| DAY |
ROOM |
SESSION BEGIN |
SESSION END |
Type |
Title |
Summary |
Presenters |
| Thursday |
301 |
9:00 AM |
12:00 PM |
Workshop |
Preparing
Teachers to Explore Learner Language |
Learner
Language is the target language in an intermediate stage, constantly
developing as the learner progresses. Newly-developed materials that add a
hands-on component to basic second-language acquisition courses for language
teachers are demonstrated. Sample exercises from a workbook with videos of
learners, developed within a framework of Exploratory Practice, are
presented. Teacher candidates using this workbook analyze samples of learner
language to determine the language features that learners do and do not know.
Adaptation of these materials for different populations is discussed, based
on the responses from teacher-learners during field testing. |
Elaine Tarone |
| Thursday |
302 |
9:00 AM |
12:00 PM |
Workshop |
Understanding
Assessment: Resources for Language Educators |
Because
of increased focus on assessment, it is critical that language educators
understand testing. However, there is often a divide between the field of
language testing and teachers' understanding of assessment. This workshop is
organized around practical questions teachers have about assessment and how
teacher educators can prepare them to understand the different kinds of
assessment, choose assessments that fit their purposes, and apply information
from tests to teaching. |
Meg Malone & Meg
Montee |
| Thursday |
307 |
9:00 AM |
12:00 PM |
Workshop |
Building
Teacher Skills to Teach Listening |
This
workshop focuses on how teacher educators can most effectively prepare their
teachers to teach what is considered the most difficult language skill:
listening. It presents a model for integrating learner skills and knowledge
to improve listening, considers teaching implications, and examines the
impact of the listening process on teaching techniques. Participants discuss
the influence of learner beliefs, consider teacher strategies, and examine
the relationship of reading to listening. Workshop materials also provide a
list of key resources. |
Joan Rubin |
| Thursday |
308 |
9:00 AM |
12:00 PM |
Workshop |
Meeting
the ACTFL/NCATE Program Standards |
The
session provides an overview of the ACTFL/NCATE Program Standards for foreign
language teacher education in the U.S. It includes information about
developing appropriate assessments to measure the degree to which individual
programs meet the standards and ways to analyze program data to inform
program improvement. Resources to assist institutions with this process of
self-evaluation are included. |
MartyAbbott & Rebecca
Fox |
| Thursday |
309 |
9:00 AM |
12:00 PM |
Workshop |
Learning
Advocacy: Teacher Education Practices and Teacher Knowledge |
How
can teacher education support teachers' development of essential skills,
knowledge and dispositions for advocacy for language minority youth and their
families? Through professional collaborations and co-teaching, school reform
initiatives and everyday teaching for social justice, ESOL teachers can be
effective advocates for access to equal educational opportunities for English
language learners. Participants explore activities which prepare ESOL
teachers for advocacy and school leadership roles, share their own practices,
and generate ideas for research on preparing teachers for advocacy using a
variety of research methods. |
Martha Bigelow & Lisa
Morgan |
| Thursday |
310 |
9:00 AM |
12:00 PM |
Workshop |
Professional
Development for Language Teachers: Strategies and Options |
Participants
review a number of approaches to professional development for language
teachers, including action research, critical incident analysis, case
studies, and team teaching. Issues involved in planning and implementing
professional development activities will be explored. Participants will
identify issues related to their own contexts and develop a professional
development program to address the needs they identify. |
Jack Richards |
| Thursday |
414 |
9:00 AM |
12:00 PM |
Workshop |
A
Reflective European Portfolio for Student Teachers of Languages |
The
European Portfolio for Student Teachers of Languages: a reflection tool for
student teachers of languages (EPOSTL) was developed for the European Centre
for Modern Languages of the Council of Europe. It is a self-assessment
portfolio intended for students undergoing teacher education which encourages
them to reflect on the didactic knowledge and skills necessary to teach
languages and helps them to assess their own didactic competences and monitor
their progress. EPOSTL also provides mentors in schools with a mediation tool
during the students' school practice and can thus improve collaboration
between universities and schools. EPOSTL is compared to similar portfolio
assessment practices for teacher candidates in the US and elsewhere.
Participants become familiar with EPOSTL and discuss how mentoring and
teacher development can be supported through its use. |
Cecilia Nihlen & Anne-Brit
Fenner |
| Thursday |
301 |
1:00 PM |
4:00 PM |
Workshop |
Collaborative
Teacher Development |
Collaborative
teacher development can provide deeper understandings of one's own classroom
and overcome the isolation of teaching. This workshop offers practical
suggestions for collaborative teacher development, including both simpler and
more elaborate frameworks. Participants look at action research, cooperative
development, exploratory development, team teaching, and several other forms
of teacher development. |
Bill Johnston |
| Thursday |
302 |
1:00 PM |
4:00 PM |
Workshop |
Models
of On-Going Professional Development for Language Teachers |
Presenters
describe experiences with a number of successful models of ongoing
professional development for both relatively new and more experienced
language teachers. The models include reflective teaching, learning
communities, peer mentoring,electronic study circles, data-driven models,
product development(curricula, standards, etc.) as professional development,
and long-term training through the local development of certificate or
certification programs. Participants evaluate how components of the models
fit with their teaching environments and discuss the structures and resources
needed to begin implementing these elements. |
Jodi Crandall & Sarah
Young |
| Thursday |
307 |
1:00 PM |
4:00 PM |
Workshop |
Preparing
Teachers to Articulate Content and Language in Language Instruction |
Preparing
language teachers to link content and language learning is a central task for
language teacher educators. Too often language teachers are told they need to
"bridge the gap" between "language courses" and
"content courses", when in reality there is no "gap," but
rather a need to integrate the teaching and learning of content and language
in an extended curricular sequence. In this workshop, participants learn
principles for linking content and language and how to enable teachers to
understand these principles and apply them. |
Heidi Byrnes |
| Thursday |
308 |
1:00 PM |
4:00 PM |
Workshop |
Developing
Teacher Expertise in Backward Design and Performance Assessment |
How
can I prepare teachers to design a world language curriculum based on the
U.S. National Standards for Foreign language Learning with performance as the
goal? How can I show the teachers what performance assessment looks like?
