| DAY |
ROOM |
SESSION BEGIN |
SESSION END |
Type |
Title |
Summary |
Presenters |
| Friday |
310 |
8:00 AM |
9:00 AM |
Paper |
Instructional
Practices Inventory for Language Teachers |
The
goal of this paper is to discuss the Instructional Practices Inventory (IPI)
as an improvement technique, to outline professional development planning
that results from its use, and to provide evidence of its effectiveness in
the Foreign Language classroom. |
Pat DiPillo |
| Friday |
404 |
8:00 AM |
9:00 AM |
Discussion |
Articulation
Between Teacher Education Classes and Field Experiences |
SLA
theory and teaching practices learned in university classes do not correspond
with what occurs in field experiences. Mentors, pressured by several factors,
feel the time needed to teach in a meaningful way is not reasonable. This
impacts the outcome of preparing enlightened new teachers. This session
examines this phenomenon and discusses ways to better articulate teacher
education classes and field experiences. |
Isabel Cavour-Espinoza, Susan
Colville-Hall & Lynn
Smolen |
| Friday |
405 |
8:00 AM |
9:00 AM |
Paper |
English-Vernacular-Other
Language Divide and Classroom Practices in India: Is the Teacher a Cog in the
Policy Wheel? |
Classroom
practices in English and Vernacular medium schools for Hindi mother tongue
(MT) children in Delhi and Kui MT tribal children in Kandhamal (India) are
analyzed in the context of English-Vernacular and Vernacular-Other Language
double divide in India. Teacher's role as the real arbiter in language policy
implementation is discussed. |
Ajit Mohanty |
| Friday |
307 |
8:00 AM |
8:25 AM |
Paper |
On
What Should I Focus First? |
In
this reflective paper, a returned English Language Fellow describes two
training and program development projects she was involved with in Panama.
The paper includes challenges faced in EFL settings, solutions pursued, and
lessons learned that could apply to other teacher training and program
development contexts. |
Tara Zahler |
| Friday |
301 |
8:00 AM |
8:55 AM |
Discussion |
Second
Language Teacher Portfolios: What Is Their Purpose and Who Are They For? |
In
this discussion, I share one program's efforts to create a more meaningful
and authentic portfolio experience for second language teacher candidates. I
also ask audience members to engage in discussion about their experiences
using portfolios, and to consider important future directions for portfolios
in second language teacher education. |
Megan
Madigan Peercy |
| Friday |
302 |
8:00 AM |
8:55 AM |
Discussion |
The
Pedagogical Grammar Class: We're talking the talk, but are we walking the
walk? |
What
are the pros and cons of teaching pedagogical grammar from a grammatical
syllabus? What other models are language teacher educators following to teach
their students grammar and methods? Can the pedagogical grammar course be a
model for grammar teaching in the content-based language classroom? Come
discuss these questions and more! |
Karen Lybeck |
| Friday |
308 |
8:00 AM |
8:55 AM |
Discussion |
The
Beginning Teacher as Learner |
We
will start with a brief presentation of five propositions about learners, in
order to stimulate discussion about their implications for initial teacher
training. Our propositions represent a challenge to much current teacher
education practice, but we also believe that they have great potential in
this area. |
Judith Hanks & Dick
Allwright |
| Friday |
309 |
8:00 AM |
8:55 AM |
Discussion |
Action
Research in Teacher Preparation: Scaffolding Reflective Practitioners |
This
session will explore instructional choices involved in designing an action
research course for preservice teachers. Presenters will discuss the
development of a course which involves developing a research question,
reviewing literature, and collecting and analyzing classroom data.
