Tuesday, 5 April

Full Day, 9 am–4 pm

6. Essentials of Pronunciation Teaching and Learning
Target Audience: All ESOL professionals
Skill Level: Teachers with little or no experience teaching pronunciation

Through explanations and demonstrations, participants gain skill and confidence in meeting the challenges of teaching pronunciation to learners from a variety of backgrounds. Participants are familiarized with the core features of pronunciation along with techniques for addressing those elements of speech that have the most impact on overall intelligibility.

Presenters: Donna Brinton, Educational Consultant, Beverly Hills, California, USA 
Lynn Henrichsen, Brigham Young University, Salt Lake City, Utah, USA 
Tamara Jones, Howard Community College, Columbia, Maryland, USA
Colleen Meyers, University of Minnesota, Minneapolis, Minnesota, USA
Carolyn Quarterman, North Carolina State University, Raleigh, North Carolina, USA

7. Phonological Awareness for ESL/EFL Educators: Sound Practices
Target Audience: All ESOL professionals
Skill Level: All levels of expertise

Workshop participants engage in a series of multimodal phonological awareness activities to reveal that 1) what we think we are doing when we speak English is often different from what we are really doing, 2) what our students hear in spoken English is often different from what we think we are modeling for them, and 3) treating our own phonological awareness as a topic for life-long learning makes us better language teachers.

Presenters: Karen Taylor, English Language Training Solutions, Santa Fe, New Mexico, USA 
Shirley Thompson, English Language Training Solutions, Washington, DC, USA 
Robin Barr, American University, Washington, DC, USA

8. Finding, Using, and Creating Open Educational Resources for ESL Classrooms
*This PCI is a computer-based workshop and will take place in the Electronic Village.
Target Audience: ESL/EFL instructors, curriculum developers, instructional designers
Skill Level: Minimal experience in finding, using, and creating open educational resources

Participants in this workshop develop skills to identify and use open educational resources (OER). Participants complete a series of activities, after which they will be able to differentiate between different types of open licenses, locate and attribute OER, and add a Creative Commons license to their own work.

Presenters: Jodi Ruback, Washington State Board for Community and Technical Colleges, Olympia, Washington, USA
Jess Thompson, State Board for Community and Technical Colleges, Olympia, Washington, USA
Tria Skirko, Wenatchee Valley Community College-Omak Campus, Omak, Washington, USA

9. Equipped for Success: ELLs in High School Equivalency Testing
Target Audience: Adult ESOL instructors who instruct in, coordinate, or manage an adult education program that offers high-school equivalency testing preparation in English for ESL students
Skill Level: All levels of expertise

Adults learning English may struggle with the language and content needed for high school equivalency (HSE) instruction. Cultural assumptions in materials may also challenge them. In this workshop, participants practice evidence-based strategies to help students learn HSE content while improving language skills and building problem-solving and critical thinking skills. Finally, participants create or adapt activities for their own instructional contexts. 

Presenters: Miriam Burt, Center for Applied Linguistics, Washington, DC, USA 
DeAnna Coon, Center for Applied Linguistics, Washington, DC, USA

10. Essential Skills for Becoming an Effective and Reflective Leader
Target Audience: All ESOL professionals
Skill Level: All levels of expertise

This PCI creates a space for teachers and administrators to reflect on their leadership skills. Through case study discussions and role plays, participants analyze successful and unsuccessful leadership styles. We consider how trust, power, and time/stress management can be used to lead more effectively. Participants leave the PCI with a renewed sense of their leadership potential.

Presenters: Michelle Bell, University of South Florida, Tampa, Florida, USA 
Ariadne Miranda, University of South Florida, Tampa, Florida, USA

11. Understanding the Language Standards to Support Language Learners
Target Audience: Classroom teachers and ELL specialists
Skill Level: All levels of expertise

Academic language comprises vocabulary, form (grammar), and function. Learn to embrace the form! Gain a deeper understanding of the forms required in the CCSS while engaging in interactive activities. Discover how to support your ELLS as they increase academic language while learning content. Spend some time creating lessons for your classroom. It will be a fast-paced, fun-filled, grammar-focused day!

Presenters: Jennifer D. Green, Western Washington University, Bellingham, Washington, USA 
Yuliya Ardasheva, Washington State University Tri-Cities, Richland, Washington, USA
Eileen M. Gonzalez, University of Saint Joseph, West Hartford, Connecticut, USA
Jeannie Slayton, University of Connecticut American Language Institute, Storrs, Connecticut, USA 
Teresa Devore, New York City Schools, New York, New York, USA

12. Creating Concrete and Celebratory Lessons Within the English Language Classroom
Target Audience: All ESOL professionals
Skill Level: All levels of expertise

Through individual and collaborative work, participants explore, design, and develop lessons that engage all students. Utilizing a learning inventory, participants discover their own learning preferences and how those preferences impact lesson planning. This session provides tools needed to create a teaching and learning climate where all learners can function together in active and engaged English language classrooms.

