Professional Documents
Culture Documents
PROGRAM BOOK
TESOL2016
58 APRIL 2016 BALTIMORE, MARYLAND, USA
International Convention
& English Language Expo
WWW.TESOLCONVENTION.ORG 1
JOIN US ON
Wednesday 6 April
English along the fracture lines:
Responding to challenges in
todays geopolitical landscape
John Knagg, Paul Smith
Time: 11.30 - 12.15
Venue: Convention Center
All images Mat Wright
(Room 320)
Thursday 7 April
The British Council was founded to create a friendly knowledge and Benchmarking English language
policy, abilities and motivations
understanding between the people of the UK and the wider world. across Latin America
We are delighted to partner with TESOL International Association on Liz Shepherd, Allan Taggart,
the 50th Anniversary Celebration Block Party James Shipton
and VIP Reception.
Time: 17.00 - 17.45
We work in over 100 countries, connecting millions of people with
high quality English language programmes and services to help them
gain access to career and study prospects worldwide.
Friday 8 April
We work with hundreds of partners globally from national and local
government, education institutions and businesses. We draw on over BRITISH COUNCIL
80 years experience in design, development and delivery of English
language work in developing and post-conflict countries, harnessing
SIGNATURE EVENT
the best expertise from the UK and our well-established global Shakespeare Lives:
network. Love, death and revenge in the
English language classroom
Visit our booth (218) to meet senior British Council Time: 10.30 - 11.15
colleagues to discuss relevant, affordable and high Venue: Hilton Baltimore
quality solutions that respond to your needs. (Room Key 12)
www.teachingenglish.org.uk www.britishcouncil.org/englishagenda
TABLE OF CONTENTS
WELCOME
Welcome 5
2016 Convention Planning Team and Leaders 5
Week at a Glance 7
New Member Orientation 8
About TESOL 8
TESOL Organizational Meetings 11
Awards, Travel Grants, and Scholarships 13
Keynote Speakers 15
TESOL in Focus 16
The TESOL Classroom of the Future 17
Electronic Village and Technology Showcase 19
TESOL 50th Anniversary Celebration & Block Party 21
Tea With Distinguished TESOLers 22
Invited Speaker Sessions 23
Public Policy and Advocacy 25
Research Spotlight 27
Best of Affiliate Sessions 28
Colloquia & Presentations From Colleague Organizations 29
Job MarketPlace 31
ELT Leadership Management Certificate Program 32
Thank you 34
Maps
Baltimore Convention Center 36
Hilton Baltimore 38
TESOL Strategic and Event Partners 41
How To Use This Book 43
Community College Day 44
PreK12 Day 46
Abstracts 49
Poster Sessions 200
English Language Expo
Classroom of the Future Sessions 206
Exhibit Hall Map 207
Exhibitor Booth Numbers 208
Exhibitor Listings 209
Indexes
Presenter Index and Email Directory 217
Content Area Index 236
Notes 259
WWW.TESOLCONVENTION.ORG 3
The American Federation of Teachers salutes the TESOL International Association on
its 50th anniversary, as it brings together champions of children and youth to advance the
profession of teaching English to speakers of other languages.
TESOL has been the leading voice for best practices in English language teaching and learning
and has worked to achieve the highest standards of excellence.
Across the nation, the AFTs 1.6 million members are working with parents and community
partners to reclaim the promise of public education. We are fighting to preserve neighbor-
hood public schools where all children can find the building blocks of successincluding
high-quality early childhood education, parental and community involvement, and an enriching
curriculum and after-school activities that support the whole child.
As part of our commitment to English language learners, the AFT and PBS station WETA
have collaborated for over a decade to produce ColorinColorado.org, the nations leading
online source of research-based ELL information and materials for educators and parents.
The AFT will continue to work with TESOL members and others to build bridges with students
and communities of diverse backgrounds.
The American Federation of Teachers is a union of 1.6 million professionals that champions fairness; democracy;
economic opportunity; and high-quality public education, healthcare and public services for our students, their families
and our communities. We are committed to advancing these principles through community engagement, organizing,
collective bargaining and political activism, and especially through the work our members do.
WELCOME
2016 CONVENTION
PLANNING TEAM
WELCOME
PROGRAM CHAIR LOCAL CO-CHAIRS
Leslie Barratt Doaa Rashed
Rajabhat Roi-Et University University of Maryland
Baltimore County
ASSOCIATE Yeji Yoon
PROGRAM CHAIRS University of Maryland
Brock Brady Baltimore County
Congratulations! You are helping to make U.S. Peace Corps
Laura Hook
history by participating in this 50th anniversary Diane Carter Maryland State
Department of Education
Indiana UniversityPurdue
convention of TESOLInternational Association. University Indianapolis
WWW.TESOLCONVENTION.ORG 5
Great teachers
need great content.
Join ESL Library to download, print,
and photocopy our student-focused
English lessons and ashcards to
helpyou teachabetter class.
Visit us at booth 313 for a chance to win an WATCH !
800+ lessons
2000+ ashcards
ESLlibrary
@ESLlibrary
esllibrary.com
WEEK AT A GLANCE
WELCOME
Monday . . . . . . . . 3 pm6 pm 8 am5:15 pm PreK12 Dream Day+ . . . . . . . . . . . . . . . . . . . various times/locations, BCC
Tuesday . . . . . . . . 7 am7 pm 8 am5:15 pm Community College Day+ . . . . . . . . . . . . . . . various times/locations, BCC
Wednesday . . . . . 7 am5 pm 5 pm9 pm Preconvention Institutes+. . . . . . . . . . . . . . . . . . . . various locations, BCC
Thursday . . . . . . . . 7 am5 pm
Friday . . . . . . . . . . 7 am3 pm TUESDAY, 5 APRIL 2016
Concurrent and exhibitor sessions are Wednesday, Thursday, and Friday beginning at
9:30am each day, with the last session starting at 5 pm.
WWW.TESOLCONVENTION.ORG 7
ABOUT TESOL
ESL TEACHING
Principles for Success
Revised Edition
YVONNE S. FREEMAN
DAVID E. FREEMAN
MARY SOTO ANN EBE
A cornerstone text for research-based second
language teaching methods and practices, the
Freemans ESL Teaching: Principles for Success is
now better than ever with the latest research on
best practices for emergent bilingual students.
Grades K-12
978-0-325-06249-5
2016 320 pp est. $30.00 est.
Meetings listed here are located in the Hilton Baltimore or the Baltimore Convention Center (*).
TUESDAY, 5 APRIL
8:30 am11:30 am Leadership Briefing. . . . . . . . . . . . . . . . . Holiday 6
8:30 am4:30 pm Affiliate Leaders Workshop. . . . . . . . . . . . . 317*
1 pm5 pm IS Leaders Workshop. . . . . . . . . . . . . . . Holiday 6
1 pm5 pm TESOL Committee &
Council Meetings . . . . . . . . . . . . . . . . . . . . various
7 pm9 pm IS Steering Committee Meetings. . . . . Holiday 6
INFORMATION
ASSOCIATION
WEDNESDAY, 6 APRIL
1 pm3 pm Affiliate Editors Workshop. . . . . . . . . . . . . . Ruth
2 pm3 pm IS Editors Workshop . . . . . . . . . . . . . . . . . . . Paca
3 pm4 pm IS Community Managers Workshop. . . . Carroll
4 pm5 pm Town Meeting . . . . . . . . . . . . . . . . . . . . . Holiday 3
This meeting will be led by TESOL President Andy Curtis
and attended by the Board of Directors and the Executive
Director. The meeting provides a forum for the membership
to ask questions about TESOLs professional activities and
offer comments and suggestions relating to current and
upcomingactivities.
WWW.TESOLCONVENTION.ORG 11
INFORMATION
ASSOCIATION
Section Service Award
Bonny Norton and Ron Darvin
TESOL Leadership
James E. Alatis Award Mentoring Program
for Service to TESOL
TESOL Professional
Mary Finocchiaro Award for Development Scholarships
Excellence in Nonpublished
Pedagogical Materials FEATURED SESSION:
TESOL Virginia French
Investment and the Right to
Speak in the 21st Century Allen Award
Ruth Crymes TESOL
Academies Fellowships Wednesday, 6 April, 1 pm1:45 pm;
Key 11, Hilton Baltimore TESOL/TEFL Travel Grant
Ruth Crymes TESOL Fellowship Professional Development
for Graduate Study TESOL Teacher of Travel Grant for Practicing
the Year Award ESL/EFL Teachers
2014 AWARD WINNER: presented by National
Shelley Staples presented by Betty Azar
Geographic Learning
FEATURED SESSION:
Development and Evaluation of 2016 AWARD WINNER:
a Corpus-Informed Curriculum Shannon Tanghe
for International Nurses FEATURED SESSION:
Friday, 8 April, 1 pm1:45 pm; Teaching to Learn:
318,BCC Focus on Teacher
Inquiry Stance
Thursday, 7 April,
TESOL Award for an 10:30am11:15am;
OutstandingPaper on Holiday 3, HiltonBaltimore
NNEST Issues
presented by Eastern
Carolina University
WWW.TESOLCONVENTION.ORG 13
KEYNOTE SPEAKERS
SPONSORED BY:
HIGHLIGHTS
PRESIDENTIAL KEYNOTE MORNING KEYNOTE
ANDY CURTIS ANNE CURZAN
Wednesday, 6 April 2016 Friday, 8 April 2016
8 am9 am 8 am9 am
Reflecting Forward, Survey Says:
Reflecting Back: Looking Determining What English
in the Mirror at 50 Usage Is and Isnt Acceptable
The idea of teachers as reflective practitioners has been part of Is it acceptable to use impact as a verb? They as a singular
English language teacher training and development for a long generic pronoun? How should ESL/EFL instructors or students
time. Central to the metaphor of reflection is the mirror. Who do decide? Curzan offers a lively historical perspective on well-
we see when we look in the mirror, how did we get here, and known grammar/style rules and an insiders look at completing
where are wegoing? the annual ballot for the American Heritage Dictionary
usagepanel.
Dr. Andy Curtis, the 50th president of TESOL International
Association, received his MA in applied linguistics and English Dr. Anne Curzan is Arthur F. Thurnau Professor of English
language teaching and his PhD in international education from at the University of Michigan. She previously taught ESL at a
the University of York in England. An independent consultant university in Wuhan, China for 2 years. Her research focuses on
with numerous publications, Andy has been invited to work with the history of the English language, attitudes about language
teachers in Europe, Asia, Africa, and the Middle East, as well as change, language and gender, lexicography, and pedagogy.
North, South, and Central America.
WWW.TESOLCONVENTION.ORG 15
TESOL IN FOCUS
Wednesday, 6 April
The TESOL P12 Professional
Teaching Standards
PRESENTER: Diane StaehrFenner
10 am10:45 am; Key 1
Becoming a Leader in TESOL
International Association
PRESENTER: Andy Curtis
11:30 am12:15 pm; Carroll
Implementing the Short-
Term TEFL/TESL Certificate
Standards in Online Programs
PRESENTER: Sarah Sahr
11:30 am12:15 pm; 319* Thursday, 7 April The Future of TESOL
Interest Sections
HIGHLIGHTS
The CCSS in Mathematics Strategies for Writing Presenters: Sarah Sahr, Joe McVeigh
for ELLs: High School Successful TESOL International 2 pm2:45 pm; Peale
PRESENTER: Luciana deOliveira Convention Session Proposals
PRESENTER: John Schmidt
I Want to Write a Book! Getting
1 pm1:45 pm; Key 10
10 am10:45 am; Key 5 Published With TESOL
The CCSS in Content-Area PRESENTER: Robyn BrinksLockwood
Literacy for ELLs: Grades 612 Developing and Delivering 2 pm3:45 pm; Holiday 4
PRESENTER: Luciana deOliveira Successful TESOL International
Convention Presentations
2 pm2:45 pm; Key 10
PRESENTER: Trish Morita-Mullaney Friday, 8 April
How to Get Published in TESOL 11 am11:45 am; Key 5 Sharing Responsibility, Engaging
and Applied Linguistics Journals Families, and Advocating for
PRESENTER: Brian Paltridge
Beyond Borders: The TESOL
Encyclopedia of English English/Dual Language Learners
2 pm4 pm; Peale PRESENTER: Sarah Sahr
Language Teaching
Pronunciation in the Classroom: PRESENTER: John Liontas 9:30 am10:15 am; 320*
TheOverlooked Essential 11:30 am12:15 pm; Key 10 Cat Got Your Tongue?
PRESENTER: Tamara Jones
Challenges and Opportunities: Inspiring Teachers While
2 pm2:45 pm; Holiday 3 Demistifying English Idioms
Visions of TESOL Publications
Social Justice in English Beyond the Borders PRESENTER: Patrick T. Randolph
Language Teaching PRESENTER: Ke Xu 10 am10:45 am; Holiday 3
PRESENTER: Laura Jacob 1 pm2:45 pm; Brent Wordless Books to Work
MAPS
HIGHLIGHTS
See a list of Classroom of the Future presentations on page 206.
WWW.TESOLCONVENTION.ORG 17
Center for English Language Learning
and
College of Education:
Department of Learning, Teaching, and Curriculum
Visit Holiday Ballrooms 4 & 5 (2nd Floor Hilton Baltimore) for Ideas on Technology and Language Learning!
HIGHLIGHTS
Explore ways to use CALL in your classroom
multimedia, Internet-based resources, from presenters who are stationed around the
hardware, and mobile technology Environmental Responsibility
EV computer lab space. Discover how your
devices and applications. Thursday: 9:30 am11:15 am
colleagues use the online materials and the latest
technologies. Ask questions and get hands-on
EV Events Coordinator experience. This event offers multiple presentation
Mobile Apps for
Aaron Schwartz, Ohio University, times focusing on presentations of interest to Education Showcase
Ohio, USA specific interest sections. This session provides ESOL teachers with the
EV Technology Fair Themes include mobile devices, opportunity to demonstrate pedagogical uses for
EV Managers theirfavorite mobile applications.
classroom use, and self-access.
Andy Bowman, Wichita State
COORDINATORS: Claudio Fleury, Jos Antnio COORDINATORS: Tom Robb, Audra Hilterbran
University, Kansas, USA
Stephanie Korslund, Iowa State
daSilva
University, Iowa, USA
Developers Showcase
Justin Shewell, Arizona State
EV Technology Fair Classics Discover the latest ideas in applied technology
EV Fair Classics are repeat performances of for ESOL educational settings, including stand-
University, Arizona, USA
outstanding presentations from past EV Fairs. alone software and Internet-based applications.
Explore tried-and-true ways to use CALL in Attend this presentation to see unique and original
your classroom or extended classroom. Several creations designed by teachers and researchers.
Access the EV schedule online at
presentations will be webcast from the EV COORDINATOR: Andy Bowman
http://call-is.org/ev/ Technology Fair Classics.
schedule.php COORDINATORS: Christine Sabieh, Hot Topics Sessions
MariaTomeho-Palermino Online Course Development in MOOCs
or scan this code with a
FreeOnline Tools for Teachers and Learners
QR-enabled mobile device:
Electronic Village Miniworkshops CALL in K12
WWW.TESOLCONVENTION.ORG 19
ELECTRONIC VILLAGE AND
TECHNOLOGY SHOWCASE
(continued)
2016 Electronic Village Schedule At-A-Glance (Holiday Ballroom 5, 2nd Floor Hilton)
Times Wednesday, April 6 Thursday, April 7 Friday, April 8
8 am Ask Us: 8 am8:30 am Ask Us: 8 am8:30 am Ask Us: 8 am8:30 am
8:30 am Technology Fair: Mobile Devices* Technology Fair: Classroom Tools* Technology Fair: Classroom Tools*
9 am 8:30 am9:20 am 8:30 am9:20 am 8:30 am9:20 am
9:30 am Ask Us: 9:30 am10 am Ask Us: 9:30 am10 am Ask Us: 9:30 am10 am
10 am Technology Fair: Self-Access* Technology Fair: Self-Access* Technology Fair Classics
10:30 am 10 am10:50 am 10 am10:50 am 10 am10:50 am
11 am Technology Fair: Classroom Tools* Technology Fair: Mobile Devices* Technology Fair: Mobile Devices*
11:30 am 11 am11:50 am 11 am11:50 am 11 am11:50 am
12 pm Ask Us: 12 pm12:30 pm Ask Us: 12 pm12:30 pm
CALL for Newcomers
12:30 pm
12 pm1:30 pm EV Miniworkshop
1 pm
EV Miniworkshop 12:30 pm1:50 pm
1:30 pm
EV Miniworkshop 1 pm2:20 pm
2 pm
1:40 pm3:10 pm EV Miniworkshop
2:30 pm Technology Fair Classics 2 pm3:20 pm
3 pm Ask Us: 3:10 pm3:30 pm 2:30 pm3:20 pm
3:30 pm Technology Fair: Classroom Tools*
EV Miniworkshop Ask Us: 3:30 pm4:30 pm
4 pm 3:30 pm4:30 pm
3:30 pm4:50 pm
4:30 pm Ask Us: 4:30 pm5 pm EV closed after 4:30 pm
2016 Technology Showcase Schedule AtAGlance (Holiday Ballroom 4, 2nd Floor Hilton)
Times Wednesday, April 6 Thursday, April 7 Friday, April 8
8 am Hot Topics: Going Massive Hot Topics: Google and Beyond
Hot Topics: CALL in K12
8:30 am Online Course Development In MOOCs* Free Online Tools for Teachers and Learners*
8 am9:20 am
9 am 8 am9:20 am 8 am9:20 am
9:30 am TESOL 50th Anniversary Special Event
10 am InterSection (CALL with MWIS) Special InterSection (CALL with SRIS) Leadership Panel
Creating, Adapting, and Innovating Language Learning Through History of the EV Retrospective: Over Three
10:30 am Using Content for Mobile Apps Technology for Environmental Responsibility Decades of Professional Development in CALL
9:30 am11:15 am 9:30 am11:15 am 9:30 am10:45 am
11 am
11:30 am Hot Topics: Meaningful Play
The CALL Community: Hot Topics: When and How to Flip: Gaming and Language Learning*
12 pm Using http://community.tesol.org Best Practices for Flipping the Classroom* 11 am12:50 pm
12:30 pm 11:30am12:40 pm 11:30 am12:40 pm
1 pm InterSection: ESP with VDMIS and CALL-IS
1:30 pm The Electronic Village Online: Mobile Apps for
One Size Fits One:
Best of 2015 Education Showcase
2 pm Incorporating Technology IntoESP Courses
1 pm2:50 pm 1 pm2:45 pm
2:30 pm 1 pm2:45pm
3 pm CALL-IS Academic Session
InterSection (ITA with MWIS and CALL)
3:30 pm Project-Based Learning:
Developers Showcase Strategies for Developing and
Pedagogical Possibilities for Online,
4 pm 3 pm4:50 pm Delivering Training Materials for ITAs
Mobile, and Blended Learning
4:30 pm 3 pm4:45 pm
MAPS
3 pm4:45 pm
Tech Showcase Closed
5 pm Technology Showcase closed after 5 pm Technology Showcase closed after 5 pm
SEE YOU NEXT YEAR!
* Note that specific themes are subject to change. Please see the CALL-IS EV Program Book included in your bag for more information.
Please visit the EV ahead of time to pick up a free ticket. First come, first served. Limited to 20 seats.
Key for abbreviations: EV = Electronic Village; Ask Us = Ask Us: Free Advice for Call.
Come to the EVO session in the Holiday4Ballroom Selected Technology Showcase events
on Wednesday, 1 pm, or to learn more, visit will be webcasted at
http://evosessions.pbworks.com/ http://callis2016.pbworks.com
#evosessions
TESOL 50TH
HIGHLIGHTS
ANNIVERSARY
CELEBRATION
&BLOCK PARTY
Friday, 8 April 2016 7 pm9 pm
LOCATION: Eutaw Street
(The outdoor area between the
two Baltimore Hilton buildings)
WWW.TESOLCONVENTION.ORG 21
TEA WITH DISTINGUISHED TESOLERS
T25 Awad Ibrahim What TESOLers Need to Know About Hip Hop and Blackness
T26 Rashi Jain Beyond Native/Nonnative Borders: Exploring Translingualism in Teacher Identity
T27 Mary Lou McCloskey Reading Development for Students With Interrupted Education
Find abstracts for these sessions in the program under the date and time for each session.
All sessions take place in Holiday 6 in the Hilton.
HIGHLIGHTS
1 pm1:45 pm 10:30 am11:15 am
People at Risk: Mobility
The Use of Captions: Theoretical Beyond Borders Breaking Borders With the
and Pedagogical Considerations PRESENTER: Earlene Gentry Stories: Birth to Death
PRESENTERS: Susan Gass, Paula Winke 9:30 am10:15 am PRESENTER: Joan Wink
10:30 am11:15 am 9:30 am10:15 am
Rethinking Written Feedback:
Theory and Practice Creating TESOL:
PRESENTER: Ahmar Mahboob FiveFantastic Founders
2 pm2:45 pm 50Years of Forward Reflection
PRESENTERS: Jun Liu, Amy Schlessman,
Rosemary Feal, Terrance Wiley
3 pm3:45 pm
Do You See Me? Knowing
the Reality of Immigrants
PRESENTER: Christel Broady
1 pm1:45 pm
Personal and Professional
Growth Through Life Satisfaction
PRESENTERS: Neil J Anderson,
ChristineCoombe
2 pm2:45 pm
WWW.TESOLCONVENTION.ORG 23
CHANGING THE WAY THE
WORLD LEARNS ENGLISH.
