Concurrent Sessions 1
8:30 am-9:45 am
A. Accommodating Changing Laws and Federal/State Mandates: Reaching English Language Proficiency on the Road to Completion
Presenters show how their faculty have responded to the College and Career Readiness and College Completion Act of 2013 and the Completion Agenda. Their redesign project reenvisioned a four-semester, 45-contact-hour program to a 2.5-semester, 36-contact-hour, technology-supported, and language-acquisition-considerate program.
Usha Venkatesh, Montgomery College, Rockville, Maryland, USA; Carrie D. Shaw, Montgomery College, Germantown, Maryland, USA
B. Not Your Ordinary ESL Lab: Creating a Comprehensive Support System for Multilingual Students
This workshop examines the transformation of a traditional ESL lab into the Learning Center for Multilingual Students, a comprehensive ESL support system. This approach produced increased enrollment, retention, and college persistence among formerly at risk ESL students. The discussion includes the center’s concept, setup, staffing, and procedures, and the emerging challenges.
Elena Lawrick, Reading Area Community College, Reading, Pennsylvania, USA
C. New Ideas in Placement Testing
The current placement testing practices in a number of community colleges in the United States assess learners in English as an additional language through fixed response format both for receptive and productive skills. In this presentation, the presenter shows how performance testing for placement purposes has the potential to produce a larger number of samples of learners’ language performance, hence a more accurate assessment of learners’ competence.
Muhammad Ali Khan (MAK), Michigan Technological University, Houghton, Michigan, USA
D. Does Literature Have a Role in Teaching Academic Writing?
This session explores the role that literature has in academic writing. The session includes a discussion of literature’s importance in the ESL classroom and provides example lessons and activities to utilize novels, short stories, and poems to increase fluency, structure, and critical thinking in academic writing.
Jona Colson, Montgomery College, Silver Spring/Takoma Park, Maryland, USA; Robert Giron, Montgomery College, Silver Spring/Takoma Park, Maryland, USA
E. Learning Communities: A Place to Transition to College-Credit Courses
This session discusses how students can complete their writing course requirement while preparing for their major. This increases students’ likelihood to succeed while accelerating their program completion. Learning communities designed for computer-science and health-science majors are discussed before brainstorming ideas for a possible learning community at your college.
Lori Edmonds, Montgomery College, Takoma Park, Maryland, USA; Amanda LeBleu, Montgomery College, Takoma Park, Maryland, USA
Concurrent Sessions 2
10:00 am–11:15 am
A. Beyond the ESL Classroom: Writing Curricula and Post-ESL Support Reconsidered
How are you preparing your ESL students for writing beyond the ESL classroom? In this session, we consider ways to prepare students for writing across the disciplines and for written communication in today’s high-tech world. Ideas for providing support beyond the ESL program are also discussed.
Stephanie Landon, Frederick Community College, Frederick, Maryland, USA
B. Personal Devices in the Classroom: Distraction or Engagement?
Personal technology in class may cause distractions, but may also provide opportunities for learning. Studies suggest that students’ attention is impaired by the use electronic devices for note-taking. However, allowing students to teach with personal devices as a way to learn may actually improve learning and engagement in class.
Nellie Deutsch, Atlantic University, Toronto, Ontario, Canada
C. Setting a Clear Framework and Assessment Goals to Facilitate Transition From Adult ESL Into Academic ESL Programs
Transitioning learners from adult ESL to academic programs requires a broad range of curricular and programmatic strategies to accommodate students from a varied cultural, educational, and linguistic background. Community colleges can benefit from transition programs with a few clear and complete assessment goals and expectations that equip learners for the academic world.
Goedele Gulikers, Prince George's Community College, Largo, Maryland, USA
D. Teaching Grammar More Efficiently and More Effectively
With communicative and content approaches to English language teaching, the importance of mastering accurate language structure should not be overlooked. ELLs need grammar, but it should be taught efficiently. Traditional grammars present endless language structures complete with numerous “exceptions” described by traditional terminology. This more effective approach to teaching grammar focuses on presenting fundamental structural aspects of English using descriptive terminology.
John Nelson, University of Maryland, Baltimore, Maryland, USA
E. Working With Special-Needs Students Who Have a Learning Disability
This presentation focuses on special-needs students and different learning disabilities. The presenter discusses her experiences with teaching special-needs students, the services that teachers can utilize through their community colleges, and some teaching strategies that instructors can use in the classroom.
