| DAY |
ROOM |
SESSION BEGIN |
SESSION END |
Type |
Title |
Summary |
Presenters |
| Friday |
308 |
12:05 PM |
12:30 PM |
Paper |
The
Marhaba! Curriculum and Strategies That Work |
The
Marhaba! Curriculum is a student-centered approach to teaching Arabic which
uses non-traditional teaching materials and student-generated textbooks. This
method gives students ownership over their language study and teachers the
flexibility to appeal to students' multiple intelligences. The Marhaba!
curriculum is currently being tested for adoption in public and private
schools. |
Steven Berbeco |
| Friday |
403 |
12:05 PM |
12:30 PM |
Discussion |
Teacher
Development Course in the ESP context at Perm State University, Russia |
The
paper reports on a teacher development course for teaching English for
Specific Purposes (ESP). The course is based on the RESPONSE (Russian
Education Support Project on Specialist English) principles and greatly
impacts trainees' attitudes to teaching in general and developing their own
individual philosophy. |
Svetlana Polyakova & Elena
Gritsenko |
| Friday |
404 |
12:05 PM |
12:30 PM |
Paper |
The
relationship between ESL teacher backgrounds and teacher written feedback
practices |
Despite
the important role of teacher feedback in promoting ESL student writing
development, little is known about the relationship between teacher
backgrounds and teacher written feedback. This paper investigates how teacher
backgrounds affect teacher written feedback practices in student writing. The
implications for teachers and teacher educators are discussed. |
Seongmee Ahn |
| Friday |
405 |
12:05 PM |
12:30 PM |
Paper |
Second
Language Teacher Learning: Concept Development and Transformation of Teaching
Activity |
This
paper reports on an ethnographic case study of three L2 teachers
participating in the first semester of an intensive in-service teacher
education program. Using a Vygotskian sociocultural theoretical framework,
the data analyses provide insights into how L2 teachers wrestle with concept
development within the activity of teaching. |
Sharon Childs |
| Friday |
308 |
1:00 PM |
1:50 PM |
Tech
Poster |
Integrating
Byki into the Classroom |
Byki
is a powerful tool to accelerate students' progress. In this presentation we
will show you how and why Byki works, different ways of integrating Byki into
your teaching, how to create your own materials, and how you can use BykiWeb
to connect with an online community of educators in a resource-sharing
environment. |
David Carmona |
| Friday |
CB |
1:00 PM |
2:00 PM |
Poster |
"The
World Condensed into Four Walls": Teaching to and about Cross-Cultural
Communication in Diverse Language Teacher Education Classrooms |
Teacher
education programs in the U.S. are becoming increasingly culturally,
ethnically, and linguistically diverse. In this presentation the presenter
shares the process of conceptualizing and operationalizing her instruction in
a setting where she struggled to balance the parallel processes of teaching
about cross-cultural communication to a culturally diverse class. |
Rashi Jain |
| Friday |
CB |
1:00 PM |
2:00 PM |
Poster |
L2
Awareness Training of Mainstream Writing Teachers in College |
This
poster presents training curriculum for mainstream faculty in a university
writing program with many international students. The modules, based on
empirical linguistics/ L2 acquisition research, address practical
instructional issues to improve teachers' understanding of L2 writing,
balance assessment; and facilitate professional mainstream-L2 dialogue. |
Maria Zlateva |
| Friday |
CB |
1:00 PM |
2:00 PM |
Poster |
Teaching
Chinese as a Foreign Language in America: A Discovery and Self-discovery
Process of a Teaching Assistant |
Focusing
on L2 requesting behavior, this ethnographic case study explored how a
Taiwanese teaching assistant became socialized into new discourse systems and
cultures, developed communicative competence in ESL through interaction with
her American students, colleagues, and graduate course instructors, and
adapted her classroom management skills. |
Marina
(Minhui) Lu |
| Friday |
CB |
1:00 PM |
2:00 PM |
Poster |
Methodological
Tales of ESL Teachers and Teacher Educators in the Post-Method Era |
In
this poster presentation, the presenter will present findings from a
qualitative study investigating the pedagogical knowledge of seven ESL
teachers/teacher educators in the Atlantic Canadian context. In particular,
through the narratives of six teachers and teacher educators, she will
discuss implications for second language teacher education. |
Kangxian Zhao |
| Friday |
CB |
1:00 PM |
2:00 PM |
Poster |
The
GLOBE Program: Promoting International Language Collaborations |
The
Global Learning and Observations to Benefit the Environment (GLOBE) Program
provides preservice language teachers with authentic field experiences
focusing on teaching language through science, mathematics, social studies
and many other disciplines. This presentation highlights the GLOBE Program,
active in 110 countries, as a model content-based language program. Sample
curriculum activities are provided. |
Teresa Kennedy |
| Friday |
CB |
1:00 PM |
2:00 PM |
Poster |
Connecting
Research to Practice in Language Teacher Education |