See Voxys presentation live
April 7, 10 AM
Recommended by:
Diane
Debbie Margo
Staehr
Zacarian Gottlieb
Fenner
What are some of the new education initiatives coming out of Washington, DC? What is
happening with legislation impacting K12, adult education, and immigration reform? To
answer these and other questions, TESOL International Association has arranged for speakers
from the U.S. Department of Education, U.S. Department of State, U.S. Department of
Homeland Security, U.S. Department of Justice, and other experts to present information on
education laws, policies, and initiatives impacting English language teaching and learning.
All of the following sessions will be in the Hilton Baltimore, Holiday 2.
HIGHLIGHTS
Adult Education, U.S. Department
11:30 am12:15 pm ofEducation TheNaturalization Process
2 pm3:45 pm 1 pm2:30 pm
Hot Topics for Intensive
English Programs Improving Listening Skills for
FEATURING: Speakers from English Friday, 8 April the Naturalization Process
USA and the Consortium of University 3 pm4:30 pm
and College Intensive English Crossing Borders With
Programs (UCIEP) Digital Storytelling
1 pm2:45 pm FEATURING: Speakers from the Friday, 8 April
American Immigration Council
Immigration 101 10:30 am11:15 am The U.S. Naturalization Test:
FEATURING: Speakers from the Teaching Objectives
American Immigration Council
SPECIAL PUBLIC 9:30 am10:30 am
5 pm5:45 pm POLICY SESSION:
ELLs, Immigrant Students,
Guide to the Adult Citizenship
Education Content
and U.S. Law Standards: An Overview
FEATURING: Representatives from
the Office of Civil Rights at the 11:30 am12:30 pm
U.S.Department of Education, the
U.S. Department of Justice, and
theMigrant Legal Action Program
1 pm4:45 pm
WWW.TESOLCONVENTION.ORG 25
THE CENTER FOR APPLIED LINGUISTICS
Congratulates the
TESOL International Association
on 50 Years of Excellence
CAL is proud to be a sponsor for the TESOL 2016 International
Convention and English Language Expo and to celebrate
TESOLs 50th anniversary.
CAL looks forward to continuing our long collaboration with
TESOL for many years to come as we work together to advance
English language teaching and learning.
www.cal.org/institutes
www.cal.org
RESEARCH SPOTLIGHT
TESOL is strongly committed to research as a way to improve professional knowledge and inform
classroom practice. TESOLs Research Standing Committee (RSC) created the following sessions,
which are led by experienced researchers. Anyone interested in research is encouraged to attend.
Findabstracts for these sessions in the program book under the date and time for each session.
All of these sessions are in Hilton Baltimore or the Baltimore Convention Center (*).
HIGHLIGHTS
Borders: TESOLQuarterly PRESENTERS: Manka Varghese, Suhanthie
10 am11:45 am; Key 11
and TESOL Journal Motha, John Gilbert, Hayriye Kayi-Aydar,
Teachers Engagement With FACILITATORS: Rebeca Tapia, Jenelle Reeves, Xuesong (Andy) Gao
Research in Practice, Advocacy, Brian Paltridge, Ahmar Mahboob,
and Professional Growth Robert JohnsonRogers
A BROWN BAG CONVERSATION
PRESENTERS: Judy Sharkey, Thomas Farrell, JOINT SESSION WITH NABE 12:30 pm1:30pm; Exhibit Hall,
Mary Scholl, Carla Lynn Reichmann, RoundtableArea*
Brian Morgan 2 pm3:45 pm; Key 3
Addressing Multiliteracies
Building Collaborative
TESOL AWARD FOR
RESEARCH COLLOQUIUM B
3 pm4:45 pm; Key 11
Ethics in Transnational Research:
Researcher Perspectives
PRESENTERS: Peter DeCosta, Scott Sterling,
Sandra Kouritzin, Satoru Nakagawa, Xuesong
(Andy) Gao, Jian Tao, Christine Casanave,
Mike Baynham, Jessica Bradley
WWW.TESOLCONVENTION.ORG 27
BEST OF AFFILIATE SESSIONS
The Best of Affiliate sessions are chosen from submissions from TESOL affiliates. Affiliates
are encouraged to submit sessions that showcase their members and the topics they are
discussing. Finds abstracts for these sessions in the program book under the date and time
for each session; all sessions are hosted in the Hilton Baltimore.
7 April, 11:15 am12:45 pm; Key 6
of Technology for
Intercultural communicative competence Coteaching and MASSACHUSETTS TESOL
(ICC) recognizes English as a world language Collaboration Flipping the Classroom
considering international contexts as settings
of English language use impacted by different 6 April, 5 pm5:45 pm; Douglas to Teach English for
cultures and circumstances. Panel participants PRESENTER: Christel Broady Academic Purposes
representing TESOL affiliates discuss aspects of 8 April, 10:30 am11:15 am;
ICC as it relates to ICC development, and impact MINNESOTA TESOL Douglas
within and between TESOL affiliates. PRESENTER: Ilka Kostka
Planning for Language
PRESENTERS: Sanjay Arora, English Language
Teachers Association of India; Arifa Rahman,
Instruction With Common
Core Standards TESOL ITALY
Bangladesh English Language Teachers Association;
Sarah E. Elia, New York State TESOL; Mira 7 April, 2 pm2:45 pm; Douglas Content and EFL Teachers
Namsrai, Mongolia TESOL; Naziha Ali, TESOL PRESENTER: Kristina Robertson Collaboration in CLIL
Arabia; Mohamed Azaza, TESOL Arabia; Sufian
AbuRmaileh, TESOL Arabia
8 April, 2 pm2:45 pm; Douglas
PRESENTER: Lina Vellucci
MAPS
Find abstracts for these sessions in the program book under the date and time for each session.
All sessions are located in the Hilton Baltimore or the Baltimore Convention Center (*).
Connecting Language
Acquisition and
Academic Achievement;
TheLatest From WIDA
Sponsored by WIDA
6 April, 9:30 am10:15 am; Holiday 1
PRESENTER: Jesse Markow
Preparing Mainstream All In! How Educators ELLs and the Common
Teachers to Work With ELLs Can Advocate for ELLs Core State Standards
Sponsored by the National Science
HIGHLIGHTS
Sponsored by NEA Sponsored by AFT
Teachers Association
7 April, 1 pm1:45 pm; Holiday 1 8 April, 1 pm1:45 pm; Holiday 1
6 April, 1 pm1:45 pm; Holiday 1
PRESENTER: William MorenoIII PRESENTER: Giselle Lundy-Ponce
PRESENTER: Carolyn Hayes
WWW.TESOLCONVENTION.ORG 29
TESOL | Te a c hing Englis h t o S pe a k e rs
o f O t he r L a ngua ge s
Bringi ng R e l e v a n t L e a r n in g t o Mu lt ic u lt u r a l S et t in g s
The TESOL programs at Azusa Pacific equip teachers with the vision Programs Offered:
and skills to educate diverse populations of English learners, both locally and
internationally. Graduates have taught around the globe in more than 40
M.A. in TESOL
countries, passionately pursuing their calling to bridge cultural and linguistic Certificate in TESOL
differences and make a meaningful impact in the lives of students.
Certificate in TEFL
Enjoy engaging, practical training led by experienced faculty.
Gain valuable teaching tools grounded in a Christian worldview.
Choose from flexible program formats tailored to meet your needs.
Study abroad options and conference travel awards available.
Contact us today!
(626) 815-3844 | tesol@apu.edu | apu.edu/tesol
901 E. Alosta Ave., Azusa, CA 91702
18605
PROFESSIONAL DEVELOPMENT
MARKETPLACE
Looking for a job? Have jobs to fill? Curious about trends
in English language teaching employment? Dontmiss
the Job MarketPlace at the TESOL convention, Baltimore
Convention Center, Level 100, Halls E/F.
Every year, recruiters and job seekers from all over the world
BACK BY POPULAR meet at Job MarketPlace to fill a variety of English language
DEMAND: education jobs available worldwide: long and short term;
teaching and administrative; public and private; Pre-K12, adult,
RSUM REVIEWS
and higher education.
MINI RECRUITER
PRESENTATIONS
START HERE: www.tesol.org/jmp
PROFESSIONAL
Get your rsum reviewed
DEVELOPMENT
English First
Maintain a personal
Jeffco Public Schools
calendar of scheduled Attend presentations
Niagara College Saudi Arabia
interviews givenby recruiters
Raytheon
Shantou University, China
Springfield Public Schools
STSSSI Systems Integration
The American University of Iraq, FREE admission to Job MarketPlace
Sulaimani
The New York Public Library with your paid convention registration.
USD497 Lawrence Public Schools Only registered convention attendees may interview in the
Vinnell Arabia
Job MarketPlace. Even if you have not registered with the
Yasar University School of
ForeignLanguages Job MarketPlace, feel free to stop by and browse through the
*as of printing jobs, and see which companies and institutions have come to
recruit: You never know what you might find.
WWW.TESOLCONVENTION.ORG 31
PROFESSIONAL DEVELOPMENT
PROFESSIONAL
DEVELOPMENT
College, United Arab Emirates;
LMCP2: Hiring Essentials Thursday, 7 April, 11:30 am1 pm JustinShewell, Arizona
Wednesday, 6 April, 12:30 pm2 pm This workshop focuses on the skills State University, Arizona, USA;
This workshop focuses on the skills you need to facilitate groups and Mashael Al-Hamly, Kuwait University,
you need to recruit and vet applicants build teams. Workshop participants Kuwait
for positions in your organization. consider the advantages and
Workshop participants consider disadvantages of working in
how to match the skills required for teams and groups, examine what
specific positions with appropriate characteristics make a good team,
applicants in order to find the right understand the dysfunctions of teams,
persons for the jobs. and review team leadership functions.
WORKSHOP LEADER: Renee Feather, WORKSHOP LEADER: Renee Feather,
Educational Consulting Services, LLC, Educational Consulting Services, LLC,
Colorado, USA Colorado, USA
WWW.TESOLCONVENTION.ORG 33
THANK YOU
TESOL would like to thank the following reviewers and interest section leaders who helped
with the adjudication process for all concurrent and poster proposals. (Interest section leaders
are indicated in bold.)
Elizabeth P. Aamodt Susan Bleyle Catherine Condon Madden Liz England Kim Green Rania Jabr
Monique Abbett Heather Blum Lavette Coney Zohreh Eslami Betty Green Michelle Jackson
Randa Abdelmagid Mari Bodensteiner Robert Connor Bettney Esther Brent A. Green Valerie S. Jakar
Paul Abraham Heather Boldt Alma L. Contreras-Vanegas Mohammad Etedali Bridget Green Eunjee Jang
Della Abrahams Suzanne Bonn Jane Conzett Jacqueline Evans Susan Greene Najma Janjua
Shahid Abrar-ul-Hassan Steven Bookman Amy Cook Beth Evans Bonnie Greenwood Melina Jimenez
Shady Abuyusuf Elizabeth Bowles Todd Cooper Rhoda Fagerland Rob Griffin Melanie Jipping
Yalda Ahmadvand Donette Brantner-Artenie Ayanna Cooper Anne Fairbrother Olga Griswold M. Karen Jogan
Al Tiyb Al khaiyali Michelle Bridges Elizabeth Corah-Hopkins Ming Fang Janet Gross Ann Johns
Jalal Albaqshi Robyn Brinks Lockwood James Corcoran Heidi Faust Yi Guan Brianna Johnson
Mark Albee Mackenzie Bristow Kelly Costner David Fay Denise Maria Guarino De Debbi Johnson
Moises Elias Alcantara Ayre Toby Brody Elena Cotos Miguel Fernandez Felice Mark Johnson
Julie Alemany Alan Broomhead Shawna Courter Shanan Fitts Nilufer Guler Stefanie Johnson
Naziha Ali Meriam Brown Sandra Cox Shannon Fitzsimmons- Margret Guntren Kerry Johnson
Amany H. AlKhayat Charlotte Brown Janay Crabtree Doolan Christine Guro Kathleen Margaret
Danilo Alpizar Lobo Joy Brown JoAnn (Jodi) Crandall Claudio Fleury Sasse KyongYoung Ha Johnson Scholl
Jawharah Alruwais Shirley Brown Gene Cressler Monika Floyd Mary Beth Haan Duff Johnston
Khalid Al-Seghayer Stacy Brown Deborah Crusan Gladys Focho Debbie Hadas Kelly Johnston
Aaron Alvero Lili Bruess Tunde Csepelyi Anne Marie Foerster Luu Elizabeth Haga Sunny Jonas
Mokhtar Al-Zuraiki Udambor Bumandalai Brenda Custodio Jenny Formentin Helena Hall Camille Jones
Yukari Amos Lucy Bunning Jos Antnio da Silva Douglas Forster Andy Halvorsen Tamara Jones
Poonam Anand John Bunting Teresa Dalle Edo Forsythe Pascal Hamon Terry Jordens
Michael Anderson Jessica Burchett Jennifer Daniels Abby Franchitti Feifei Han Jin Kyeong Jung
Elena Andrei Debra Burgess Phoebe Daurio Carolina Pereira Barretto Julie Hanks JoAnn Jurchan-Rizzo
Fanja Andrianarivo Kathleen Burke Peter De Costa Freire deCastro Lindsay Hansen DJ Kaiser
Geeta Aneja Morag Burke Carlos De la Paz Arroyo Debra Friedman Elizabeth Hanson-Smith Afsaneh Kamangar
Tuba Angay-Crowder Melinda Burks Patricia de Oliveira Lucas Jing Fu Christopher Hastings Hee-Seung Kang
Maria Antonini Michael Burri Sandra de Rezende Donna T. Fujimoto Jerri Haynes Seong-Yoon Kang
Karen Asenavage Robert W. Bushong Nitzie De Sanley Sunao Fukunaga Patty Heiser Michael Karas
Nikki Ashcraft Linda Butler Andrea De Toledo Susan Gaer Graciela Helguero-Balcells Eva Kartchava
Sofiya Asher Hitesh C. Bhakat Karin deJonge-Kannan Lauryn Gallo Andrea Hellman Nagwa Kassabgy
Renee Ashmeade Joy M. Brown Saundra Deltac Linda Galloway Sheri Henderson Dorothy Kauffman
Mohamed Ashraf EL Zamil Cecilia Cabrera Martirena Sarah DeMola Bernadette Garcia Joel Heng Hartse Hayriye Kayi-Aydar
Erhan Aslan Catherine Caldwell Karen Dennis Ismael Garrido Tracy Henninger-Willey Kenneth Kelch
Jane Averill Megan Calvert Cynthia L. Z. DeRoma Peggy Garza Erin Hernandez Kristina Kellermann
Ahmed Awaad Maxi-Ann Campbell Deirdre Derrick Roger Gee Kristin Hiller Rochelle Keogh
Tatiana Babenko Nigel Caplan Gabriel Diaz Maggioli Elise Geither Mary Hillis David Kertzner
Han Suk Bae Jill Cargile Robert Dickey Earlene Gentry Jennifer Himmel Sara Keyes Ray
Kyung-Hee Bae Gemma Carrillo Ai-Chu Ding Linda Gerena Eli Hinkel Rania Khalil
Jim Bame Steven Carruthers Juhyun Do Ginger Gibbs Eliana Hirano Raj Khatri
Sandra Bancroft-Billings Shirlaine Castellino Victoria Donaldson Lauren Gibson Jennifer Hirashiki Pokharel Khila
THANK YOU
Sanjoy Banerjee Janice Cate Angela Dornbusch Karen Gibson Cecelia Hitte Tabitha Kidwell
Lety Banks Robby Caughey Brenda Dostie Judy Gilbert Jane Hoelker Cynthia Kilpatrick
Terry Barakat Sharon Cavusgil Julie Doty Jas Gill Marvin D. Hoffland Ye-Kyoung Kim
Suzanne Bardasz Ral Cervantes Desouches Ellen Dougherty Betsy Gilliland Tobie Hoffman Soonhyang Kim
Sarah Barnhardt Leena Chakrabarti Trisha Dowling Rosario Giraldez Camila Hfling Soo Hyon Kim
Leslie Barratt Hoi Yuen Chan Julia Geist Drew Marie C. Girault Laura Holland EunGyong Kim
Mary Barratt Elisabeth Chan Qian Du Jaclyn J. Gishbaugher Melody Holm-Terasaki Yuzo Kimura
Barbara Barrett Mary Chang Scott Duarte Mihaela Giurca Anna Hood Elena King
Kathryn Bartholomew Chi-Fang Chang Elizabeth Duncan Melanie Gobert Katherine Houseman Cheyne Kirkpatrick
Christine Bauer-Ramazani Amy Alice Chastain Karen Dundon Heather Godfrey Gaddis Peggy Hrolenok Yuriko Kite
Carol Bearse Manoj B. Chhaya Kaye Dunn Alicia Rose Going Marianne Hsu Santelli Christina Kitson
Genene Beaumont Liz Tin-Lei Chiang Beverley M. Earles Kristen Goldenberg Jim Hu Hale Hatice Kizilcik
Angela B. Bell Eunjeong Choi Katherine Earley Deborah Goldman Philip Hubbard Gabriela Kleckova
Gena Bennett M. Sidury Christiansen Samuela Eckstut Lynn Goldstein Wanda Huber Bozana Knezevic
Ray Bennett Nelli Cirineo Anne Ediger Robert Gole Amanda R. Huensch Laura Knudson
Heather Benucci Jeanette Clement Ilknur Eginli Stephanie Gollobin Toni Hull Joanna Koch
Marcellino Berardo Rob Clment Nahida El Assi Sean Gomez Ibtesam Hussein Reiko Komiyama
Rebecca Bergey Daniela Coelho Abir El Shaban Manuel De Jesus Gomez Ju-A Hwang Akira Kondo
Dawn Bikowski James Cohen Elda Elizondo Portillo Martha Iancu John Kopec
Sharon Bjorck Douglas W. Coleman Olga Ellis Melanie Gonzalez Brenda P. Imber Stephanie Korslund
Emily Blair Jersus Colmenares Eman Elturki Casey Gordon Constantine Ioannou Ilka Kostka
Tasha Bleistein Ellen Comis Sarah Emory Barbara Gourlay Yuko Iwai Katya Koubek
John Graney
THANK YOU
Grace Low Hanh Nguyen Kathleen Reynolds Cynthia Shermeyer Lindsay Vecchio Wenqing Zhang
Kris Lowrey Christine Nile Kate Mastruserio Reynolds Justin Shewell Heidi Vellenga Cong Zhang
Bryan Lowry Suchada Nimmannit Jakraphan Riamliw Sagun Shrestha Patricia Verbovszky Lawrence Jun Zhang
Teresa Lucas Lance Noe Anastasia Riazantseva Elena Shvidko Lorrie Stoops Verplaetse Ruilan Zhao
Mehmet Murat Luleci Francis Noji Janne Rice Leslie Siebert Elena Vestri Cheng Zhou
Kara Mac Donald Deborah Norland Elsa Richter Joseph Siegel Vander Viana Ally Zhou
Joy MacFarland Judith OLoughlin Julie Riddlebarger Diana Siemer Isabela Villas Boas Yuan Zhuang
John P. Madden Diane Obara Bruce Rindler Tony Silva Polina Vinogradova Monica Beatriz Ziegler
Laura Mahalingappa Carol Ochsner Michel Antonio Riquelme Anthony Silva Dilafruz Vosieva Lynn Zimmerman
Janella Maldonado Evelin Amada Ojeda Sanderson Katie Silvester Seniye Vural Emilija Zlatkovska
Miralynn Malupa-Kim Naveda Susanne Rizzo Lindsey Simanowitz Robert Wachman Clare Zuraw
Chadia Mansour Flor Olivares Eunseok Ro Virginia Simmons Sandy Wagner Lawrence Zwier
Douglas Margolis David Olsher Thomas Robb Navin Singh Daniela C. Wagner-Loera
Ruiz Maria Clara Onatra Alison Roberts Ann Sinsheimer Alice Wahl Lachman
Paula Markus M. Christine ONeill Heather Robertson Elizabeth Skelton Angela Waigand
Elizabeth Marnell Rebecca Oreto Richard E. Robison Christine Slater Margi Wald
Helaine Marshall Janet Orr Aida Rodomanchenko Raymond Smith Lara Wallace
Kevin Martin Jeremy Ortloff Vania Rodrigues Tara Smith Tara-Ann Waller
Elaine Martyn Akiko Ota John Rogers Shira Smith Chelsea Walter
Reena Mathew Brennan Pardee Dawn Rogier Joye Smith-Munson Joanna Waluk
Monica Maxwell-Paegle Elsie Paredes Amy Roither Debra Snell Wendy Wang
Sheila Mayne Seonmin Park Yasmine Romero Monica Snow Sherry Ward
Jeongbin Hannah Park Carol Romett
WWW.TESOLCONVENTION.ORG 35
BALTIMORE CONVENTION CENTER
CONWAY STREET
LEVEL 100
E
Loading Docks
F
C
HALL G
ESC
sk
oc
D
g
in
ad
Lo
E
HALL F
HOWARD STREET
F
Loading Docks
F
E
Hall A
English
Drive In S
HALL A HALL B
Access
S S S
Charles VIP
F E
Language
CHARLES STREET
Expo
E
S
Charles
Street Lobby HALL C HALL D
S HALL E
S S
E
PRATT STREET
S LOWER LOBBY S
PRATT STREET
CONWAY STREET
LEVEL 200 S
S S
OTTERBEIN LOBBY
S
E
HOWARD STREET
EXECUTIVE
OFFICES
E
S
BOARD
ROOM
S S S
SHARP STREET
E
SKYWALK S V S
to Inner Harbor E
and Hotels S
CHARLES STREET
MAPS
S S
Box
Office S S Box
Office
S E S
CAMDEN TERRACE
LEVEL 300 E
CAMDEN LOBBY
S
344
343
HOWARD STREET
342
S
341
340
CHARLES STREET
339
E
TERRACE
303 306 313 320 323 326 329 332 335 338
315 317
302 305 307 308 309 310 312 319 322 325 328 331 334 337
S
314 316
301 304 311 318 321 324 327 330 333 336
E
AV BUSINESS
S F S CENTER
STARBUCKS REGISTRATION E
TERRACE
Starbucks
Seating
S SKYWALK to Hilton
PRATT STREET LOBBY
OUTDOOR TERRACE
TERRACE
S S
PRATT STREET
E
Concurrent Sessions
CONWAY STREET
LEVEL 400
VIP
WEST
FOOD SERVICE/KITCHEN
BALLROOM II BALLROOM IV
VIP
EAST
SHARP STREET
E KEYNOTE AND
PLENARY SESSIONS
HOWARD STREET
BALLROOM FOYER S
E
S
PRATT STREET
WWW.TESOLCONVENTION.ORG 37
HILTON BALTIMORE, 1ST FLOOR
Concurrent Sessions
MAPS
Invited Speaker
Sessions
Concurrent Sessions
HILTON BALTIMORE, 2ND FLOOR
WWW.TESOLCONVENTION.ORG
39
MAPS
HILTON BALTIMORE, 3RD FLOOR
Concurrent Sessions
Quiet/Prayer
Room
Lactation
Room
MAPS
EVENT PARTNERS
STRATEGIC AND
acknowledges the generous support of its partners.
