| DAY |
ROOM |
SESSION BEGIN |
SESSION END |
Type |
Title |
Summary |
Presenters |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
An
Evaluation of the EFL Teacher Preparation System in Primary State Schools in
Cyprus: Implications For a Pre-service Language Teacher Education Programme |
This
small-scale qualitative study investigates eighteen EFL primary teachers'
perceptions of their initial preparation and in-service training provided by
the Ministry of Education. Findings from this study are intended to give rise
to further research into the development and integration of a TESOL knowledge
base in the Teacher Education programme at University. |
Kourieos Stella |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
Rethinking
the Learner in Teacher Education |
This
poster relates five propositions about learners to key aspects of initial
teacher education such as 'training in method' and 'teaching practice',
advocating the treatment of prospective teachers as developing practitioners
of learning, not just as future teachers. It offers Exploratory Practice as a
framework for addressing the issues involved. |
Dick
A. Allwright & Judith
Hanks |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
Efficacy
of One Elementary Preservice Teacher Education Program in Taiwan in Preparing
Non-native speakers to Teach English as an International Language |
Historically,
Taiwanese students began learning English in middle school, but now children
start in third grade. English Education Departments were established in four
teachers' colleges in 2000 to prepare qualified teachers. A single-case study
design was employed to investigate how preservice teachers are being prepared
to teach English as an international language. |
Susan
(Su-Hui) Wu |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
The
Rights and Wrongs of Assessing Writing |
The
presenter discusses the importance of training English instructors on how to
design writing rubrics. A project is described that is designed to enhance
instructors' knowledge of writing rubrics and designing tasks that fit the
needs of their learners. The rubrics and the writing tasks are shared with
the audience. |
Nermin
S. Eltorie |
| Saturday |
CB |
8:00 AM |
9:00 AM |
Poster |
Teacher
Burnout and Teachers' Sense of Community within the Workplace: Insights from
ESL Instructors |
This
paper presents the findings of a study exploring teacher burnout and sense of
community among college-level ESL instructors. Participants indicated high
levels of sense of community and low levels of burnout. Factors helping to
develop sense of community among teachers and implications for teacher
learning/development will also be discussed. |
Derya Kulavuz-Onal |
| Saturday |
302 |
8:00 AM |
9:00 AM |
Discussion |
Principled
Preparation for Teachers of Adult Low-Literate Learners |
Adult
ESL instructors who have learners with little or no literacy in their first
languages face a double-challenge: teaching a new language and also teaching
adults to read for the first time in a language they do not speak. This
discussion session explores how we can best prepare such teachers. |
Patsy Vinogradov |
| Saturday |
307 |
8:00 AM |
9:00 AM |
Discussion |
Focus
on the Periphery: Professional Development for Volunteer Teachers |
Insights
from an ethnographic study of a small volunteer-run adult ESL program will
spark our discussion of volunteer teacher development. We will consider how
volunteer teachers situate themselves in the language teaching profession,
and what kind of teacher development best meets their needs. |
Kristen Walls |
| Saturday |
301 |
8:00 AM |
8:25 AM |
Discussion |
The
Knowledge Base of Canadian Tertiary ESL Teachers: What is Missing? |
The
knowledge base required by tertiary ESL teachers in Canada is specific to
that field. This presentation reports a pilot survey study conducted in
Ontario which explores these teachers' knowledge base in teaching and
learning. Implications for second language teacher education and professional
development will be discussed. |
Hong Wang |
| Saturday |
308 |
8:00 AM |
8:25 AM Poster |
Discussion | Job
Satisfaction of EFL Teachers at the University Level |
This
study presents the results of a comparative study carried out in two
different universities to explore language teachers' perceptions of to what
extent their needs are met in their workplace as well as the types of events
that evoke satisfaction. The results suggest further research into language
teacher satisfaction. |
Meral
Melek Ünver |
| Saturday |
310 |
8:00 AM |
8:25 AM |
Discussion |
Preparing
Teachers to Teach Cultural Perspectives |
This
paper proposes a framework for a foreign language curriculum that joins
language and culture into a coherent whole governed by the concept of
