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2017 Breakout Sessions

Title of presentation

Summary

Welcoming International Graduate Student Researchers into the Academic/Professional Discourse Communities

International grad students face the challenge of reading, writing, speaking, and learning complex material in a foreign language. To support these students in written and oral communication, as well as establishing their place as researchers in academia and professionals in their field, it is important to focus on improving students' abilities as academic communicators. This support should include instruction and practice with oral skills, writing strategies, conventions, rhetorical concepts, genre and part genre analysis, and research based skills. Our course takes students through the writing process from start (finding and critically reading sources) to finish (responding to feedback and submitting to journals).

Practical Strategies for Supporting English Learners

Meeting the needs of English learners (ELs) is a growing concern as school-age populations in S.C. and across the U.S. become more diverse. This presentation addresses ways to become more culturally responsive and offers practical strategies that teachers can implement within the regular classroom to help their ELs find success.

Engaging ESL Students with 3D Organizers

Are you and your students tired of the same old activities in your ESL class? Refresh your lessons and engage students with 3D organizers that teach concepts, vocabulary and more. This is a “make & take” session for you to make different organizers and leave with ideas for using them.

Engendering Empathy: College students serving in ESOL classrooms

This interactive session will explore a USC Upstate Service-Learning initiative promoting diversity and engendering empathy by providing immersion experiences for pre-service teacher candidates and other college students – as tutors and teacher-helpers in ESOL classrooms. Attendees from K-12, Adult-Ed, and University settings will be invited to share insights, experiences and comments.

Interactive Classrooms for English Language Learners

This is an interactive session inviting participants to explore, question and apply newly gained knowledge about improving the literacy of their English Language Learners. At the end of this session, participants will be able to use research-based strategies and language development standards to enhance literacy instruction for English Language Learners.

Teach NOT Tutor

This session is a collaborative effort as we create units with secondary level content that will teach our ELs academic language, grammar, writing and the other skills they need to be independent learners and succeed.

Empowering Students to be Passionate Global Players Not Spectators

This session will show how two teachers effectively developed global curriculum of two issues that affect many students’ lives: Poverty (3rd) and Immigration (4th) as a part of the Global Educator Digital Badge-Capstone Project. These units are examples of curriculum integration where content, language and technology standards are combined and guide students in Investigating the World, Recognizing Perspectives, Communicating Ideas and Taking Action.

Academic Conversation: It’s not just “turn and talk” anymore!

This session will address a research based approach which supports the productive language of speaking and writing for English Language Learners. Participants will be able to use the information to support and guide their instruction in the areas of academic classroom conversations and writing, using engaging literature and knowledge-building units.

Improving Guided Reading for ELLs

Are your ELL students progressing in guided reading at the same rate as their peers? If not, then this session is for you! Join us for an interactive session on how to support your mainstream teachers make the most of their guided reading time. Activities and resources will be included.

"Only When Absolutely Appropriate": Attitudes Toward Codeswitching in Public Schools

This study uncovers attitudes that permeate public schools concerning codeswitching and second language acquisition and advocates for codeswitching in school as a valid way for all students to communicate. Additionally, the need for more extensive educational opportunities regarding multilingual language use is emphasized and encouraged for students and teachers alike.

Using Language Proficiency Data to Inform Targeted Instruction for ELs

This presentation will demonstrate how administrators and teachers of English-language learners can use LAS Links assessment data to drive targeted instruction in the classroom. Through detailed score reports, educators can establish baseline, formative data for students in the fall and measure growth before spring ACCESS testing. LAS Links will also provide academic English proficiency data. Attendees will receive sample score reports and information to take back to their districts.

ESL k-12 teacher and administrator perceptions on how well dual identified students are equipped in meeting the (C3) Framework for Social Studies Standards.

This presentation will focus on how well teachers and administrators feel equipped to address the national (C3) Framework for Social Studies Standards. It will emphasize the best practices of administrators and teachers in ensuring dual identified students (ESL and Exceptional Children) are meeting these national standards for social studies. The latest educational and policy research will be relayed to inform participants of the issues and trends associated with this topic.

Evernote for the Classroom: The Best App for Teachers & Students to Share

Evernote is app people use to organize their lives, for phone or PC/MAC, or online. It has an amazing capacity, however, for organizing your classroom. Learn how to use Evernote to organize your lessons, your classes, and your materials. And get your students to take notes!

Extreme Scaffolding for Listening & Note-taking

This presentation will demonstrate a methodology for improving ELLs listening skills by teaching them effective note-taking skills, well beyond old-school fill-in the blank. We will review actual student samples and learn how to create and implement Extreme Scaffolding from various types of listening samples.