This institute provides teacher educators with a model protocol they can use
with their pre- or in-service teachers to help them learn how to use backward
design to align curriculum with standards. Participants learn how to guide
teachers in designing articulated, thematic curricula;developing transfer
tasks within the communicative modes; and planning instruction with
performance in mind. |
Jennifer Eddy |
| Thursday |
309 |
1:00 PM |
4:00 PM |
Workshop |
Opening
Up Teacher Educators' Toolbox for L2 Learning Strategy Assessment |
This
workshop focuses on how teacher educators can prepare candidate or in-service
language teachers to guide students to consciously reflect upon, assess, and
effectively manage their language learning strategies. Participants learn how
to help their candidate teachers choose the most relevant strategy assessment
tools for students of different ages, different proficiency levels (from
beginning to distinguished levels), and contrasting needs. The emphasis of
the workshop is on practical utility for teacher educators and their
students. |
Rebecca Oxford |
| Thursday |
310 |
1:00 PM |
4:00 PM |
Workshop |
Assessing
the Impact of Language Teacher Education |
This
workshop addresses the issue of impact in language teacher education.
Participants explore the different levels at which the impact of teacher
education can be assessed and, through the discussion of concrete examples,
critically examine different strategies which can be used in assessing such
impact in pre-service and in-service contexts. |
Simon Borg |
| Thursday |
414 |
1:00 PM |
4:00 PM |
Workshop |
Preparing
Arabic Language Teachers |
This
workshop for educators of teachers of Arabic examines Arabic language teacher
preparation programs which offer alternative certification, follow best
practices, and encourage action research. These programs prepare and
encourage pre- and in-service teachers to use learner-centered teaching
practices that result in standards-based, proficiency-oriented learning.
Details discussed include strategies to prepare Arabic teachers to develop
standards-based teaching goals and objectives, thematic units and lessons
plans, and use authentic materials. Participants receive materials on
standards, curricula, and resources for teacher educators and for teachers of
Arabic. |
Muhammad Eissa & Wafa
Hassan |
| Thursday |
Duquès
Hall, rm 350 |
1:00 PM |
4:00 PM |
Workshop |
Technology
Integration for Meaningful Classroom Use |
Teacher
candidates who have grown up with technology may have basic technology skills
but can benefit from learning appropriate pedagogical applications. This
session provides hands-on practice with a range of common technology tools to
support language instruction. The new National Educational Technology
Standards are explored and methods for modeling activities with teacher
candidates are practiced. The presenter is co-author of a new textbook for
teacher candidates specifically formatted to address the new standards. |
John Ross |
| Thursday |
GB |
5:00 PM |
6:30 PM |
Plenary |
Second
Language Teacher Education in Times of Change |
Second
language teacher education (SLTE) is affected by two factors: a rethinking of
its knowledge base and instructional practices as a response to changes in
our understanding of the nature of teacher learning, as well as external
pressures resulting from growing demand for language teachers world wide.
These factors are examined and their implications discussed for theory and
practice in SLTE. |
Jack Richards |
| 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 Schools |
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 |
| 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 |
| DAY |
ROOM |
SESSION BEGIN |
SESSION END |
Type |
Title |
Summary |
Presenters |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
An
Evaluation of the EFL Teacher Preparation System in Primary State Schools in
Cyprus: Implications For a Pre-service Language Teacher Education Programme |
This
small-scale qualitative study investigates eighteen EFL primary teachers'
perceptions of their initial preparation and in-service training provided by
the Ministry of Education. Findings from this study are intended to give rise
to further research into the development and integration of a TESOL knowledge
base in the Teacher Education programme at University. |
Kourieos Stella |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
Rethinking
the Learner in Teacher Education |
This
poster relates five propositions about learners to key aspects of initial
teacher education such as 'training in method' and 'teaching practice',
advocating the treatment of prospective teachers as developing practitioners
of learning, not just as future teachers. It offers Exploratory Practice as a
framework for addressing the issues involved. |
Dick
A. Allwright & Judith
Hanks |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
Efficacy
of One Elementary Preservice Teacher Education Program in Taiwan in Preparing
Non-native speakers to Teach English as an International Language |
Historically,
Taiwanese students began learning English in middle school, but now children
start in third grade. English Education Departments were established in four
teachers' colleges in 2000 to prepare qualified teachers. A single-case study
design was employed to investigate how preservice teachers are being prepared
to teach English as an international language. |
Susan
(Su-Hui) Wu |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
The
Rights and Wrongs of Assessing Writing |
The
presenter discusses the importance of training English instructors on how to
design writing rubrics. A project is described that is designed to enhance
instructors' knowledge of writing rubrics and designing tasks that fit the
needs of their learners. The rubrics and the writing tasks are shared with
the audience. |
Nermin
S. Eltorie |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
Teacher
Burnout and Teachers' Sense of Community within the Workplace: Insights from
ESL Instructors |
This
paper presents the findings of a study exploring teacher burnout and sense of
community among college-level ESL instructors. Participants indicated high
levels of sense of community and low levels of burnout. Factors helping to
develop sense of community among teachers and implications for teacher
learning/development will also be discussed. |
Derya Kulavuz-Onal |
| Saturday |
302 |
8:00 AM |
9:00 AM |
Discussion |
Principled
Preparation for Teachers of Adult Low-Literate Learners |
Adult
ESL instructors who have learners with little or no literacy in their first
languages face a double-challenge: teaching a new language and also teaching
adults to read for the first time in a language they do not speak. This
discussion session explores how we can best prepare such teachers. |
Patsy Vinogradov |
| Saturday |
307 |
8:00 AM |
9:00 AM |
Discussion |
Focus
on the Periphery: Professional Development for Volunteer Teachers |
Insights
from an ethnographic study of a small volunteer-run adult ESL program will
spark our discussion of volunteer teacher development. We will consider how
volunteer teachers situate themselves in the language teaching profession,
and what kind of teacher development best meets their needs. |
Kristen Walls |
| Saturday |
301 |
8:00 AM |
8:25 AM |
Discussion |
The
Knowledge Base of Canadian Tertiary ESL Teachers: What is Missing? |