Language
teacher educators are challenged with the task of creating assignments that
integrate a critical examination of research and theory in a meaningful,
classroom-oriented context. This session will explore a variety of
activities, projects and curriculum development ideas designed to develop
critical thinking about current research in a practical context. |
Abigail Bartoshesky |
| Friday |
CB |
1:00 PM |
2:00 PM |
Poster |
Learning
by Doing: A Hybrid Approach to a Masters Program in World Language
Instruction |
Concordia
College and Concordia Language Villages combined their strengths to design a
Master of Education in World Language Instruction program inaugurated in
2007. The Master of Education program is an innovative mix of online learning
during the academic year and on-site coursework and observations at Concordia
Language Villages during the summer. |
Donna Clementi |
| Friday |
308 |
1:00 PM |
2:00 PM |
Tech
Poster |
Language
Learning in the Age of Globalization |
This
presentation focuses on promoting interactive language learning and improving
accuracy through computer-mediated-communication (CMC) and social networking
tools. The focus will be on the intersection of pedagogy and technology in
teaching and training and helping faculty understand the shifting learning
paradigm that is occurring in education through collaborative online
environments. |
Edward Dixon |
| Friday |
GB |
2:00 PM |
3:00 PM |
Plenary |
A
Sociocultural Perspective on Language Teacher Education |
Johnson
examines the epistemological underpinnings of a sociocultural perspective on
human learning and addresses the enormous potential this perspective has to
reorient how the field of Second Language Teacher Education understands and
supports the professional development of L2 teachers. |
Karen Johnson |
| Friday |
308 |
3:20 PM |
3:45 PM |
Paper |
Written
Language Approach: Supporting Deaf Children's Learning of English Through
American Sign Language |
A
novel approach of teaching signing deaf children written English is
introduced. Through the support of ASL as a first language and its literacy
tools, deaf children are equipped to learn English. Observation in the
classroom has indicated a positive outcome, thus contributing to teacher
preparation training for deaf children. |
Jody
H. Cripps, Samuel
J. A.Supalla & Laura
Blackburn |
| Friday |
309 |
3:20 PM |
3:45 PM |
Paper |
Sustaining
Language Teacher Collaboration |
Faculty
members in the Department of Foreign Languages at Georgia Southern University
and their colleagues in Bulloch County public and independent schools have
devised a plan for ongoing language collaboration related to implementation
of proficiency-oriented curricula. Their plan does not require a significant
financial commitment from any institution. |
Clara Krug |
| Friday |
403 |
3:20 PM |
3:45 PM |
Paper |
Project
LINC: A Collaboration of Language Instructors and Disability Services |
Participants
in this session will be introduced to Project LINC (Learning in Inclusive
Classrooms), established to help instructors teach students with disabilities
through the use of inclusive practices. A collaboration of professionals in
Disability Services and foreign language faculty development, Project LINC
provides resources to manage an increasingly diverse classroom. |
Wade Edwards |
| Friday |
404 |
3:20 PM |
3:45 PM |
Paper |
Collaborative
Program Evaluation that Leads to Program Change |
Educators
often do not have enough linguistic and cultural awareness to design programs
that meet ELL needs. ESL K-12 program evaluators report on findings from
evaluations that included school observations, student data analysis and
discussions with school personnel who work with ELLs, as well as the
professional development that resulted. |
Ann Mabbott |
| Friday |
405 |
3:20 PM |
3:45 PM |
Paper |
Myths,
Misconceptions, and Rationalizations: Preservice teacher approaches to
teaching |
Through
document and discourse analysis of preservice world language teachers'
reports on field experiences and microteaching reflections, we note specific
junctures of how these early practitioners reconceptualize their
misperceptions in ways that demonstrate the early divergence of theory and
practice in ways unexplored by research on teacher beliefs. |
Martha Nyikos & Maria-Thereza
Bastos |
| Friday |
GB |
3:20 PM |
5:15 PM |
Symposium |
Globalization
of Language Teacher Education Programs: Opportunities and Challenges |
This
symposium offers perspectives from four teacher education programs at a
university language center. From face-to-face pre-service training to online
in-service professional development, these programs are diverse in audience,
objectives and delivery. However, all programs adhere to certain underlying
principles of teacher reflexivity, cross-cultural communication, and new
media literacy development. |
Fernando Fleurquin, Heather
Linville, Joan
K. Shin & Adriana
Val |
| Friday |
301 |
3:20 PM |
5:15 PM |
Symposium |
Using
the European Portfolio for Student Teachers of Languages to Improve
Collaboration |
A
presentation will be made of the research carried out in Norway and Sweden on
the use of European Portfolio for Student Teachers of Languages (EPOSTL).
