Sixth International Conference on
Language Teacher Education
Preparing Language Teachers for the 21st Century
George Washington University
May 28 – 30, 2009
Visit the LTE 2009 Web site.
Thursday, May 28, 2009
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 was 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.
Presenters include Meg Malone and Meg Montee
Time: 9:00 am – 12:00 pm
Models of on-Going Professional Development for Language Teachers
Presenters described experiences with a number of successful models of ongoing professional development for both relatively new and more experienced language teachers. The models included 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 evaluated how components of the models fit with their teaching environments and discussed the structures and resources needed to begin implementing these elements.
Presenters include Sarah Young
Time: 1:00 – 4:00 pm
Saturday, May 30, 2009
Responding to the Needs of Language Teachers: Reconceptualizing Professional Development
This symposium outlined how staff at The Center for Applied Linguistics, develop, implement, and reconceptualize professional development for language teacher education based on responding to needs. Presenters represented varied divisions within CAL and bring diverse backgrounds and expertise, including: K-12 mainstream and ESL; foreign language; adult English acquisition; language assessment.
Presenters: Sarah Moore, Emily Evans, Amber Gallup, Jennifer Himmel, Jessica Nelson, Ari Sherris,
Lisa Tabaku, Lynn Thompson
Time: 9:30 – 11:30 am
Teacher Development Related to Heritage Speaker Students: Perturbing Assumptions and Possible Solutions
Four presentations identified the major linguistic and affective differences between heritage speakers and traditional second language learners, and explored options for improved teacher development in working effectively with heritage speaker populations. Presentations lasted one hour, leaving another hour for group discussion and generation of action items.
Presenters include Joy Peyton
Time: 1:00 – 3:00 pm
Preparing Teachers for Linguistically and Culturally Diverse Classrooms: Perspectives and Possibilities
This symposium explored 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.
Presenters include Joy Peyton
Time: 1:00 – 3:00 pm
Time and Location To Be Determined
Understanding Understanding by Design: Insights from the Development of a National K-3 Chinese Curriculum
This paper presented 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 were used to showcase the practices.
Presenters include Chengbin Yin
Teaching Mainstream Teachers about Second Language Acquisition
This poster reported on an introduction to second language acquisition for mainstream K-12 teachers. The content of the course was from Lightbown and Spadas (2006) How languages are learned, sixteen refereed SLA journal articles, and clips from the award winning documentary Promises about Palestinian and Israeli youth developing relationships with one another through their shared second language, English. Course participants had no background in SLA. The course was required for a state ESL endorsement. The course was offered during six eight-hour workshops during the teachers summer vacation, equally dispersed within two consecutive weeks.
Presenters: Arieh (Ari) Sherris
Research-Based Professional Development: Using the SIOP Model to Develop Science Literacy in English Language Learners
The academic performance of English language learners (ELLs) in U.S. schools is problematic with a dramatic, lingering divide in achievement between Caucasian students and those from culturally and linguistically diverse groups. ELLs are tested in core subjects before they are proficient in their new language and many of their teachers are underprepared to develop academic English literacy skills while covering the content curriculum.
One promising approach for improving the academic performance of ELLs is the SIOP (Sheltered Instruction Observation Protocol) Model, an empirically-tested, research-based framework for sheltered instruction developed by researchers at the Center for Applied Linguistics and California State University, Long Beach. It incorporates best practices for teaching academic English and provides teachers with a coherent approach for improving the achievement of their students. Teachers present curricular content concepts aligned to state standards through strategies and techniques that make academic content comprehensible to students. While doing so, teachers develop students academic English skills in reading, writing, listening, and speaking.
As part of a national research project for the Center for Research on the Educational Achievement and Teaching of English Language Learners on middle school science and ELLs, researchers have created a professional development program specifically designed to help science teachers promote second language development. In this session, the presenters addressed several components of this program: SIOP Model workshops that show science teachers how to identify and teach the language and literacy skills students need to access science concepts; project-developed science lesson plans that meet state science standards and incorporate features of the SIOP Model, such as strategies to emphasize key vocabulary, activities that practice and apply all four language skills, and techniques that encourage peer interaction around the language of science. The presenters also discussed the SIOP coaching that they provided to the project teachers, which includes researcher observations and feedback, assistance with lesson planning, and demonstration lessons. The presenters shared some initial findings regarding teacher change in terms of designing and delivering lessons that develop academic content and language proficiency in science as a result of this professional development program.
Presenters: Jennifer Himmel & Sandra Gutierrez
Return to CAL's list of past presentations.