Participants will share their experiences and questions about action research
courses. |
Daryl Gordon & Diana
Schwinge |
| Friday |
403 |
8:00 AM |
8:55 AM |
Paper |
Family
Literacy and Community Building: Developing Teacher Advocates in the
Post-Proposition 227 Era |
This
presentation analyzes data drawn from the development of a six-week family
literacy program. While the program received positive results, two issues are
explored in terms of barriers to bilingual teacher education within the
post-proposition 227 era, balancing theory and practice and limited access to
bilingual programs. |
Shartriya Collier |
| Friday |
307 |
8:30 AM |
8:55 AM |
Discussion |
Instructional
Dynamics in TESL in Nigeria |
This
is an investigation of the pedagogical procedures and instructional
strategies adopted by Faculty of Education in Nigerian Universities. The
study assesses whether teacher trainees agree on the instructional strategies
that meet their needs and aspirations as English Language teachers. |
Funke Lawal & Olasumbo
Apanpa |
| Friday |
GB |
9:15 AM |
10:15 AM |
Plenary |
The
Moral Lives of Teacher Educators |
The
work of preparing language teachers is not a merely technical matter. It is
best conceived as a complex task with profound moral dimensions. Johnston
explores the moral landscape of language teacher education and the moral
dilemmas that teacher educators face in their day-to-day encounters with
students and others. |
Bill Johnston |
| Friday |
403 |
10:35 AM |
11:00 AM |
Paper |
Non-native
English-Speaking Teachers (NNESTs) and Professional Legitimacy: A
Sociocultural Theoretical Perspective on Identity Development |
This
paper presentation will focus on how participation in narrative inquiry can
support non-native English-speaking teachers' (NNESTs) efforts to establish
professional legitimacy in the face of the native speaker ideology and the
native speaker myth. Implications for teacher education will be provided. |
Davi Reis |
| Friday |
404 |
10:35 AM |
11:00 AM |
Paper |
Cultivating
the Capacity for Reflective Practice: Six Professional Development Cases
Study of L2/EFL Teachers in Taiwan |
The
purpose of the study is to explore a sample of L2/EFL teachers' current
understanding of reflective practice in Taiwan, as well as to discover how
these L2/EFL teachers grow professionally and personally through
participating in this study. |
Wen-Ling Lou |
| Friday |
405 |
10:35 AM |
11:00 AM |
Paper |
Reproducing
Linguistic Subjectivities in Immersion and Minority Language |
Using
interview and practicing case study data, this paper offers narrative
vignettes of language(s) and identity in preservice language teaching
contexts, specifically French Immersion and French minority language
environments in Canada. It also theorizes ways in which linguistic
subjectivities come to be enacted in and through language teacher education. |
Lace
Marie Brogden |
| Friday |
301 |
10:35 AM |
11:30 AM |
Symposium |
Fostering
Development of US LCTL Teachers: A Startalk Perspective |
This
symposium will analyze the life cycle of a teacher in the context of the four
major themes of the conference. The panelist will draw on the experience of
STARTALK, a federal National Security Language Initiative program that
provides training opportunities for teachers of designated Less Commonly
Taught Languages. |
Catherine Ingold, Mike
Everson & Muhammad
Eissa |
| Friday |
302 |
10:35 AM |
11:30 AM |
Symposium |
Identity
Research in Language & Education: Perspectives & Directions |
Discussions
of identity have become an underlying theme in current language and education
research: This panel will examine identity as a construct situated in various
disciplines and make recommendations for those who wish to pursue this field
of language-education research, placing emphasis on the language
teacher-researcher and addressing considerations for classroom practice. |
Gloria Park & Lisya
Seloni |
| Friday |
308 |
10:35 AM |
11:30 AM |
Symposium |
Pursuing
Professional Development in China: STEPSS |
Teacher
education and development has been an important issue since the launch of the
CNEC in 2001. The CNEC requires highly qualified teachers to implement
curriculum innovations. Thus, in 2005, the Teacher Education Department,