language as receptacle of culture. It examines the disciplinary knowledge
base and the curricular design required to realize this integration in
home-study and study- abroad programs. |
Chie Matsuzawa & Gladys
Rivera |
| Saturday |
403 |
8:00 AM |
8:25 AM |
Discussion |
Watching
Teachers Watch Themselves: Non-Native Pre-Service English Teachers |
This
study reports pre-service English teachers' reflections on their teaching
performance after they watched themselves on video. Their comments regarding
their teaching performance were basically on their target language use,
classroom and time management, and the appropriateness of the activities to
the learners' profile. |
Sumru Akcan |
| Saturday |
404 |
8:00 AM |
8:25 AM |
Discussion |
Language
Teacher Education: A Case Study of the Practices of Teacher Preparation in
the Canary Islands, Spain |
In
Spain, national requirements often determine program design and curriculum
without the benefits of recent research. This presentation examines the
practices of teacher education in the Spain by using the specific example of
how a public university in the Canary Islands prepares students for
certification. |
Maria
Jesus Vera Cazorla & Diane
Iglesias |
| Saturday |
405 |
8:00 AM |
8:55 AM |
Paper |
Change
and Resistance in Initial Teacher Curriculum for Chilean Teachers of English. |
Introducing
change in Chilean teacher education is a challenge to even the most
innovative educators. Considering the demands and constraints from different
agents, levels and processes involved in language teaching education, we
present results from a collaborative project in initial teacher curriculum
innovation to be implemented in six Chilean universities. |
Miguel Farias & Mary
Jane Abrahams |
| Saturday |
301 |
8:30 AM |
8:55 AM |
Paper |
Preparing
Transformative Practitioners for Critical EAP |
This
paper examines the often difficult transfer of theory to practice in respect
to preparing transformative practitioners for English for Academic Purposes
through a pre-service "social issues project" in which
student-teachers conceptualize and design a blueprint for action (e.g. an
advocacy letter, workshop, curricular materials, etc.) for the profession. |
Brian Morgan |
| Saturday |
308 |
8:30 AM |
8:55 AM |
Paper |
Language
and Language Teacher Learning and the Integration Model |
The
integration model offers a socially situated way of framing language learning
and language teacher learning. Development progresses from surface to core
along two mutually reinforcing trajectories of integration: 1) taking in
experiences on the social plane and 2) connecting with an ever-growing array
of communities of practice. |
Mark
K. Warford |
| Saturday |
310 |
8:30 AM |
8:55 AM |
Paper |
The
Journey to Becoming a Chinese Language Teacher |
This
study specifically focuses on Chinese language teacher candidates' beliefs
and experiences as students in order to document and understand more about
the unique experiences of Chinese language teacher candidates and how their
backgrounds influence how they teach. |
Mary Curran |
| Saturday |
403 |
8:30 AM |
8:55 AM |
discussion |
Community
Through Story in the Theory and Methods Class |
We
facilitate community in our classes as a way of modeling how community
enhances and transforms the learning process. Story helps learners connect
with each other and the content of the course while providing a way to
explore identity, build community, and discover beliefs about teaching and
learning. |
Sara Sanders & Anna
Marie Robinson |
| Saturday |
404 |
8:30 AM |
8:55 AM |
Discussion |
Language
Teacher Education: A Case Study of the Practices of Teacher Preparation
in the United States |
In
the United States, state requirements often determine program design and
curriculum without the benefits of recent research. This presentation
examines the practices of teacher education in the United States by using the
specific example of how a private liberal arts college in Pennsylvania
prepares students for certification. |
Diane Iglesias & Maria
Jesus Vera Cazorla |
| Saturday |
302 |
9:35 AM |
10:00 AM |
Paper |
The
Value of Sustained Professional Development: A Program Description |
What
impact can action research have in a language teacher's classroom? Is
leadership training beneficial to teachers and/or the profession? The Western
Initiative for Language Leadership, a two-year program of sustained
professional development for language teachers, answers these questions
during summer workshops, online collaboration, and mentoring. |
Greg Hopper-Moore |
| Saturday |
403 |
9:35 AM |
10:00 AM |
Paper |
Integrating
Constructivism into an Online Methods Course |
With
the increasing popularity of online courses, creating interactive,
constructivist opportunities for student learning is essential. This paper
