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Learn more about the special event that occured at the 2009 TESOL Convention to commemorate CAL's 50th Anniversary.

Visit the TESOL 2009 Convention Web site.

Presentation Archive

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View our list of past presentations.


About CAL

Past Presentations

TESOL 2009

Uncharted Mountains, Forging New Pathways
Denver Convention Center
March 25 – 28, 2009 Denver, CO
Visit the TESOL 2009 Convention Web site.

Wednesday, March 25, 2009

Pre-conference Institute:
What's Different About Teaching Reading to English Language Learners?
This institute provided K-8 educators with an understanding of how successful reading instruction for English language learners (ELLs) differs from reading instruction for native speakers. The training explained how the recommendations of the National Reading Panel (2000) and the National Literacy Panel (2006) have informed reading instruction for ELLs, and provided effective strategies to improve instruction for ELLs.

Presenters: Betty Smallwood and Lisa Tabaku
Time: 9:00 AM – 4:00 PM
Building / Room: TBD

Thursday, March 26, 2009

Using Data to Plan Professional Development for Adult ESL Programs
Identifying and prioritizing topics, materials, and follow-up activities for in-service training is indicative of a systematic approach to responding to teacher and student needs. Participants worked through a professional development planning process that analyzes data, targets areas of focus, measures teacher outcomes, and applies teacher knowledge in the classroom.

Presenters include Sarah Young
Time: 7:00 – 8:45 AM
Building / Room: Convention Center / Room 109


Planning and Implementing an Effective SIOP Professional Development Program
Districts seek research-based professional development programs to address the unique instructional needs of their English language learners, but often require assistance with design and sustainable implementation. Presenters reviewed and applied findings from SIOP Model research projects to highlight best practices stakeholders can use to design effective professional development initiatives.

Presenters: Sandra Gutierrez and Jennifer Himmel
Time: 10:00 – 10:45 AM
Building / Room: Convention Center / Room 109


Three Ways Young Learners Develop Biliteracy in Two-Way SIOP
Collaboration between teachers and language researchers in two-way immersion (TWI) schools has led to the development of a hybrid form of the SIOP Model to integrate language and content instruction in comprehensible ways across two languages. This demonstration addressed a variety of techniques to develop biliteracy used in two-way Spanish-English immersion classrooms implementing the new model. The presenters showed three to four minute clips that illustrate each of the three techniques. The clips were authentic film footage shot in Grade 5 science, social Studies, and language arts lessons in an urban TWI school in a mid-Atlantic state in the U.S.A. In each clip, English and Spanish language learners demonstrated how noticing, retrieving, and generating academic language support biliterate content and language learning.

The demonstration was divided into three sections. During the first section, after a brief explanation of the components of a TWI-SIOP lesson, the presenters discussed a definition of academic biliteracy as language acquisition necessary to read, discuss, and write about the knowledge and skills of academic subjects in two languages. Examples were provided from Grade 5 science, social studies, and language arts.

During the second section of the demonstration, the presenters analyzed three short video clips. In each clip, second language learners demonstrated a text-based information gap, collocation study, and retelling in English and Spanish. Each of the three techniques were analyzed in terms of input-interaction research on three cognitive processes in SLA research: noticing vocabulary in context, retrieving knowledge of vocabulary from working memory, and generating vocabulary in new contexts.

During the concluding section of the demonstration, the presenters showed participants how to make similar tasks for their sheltered bilingual classrooms. A handout was provided with descriptions of each activity, a chart suggesting links to SLA research, and a bibliography.

Presenters: Arieh (Ari) Sherris, Skaidra Blanford, and Pablo Giron
Time: 1:00 – 1:45 PM
Building / Room: Convention Center / Room 207

Friday, March 27, 2009

Supporting Teacher and Learner Cultural Expectations in the Classroom
Adult language learners and their teachers often have different cultural expectations regarding classroom roles, identity, communication, and participation that affect their interactions. Participants used a case study approach to discuss a set of cultural issues that impact how teachers respond to certain learner behaviors in the classroom.

Presenter: Sarah Young
Time: 7:00 – 7:45 AM
Building / Room: Convention Center / Room 711


What's Different About Teaching Reading to Students Learning English?
This session introduced CAL's professional development program that prepares teachers to help K–8 English language learners read successfully in school. The materials incorporate key research findings from the National Reading and Literacy Panels. Participants experience activities and receive sample materials from the Trainer's Manual and Study Guide.