Ministry of Education in China oversaw the writing of Standards for Teachers
of English in Primary & Secondary Schools (STEPSS). There are nine
standards in STEPSS ranging from language knowledge and skills to competence
and performance in the classroom, and reflection and enhancement in teacher
development. |
Yafu Gong Xiaotang,
Cheng Shaoqian
& Luo Donald
Freeman |
| Friday |
309 |
10:35 AM |
11:30 AM |
Paper |
What
Do Teachers Need to Know about Literacy, Language, and Culture? |
Based
on a National Professional Development Proposal, funded by OELA, come see how
one college created a professional development program for secondary school
teachers in New York City. Included in the presentation are the design of the
course work and the additional professional development activities offered. |
Carol Bearse & Marcella
Bullmaster-Day |
| Friday |
310 |
10:35 AM |
11:30 AM |
Symposium |
Teachers
Crossing Borders: Preparing for Increasing Diversity in the Public School |
Understanding how public school teachers
transform their practice to be inclusive of language and cultural diversity
is a critical need in teacher education. The symposium explores specific
pedagogical practices and the impact on teacher knowledge and development of
an international immersion experience to prepare teacher learners for
instruction of ELLs. |
Elizabeth Smolcic, Tammy Hertel, Katarina Brito, Linda Fink & Tom Tasker |
| Friday |
GB |
10:35 AM |
12:30 PM |
Symposium |
Social
Networks in Language Teacher Education: Using Wikis, Facebook, and Wimba |
We
discuss social networking in teacher education highlighting two projects:
creating a professional community between methods courses at two universities
with Facebook and Wimba, and how TESOL MA students developed a learning
strategies Wikipedia-like site (Stratepedia). We discuss the implementation
of such projects, their advantages and disadvantages, and research findings. |
Margaret
Ann Kassen, Rebecca
Oxford, Roberta
Lavine, Oscar
Santos-Sopena & Ali
Fuad Selvi |
| Friday |
307 |
10:35 AM |
12:30 PM |
Symposium |
Sharing
Responsibilities for Tomorrow's Teachers: Schools and Universities Working
Together |
In
this session, we formulate the issue of how"Town meets Gown" by
offering experiences in shared responsibilities between IHEs and LEAs for
pre-service and in-service language teacher education. Representatives of the
ACTFL Teacher Development SIG and the National Association of District
Supervisors of Foreign Language (NADSFL) will will pose a specific answer to
"How do we get 'there.'" |
Paul
A. García, Jennifer
Eddy, Mary
Curran & Marcela
van Olphen |
| Friday |
403 |
11:05 AM |
11:30 AM |
Paper |
Teaching
the Less Commonly Taught: Preparing Instructors of Less Commonly Taught
Languages Through Online Methods Courses |
The
national need for better preparation of postsecondary instructors of LCTLs
has been recognized as one of the most critical issues facing the profession.
This session presents a model for providing better methods preparation for
postsecondary LCTL instructors through online courses offered through both a
university and national professional organization. |
Dianna Murphy & Margaret
Merrill |
| Friday |
404 |
11:05 AM |
11:30 AM |
Paper |
Teachers'
Belief and Practice of Feedback on Discourse on EFL Writing |
The
findings in this study may contribute to the improvement of writing
instruction in China by illustrating the relationship of teachers' beliefs
and practices on feedback. Findings are based on analyses of patterns of
discourse features in feedback. |
Zhenjing Wang |
| Friday |
405 |
11:05 AM |
11:30 AM |
Paper |
Language
Teacher Development: What Would Lev Do? |
This
session presents revisions to a teacher education program that centered on
Lev Vygotsky's approach to development. Innovations included: 1) Interweaving
historical, professional and personal narratives, 2) integrating spontaneous
(field-based) and scientific (academic) concepts within zones of proximal
teacher development, and 3) attention to the affective-volitional disposition
of teaching candidates. |
Mark
K. Warford |
| Friday |
308 |
11:35 AM |
12:00 PM |
Paper |
Lessons
from an Accelerated Program |
This