reports on the elements necessary for designing and implementing a
constructivist approach to an online ESL Methods course. |
Cynthia Lundgren & Deirdre
Kramer |
| Saturday |
404 |
9:35 AM |
10:00 AM |
paper |
What
Content Teachers Want: Assessing and Meeting the Professional Development
Needs of Secondary Teachers of English Language Learners |
This
paper reports on a survey of 144 content teachers to identify gaps in
training and determine needs for ESL professional development. It describes
how findings were incorporated into an inservice program for content
teachers, and then and recommends ways to build communities of practice to
address teachers' needs for educating ELLs. |
Keiko Samimy & Karen
Newman & Kathleen
Romstedt |
| Saturday |
405 |
9:35 AM |
10:00 AM |
Paper |
"I
Thought My Lesson Was Going Good": Preparing Secondary English Teacher
Candidates for English Language Learners |
This
paper reports research conducted within a teacher education program engaged
in the preparation of all secondary English teacher candidates to work
effectively with ELLs. The presenters discuss preservice English teachers'
efforts to negotiate disciplinary knowledge and skills specific to teaching
ELLs in the context of a practicum. |
Candace Harper Aliya
Mueen & Edwidge
Bryant |
| Saturday |
301 |
9:35 AM |
10:30 AM |
Discussion |
ESL
Pre-Service Teachers' View of Teaching Practice Supervision and Assessment in
Nigeria |
Teacher
trainees have aspirations, expectations, hopes, apprehension and anxiety.
This study seeks to analyze the views of ESL teacher trainees and to
incorporate their ideas into the structuring and organization of teaching
practice in order to help fashion new directions and best practices in
Teaching Practice programme design and implementation. |
Funke Lawal & Nonye
Ikonta & Anthonia
Maduekwe & Oyenike
Adeosun |
| Saturday |
308 |
9:35 AM |
10:30 AM |
Symposium |
Approaches to Teacher Education in Technology |
Frank Tuzi: An overview of issues in professional development in technology.
Because emerging technologies, applications and website continues at an
amazing rate, the need for professional development in language teacher
education is critical. The presenter highlights struggles and benefits
related to personal and departmental professional development. Donna Clementi: Learning by Doing - In the online portion of the Master of Education in World
Language Instruction program at Concordia College, the effective use of
technology is woven into both the delivery of instruction and the performance
objectives for the course. Thomas Robb: Technology implementation at the curriculum level
and professional training The presenter will discuss ways that teaching and learning
resources involving technology can be delivered to the student without
relying on all instructors in the curriculum possessing the requisite skills
and how this can have a backwash effect on the teachers concerned. |
Thomas N. Robb , Donna Clementi & Frank Tuzi |
| Saturday |
307 |
9:35 AM |
11:30 AM |
Symposium |
Responding
to the Needs of Language Teachers: Reconceptualizing Professional Development |
This
symposium outlines how staff at The Center for Applied Linguistics, develop,
implement, and reconceptualize professional development for language teacher
education based on responding to needs. Presenters represent varied divisions
within CAL and bring diverse backgrounds and expertise, including: K-12
mainstream and ESL; foreign language; adult English acquisition; language
assessment. |
Amber Gallup, Jennifer
Himmel, Ari
Sherris & Lisa
Tabaku |
| Saturday |
309 |
9:35 AM |
11:30 AM |
Symposium |
Teacher Development Related to Heritage Speaker
Students: Perturbing Assumptions and Possible Solutions |
Four presentations will identify the major
linguistic and affective differences between heritage speakers and
traditional second language learners, and explore options for improved
teacher development in working effectively with heritage speaker populations. |
Kim Potowski, Maria Carreira, Scott McGinnis, Joy Peyton & Kathleen Dillon |
| Saturday |
310 |
9:35 AM |
11:30 AM |
Symposium |
Alternative Routes to Language Certification:
Threat or Promise? |
This
panel will present existing and long-standing models of "alternative routes" to language teacher
certification. Models will include programs in liberal arts universities and colleges,
schools of education and state departments of education. Panelists include: John Webb, Princeton University; Manuela Wagner, University of Connecticut, and Christine Brown, Glastonbury (CT) Public
Schools. Panelists will provide descriptions of their respective programs
and discuss the employment prospects for teachers who attend these programs. Active audience participation will be encouraged.