Investigations have been made about the use of EPOSTL as a tool to improve
the collaboration between university and mentors in schools. |
Anne-Brit Fenner, Cecilia
Nihlén & Lena
Börjesson |
| Friday |
302 |
3:20 PM |
5:15 PM |
Symposium |
A
Model for Teacher Educator Communities of Practice : A Virginia Consortium |
As
members of a growing consortium of statewide Language Teacher Education
programs and institutions, we will present the rationale, history,
technological affordances and projects of our cooperative, specifically
identifying the major issues facing us and how we collaborate to address them
by sharing ideas and resources. |
Kathryn Murphy-Judy, Rebecca
Fox, Laura
Franklin, Susan
Hildebrandt, Judith
Shrum, Helen
Small, Bill
Cunningham |
| Friday |
307 |
3:20 PM |
5:15 PM |
Symposia |
Critical
Approaches: Countering the Normalizing Gaze in Language Teacher Training |
The
aim of this session is to generate discussion of critical approaches to ESL
teacher education. This session will offer philosophical, pedagogical and
practical critiques of the powerful effects of the forces of standardization
in ESL teacher education and offer alternative ways of conceptualizing and
conducting teacher education. |
David
I. Hanauer, Gloria
Park, Lisya
Seloni & Sharon
Deckert |
| Friday |
310 |
3:20 PM |
5:15 PM |
Symposium |
What
Language School Directors Seek in a New Foreign Language Teacher |
Program
directors of three proprietary language schools describe their teaching
situations and discuss the professional preparation, experience, and
attitudes that they look for in hiring and retaining language teachers. A
discussant will respond from the point of view of the needs of government
agencies that utilize such schools and needs of the students. |
Scott McGinnis, Karen
Decker, Kathleen
Diamond, Deidre
Doyle & Frederick
Jackson |
|
| Friday |
308 |
3:50 PM |
4:15 PM |
Paper |
Introducing
Preservice Teachers to Professional Development |
Novice
language teachers may not be aware of professional development activities or
know how to engage in them. This paper describes a course on Continuing
Professional Development for preservice EFL teachers. The course included a
classroom component and a practicum component in which students participated
in a professional association. |
Nikki Ashcraft |
| Friday |
309 |
3:50 PM |
4:15 PM |
Paper |
The
Professional Development Plan Initiative: Collaborations, Standards, and
Curriculum Planning in Language Teacher Education |
Under
the tutelage of a qualified mentor and with the guidance of a Wisconsin
Department of Public Instruction trained Professional Development Plan Review
Team, language educators in the state must actively engage in sustained,
verifiable professional development for state license renewal. The PDP must
lead to verifiable professional growth, linked to student language
proficiency learning under standards for foreign language education. |
Elena
M. De
Costa |
| Friday |
403 |
3:50 PM |
4:15 PM |
Paper |
Theories
of Learning: Adhesions and Rejections in a Teacher Education Program |
This
paper critically analyzes the discourses on Behaviorism, Motivation and
Multiple Intelligences in the final monographs written by a group of teachers
in Colombia after a one-year postgraduate teacher development program.
