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Sixth International Language Teacher Education Conference

Pre-Conference Workshops are $75 each and take place on Thursday, May 28, 2009. See room details here.

Morning Workshops


9:00 AM- 12:00 PM

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, The Regional Language Centre
Register


9:00 AM- 12:00 PM

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 Nihlén, Department of Education, Language and Literature Unit, University of Gothenburg, Sweden;Anne-Brit Fenner, Department of Foreign Languages, University of Bergen, Norway
Register

9:00 AM- 12:00 PM

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, Joan Rubin Associates
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9:00 AM- 12:00 PM

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, University of Minnesota & Lisa Morgan, Aquinas College
Register

9:00 AM- 12:00 PM

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.
Marty Abbott, Director of Education American Council on the Teaching of Foreign Languages (ACTFL)
Register

9:00 AM- 12:00 PM

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, University of Minnesota
Register

9:00 AM- 12:00 PM

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 and Meg Montee, Center for Applied Linguistics, NCLRC.
Register

Afternoon Workshops


1:00 PM - 4:00 PM

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, University of Leeds, England
Register

1:00 PM - 4:00 PM

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, Indiana University
Register

1:00 PM - 4:00 PM

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, National Association of foreign Language Supervisors, Queens College
Register

1:00 PM - 4:00 PM

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, University of Maryland Baltimore County and Sarah Young, Center for Applied Linguistics
Register

1:00 PM - 4:00 PM

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, University of Maryland
Register

1:00 PM - 4:00 PM

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, University of Chicago & Wafa N. Hassan, Michigan State University
Register

1:00 PM - 4:00 PM

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, Georgetown University
Register

1:00 PM - 4:00 PM

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 D. Ross, Edvantia, Inc
Register

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