STRATEGIC PARTNERS
EVENT PARTNERS
WWW.TESOLCONVENTION.ORG 41
WHERE
WORLDwill
in the
YOU LAND?
Hamline has been a leader in the EFL/ESL/TESOL fields
for more than 25 years. With seven different programs,
Hamline has something for everyone.
ONLINE MA IN TESOL
Cohort program. Finish in two years.
Taught by experts in the field and online education.
Next start fall 2016.
Scholarships available.
PROGRAMS
MA-TESOL (fully online) ESL for Mainstream Teachers
MA-ESL with K-12 Licensure Certificate
(online and on-campus offerings) (online and on-campus offerings)
Visit us at
BOOTH
631
Poster sessions are self-explanatory exhibits that allow participants to engage in informal discussion. Social Responsibility
For each poster session, there will be a corresponding bulletin board display. Conference attendees
may stroll through the poster session area in the Exhibit Hall to discuss the topics with presenters. Teacher Education
Thedisplays and presenters change each day. Poster sessions are listed on page 200.
Video and Digital Media
Sample Abstract:
WWW.TESOLCONVENTION.ORG 43
COMMUNITY COLLEGE DAY
An interactive 1-day program for teachers and
administrators of community college programs.
COMMUNITY COLLEGE DAY
STRAND B: Not Your Ordinary ESL Lab: STRAND C: Setting a Clear Framework and
Creating a Comprehensive Support Assessment Goals to Facilitate Transition From
System for Multilingual Students Adult ESL Into Academic ESL Programs
Elena Lawrick, Reading Area Community College, USA Goedele Gulikers, Prince Georges Community College, USA
WWW.TESOLCONVENTION.ORG 45
PreK12 DAY
An interactive education program for primary and
secondary mainstream and ESL teachers and administrators
PreK12 Day is designed to equip attendees with new strategies and resources for
MONDAY, 4 APRIL
working withELLs.
PreK-12 DAY
STRAND B: Assessment as and for Language Learning STRAND C: Engaging ELLs in Content Curricula
Margo Gottlieb, WIDA Consortium, University of WisconsinMadison, Through Linguistic Differentiation
USA Shelley Fairbairn, Drake University, USA
Stephaney Jones-Vo, Heartland Area Education Agency, USA
MONDAY, 4 APRIL
PreK-12 DAY
KEYNOTE SPEAKER: STRAND A: Dialogic Teaching and Learning:
All Together Now: The Need for Response-able Classroom Talk Practices
Collaboration and Activism in Pre-K Maureen P. Boyd, University at BuffaloSUNY, USA
Higher Education Classrooms Lori Potteiger, University at BuffaloSUNY, USA
Giselle Lundy-Ponce, American Federation Liz Tynan, University at BuffaloSUNY, USA
ofTeachers, USA
4:30 pm5:30 pm
STRAND E: Supporting Unaccompanied
Immigrant Youth in U.S. Schools
Laura Gardner, Anne Arundel County Public Schools, USA PANEL DISCUSSION: Reaching ELLs Living
Monica Lopez, Anne Arundel County Public Schools, USA With Trauma and Chronic Stress
Debbie Zacarian, Zacarian & Associates, USA
Judie Haynes, USA
Laura Lukens, North Kansas City Schools, USA
WWW.TESOLCONVENTION.ORG 47
Social awareness
has always been
like a second
language to us.
The New School has always championed reflective, morally engaged learning that embraces global
perspectives. Thats why our faculty of world-renowned experts, including Scott Thornbury, Jeremy
Harmer, Lesley Painter-Farrell, and Anne Katz address the needs of TESOL teachers and English
students around the world. Study with top experts in the fieldonline, in New York City, or in
combination. Concentrations are offered in Teaching and Curriculum Development.
newschool.edu/tesol
THE
NEW
SCHOOL
MONDAY, 4 APRIL
MONDAY, 4 APRIL 2016
Taking and Holding the Floor:
For the location of a ticketed session, please check your ticket. Strategies for Increasing Student Participation
This workshop offers strategies for increasing student participation
5:00 pm in the ESL classroom. PCI participants reflect on and practice a range
of strategies not only for raising student awareness of verbal and
nonverbal cues for engaging in discussion in the U.S. classroom, but
Monday, 5:00 pm9:00 pm also for offering students a venue for practicing these cues in scripted
and nonscripted scenarios.
Five Best Practices for Academic Cathy Raymond, Washington University, USA
Success for New Arrivals Pam Dzunu, Washington University, USA
Who are the new arrivals? What are their unique needs? This session Charlotte Wallace, Washington University, USA
explores five ways schools can help newcomers. Discover program
options for building basic literacy, critical content-area strategies, and
Monday, 5:00 pm9:00 pm
techniques to build resilience, as well as how to work with the families
to support students within and outside the school environment.
Participants are involved in five hands-on activities. Tracking Professional Development Through
Audio Journaling and Blogging
Judith OLoughlin, Language Matters Education Consultants, LLC, USA
Because TESOL professionals come from various backgrounds and
Brenda Custodio, Newcomer and ELL Services, USA
disciplines, teachers beliefs and actual teaching practices sometimes
misalign. The goal of this workshop is to guide teacher educators,
Monday, 5:00 pm9:00 pm teacher-trainers, and mentors how to use audio journaling and blogs
to monitor their trainees professional growth and development.
Promoting Fluency in All Skills: Participants design their own audio journaling and blogging prompts
Maximizing Implicit Learning Opportunities for their particular teaching contexts.
Many ESL students have knowledge of English but cannot use Miralynn F. Malupa-Kim, Alliant International University, USA
the language fluently. For this reason, instructors should pay
more attention to fluency development through implicit learning
opportunities. In this workshop, participants engage in, create, and
evaluate fluency-building activities for each skill, and leave with a
packet of materials and procedures for implementing fluency-promoting
activities in their classrooms.
Doreen Ewert, University of San Francisco, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 49
Celebrating 50 years of tesol
new! new! new! new!
www.press.umich.edu/elt/
TUESDAY, 5 APRIL
Judson Hart, Brigham Young University, USA
quadruple the work, learning beginning literacy skills and formal
schooling norms simultaneously. In this hands-on workshop,
participants design instructional strategies for developing the language Tuesday, 8:00 am12:00 pm
and literacy skills of newcomers in the secondary content classroom.
Annie Duguay, Center for Applied Linguistics, USA The GO TO Strategies: Guiding Teachers
Jos Medina, Center for Applied Linguistics, USA to Scaffold Content Language
How can teachers create scaffolded, rigorous content lessons for ELLs
Tuesday, 8:00 am12:00 pm in Grades K12? This PCI introduces resources that enable teachers
to incorporate a variety of research-based strategies to promote
academic language and content learning. Presenters model strategies,
Promoting Fluency and Making Meaning
and participants then actively engage in demonstrations and plan
in the L2 Reading Classroom
scaffolded lessons using strategy resources. Participants receive
Reading is making meaning of text. To successfully teach reading, copies of all resources shared in the workshop.
teachers need to know how to help readers develop fluency and
understand how texts work. This hands-on workshop focuses on Linda NewLevine, ESL/EFL Consultant, USA
Laura Lukens, North Kansas City Schools, USA
these twin objectives. Participants learn how to use readers theater
Betty AnsinSmallwood, Succeeding With ELLs (SWELL), USA
and extensive reading to promote fluency, and how to expand the
boundaries of extensive reading to promote meaning making.
Nolan Weil, Utah State University, USA 9:00 am
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 51
Tuesday, 9:00 am4:00 pm Tuesday, 9:00 am4:00 pm
DeAnna Coon, Center for Applied Linguistics, USA Tria Skirko, Wenatchee Valley Community College-Omak Campus, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Phonological Awareness for ESL/EFL Educators: Effective Planning for Managing Change in
Sound Practices Postsecondary English Language Programs
Workshop participants engage in a series of multimodal phonological Although systematic planning is critical for effective program
awareness activities to reveal that 1) what we think we are doing management, it is oftentimes neglected and, therefore, change occurs
when we speak English is often different from what we are really under duress or in an ad hoc manner. After a discussion of theoretical
doing, 2) what our students hear in spoken English is often different models of planning, participants examine authentic plans for program
from what we think we are modeling for them, and 3) treating our development, including review of curriculum, assessment, and student
own phonological awareness as a topic for life-long learning makes us services, and receive assistance in developing plans. Bibliography and
better language teachers. templates provided.
Karen Taylor, English Language Training Solutions, USA Mary Reeves, Commission on English Language Program
TUESDAY, 5 APRIL
Shirley Thompson, English Language Training Solutions, USA Accreditation,USA
Robin Barr, American University, USA Heidi Vellenga, Commission on English Language Program
Accreditation,USA
Tuesday, 9:00 am4:00 pm Joe McVeigh, Independent Consultant, USA
Bruce Rindler, Boston University, USA
Understanding the Language Standards
to Support Language Learners Tuesday, 1:00 pm5:00 pm
Academic language comprises vocabulary, form (grammar), and
function. Learn to embrace the form! Gain a deeper understanding of Listen Again: Strategies for an Integrated
the forms required in the CCSS while engaging in interactive activities. Approach to Listening Skills
Discover how to support your ELLS as they increase academic language This workshop offers a step-by-step approach to teaching listening
while learning content. Spend some time creating lessons for your skills, rather than testing listening ability. Topics include listening
classroom. It will be a fast-paced, fun-filled, grammar-focused day! diagnostics, end-of-course assessment, metacognitive listening
Jennifer D. Green, Western Washington University, USA strategies/checklists, lesson planning, and activities and exercises
Yuliya Ardasheva, Washington State University Tri-Cities, USA focusing on the aural skills that differentiate listening from reading,
Eileen M. Gonzlez, University of Saint Joseph, USA allowing learners to comprehend utterance content and speaker intent.
Jeannie Slayton, University of Connecticut American Language Marnie Reed, Boston University, USA
Institute,USA Christina Michaud, Boston University, USA
Teresa Devore, New York City Schools, USA
Tuesday, 1:00 pm5:00 pm
1:00 pm
Long-Term ELLs: Action Plans for
Empowering Access to Complex Text
Tuesday, 1:00 pm5:00 pm This interactive workshop addresses the urgency to integrate research-
based academic practices specifically designed for secondary long-
Beyond the Daily Lesson: term ELLs into the rigor of Common Core classrooms. Participants
Plan Units to Support Student Goals analyze research data, learn and practice innovative academic reading
Planning beyond the daily lesson allows teachers to make space for and speaking strategies that promote confidence and success with
student voice and cultivate the skills students need to attain their complex text, and contribute in roundtable discussions resulting in
goals. In this session, participants design instructional units by creating drafts of practical classroom/site action plans.
needs assessment activities, exploring the learning cycle and how it Elizabeth Hartung-Cole, USA
relates to instructional planning, identifying instructional resources,
using organizational tools, and working with case studies.
Emily Becketti, Arlington Education and Employment Program (REEP), USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 53
Tuesday, 1:00 pm5:00 pm Tuesday, 1:00 pm5:00 pm
Perceived Threats: Evidencing Programs Value Teaching Writing in the ESOL Classroom:
and Managing Public-Private Partnerships Handling the Workload
Beyond traditional responsibilities of managing effective language Teaching writing in the ESOL classroom neednt be frustrating or
programs, administrators find themselves having to respond to real time consuming. This PCI focuses on three issues: teaching writing,
or perceived threats to their programs autonomy, structure, and giving effective feedback, and maintaining student interest in writing.
standards: For example, financial exigency evaluations, new corporate- Participants come away with the scaffolding they need to teach writing
sector partnerships, and pressure to lower grading thresholds and in their own classrooms as well as with ideas, materials, and the
stretch curriculum beyond acceptable limits. How do we maintain confidence to do it well.
control and move forward? Experienced facilitators offer strategies. Melanie Rockenhaus, Scuola Normale Superiore, Italy
Mark Algren, University of Missouri, USA
TUESDAY, 5 APRIL
5:30 pm
OPENING KEYNOTE
Revolutionizing Education:
Building Peace in a Divided World
Aziz Abu Sarah shares how education played a
major role in his transformation from a radical
to a peacebuilder, and how his educational
work in Syria, Afghanistan, Israel-Palestine, and
the United States has helped bridge the gap
between hostile communities. Aziz explores how
education has the power to heal conflicts, from the geopolitical stage
to theclassroom.
Aziz Abu Sarah, Center for World Religions, Diplomacy, and Conflict
Resolution, USA
SPONSORED BY:
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
CambridgeMichigan.org
JOIN US ON
Wednesday 6 April
English along the fracture lines:
Responding to challenges in
todays geopolitical landscape
John Knagg, Paul Smith
Time: 11.30 - 12.15
Venue: Convention Center
All images Mat Wright
(Room 320)
Thursday 7 April
Benchmarking English language
The British Council was founded to create a friendly policy, abilities and motivations
knowledge and understanding between the people of the UK across Latin America
and the wider world. We are delighted to partner with TESOL Liz Shepherd, Allan Taggart,
International Association on the 50th Anniversary Celebration James Shipton
Block Party and VIP Reception. Time: 17.00 - 17.45
www.teachingenglish.org.uk www.britishcouncil.org/englishagenda
WEDNESDAY, 6 APRIL 2016 Wednesday, 9:30 am10:15 am
Convention Center, 341
For the location of a ticketed session, please check your ticket.
Branching Out From ESL to Support
Students and Your Institution
8:00 am Content Area: Higher Education
Help your college, help your students, and help yourself. ESL programs
Wednesday, 8:00 am9:00 am can fill a need for short-courses on U.S. culture, language development,
Convention Center, Ballroom or language use. This can help students who drop courses at midterm
maintain full-time status, and can create a cross-cultural environment
PRESIDENTIAL KEYNOTE for international and domestic student collaboration
Reflecting Forward, Reflecting Back: Jeffrey Knowling, University of Iowa, USA
Looking in the Mirror at 50 Melissa Meisterheim, University of Iowa, USA
Content Area: Leadership Jennifer Brown, University of Iowa, USA
The idea of teachers as reflective practitioners
has been part of English language teacher training Wednesday, 9:30 am10:15 am
and development for a long time. Central to the Convention Center, 339
metaphor of reflection is the mirror. Who do we Bridging the Gap:
see when we look in the mirror, how did we get University Practice for Academic Success
here, and where are we going? Content Area: Intensive English Programs
Andy Curtis, TESOL International Association, USA Navigating the culture of a U.S. university classroom can be a serious
challenge for ESL students. By providing examples of class activities
9:30 am and the perspective of students, teachers, and administrators, this
WEDNESDAY, 6 APRIL
workshop outlines a successful model for transitioning international
students from an Intensive English Program to the university
Wednesday, 9:30 am10:15 am lecturehall.
Convention Center, 331
Anne Kerkian, University of Rhode Island, USA
Becoming Visible: Adult Immigrant Sarah Lopolito, University of Rhode Island, USA
English Learner Identity and Agency
Content Area: Second Language Acquisition Wednesday, 9:30 am10:15 am
This one-year visual ethnography of a community-based English as Hilton Baltimore, Holiday 1
a second language course investigates how multimodal discourse Connecting Language Acquisition and Academic
mediates the complex interplay among learner identity, agency, Achievement: The Latest From WIDA
metadiscourses, and English learning in interviews and multimodal Content Area: Second Language Acquisition
narratives created by ten low-literacy adult immigrant learners, using
critical discourse analysis (Gee, 2004; Rogers, 2004). How do current WIDA activities and resources support connections
between language acquisition and academic achievement from Pre-K
Andrea Lypka, University of South Florida, USA Grade 12? Resources for educators, research findings, and more are
shared in this session.
Wednesday, 9:30 am10:15 am Jesse Markow, WIDA, USA
Convention Center, 346
Beyond Borders: Flipping to Build Digital Citizenship
Content Area: CALL/Computer-Assisted Language Learning/
Technologyin Education
Based on actual experience with economically disadvantaged
students, this presentation aims at showing how flipping can promote
independent learning and harness current technological development
to empower learners. Attendees get a glimpse of what flipping is and
learn about ways of creating digital material for a traditional class.
Jos Antnio daSilva, Casa Thomas Jefferson, Brazil
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 57
Wednesday, 9:30 am10:15 am Wednesday, 9:30 am10:15 am
Convention Center, 323 Convention Center, 332
Creating Buy-In: Integrating IEP Diversity in Troubled Times:
CoreCurricula and TOEFL Prep Helping ITAs Negotiate the Current Landscape
Content Area: Assessment/Testing Content Area: Intercultural Communication
Instructors should help students see the connection between IEP While ITAs enrich campus diversity, they may also suffer from
classroom tasks and skills assessed in the TOEFL. This interactive unfair treatment. The presenters discuss a joint project with the
session provides participants with the tools necessary to seamlessly campus diversity office designed to provide awareness of rights and
integrate TOEFL prep into course curricula. The presenters provide obligations, to promote diversity as a broader cultural value, and to
insight as assessment specialists, review the scoring practices, and encourage ITAs to join the conversation about diversity.
present a quick overview. Anna Moldawa-Shetty, Yale University, USA
Jeri Ahern, University of Pennsylvania, USA Elka Kristonagy, Yale University, USA
Eve Nora Litt, University of Pennsylvania, USA Jim Tierney, Yale University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
educational institutions.
Joyce Kling, University of Copenhagen, Denmark Loren Lee Chiesi, Al Akhawayn University, Morocco
Elizabeth Fate, Riyadh College of Technology for Girls, Saudi Arabia
Wednesday, 9:30 am10:15 am Elinor Westfold, Language Pacifica, USA
Convention Center, 317
Language Teachers Professional Language Wednesday, 9:30 am10:15 am
Functions and Skills: Description and Development Convention Center, 343
Content Area: Educational Linguistics Prosodic Syllable Lengthening of
The purpose of the presentation is to outline the model of NNESTs and Their L2 Experiences
the EFL teachers target language use both in and outside the Content Area: Phonology/Pronunciation
classroom. The speakers present teaching and assessment NNESTs often do not attain prosodic syllable lengthening. To support
materials aimed at developing language teachers professional prosody acquisition, the presenters describe a study on the lengthening
communicativecompetence. of two syllable types by 34 NNESTs and compare acoustic results
Alexey Korenev, Lomonosov Moscow State University, with individual characteristics and L2 experiences. Based on findings
RussianFederation from this study, attendees consider recommended applications to
Tatiana Ershova, Lomonosov Moscow State University, pronunciation teaching.
RussianFederation Suzanne Franks, University of Alabama at Birmingham, USA
Susan Spezzini, University of Alabama at Birmingham, USA
Wednesday, 9:30 am10:15 am Josephine Prado, University of Alabama at Birmingham, USA
Convention Center, 322
Learn Beyond, Teach Beyond, Go Beyond
Go Beyond is a six-level series structured on detailed mapping to the
CEFR and providing an innovative mix of print and digital. The session
walks through the course and shows how the scaffolded approach
eases teacher planning while the digital components keep students
engaged and coming back for more.
