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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

Saturday May 30 , 2009: AM Schedule | Revised May 27, 2009
If you see a problem with your listing or the time assigned, please email us. lte@nclrc.org
Room Abbreviation Key: GB= Grand Ballroom; CB= Continental Ballroom
For Details on Plenary Sessions and Symposia & for a complete schedule, see LTE 2009 Website
To see a detailed schedule of the posters avaiable at this time, please click here

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

 

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