Also,workshop participants are encouraged to bring any information
about their respective programs to share. |
Christine Brown, John Webb & Manuela Wagner |
| Saturday |
GB |
9:35 AM |
11:30 AM |
Symposium |
Challenges in Promoting a Learner Centered
Perspective in Teacher Education |
Changing the Teaching-Learning Paradigm has posed major challenges for teacher educators. The panel discusses major issues in this process:
* Educational practices/processes promoting learner centered perspective
*Constraints in integrating a more learner centered perspective
* Solutions for overcoming these constraints
* Helping classroom teachers address individual differences
*Assessing success in enabling teachers to promote learner control |
Joan Rubin, Martha Nyikos, Virginia Rojas & Anna Uhl Chamot |
| Saturday |
302 |
10:05 AM |
10:30 AM |
Paper |
Action
Research by Teacher Candidates: Operationalizing the Theories |
We
will present 2 studies illustrating our model for integrating action research
(AR) into pre-service coursework, compare our model with alternative models,
and argue for a greater role for AR in teacher preparation. These studies
provide a window into the power of AR to foster critical inquiry among
teacher candidates. |
Sarah
J. Jourdain &
Prosper Sanou |
| Saturday |
403 |
10:05 AM |
10:30 AM |
Paper |
Development
and Effectiveness of an Online Professional Development Course for Japanese
Language Teachers: JOINT (Japanese Online Instruction Network for Teachers) |
The
Alliance of Associations of Teachers of Japanese has launched an online
professional development program (JOINT = Japanese Online Instruction Network
for Teachers). This presentation will report on the development of the pilot
course, learning outcomes, successes, and challenges in developing online
professional development courses for Japanese teachers. |
Eiko Ushida, Masako Douglas & Takeshi Sengiku |
| Saturday |
404 |
10:05 AM |
10:30 AM |
Paper |
We
Know What to Do: We Just Can't Do it!: Teacher and Teacher Educator
Collaboration |
Collegial
support and shared theoretical input are required for making changes in
teaching practice. This paper discusses the ways in which content teachers
overcame difficulties they experienced in bringing a language focus to
secondary content teaching. It describes the changes to the TESOL programme
that the teacher and teacher educator collaboration inspired. |
Susan Gray |
| Saturday |
405 |
10:05 AM |
10:30 AM |
Paper |
Preparing
Teachers to Teach Academic Vocabulary in ESL Writing Courses |
This
paper proposes a framework for preparing teachers who will take the
initiative to integrate vocabulary instruction into graduate ESL writing
courses. The framework prepares teachers to model one's own process of using
vocabulary; to scaffold self-regulated learning with the help of vocabulary
learning strategies; and to use on-line corpora and concordance tools. |
Rui Ma |
| Saturday |
301 |
10:35 AM |
11:00 AM |
Paper |
The
EPOSTL: a tool for reflection and self-assessment in pre-service teacher
education |
The
EPOSTL is an innovative instrument for reflection and self-assessment
intended primarily for use in pre-service teacher education with the aim of
helping student teachers to reflect critically on their didactic knowledge
and skills. The department of English at a European university is amongst the
first institutions to integrate the EPOSTL into its pre-service teacher
education programme. The paper will explore the potentials and possible
limitations of the EPOSTL in terms of promoting and structuring reflection in
pre-service teacher education at an early stage. |
Barbara Mehlmauer-Larcher |
| Saturday |
302 |
10:35 AM |
11:00 AM |
Paper |
Issues
of Language in Language Teacher Research |
Although
the entire action research process is mediated through language, the effect
of language on the process is often overlooked. The presenter will highlight
some of the language issues faced by EFL teachers in Chile when conducting
action research projects. Language choice became particularly salient during
the teachers' data collection. |
Nikki Ashcraft |
| Saturday |
308 |
10:35 AM |
11:00 AM |
Paper |
The
Impact of Web 2.0 on Language Education |
How