The
knowledge base required by tertiary ESL teachers in Canada is specific to
that field. This presentation reports a pilot survey study conducted in
Ontario which explores these teachers' knowledge base in teaching and
learning. Implications for second language teacher education and professional
development will be discussed. |
Hong Wang |
| Saturday |
308 |
8:00 AM |
8:25 AM Poster |
Discussion | Job
Satisfaction of EFL Teachers at the University Level |
This
study presents the results of a comparative study carried out in two
different universities to explore language teachers' perceptions of to what
extent their needs are met in their workplace as well as the types of events
that evoke satisfaction. The results suggest further research into language
teacher satisfaction. |
Meral
Melek Ünver |
| Saturday |
310 |
8:00 AM |
8:25 AM |
Discussion |
Preparing
Teachers to Teach Cultural Perspectives |
This
paper proposes a framework for a foreign language curriculum that joins
language and culture into a coherent whole governed by the concept of
language as receptacle of culture. It examines the disciplinary knowledge
base and the curricular design required to realize this integration in
home-study and study- abroad programs. |
Chie Matsuzawa & Gladys
Rivera |
| Saturday |
403 |
8:00 AM |
8:25 AM |
Discussion |
Watching
Teachers Watch Themselves: Non-Native Pre-Service English Teachers |
This
study reports pre-service English teachers' reflections on their teaching
performance after they watched themselves on video. Their comments regarding
their teaching performance were basically on their target language use,
classroom and time management, and the appropriateness of the activities to
the learners' profile. |
Sumru Akcan |
| Saturday |
404 |
8:00 AM |
8:25 AM |
Discussion |
Language
Teacher Education: A Case Study of the Practices of Teacher Preparation in
the Canary Islands, Spain |
In
Spain, national requirements often determine program design and curriculum
without the benefits of recent research. This presentation examines the
practices of teacher education in the Spain by using the specific example of
how a public university in the Canary Islands prepares students for
certification. |
Maria
Jesus Vera Cazorla & Diane
Iglesias |
| Saturday |
405 |
8:00 AM |
8:55 AM |
Paper |
Change
and Resistance in Initial Teacher Curriculum for Chilean Teachers of English. |
Introducing
change in Chilean teacher education is a challenge to even the most
innovative educators. Considering the demands and constraints from different
agents, levels and processes involved in language teaching education, we
present results from a collaborative project in initial teacher curriculum
innovation to be implemented in six Chilean universities. |
Miguel Farias & Mary
Jane Abrahams |
| Saturday |
301 |
8:30 AM |
8:55 AM |
Paper |
Preparing
Transformative Practitioners for Critical EAP |
This
paper examines the often difficult transfer of theory to practice in respect
to preparing transformative practitioners for English for Academic Purposes
through a pre-service "social issues project" in which
student-teachers conceptualize and design a blueprint for action (e.g. an
advocacy letter, workshop, curricular materials, etc.) for the profession. |
Brian Morgan |
| Saturday |
308 |
8:30 AM |
8:55 AM |
Paper |
Language
and Language Teacher Learning and the Integration Model |
The
integration model offers a socially situated way of framing language learning
and language teacher learning. Development progresses from surface to core
along two mutually reinforcing trajectories of integration: 1) taking in
experiences on the social plane and 2) connecting with an ever-growing array
of communities of practice. |
Mark
K. Warford |
| Saturday |
310 |
8:30 AM |
8:55 AM |
Paper |
The
Journey to Becoming a Chinese Language Teacher |
This
study specifically focuses on Chinese language teacher candidates' beliefs
and experiences as students in order to document and understand more about
the unique experiences of Chinese language teacher candidates and how their
backgrounds influence how they teach. |
Mary Curran |
| Saturday |
403 |
8:30 AM |
8:55 AM |
discussion |
Community
Through Story in the Theory and Methods Class |
We
facilitate community in our classes as a way of modeling how community
enhances and transforms the learning process. Story helps learners connect
with each other and the content of the course while providing a way to
explore identity, build community, and discover beliefs about teaching and
learning. |
Sara Sanders & Anna
Marie Robinson |
| Saturday |
404 |
8:30 AM |
8:55 AM |
Discussion |
Language
Teacher Education: A Case Study of the Practices of Teacher Preparation
in the United States |
In
the United States, state requirements often determine program design and
curriculum without the benefits of recent research. This presentation
examines the practices of teacher education in the United States by using the
specific example of how a private liberal arts college in Pennsylvania
prepares students for certification. |
Diane Iglesias & Maria
Jesus Vera Cazorla |
| Saturday |
302 |
9:35 AM |
10:00 AM |
Paper |
The
Value of Sustained Professional Development: A Program Description |
What
impact can action research have in a language teacher's classroom? Is
leadership training beneficial to teachers and/or the profession? The Western
Initiative for Language Leadership, a two-year program of sustained
professional development for language teachers, answers these questions
during summer workshops, online collaboration, and mentoring. |
Greg Hopper-Moore |
| Saturday |
403 |
9:35 AM |
10:00 AM |
Paper |
Integrating
Constructivism into an Online Methods Course |
With
the increasing popularity of online courses, creating interactive,
constructivist opportunities for student learning is essential. This paper
reports on the elements necessary for designing and implementing a
constructivist approach to an online ESL Methods course. |
Cynthia Lundgren & Deirdre
Kramer |
| Saturday |
404 |
9:35 AM |
10:00 AM |
paper |
What
Content Teachers Want: Assessing and Meeting the Professional Development
Needs of Secondary Teachers of English Language Learners |
This
paper reports on a survey of 144 content teachers to identify gaps in
training and determine needs for ESL professional development. It describes
how findings were incorporated into an inservice program for content
teachers, and then and recommends ways to build communities of practice to
address teachers' needs for educating ELLs. |
Keiko Samimy & Karen
Newman & Kathleen
Romstedt |
| Saturday |
405 |
9:35 AM |
10:00 AM |
Paper |
"I
Thought My Lesson Was Going Good": Preparing Secondary English Teacher
Candidates for English Language Learners |
This
paper reports research conducted within a teacher education program engaged
in the preparation of all secondary English teacher candidates to work
effectively with ELLs. The presenters discuss preservice English teachers'
efforts to negotiate disciplinary knowledge and skills specific to teaching
ELLs in the context of a practicum. |
Candace Harper Aliya
Mueen & Edwidge
Bryant |
| Saturday |
301 |
9:35 AM |
10:30 AM |
Discussion |
ESL
Pre-Service Teachers' View of Teaching Practice Supervision and Assessment in
Nigeria |
Teacher
trainees have aspirations, expectations, hopes, apprehension and anxiety.