Presenter: Marge Tye Zuba, International Educational Consultant, Chicago, Illinois, USA

13. Learn to Write Better Multiple-Choice and Essay Items
Target Audience: ESL/EFL teachers at colleges, universities, IEPs, language schools, adult education programs; test item developers; materials writers; administrators responsible for the selection of materials and assessment instruments; TESOL educators
Skill Level: All levels of expertise

Are you a classroom teacher, TESOL professor, or assessment specialist who would you like to improve the multiple-choice and essay items you write for high-school-age and adult students? Come discuss sound test-development principles, evaluate commercially available test questions, and write defensible test items of your own. Bring your own tests, essay rubrics, and evaluation criteria, and improve them.

Presenters: Ildiko Porter-Szucs, Eastern Michigan University, Ypsilanti, Michigan, USA
Hoda Zaki, Camden County College, Blackwood, New Jersey, USA 

14. Neuroscience and Education in Synergy: Invigorating the Language Learning Experience
Target Audience: All ESOL professionals 
Skill Level: All levels of expertise

Presenters share knowledge about how brains operate, engaging participants in work that helps them experience learning by way of activities supported by neuroscientific research data. By understanding how brains learn, the audience acquires skill in shifting the action focus to students, optimizing their cognitive engagement through whole-brain activities, giving them control over their learning. Participants are empowered to enhance their practices.

Presenters: Denise De Felice, Casa Thomas Jefferson, Brasília, Brazil 
Lucia Santos, Casa Thomas Jefferson, Brasília, Brazil

Half Day, 8 am–12 pm

15. Promoting Fluency and Making Meaning in the L2 Reading Classroom
Target Audience: Teachers who are responsible for addressing the literacy needs of ELLs Grades 9–12 or IEP and who want to update their knowledge of reading pedagogy
Skill Level: All levels of expertise

Reading is making meaning of text. To successfully teach reading, teachers need to know how to help readers develop fluency and understand how texts work. This hands-on workshop focuses on these twin objectives. Participants learn how to use reader’s theater and extensive reading to promote fluency, and how to expand the boundaries of extensive reading to promote meaning making.

Presenter: Nolan Weil, Utah State University, Logan, Utah, USA

16. The GO TO Strategies: Guiding Teachers to Scaffold Content Language
Target Audience: K–12 ESOL educators
Skill Level: All levels of expertise

How can teachers create scaffolded, rigorous content lessons for ELLs in Grades K–12? This PCI introduces resources that enable teachers to incorporate a variety of research-based strategies to promote academic language and content learning. Presenters model strategies, and participants then actively engage in demonstrations and plan scaffolded lessons using strategy resources. Participants receive copies of all resources shared in the workshop.

Presenters: Linda New Levine, ESL/EFL Consultant, Vero Beach, Florida, USA
Laura Lukens, North Kansas City Schools, Kansas City, Missouri, USA 
Betty Ansin Smallwood, Succeeding With ELLs (SWELL), Bethesda, Maryland, USA

17. Building Secondary Newcomers’ Language and Literacy Skills in Content Instruction
Target Audience: ESOL, content, and literacy teachers; middle-grade and secondary teachers
Skill Level: All levels of expertise

Secondary newcomer students may be doing not only “double the work”—learning a new language as well as content—but even quadruple the work, learning beginning literacy skills and formal schooling norms simultaneously. In this hands-on workshop, participants design instructional strategies for developing the language and literacy skills of newcomers in the secondary content classroom.

Presenters: Annie Duguay, Center for Applied Linguistics, Washington, DC, USA 
José Medina, Center for Applied Linguistics, Washington, DC, USA

18. Publishing in Academic Journals: Understanding the Peer Review Process
Target Audience: Graduate students and early career researchers wishing to publish their work in academic journals
Skill Level: All levels of expertise

This workshop provided participants with an understanding of what is involved in publishing in academic journals with a focus, in particular, on the process of peer review. The workshop is led by the current editors of TESOL Quarterly, Brian Paltridge and Ahmar Mahboob. Participants are sent an article to review before attending the PCI.

Presenters: Brian Paltridge, University of Sydney, New South Wales, Australia
Ahmar Mahboob, University of Sydney, New South Wales, Australia

19. Systematic Approaches to Training Raters of ESL Speaking and Writing
Target Audience: TESOL assessment coordinators and administrators
Skill Level: All levels of expertise

In order to reliably assess language performance, program administrators must understand issues involved in performance assessments and have the tools to train their teachers how to reliably rate performance. This workshop provides those tools. At the conclusion of the training, program administrators should have increased confidence in their ability to train their teachers and conduct program-wide language performance assessments.

