Worlds of TESOL: Building Communities of Practice, Inquiry, and Creativity
New York Hilton & Sheraton New York
April 2 – 5, 2008 New York, New York USA
Visit the TESOL 2008 Conference Web site.
Thursday, April 3, 2008
Classroom-Based Action Research-Trends, Successes and Debate
Action research is assuming an increasingly prominent role in policies, programs and practices in English language teaching. Panelists addressed issues such as challengability, creativity and sustainability of action research from political, theoretical and practical perspectives using their research and practice.
Panelists include Ann Burns, Chair of Linguistics at Macquarie University, Sydney, Australia; Ismael Garrido, Lecturer at the State University of Puebla, Mexico; Suchada Nimmannit, Associate Professor at Chulalongkorn University Language Institute, Thailand; Arieh (Ari) Sherris, Research Associate, Center for Applied Linguistics, Washington, DC, USA; Yilin Sun, Professor at Seattle Central Community College, Seattle, Washington, USA Don Weasenforth is Professor and Chair of English as a Second Language at Collin County Community College, Plano, Texas, USA.
Morgan Suite in the Hilton, 8:30 – 10:15 am
Worlds of TESOL, Worlds of Refugees
Panelists of this academic session discussed diverse issues surrounding the different worlds of refugee students. The realities and experiences these students come with are often misunderstood and unrecognized by the mainstream host population.
Presenters include Sanja Bebic
Gibson Suite in the Hilton, 8:30 – 11:15 am
Adult ESL Assessments Test Developers' Session
This session presented an overview of adult ESL assessments used for Adult Basic Education program accountability and postsecondary assessments used for transition to higher education. Facilitated discussion to look at issues including possible gaps between assessments or where assessments may overlap, and general areas of need in adult ESL assessment.
Presenters include Michelle Ueland
Riverside Ballroom in the Sheraton, 9:30 – 11:15 am
Five Ways Young L2 Learners Develop Academic Vocabulary
This demonstration addressed a variety of techniques to develop academic vocabulary used in sheltered instruction classrooms. The presenters showed three to four minute clips that illustrate each of the five techniques. The clips were authentic film footage shot in Grade 5 social studies, science, and mathematics lessons in an urban school in the southwestern United States. In each clip, English language learners demonstrated how noticing, retrieving, and generating academic vocabulary support content and language learning.
The demonstration was divided into three sections. During the first section, the presenters discussed a definition of academic vocabulary as general and content-specific vocabulary necessary to read, discuss, and write about the knowledge and skills of academic subjects. Examples were provided from Grade 5 social studies, mathematics, and science.
During the second section of the demonstration, the presenters analyzed five short video clips. In each clip, second language learners demonstrated a structured/Talmudic pair work, text-based information gap tasks, four-corner guess, zip around, and word splash. Each of the five techniques was analyzed in terms of input-interaction research on three cognitive processes in SLA research: noticing vocabulary, retrieving it from working memory, and generating it in new contexts.
During the concluding section of the demonstration, the presenters showed participants how to make similar tasks for their sheltered, ESL, or EFL classrooms. A handout was provided with descriptions of each activity, a chart suggesting links to SLA research, and a bibliography. Participants also received paper to practice making one or two of the games.
Presenters: Arieh (Ari) Sherris and Barrie Kraft
Liberty Suite 5 in the Sheraton, 11:30 am – 12:15 pm
Strategies for Serving High Advanced Adult ESL Students
Presenters described strategies for serving adult English language learners at high advanced ESL proficiency levels but still in need of language development. This session explored the language and content knowledge needs of these students; options for instruction, assessment, and transitions; and program funding. Participants also shared strategies for serving these learners.
Presenters include Joy Peyton, Sharon McKay, and Emily Becketti
Liberty Suite 2 in the Hilton, 1:00 – 1:45 pm
Setting Standards for an Adult ESL Assessment
Verbally defined proficiency levels are often used to aid language test score interpretation. The presenters demonstrated how a vigorous psychometric standard setting procedure can be used to link performances on an established adult ESL literacy assessment to defined educational functioning levels.
Presenters: Daniel Lieberson and Dorry Kenyon
New York Suite in the Hilton, 2:00 – 2:45 pm
What’s Different About Teaching Reading to ELLs?
Effective reading instruction requires that teachers know about the major differences that native English speakers and ELLs bring to the task of learning to read and understand academic content. This session introduced a new, comprehensive professional development curriculum specifically targeted for K-8 classroom teachers who teach reading to their ELLs.
Presenters: Dorothy Kauffman, Betty Ansin Smallwood, and Joy Kreeft Peyton
Liberty Suite 1 in the Sheraton, 4:00 – 4:45 pm
Applying Teacher Input to Improve Assessment
Teacher input in high-stakes tests creates shared responsibility for educational outcomes. This presentation discussed the importance of teacher input in the development of high-stakes assessment tools by describing the role of teacher input in revising an online training course for administrators of the ACCESS for ELLs® Speaking Test.