Developing Oral Language Opportunities for English Learners in Content Classes

This research-oriented session is intended to increase participants’ awareness of how academic language instruction goes beyond the walls of an ESL classroom. By combining collaboration and reflection, participants will determine how an action research project on analysis of student talk verses teacher talk applies to their districts, schools and classrooms.

Effective ESL Co-Teaching: The Power of Rubrics to Improve Outcomes

In today’s rigorous educational climate, effective collaboration between content and ESL teachers is imperative. Learn how a large, diverse district has developed and used evidence-based rubrics to drive the feedback cycle and strategic planning, implementing a dynamic ESL co-teaching model that leads to increased teacher collaboration and improved student outcomes.

Academic Language: A District Approach for Equity

Developing academic language is critical for all students, particularly those who are learning English as a new language. Presenters will share district perspectives regarding curriculum development and professional learning through the lens of language to ensure all students have access at the level of linguistic complexity required to understand and express understanding of concept knowledge. Participants will actively review the district Language Assistance Program Overview from a school wide perspective for all teachers of English Learners and deconstruct an ELA standard through the lens of language.

CHoMPing into Content Comprehensions, Writing, & Tiered Vocabulary

Using CHoMP, students learn to fully comprehend and write about content-based selections. This strategy supports ELLs in learning all levels of vocabulary. CHoMP enables older, more advanced ELLS to understanding and write critically about a text, while allowing younger and less proficient students to focus on Tier one vocabulary.

Teach Abroad with the English Language Fellow Program

Learn how you can enhance English language teaching capacity abroad through 10-month paid teaching fellowships designed by U.S. Embassies for experienced U.S. TESOL professionals. As an English Language Fellow, you can provide English language instruction, conduct teacher training, and develop resources. Join us to hear from program staff and alumni.

Using Technology to Develop Literacy and Demonstrate Content Area Knowledge

If you have ever wondered how to use technology to help your students develop digital literacy as they acquire English and learn content, this session is for you. You will learn how to effectively use apps on both iPads and PCs to help your students' language skills soar!

Digital Literacy is a 21st Century Skill that all students must develop in order to access information, process information, and take assessments. Newcomers and other ELs sometimes arrive at school with little to no digital literacy. Teachers must find ways to help ELs develop digital literacy while still providing language instruction in the four domains.
This proposed session will focus on free or low cost iPad apps, Chrome apps, Chrome extensions, and websites that the presenter has successfully used with ELs of various levels, including Newcomer students. For example, the presenter will demonstrate several stop motion video apps, Story Creator, and Recap, among others. The presenter will share ways students have used the apps and extensions to develop the four language domains as they simultaneously develop digital literacy. In addition, the presenter will share student work that demonstrates the effective use of technology and explain how to share student work with classroom teachers and families.
Session participants will have opportunities to explore apps and extensions during the session. The presenter will also allow time for questions and comments and assist participants who wish to try out apps and/or extensions.

Staying Current with the Changing Tides—Blended Learning as a Lifesaver

Presenters will demonstrate an easy-to-use organization system for teaching in a blended learning environment. The system facilitates providing activities that differentiate instruction for students with diverse reading and English proficiency levels in whole group, small group, and inclusive settings. Time for hands-on planning will be included.

One and Done.... now teaching is fun!

20% of your students take up 80% of your time. Too often disruptive classroom behavior dominates that 80%. Just imagine, speaking to your troublesome student(s) just once, and it ends there. It can happen, and it does.

Veteran or not, this is the session you need to attend.

Home Is Where The Heart Is

Anderson One has been reaching out the parents of ELL students through a variety of methods. This presentation will highlight how Anderson One is striving to improve school and home connections.

Word Sorts for Middle School

2 classes of 6-7 grade intermediate ESOL students received word sort instruction in 2016-2017. This presentation gives an overview of the program including celebrations and challenges. It also includes hands on demonstrations and tips and tricks for successful word sort work with middle school ESOL students.

Using Technology to Connect Students Globally in an Authentic Way

Meet your standards with high engagement. We will share multiple ways we have successfully helped our students connect with the world around them through easy to use technology. Participants will learn how we've used VirtualSafari, PenPal Schools, Skype in the Classroom, and FaceTime to communicate with others around the world.

Raising Cross-Cultural Awareness Among Teachers

In this presentation, participants gain insights into a variety of helpful facts about diversities of our ELs and their families and how this newly gained awareness can assist them in addressing them. Participants gain ideas about how to help create a more culturally responsive school environment.

Interactive Grammar Instruction for ELs That Works

Participants learn about research-evidenced explicit grammar instruction that engages learners in multisensory, interactive ways to strengthen their awareness of the dynamics of English grammar early on so they can self-correct themselves in the future.