Presenters: Troy Cox, Brigham Young University, Provo, Utah, USA
Judson Hart, Brigham Young University, Provo, Utah, USA

Half Day, 1 pm–5 pm

20. Effective Planning for Managing Change in Postsecondary English Language Programs
Target Audience: Program administrators
Skill Level: All levels of expertise

Although systematic planning is critical for effective program management, it is oftentimes neglected and, therefore, change occurs under duress or in an ad hoc manner. After a discussion of theoretical models of planning, participants examine authentic plans for program development, including review of curriculum, assessment, and student services, and receive assistance in developing plans. Bibliography and templates provided.

Presenters: Mary Reeves, Commission on English Language Program Accreditation, Alexandria, Virginia, USA 
Heidi Vellenga, Commission on English Language Program Accreditation, Virginia, USA 
Joe McVeigh, Independent Consultant, Middlebury, Vermont, USA 
Bruce Rindler, Boston University, Boston, Massachusetts, USA

21. Teaching Writing in the ESOL Classroom: Handling the Workload
Target Audience: High school, university, and professional ESOL teachers or curriculum planners
Skill Level: All levels of expertise

Teaching writing in the ESOL classroom needn’t be frustrating or time consuming. This PCI focuses on three issues: teaching writing, giving effective feedback, and maintaining student interest in writing. Participants come away with the scaffolding they need to teach writing in their own classrooms as well as with ideas, materials, and the confidence to do it well.

Presenter: Melanie Rockenhaus, Scuola Normale Superiore, Pisa, Italy

22. Listen Again: Strategies for an Integrated Approach to Listening Skills
Target Audience: ESL/EFL teachers in IEPs, community colleges, community centers, colleges, or K–12 international programs teaching integrated skills or core curriculum classes; also ESOL educators and teacher trainers
Skill Level: All levels of expertise

This workshop offers a step-by-step approach to teaching listening skills, rather than testing listening ability. Topics include listening diagnostics, end-of-course assessment, metacognitive listening strategies/checklists, lesson planning, and activities and exercises focusing on the aural skills that differentiate listening from reading, allowing learners to comprehend utterance content and speaker intent.

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

23. Long-Term ELLs: Action Plans for Empowering Access to Complex Text
Target Audience: Secondary teachers, teacher trainers/higher-education instructors involved with long-term ELLs
Skill Level: All levels of expertise

This interactive workshop addresses the urgency to integrate research-based academic practices specifically designed for secondary long-term ELLs into the rigor of Common Core classrooms. 
Participants analyze research data, learn and practice innovative academic reading and speaking strategies that promote confidence and success with complex text, and contribute in roundtable discussions resulting in drafts of practical classroom/site action plans.

Presenter: Elizabeth Hartung-Cole, Topsham, Maine, USA

24. Beyond the Daily Lesson: Plan Units to Support Student Goals
Target Audience: ESOL educators of adult learners
Skill Level: All levels of expertise

Planning beyond the daily lesson allows teachers to make space for student voice and cultivate the skills students need to attain their goals. In this session, participants design instructional units by creating needs assessment activities, exploring the learning cycle and how it relates to instructional planning, identifying instructional resources, using organizational tools, and working with case studies.

Presenter: Emily Becketti, Arlington Education and Employment Program (REEP), Arlington, Virginia, USA 

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

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

Presenter: Christopher Stillwell, University of California, Irvine, California, USA

26. Perceived Threats: Evidencing Programs' Value and Managing Public-Private Partnerships
Target Audience: Administrators in tertiary ESL programs 
Skill Level: All levels of expertise

Beyond traditional responsibilities of managing effective language programs, administrators find themselves having to respond to real or perceived threats to their programs' autonomy, structure, and standards: For example, financial exigency evaluations, new corporate-sector partnerships, and pressure to lower grading thresholds and stretch curriculum beyond acceptable limits. How do we maintain control and move forward? Experienced facilitators offer strategies.

Presenters: Mark Algren, University of Missouri, Columbia, Missouri, USA 
Beverley Earles, Kansas State University, Manhattan, Kansas, USA 
Katherine Earley, University of New Hampshire, Durham, New Hampshire, USA 
Tara Smith, University of Alaska, Anchorage, Alaska, USA 
Carter Winkle, Barry University, Miami, Florida, USA
Sherry Warren, University of South Carolina, Columbia, South Carolina, USA 
Mary Wood, Kansas State University, Manhattan, Kansas, USA