Presenters: Megan Montee, Margaret E. Malone, and Breana Bayraktar
Petite Trianon in the Hilton, 6:00 – 6:45 pm
Connecting Culture and Language in ELL Instruction
The U.S. student population is increasingly diverse, and issues of culture and language affect how teachers work with students learning English. Drawing on decades of experience addressing these issues, CAL provided information, tools, and practical tips to help teachers in grades PreK-12 provide instruction responsive to student backgrounds.
Presenters: Joy Peyton, Sandra Gutierrez, Sanja Bebic, and Betty Ansin Smallwood
Nassau Suite B in the Hilton, 7:00 – 7:45 pm
Download a PDF of the PowerPoint slides from this presentation. (2 MB)
Friday, April 4, 2008
Professional Development for Teachers of Adult Learners
This paper gave an overview of the literature on professional development for adult educators. Areas of focus included content needed for working with English language learners, systemic factors necessary for sustained professional development, factors needed for teacher change, and ways of measuring the outcomes and quality of activities.
Presenter: Kirsten Schaetzel
New York Suite in the Hilton, 7:30 – 8:15 am
Narrative and Biliteracy in the Bilingual Classroom
Oral narrative is recognized as one aspect of early literacy, but what role does it play in the development of biliteracy? The presenter summarized research on narrative and biliteracy and lead a discussion on implications for classroom practice.
Presenter: Colleen Gallagher
Central Park East Room in the Sheraton, 7:30 – 8:15 am
Interested in Working as an ESOL Consultant?
Presenter: Betty Ansin Smallwood
Rotunda in the Hilton, 7:30 – 8:15 am
Facilitating Collaboration Among Stakeholders in Refugee Orientation
As arriving refugees continue to require both language classes and community orientation, resources for this training continue to dwindle. One solution is to establish collaboration between teachers, resettlement agencies, and other service providers. This workshop provided a framework for forming such an alliance at the local level.
Presenters: Sanja Bebic and Colleen Mahar-Piersma
Beekman Parlor in the Hilton, 7:30 – 9:15 am
Addressing Socio-Cultural Values in Business Correspondence
When teaching business correspondence at the workplace, conventional business communications textbooks often fall short of addressing the local culture and social values of the audience. To help adult EFL writers write more effectively, it is important that teachers adopt course material that could help raise such awareness.
Presenters include Kirsten Schaetzel
Madison, Suite 4 in the Sheraton, 9:30 – 10:15 am
High Schools Reform: Issues and Innovations
Panelists described issues facing English language learners as they try to be successful in high school, including the lack of adolescent academic literacy and growing dropout rate. Presenters then described how four innovative programs have dealt with these issues in the United States and Canada and share lessons learned.
Presenters include Deborah Short
Riverside Suite in the Sheraton, 9:30 – 11:15 am
Resources for Adult ESL Programs and Practitioners
Effective professional development is systematic, ongoing, and addresses the needs of practitioners. After describing a framework addressing components of a comprehensive professional development system, presenters shared related free and low-cost resources, including teacher training materials, guidelines for standards, uses of data for planning, instructional and assessment tools, and online materials.
Presenters: Sarah Young and Michelle Ueland
New York Ballroom East in the Sheraton, 11:30 am – 12:15 pm
Bilingual Education Interest Section Discussion: "Fostering Biliteracy Development: Simultaneous or Sequential?"
Looking at bilingual and dual language environments, this discussion group considered the issue of initial literacy instruction (Grades K-2) in the native language only versus initial literacy instruction in both the native language and English, with a focus on the implications for biliteracy and content knowledge development.
Presenters: Julie Sugarman and Elizabeth R. Howard
Liberty Suite 1 in the Sheraton, 1:00 – 1:45 pm
New Refugee Groups in the United States
Refugees entering the U.S. currently not only come from over 50 different countries but include large groups that are new to U. S. service providers. Presenters discussed refugee experiences, cultures and educational needs of new groups, including the 1972 Burundians, groups from Burma, and Bhutanese refugees from Nepal.
Presenters include Sanja Bebic and Colleen Mahar-Piersma
Sutton North in the Hilton, 1:00 – 2:45 pm
Promoting Gains in Adult Oral Language Proficiency
Participants shared their experiences in providing instruction and assessment for adult ESL students who seek to improve their speaking and listening skills. The discussion explored the differences between "learner gain" and "level gain" as measured in both ongoing classroom evaluations and standardized assessments.
Presenters: Michelle Ueland and Sarah Young
Madison Suite 3 in the Sheraton, 2:00 – 2:45 pm
Using Discussion Lists for Professional Development
This discussion shared information about a variety of online discussion lists and their possible uses for self-study. Participants shared strategies for deriving the most benefit from participating in lists. The facilitators shared a background and information packet about adult education and ESL lists
Presenters: Lynda Terrill
Liberty Suite 5 in the Sheraton, 2:00 – 2:45 pm
ESL Teachers: Changing Roles or Endangered Species?
What is the future of the ESL teacher, ESL class, and TESOL profession in K-12 settings? With service delivered through push-in, sheltered instruction, and by classroom teachers with ESL endorsements, is the role of ESL teachers changing, diminishing, or slowly being eliminated? This critical issue was discussed at this session.