Maria Ammar, Salt Lake Community College, Salt Lake City, Utah, USA
Concurrent Sessions 3
1:30 pm–2:45 pm
A. Looking Back at the Road Ahead: Implications of Changing Pedagogies and Theories for the EAP classroom
College ESL programs face shifting student demographics, distinctive administrative regulations, and varying student expectations. These shifting landscapes require programs to seek solutions from new pedagogies, theories, and practices. This session presents information regarding Montgomery College’s efforts to meet these new challenges. Participants discuss and reflect on their practices.
Henry N. Caballero, Montgomery College, Rockville, Maryland, USA; Usha Venkatesh, Montgomery College, Rockville, Maryland, USA
B. Tech Tools With Mobile Devices for Community College Language Teachers
Learn how to use student mobile devices for language learning. Educational apps teach students digital literacy while at the same time improving their reading and writing. Discover new ways to teach students to write, read, and think using their handheld devices and educational apps.
Susan Gaer, Santa Ana College School of Continuing Education, Santa Ana, California, USA
C. Rubrics Revealed and More! Demystifying the Marvels of Formative Assessment
This session provides opportunities to examine, experience, and create formative assessments that inform instruction and support students’ self-directed learning. Time is set aside to consider the rationale underpinning formative assessment and to explore how learners can participate in developing rubrics, checklists, doodle summaries, exit tickets, and other formative assessment tools.
Jayme Adelson-Goldstein, Lighthearted Learning, Northridge, California, USA
D. When Is Second Language Writing Good Enough?
ESL students write with an accent just as they speak with an accent. Who or what should determine competency in L2 writing at a community college? Participants look at recent research, discuss criteria for determining academic readiness, and share strategies for interdepartmental discussions of L2 writing issues and expectations.
Denise L. Warner, Lansing Community College, Lansing, Michigan, USA
E. Distant Relation or Key Player? ESL in Community College
Community college ESL programs have long been at the forefront of innovation in higher education. However, the status and security of these programs are often in flux, or even in danger. This session offers an opportunity to examine, assess, and strengthen ESL programs within the context of U.S. higher education.
Eileen Kelley, Holyoke Community College, Holyoke, Massachusetts, USA; Vivian Leskes, Holyoke Community College, Holyoke, Massachusetts, USA
Concurrent Sessions 4
3 pm–4:15 pm
A. Meeting Students Where They Are: EAP for the 21st-Century Classroom
EAP classes in community colleges today must meet the challenges of changing demographics and student profiles. They must make data driven changes in policy and practice. Presenters examine data on the diversity of student populations in Maryland community colleges, report on one institution’s response, and provide frameworks for practical changes.
Ann Sallie, Montgomery College, Germantown, Maryland, USA; Usha Venkatesh, Montgomery College, Rockville, Maryland, USA
B. Distance Education Viability in ESL: The Case for Hybridity
The increasingly popular hybrid instructional model provides flexibility, online learning, and higher caliber classroom activities for ELLs. Presenters contrast features of hybrid and face-to-face courses in an academic ESL program, exploring issues such as collaboration, academic honesty, instructor feedback, and technological literacy. Participants brainstorm integrated activities for hybrid modules.
Linda Robinson Fellag, Community College of Philadelphia, Philadelphia, Pennsylvania, USA; Girija Nagaswami, Community College of Philadelphia, Philadelphia, Pennsylvania, USA; Lyn Buchheit, Community College of Philadelphia, Philadelphia, Pennsylvania, USA
C. Defining Success: Student Goals vs Institutional Standards
ESL programs in community colleges strive to meet varied student needs and expectations while at the same time working within their institutional structures. A major issue is how to assess success—in student terms or in institutional terms—and how to resolve the differences in this time of the Completion Agenda.
Eileen Cotter, Montgomery College, Rockville, Maryland, USA
D. From “Dealing With” to “Learning With” Multilingual Writers: The Importance of Staff Development in a Community College Writing Center
In this workshop, the presenter discusses and models professional development activities that help peer and professional tutors negotiate the complexities of working with second language writers. These activities include ways to help tutors develop sensitivity and empathy; think about diversity; become academic, rhetorical, and linguistic resources; and develop flexibility of practice.
Jennifer Staben, College of Lake County, Grayslake, Illinois, USA
E. Crossing Cultural Borders
We each have cultural baggage we use to understand the world. This workshop addresses both cultural perspectives of student and instructor. Participants learn to view from the student’s cultural background, be culturally sensitive to students' needs, and to present lessons with the student’s culture in mind.
Diane L. Ogden, Snow College, Ephraim, Utah, USA; Udambor Bumandalai, Snow College, Ephraim, Utah, USA