Fostering Independent, successful ELs with strong study and test taking skills

Given the enormous pressure on good test results today, it is essential to help ELs become independent learners with effective study and test taking skills regardless of different degrees of language acquisition and acculturation challenges. In brief simulations, participants learn a variety of study and test taking strategies.

Lexical Cohesion in L2 Writing: A Three-Strand Approach

This interactive workshop outlines a three-strand approach to addressing cohesion in L2 writing. Moving beyond instruction in a handful of overt discourse markers, this approach emphasizes (a) the analysis of authentic texts, (b) the development of productive vocabulary, and (c) attention to vocabulary and information structure in the revision process.
Beyond Halliday and Hasan’s (1989) seminal work in cohesion, little appears to be available to L2 writing instructors to help their students achieve better cohesion in their texts. This dearth of instructional support may well be due to challenges noted by Tanskanen (2006), not the least of which is the extensive analysis of often inauthentic texts. However, the response to the need for students to produce cohesive texts has been to provide instruction in the use of overt discourse markers (e.g., first, however, in conclusion). This response leads to a sense of cohesion in L2 writers’ texts that is superficial and ignores the students’ need to develop a wide range of productive vocabulary. This proposed interactive workshop invites L2 writing instructors to better examine the tools available to help L2 writers compose texts that are more cohesive. To help bridge this gap, I propose a three-strand approach to addressing cohesion in L2 writers’ texts. This approach emphasizes (a) the analysis of authentic texts, (b) the development of productive vocabulary, and (c) attention to vocabulary and information structure in the revision process. To introduce attendees to this approach, the workshop begins with an examination of text and how text differs from a random collection of sentences. This opening examination and subsequent discussion is used as a springboard to a discussion of how given and new information tend to be structured in English texts. Referential and grammatical cohesion are briefly discussed before moving to a lengthier discussion of lexical cohesion. Specifically, attendees will participate in discussion and activities that focus on how L2 writing instructors can use vocabulary development activities as part of the revision process and how to structure the flow of given and new information so that it more closely matches readers’ expectations.

Task Complexity and L2 Written Production: An Analysis of the Research

This paper presents a research synthesis and quantitative meta-analysis of task-based L2 writing research. Studies from 1998 to the present were examined for (a) their manipulation of task complexity, (b) the metrics of complexity, accuracy, and fluency used, and (c) the specific effects of task complexity on L2 written production.
This study, a research synthesis and quantitative meta-analysis, contributes to recent L2 writing research examining cognitive task complexity and the effect of complex tasks on the syntactic complexity, lexical complexity, accuracy, and fluency of written L2 production. Through an analysis of task-based L2 writing research from 1998 to the present, the study examines manipulation of task complexity along resource-directing and resource-dispersing dimensions of cognitive task complexity (Robinson, 2003, 2011), metrics of syntactic complexity, lexical complexity, accuracy, and fluency, and the effect of task complexity on L2 written production. The results of the research synthesis indicate a number of challenges in isolating features of cognitive task complexity as well as a heavy reliance on a handful of metrics of syntactic and lexical complexity in task-based L2 writing research to date. The results of the quantitative meta-analysis indicate differential effects of increased resource-directing and resource-dispersing features of task complexity. Specifically, increased resource-directing features of task complexity—particularly reasoning demands—were associated with greater syntactic and lexical complexity but decreased accuracy. In contrast, decreased resource-dispersing features of task complexity—particularly the provision of planning time—were associated with increased accuracy and syntactic complexity. The results offer no clear support for the cognition hypothesis (Robinson, 2001, 2003, 2005, 2011) or the limited attentional capacity model (Skehan, 1998; Skehan & Foster, 2001), but rather suggest that features of task complexity may promote attention to the formulation and monitoring systems of the writing process among L2 writers (Kellogg, 1996).

2017 TESOL Advocacy and Policy Summit: A Report

The presenter describes his experience participating in TESOL’s Advocacy and Policy Summit. Participants in the summit attend workshops on specific policies affecting ELs and ESL teachers. On the final day of the summit, participants meet with their congressmen or staff members to discuss issues addressed during the course of workshops.

Surfing Through Websites

This presentation will be filled with websites that can be used in both middle and high school classrooms to assist students across the curriculum.

Breakout of the Waves of Boredom

Come learn about and experience BreakoutEDU. Teachers will participate in a BreakoutEDU game while learning about how to use it in the classroom with both small and whole groups at any age and any ability level!

Newcomers: In Their Shoes

Back and improved upon your request! Come and encounter the zero English newcomers' experience in the all-English- speaking classroom by re-living every minute of it. You will never see the newcomers with the same eyes after you have been in their shoes yourself.