This study seeks to analyze the views of ESL teacher trainees and to
incorporate their ideas into the structuring and organization of teaching
practice in order to help fashion new directions and best practices in
Teaching Practice programme design and implementation. |
Funke Lawal & Nonye
Ikonta & Anthonia
Maduekwe & Oyenike
Adeosun |
| Saturday |
308 |
9:35 AM |
10:30 AM |
Symposium |
Approaches to Teacher Education in Technology |
Frank Tuzi: An overview of issues in professional development in technology.
Because emerging technologies, applications and website continues at an
amazing rate, the need for professional development in language teacher
education is critical. The presenter highlights struggles and benefits
related to personal and departmental professional development. Donna Clementi: Learning by Doing - In the online portion of the Master of Education in World
Language Instruction program at Concordia College, the effective use of
technology is woven into both the delivery of instruction and the performance
objectives for the course. Thomas Robb: Technology implementation at the curriculum level
and professional training The presenter will discuss ways that teaching and learning
resources involving technology can be delivered to the student without
relying on all instructors in the curriculum possessing the requisite skills
and how this can have a backwash effect on the teachers concerned. |
Thomas N. Robb , Donna Clementi & Frank Tuzi |
| Saturday |
307 |
9:35 AM |
11:30 AM |
Symposium |
Responding
to the Needs of Language Teachers: Reconceptualizing Professional Development |
This
symposium outlines how staff at The Center for Applied Linguistics, develop,
implement, and reconceptualize professional development for language teacher
education based on responding to needs. Presenters represent varied divisions
within CAL and bring diverse backgrounds and expertise, including: K-12
mainstream and ESL; foreign language; adult English acquisition; language
assessment. |
Amber Gallup, Jennifer
Himmel, Ari
Sherris & Lisa
Tabaku |
| Saturday |
309 |
9:35 AM |
11:30 AM |
Symposium |
Teacher Development Related to Heritage Speaker
Students: Perturbing Assumptions and Possible Solutions |
Four presentations will identify the major
linguistic and affective differences between heritage speakers and
traditional second language learners, and explore options for improved
teacher development in working effectively with heritage speaker populations. |
Kim Potowski, Maria Carreira, Scott McGinnis, Joy Peyton & Kathleen Dillon |
| Saturday |
310 |
9:35 AM |
11:30 AM |
Symposium |
Alternative Routes to Language Certification:
Threat or Promise? |
This
panel will present existing and long-standing models of "alternative routes" to language teacher
certification. Models will include programs in liberal arts universities and colleges,
schools of education and state departments of education. Panelists include: John Webb, Princeton University; Manuela Wagner, University of Connecticut, and Christine Brown, Glastonbury (CT) Public
Schools. Panelists will provide descriptions of their respective programs
and discuss the employment prospects for teachers who attend these programs. Active audience participation will be encouraged.
Also,workshop participants are encouraged to bring any information
about their respective programs to share. |
Christine Brown, John Webb & Manuela Wagner |
| Saturday |
GB |
9:35 AM |
11:30 AM |
Symposium |
Challenges in Promoting a Learner Centered
Perspective in Teacher Education |
Changing the Teaching-Learning Paradigm has posed major challenges for teacher educators. The panel discusses major issues in this process:
* Educational practices/processes promoting learner centered perspective
*Constraints in integrating a more learner centered perspective
* Solutions for overcoming these constraints
* Helping classroom teachers address individual differences
*Assessing success in enabling teachers to promote learner control |
Joan Rubin, Martha Nyikos, Virginia Rojas & Anna Uhl Chamot |
| Saturday |
302 |
10:05 AM |
10:30 AM |
Paper |
Action
Research by Teacher Candidates: Operationalizing the Theories |
We
will present 2 studies illustrating our model for integrating action research
(AR) into pre-service coursework, compare our model with alternative models,
and argue for a greater role for AR in teacher preparation. These studies
provide a window into the power of AR to foster critical inquiry among
teacher candidates. |
Sarah
J. Jourdain &
Prosper Sanou |
| Saturday |
403 |
10:05 AM |
10:30 AM |
Paper |
Development
and Effectiveness of an Online Professional Development Course for Japanese
Language Teachers: JOINT (Japanese Online Instruction Network for Teachers) |
The
Alliance of Associations of Teachers of Japanese has launched an online
professional development program (JOINT = Japanese Online Instruction Network
for Teachers). This presentation will report on the development of the pilot
course, learning outcomes, successes, and challenges in developing online
professional development courses for Japanese teachers. |
Eiko Ushida, Masako Douglas & Takeshi Sengiku |
| Saturday |
404 |
10:05 AM |
10:30 AM |
Paper |
We
Know What to Do: We Just Can't Do it!: Teacher and Teacher Educator
Collaboration |
Collegial
support and shared theoretical input are required for making changes in
teaching practice. This paper discusses the ways in which content teachers
overcame difficulties they experienced in bringing a language focus to
secondary content teaching. It describes the changes to the TESOL programme
that the teacher and teacher educator collaboration inspired. |
Susan Gray |
| Saturday |
405 |
10:05 AM |
10:30 AM |
Paper |
Preparing
Teachers to Teach Academic Vocabulary in ESL Writing Courses |
This
paper proposes a framework for preparing teachers who will take the
initiative to integrate vocabulary instruction into graduate ESL writing
courses. The framework prepares teachers to model one's own process of using
vocabulary; to scaffold self-regulated learning with the help of vocabulary
learning strategies; and to use on-line corpora and concordance tools. |
Rui Ma |
| Saturday |
301 |
10:35 AM |
11:00 AM |
Paper |
The
EPOSTL: a tool for reflection and self-assessment in pre-service teacher
education |