study focuses on the challenges of beginning FL teachers addressing the
central tasks of teacher induction and the challenges of meeting them from
beginning teachers' own experiences in schools. The findings shed further
light on this developmental process and investigate differences between
beginning teachers prepared in a traditional program and those prepared in an
accelerated program. |
Susan Colville-Hall & Lynn
Smolen |
| Friday |
403 |
11:35 AM |
12:00 PM |
Paper |
Spanish
for Heritage Speakers in Utah: A Statewide Survey of Spanish Teachers |
This
paper reports on a survey of Spanish teachers in public secondary schools in
Utah regarding their knowledge of the needs of heritage speakers of Spanish,
their preparation to teach these students, and their efforts to implement
courses for native speakers of Spanish. Implications for teacher preparation
are discussed. |
Blair Bateman |
| Friday |
404 |
11:35 AM |
12:00 PM |
Paper |
Raising
Teachers' Awareness of Corrective Feedback through Research Replication |
This
study examined the beliefs/attitudes about corrective feedback, held by
graduate students in a Second Language Acquisition course. The study's
participants (a combination of practicing and prospective language teachers),
conducted a partial replication of Lyster and Ranta's (1997) study of
corrective feedback in their own ESL classes. The presenters discuss the ways
in which participants' beliefs about error correction changed after the
replication. |
Camilla Vasquez |
| Friday |
405 |
11:35 AM |
12:00 PM |
Paper |
Imagery
and Imagination in TESOL Teacher Identity Construction |
The
presenter draws upon life-story research to explore the subjective imagery
employed by seven beginning ESL teachers in collages, autobiographies and
interviews. She examines how personally meaningful imagery can reveal
socioideological discourses that a teacher-learner is appropriating and
resisting as s/he constructs a teaching identity and practice. |
Sherrie Carroll |
| Friday |
301 |
11:35 AM |
12:30 PM |
Paper |
Success
and Failure in Alternative Teacher Preparation Programs |
Pierre
Bourdieu's concept of cultural capital provides a framework for examining the
success or failure of teaching candidates in a fast-track alternative teacher
preparation program. Structural features intended to leverage candidates'
cultural capital will be examined, and implications for future fast-track
teacher preparation programs will be drawn. |
Jacque
Bott, Van
Houten, Gay
Washburn, Tom
Leech & Ruth
Styles |
| Friday |
309 |
11:35 AM |
12:30 PM |
Symposium |
"Not
Everyone Is Going To Be Best Friends": Challenges and Opportunities for
Collaborations that Benefit English Language Learners |
Collaborators
from three arenas (1. Three university-based language teacher educators, 2. A
district ESL coordinator, and 3. An ESL-mainstream co-teaching pair) share
their experiences collaborating together, promoting collaboration, and
studying conditions that support collaboration within their school district
and classrooms. They also discuss new collaborations that have emerged from
their work together. |
Megan
Madigan Peercy, Melinda,
Martin-Beltrán, Ali
Fuad Selvi, Catherine
Novak & Catherine
Kenny |
| Friday |
310 |
11:35 AM |
12:30 PM |
Symposium |
Going
Local: Local Knowledge as a Critical Resource in Language Teacher Education |
What
is the role of local knowledge in the professional knowledge base in this
time of globalized teacher education reforms and standards? This symposium
addresses the questions, tensions, and promises of infusing teacher education
practices and programs with community-based pedagogies in an era of increased
standardized curriculum and testing. |
Judy Sharkey & Theresa
Austin |
| Friday |
404 |
11:35 AM |
12:30 PM |
Symposium |
Mentoring
the Mentors: Successes and Challenges in Developing Teacher Educators |
Representatives
of a major foreign language teaching center share their recent experience
co-designing and piloting the faculty development division's training of
trainer (TOT)/peer mentoring project. The session describes how the project
helped a largely multicultural, novice teacher development staff overcome
challenges to their effectiveness as trainers. |
Ravinder Singh & Janette
Edwards |
