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2022 TESOL ELevate Photos Program

Culturally Responsive Family Engagement: Amplifying the Voices of Diverse Families (E-1)

Manuel De Jesus Gomez Portillo, Fairfax County Public Schools, Fairfax, Virginia, USA

Literature on immigrant family engagement has demonstrated that effective family engagement programs result in students obtaining higher academic achievement, teachers having decreased stress, and schools and families cultivating enhanced collaborative relationships. For schools to equitably engage with diverse families, educators should redefine traditional definitions of family engagement, tap into the funds of knowledge of families, and create two-way family engagement practices.

At the end of the session, participants will be able to

  • explore culturally responsive family engagement practices and beliefs.
  • reflect on two case studies read during the session.
  • reflect on their current family engagement practices.
  • start drafting culturally responsive family engagement plans

Engage Young Learners Around the World Using TESOL’s 6 Principles (E-2)

Joan Kang Shin, George Mason University, Fairfax, Virginia, USA; Vera Savić, University of Kragujevac, Kragujevac, Serbia; and Tomohisa Machida, Akita International University, Akita, Japan

Do you teach children English as an additional language? Do you prepare English teachers at the preprimary or primary school level? Join us to explore how to apply TESOL’s 6 Principles and engage children through exemplary and innovative English language education in our multilingual world. Through vivid case studies from diverse countries and demonstrations of practical activities, the presenters will help you develop a new vision for teaching children English in global contexts.

At the end of the session, participants will be able to

  • develop a new vision for teaching children English as an additional language in global contexts using TESOL’s 6 Principles.
  • create engaging and motivating learning environments to prepare children for 21st-century global communication in English.
  • enact The 6 Principles for Exemplary Teaching of English Learners® into your young learner classroom context through practical professional development activities.

From Margins to Mainstream: Incorporating Diverse Englishes Into Listening Materials (E-3)

Mary Romney, Independent, Willimantic, Connecticut, USA

The marginalization of certain English-speaking populations is often reflected in English language teaching materials. The rich diversity represented among English speakers worldwide should also be represented in the listening materials we select for our students. However, nonnative and World Englishes have largely remained marginal within the body of English language teaching materials. In this workshop, the presenter shares her approaches to the use of authentic listening materials comprising nonnative and World Englishes.

At the end of the session, participants will gain

  • a rationale for the use of nonnative and World Englishes in listening materials.
  • an awareness and appreciation of diverse English-speaking cultures worldwide.
  • examples of activities using diverse Englishes to teach integrated skills.
  • resources for the identification and selection of diverse listening materials.

Identifying and Supporting Multilingual Learners With Disabilities in Comprehensive Elementary School Settings (E-4)

Patricia Rice Doran and Amy Noggle, Towson University, Towson, Maryland, USA

In this workshop, the presenters provide an introduction to the complex issues educators must address in seeking to identify and support multilingual learners with disabilities, particularly within inclusive settings in comprehensive elementary school settings. This presentation covers inclusive supports and accommodations in general education settings, problem-solving and interventions or strategies for support, and assessment and identification of multilingual learners with disabilities.

At the end of the session, participants will be able to

  • describe elements of an appropriate formal/informal assessment process used in determining whether a multilingual learner may have a disability.
  • describe challenges in teaching, supporting, and assessing multilingual learners with disabilities.
  • summarize strategies for including and supporting multilingual learners in classroom settings, including use of accommodations when needed.
  • identify considerations in selecting interventions and targeted supports for multilingual learners who are academically or behaviorally at risk.

Supporting Students With Interrupted Schooling in the K–12 Classroom (E-5)

Brenda Custodio, The Ohio State University, Columbus, Ohio, USA; and Judith B. O'Loughlin, Language Matters Education Consultants, LLC, San Ramon, California, USA

This session provides an in-depth look at students with interrupted education, including refugees. It is estimated that up to 20% of secondary multilingual learners have interrupted schooling and are in need of additional language and academic supports. These students have limited or no literacy in their home language and demonstrate gaps in content subject knowledge.

At the end of the session, participants will be able to

  • understand the causes of interrupted schooling.
  • identify how a specialized newcomer program and appropriate classroom materials address the needs of students with interrupted schooling.
  • understand what nonacademic supports are needed to help students with interrupted schooling with personal, social, and physical needs.