The
EPOSTL is an innovative instrument for reflection and self-assessment
intended primarily for use in pre-service teacher education with the aim of
helping student teachers to reflect critically on their didactic knowledge
and skills. The department of English at a European university is amongst the
first institutions to integrate the EPOSTL into its pre-service teacher
education programme. The paper will explore the potentials and possible
limitations of the EPOSTL in terms of promoting and structuring reflection in
pre-service teacher education at an early stage. |
Barbara Mehlmauer-Larcher |
| Saturday |
302 |
10:35 AM |
11:00 AM |
Paper |
Issues
of Language in Language Teacher Research |
Although
the entire action research process is mediated through language, the effect
of language on the process is often overlooked. The presenter will highlight
some of the language issues faced by EFL teachers in Chile when conducting
action research projects. Language choice became particularly salient during
the teachers' data collection. |
Nikki Ashcraft |
| Saturday |
308 |
10:35 AM |
11:00 AM |
Paper |
The
Impact of Web 2.0 on Language Education |
How
can Web 2.0 impact language education? The presenter will describe Web 2.0,
consider why teachers need to acquire an understanding of Web 2.0, suggest
ways to leverage Web 2.0 into language education, summarize current trends
with Web 2.0 in language teaching, and discuss potential problems and
benefits of using Web 2.0. |
Frank Tuzi |
| Saturday |
403 |
10:35 AM |
11:00 AM |
Paper |
Teaching
Creatively: Alternative Formats for L2 Methodology Courses |
Existing
technology offers flexibility to language teacher preparation that our
predecessors could hardly have imagined. This session offers a framework for
an online or online-hybrid L2 methodology course. Practical suggestions,
online tools to aid in course development, and feedback from students of the
online-hybrid methods course will also be shared. |
Susan Hildebrandt |
| Saturday |
404 |
10:35 AM |
11:00 AM |
Paper |
ESOL
and Mainstream Teacher Collaboration |
Mainstream
teachers are often unprepared or under-prepared to address the needs of ESL
students, especially those at-risk for academic achievement. Collaboration
between mainstream and ESL teachers can be critical for ESL students. This
presentation describes a project that builds collaboration skills for
teachers enrolled in graduate-level teacher education programs. |
Margo DelliCarpini & Amanda
Gulla |
| Saturday |
405 |
10:35 AM |
11:00 AM |
Paper |
Searching
for a Rationale for Language Teacher Education Early Field Experiences |
Early
field experiences designed for future language teachers are barely discussed
in language teacher education research. This talk presents data collected
during the implementation of an early field experience for future world
language teachers and argues that well-planned teaching experiences could be
educative in the development of future language teachers. |
Sandra Rodriguez-Arroyo |
| Saturday |
302 |
11:05 AM |
11:30 AM |
Paper |
National
K-12 Foreign Language Survey |
The
Center for Applied Linguistics' National K-12 Foreign Language Survey
identifies current patterns and shifts over time in foreign language
enrollments, program offerings, teacher qualifications, hiring practices, and
the impact of NCLB, among other issues. Results provide a current context for
language teacher education and reliable data to inform teacher education. |
Ingrid Pufahl |
| Saturday |
308 |
11:05 AM |
11:30 AM |
Paper |
What
the Student Brings |
Students'
lives are influenced powerfully by the Web, mobile phones, MP3 players and
other digital devices. These and other aspects of their daily experiences
inevitably shape their approaches to learning, communication and success.
This session explores how teachers can incorporate these student
"gifts" into the 21st century language classroom. |
Duane Sider |
| Saturday |
403 |
11:05 AM |
11:30 AM |
Paper |
Professor
+ Video + Facilitator: A Formula for Online Language Teacher Education |
Survey
data indicate student satisfaction with an online language teacher education
model in which faculty teach via video and the Internet, students work at
their own pace, and facilitators monitor and grade. The model and supporting
data are discussed from the perspectives of two professors, a facilitator,
and a student. |
Brenda Murphy, Ashley
Hastings, Rosemary
Painter & John
Gilbert |
| Saturday |
404 |
11:05 AM |
11:30 AM |
Paper |
Understanding
"Understanding by Design": Insights from the Development of a
National K-3 Chinese Curriculum |
This
paper presents the "understanding by design" practices in the
development of a K-3 Chinese curriculum at the Center for Applied Linguistics
(CAL) in collaboration with the National K-12 Foreign Language Resource
Center (NFLRC). Vignettes of curriculum development activities and sample
thematic units are used to showcase the practices. |
Chengbin Yin , Marcia
Harmon Rosenbusch |
| Saturday |
405 |
11:05 AM |
11:30 AM |
Paper |
Burnout
and the Beginning Teacher |
Burnout
is a problem for experienced teachers, but perhaps the seeds of burnout are
sown during initial teacher education? To forearm teachers against burnout,
right from the beginning, we need to shift from a technical view of teaching
to one that emphasizes the essentially human nature of classroom language
teaching. |
Dick
A. Allwright & Inés
Miller |
| DAY |
ROOM |
SESSION BEGIN |
SESSION END |
Type |
Title |
Summary |
Presenters |
| Saturday |
CB |
12:00 PM |
1:00 PM |
Poster |
Exploring
Change in Preservice Teachers' Beliefs about English Language Learning and
Teaching |
The
purpose of the present study is to discover preservice Pre-K through 8th
grade mainstream teachers' beliefs about language learning in order to better
inform future teacher preparation programs. |
Zoreh Eslami |
| Saturday |
CB |
12:00 PM |
1:00 PM |
Poster |
ESL
Teachers' Needs for Their Professional Development: The Voice from Ontario |
Professional
development is crucial for in-service teachers. In this Poster presentation,
we will present research findings from a pilot study of ESL teachers'
professional development needs in the Ontario context. Twenty teachers from
four language institutes participated in the questionnaire survey study.
