher Colleges of Technology, Al Ain, UAE; Nery Alvarado, Higher Colleges of Technology, Al Ain, UAE; Christel Broady, Georgetown College Graduate Education, Kentucky, USA; Stacey Abbott, Hollydale Elementary, Cobb County School District, Georgia, USA; Karen Kuhel, Kennesaw State University, Georgia, USA; Margaret McKenzie, Atlanta School District, Georgia, USA

9. Advocacy and Collaboration for the Benefit of NESTs and NNESTs
Target Audience: ESOL educators teaching or working with students in higher education who are nonnative speakers of English
Skill Level: All levels of expertise

This workshop primarily focuses on helping NESTs and NNESTs identify areas for collaboration and advocate for the reduction of the discrimination and censure faced in the workplace as well as create a more inclusive profession.

In this workshop, participants

  • share their own experiences and policies, and explore the issues concerning NNESTs, including discrimination, teaching qualifications, language proficiency, and TESOL International’s position statements;
  • engage in an invitation to learning and lessons that enable reflective thinking and communication with others in and out of class;
  • develop ways of advocating for NNESTs that are mainly supportive of international faculty and students as well as those employed in the United States and internationally so that participants may unearth strategies and perspectives different from what they currently use or so that they may build upon their current strategies; and
  • explore ways to adapt the approaches experienced in the institute to the participant’s specific teaching and learning situations.
Presenters: Debbie East, Columbus, Indiana, USA; Leslie Barratt, Indiana State University, Terre Haute, Indiana, USA; Abby Franchitti, Kansas State University, Manhattan, Kansas, USA; Yogesh Sinha, Sohar University, Sohar, Oman

10. Writing and Implementing Case Studies for Language Teacher Educators
Target Audience: ESOL teacher trainers and administrators
Skill Level: All levels of expertise

Case studies are a valuable real-world approach in TESOL teacher training curriculum. In this workshop, the case method is presented, along with a framework for the development and implementation of case studies. Sample case studies are provided and demonstrated. Participants plan and write a case study, followed by small and whole group discussion of the case writing process. Participants leave the workshop with multiple case studies in hand suitable for classroom implementation.

In this workshop, participants

  • acquire knowledge and ability to implement case studies within their own teaching and learning contexts;
  • receive guidelines for writing, implementing, and assessing case studies and the accompanying case discussion questions and tasks;
  • engage in the case study process by reading a sample case study and discussing approaches to addressing the issue at hand;
  • have the opportunity to, individually and in small groups, write one or more case studies and present their case to other participants.
Presenters: Ken Kelch, Alliant International University, San Diego, California, USA; Miralynn Malupa-Kim, Alliant International University, San Diego, California.

Half Day, 5 pm–9 pm

11. Establishing a Newcomer Program and Implementing Standards-Based Instruction and Assessment
Target Audience: Teachers and administrators from K–12 school districts with newcomer programs or considering a newcomer program
Skill Level: All levels of expertise

Newcomer programs are specially designed programs for new arrivals with little or no English. The presenters share practical suggestions for developing a newcomer center from initial consideration through implementation, instruction, and assessment. Participants learn how to select materials to adapt curriculum for access to Common Core and other 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 with limited formal schooling,
  • review model lessons for standards-based instruction, and
  • 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

12. Techniques for Teacher Observation, Coaching, and Conferencing
Target Audience: All ESOL educators
Skill Level: All levels of expertise

This workshop, for anyone interested in teacher observation, explores guidelines for maximizing benefits of observations and conferences. Topics informed by current literature include etiquettes of observation, ways of promoting reflection, and techniques for giving useful feedback that recipients can comfortably hear.

In this workshop, participants

  • explore key issues in teacher observation and conferencing,
  • practice various techniques for providing feedback and facilitating reflection, and
  • identify applications of counseling and conflict resolution techniques to conferences.
Presenter: Christopher Stillwell, University of California, Irvine, California, USA

13. Creating Paired Reading Lessons for Fluency and Critical Literacy
Target Audience: Secondary, adult, community college, and IEP teachers
Skill Level: All levels of expertise

High-interest, paired readings help learners develop their reading strategies, cross-cultural awareness, and critical literacy skills: essential elements for academic success. Experience the components of a paired-reading lesson: pre-, while-, and post-reading tasks; focusing and processing questions; cross-cultural discussion prompts; and summarizing activities. Explore ways to adapt and differentiate materials. Collaborate with colleagues to develop tasks for a variety of texts. 

In this workshop, participants

  • explore the research base that supports explicit instruction in reading strategies and critical literacy,
  • experience and analyze paired reading lessons, including the steps in creating, preparing and teaching these lessons,
  • select from topics, texts and tasks that match participants’ teaching contexts, 
  • collaborate on developing paired reading lesson plans, and
  • consider a variety of assessment tools that evaluate students’ attainment of lesson objectives.
Presenters: Lori Howard, CASAS, San Diego, California, USA; Jayme Adelson-Goldstein, Lighthearted Learning, Northridge, California, USA

14. Listen Again: Strategies for an Integrated Approach to Listening Skills
Target Audience: Integrated skills ESOL educators
Skill Level: All levels of expertise

For core curriculum teachers, this PCI offers a step-by-step approach to teaching listening skills, rather than merely testing listening ability. Topics include: listening diagnostics and end-of-course assessment; metacognitive listening strategy instruction and checklists; and activities and exercises focusing on the aural skills that differentiate listening from reading and allow learners to comprehend speaker intent as well as utterance content. 

In this workshop, participants

  • identify the keys to teaching listening skills that will facilitate learners' ability to understand listening materials content, 
  • practice developing and using diagnostic and assessment tools to measure learners’ initial skills and semester-end progress, and
  • practice using metacognitive checklists to address and adjust learner beliefs that underpin learner approaches to listening.
Presenters: Marnie Reed, Boston University, Boston, Massachusetts, USA; Christina Michaud, Boston University, Boston, Massachusetts, USA