Andreina Espaa, RedNova Learning, USA
Janet Raskin, Red Nova Learning, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 59
Wednesday, 9:30 am10:15 am Wednesday, 9:30 am10:15 am
Hilton Baltimore, Key 5 Hilton Baltimore, Holiday 2
Strategic-Reader Training for L2 Reading Success When Scammers Target Your Students:
Content Area: Reading and Literacy Tips and Tools for Teachers
Skilled readers, by definition, are strategic; that is, they use reading Content Area: Teacher Education
strategies in combination to achieve their reading goals. We can Every day, scams that target adult learners threaten their financial
help our L2 students become more strategic by regularly integrating security. This session promotes an exchange of ideas: presenters
strategic-reader training into instruction. In this presentation, we give practical information about scams and what to do about them;
explore training techniques for L2 students at varying reading- participants share their scam-related experiences. Each group leaves
proficiency levels. with next steps to help students avoid scams
Fredricka Stoller, Northern Arizona University, USA Monica Vaca, U.S. Federal Trade Commission, USA
William Grabe, Northern Arizona University, USA Monica Leach, U.S. Federal Trade Commission, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
participants through classroom activities that assist language learners Learn about some of the differences between web and mobile content,
in making connections beyond cognates. rationale for classroom use of mobile content, and examples of how to
Barbara Kennedy, Center for Applied Linguistics, USA write and adapt content for mobile applications.
Sandy Wagner, Defense Language Institute, USA
Wednesday, 9:30 am11:15 am Susan Gaer, Santa Ana College, USA
Hilton Baltimore, Latrobe
Nick Robinson, ELTjam, United Kingdom (Great Britain)
Kurtis Foster, Missouri State University, Aland Islands
Beyond Inner Circle Borders: DiversifyingESOL
Materials Through World Englishes
Wednesday, 9:30 am11:15 am
Content Area: World Englishes
Convention Center, 347
How do you bring students to an awareness and appreciation of
Dream Act: What Teachers Can Do
diverse English-speaking cultures worldwide? This workshop answers
Content Area: Advocacy
this question by demonstrating how to incorporate World Englishes in
ESOL materials. Participants explore and experiment with materials DREAMers are undocumented youth who dream of pursuing a college
that include World Englishes for listening, speaking, reading, and education at in-state tuition rates. As an educator, what can you do to
writing activities. support DREAMers and move others to action? Learn how to become
Mary Romney, Capital Community College, USA involved in an online advocacy community.
Shondel Nero, New York University, USA Lori Dodson, Montgomery County Public Schools, USA
Anne Marie FoersterLuu, Montgomery County Public Schools, USA
Sandra Duval, Montgomery County Public Schools, USA
Maryam Saroughi, George Mason University, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 61
Wednesday, 9:30 am11:15 am Wednesday, 9:30 am11:15 am
Convention Center, 329 Convention Center, 320
English for Journalists The Little MOOC That Could Interview Poems: Bridging Peace
Content Area: CALL/Computer-Assisted Language Learning/ andIntercultural Communication
Technologyin Education Content Area: Social Responsibility/Sociopolitical Concerns
We present a project sponsored by the Regional English Language This workshop uses an interview poetry activity to bridge teaching
Office in Budapest to create and conduct a regional online course in intercultural communications and peacebuilding. The presenter shares
English for Journalists. We discuss the projects genesis, goals and her journey examining moment to moment decisions as a teacher
design, issues for multinational collaboration, pilot course results, educator through the lens of peacebuilding. Participants explore
plans for the course materials, and the projects impact. their own work through a dialogue technique drawn from conflict
Maggie Sokolik, University of California, Berkeley, USA transformation studies.
Yaroslava Fedoriv, National University of Kyiv-Mohyla Academy, Ukraine Leslie Turpin, SIT Graduate Institute, USA
Timea Tiboldi, School of English and American Studies, Hungary
Adisa Imamovi, University of Tuzla, Bosnia and Herzegovina Wednesday, 9:30 am11:15 am
Dragana Filipovi, University of Belgrade, Serbia Convention Center, 327
Alexandru Oltean, Babes-Bolyai University, Romania
Fazli Rrezja, Vocational Judicial-Economy Secondary School, NESTs and NNESTs Meet Together:
Bete Kaupasa, Nordic High School, Latvia Creating a Collaborative Working Environment
Denisa Kralovicov, University of St. Cyril and Methodius, Slovakia Content Area: Nonnative English Speakers in TESOL
Elena Smykovskaya, Belarusian State University, Belarus Presenters provide a forum for NESTs and NNESTs to discuss
George Chinnery, US Department of State, USA challenges and opportunities for NEST-NNESTs working collaboratively.
Gergo Santha, US Embassy, Budapest, Hungary Included are: moving away from the NES/NNES dichotomy, NNEST-
Mark Young, Voice of America, USA NEST collaboration, and issues with hiring and working with NNESTs.
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
reflect on and discuss their own approaches and concerns.
students master word stress, rhythm, prominence, intonation, and
connected speechskills that research shows are crucial in giving Joy KreeftPeyton, Center for Applied Linguistics, USA
Kirsten Schaetzel, Georgetown University, USA
students understandable pronunciation. The use of teaching tools and
Ann Johns, San Diego State University, USA
communicative activities is emphasized.
Betsy Parrish, Hamline University, USA
Marla Yoshida, University of California, Irvine, USA
Wednesday, 9:30 am11:15 am
Wednesday, 9:30 am11:15 am Convention Center, 345
Hilton Baltimore, Key 7
Technology, Globalization, and ELLs:
Reflecting Forward: A Workshop on Fostering Students Critical Cosmopolitanism
Responding to Plagiarism Nonpunitively Content Area: Intercultural Communication
Content Area: Teaching Methodology and Strategy
Discourses of globalization and cosmopolitanism are increasingly
To move forward to a nonpunitive response to plagiarism, we must relevant for ELLs, who regularly move within and across borders of
reflect on our emotional reactions to it. In this workshop for IEP their multiple worlds. This session explores the role of technology and
and composition instructors, the presenters work with insights digital media in creating learning experiences that expand students
from the literature and classrooms to evaluate teachers responses understanding of the world and promote critical cosmopolitanism.
to problematic source use and develop strategies for giving
Laura Hamman, University of Wisconsin-Madison, USA
effectivefeedback. Li Rui, University of Wisconsin-Madison, USA
Zuzana Toma, Eastern Michigan University, USA Rachel Manley, University of Wisconsin-Madison, USA
Jennifer Mott-Smith, Towson University, USA Margaret Hawkins, University of Wisconsin-Madison, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 63
Wednesday, 9:30 am11:15 am 10:00 am
Hilton Baltimore, Key 4
Unaccompanied Minors from Central America:
Wednesday, 10:00 am10:45 am
Adapting to Meet Their Needs
Convention Center, Roundtable Discussion Area in Expo area
Recently, a large number of cities has been hosting an influx of
Becoming Bi/plurilingual: Linguistic and Professional
undocumented minors from El Salvador, Honduras, and Guatemala.
Identity Development Beyond Borders
These students are primarily refugees from criminal gangs and poverty.
Content Area: Bilingual Education
This ESP/Refugee Concerns IS InterSection presents strategies
for healing the emotional issues in addition to addressing the Using the notion of being and becoming bi/plurilingual as a
interruptedschooling. springboard to understand identity formation requires delving into
Robert Connor, Tulane University, USA teachers linguistic and cultural trajectories. This interactive session
Deborah Norland, Luther College, USA inspires ESL and bilingual teachers to consider how their linguistic
and cultural trajectories have shaped their professional identities as
teachers and as bilingual beings.
Wednesday, 9:30 am11:15 am
Convention Center, 342 Patricia Venegas, University of Wisconsin-Madison, USA
Understanding EFL Professional Development
From Three National Perspectives Wednesday, 10:00 am10:45 am
Content Area: Teacher Education Convention Center, Roundtable Discussion Area in Expo area
Professional development is meant to shape what teachers do and Bursting Cultural Bubbles, Building Community Bridges
thus what their students learn. This colloquium reports on an ongoing Content Area: Intensive English Programs
large-scale research project examining public-sector EFL teaching in Engaging ESL students in service learning projects stimulates firsthand
Chile, Turkey, and Qatar in which teachers understandings of what cultural knowledge as it breaks students out of their own cultural
they learned and used from professional development were analyzed. bubbles and builds bridges into local communities. This session
WEDNESDAY, 6 APRIL
Donald Freeman, University of Michigan, USA explores multiple ways to identify, implement, and reflect on short
Claudia Cameratti, University of Michigan, USA projects to connect students to each other and their local communities.
Kathleen Graves, University of Michigan, USA Terry Goodfellow, University of South Carolina, USA
Dudley Reynolds, Carnegie-Mellon University in Qatar, Qatar
Wednesday, 10:00 am10:45 am
Wednesday, 9:30 am11:15 am Convention Center, Roundtable Discussion Area in Expo area
Convention Center, 336 Curricular Expectations for English:
Visual Thinking Strategies: Across Stages and Borders
A Tool for Fluency Building in EFL Content Area: Second Language Acquisition
Content Area: Arts The discourse on common core standards started in the West in the
In this workshop we explore how Visual Thinking Strategies can help 1990s to ensure that students are college and career ready in literacy
promote fluency and accuracy in the expression of EFL learners while no later than the end of high school. The discourse has now extended
enhancing their critical thinking skills and engaging them in real-life beyond borders to countries like India where learning Indicators make
communication. The strategies to be presented help make students curricular expectations achievable.
thinking visible and target language development. Kirti Kapur, National Council of Educational Research and Training, India
Gabriel DiazMaggioli, National Administration of Public Education,
Uruguay Wednesday, 10:00 am10:45 am
Convention Center, Roundtable Discussion Area in Expo area
Diversity in Chinas Classrooms:
Rethinking Stereotpyes
Content Area: Culture
Using a linguistic anthropology framework and survey data, attendees
challenge their assumptions about Chinese culture and explore how
knowledge about Chinese diversity can aid teachers with their own
teaching techniques. If you are interested in celebrating the diversity of
your students, this is the discussion for you.
Brenna Shepherd, UC Irvine, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
Content Area: Research/Research Methodology
Wednesday, 10:00 am10:45 am This presentation describes and evaluates the processes and tools
Convention Center, Roundtable Discussion Area in Expo area used to develop an interpretation of the collectiveas opposed to
Transitioning ELLs Into Post-Secondary individualepistemological beliefs and classroom practices of a group
and Career-Based Opportunities of Indonesian language teacher educators. It also addresses the use of
Content Area: Adult Education these processes and tools in language teacher education.
A community college Adult ESL program transitions advanced ELLs to Neil England, University of Technology Sydney, Australia
a STEM Pathways model, integrating career preparation and language
skills. Focusing learning outcomes onto careers and post-secondary Wednesday, 10:30 am11:15 am
education is a major change for the program. The successes and Convention Center, 346
challenges of outreach, instruction and advising are addressed during Access for All: Universal Design for Online Learning
this session. Content Area: Distance Learning/Online Learning
Beth Koo, Central Piedmont Community College, USA
Online ESL courses provide students a level of accessibility that can
easily take cultural differences, as well as physical and cognitive
Wednesday, 10:00 am10:45 am differences, into account during design and implementation. Using
Convention Center, Roundtable Discussion Area in Expo area the principles of Universal Design, instructors can create an online
Working With a Unique ESOL Student: classroom presence which bridges multiple differences within a class.
The Internationally Adopted Child Sarah Barnhardt, The Community College of Baltimore County, USA
Content Area: Elementary School/ Primary Education Chester Gates, The Community College of Baltimore County, USA
Older internationally adopted children often struggle in school,
with the ESOL teacher on the front line. This session, led by an
ESOL professional who adopted an older Russian child, invites
both ESOL teachers and adoptive parents to share experiences
regarding these childrens complex needs, and offers strategies for
overcomingchallenges.
Stacie Miller, Community College of Baltimore County, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 65
Wednesday, 10:30 am11:15 am Wednesday, 10:30 am11:15 am
Convention Center, 317 Convention Center, 339
Addressing Cultural and Linguistic Diversity Beyond Classroom Borders:
in Schools: Collaborative Teacher Inquiry Successes and Challenges of IEP Tutoring
Content Area: Personal and Professional Development for Teachers Content Area: Intensive English Programs
A professional development series entitled Embracing All Children: This session addresses the major challenges associated with getting
Addressing Cultural and Linguistic Diversity in Our Schools served to IEP students to use tutoring services and suggests several proven
guide urban teachers through an inquiry-based research study focused strategies that could help turn a tutoring center into an efficient
on implementing evidence-based practices into everyday teaching. learning resource for IEP students.
Teachers gained practical experience embedding evidence-based Olena Zastezhko, The University of Dayton, USA
practice into daily teaching routines to improve outcomes for ELLs.
Kristin Kurtzworth-Keen, Canisius College, USA Wednesday, 10:30 am11:15 am
Kelly Harper, Canisius College, USA Convention Center, 331
Michele Marable, Canisius College, USA
Beyond Levels: Strategies for Managing
Multilevel ESL Classrooms
Wednesday, 10:30 am11:15 am Content Area: Teaching Methodology and Strategy
Convention Center, 340
All classrooms are multilevel, but some have wider gaps between
Addressing ESL Teacher Candidates Professional levels than others. In this session, discover some classroom-proven
Dispositions: A Critical Incident Analysis
strategies for providing appropriate content and practice for all the
Content Area: Teacher Education adult learners in your ESL classroom.
This session presents research on professional dispositions in ESL Glenda Rose, Texas A&M University, USA
teacher candidates, using critical incident analysis. Professional
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
Wednesday, 10:30 am11:15 am
Wednesday, 10:30 am11:15 am Convention Center, 341
Convention Center, 350 Korean Undergraduate Engineering Students
Engaging English Learners Through Childrens Books Attitudes Toward English-Medium Policies
Content Area: Intensive English Programs Content Area: Higher Education
Presenters provide engaging activities using childrens books for How does a schools English-medium instruction (EMI) policy affect
listening, vocabulary, and grammar skills. Insight on how to use simple students attitudes toward EMI? This presentation demonstrates the
stories for beginning and intermediate levels is provided to teach differences in the EMI policies of engineering schools in Korea and
difficult language skills such as similes, metaphors, and verb tenses. A the differences in their students opinions of EMI classes, students
book list is provided for classroom use. own and instructors English abilities, English language education, and
Christina Bailey, ELS Educational Services, USA code-switching strategies.
Eun Gyong (E.G.) Kim, Korea Advanced Institute of Science and
Wednesday, 10:30 am11:15 am Technology, Korea, Republic of
Hilton Baltimore, Key 9 Jeongyeon Kim, Ulsan National Institute of Science and Technology,
Korea, Republic of
Exploring NNESTs Strategies for Soo-Ok Kweon, Pohang University of Science & Technology, Korea,
Confronting Credibility Challenges Republic of
Content Area: Nonnative English Speakers in TESOL
In this session, the presenter share her experience as a program
administrator mentoring NNESTs on how to confront challenges to
their credibility. NNESTs, in her program, share their points of view
through video interviews where they explore empowering strategies.
Participants gain ideas to create equitable workplaces.
Ariadne Miranda, University of South Florida, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 67
Wednesday, 10:30 am11:15 am Wednesday, 10:30 am11:15 am
Convention Center, 321 Convention Center, 349
Making Customized ELT Games and Science Language in Action:
Videos With Speak Agent Instructional Strategies to Teach Science Language
Learn how to make interactive games and videos for vocabulary and Content Area: Math and Science
grammar instruction within minutes. With Speak Agent, its quick, easy, This presentation illustrates the linguistic features of science language
and free to find open educational resources and to customize them as being simultaneously technical, abstract, dense, and tightly knit with
to your students needs. Shave hours off preparation time, printing, authentic K12 science texts, and demonstrates instructional strategies to
copying, and grading, plus get real-time formative assessments. teach science language to ELLs. Participants participate in the analysis of
Benjamin Grimley, Speak Agent, USA science texts and the demonstration of teaching activities.
Katie Cunningham, Speak Agent, USA Wei Zhang, The University of Akron, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
In this workshop, the facilitators discuss the disconnect between the writing teachers and disciplinary faculty to create research-based tools
way different institutions teach writing along with their own experiences that enhance disciplinary writing instruction.
creating cross-institutional partnerships to improve student high school- Ryan Miller, Kent State University, USA
college transitions. Participants are asked to share their experiences and Silvia Pessoa, Carnegie Mellon University in Qatar, Qatar
leave the workshop with strategies to begin forming local partnerships. Thomas Mitchell, Carnegie Mellon University in Qatar, Qatar
Todd Ruecker, University of New Mexico, USA Sandra Zappa-Hollman, University of British Columbia, Canada
Liz Kirwan, West High School, USA Lisya Seloni, Illinois State University, USA
Christina Ortmeier-Hooper, University of New Hampshire, USA Elena Shvidko, Purdue University, USA
Jill Jeffery, Brooklyn College-CUNY, USA
Wednesday, 11:30 am11:50 am
Convention Center, 324
11:30 am
Developing Critical Thinking:
Teaching Students to Ask Their Own Questions
Wednesday, 11:30 am1:15 pm Content Area: Teaching Methodology and Strategy
Hilton Baltimore, Johnson
Given its ubiquitous association with higher education, critical
Research and Protecting ESL Students:
thinking is regularly interwoven into IEP curricular goals. However,
Honoring Classrooms and Adjudicating Requests
related instruction is rarely implemented systematically and is often
Content Area: Program Administration
taught prescriptively. This session presents question-asking activities
What issues must administrators and faculty consider when and constructs designed to foster critical thinking by developing
responding to research requests? Is an IRB signature enough? What students question-asking abilities. Examples across levels/courses
is informed consent for an ESL population? Types, amount, and impact areprovided.
of research involving ESL students are discussed by experienced Suzanne Meyer, The University of Tennessee, USA
administrators and ESL researchers with a range of opinions.
Beverley Earles, Kansas State University, USA
Jacqueline Evans, Northern Arizona University, USA
Maureen Burke, The University of Iowa, USA
Peter DeCosta, Michigan State University, USA
Scott Sterling, Indiana State University, USA
Kara MacDonald, Defense Language Institute, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 69
Wednesday, 11:30 am11:50 am Wednesday, 11:30 am12:15 pm
Convention Center, 342 Hilton Baltimore, Carroll
Using Critical Incidents in Writing Class Becoming a Leader in TESOL
Content Area: Second Language Writing/Composition International Association
Are you looking for a stimulating writing activity for your ELLs? One Would you like to become part of the leadership of TESOL? Are you
such activity is using critical incidents. Having students write a critical interested in being mentored as part of TESOL Leadership Mentoring
incident, a cross-cultural problematic situation, along with why Program or completing the associations Leadership or Management
miscommunication may have occurred, is a proven way to incorporate Development Programs? If your answer to either of these questions is
culture into your writing class. yes, then this is the session for you!
Ann Wintergerst, St. Johns University, USA Andy Curtis, Anaheim University, Canada
effectiveness. Participants receive steps for pathway design. Christine Bobal, Virginia Tech Language and Culture Institute, USA
Heather Tatton-Harris, Carlos Rosario International Public Charter Lily Jaffie-Shupe, Virginia Tech Language and Culture Institute, USA
School, USA
Laurel Anderson, Carlos Rosario International Public Charter School, USA Wednesday, 11:30 am12:15 pm
Karen Rivas, Carlos Rosario International Public Charter School, USA Convention Center, 349
Beyond Science Borders: Making Language
Wednesday, 11:30 am12:15 pm and Content Accessible to ELs
Convention Center, 338 Content Area: Content-Based and CLIL/Content and Language
Anchoring English Rhythm in Reality Integrated Learning
Content Area: Phonology/Pronunciation The purpose of this practice-oriented presentation is to provide educators
Linguistic research has shown definitively that stress-timed rhythm is a with frameworks they can use in the science classroom to make science
fiction. It has also identified the rhythm of most spontaneously spoken language and content accessible to elementary-aged English learners
English phrases. This presentation introduces the alternative model of (ELs). We provide and model three frameworks to help educators plan,
rhythm and shows TESOL practitioners how to begin using the actual create, and evaluate successful science lessons for ELs.
rhythm of English with their students. Margarita Huerta, University of Nevada, USA
Wayne Dickerson, University of Illinois at Urbana-Champaign, USA Tracy Spies, University of Nevada, USA
Tiberio Garza, University of Nevada, USA
Wednesday, 11:30 am12:15 pm
Convention Center, 336
Back Between the Covers?
Courebooksin the Modern World
Content Area: Materials Writers and Curriculum/Materials Development
Whats left for course book users and designers in an age of adaptive
learning and digital outreach? And when learning theories have
trashed their grammar-based ladder-learning? But modern coursebooks
CAN support learning and take students to the wider world; teachers
can use them creatively and appropriately. This session explains how.