Implications for ESL teacher education will be discussed. |
Kangxian Zhao & Hong
Wang |
| Saturday |
CB |
12:00 PM |
1:00 PM |
Poster |
A
Narrative Inquiry into the Impact of English Curriculum Reforms on Teachers'
Professional Identities in Mainland China |
This
study investigates three experienced teachers impacted by the English
curriculum reforms since the 1980s in mainland China. It explores how the
teachers reconstructed their professional identities faced with challenges to
fill in research gaps. The findings of complex professional identities
indicate the danger of the solely pedagogical reforms. |
Zhaoyang Liu |
| Saturday |
CB |
12:00 PM |
1:00 PM |
Poster |
HOPE
for Integrating Reflective Skills into Language Learning Programs: A Toolbox
for Teacher/Coaches |
Programs
which empower learners to be successful in their SLA endeavors must include
practical tools presented in an integrated approach. Reflection is an
essential ingredient throughout. Reflective teacher/coaches are better
equipped to train reflective learners. This session illustrates how to groom
teacher/coaches and learners in using reflection effectively. |
Elizabeth
Barbour Hopkins |
| Saturday |
CB |
12:00 PM |
1:00 PM |
Poster |
Teaching
Mainstream Teachers about Second Language Acquisition |
This
poster reports on an introductory course in second language acquisition (SLA)
for mainstream K-12 teachers. The course content includes Lightbown and
Spada's (2006) introductory text, sixteen SLA journal articles, and clips
from the documentary Promises, about Palestinian and Israeli youth developing
relationships through their shared second language, English. |
Ari Sherris |
| Saturday |
CB |
12:00 PM |
1:00 PM |
Poster |
We're
All Teachers of English Language Learners": Innovative Practices in a
Professional Development Model for Teaching ELL Students in Content Area
Classrooms |
With
the increased number of English Language Learners included in content area
classrooms, all teachers must have the knowledge, skills and dispositions to
impact the learning of ELL students. This presentation illustrates the
innovative practices used in a 5-day professional development seminar on
teaching ELL students in content area classrooms. |
Beth Wassell & Jacqueline
McCafferty |
| Saturday |
CB |
12:00 PM |
1:00 PM |
Poster |
Exploratory
Practice in Initial Teacher Education: Integration and Work for Understanding |
This
poster, co-authored by four teacher-learners and three teacher educators,
combines the group's pre-professional and professional reflection on the
process of implementing Exploratory Practice in initial language teacher
education. It illustrates how beginning teachers reconceptualize pedagogic
practice as 'work for understanding' and integrate an investigative attitude
into their pre-professional lives. |
Ines Miller, Beatriz Barreto, Maria
Cristina Goes Monteiro, Fábio
Santos, Juliana
de Oliveira Sant'Anna dos Santos, Rubiane
Guilherme & Michele
Valadão Vermelho |
| Saturday |
308 |
12:00 PM |
1:00 PM |
Tech
Poster |
Internet
Technologies and Teaching Techniques |
This
presentation explores how to incorporate varied technologies into the foreign
language classroom. Sample technologies include image manipulation software,
digital voice recording, MP3 players, the blogosphere, digital stories,
Blackboard, and a variety of interactive websites that can be used to
complement and/or facilitate class assignments. |
Zennia Hancock, Erin
Korves & Loredana
Di Stravolo |
| Saturday |
308 |
12:00 PM |
1:00 PM |
Tech
Poster |
Using
Technology To Meet the Needs of Students with Learning Disabilities |
Computer-based
practice is ideally suited to students with learning disabilities in a number
of ways. They benefit from rapid feedback, the ability to self-pace, and
increased opportunity to practice language in ways that are structured and
multimodal. |
Eve Leons |
| Saturday |
308 |
12:00 PM |
1:00 PM |
Tech
Poster |
Development
Course in Communicative Competence, EFL Methodology and Optimization of
Language Learning Resource Centers |
The
focus of this presentation is on the way a Colombian University contributes
to the fostering of both bilingualism and the use of Information and
Communication Technologies in public educational contexts. Among the outcomes
of the course, the presenter will refer to the creation of a Virtual Language
Resource Centre which hosts the products created by teachers and will welcome
them as members of an academic community of public school teachers. |
C.
Patricia Alvarez |
| Saturday |
308 |
12:00 PM |
1:00 PM |
Tech
Poster |
Multilingual
Family Literacy in ESL |
This
discussion addresses the use of interactive FL websites with an emphasis on
family literacy and maximizing multi-sensory and interactive learning.
Participants will be instructed on how to tailor online lessons for their
target population. The purpose of this program is to enhance in-class
learning of foreign languages using technology. |
Talia Kowitt |
| Saturday |
302 |
1:05 PM |
1:30 PM |
Paper |
A
Model of Mid-Term Conference that promotes pre-service students' overall
teaching |
In
this talk, the presenter will introduce a model of teaching practicum
developed for teaching English to young learners in our university. The
mid-term conference of the teaching practicum is student-centered and
consists of video viewing and peer coaching. The study reports that mid-term
conference contributes substantially to overall teaching. |
Makiko Tanaka |
| Saturday |
308 |
1:05 PM |
1:30 PM |
Paper |
Leveraging
Web 2.0 Collaboration Sites into Language Teaching and Research |
Collaborators
and developers benefit from the abundance of new web-based tools available.