Writing in Action: Using the Most Common Verbs in Academic Writing

English language learners have studied a complex set of verb forms throughout their academic careers, but do not always know about the five most common tenses in academic writing. Session attendees will learn about a method that shows learners how to recognize, use, and edit their writing for these tenses.

Shall WI-DAnce?

Is your classroom sluggishly anchored in a murky sea of standards-based instruction? Get ready to set sail on an exciting journey towards arts integration. Participants will learn how to masterfully and joyfully infuse their WIDA-based lessons with powerful dance and creative movement experiences for their students.

The Best BAIT for Successful Professional Development Days

Time and budget constraints can make creating a professional development day for your department feel like you're swimming with sharks. This workshop takes participants through the entire PD planning process. Using a proven template, you will see how professional development time can inspire and energize both instructors and administrators.

Content & Collaboration- High School Science and ESOL

Learn how to fully engage ESOL high school students in the high school curriculum. Presenters will demonstrate and explain strategies that can be applied across all high school content areas. Successful collaboration between content area teachers is essential for student success. Come learn how to make it happen!

Difficulty and expectation of ELL mothers who have young emergent bilingual children

This case study investigates home literacy activity of Korean mothers who are adult English language learners (ELL). Four mothers’ reading behaviors and beliefs were examined while they read picture books to their preschoolers. This study reports the ELL mothers’ difficulty and expectation to raise their children as bilinguals.

Stand Out 3e: Critical Thinking in the Adult Education Classroom

Critical thinking activities ensure that students engage and communicate while seamlessly developing College and Career Readiness in ESL instruction. The presenter will demonstrate how Stand Out is designed to provide evidence-based instruction and critical thinking for real learning. The new edition includes new National Geographic content and new technology tools.

Volunteering Home & Abroad: Reaching kids in the US & China

This presentation will describe my experiences teaching ESOL to migrant children in Beijing and at-risk populations in South Carolina. Connections will be made to lessons I learned in a Second Language Pedagogy at Duke University and to my own experience as a second language learner of Chinese.

Transforming into a Culturally Responsive ESL Teacher: Importance of Critical Reflection

The proposed session will provide a research review on promoting culturally responsive pedagogy in the ESL classroom, offer effective, practical strategies how to incorporate critical reflection to enhance culturally responsive teaching, and encourage a discussion on fostering culturally inclusive communities to meet the needs of culturally and linguistically diverse students.

Strategies to use in the ESOL Classroom for Secondary Teachers

Teaching ESOL in the Secondary Classroom can be a challenge. Come to this presentation and get some great strategies/tips to use with your ESOL students.

Great Ways to Differentiate

Attendees will learn strategies and methods to differentiate instruction and assessment in the secondary classroom. Strategies will include technology-based and hands-on approaches.

Burlington English: Career Pathways

Get a look at our Burlington Career Pathways course! This three-level course is designed to help students of all levels explore career clusters, gain workplace skills, and learn about educational opportunities. The presenter will highlight the structure, design, and components of this course. In addition, participants will learn how to use Burlington Career Pathways and the corresponding In-Class Lessons to integrate career exploration and workplace skills at an appropriate level for all students.

TEACHnology for SIFE and RAELs

Many schools are receiving an influx of Students with Interrupted Formal Education (SIFE) and Recently Arrived ELs (RAELs) and are not sure how to meet their unique educational and social needs. One way to address the specific needs of this population is through TEACHnology. The use of pictures, individual and group interaction, adaptive capabilities, immediate feedback and report generation offers both student and teacher opportunities to measure growth. Through interactive participation, attendees will be introduced to technology standards, tools and strategies for implementing them in the content and ESL classroom.  BYOD – Bring your own device!

Growing Success for ELs in NC

ESL/Title III Consultants from the North Carolina Department of Public Instruction will provide an update on Growing Success for ELs in NC. Topics may include: NC English Learner demographic information, WIDA Consortium, ESSA, testing and accountability, Power School, ESL website, EL Support Conference, EL Support Team, State led Initiatives (SIOP, ExC-ELL, LinguaFolio), and more. EL Coordinators, ESL teachers and anyone interested in what is happening with EL education in the state of North Carolina will benefit from this session. A questions and answer session will follow the presentation.

Questions, Questions

Understanding and answering Wh- questions is the grounds for students to participate in meaningful conversations, demonstrate understanding, and gather knowledge about themselves, their surroundings, and the world. This session explores strategies to teach and master Wh-questions in order to improve comprehension and overall literacy.

Carolina Teachers of English to Speakers of Other Languages
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