Presenter: Betty Ansin Smallwood
Nassau Suite A in the Hilton, 2:00 – 2:45 pm
Evidence Based Education in Adult ESOL
According to the Institute for Education Sciences, Evidence-based Education is The integration of professional wisdom with the best available empirical evidence In adult education this concept is still evolving. This panel presented the perspectives of researchers and practitioners; focused on research-to-practice efforts; and talked about the relationship between EBE and accountability systems.
Presenters include Kirsten Schaetzel
Sutton Center in the Hilton, 2:00 – 4:45 pm
Increase School Success With Families Learning English
Research has shown that parents’ involvement in their child’s education is essential to their child’s success. Participants explored an innovative curriculum that simultaneously builds ELL parents’ English language skills as they learn strategies to support their children’s language and literacy development. Participants practiced research-based strategies in theme-based language lessons.
Presenters include Betty Ansin Smallwood
Park Suite 4 in the Sheraton, 3:00 – 3:45 pm
Evaluating the Outcome of Professional Development
Presenters from three states described how they are evaluating the outcomes of their professional development activities for adult educators working with English language learners. Activities included writing a state policy and plan, using online study circles as follow-up to face-to-face training, and training trainers. Handouts were provided.
Presenters include Joy Peyton
Murray Hill Suite A in the Hilton, 3:00 – 4:45 pm
Bilingualism For All: Resources on Two-Way Immersion
Two-way immersion programs aim for bilingualism and biliteracy for both English language learners and English speakers, as they learn together in one classroom. We presented resources from CAL on implementing this approach, including a new book, Realizing the Vision of Two-Way Immersion: Fostering Effective Programs and Classrooms.
Presenters: Julie Sugarman, Elizabeth R. Howard, and Donna Christian
East Suite in the Hilton, 4:00 – 4:45 pm
A Collage of ELL Professional Development Programs
This session featured Delta/CAL's family of professional development programs for teachers and paraprofessionals who work with English language learners in K-12 mainstream classes. We also highlighted a curriculum that prepares parents of ELLs for academic success and share success stories of how these resources are implemented in various settings.
Presenters include Betty Ansin Smallwood, Judy O'Loughlin, and Dorothy Kauffman
New York Ballroom East in the Sheraton, 5:00 – 5:45 pm
Putting Adult ESL Content Standards Into Practice
Adult ESL content standards are relatively new to many states and programs across the United States. Representatives from several states shared information and perspectives on different approaches to developing, implementing, and training practitioners to use adult ESL content standards.
Presenters include Sarah Young
Madison Suite 3 in the Sheraton, 5:00 – 6:45 pm
Building Academic Language Through Scaffolded Instructional Conversations
Attendees learned techniques to design scaffolded instructional conversations within content-based lessons that empower English language learners to use academic vocabulary and language with confidence. ConceptLinks™ materials and handouts were provided.
Presenters include Betty Ansin Smallwood
Liberty Suite 5 in the Sheraton, 6:00 – 6:45 pm
Saturday, April 5, 2008
Four SIOP Research and Professional Development Projects
This colloquium addressed research and teacher development on sheltered instruction in K-8 US classrooms. Presenters discussed findings from four studies of the Sheltered Instruction Observation Protocol (SIOP) Model. This model is currently the focus of intense research funded by the U.S. Department of Education, the Carnegie Corporation, and the Rockefeller Foundation.
Key issues from this research are:
How does the SIOP Model change teacher practice?
What effects does the SIOP Model have on student achievement?
What insights into professional development do the findings promote?
What should be the direction of future research and teacher development in sheltered instruction?
Researchers presented new data on teacher change, student achievement, and professional development from Texas, New Jersey, California, Rhode Island, and Illinois that respond to these questions. In Texas, the SIOP Model has indirectly influenced the way treatment classrooms have taught language and content in K-2 bilingual and structured English immersion programs, enhancing literacy development in both models in a longitudinal study. In New Jersey, a quasi-experimental study has examined the SIOP Model in Grades 6-8, comparing the effects on SIOP teachers and on their students performance on state tests to those in a comparison district.
In an experimental study in California, teachers have been trained in the SIOP Model and provided science curriculum units to jumpstart implementation in Grade 7 science classes. Students were assessed with a science language measure as well as district content area tests. In Rhode Island and Illinois, qualitative data have been collected from general and specialist teachers of ELLs who participated in face-to-face and online workshops, providing feedback on the course and reporting on teacher change.
Presenters: Arieh (Ari) Sherris, Deborah J. Short, Jennifer Himmel, Jessica Nelson, Emily Evans
Central Park East Room in the Sheraton, 9:30 – 11:15 am
Analyzing Oral Proficiency to Guide Instruction
Standardized assessments used for reporting purposes in adult ESL may often seem removed from classroom practice. Presenters and participants identified ways to use results from an oral proficiency test and discourse analysis to provide feedback about learners language acquisition, articulate goals, and develop instructional activities to increase learner gains.
Presenters: Michelle Ueland, Bryan Woerner, and Sarah Young
Riverside Ballroom in the Sheraton, 1:00 – 2:45 pm
Return to CAL's list of past presentations.