These web applications enable writers and project developers to work together
from anywhere on the Internet, thus providing language teachers and
researchers emerging opportunities to interact with counterparts from around
the globe. |
Frank Tuzi |
| Saturday |
403 |
1:05 PM |
1:30 PM |
Paper |
Inclusivity
in Exploratory Practice: A case study of principles in practice |
What
is "inclusivity" in Exploratory Practice? What does it mean and
what are the implications in practice? This paper will examine these
questions and suggest that if inclusivity is indeed a desirable principle for
practitioner research in education, then a degree of trust in practitioners
will be required. |
Judith Hanks |
| Saturday |
404 |
1:05 PM |
1:30 PM |
Paper |
Teaching
in the Target Language: A Neglected Pedagogical Value? |
This
session critiques current positions on code-switching, situating them within
what is known about students' and teachers' beliefs and practices about
teaching in L2. It introduces a workshop designed to respond to the current
dissonance between research, standards and practices, and presents impact
data gathered from program participants. |
Mark
K. Warford |
| Saturday |
405 |
1:05 PM |
1:30 PM |
Paper |
A
National, Collaborative Project in Language Teacher Education in Australia:
Reciprocal Effects of Collaboration Among Communities of Languages Educators |
Based
on the research, development and implementation of the nationally-coordinated
Intercultural Language Teaching and Learning in Practice project in language
teacher education, we critically explore some assumptions that need to be
negotiated in any professional collaboration. We use data from an extended
case study to provide a counterpoint. |
Angela Scarino & Leo
Papademetre |
| Saturday |
301 |
1:05 PM |
3:00 PM |
Symposium |
Addressing
Teacher Training Challenges in Federal Language Programs |
A
panel of officials with teacher training responsibilities at four of the
major federal language training institutions will discuss their challenges
and solutions. The panel includes personnel from the Defense Language
Institute (DLI), the Foreign Service Institute (FSI), the Intelligence
Language Institute (ILI), and the National Cryptologic School (NCS). |
Douglas Gilzow, Lea
Christiansen, Grazyna
Dudney & Carolyn
Crooks |
| Saturday |
307 |
1:05 PM |
3:00 PM |
Symposium |
Mentoring
Apprentice Language Teacher Educators: Apprenticeships in Action |
The
Language Teacher Educator Apprenticeship Model (L-TEAM) mentors doctoral
students to become highly productive "apprentice" language teacher
educators (LTEs), surpassing ordinary doctoral RA/TA roles. We demonstrate
the practical model, built on work by Vygotsky; Alexander; Lave and Wenger;
and Brown et al. Audience participants share experiences in language educator
professionalization. |
Rebecca Oxford, Michael
Wei, Donna
Bain Butler, Chien-Yu
Lin & Rui
Ma |
| Saturday |
309 |
1:05 PM |
3:00 PM |
Symposium |
Preparing
Teachers for Linguistically and Culturally Diverse Classrooms: Perspectives
and Possibilities |
This
symposium explores the professional learning of teacher educators in the
process of teaching ESL pedagogy; the empowerment of teachers through
collaborative dialogue about intercultural school-based incidents; and the
preparation and integration of immigrant teachers for whom English is an
additional language in the K-12 teaching force. |
Clea Schmidt, Antoinette
Gagne, Sunny
Lau Man Chu, Yi
Li & Seonaigh
MacPherson |
| Saturday |
310 |
1:05 PM |
3:00 PM |
Symposium |
Teaching
Content to ELLs: Collaboration between Universities and Schools |
Presenters
discuss their perspectives on collaboration between a university education
department and a public school system to design and implement a new federally
funded professional development program to help secondary content teachers
improve English language learners' performance in math, science, and social
studies. Voices from teachers, administrators, and professors are
highlighted. |
Joan
Kang, Shin, JoAnn
Crandal, John
Quinn, Roberta
Girardi, Christopher
Browder & Lori
Edmonds |
| Saturday |
GB |
1:05 PM |
3:30 PM |
Paper |
Teacher
Beliefs, Teacher Practices, and Coaching to Improve Performance |
Who
is a good teacher? Who wants to be a good teacher? Why aren't all teachers
good teachers? How can teacher educators use coaching to empower pre-service
and in-service teachers to self-assess their performance and direct their own
progress toward continuous improvement of their instructional practices? In
this session you'll have an opportunity to examine recently developed
descriptors of highly effective language teachers, learn more about what
works (and doesn't' work) in changing instructional practices, and become
familiar with some of the strategies associated with cognitive coaching. |
Myriam Met |
| Saturday |
302 |
1:35 PM |
2:00 PM |
Paper |
Dynamic
Assessment in Teacher Education: Using Video Protocols to Intervene in
Teacher Thinking and Activity |
This
paper argues that teacher educator's direct intervention in a video protocol
can be viewed as a kind of dynamic assessment. The teacher-educator provides
an expert's perspective orienting the teachers, reducing their cognitive
load, and enabling them to begin appropriating different teacher thinking and
activity. |
Paula Golombek |
| Saturday |
308 |
1:35 PM |
2:00 PM |
Paper |
Teacher
Training and Technology of Today |
This
action research project seeks to answer three major questions. What
technological knowledge do future instructors need to perform effectively?
How to integrate technology training within teacher-training programs? What
challenges might trainees encounter? Practical activities on how to integrate
technology in teacher training programs are shared with the audience. |
Nerman
S. Eltorie |
| Saturday |
403 |
1:35 PM |
2:00 PM |
Paper |
Observation
Schemes: Manifesting Current Domains of Teacher Knowledge? |
This
presentation investigates whether the currently studied domains of teacher
knowledge are manifested in different observation schemes commonly utilized
in second language teacher education. Do the observation schemes
appropriately represent these knowledge domains, or do the knowledge domains
not completely encapsulate all facets of what teachers are expected to know? |
Drew
S. Fagan |
| Saturday |
404 |
1:35 PM |
2:00 PM |
Paper |
Implementing
Communicative Language Teaching in Togo |
This
paper reports on the background, content and results of a workshop presented
in Togo, West Africa, in December 2008. The purpose of the workshop was to
help EFL teachers in Togolese secondary schools implement small and effective
changes to include communicative language teaching approaches in their
classroom teaching. |
Colleen Maloney-Berman & Janice
Nersinger |
| Saturday |
405 |
1:35 PM |
2:00 PM |
Paper |
Online
Professional Development for Second Language Teachers: Considerations for
Fostering Intercultural Competencies in Technologically-Mediated Environments |
A
model for online teacher professional development for second language
teachers to promote intercultural competencies is proposed. The unique
synergies between online learning, adult learning and intercultural inquiry
are discussed in support of this theoretical model, as are preliminary
findings from a study testing the model. |
Erin McCloskey |
| Saturday |
302 |
2:05 PM |
2:30 PM |
Paper |
The