can Web 2.0 impact language education? The presenter will describe Web 2.0,
consider why teachers need to acquire an understanding of Web 2.0, suggest
ways to leverage Web 2.0 into language education, summarize current trends
with Web 2.0 in language teaching, and discuss potential problems and
benefits of using Web 2.0. |
Frank Tuzi |
| Saturday |
403 |
10:35 AM |
11:00 AM |
Paper |
Teaching
Creatively: Alternative Formats for L2 Methodology Courses |
Existing
technology offers flexibility to language teacher preparation that our
predecessors could hardly have imagined. This session offers a framework for
an online or online-hybrid L2 methodology course. Practical suggestions,
online tools to aid in course development, and feedback from students of the
online-hybrid methods course will also be shared. |
Susan Hildebrandt |
| Saturday |
404 |
10:35 AM |
11:00 AM |
Paper |
ESOL
and Mainstream Teacher Collaboration |
Mainstream
teachers are often unprepared or under-prepared to address the needs of ESL
students, especially those at-risk for academic achievement. Collaboration
between mainstream and ESL teachers can be critical for ESL students. This
presentation describes a project that builds collaboration skills for
teachers enrolled in graduate-level teacher education programs. |
Margo DelliCarpini & Amanda
Gulla |
| Saturday |
405 |
10:35 AM |
11:00 AM |
Paper |
Searching
for a Rationale for Language Teacher Education Early Field Experiences |
Early
field experiences designed for future language teachers are barely discussed
in language teacher education research. This talk presents data collected
during the implementation of an early field experience for future world
language teachers and argues that well-planned teaching experiences could be
educative in the development of future language teachers. |
Sandra Rodriguez-Arroyo |
| Saturday |
302 |
11:05 AM |
11:30 AM |
Paper |
National
K-12 Foreign Language Survey |
The
Center for Applied Linguistics' National K-12 Foreign Language Survey
identifies current patterns and shifts over time in foreign language
enrollments, program offerings, teacher qualifications, hiring practices, and
the impact of NCLB, among other issues. Results provide a current context for
language teacher education and reliable data to inform teacher education. |
Ingrid Pufahl |
| Saturday |
308 |
11:05 AM |
11:30 AM |
Paper |
What
the Student Brings |
Students'
lives are influenced powerfully by the Web, mobile phones, MP3 players and
other digital devices. These and other aspects of their daily experiences
inevitably shape their approaches to learning, communication and success.
This session explores how teachers can incorporate these student
"gifts" into the 21st century language classroom. |
Duane Sider |
| Saturday |
403 |
11:05 AM |
11:30 AM |
Paper |
Professor
+ Video + Facilitator: A Formula for Online Language Teacher Education |
Survey
data indicate student satisfaction with an online language teacher education
model in which faculty teach via video and the Internet, students work at
their own pace, and facilitators monitor and grade. The model and supporting
data are discussed from the perspectives of two professors, a facilitator,
and a student. |
Brenda Murphy, Ashley
Hastings, Rosemary
Painter & John
Gilbert |
| Saturday |
404 |
11:05 AM |
11:30 AM |
Paper |
Understanding
"Understanding by Design": Insights from the Development of a
National K-3 Chinese Curriculum |
This
paper presents the "understanding by design" practices in the
development of a K-3 Chinese curriculum at the Center for Applied Linguistics
(CAL) in collaboration with the National K-12 Foreign Language Resource
Center (NFLRC). Vignettes of curriculum development activities and sample
thematic units are used to showcase the practices. |
Chengbin Yin , Marcia
Harmon Rosenbusch |
| Saturday |
405 |
11:05 AM |
11:30 AM |
Paper |
Burnout
and the Beginning Teacher |
Burnout
is a problem for experienced teachers, but perhaps the seeds of burnout are
sown during initial teacher education? To forearm teachers against burnout,
right from the beginning, we need to shift from a technical view of teaching
to one that emphasizes the essentially human nature of classroom language
teaching. |
Dick
A. Allwright & Inés
Miller |