Jeremy Harmer, The New School, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
Teacher (ILT) team. Logistics for team deployment, services provided, Wednesday, 11:30 am12:15 pm
and PD collaborative efforts are covered. Convention Center, 339
Karen Gibson, Prince Georges County Public Schools, USA Contextualizing Language Learning:
Sabrina Steward-Salters, Prince Georges County Public Schools, USA Using CBI in IEPs
Sharon Walker, Prince Georges County Public Schools, USA
Content Area: Content-Based and CLIL/Content and Language
Kirsten Lennon, Prince Georges County Public Schools, USA
Integrated Learning
Andrea Worthington-Garcia, Prince Georges County Public Schools,
USA CBI is gaining wide acceptance in IEP postsecondary settings,
Tara Theroux, Prince Georges County Public Schools, USA as it effectively bridges barriers between content and language
Melissa Kochanowski, Prince Georges County Public Schools, USA demands that are so prevalent. Participants gain insight into CBI
Kia McDaniel, Prince Georges County Public Schools, USA models of design, sample course syllabi, and appropriate, authentic
text selection in conjunction with teacher supplemented and ESL
Wednesday, 11:30 am12:15 pm commercialresources.
Convention Center, 350 Lejla Maley, Otterbein University, USA
Case Study: a Flipped Blended Course Gwendolyn DeRosa, Otterbein University, USA
on Pronunciation Pedagogy
Content Area: Phonology/Pronunciation Wednesday, 11:30 am12:15 pm
Convention Center, 344
This presentation synthesizes the process and findings of a qualitative
case study aimed at designing, implementing, and evaluating a teacher Ebony Teacher: Exploring Intercultural
training blended course on communicative pronunciation pedagogy Interactions in the Korean Classroom
within a situated and flipped learning approach for in-service teachers Content Area: Culture
of English in Colombia. Success factors and recommendations are This presentation examines the impact of intercultural interactions in
made for pronunciation teaching. the Korean classroom based upon a TEFL experience. Research focuses
Martha Ramirez, Pearson, Colombia on memorable moments narrated by the teacher, who identifies as a
Black native speaker encountering more than culturalshock.
Quanisha Charles, Indiana University of Pennsylvania, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 71
Wednesday, 11:30 am12:15 pm Wednesday, 11:30 am12:15 pm
Hilton Baltimore, Key 4 Convention Center, 340
EFL Students Response to Enhance Learning and Writing
Multimodal Teacher Feedback With Theme-Based Classes
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Higher Education
Technologyin Education The presenter describes a gender theme-based composition class that
This research explores how multimodality facilitated the meaning- includes linked writing assignments and salient aspects of a curriculum
making process; and enhanced student-teacher interpersonal utilizing a novel and non-fiction writings about gender issues,
relationship through multimodal teacher feedback, (enriched-pdf. especially intersexuality, a current Lesbian-Gay-Bisexual-Transsexual-
documents of EFL students assignments with marks, highlighting and Intersex issue. The class design is built on the premise that theme-
audio comments), utilizing triangulated data: feedback analysis, semi- based classes enhance student learning and writing.
structured interviews and verbal reports from both the instructor and Sally Baxter, California State University East Bay, USA
students (n=8).
Yun Shen, TransPac Aviation Academy, USA Wednesday, 11:30 am12:15 pm
Diane Potts, Lancaster University, United Kingdom (Great Britain) Convention Center, 317
Enhancing ESL Writing Teachers Feedback
Wednesday, 11:30 am12:15 pm Practices Through Reflective Practice
Convention Center, 320 Content Area: Teacher Education
English Along the Fracture Lines: Responding to Reflective practice presents teachers with an opportunity to look within
Challenges in Todays Geopolitical Landscape themselves, thereby challenging themselves to their strengths and
Join the British Council to discover how the organisation is providing weaknesses. This session introduces reflective teaching strategies as a
high-quality English language learning and assessment in some of means for teacher development, using ESL writing teachers feedback
the worlds most challenging environments. From strengthening the
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
Julia Gabor, WRiTE BRAiN BOOKS, USA
Meredith Scott Lynn, WRiTE BRAiN Books, USA Wednesday, 11:30 am12:15 pm
Jeryn Warren, WRiTE BRAiN Books, USA Convention Center, 343
Investigating Collaborative Writing: Languaging
Wednesday, 11:30 am12:15 pm Events and Perceptions of Learners
Convention Center, 345 Content Area: English as a Foreign Language
Great Graphics! Designing Visual Materials This session reports on preliminary research conducted to determine
for Enhanced Language Learning the effect of a collaborative writing activity on learners writing
Content Area: Materials Writers and Curriculum/Materials Development performance and attitudes toward paired work. In addition, the types
This presentation offers tools and tricks for visually enhancing of languaging events and the purposes of L1 usage observed during the
materials development in online and print formats. Attendees learn activity are discussed.
how to develop materials that improve language learning via visual Wendy McFeely, American University in Cairo, Egypt
effectiveness, with specific research and examples covering font Susanne Rizzo, American University in Cairo, Egypt
choice, color balance, and aesthetic organization.
Olivia Conner, University of Colorado Boulder, USA Wednesday, 11:30 am12:15 pm
Juniper Stokes, University of Colorado Boulder, USA Hilton Baltimore, Key 3
Just Right Picture Books for Science
Wednesday, 11:30 am12:15 pm Lessons and Science Experiments
Hilton Baltimore, Holiday 2 Content Area: Standards, Common Core State Standards
Hot Topics and Updates From SEVP Addressing the Next Generation Science Standards for ELLs with
Content Area: Advocacy informational text presented through the visuals and narration of
Representatives from the Student and Exchange Visitor Program picture books supports the comprehension of technical vocabulary,
(SEVP)a program within the U.S. Department of Homeland Security, discipline-specific concepts, and provides opportunities for hands-on
U.S. Immigrations and Customs Enforcement agencywill provide practice. The presenter demonstrates a science lesson, introduced
ESL-focused updates on policy and other program hot topics. through picture books and models an accompanying experiment.
Meredith Duffy, U.S. Department of Homeland Security, USA Judith B. OLoughlin, Language Matters Education Consultants, LLC,
USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 73
Wednesday, 11:30 am12:15 pm Wednesday, 11:30 am12:15 pm
Convention Center, 337 Convention Center, 325
Managing a Paradigm Shift in Assessment: Reflecting on Student-Led Discussion:
a Matter of Mindset Moving Forward to University-Level Expectations
Content Area: Assessment/Testing Content Area: Higher Education
Presenter describes a paradigm shift from traditional, summative This presentation demonstrates how to use student-led discussions
assessment of adults to an authentic, formative system in an EFL while incorporating multimodal material design in advanced level
setting. She then discusses challenges and resistance faced to oral communication classes to enhance the teaching of speaking
implement the project and the solutions found. Managing change and and critical thinking skills essential for student success in a
nurturing a school that learns is the focus of this session. universityenvironment.
Isabela VillasBoas, Casa Thomas Jefferson, Brazil Kimberly McGrathMoreira, The University of Miami, USA
Lori Giles, EmbryRiddle Aeronautical University, USA
Wednesday, 11:30 am12:15 pm
Convention Center, 318 Wednesday, 11:30 am12:15 pm
Practical WritingWriting for Life Hilton Baltimore, Tubman
Join us for a presentation of Practical Writing aimed at Intermediate to Rising to the Challenge:
Advanced learners who need to use written English both at school and Effective ESL Reading Instruction in K6
in their personal lives.Fun and convenient way to improve your writing Reading comprehension involves the orchestration of a wide range of
using computer (Mac/PC), smart phone, and tablet. skills and strategies. All these bits and pieces need to work together
Maryam Hallez, Clarity English, USA seamlessly for comprehension to occur. This presentation examines
the multiple facets of ESL reading comprehension and the pillars of
effective reading instruction with a focus on K6.
Wednesday, 11:30 am12:15 pm
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
Wednesday, 11:30 am12:15 pm 1:00 pm
Convention Center, 327
Theyre Doing It Wrong:
Wednesday, 1:00 pm1:30 pm
Note-Taking in English for Academic Purposes
Hilton Baltimore, Latrobe
Students take notes from lectures, books, and other resources, but in
Issues and Challenges of Students With
the age of copy and paste a continuum of weak note-taking practices
Interrupted Formal Education
spans taking photos/videos of everything a lecturer says to try to write
Content Area: High School/Secondary Education
every word. These 10 practical strategies can enhance note-taking
skills for both teachers and students. This session explores the various causes of interrupted schooling and the
Ken Beatty, Anaheim University, Canada impact this educational gap has on academic achievement. Suggested
programming and the creation of culturally and linguistically appropriate
classroom strategies to address the academic and non-academic needs
Wednesday, 11:30 am12:15 pm of these students is the focus of the presentation. Resources provided.
Convention Center, 332
Brenda Custodio, Ohio State University, USA
Trauma-Informed Care in Refugee Resettlement: Judith OLoughlin, Language Matters LLC, USA
Barriers and Opportunities Around Implementation
Content Area: Refugee Concerns
Wednesday, 1:00 pm1:45 pm
This mixed-methods study evaluates the effect of training on Convention Center, 325
knowledge of and attitudes towards trauma-informed care among
TEST is Not a Four Letter Word
staff at a refugee resettlement agency. Themes regarding barriers and
Content Area: Assessment/Testing
opportunities around implementation are also discussed. Presentation
participants are supported in evaluating their own and their This session focuses on authentic assessment methods, giving
organizations readiness for adopting a trauma-informed approach. teachers a collection of ideas and resources for dynamic assessment
Jennifer Ballard-Kang, University of Louisville, USA that they can readily use in their own classroom. The content of the
session provides a stronger understanding of authentic assessment
and teachers will leave with cache of resources for future use.
Olivia Conner, University of Colorado Boulder, USA
Nick Einterz, University of Colorado at Boulder, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 75
Wednesday, 1:00 pm1:45 pm Wednesday, 1:00 pm1:45 pm
Hilton Baltimore, Key 3 Convention Center, 338
Academic Language Beyond Listening Comprehension: Promoting
Important for All Students, Essential for ELLs Intensive Listening Through Authentic Media
Content Area: Mainstream Classrooms Content Area: Listening, Speaking/Speech
Academic language is central to schooling and academic success. To The practice of intensive listening (decoding sounds) is often absent in
participate in content area learning, students need to simultaneously the traditional listening class focused on comprehension. Through the
learn the language of the disciplines. This presentation guides use of authentic videos and audio podcasts, this session introduces
participants in unpacking academic language use across different ways to promote intensive listening in and out of the classroom.
content areas and in planning instruction that addresses both content Practice activities and assessment tools are shared.
and language. Pascal Hamon, Missouri State University, USA
Gisela Ernst-Slavit, Washington State University, USA
Margo Gottlieb, Illinois Resource Center, USA Wednesday, 1:00 pm1:45 pm
Convention Center, 348
Wednesday, 1:00 pm1:45 pm Beyond the Page: Engaging Students
Convention Center, 331 With Audio Feedback on Writing
Best Practices for Teaching Content Area: Second Language Writing/Composition
AdultLiteracy Language Learners Presenters demonstrates how to use free web-based tools for audio
Content Area: Reading and Literacy recording and screencasting to provide feedback at different levels of
Adult literacy-level ESL students are often overlooked and underserved proficiency. They show how audio feedback can save time, allow for
in adult education programs despite their desperate need. This session more substantive feedback, and increase student motivation when
explains the special needs of these language learners and offers compared with written feedback.
WEDNESDAY, 6 APRIL
instructional techniques and strategies that are based on adult literacy Carrie Berkman, University of North Carolina, USA
research and reflections of personal application. Sherrie Smith, University of North Carolina, USA
Melinda Brown-Mason, Language Consultants International at Park
University, USA Wednesday, 1:00 pm1:45 pm
Convention Center, 328
Wednesday, 1:00 pm1:45 pm Credit Where Credit Is Due
Hilton Baltimore, Key 8 Content Area: Community College and Technical Education
Beyond Fun: Warm-Ups and Presenters review the current issues in the awarding of academic
Icebreakers for the Busy Teacher
credit for ESL in higher education. Discussion focuses on political,
Content Area: Listening, Speaking/Speech academic, and social trends that affect the status of ESL programs and
Effective warm-ups and icebreakers help create an environment with courses. This discussion session offers an opportunity to collaborate on
less-inhibited students who are ready to meaningfully practice and positive strategies for strengthening ESL programs.
internalize English. Participants experience and discuss how to adapt Vivian Leskes, Holyoke Community College, USA
ten activities, and leave this workshop with fresh ideas that help the Eileen Kelley, Holyoke Community College, USA
busy teacher motivate students and get them ready to learn!
Noga Laor, Rennert New York, USA Wednesday, 1:00 pm1:45 pm
Autumn Westphal, Rennert New York, USA Convention Center, 340
James Stakenburg, Rennert New York, USA
Developing New Perspectives on Mobile
Learning Integration in Higher Education
Content Area: CALL/Computer-Assisted Language Learning/
Technologyin Education
Are you curious about how to implement mobile learning in your
context? Join us for a robust discussion around integration of mobile
learning in higher education. You leave with an understanding of
the challenges and affordances behind such an initiative and how to
maximize the benefits for your context.
Erik Thornquist, Zayed University, United Arab Emirates
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
possible variables. Results are presented, along with implications for
vocabulary teaching and learning. Ian Martin, National Geographic Learning, USA
Jonathan Malone, University of Maryland, USA Sean Bermingham, National Geographic Learning, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 77
Wednesday, 1:00 pm1:45 pm Wednesday, 1:00 pm1:45 pm
Convention Center, 345 Hilton Baltimore, Key 9
Making Instructional Videos: Nonnative-English-Speaking Teachers Anxieties:
The Technology, Planning, and On-Camera Delivery Self-Perceptions of Their Communicative Limitations
Content Area: Media (Print, Broadcast, Video, and Digital) Content Area: Nonnative English Speakers in TESOL
In this interactive session, three experienced video makers explain We examined NNESTs self-perceived English proficiency, anxieties
their choices for the technology used in their work, from the cameras due to self-perceived lack of communicative confidence, and strategies
to the editing software. The presenters also identify and explain their to reduce those anxieties. Twenty NNESTs completed a self-perceived
unique approaches to making ESL videos and share instructional video English proficiency level questionnaire and were interviewed. Their
models for participants to evaluate. anxieties originated from students, colleagues, and other potential
Jennifer Lebedev, Independent, USA reasons. To reduce anxieties, they applied five main strategies.
Vicki Hollett, Independent, USA Mikyoung Lee, University of Munich, Germany
Linda Butler, Independent, USA
Wednesday, 1:00 pm1:45 pm
Wednesday, 1:00 pm1:45 pm Hilton Baltimore, Holiday 6
Convention Center, 317 Preparing ELLs for College and Career Success
Manageable Technology for Teacher Educators Libia Gil, Assistant Deputy Secretary and Director of OELA, provides a
Content Area: CALL/Computer-Assisted Language Learning/ national profile with the latest data trends for ELLs including growth
Technologyin Education rates, academic performance, and other indicators of status in our
An online MA TESOL program director introduces ways to use schools. In addition, she addresses current Department of Education
technology to enhance teacher education for those who find social priority activities to support ELLs.
media and flipping the classroom to be intimidating ideas. Easy-to- Libia Gil, OELA, USA
WEDNESDAY, 6 APRIL
use apps and free or low-cost technology options are introduced with
practical examples of how to apply them. Wednesday, 1:00 pm1:45 pm
Tasha Bleistein, Azusa Pacific University, USA Hilton Baltimore, Key 7
Saudi Students Expectations Regarding
Wednesday, 1:00 pm1:45 pm the Academic Environment of IEPs
Convention Center, 343 Content Area: Intensive English Programs
Negotiating the Cultural Minefield Based on a qualitative study, this presentation focuses on Saudi
of International Accreditation students expectations regarding the academic environment of IEPs
Content Area: Accreditation/Certification/Credentialing prior to their arrival in the United States. After discussing their
Some commentators liken the international accreditation industry to findings, the presenters offer practical suggestions to ESL teachers
modern-day cultural imperialism, imposing Western values on non- and administrators to help facilitate the transition to the U.S.
Western education systems. This presentation focuses on a Turkish academicenvironment.
universitys attempts to receive international accreditation, and reports Florin Mihai, University of Central Florida, USA
research data from a study of the processs impact on the institutions Ahmad Alsherbi, Taif University, Saudi Arabia
organizational culture.
Ian Collins, Yaar University, Turkey Wednesday, 1:00 pm1:45 pm
Hilton Baltimore, Holiday 1
Science for All:
Using Next Generation Science Standards
Content Area: Math and Science
The Next Generation Science Standards are written to better prepare
all students to be scientifically literate and ready for STEM careers.
They are arranged in a coherent manner across grades, provide all
students access to a challenging science education, and are written to
reflect how science is practiced in todays world.
Carolyn Hayes, National Science Teachers Association, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
Terry Axe, Educational Testing Service, USA Kate VanRoekel, University of Arizona, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 79
Wednesday, 1:00 pm1:45 pm Wednesday, 1:00 pm2:45 pm
Convention Center, 346 Convention Center, 314
Video Killed the ESL Teacher: Career Pathways & WIOA for Adult ELLs:
Is Screencasting Feedback Worth It? Vision to Implementation
Content Area: Second Language Writing/Composition Content Area: Program Administration
New technologies can overwhelm and intimidate frazzled teachers. Increasing career opportunities for adult ELLs is an important
Is screencasting worth the time and effort? This session explores goal under WIOA 2014. This panel, composed of researchers and
the efficacy of video feedback for teachers and students alike. Going practitioners, examines the programmatic designs and instructional
beyond the borders of traditional written comments, presenters practices of various career pathway models. Participants take away
share action research, best practices, and caveats for creating a new ELL issues to be considered as well as best practices for designing
feedback protocol. career pathways.
Samantha Parkes, University of Miami, Intensive English Program, USA Heather Tatton-Harris, Carlos Rosario International Public Charter
Mariah Schuemann, University of Miami, USA School, USA
Matt Kaeiser, University of Miami, USA Heide Wrigley, Literacywork International, USA
Kelley Keith, Mt. Hood Community College, USA
Wednesday, 1:00 pm2:15 pm Tracy Henninger-Willey, Lane Community College, USA
Convention Center, 316 Carole VinogradBausell, Literacy Council of Northern Virginia, USA
Representative, U.S. Department of Education, Office of Career,
50 Years of TESOL Technical, and Adult Education, USA
Content Area: Personal and Professional Development for Teachers
This year, we visit the critical issues for TESOL career path Wednesday, 1:00 pm2:45 pm
development for those anticipating TESOL retirement sooner or Convention Center, 330
later. No age limits here! In roundtable discussions led by outstanding Comprehensibility Requires a Listener:
WEDNESDAY, 6 APRIL
TESOL leaders with broad international experience, we address these Applying Critical Pronunciation
topics: finances, health, volunteerism, and professional engagement. Research and Pedagogy
Please join us! Listeners beliefs and attitudes toward L2 speech can influence their
Liz England, Shenandoah University, USA comprehension of it. Learners also internalize attitudes toward their
Mary Lou McCloskey, Educo, USA speech, affecting their self-evaluations of it and their willingness
Christopher Hastings, English Language Fellows Program, USA to communicate. Thus, their beliefs and attitudes toward their
Neil Anderson, Brigham Young University, USA own and other varieties of English are important considerations in
Anne Burns, Aston, United Kingdom (Great Britain) classroompractice.
Rejane McCorkel, Alexandria Virginia Public Schools, USA
H. Douglas Brown, San Francisco State University, USA Nicholas Subtirelu, Georgia State University, USA
Suchada Nimmannit, Chulalongkorn University, Thailand Stephanie Lindemann, Georgia State University, USA
Jennifer A. Foote, University of Alberta, Canada
Wednesday, 1:00 pm2:15 pm
Convention Center, 321 Wednesday, 1:00 pm2:45 pm
Convention Center, 349
Assessing ELLs Language Trajectories:
Distinguishing Difference From Disability Giving Voice and Visibility to ELLs:
The Descriptive Review Process
Content Area: Assessment/Testing
Content Area: Elementary School/ Primary Education
International students entering U.S. schoolswhether immigrants,
exchange students, or college attendeesoften have unique learning How can elementary ESL educators move beyond the boundaries of
styles, learning disabilities, or other special needs. This presentation dominant notions of academic success to give voice and visibility to
surveys a set of specific assessment tools matched to teaching our students strengths and struggles? Learn about the descriptive
interventions designed to address learning differences and screen for review process, a collaborative teacher inquiry that more richly informs
learning challenges due to disability. instructional practice and empowers both students and teachers.
Lynne Diaz-Rico, California State University, San Bernardino, USA Kathleen Copeland, University of Delaware, USA
Steve Daniel Przymus, University of Arizona, USA Man Jiang, University of Delaware, USA
Todd Fletcher, University of Arizona, USA Ann Parry, University of Delaware, USA
Denise Solon, University of Delaware, USA
Brittany Zezima, University of Delaware, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
Sean Cochran, University of Fullerton, USA Education. Then educators identify and examine tips to intercultural
Gordon Clark, Indiana University, USA communication. Finally, participants create their own intercultural
Patricia Juza, Haviva Parnes, USA activities based on the given tips.