Presenters: Betty Ansin Smallwood and Lisa Tabaku
Time: 8:00 – 8:45 AM
Building / Room: Convention Center / Room 709


Test User Beliefs About the Internet-Based TOEFL (Poster Session)
This poster presented progress on a research study about the internet-based TOEFL. The study's purpose is to delineate users' beliefs about the test as a measure of academic language ability. Focus group and survey data include findings from participants in Germany, Korea, Saudi Arabia, and the United States.

Presenters: Margaret E. Malone and Megan Montee
Time: 12:30 – 1:45 PM
Building / Room: Convention Center / Room 601


Special CAL50 Board-Invited Session
Looking Ahead: Connecting Culture and Language in the U.S. Classroom

The U.S. student population is increasingly diverse, and issues of culture and language affect how teachers, administrators, and other service providers work with English language learners. Drawing on decades of experience addressing these issues, CAL provides information, tools, and practical tips to help practitioners offer instruction that is responsive to diverse student backgrounds. This session focused on the issues and challenges faced by newcomers to the United States – immigrants and refugees -- and practitioners working with them, bringing CAL's learning from both global and national perspectives. The presenters shared research-based methodologies, practices, and tools for working with English language learners in preK-12 classrooms and with adults in a variety of settings. Attendees increased their understanding of cultural issues in working with English language learners, learned about successful strategies and techniques, and received samples of tools that can inform their instruction.

Presenters: Joy Kreeft Peyton, Sanja Bebic, Miriam Burt, Sandra Gutierrez,
Betty Ansin Smallwood
Time: 3:00 – 4:45 pm
Building / Room: Convention Center / Room 601


Assessing Young ELLs: A Training Video from the WIDA Consortium
Test administrators assessing the language proficiency of young learners must take special care to ensure that student performance yields reliable results. The video premiered in this presentation demonstrated effective test administration techniques for a high-stakes, large-scale, standardized language proficiency assessment for Pre-K and Kindergarten students used across the US.

Presenters: Andrea Cammilleri, Emily Evans and Stephanie Gibson
Time: 4:00 PM
Building / Room: Convention Center / Room 71


Examining the Origins of Adult Immigrant Education
The presenter traced the development of adult immigrant education in the United States between 1880 - 1920 through a review of instructional, assessment, programmatic, and teacher training materials of the time. To inform future directions of our field, parallels were examined between immigration rates and characteristics of immigrant adults then and now.

Presenter: Sarah Young
Time: 4:00 – 4:45 PM
Building / Room: Convention Center / Room 203

Saturday, March 28, 2009

Framing SIOP Language Arts Objectives Clearly and Succinctly

Presenters include Sandra Gutierrez and Arieh (Ari) Sherris
Time: 7:00 – 7:45 AM
Building / Room: Convention Center / Room 702


Teacher Input in Test Development
Teacher input in high-stakes test development results in assessments that reflect and support classroom learning. This presentation discussed the role of teacher input in the development of high-stakes tests by describing the process by which such feedback is elicited and applied in the ACCESS for ELLs Test.

Presenters include: Jennifer Christenson, Jennifer Himmel, David MacGregor,
Megan Montee, Abbe Spokane
Time: 7:00 – 8:45 AM
Building / Room: Convention Center / Room 303


Identifying Challenges and Building Capacity in Emerging ELL Communities
Many communities in the United States are forging new pathways as emerging English Language Learner communities, communities receiving new immigrant populations where none have existed before. What are the challenges? How do K-12 and adult educators build capacity and infrastructure to meet the needs of their new English language learners?

Presenters: Carolyn Adger, Miriam Burt, Cate Coburn, and Annette Zehler
Time: 10:00 – 11:45 AM
Building / Room: Convention Center / Room 712


Teaching Reading to Secondary ELLs: Recognizing and Overcoming the Challenges
This interactive workshop provided grade 6-12 content teachers and reading specialists insights needed to teach reading to ELLs. The presenter provided simulations that will shed light on the struggles that ELLs experience when learning to read, and key strategies that teachers can use to ensure learning.

Presenters: Lisa Tabaku and Betty Smallwood
Time: 10:00 – 11:45 AM
Building / Room: Convention Center / Room 406


Writing Assessment for Young ELLS
Presenters discussed the challenges of creating a developmentally appropriate writing assessment and rubric for young English Language Learners in Pre-K/Kindergarten. Participants had an opportunity to practice rating writing samples of Kindergarten-age children using the rubric.

Presenters: Emily Evans and Stephanie Gibson
Time: 10:00 – 10:45 AM
Building / Room: Convention Center / Room 401


Future Directions for Adult ESL Instruction and Research

Presenters include Miriam Burt
Time: 3:00 – 5:45 PM
Building / Room: Convention Center / Room 607


Return to CAL's list of upcoming presentations.