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Preparing Language Teachers for the 21st Century:
Sixth International Conference on
Language Teacher Education

COMPLETE SCHEDULE | THURSDAY (PRECONFERENCE & OPENING) | FRIDAY AM| FRIDAY PM | SATURDAY AM | SATURDAY PM | OTHER INFO| CONFERENCE ROOM MAP | TECH FOR TEACHERS PORTAL

Friday May 29 , 2009: A.M. Schedule | Revised May 27, 2009
If you see a problem with your listing or the time assigned, please email us. lte@nclrc.org
Abbreviations: T= Thursday, May 28; F = Friday, May 29; S = Saturday, May 30
Room Abbreviation Key: GB= Grand Ballroom; CB= Continental Ballroom

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

 

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