Monica Rodrguez-Bonces, Pearson, Colombia
Wednesday, 1:00 pm2:45 pm Jeisson Rodriguez, ECCI, Colombia
Convention Center, 324
Instructor-Guided Peer Review: Wednesday, 1:00 pm2:45 pm
Maximizing Benefits and Moving Beyond Writing Convention Center, 350
Content Area: Teaching Methodology and Strategy Teaching ESL With the Brain in Mind:
Working Memory
Peer review is standard practice in writing instruction but could
Content Area: Adult Education
be used both more effectively and in broader contexts. Presenters
share strategies for more effective guidance and increased student Research shows that a strong working memory is crucial to successful
engagement in peer review for writing and oral presentation. second language learning. This presentation demonstrates how to
Participants leave with tactics and materials to adapt for their apply theory-based and field-tested activities to build learners working
teachingcontexts. memory. A mission for 21st century instructors: teaching with the brain
Heather Gregg Zitlau, Georgetown University, USA in mind to enhance student achievement in the classroom andbeyond.
Stephanie Gallop, Georgetown University, USA James Chang, 1199SEIU Education Fund, USA
Austin Kaufmann, Michigan State University, USA
Ian Nichols, University of Pennsylvania, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 81
Wednesday, 1:00 pm2:45 pm Wednesday, 2:00 pm2:45 pm
Convention Center, 336 Convention Center, Roundtable Discussion Area in Expo area
The GO TO Strategies: InnovativeScaffolding Beyond Four Walls:
Options for EFL Teachers ESL Entrepreneurship in the Virtual World
Content Area: Elementary School/ Primary Education Content Area: Distance Learning/Online Learning
How can teachers create scaffolded, rigorous lessons for primary and Are you interested in teaching or tutoring English online? Lets get started!
secondary EFL students? This workshop introduces resources that Participants discuss how to find students, assess levels and goals, create
enable EFL teachers to infuse lessons with research-based strategies individualized learning plans, facilitate web-conferenced classes and
that promote second language learning. Presenters model strategies, tutorials, and use online tools to keep students engaged between lessons.
participants engage in demonstrations and plan scaffolded lessons. Glenda Rose, Glenda Rose Education and Training Consultants, USA
Participants receive copies of all strategies resources.
Laura Lukens, North Kansas City Schools, USA Wednesday, 2:00 pm2:45 pm
Linda NewLevine, ESL/EFL Consultant, USA Convention Center, 317
Betty AnsinSmallwood, Succeeding With ELLs (SWELL), USA
Beyond Tradition: Using Systemic Functional
Linguistics in Preparing ESL Teachers
2:00 pm Content Area: Grammar
In this practice-oriented presentation, participants learn about current
Wednesday, 2:00 pm2:45 pm research on systemic functional linguistics (SFL) in teacher preparation.
Convention Center, Roundtable Discussion Area in Expo area They view projects by teacher learners, examine some aspects of
SFL on the clause level, and explore typical school texts from an SFL
Academic Writing Skills of Graduate
perspective for application to teacher training.
International Students
Content Area: Second Language Writing/Composition Jacqueline Nenchin, Molloy College, USA
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
Ye Han, The University of Hong Kong, Hong Kong
Yingying Li, The University of Hong Kong, Hong Kong Shereen Bhalla, Center for Applied Linguistics, USA
Lindsey Massoud, Center for Applied Linguistics, USA
Wednesday, 2:00 pm2:45 pm Joanna Duggan, Center for Applied Linguistics, USA
Convention Center, 328 Sarah Catherine K. Moore, Center for Applied Linguistics, USA
Collaborating Beyond Cultural and
LinguisticBorders: an Interdisciplinary Approach Wednesday, 2:00 pm2:45 pm
Convention Center, Roundtable Discussion Area in Expo area
Content Area: Intensive English Programs
Error Correction in ESL Writing Using
This practice-oriented, interdisciplinary presentation aims to provide
the Learners Own Corpora
collaborative strategies for college instruction based on integrative
Content Area: Second Language Writing/Composition
motivation theories that emphasize cultural exchanges in order to help
international students achieve both language learning success and The presenter discusses using his learners corpora to raise their
integration into the university community. awareness of the types of errors they make. The ESL corpus consists
Geraldine Wagner, Johnson & Wales University, USA of writing collected over two years from his students. The presentation
Anne Shaw, Johnson & Wales University, USA focuses on the application of corpus analyses to classroom teaching.
Ann Schroth, Johnson & Wales University, USA John Stasinopoulos, College of DuPage, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 83
Wednesday, 2:00 pm2:45 pm Wednesday, 2:00 pm2:45 pm
Convention Center, 337 Convention Center, 320
Exploring the Impact of School Culture Latina Preservice Teachers and
on Classroom Assessment SocialJustice in Global Contexts
Content Area: Assessment/Testing Content Area: Bilingual Education
Institutional culture is often reported as controlling assessments Study abroad programs are promoted as beneficial to developing
carried out by teachers. The presenter reports an exploratory study on intercultural competence of mainstream preservice teachers. This
the impact of school culture on classroom assessments carried out study examines the social justice commitment of minority participants,
by three ESL teachers, their response to the culture, and discuss the documenting the experiences of Latinas in a teaching practicum in
implications of the study for ESL teacher educators. Costa Rica. Suggestions for designing programs focusing on global
Santosh Mahapatra, Birla Institute of Technology and Science Pilani, India citizenship and social justice are provided.
Mary Petron, Sam Houston State University, USA
Wednesday, 2:00 pm2:45 pm Burcu Ates, Sam Houston State University, USA
Hilton Baltimore, Tubman Clara Lobo-Guerrero, Sam Houston State University, USA
Global Models of Effective ESP Programs
Content Area: English for Specific Purposes Wednesday, 2:00 pm2:45 pm
Convention Center, Roundtable Discussion Area in Expo area
See ways U.S. Department of State programs are making a difference
Learning to Teach Beyond National Borders
in ESP worldwide. Presenters discuss successful ESP programs in areas
such as journalism, the environment, government/diplomacy, and law. Content Area: Teacher Education
Participants learn tools and best practices to design and implement This session addresses the challenges of developing international
their own successful ESP programs. teaching practicum courses that maximize MA students opportunities
Alice Murray, U.S. Department of State, USA to learn the realities of teaching internationally. We discuss challenges
WEDNESDAY, 6 APRIL
George Cinnery, U.S. Department of State, (logistical, academic, and emotional) for NNEST and U.S.-raised novice
Diane Millar, U.S. Department of State, teachers in third country situations, and how to anticipate and address
these challenges.
Wednesday, 2:00 pm2:45 pm Betsy Gilliland, University of Hawaii Manoa, USA
Convention Center, Roundtable Discussion Area in Expo area
Going Beyond the Borders of North Korea Wednesday, 2:00 pm2:45 pm
Content Area: Personal and Professional Development for Teachers Convention Center, Roundtable Discussion Area in Expo area
One of the strongest borders in existence is the border between North NNESTs of ESL: At Home Among Strangers?
Korea and the rest of the world. However, through education, many Content Area: Nonnative English Speakers in TESOL
North Koreans and foreigners are able to move beyond this border. This This presentation explores challenges of the new-coming NNESTs in
discussion focuses on education going beyond borders of North Korea North American ESL programs in the context of nativism, identity, and
and how to help. impostor theories. It focuses on the NNEST coping strategies targeted
Daris Chang, University of Southern California, USA to making their teaching more effective and establishing connections
with students and NEST colleagues.
Wednesday, 2:00 pm2:45 pm Olga Makinina, Carleton University, Canada
Hilton Baltimore, Key 12
How Can Technology Assist With Your ESL Program Wednesday, 2:00 pm2:45 pm
Designing an ESL program that incorporates computer, tablet and Convention Center, 341
smart phones technologies with a traditional program format can be Online Software for Listening and Comprehension
challenging but also very rewarding. The attendees will discuss ways Support students using HearBuilder Online, multiplatform software
to support a blended approach to ESL instruction and then plan a for elementary students to practice following directions, phonological
suggested implementation process. awareness, auditory memory, and sequencing. All titles meet the
Jill Rosolek, English Discoveries Online, USA principles of Universal Design of Learning and support differentiated
instruction. Theory/research behind programs are reviewed,
software/data collection is demonstrated, and results of research
studies areshared.
Staci Jackson, Super Duper Publications, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
themes. Use motivating topic-related multimedia, adolescent literature Secondary Teachers Developing Their Identities
and informational texts to advance students academic listening, note Content Area: Teacher Education
taking, reading and writing skills.
Reflective practice is encouraged for teachers because it is assumed
Nancy Cloud, Rhode Island Teachers of English Language Learners, USA to lead to better teaching. This study traces the development of five
secondary English teachers in Macao over 20 months to investigate if
Wednesday, 2:00 pm2:45 pm and/or how they incorporated the lessons learned from their reflections
Hilton Baltimore, Key 8 into their current teaching practices.
Preparing At-Risk Learners to be Successful Alice Shu-Ju Lee, University of Macau, Macau
at Second Language Learning Matilda Wong, University of Macau, Macau
Content Area: Community College and Technical Education
SLA Counselors help learners to understand the process of language Wednesday, 2:00 pm2:45 pm
acquisition takes time, motivation and participation. Participants are Convention Center, 340
able to 1) describe the SLA Counselor initiative; 2) articulate the types Reworking Pathways:
of supports and materials necessary for this initiative; and 3) evaluate Integrating EAP and General Education
learner feedback on the helpfulness of this initiative. Content Area: Content-Based and CLIL/Content and Language
Kate MastruserioReynolds, University of Wisconsin, Qatar Integrated Learning
Zadjia Zahi, Qatar University, Qatar The presentation reports on the contributions of three EAP
Hayat ElSamad, Qatar University, Qatar professionals recruited to teach EAP in a new undergraduate pathway
program at their university. The program incorporates Gen Ed and EAP
classes. Within the programs curricular constraints, the presenters
discuss how to facilitate the acquisition of English and Gen Ed content.
Marcellino Berardo, University of Kansas, USA
Kellie SmithHerrod, Applied English Center, USA
Camille Olcese, University of Kansas, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 85
Wednesday, 2:00 pm2:45 pm Wednesday, 2:00 pm2:45 pm
Convention Center, 342 Hilton Baltimore, Key 10
Scholarship on L2 Writing in 2015: The Year in Review The CCSS in Content-Area Literacy for ELLs:
Content Area: Second Language Writing/Composition Grades 6-12
Having difficulty keeping up with the scholarship in your research The CCSS for Literacy in History/Social Studies, Science, and Technical
area? Even in a relatively small field like second language writing, Subjects provide a rigorous set of literacy outcomes for students but
staying abreast of the current literature can be difficult. To address this present specific challenges for ELLs. Presenters describe research-
situation, this session provides an overview and synthesis of second based practices for supporting ELLs in content-area literacy. Based on
language writing scholarship published during 2015. the TESOL Press Series CCSS and ELLs.
Tony Silva, Purdue University, USA Luciana deOliveira, University of Miami, USA
Yue Chen, Purdue University, USA Ann Johns, San Diego State University, USA
Kai Yang, Purdue University, USA Pamela Spycher, WestEd, USA
Ashley Velazquez, Purdue University, USA Kristen Wilcox, University at AlbanySUNY, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
study was conducted to ascertain the relationship between vocabulary school rock stars while providing a service: school communication.
knowledge and proficiency scores. Lee Ayoub, Long Branch Elementary School, USA
Ray Knight, University of South Carolina, USA Greg DAddario, Long Branch Elementary School, USA
Alisha Biler, University of South Carolina, USA Sandra Sterne, Long Branch Elementary School, USA
Grace White-Bracley, Long Branch Elementary School, USA
Wednesday, 2:00 pm2:45 pm
Hilton Baltimore, Holiday 1 Wednesday, 2:00 pm3:45 pm
Time for Multilingualism?: Bilingual(ized) Convention Center, 331
English Instruction for Improved Outcomes Gamification for Language Learning
Content Area: Personal and Professional Development for Teachers Content Area: Materials Writers and Curriculum/Materials Development
This session focuses on how TESOL and bilingual education could join Gamification is the use of game elements in non-game contexts. This
hands for enhanced outcomes. The primary objective is to argue in workshop gives participants hands-on experience of gamification and
favor of a multilingual turn in early instruction and assessment, and how it can be used in class. Participants complete challenges to get
to propose a multilingual approach. Replacements for monolingual them thinking, talking, and creating activities they can then apply to
theories and practices are proposed, and research directions outlined. their own classes.
Anita Pandey, Morgan State University, USA Wade Alley, Universidad Panamericana, Mexico
Enrique Barba, Universidad Panamericana, Mexico
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 87
Wednesday, 2:00 pm3:45 pm Wednesday, 3:00 pm3:45 pm
Convention Center, 329 Convention Center, 318
Taking Preservice Teachers in Underdeveloped Addressing Gaps: Training Workplace English
Areas Beyond the Classroom Professionals and Client Decision Makers
Content Area: Teacher Education Content Area: English for Specific Purposes
A panel of teacher trainers discuss implementing an innovative An innovative business model describes a credentialing program to
train the trainer model for middle and high school teachers in an train English for occupational purposes professionals in partnership
underdeveloped area of China. U.S. teacher trainers provided initial between U.S. and international universities. The latter will establish
training and developed a peer-led training network across rural client participation centers for industry to provide input to training,
and urban schools. Participants gain insight into how to develop worksites for needs assessment, recruitment of graduates; and receive
similarprograms. coaching in sound program design.
Gena Rhoades, U.S. Department of State, English Language Programs, Anne Lomperis, Language Training Designs, USA
USA
Tim Collins, National Louis University, USA Wednesday, 3:00 pm3:45 pm
Dan Sloan, U.S. Department of State, USA Hilton Baltimore, Key 5
Rebekah Gordon, U.S. Department of State, English Language Programs,
USA Balancing the Benefits of UniversityCommunity
Amy Li, Hezhong High School, China TESOL Partnerships: Win-Win
Chen (Gabrielle) Hu, Nayong Middle School, China Content Area: Teacher Education
This session explores the contributions that university-community
Wednesday, 2:00 pm4:00 pm partnerships offer to multiple stakeholders. We highlight the mutual
Hilton Baltimore, Peale learning opportunities for preservice teachers, immigrant and refugee
How to Get Published in TESOL and background ELLs and TESOL faculty. The presenters describe models
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
Mohamed Elhess, Washington State University, USA
Findings from a comparative case study that investigated secondary
math and science teachers multimodal support of linguistic and
Wednesday, 3:00 pm3:45 pm conceptual development of mainstreamed ELLs is presented.
Hilton Baltimore, Key 7 Discussion of language emergence, related to receptive skills and
Effective Error Engagement in Academic ESL Writing productive skills in content area classes, is the focus of the session.
Content Area: Intensive English Programs Karen Gregory, University at AlbanySUNY, USA
Do you spend a lot of time editing papers only to see limited
improvement in your students writing and editing skills? This session Wednesday, 3:00 pm3:45 pm
introduce approaches to get your high intermediate and advanced ESL Hilton Baltimore,
writers thinking about and noticing their own error patterns, as well as English Medium Instruction
boosting their writing confidence. Joyce Kling, University of Copenhagen, Denmark
Crystal BockThiessen, University of Nebraska-Lincoln, USA
Wednesday, 3:00 pm3:45 pm
Wednesday, 3:00 pm3:45 pm Convention Center, 342
Hilton Baltimore, Douglas
Exploring the Development of Writing
Effectiveness of Audio Feedback for Through the ELT Masters Thesis
EFL Students in Online Courses Content Area: Second Language Writing/Composition
This presentation discusses survey findings of audio feedback
The study discussed investigated the impact of completing a thesis
effectiveness for EFL students in an online course. The presentation
on the writing development of students from seven ELT masters
overviews differences of students perceptions by instructors language
level programs in Colombia. The findings offer important insights into
background and students levels of language proficiency. The results
effective instructional practices involved in the writing process as
of this study help instructors implement different types of feedback for
students learn to write scholarly and appropriate features of this genre.
EFL students.
Julio Gomez, Universidad Externado de Colombia, Colombia
Natalya Alexeeva, North-Eastern Federal University, Russian Federation
Zarmena Emelyanova, North-Eastern Federal University,
RussianFederation
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 89
Wednesday, 3:00 pm3:45 pm Wednesday, 3:00 pm3:45 pm
Hilton Baltimore, Convention Center, 346
Finding Your Place in TESOLs Next 50 Years Giving Voice to ESL Students Through
Dudley Reynolds, Carnegie Mellon University in Qatar, Qatar Teaching Language Variation
Content Area: World Englishes
Wednesday, 3:00 pm3:45 pm Skill- and content-based activities designed to boost the linguistic
Hilton Baltimore, competency of ESL students concerning ethnic or social language
From Testing to Assessment: ConnectingLanguage variation are introduced. Through the introduction to variation in
Teaching, Learning, and Assessment American English, students learn to more faithfully express their
Liying Cheng, Queens University, Canada identities, interact more fully with their American peers, and thus,
better succeed at university.
Wednesday, 3:00 pm3:45 pm Vance Schaefer, University of Mississippi, USA
Convention Center, 317
Gaining Consistency in Grading Wednesday, 3:00 pm3:45 pm
ESL Writing via E-Norming Convention Center, 340
Content Area: Second Language Writing/Composition IATEFL: Introduction and Networking
An online, self-paced norming workshop promotes consistent, impartial IATEFL (The International Association of Teachers of English as
evaluation of student writing without the need for faculty meetings to a Foreign Language) and TESOL are both celebrating their 50th
norm essays. The workshop also fosters conversations about teaching, conferences this year (IATEFLs is next week, in the United Kingdom).
learning, assessment, and student success. Presenters describe The associations have much in common, including members, affiliates,
steps taken to establish the workshop, its functions, and results of and associates around the world. Come learn about IATEFL and bond.
userfeedback. Susan Barduhn, IATEFL, United Kingdom (Great Britain)
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
corpus. Pedagogical implications to assist in building learners and close reading strategies that focus on complex text and finding
repertoire of multiword sequences are provided. theconnections.
Eman Elturki, Washington State University, USA Dimitra Bechlikoudi, Athens Greece Public Schools, Greece
Lydia Stack, Understanding Language, USA
Wednesday, 3:00 pm3:45 pm
Hilton Baltimore, Wednesday, 3:00 pm3:45 pm
Mentoring: An Essential Leadership Hilton Baltimore, Key 10
Development Skill Peer-Led ESL Program That Works:
Christine Coombe, Dubai Mens College, United Arab Emirates a Community-Based Study
Content Area: Nonnative English Speakers in TESOL
Wednesday, 3:00 pm3:45 pm This session presents findings of a study conducted within an
Convention Center, 323 informal ESL program on the role of volunteer facilitators. Analysis of
Mobile App: Listening, Speaking, Reading, facilitator interviews, with reference to programs guiding educational
Writing at an ELLs Fingertips principles, reveals how peer-to-peer interaction contributes to the
Use the technology in your ELLs hands to provide quick access to sustainability of this community in terms of increased self-confidence
engaging academic content while providing every teacher with current and languageawareness.
data for their entire class. Productivity tools like DynEds MyDynEdApp Natalia Balyasnikova, University of British Columbia, Canada
allow student access to DynEd and teacher access to documentation
for effective teaching and user analytics for better coaching. Wednesday, 3:00 pm3:45 pm
Andrew Berrafato, DynEd International, Inc., USA Hilton Baltimore,
Andrew Blasky, DynEd International, Inc., USA Race and Empire in TESOL
David Tipping, DynEd International, Inc., USA Suhanthie Motha, University of Washington, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 91
Wednesday, 3:00 pm3:45 pm Wednesday, 3:00 pm3:45 pm
Hilton Baltimore, Hilton Baltimore,
Rethinking Classroom Management for Teaching English to Young Learners With
Both Novice and Seasoned Teachers International Childrens Songs
Brock Brady, Peace Corps, USA Joan Kang Shin, University of Maryland, USA
Framed within Rudolph, Selvi, and Yazans conceptualization of the Wednesday, 3:00 pm3:45 pm
Convention Center, 345
NNEST movement, the study discussed aims at adding to the literature
on teacher identity and NNESTs by examining refugee NNESTs identity Utilizing Authentic Video to Prepare
construction and experiences of teaching English to Syrian refugee for General Education Courses
students in Lebanon within nonformal education contexts. Content Area: Media (Print, Broadcast, Video, and Digital)
Fares Karam, University of Virginia, USA This presentation discusses a research project in a university intensive
Amanda Kibler, University of Virginia, USA English program where authentic videos of general education classes
Paul Yoder, University of Virginia, USA were collected for the purpose of acclimating ESL students to
Christine Monaghan, New York University, USA university lectures and classroom culture. The rationale, method of
collection, outcomes, and benefits of this project are examined.
Wednesday, 3:00 pm3:45 pm Erin Kuester, University of Iowa, USA
Hilton Baltimore, Tubman
Teaching Collocations and Language Wednesday, 3:00 pm3:45 pm
Patterns in Academic Writing Convention Center, 344
Developing students proficiency with key academic vocabulary Working With Differences:
together with corresponding language patterns and collocations is Indonesian-American University
essential for success in academic writing. The authors of the Word Partnerships Across the Archipelago
Combination Card demonstrate how to teach students to use high- Content Area: Intercultural Communication
frequency academic vocabulary, collocations, and language patterns
Creating positive and functional cross-cultural workspaces involves
correctly and confidently.
negotiating differences. Presenters explore how differences can be
Michael Berman, Montgomery College, USA productive by sharing data from American teachers and 22 Indonesian
Mark Alves, Montgomery College, USA universities. Presenters highlight insights helpful to administrators,
Ray Gonzales, Montgomery College, USA hosts, and teachers in structuring programs, navigating cross-cultural
work, and celebrating differences in Indonesia and beyond.
