2018 Annual Fall Conference

Keynote and Plenary Speakers


Keynote Speaker                   

Christine Mallinson

“Creating Linguistically Inclusive Classrooms and Schools”

When author and professor Toni Morrison gave the Nobel Lecture after accepting the Nobel Prize for Literature in 1993, she explained the centrality of language to our daily lives: “We die. That may be the meaning of life,” Morrison said. “But we do language. That may be the measure of our lives.” Our classrooms and schools are places where students, parents, teachers and staff “do language” every day, in nuanced and complex ways that reflect the identities of individual speakers as well as their connections to their families, communities, and cultures.  In this presentation, educators will learn strategies and techniques for helping students “do language” in ways that develop their own unique voices and academic self-confidence, while also guiding them to understand and appreciate others’ diverse modes of expression. When we value language diversity and nurture this resource in our classrooms and schools, we create culturally and linguistically inclusive environments that welcome, support, and empower the voices of the next generation of thinkers, speakers, and writers, throughout North Carolina and beyond.

Christine Mallinson is Professor of Language, Literacy, and Culture at the University of Maryland, Baltimore County. The author of three books and other publications, her research focuses on how language differences can affect student outcomes, and she regularly works with K-12 teachers across the U.S. to help make classrooms and schools more culturally and linguistically inclusive. A North Carolina native, Mallinson received her BA from UNC-Chapel Hill in 2000, her MA from North Carolina State University in 2002, and her PhD from North Carolina State University in 2006. For more information, visit her website: http://christinemallinson.com.


 Plenary Speakers               

Valentina Gonzalez

“Redefining Family Engagement: A Path Towards True Partnerships”

English learners are facing a plethora of challenges in our nation’s educational and cultural environment today. By effectively and meaningfully engaging diverse parents, we can support our English learners as they travel the journey to success. Valentina Gonzalez is on a mission to assist educators as they overcome barriers and build partnerships with families of English learners. Parents are our greatest stakeholders. We need to amplify their voices and reimage family engagement to leverage student, school, and community growth. Coming from an immigrant family herself, Gonzalez is able to draw upon her own educational experiences to support educators today in creating authentic family engagement opportunities with English learner families. This presentation will focus on the impact of family engagement and approaches available to us as educators of English learners.

Valentina Gonzalez is currently a professional development specialist for ELLs, writer, and educator in Katy, Texas. She has served in a variety of capacities supporting young language learners. Valentina has more than 20 years of experience in public education. She, herself, was an English learner and an immigrant. Her work has appeared in a wide range of publications including: School Library Journal, Education Weekly, and ASCD Education Update. Valentina has had the honor of presenting at the state and national levels. She has a passion for advocating for linguistically and culturally diverse learners. Click here to visit her educational blog or here for her ELL blog on MiddleWeb.


Tatyana Kleyn

“Stepping Up to Support Undocumented Students and Families in Turbulent Times”

Being an immigrant in the US has never been easy, but the current context has presented monumental challenges and fears. Policies and programs for undocumented immigrants are being challenged in courtrooms while negative discourse and ramped up policing of immigrant communities makes focusing on daily life difficult. This session will focus on the human impact of the presence and absence of programs such as DACA (Deferred Action for Childhood Arrivals) through a short documentary film titled, Still Living Undocumented: Five Years Later. Then an overview of current policies and suggested practices for educators will be provided to better support their undocumented students and families.

Tatyana Kleyn is associate professor and director of the Bilingual Education and TESOL programs at the City College of New York. She has an Ed.D. in international educational development at Teachers College, Columbia University.  She received the early career award for the Bilingual Research SIG for the American Educational Research Association.  For 2014-15 Tatyana served as president of the New York State Association for Bilingual Education and a Fulbright Scholar in Oaxaca, Mexico.  Tatyana is author of “Immigration: The Ultimate Teen Guide,” co-author of “Teaching in Two Languages: A Guide for K-12 Bilingual Educators” (with Reyes) and co-editor of “Translanguaging with Multilingual Learners: Learning from Classroom Moments” (with García).  She is the director and co-producer of the documentaries “Living Undocumented: High School, College and Beyond” and “Una Vida, Dos Países [One Life, Two Countries]: Children and Youth (Back) in Mexico.”  She was an elementary school teacher in San Pedro Sula, Honduras and Atlanta, Georgia. 


Fredricka L. Stoller and William Grabe

“Exploring Ways to Teach More Effectively

Everyone knows that there are always aspects of our teaching that can be improved or modified, in small or large ways, to help students be successful learners. Teachers, as busy as we all are, nonetheless have many opportunities to help their students become better learners. One way to accomplish this is through action research. Unlike more formal, larger scale research projects, action research allows practicing teachers to ask questions about their own teaching and/or the learning outcomes of their students in a non-threatening way. The real appeal of action research—conducted individually or with colleagues—is that it permits us to examine our teaching in practical terms, at our own pace, and with our needs and our students’ needs in mind. In this interactive plenary, an easily adaptable seven–step action research process is presented.  We also introduce a number of action research projects that can be models of this process for novice and experienced teachers.  

Fredricka L. Stoller is Professor of English at Northern Arizona University, Flagstaff, Arizona, where she teaches in the MA-TESL and Ph.D. in Applied Linguistics programs. Her professional areas of interest include L2 reading, content-based instruction, project-based learning, and disciplinary writing. She is co-author of Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, Speaking (with J. Newton et al., 2018, Routledge); co-author of Teaching and Researching Reading (with W. Grabe, 2nd ed., 2011, Routledge); co-editor of A Handbook for Language Program Administrators (2nd ed., 2012, Alta English Publishers); and co-author of Write Like a Chemist (2008, Oxford University Press). She has published in English for Specific Purposes, English Teaching Forum, Journal of English for Academic Purposes, and Reading in a Foreign Language. She was a Fulbright scholar in Turkey (2002-03), Timor Leste (2014), Vietnam (Spring 2018), and has trained EFL teachers, teacher trainers, and language program administrators in 30 other countries.

William Grabe is Emeritus Regents’ Professor of Applied Linguistics at Northern Arizona University, Flagstaff, Arizona. He is interested in reading, writing, literacy, written discourse analysis, and content-based L2 instruction. He has lectured and given teaching-training workshops in over 30 countries around the world. His most recent books are Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, Speaking (with J. Newton et al., Routledge, 2018); Teaching and Researching Reading (with F. Stoller, 2nd ed., Routledge, 2011); and Reading in a Second Language: Moving from theory to practice (Cambridge University Press, 2009). He has also co-authored Theory and Practice of Writing (with R. B. Kaplan; Longman, 1996) and co-edited Directions in Applied Linguistics (Multilingual Matters, 2005). He served as Vice President for Research at NAU from 2012-2017. He is a past President of the American Association for Applied Linguistics (AAAL, 2001-2002). He received the 2005 Distinguished Scholarship and Service Award from AAAL.


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