March 15-19, 2006
Wednesday, March 15, 2006
From Individual Workshops to Systematic Professional Development
This discussion examined how professional development can invoke systematic learning. As gauging the impact of “one-shot” trainings is difficult, professional development can be designed with a plan and a system.
Miriam Burt and Kirsten Schaetzel
Using Volunteers in the Adult ESL Classroom
This discussion examined how professional development can invoke systematic learning. As gauging the impact of “one-shot” trainings is difficult, professional development can be designed with a plan and a system. Examples were provided.
Interactive Student-Generated Questioning Techniques
This session offered a model for students to participate and find a voice in and out of the classroom by asking and answering authentic questions, practicing appropriate communication techniques and classroom protocol, and integrating grammar and vocabulary into the mix.
Intercultural Communication/Video and Digital Media/ESOL in Elementary Education/English as a Foreign Language: Stretching Young Learners’ Literature Toward New Understanding
The presenters noted how literature for children and adolescents promote both language learning and cultural sensitivity. Cultural values embedded in literature for the young can encourage or demean, elevate or degrade. Presenters understood how analysis of such literature both in text and in film reflects and creates cultural norms.
Presenters included Betty Ansin Smallwood
Adult ESL Resources
To work efficiently with adult English language learners, practitioners need resources for program development, instruction, and assessment. Presenters describe resources available from the Center for Applied Linguistics through their adult ESL and testing projects including the Center for Adult English Language Acquisition (CAELA), BEST Plus, and BEST.
Miriam Burt and Dorry Kenyon
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Defining the “Highly Qualified” Teacher: Expanding Perspectives
This panel discussed teacher effectiveness research, considered examples from states where content teachers learn about ESL methods, described a case study of one state, and then shared European, Australian, and Asian perspectives before turning to concerns about technology and the highly qualified teacher.
Presenters included Deborah Short
Newcomer Centers as Smaller Learning Communities
Two school reform movements, Smaller Learning Communities and Effective Schools, have significant implications for newcomer centers and improving English language learner instructional programs. The presenter provided practical examples of language acceleration practices and demonstrated their relationship to effective schools research.
Dennis P. Terdy
Thursday, March 16, 2006
ESOL in Adult Education: Perspectives on the Adult Immigrant Experience Today
Learning the language is only one challenge that adult immigrants living in English-speaking countries face. Navigating current systems, attitudes, and policies relating to immigrants in those countries is another. Presenters discussed various issues impacting the adult immigrant experience today and the implications they may have for adult ESL language instruction.
Presenters included Miriam Burt
Report of the National Literacy Panel on Language Minority Children and Youth
The National Literacy Panel on Language Minority Children and Youth was formed to identify, assess, and synthesize the research on the development of literacy on language minority children and youth aged 3-18. This colloquium reported on selected topics covered by the panel.
Diane L. August
Energy Break: Transforming Practice: Tips for Teachers Coaching Teachers
Arieh (Ari) Sherris
Demonstrating Level Gain on Adult ESL Assessments
Adult ESL programs need to demonstrate that learners make gains on the National Reporting System (NRS) Educational Functioning Levels. Presenters described how level gain is demonstrated on one assessment, factors influencing level gain, and assessments and procedures that programs use.
Presenters included Dorry Kenyon
SIOP K-2 Language & Math Development
This session presented a research model that integrates language development and math in both bilingual and ESL programs. Presenters reported on Year 2 of a 5-year study with K-2 teachers to optimize student achievement through the SIOP Model.
Deborah Short and Arieh (Ari) Sherris
Friday, March 17, 2006
Sing and Read Your Way Through ESOL
Presenter invited attendees to sing, smile, and have fun while experiencing reading materials that help PreK-6 English language learners enjoy learning English and also integrate components of the National Reading Panel (2000). Singable books, teaching points, curricular connections, and annotated booklists were shared.
Betty Ansin Smallwood
Teaching Reading to English Language Learners
This session featured professional development materials that describe some of the similarities and differences between teaching reading to native English speakers and to English language learners. The presentation identified a number of reading instruction strategies, focusing on areas of need that are characteristic of English language learners.
Joy Kreeft Peyton
Careers in TESOL, the Classroom and Beyond
MATESOL graduates of the Monterey Institute of International Studies discussed their various careers in language education and applied linguistics. Panelists explored how their MATESOL coursework influenced their decision-making practices and elaborated on career opportunities they have acquired as a result of their education and work in the field.
Presenters included Sarah Young
ESL in Secondary Schools: Policy and Practice for Adolescent English Language Learner Literacy
The relationship between literacy proficiency and academic achievement grows stronger as grade levels rise, regardless of individual student characteristics. This presentation described issues related to development of academic literacy for adolescents learning English as a new language versus native English speakers, and recommended strategies for addressing those issues.
An Insider’s Guide to SIOP Coaching
This session examined a new resource for coaches to help teachers implement sheltered instruction, particularly the SIOP Model. The authors discussed aspects of coaching such as setting school goals and structures, conferencing and observing classes, planning SIOP lessons, building a professional learning community, and more.
Tom Bauder and Arieh (Ari) Sherris
Refugee Concerns: Refugee Families and U.S. Schools
Schools are experiencing an influx of refugee students from ethnic groups new to the United States. How are refugee families introduced to U.S. school culture? How can teachers prepare to work with them? Presenters shared techniques for successful cultural orientation.
Presenters included Sanja Bebic and Sharyl Tanck
Assessing Young English Language Learners
In this session, presenters described international classroom-based research and practice in the assessment of young English language learners, and they asked the question: Are there ways to carry out assessment so that it ensures positive impact?
Presenters included Arieh (Ari) Sherris
Saturday, March 18, 2006
Enhancing Teacher’s Knowledge About American English Dialects
This session introduced a unit on dialects and social identity for teacher study groups. Participants viewed sections of the PBS program Do You Speak American? and experienced related learning activities designed to enhance understanding of dialect diversity at school.
Presenters included Carolyn T. Adger
Return to CAL's list of past presentations.