Jennifer Uhler, U.S. Department of State, Indonesia
Jesse Kiendl, English Language Specialist Program, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
problems language learners face, and ways to foster learning.
writers acquire the digital and multimodal practices required to
Panelists share research and practical resources for teaching
engage in new literacies of the 21st century. Papers investigate how
pragmatics across a variety of ESOL contexts.
these learners draw upon multiple languages, modes, and material
Kathleen Bardovi-Harlig, Indiana University, USA resources to produce multimodal and digital texts in second language
Noriko Ishihara, Hosei University, Japan classroomsettings.
Noel Houck, California State University, Pomona, USA
Donna Tatsuki, Kobe City University of Foreign Studies, Japan Kathryn Howard, California State University, San Bernardino, USA
Zohreh Eslami, Texas A & M University, USA Tamara Warhol, University of Mississippi, USA
Polina Vinogradova, American University, USA
Wednesday, 3:00 pm4:45 pm
Convention Center, 314 Wednesday, 3:00 pm4:45 pm
Hilton Baltimore, Key 11
Bridging the Gulf Between Non-Arab
Teachers and Arab Learners Ethics in Transnational Research:
Researcher Perspectives
Content Area: Intensive English Programs
This colloquium focuses on ethical issues that emerge in transnational
Understanding Arab learners educational background, traditions, and contexts during the research process. Panel members explore
beliefs can aid non-Arab instructors. The presenters, all with extensive these complex ethical quandaries, including narratives of their own
teaching experience in Gulf Arab countries, offer insights and share experiences and other examples.
strategies that instructors can use to help lessen the gulf between
them and their students and to help students achieve excellence. Peter DeCosta, Michigan State University, USA
Scott Sterling, Indiana State University, USA
Angela Waigand, University of Calgary in Qatar, Qatar Sandra Kouritzin, University of Manitoba, Canada
Mark Algren, University of Missouri, USA Satoru Nakagawa, University of Manitoba & University of Winnipeg,
Jenifah AbuHassan, American University of Sharjah, United Arab Canada
Emirates Xuesong Gao, University of Hong Kong, Hong Kong
Lori Giles, Embry-Riddle Aeronautical University, USA Jian Tao, University of Hong Kong, Hong Kong
Sherry Ward, Texas A&M University at Qatar, Qatar Christine Casanave, Temple University, Japan Campus, USA
Mike Baynham, University of Leeds, United Kingdom (Great Britain)
Jessica Bradley, University of Leeds, United Kingdom (Great Britain)
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 93
Wednesday, 3:00 pm4:45 pm Wednesday, 3:00 pm4:45 pm
Convention Center, 321 Convention Center, 336
Teacher Activists Supporting Students Using Drama Activities in EFL Classroom:
to Transform Their Communities Why Bother?
Content Area: Advocacy Content Area: English as a Foreign Language
Putting constructivist and motivational theory into action, teacher The workshop highlights drama as a valuable teaching tool for teaching
activists engage ELLs to transform their communities. Using authentic English as a foreign language especially in speaking and listening.
student voices, presenters provide participants with examples of This interactive workshop develops EFL/ESL teachers ability to use
dispositions and methods that have made a difference and built hands-on drama activities to improve their learners speaking and
programs on a foundation of safety, belonging, and academic progress. listeningskills.
Josie Prado, The University of Alabama at Birmingham, USA Hicham Mahda, Ministry of Education, Morocco
Kelly Hill, The University of Alabama at Birmingham, USA
Cindy Hunt, Decatur City Schools, USA
Anne Marie FoersterLuu, Montgomery County School System, USA 4:00 pm
E L
What Every Teacher Needs to Know
E D Beyond Authentic Audiences:
Publishing Student Writing With Tech Apps
CA NC
The second edition of Keys to Teaching Grammar to English Language
Learners is the only teacher training book to show contrastive analysis
of 16 grammar points in students native languages, provide key
Content Area: CALL/Computer-Assisted Language Learning/
Technologyin Education
This session reports on the use of technological applications to
vocabulary for grammar, offer annotated student exercises for each
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
school district of a southwestern state. Participants walk away with relevant open-source materials and assignments that can be shared
insights into how to advance bilingual programs in the midst of all the across institutions.
constraints in the current socio-cultural and political contexts. Robin Murie, University of Minnesota, USA
Liping Wei, University of Houston-Victoria, USA Alyssa Bonnac, University of Minnesota, USA
Chaolin Chang, Mandarin Chinese Immersion School, USA
Wednesday, 4:00 pm4:45 pm
Wednesday, 4:00 pm4:45 pm Convention Center, 316
Convention Center, 318 Beyond the Toughest Job:
Better Together: An Integrated Approach Peace Corps New English Teaching Credential
to Teaching International Law Students Content Area: Accreditation/Certification/Credentialing
Content Area: English for Specific Purposes The Peace Corps TEFL Certificate (120 hours of training and 2 years
Two ELT professionals and a law professor share objective-driven of supervised teaching experience) allows volunteers with little ELT
activities designed for international students whose learning needs background to support counterpart teachers and students throughout
require both legal and language learning expertise in the classroom. service and lead to a TESOL career after service. Participants are
The presenters focus on legal case reading, exploring vocabulary encouraged to provide input on its potential employment value.
in context, and investigating the cultural backgrounds of relevant Brock Brady, Peace Corps, USA
legalcases.
Lindsey Kurtz, The Pennsylvania State University, USA
Rebecca Zoshak, The Pennsylvania State University, USA
Tiffany Bennett, Penn State Law, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 95
Wednesday, 4:00 pm4:45 pm Wednesday, 4:00 pm4:45 pm
Convention Center, 326 Convention Center, 340
Borders Reconsidered: Grammatical Perspectives Developing EAP Grammar Curricula
on Native and Nonnative Teacher Writing With Gen Ed Colleagues
Content Area: Nonnative English Speakers in TESOL Content Area: Grammar
This research presentation features an analysis from a systemic The presentation reports on a collaboration between ESL faculty
functional linguistics perspective of NEST and NNEST learners and their Gen Ed colleagues in environmental studies. The team
autobiographical texts. The analysis deconstructs the dichotomy developed grammar curricula as language components to a sequence
between the concepts of native and nonnative speakers and provides of environmental studies courses in a pathway program at their
evidence of similar levels of writing development. The implications for university. The development of the grammar curricula and wider
teacher training are discussed. applicationarediscussed.
Jacqueline Nenchin, Molloy College, USA Marcellino Berardo, University of Kansas, USA
David KapustaPofahl, University of Kansas, USA
Wednesday, 4:00 pm4:45 pm Marina Greene, University of Kansas, USA
Hilton Baltimore, Key 10 Monica McCuistion, University of Kansas, USA
John Hestand, Applied English Center, USA
Building Bridges to Higher Learning: Robert Hagen, University of Kansas, USA
Metacognitive Skills for Low-Level Learners Ali Brox, University of Kansas, USA
Content Area: Adult Education
Metacognitive skills such as goal setting, self-assessment, learning Wednesday, 4:00 pm4:45 pm
strategies, and study skills are proven to increase students effectiveness Hilton Baltimore, Tubman
in learning, and yet they are often reserved for high-level classes. In this Engaging and Developing 21st-Century
hands-on session, the presenter introduces engaging low-level activities Global Citizens With Time Zones
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
including how the technique was used in peer feedback. Advantages, studentcollaboration.
challenges, and directions for future research are discussed. Char Heitman, University of Oregon, USA
Ron Martinez, Universidade Federal do Paran, Brazil Linda Wesley, University of Oregon, USA
Donna Shaw, University of Oregon, USA
Wednesday, 4:00 pm4:45 pm
Convention Center, 332 Wednesday, 4:00 pm4:45 pm
Flipping the ITA Classroom: Convention Center, 346
Practical Strategies for Success Take Out Your Phone:
Content Area: International Teaching Assistants Using Nearpod to Engage Learners
Flipped classrooms have become increasingly popular in recent years, Content Area: CALL/Computer-Assisted Language Learning/
but how can this idea improve ITA classes, which already focus class Technologyin Education
time on practice? This hands-on session presents new resources This presentation covers all the steps involved in utilizing the Nearpod
and strategies for the flipped ITA classroom that can be modified for app in university ESL classes. Downloaded on students cell phones
different teaching contexts. or other wireless devices, Nearpod can be used to present lessons,
A. C. Kemp, Massachusetts Institute of Technology, USA engage learners, assess students, and provide feedback in an
interactive, technology-inclusive environment.
Wednesday, 4:00 pm4:45 pm Beth Ernst, Western Michigan University, USA
Convention Center, 317 Sally Thelen, Western Michigan University, USA
Going Beyond Borders for Adjunct Faculty Members:
A Holistic Approach
Content Area: Personal and Professional Development for Teachers
This presentation reports on a holistic program of professional
development targeted towards adjunct faculty, including addressing
the challenges faced by many programs in onboarding, supporting, and
evaluating part-time teachers, with the goal of building professional
and personal excellence in a university IEP, and supporting adjuncts in
their varied professional goals.
Brenna Seifried, University of Dayton, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 97
Wednesday, 4:00 pm4:45 pm Wednesday, 4:00 pm5:15 pm
Convention Center, 344 Convention Center, 329
Talk to Me! Transcending Barriers of Teaching English in Renewed Circumstances:
Intercultural Communication Prospects for Collaboration With Cuba
Content Area: Intercultural Communication Content Area: English as a Foreign Language
ESL classrooms provide international students with _opportunities This forum session highlights the circumstances pertaining to the
for intercultural communication and deep cultural sharing. However, teaching of English in Cuba by touching on the challenges of the
sharing deep culture is often a challenging and emotionally stressful past and emphasizing the prospects for the future. In this session,
task. This workshop demonstrates a structured discussion program that presenters and participants review efforts with Cuban colleagues by
helps students and teachers participate in deeper, more meaningful evaluating current and future possibilities for collaborative projects.
conversations with less stress. Robert Griffin, Oklahoma City University, USA
Abbey Maedgen, Texas Intensive English Program, USA Adita Chiappy, Institute for Literature and Linguistics, Cuba
Andrea Holloway, University of Texas, USA Liz England, Shenandoah University, USA
acquisition and learning is presented. A set of priorities for teaching and demonstrating a good fit between the advertised position and
pronunciation is proposed. applicants skill set.
Raul Billini, ProLingua English Solutions, Dominican Republic Jane Dunphy, Massachusetts Institute of Technology, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
to highly-motivated students and stimulating to less amicable learners. major assignments and guiding students graduate study preparation
Hao Vo, The University of Economics and Law, Viet Nam with both rigor and flexibility.
Jin Kim, University of Illinois at Urbana-Champaign, USA
Wednesday, 5:00 pm5:20 pm Nigel Caplan, University of Delaware, USA
Convention Center, 340
Special Collections: Learner Autonomy Wednesday, 5:00 pm5:45 pm
in an Inspiring Classroom Hilton Baltimore, Key 6
Content Area: Higher Education Beyond Traditional Classroom Borders:
This presentation guides instructors of ESL students at an intermediate Diversifying Practica for Online Environments
level in developing lesson plans using their universitys special Content Area: Teacher Education
collections. Given that special collections is as much a museum as This presentation explores and invites discussion of two key areas
a part of the library, students derive inspiration in writing from close where TESOL practica need to address online modes of interaction:
contact with these remarkable materials. 1) onsite practica managed by online TESOL programs; and 2) online
Molly Kelley, The University of Iowa, USA practica for teaching ESOL online. Central to this discussion is the
application or need for evolution of professional standards.
Wednesday, 5:00 pm5:45 pm Carolyn Kristjansson, Trinity Western University, Canada
Convention Center, 325 Jan Edwards Dormer, Messiah College, USA
Reza Mazloom-Farzaghy, TESL Ontario, Canada
A Guide to Borderless Self
Content Area: Higher Education
This session emphasizes the role of guided imagery in reducing
improper code-switching and fostering a positive image of future
L2-self. It highlights the use of personalized positive affirmations
to lower students affective filters and to promote borderless
L2-self while blending the instruction of language skills through
multisensorytechniques.
Elena Reiss, Lehigh University, USA
Rita DiFiore, Lehigh University, USA
Teresa Cusumano, Lehigh University, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 99
Wednesday, 5:00 pm5:45 pm Wednesday, 5:00 pm5:45 pm
Convention Center, 349 Convention Center, 341
Collective Inquiry Integration Model for Dissolving Borders for U.S.-Bound Chinese
Learning at Hillcrest Elementary School Undergraduates and Their Professors
Content Area: Elementary School/ Primary Education Content Area: Content-Based and CLIL/Content and Language
Watch, learn, and reflect how Marylands largest ELL populated Integrated Learning
elementary school addresses the achievement gap by integrating This session describes the goals, curriculum, and insights from a
components of Sheltered Instruction Observation Protocol and 4-week university jumpstart program in Beijing for newly admitted
attributes of formative assessment. This novel approach combines undergraduates. Data from 3 years of research suggest that the
professional learning experiences with formative walkthroughs and program improves students academic English and helps them
observations to promote a learning organization culture. transition to American university life. The programs U.S. faculty also
Sandra Mackin, Frederick County Public Schools, USA receive unexpected enrichment.
Katherine Gull, Frederick County Public Schools, USA Johnnie Johnson Hafernik, University of San Francisco, USA
Robert Keller Bathrick, University of San Francisco, USA
Wednesday, 5:00 pm5:45 pm
Convention Center, 348 Wednesday, 5:00 pm5:45 pm
Developing Strategic L2 Writers Through Explicit Convention Center, 350
Self-Regulated Learning Strategy Instruction English in the World and MA TESOL in New York
Content Area: English as a Foreign Language In this presentation, the course designer of English in the World:
Conceptualized in self-regulated learning theory, this session reports Political, Economic and Ethical Considerations will provide an
quasi-experimental research on a strategy-based writing instruction. illustrated course overview and show how it is integrated in The
Findings reveal that explicit self-regulated learning instruction had New Schools MA TESOL curriculum and its progressive, global, and
interdisciplinary approach to teaching.
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
WEDNESDAY, 6 APRIL
Wednesday, 5:00 pm5:45 pm observations, interviews, and questionnaires analyzed with positioning
Convention Center, 339 theory, complexities of teacher positioning are investigated.
Recommendations for teacher collaboration training are offered.
Options in Offering Oral Corrective Feedback
Content Area: Listening, Speaking/Speech Shannon Tanghe, Dankook University, Korea, Republic of
Students are usually hungry for feedback so they may improve what
they have not done well enough. In oral communication, offering Wednesday, 5:00 pm5:45 pm
corrective feedback is challenging due to risk of making the students Convention Center, 343
feel uncomfortable and lose face. This session provides participants The Bilingual Game: Promoting English Language
with ways to effectively give oral corrective feedback. Learning Across Subjects School-Wide.
Thu Tran, Missouri University of Science and Technology, USA Content Area: Nonnative English Speakers in TESOL
Pedagogic translation is known to facilitate language learning in the
Wednesday, 5:00 pm5:45 pm EFL class because students mentally juggle two languages for better
Convention Center, 344 understanding. This session proposes tips on how this approach can be
used by teachers of all subjects to help Non Native Speakers grasp the
Reflecting on Effective Management
basics of different subjects in English.
of Language Program Personnel
Content Area: Program Administration Gladys Focho, Cameroon English Language and Literature Teachers
Association, Cameroon
A successful Language Program leader or administrator effectively
manages personnel issues, and this is achieved through exploring,
sustaining and renewing proficient LP teachers and administrators. The
presentation provides hands-on and practical advice about three major
personnel issues that LP administrators face: recruitment, supervision,
and professional development.
Raafat Gabriel, American University in Cairo, Egypt
Ihab Abdallah, American University in Cairo, Egypt
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 101
Wednesday, 5:00 pm5:45 pm Wednesday, 5:00 pm5:45 pm
Convention Center, 331 Hilton Baltimore, Johnson
The Pronunciation Listening Connection Understanding Relationship to Place in
for Lonely Starbucks Lovers a Laotian American Community
Content Area: Listening, Speaking/Speech Content Area: Refugee Concerns
Balanced listening instruction involves the inclusion of more bottom-up How do children experience their parents memories of the homeland?
skill-building, with the incorporation of pronunciation awareness, about This presentation explores how a teacher/researcher created a
features such as word stress patterns, focus, linking, and blending. In bricolage methodology to work within a Laotian American diaspora
this presentation, the speakers share research-based, practical tips community to co-create inter-generational drama and literacy projects
for integrating fun, interactive pronunciation practice into listening for sharing and understanding memories of place and cultural identity.
comprehension lessons. Leslie Turpin, SIT Graduate Institute, USA
Sarah Saxer, Howard Community College, USA
Nancy Hutchison, Howard Community College, USA Wednesday, 5:00 pm5:45 pm
Tamara Jones, Howard Community College, USA Hilton Baltimore, Tubman
Use It or Lose It:
Wednesday, 5:00 pm5:45 pm Performance in Language Learning
Convention Center, 337 One of the great mysteries of language learning is how students
Theres a Smarter Way to Test transfer things they have memorized short-term to a more permanent
Language Skills for Placement automaticity. Lets look at range of activities that provoke them into
Assessments that use automated scoring engines are more than a trying to combine and use the language they have been studying as
simplistic assessment of grammar, style, mechanics, and fluency. Using they struggle to produce meaningful content.
advanced scoring technology, the Versant English Placement Test, Jeremy Harmer, English Central, Canada
which provides scores almost immediately, is efficient and scalable
WEDNESDAY, 6 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
TESOL member survey on employment issues, suggest relevant
resources, and facilitate attendee discussion. ELLs. The study aimed to identify teacher beliefs about ways to
enhance successful learning. It was conducted with primary school
Amy Pascucci, University of California, San Diego, USA teachers of Oregon through in-depth interviews and narratives.
Steven Humphries, Shenandoah University, USA
Findings revealed specific beliefs about teaching Latino ELLs.
Heather Robertson, University of Southern California, USA
Kyung-Hee Bae, Rice University, USA Rebeca Elena TapiaCarlin, Benemerita Universidad Autonoma de
Kara MacDonald, Defense Language Institute, USA Puebla, Mexico
Maria del Carmen CastilloSalazar, Benemerita Universidad Autonoma
de Puebla, Mexico
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 105
Thursday, 9:30 am10:15 am Thursday, 9:30 am10:15 am
Convention Center, 321 Hilton Baltimore, Key 2
Consumer.gov: Free Bilingual, Financial Enhancing ELLs Repertoire of Academic
Literacy Curricula for Adult Learners Formulaic Sequences Through Corpora
Consumer.gov and Consumidor.gov provide accessible information, Content Area: Vocabulary, Lexicon
in English and Spanish, on financial literacy to adults with limited Learner corpus research has demonstrated that ELLs written academic
experience as readers. New curricular materials enable teachers to use production is largely influenced by spoken register due to the frequency
the websites to develop content knowledge, reading proficiency, and and salience of spoken-like formulas. In this session, the presenter
Internet skills of native and nonnative English speakers and of native shares and discusses valuable resources and ideas to enhance
Spanish speakers. students repertoire of academic formulas.
Alvaro Puig, Federal Trade Commission, USA Eman Elturki, Washington State University, USA
Miriam Burt, Center for Applied Linguistics, USA
Thursday, 9:30 am10:15 am
Thursday, 9:30 am10:15 am Convention Center, 323
Hilton Baltimore, Key 11 Equity and Enrichment in the TESOL Practicum
Developing Teachers Use of English in the Classroom Content Area: Teacher Education
Supporting teachers use of English in the classroom is a major Discrimination against non-native-speaking teachers of English exists
educational reform goal around the world. How this use of English in some TESOL practicums. This research-oriented presentation
relates to general proficiency is a central question for teacher presents a model for a multilingual, multicultural, team-teaching
development. This session examines how public-sector teachers in 23 approach to the practicum, which leverages complementary strengths
countries have used ELTeach to develop their classroom English. of individual participants, offering a rich, engaging, and equitable
Donald Freeman, University of Michigan, USA assignment for all. Applications across contexts are discussed.
Anne Katz, The New School, USA
Amanda Brown, Syracuse University, USA
Anne Burns, University of New South Wales, Sydney, Australia
Heather Ruiz, West Side Learning Center, USA
and strategies, between strategies and goal orientations were found. Christina Cavage, Savannah College of Art and Design, USA
Hong Shi, Auburn University, USA Helen Hoyt Schmidt, Iowa State University, USA
Sara Davila, Pearson ELT, USA
Thursday, 9:30 am10:15 am
Convention Center, 348 Thursday, 9:30 am10:15 am
Enhancing College Composition for Convention Center, 320
ELLs and Assessing Its Outcomes Grammar Strategies for Academic
Content Area: Second Language Writing/Composition Reading Comprehension
Content Area: Reading and Literacy
This presentation introduces the model and discusses assessment
results of an enhanced composition program for domestic and IEP students need to use reading strategies. This session presents
international L2 writers at an urban commuter campus of a large an instructional technique for helping students improve their
public university. Specifically, it addresses strengths of the enhanced comprehension through: (1) explicit instruction on the function of
composition and pedagogical implications for instructors and phrases and clauses, (2) extensive practice noticing these structures
programadministrators. in authentic texts, (3) guided practice using grammatical knowledge to
repair comprehension breakdowns.
