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George Washington University, Georgetown University, The Center for Applied Linguistics
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Preparing Language Teachers for the 21st Century:
Sixth International Conference on
Language Teacher Education

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

Thursday Pre-Conference Workshop Schedule | Opening Ceremony

Room Abbreviation Key: GB= Grand Ballroom; CB= Continental Ballroom

For Hotel and Travel Information, see LTE 2009 Website
To return to the schedule of events for LTE 2009, see LTE Schedule

For a printable program see: pdf file

Schedule Revised May 27, 2009
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
DiscussionJob 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
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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
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