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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: PM 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
For Details on plenary Sessions and Symposia & for a complete schedule, see LTE 2009 Website

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
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