Building Classroom and Community Advocacy—and Beyond—to Elevate Multilingual Learners (E-6)

Heather Linville, University of Wisconsin, La Crosse, Wisconsin, USA; and James Whiting, Plymouth State University, Plymouth, New Hampshire, USA

Advocating for multilingual learners is the superpower we all have. This workshop guides attendees through the skills of advocacy, whether grassroots or grasstops, whether within the community or the legislative milieu. The workshop provides fundamental knowledge and strategies to become a better and more effective advocate for multilingual learners and the English language profession. Participants leave the session with an advocacy plan that they can put into action right away.

At the end of the session, participants will be able to

  • understand advocacy and its importance for multilingual learners and the profession.
  • analyze what advocacy could look like in their teaching context.
  • identify two to three action plans for advocacy in improving the lives and opportunities of multilingual learners. 

New to Newcomers? Welcoming and Educating Newly Arrived Multilingual Learners (E-7)

Jan Dormer, Messiah University, Mechanicsburg, Pennsylvania, USA

Newcomers, students who have been in the country for fewer than two years, are diverse in English proficiency, academic preparedness, and cultural background. This workshop introduces participants to newcomer realities and needs, and to their unique contributions to school communities. Strategies are discussed for addressing the emotional, sociocultural, and linguistic challenges newcomers may face. Participants have opportunities to share experiences and questions, formulating approaches for welcoming newcomers in their own contexts.

At the end of the session, participants will be able to

  • identify the cultural, linguistic, academic, and emotional diversity among newcomers through case studies.
  • articulate some of the unique challenges faced by newcomers.
  • apply three to five strategies for meeting the needs of newcomers to their own school setting.

Teaching to Strengths: Supporting Trauma-Sensitive Practices With Multilingual Learners (E-8)

Debbie Zacarian, EdD, Zacarianconsulting.com, USA

This interactive session focuses on five evidence-based components for creating a strengths-based learning environment for the epic number of multilingual learners living with adversity. It includes strategies for building assets-based relationships, increasing student empowerment, connecting curriculum to student lives in meaningful ways, providing reassuring classroom routines, and collaborating with others.

At the end of the session, participants will gain

  • strategies for supporting trauma-sensitive practices.
  • understanding of how to build relationships with students and empower them to have voice and choice.
  • knowledge of how to connect the curriculum to student lives.
  • strategies to provide reassuring classroom routines.
  • ways to collaborate with others.

Beyond Formal English Language Proficiency Testing: Assessing Language on the Fly (E-9)

Jennifer Pendergrass, Floyd County Schools, Rome, Georgia, USA

Frequent, purposeful assessment is key to effective English language instruction. Teachers often depend on the results from annual English language proficiency assessments to guide them in educational planning for multilingual learners at all levels. The pandemic brought uncertainty with formal testing; faced with the fact that many students would not have formal language scores in 2021, many teachers began to rely on formative assessments to measure language growth. This unexpected shift has provided a perfect opportunity to strengthen our use of powerful, informal assessments to guide our instructional planning. This session introduces tools and methods for quickly and informally gauging where student performance is now, so that purposeful instruction can guide them to next levels.

At the end of the session, participants will have

  • a deeper understanding of various uses for assessment.
  • experience viewing several tools created for formative English language proficiency assessment.
  • digital versions of the assessment tools introduced.

Coteaching: Providing a Model to Support Effective Collaboration (E-10)

Jennifer Pendergrass, Floyd County Schools, Rome, Georgia, USA

K–12 English language classes have traditionally been taught in isolation, but many schools are now adopting the coteaching model. With this new challenge, administrators and teachers struggle to find a vision for what effective coteaching can be. The presenter shares an innovative coaching framework developed by a Georgia school district in which a team of English language and content teachers and coaches engage in weeks of intense, frequent conferencing and goal-setting, reaching a model classroom environment. The model coteaching classroom is then open for visitors within the district and more broadly, so that teachers, coaches, and administrators can experience effective instructional practice and set goals for achieving aspects of this model in their own classrooms and schools. This session highlights the experience of establishing this model classroom and shares tools used to complete the project.

At the end of the session, participants will gain

  • a deeper understanding of how coaching through the model classroom can impact effective teaching practice.
  • a vision for what a regularly nurtured collaborative relationship looks like in the classroom.
  • tools that can support effective collaboration among coteachers.
  • a plan for setting up a model environment in their own schools.