Implications of Case-based Pedagogy Using Practicum-Based Student-Generated
Cases for Pre-Service Language Teacher Education: A Pilot Study |
This
pilot study investigated the effectiveness of case-based pedagogy using
student-generated cases as an instructional tool in the preparation of 12
pre-service ESL, Bilingual, and Modern Foreign Language teachers in a Student
Teaching Seminar. The results indicate a strong correlation between
case-based pedagogy and positive effects on teacher knowledge, thinking,
praxis, and beliefs. |
Amy Cournoyer |
| Saturday |
308 |
2:05 PM |
2:30 PM |
Paper |
Teacher
Training in Technology: Overcoming Limitations |
While
the need to foster teacher self-autonomy when acquiring new technology is
recognized, there is a clear need to go beyond the teacher and to implement
resources at the curriculum level which are then made available to
instructors for optional or mandatory instruction. Case studies will be
presented. |
Thomas
N. Robb |
| Saturday |
403 |
2:05 PM |
2:30 PM |
Paper |
Assessing
Teachers' Knowledge About Language (KAL) |
Teachers
require knowledge about language, but this need is not identified in teacher
education. This problem may be partly solved by "beneficial
backwash" from effects of professional teacher examinations if such
tests reflect KAL content. This paper is a small sample review of KAL face
validity in teacher education tests. |
Rebecca Burns |
| Saturday |
404 |
2:05 PM |
2:30 PM |
Paper |
Research-Based
Professional Development: Using the SIOP Model to Develop Science Literacy in
English Language Learners |
As
part of a national research project, researchers have created a professional
development program designed to help science teachers promote second language
development. Presenters will describe SIOP Model workshops that show teachers
how to identify and teach language and literacy skills, project-developed
science lesson plans, and SIOP coaching. |
Jennifer Himmel & Sandra
Gutierrez |
| Saturday |
405 |
2:05 PM |
2:30 PM |
Paper |
Developing
the Intercultural Awareness of Pre-service and In-service Language Teachers |
We
discuss the development of ESL and foreign language teachers' intercultural
awareness in a graduate course designed to examine the relationship between
culture and language. After examining how these pre-service and in-service
teachers came to new cultural understandings, we share suggestions for
incorporating such intercultural awareness in the language classroom. |
Andrea DeCapua |
| Saturday |
302 |
2:35 PM |
3:00 PM |
Paper |
Communities
of Practice in ESL Reading and Writing pedagogy |
This
presentation describes a journaling activity for graduate students whose goal
is to bring students into the "community of practice" of ESL
reading/writing pedagogy. Another goal is to allow students to see that
developing literacy in a second language also leads to entry into a new
community. |
Joel Hardman |
| Saturday |
308 |
2:35 PM |
3:00 PM |
Paper |
Formative
Assessment and the Use of "Clickers" in Pre-Service Teacher
Education |
"Clickers"
(electronic voting systems) have become extremely popular in a number of
disciplines for assessment purposes, individual and collaborative learning,
and enhancement of student motivation, participation, and satisfaction.
Literature findings will be compared and contrasted with the presenter's own
experience and results from a student survey in her language-education
classes. |
Marinella Garatti |
| Saturday |
403 |
2:35 PM |
3:00 PM |
Paper |
Exploring
Tensions Between Teachers' Grammar Teaching Beliefs and Practices |
This
paper presents findings from longitudinal research which shows that tensions
between grammar teachers' beliefs and practices can be explained in terms of
competition between core and peripheral beliefs. It also demonstrates that
collaborative dialogue between teachers and teacher educators can facilitate
exploration of such tensions and subsequent teacher development. |
Simon Phipps |
| Saturday |
404 |
2:35 PM |
3:00 PM |
Paper |
A
Collaboration in Less Commonly Taught Languages |
In
this paper, presenters will discuss the process and results of developing a
collaborative teacher training program that has been created for
less-commonly taught languages. The purpose is to provide teachers with basic
information for teacher certification and continue to support their academic
growth throughout the school year. |
Janice >Dowd, Marty
Abbott & Rita
Oleksak |
| Saturday |
405 |
2:35 PM |
3:00 PM |
Paper |
Binational
Dual Degree Programs in Foreign Language Teacher Education |
The
reorganization of language and cultural education to provide students with
deep transcultural and translingual competence as called for in a recent MLA
report (2007) also requires a rethinking of foreign language teacher
education. This paper examines binational dual degree M.A. programs as one
way to address this issue. |
Erwin Tschirner |
| Saturday |
302 |
3:05 PM |
3:30 PM |
Discussion |
Exploring
21st Century Dynamics: Changing Roles and Settings for Teacher/Coaches and
Learners |
In
our increasingly global community, with over 6,000 languages spoken daily,
teacher and learner roles are changing as learning settings have vastly
increased. We'll explore how teaching and learning in a "world
classroom" present unique challenges, celebrating that 21st century
dynamics of SLA offer endless adventures for the intrepid! |
Elizabeth
Barbour Hopkins |
| Saturday |
308 |
3:05 PM |
3:30 PM |
Paper |
Train
the Trainers: Introducing Instructors to the Smart Board as a 21st Century
Language Teaching Tool |
Staff
at the Foreign Service Institute had a creative response when they learned
that dozens of Smart Boards would soon be installed in classrooms. Training
needs were addressed through two-hour sessions, intensive day-long training,
small group hands-on sessions, brown bags, on-line tutorials, open houses,
mentoring and more. CDs with resources will be shared. |
Eva Szabo & Dora
S. Chanesman |
| Saturday |
403 |
3:05 PM |
3:30 PM |
Paper |
Issues
in Researching Language Teacher Education |
This
presentation discusses three issues confronting researchers and practitioners
in the field of language teacher education: (1) a conflation of terms in the
literature, (2) a disparity between language teacher education and general
teacher education, and (3) a reduced number of empirical studies utilizing
actual classroom interaction. |
Drew
S. Fagan |
| Saturday |
405 |
3:05 PM |
3:30 PM |
Paper |
Learning
about 'Otherness': The Treatment and Impact of Culture Learning in
International Language Teacher Preparation Programs |
Culture
teaching has a crucial role in 21st century language classrooms. This paper
will outline findings from a government-funded Canadian study examining the
relationships between teacher education practices and teacher candidate
visions of culture teaching and intercultural learning in international
language education. |
Geoff Lawrence |
| Saturday |
GB |
3:45 PM |
5:00 PM |
Plenary |
Teacher
Cognition and Communicative Language Teaching |
Understanding
the relationship between teachers' beliefs and practices is an established
theme in language teaching research. Borg examines this theme with specific
reference to communicative language teaching (CLT). The findings of research
into what teachers say and what they do in relation to CLT will be examined
and the implications of this work for language teacher education discussed. |
Simon Borg |