Implications for teacher education programs are discussed. |
Norma Barletta |
| Friday |
404 |
3:50 PM |
4:15 PM |
Paper |
Mainstream
Elementary Teachers' Perspectives on the Knowledge Base for Teaching English
Language Learners |
The
presenters report on a qualitative study of the perspectives of four
mainstream elementary teachers on a knowledge base for teaching ELLs. Based
on interviews, classroom observations, and field notes, they show that
mainstream teachers need to develop more than classroom and school-based
knowledge to work effectively with ELLs. |
Luciana
C. de
Oliveira, April
Burke, Shu-Wen
Lan & Nai-Hua
Kuo |
| Friday |
405 |
3:50 PM |
4:15 PM |
Paper |
Developing
New Concepts of Language and Teaching in an English Literacy Seminar |
This
paper will present data from a seminar created for Chinese teachers of
English to mediate their reconceptualization of English teaching through
internalizing new concepts of English literacy. Teachers' spoken and written
discourse and their classroom instruction were analyzed and show differing
paths of concept development. |
Gretchen Nauman |
| Friday |
309 |
4:20 PM |
4:45 PM |
Paper |
Collaboration
in Teacher-Study Groups: Conditions for Sustained Networking |
This
paper refers to a research project that examined the creation and evolution
of study groups of public school teachers of English who engaged in
action-research projects during an in-service course carried out in
Bogotá-Colombia. Findings show some conditions for teacher collaboration as
well as for successful and sustained networking. |
Melba
Libia & Cardenas
Beltran |
| Friday |
403 |
4:20 PM |
4:45 PM |
Paper |
Experienced
University Teachers in Mexico and Knowledge Bases for Teaching: A Case Study |
The
study explores the relationship between knowledge bases for teaching and the
assessment practices of teachers from different subject areas in the context
of a Mexican B.A. in ELT. Observations, stimulated recall, think-aloud
protocols and interviews were used. |
Elizabeth
Ruiz-Esparza Barajas |
| Friday |
404 |
4:20 PM |
4:45 PM |
Paper |
A
Linguistic Knowledge Base for Mainstream Teachers of English Language
Learners |
Using
a functional linguistic analysis of content area textbooks, the presenters
describe some linguistic challenges ELLs may encounter and outline the
linguistic knowledge elementary mainstream teachers need to support ELLs'
content and language development. They argue that a knowledge base must
include attention to the linguistic features of academic language. |
Luciana
C. de
Oliveira, Dazhi
Cheng & Shu-Wen
Lan |
| Friday |
405 |
4:20 PM |
4:45 PM |
Paper |
Learning
From the Land: Intergenerational Language Mentorship |
This
presentation will share the learning experience of students in an indigenous
language teacher education program who mentor new language learners while
having access to fluent language speakers. The course was delivered outside
of the classroom, on the traditional lands of the language learners. |
Lorna Williams, Aliki
Marinakis & Lisa
Wilson Wells |
| Friday |
308 |
4:20 PM |
4:45 PM |
Paper |
Willfully
Working on Wait Time: Developing Metapedagogical Awareness with Intercultural
Teacher Centered Peer Coaching |
The
Intercultural Teacher Centered Peer Coaching (ITCPC) mentoring model
considers skills and methods that an MA degree TESOL practicum teacher
engages with students to accomplish program and personal goals. Results
describe developing expertise in teacher "wait time" from
pre-service teacher self-reflection journals and supervisor feedback.
Implications are discussed. |
James
M. Perren |
| Friday |
308 |
4:50 PM |
5:15 PM |
Paper |
High-leverage
Practices in Second Language Teacher Education |
This
session introduces the transversal concept of 'high leverage practices' for
organizing teacher preparation and discusses how these practices are being
used in program design, delivery, and assessment. It is intended to be of
value as a conceptual and practical framework to both pre-service teacher
educators and in-service professional development. |
Donald Freeman |
| Friday |
309 |
4:50 PM |
5:15 PM |
Paper |
Moving
Beyond the Known: Identity Transformation in a Boundary Crossing Experience
for ESL Teachers |
This
paper uncovers tensions that surface surrounding public school and
class-based ideologies during an ESL teacher preparation program. An activity
theoretical analysis demonstrates how teachers respond to these
contradictions, resulting in transformations to personal and professional
identities, as well as to their understanding of how best to teach diverse
students. |
Elizabeth Smolcic |
| Friday |
403 |
4:50 PM |
5:15 PM |
Paper |
On
Becoming a Bilingual Country: Views of a Local Teacher Educator |
In
this paper, I will analyze Columbia's current process of becoming a bilingual
country from my role as a teacher educator. The presentation focuses on the
epistemological, educational, and political aspects of our national agenda
towards bilingualism. |
Adriana González |
| Friday |
404 |
4:50 PM |
5:15 PM |
Paper |
First
Things First: Insiders' Views on the Role of Culture in a Professional
Development Program for Secondary-Level Urban Teachers |
This
paper describes how a Texas public university and an urban school district
promoted cultural sensitivity to English language learners' (ELLs) issues
through a federally-funded professional development program for in-service
teachers. |
Holly
H. Hansen-Thomas & Claudia
S. Sanchez |
| Friday |
405 |
4:50 PM |
5:15 PM |
Paper |
Relational
Consequences of Knowing What To Do: ESOL Home Tutors and Their
Refugee/Migrant Learners |
This
presentation reports on a study which investigated the beliefs, knowledge and
practices of teachers of refugee and migrant English learners in one-on-one
teaching/learning arrangements. Findings draw significant links between these
cognitions and the nature of the relationship that develops between the
teachers and their learners. |
Gary Barkhuizen |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
Language
Teachers' ICT-related Knowledge and Their Professional Development in the
Context of Chinese National College English Reforms |
This
study investigates EFL teachers' information and communication
technology-related knowledge base and relevant policies and practices in
context of Chinese College English Reform in which ICT use was highlighted.
Methodology covering questionnaire survey, classroom observation, individual
interviews and focus groups will be described. Findings will be discussed. |
Zhiwen Hu |