Roxanna Senyshyn, Pennsylvania State University, Abington College, USA
Jaehan Park, Pennsylvania State University, Abington College, USA Chris Edwards, American University of Iraq, Iraq
Zayne Amer, American University of Iraq, Iraq
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
reflectforward on the rapidly transforming future of new In this hands-on, body-in demonstration, see how physical games
technologies, even in underresourced areas. and using movement to make meaning can help ELLs make gains and
Rick Rosenberg, U.S. Department of State, USA buildcommunity.
Heidi Howland, U.S. Department of State, USA Beth Evans, Burlington High School, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 107
Thursday, 9:30 am10:15 am Thursday, 9:30 am10:15 am
Convention Center, 347 Convention Center, 342
Reaching Beyond Borders Through a Class NGO Fair Tearing Down the Secondary-Postsecondary
Content Area: Social Responsibility/Sociopolitical Concerns Border for Transitioning Multilingual Writers
Global educators recognize the need to extend curricula beyond Content Area: Second Language Writing/Composition
national borders to a broader, deeper understanding of the critical Framed by concepts of language socialization and identity, this
issues facing all humanity. This presentation demonstrates how presentation details the writing experiences of seven secondary
students can create a class Non-Government Organization Fair and multilingual learners across an academic curriculum. The extent to
website that increase learner autonomy and global awareness while which writing programs meet the needs of transitioning multilingual
meeting language proficiency objectives. writers is considered, and a postmethod pedagogical approach is
Grant Wolf, University of Delaware, USA suggested to address the secondary-postsecondary border.
Sarah HendersonLee, Minnesota State University, Mankato, USA
Thursday, 9:30 am10:15 am
Hilton Baltimore, Key 9 Thursday, 9:30 am10:15 am
Research in Action: Multilinguals Convention Center, 322
Narratives Become Text for EFL Study The ESOL Teacher as a One-Man Band
Content Area: Culture Content Area: High School/Secondary Education
An enthusiastic NNEST created EFL study units based on students Signing your contract makes you an ESOL teacher, but did you know
responses to survey questions about their lives and their learning. The you become a multicultural master, extra-sensory advocate, inquisitive
resulting program for high school students has proved beneficial to investigator, and persistent parent figure as well? The presenter
both the students and the teachers understandings of their own and facilitates a discussion of under-identified responsibilities teachers
others ethnic and linguistic identities. must address during the year in order to support their ELLs.
Valerie S. Jakar, Shaanan Academic College of Education, Israel Kelly Sheranko, Calvert County Public Schools, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
Convention Center, 324
participants experience several mindfulness activities ideally suited for
CheckCheckTesting 1, 2, 3:
Creating Authentic Listening Assessments the English language classroom. Ideas for integration and expansion
are discussed.
Content Area: Assessment/Testing
David Braasch, University of South Florida, USA
This presentation highlights the process of developing and designing David Royal, University of South Florida, USA
authentic listening formative assessments for an IEP at the university
level. The presenters explain their process for developing authentic
listening assessments at the university level as a way to meet learning
objectives in the programs curriculum.
JoAnn Mena, The University of Texas at San Antonio, USA
Lauren Heather, The University of Texas, USA
Lalia Aghai, The University of Texas, USA
Melody Fernandez, The University of Texas, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 109
Thursday, 9:30 am11:15 am Thursday, 9:30 am11:15 am
Convention Center, 316 Convention Center, 319
Effectiveness of Pronunciation Making Content Accessible for ELLs Through
Instruction: Models That Work an Immersion Simulation Experience
This panel discusses the positive effects of three approaches to Content Area: Teaching Methodology and Strategy
teaching pronunciation to adult learners: one based on helping learners Experience learning in a new language! Understand, briefly, what its
develop efficiency in private practice outside the classroom; another like to be an ELL while expanding the notion of scaffolding beyond
grounded in strategy training, awareness-raising, and students self- isolated strategies. First, you experience an immersion simulation.
assessments; and one that employs computer-assisted pronunciation Then, we engage in conversation about how to adapt the strategies to
training for enhancing students English perceptual acuity. your classroom.
Veronica Sardegna, University of Pittsburgh, USA Jennifer Green, Western Washington University, USA
Wayne Dickerson, University of Illinois at Urbana-Champaign, USA Cory Wright-Maley, St. Marys University, Canada
Ron Thomson, Brock University, Canada Yuliya Ardasheva, Washington State University, USA
Eileen Gonzlez, University of Saint Joseph, USA
Thursday, 9:30 am11:15 am Jeannie Slayton, University of Connecticut, USA
Convention Center, 336
Elementary Education for ELs: Reflecting Thursday, 9:30 am11:15 am
on Critical Opportunities for Change Convention Center, 349
Change is the constant backdrop for elementary educators. During On the Road Again: Surviving and
TESOLs 50th anniversary year, EEIS and TEIS members share Thriving as Traveling Teachers
reflections on the most influential work in the field and discuss how Content Area: Personal and Professional Development for Teachers
those reflections can propel us forward to create positive change in the Many teachers face the challenges of providing ELL instruction in
education of young ELLs. multiple schools, often being required to travel to many schools in
Ester deJong, University of Florida, USA a single day. Participants create survival kits. Join us as we share
Karen N. Nemeth, Language Castle LLC, USA our favorite tips for not only surviving, but also thriving as traveling
Judie Haynes, everythingESL.net, USA ELLteachers!
Jessica Burchett, Marion City Schools, Ohio, USA
Andrea B. Hellman, Missouri State University, USA Lesley Morgan, Harrison County Schools, USA
Jessica Moats, Harrison County School, USA
Cari Levake, Harrison County Schools, USA
Thursday, 9:30 am11:15 am
Hilton Baltimore, Holiday 4
Thursday, 9:30 am11:15 am
Innovating Language Learning Through Hilton Baltimore, Key 3
Technology for Environmental Responsibility
Reflecting Forward: The Next 50
Learn about new ways to engage students and help them take years of TESOL Research
ownership of their English, while increasing their awareness of
THURSDAY, 7 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
Thursday, 10:00 am10:45 am
Convention Center, Roundtable Discussion Area in Expo area Thursday, 10:00 am10:45 am
Convention Center, Roundtable Discussion Area in Expo area
Addressing Trauma and Its Impact
in the Adult ESL Classroom Developing NNESTs Professionalism
Content Area: Adult Education Through Self-Empowerment
Content Area: Nonnative English Speakers in TESOL
Due to the potential impact of trauma on cognition and mental health,
it is critical for educators to address the role of trauma in the adult Under the influence of the native speaker fallacy, many NNESTs
ESL classroom. This roundtable discussion encourages sharing of in the ELT profession struggle with their professional identity as
best practices in working with trauma-impacted learners and tips for instructors. This presentation features the findings of a qualitative
creating a more trauma-informed learning environment. study on how four NNESTs have gained a sense of self-efficacy as
legitimate TESOL professionals.
Jennifer Ballard-Kang, University of Louisville, USA
Yelin Zhao, Oklahoma State University, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 111
Thursday, 10:00 am10:45 am Thursday, 10:00 am11:45 am
Convention Center, Roundtable Discussion Area in Expo area Hilton Baltimore, Holiday 2
Digital Literacy Matters in ELT U.S. Federal Education and Language Policy Update
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Advocacy
Technologyin Education With new Congress in place after the 2014 midterm election in the
Digital literacy skills have become essential for ELLs in the 21st United States, what are the current federal education issues impacting
century. Proficiency in accessing and creating digital content can the TESOL field? Learn about the latest developments on federal
benefit ELLs both in an academic setting and in the work place. education policy issues from Washington, DC, affecting ESL at the
Participants discuss strategies to successfully incorporate digital K12, adult, and higher education levels in the United States.
technologies in ELT. John Segota, TESOL International Association, USA
Laura Soracco, Green River College, USA
10:30 am
Thursday, 10:00 am10:45 am
Convention Center, Roundtable Discussion Area in Expo area
Intercultural Competency: Softening the Edges Thursday, 10:30 am11:15 am
Between Knowledges and Optimizing Engagement Convention Center, 339
Content Area: Intercultural Communication A 5-Step Method for Bridging the
Gap to Academic Vocabulary
TESOL and mainstream teachers attempting to start with what ELLs
Content Area: Vocabulary, Lexicon
know struggle to learn about all students knowledge bases and life
strategies and build diverse knowledges into the curriculum. A case This presentation demonstrates how to create materials for a
study outlining teacher strategies (e.g., drawing on parent/community 5-step process (building from contextualized gap-tasks to student-
resources) is presented before opening up discussion. generated writing), to scaffold learners in acquiring passive and active
Shelley Taylor, Western University, Canada knowledge of academic vocabulary. The process is effective at multiple
proficiency levels. Attendees receive detailed instructions, including an
introduction to COCA, and sample lessons.
Thursday, 10:00 am10:45 am
Hilton Baltimore, Key 5 Bennett Lindauer, Georgetown University, USA
Heather Weger, Georgetown University, USA
Strategies for Writing Successful TESOL
International Convention Session Proposals
Prepare to submit a proposal for the 2017 TESOL International Thursday, 10:30 am11:15 am
Convention Center, 328
Convention in Seattle. TESOL Convention Program Chairs provide
an update on the proposal procedures and guidelines, along with A Critical Race Pedagogy to Promote
an explanation of the scoring rubric and tips to enhance your International ESL Student Agency
proposal, framing your professional interests and expertise into a Content Area: Teaching Methodology and Strategy
successfulproposal. International ESL students attending universities in the United States
THURSDAY, 7 APRIL
John Schmidt, Texas International Education Consortium, USA face systemic discrimination. Using critical pedagogy informed by
critical race theory in first-year composition can offer students space
Thursday, 10:00 am10:45 am to explore issues concerning them in their community and provide
Convention Center, Roundtable Discussion Area in Expo area them with tools to advocate for themselves. This presentation provides
teaching strategies.
World Englishes Influence on
Teaching English in Europe Keely Mohon, Miami University, USA
Content Area: World Englishes
English has been changing in many ways as a result of its different
uses. The presenter reviews the literature on European Englishes
and show how the new forms of English can be incorporated into
meaningful teaching that addresses the real needs of students.
John Stasinopoulos, College of DuPage, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
suggestions and resources for postsecondary contexts. enhancing speaking skills, participation, and active learning amongst
Hannaliisa Savolainen, Northern Arizona University, USA heterogeneous learners at the tertiary level.
Jacqueline Evans, Northern Arizona University, USA Ruchi Kaushik, University of Delhi, India
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 113
Thursday, 10:30 am11:15 am Thursday, 10:30 am11:15 am
Convention Center, 320 Hilton Baltimore, Key 7
In Their Words: Understanding English Novice Teacher Growth:
Immersion Students Experience in Honduras ThePotential of Core Practices
Content Area: Bilingual Education Content Area: Teacher Education
This study explores the critical experience of students learning English Recent research in teacher education suggests that practice-based
in an immersion program in Honduras. Data were collected through pedagogies and a focus on high leverage teaching practices can
narrative reflections from 239 Kindergarten to Grade 11 students and support and foster novice teacher learning. This presentation
analyzed thematically. Through pictures and words, students described discusses opportunities for growth during the internship experiences
factors which supported and hindered their learning of English. of novice teachers who have engaged in practice-based work in their
Esther Bettney, Comunidad Educativa Evanglica, Honduras preserviceprogram.
Tabitha Kidwell, University of Maryland, College Park, USA
Thursday, 10:30 am11:15 am Megan Peercy, University of Maryland, College Park, USA
Hilton Baltimore, Latrobe Daisy Fredricks, University of Maryland, College Park, USA
Megan DeStefano, University of Maryland, College Park, USA
J-1 Scholar Proficiency Assessment: Johanna Tigert, University of Maryland, College Park, USA
Meeting the New DOS Regulation
Content Area: Assessment/Testing
Thursday, 10:30 am11:15 am
When the U.S. Department of State implemented regulatory changes Convention Center, 331
to its J-1 Exchange Visitor Program, universities were challenged
Online Lesson Plans for Financial
to verify applicants English language proficiency. The presenters
Literacy and Consumer Protection
outline the process they undertook to meet this new regulation,
Content Area: Adult Education
while discussing lessons learned and strategies that participants can
implement within their respective institutions. This bring-your-own-device session introduces an online resource
Sarah Grosik, University of Pennsylvania, USA for teaching financial literacy and consumer protection content
Eve Litt, University of Pennsylvania, USA while promoting language development, critical thinking, and web
Elizabeth Gillstrom, University of Pennsylvania, USA navigation skills. The resources features include lesson plans in
English and Spanish, differentiated for beginning and intermediate
levels. Participants explore the resources application to their
Thursday, 10:30 am11:15 am instructionalcontexts.
Hilton Baltimore, Key 2
Miriam Burt, Center for Applied Linguistics, USA
Lexical Performance in a General English
DeAnna Coon, Center for Applied Linguistics, USA
Language Proficiency Writing Test
Alvaro Puig, Federal Trade Commission, Division of Consumer and
Content Area: Assessment/Testing Business Education, USA
Using online lexical frequency profiling tools to analyze test-taker
writing samples from the CELPIP-General test, a Canadian standardized
THURSDAY, 7 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
Sarah Lynn, Harvard University, USA Thursday, 10:30 am11:15 am
Convention Center, 346
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 115
Thursday, 10:30 am11:15 am Thursday, 10:30 am12:15 pm
Convention Center, 348 Convention Center, 338
Writing Across Borders: Collaboration Phonological Awareness: What Your
in the Cross-Cultural Classroom Brain Doesnt Want You to Know
Content Area: Second Language Writing/Composition Content Area: Phonology/Pronunciation
University students often struggle to collaborate productively. As Stop listening with your eyes, and train your ears! What learners
instructors in a cross-cultural composition classroom, we share how perceive in spoken English is often different from what you think
to overcome fears and profit from diversity by building a supportive youre modeling for them. Participate in a series of multimodal
climate, training for group work, and designing collaborative tasks for phonological awareness activities and discover practical techniques
composing and responding to texts with tools such as Google Apps. that support a sound approach for teaching pronunciation and
Amy Walton, Iowa State University, USA vocabularydevelopment.
Erin Todey, Ko University, Turkey Karen Taylor, English Language Training Solutions, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
blog where students share their interviews of the humans of their IEP.
Thursday, 11:30 am1:15 pm The presenter shows lesson plans, rubrics, and a sample blog. Suitable
Hilton Baltimore, Calloway for any skill and level.
College and Career Readiness: Dinorah Sapp, University of Mississippi, USA
NewPerspectives on Materials and Instruction
Content Area: Adult Education Thursday, 11:30 am12:15 pm
Accelerating adult ESL learners college and career readiness requires Convention Center, 321
a new perspective on the texts and tools teachers and materials 50 Ways to Be a Better Teacher
writers use. Participants explore instructional strategies for navigating Teaching is performance. It is more than a system of procedures and
text complexity, acquiring academic language, citing textual evidence learning outcomes; it is a complex and multifaceted human activity.
and building content knowledge; skills learners need to succeed in This session by an experienced program director presents effective,
academic and workplace settings. practical strategies to develop yourself personally and professionally
Jayme Adelson-Goldstein, Lighthearted Learning, USA so that can you become the best teacher you can be.
Lori Howard, CASAS, USA Chris Mares, Wayzgoose Press, USA
Sylvia Ramirez, MiraCosta College, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 117
Thursday, 11:30 am12:15 pm Thursday, 11:30 am12:15 pm
Hilton Baltimore, Key 8 Convention Center, 344
A Rhetorical Approach to Teaching Beyond Borders on Campus: Forming Alliances
Quoting and Paraphrasing to Support International Students
Content Area: Second Language Writing/Composition Content Area: Program Administration
This presentation provides IEP and composition instructors with With increasing internationalization of U.S. universities, program
exercises for teaching paraphrasing and quoting. Following a rhetorical administrators face new challenges in helping institutions adapt
approach, students analyze the context of borrowed material and learn to greater cultural and linguistic diversity on campus. Presenters
to recontextualize it in their own writing. Exercises presented include highlight some of these challenges and offer strategies for purposeful
introducing quotes, interpreting quotes, and identifying words that are collaboration between ESL faculty and university counterparts to best
not reusable without attribution. serve the needs of international students.
Jennifer Mott-Smith, Towson University, USA Susan Beddes, Drew University, USA
Ernest Shirosky, Oregon State University, USA
Thursday, 11:30 am12:15 pm
Convention Center, 345 Thursday, 11:30 am12:15 pm
Academic Literacy Through Film Hilton Baltimore, Key 10
Content Area: Media (Print, Broadcast, Video, and Digital) Beyond Borders: The TESOL Encyclopedia
of English Language Teaching
Because movies reflect culture, they are ideal for teaching academic
literacy to ELLs. The presenters share two syllabi and materials for This session introduces the TESOL Encyclopedia of English Language
advanced academic courses that use film as core content. The courses Teaching, a print/online resource containing 14 themes and spanning
cover critical thinking, research, speaking, vocabulary, and grammar. 900+ topics dealing with a wide range of issues related to ELT
globally. The encyclopedia editor-in-chief, project editor, and TESOL/
Macarena Aguilar, Lone Star CollegeCy-Fair, USA
Wiley representatives provide an overview of the encyclopedia and
Connie Lee, Virginia International University, USA
sharesample entries.
John Liontas, University of South Florida, USA
Thursday, 11:30 am12:15 pm Margo DelliCarpini, Morehead State University, USA
Hilton Baltimore, Johnson
Asian-American ELLs and the Impact
Thursday, 11:30 am12:15 pm
of the Model Minority Myth
Convention Center, 339
Content Area: Social Responsibility/Sociopolitical Concerns
Beyond Classroom Borders: Interviewing
The sessions describes a study of Generation 1.5 and 2nd Generation in the Global Community
Asian-American ELL. The ELL placed Asian-Americans on a level Content Area: Intensive English Programs
of privilege with Whites and believed in the Model Minority Myth.
Subscribing to the MMM impacted their negotiation of identity and Interviewing is an authentic, meaningful communicative experience for
understanding of their communities and other minorities. ELLs. Students research archived interviews, choose great questions,
THURSDAY, 7 APRIL
conduct peer and family interviews, record their own story, and venture
Kara MacDonald, Defense Language Institute, USA
into their community through StoryCorps free App, a powerful tool
Joshua Sargent, University of Southern California, USA
for listening and speaking. Lesson plans, tips, tools, techniques, and
sample interviews provided.
Thursday, 11:30 am12:15 pm Monique Abbett, ELS Language Centers, USA
Convention Center, 340
Rebecca Javorsky, INTO Oregon State Universtiy, USA
Asynchronous Discussions: Sylvia Eneriz, ELS Language Centers, USA
TaskTypes and Student Presence
Content Area: Distance Learning/Online Learning
Building effective online collaboration in asynchronous discussions
is one of the hot topics in computer-enhanced education. This
presentation addresses the design, theoretical framework, data
analysis, and outcomes of a quantitative research project focusing on
the dynamics of asynchronous communication of advanced proficiency
level nonnative English language speakers.
Iona Sarieva, Saint Leo University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
Boosting ELLs From Great Essays to Research Papers
Fang Yu, University at AlbanySUNY, USA
Focusing on college-level essay writing, the new edition of Great Kristen Wilcox, University at Albany, USA
Writing 4 and 5 includes all-new guided instruction and practical
exercises in advanced essay writing, including research papers. In this
session, author Keith Folse discusses effective strategies for bringing Thursday, 11:30 am12:15 pm
Convention Center, 329
learners writing skills to the next level.
Conducting a Needs Analysis for an
Keith Folse, University of Central Florida, USA
ESP Aviation English Course
Content Area: English for Specific Purposes
This session depicts the process of conducting a needs analysis to
develop a curriculum for aviation English. Methods of data collection
and analysis consist of questionnaires, interviews, and student self-
assessments. The presenters demonstrate the connection between a
needs analysis and curriculum development.
Laura Perdomo, University of South Florida, USA
Aimee Bertalon, University of South Florida, USA
Jacquelyn Hammerton, University of South Florida, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 119
Thursday, 11:30 am12:15 pm Thursday, 11:30 am12:15 pm
Convention Center, 337 Hilton Baltimore, Key 3
Contextual and Individual Learner Factors Gamifying Your ClassNo Technology Needed!
Contributing to Early Reading Success Content Area: Teaching Methodology and Strategy
Content Area: Reading and Literacy Teachers can apply game theory in the classrooms to increase
Early start in EFL learning is a reality in primary schools worldwide, motivation, engagement, and excitement among learners the way games
but what are realistically achievable outcomes? Quantitative and such as Angry Birds and Candy Crush do. This presentation shows ways
qualitative evidence from our research shows that individual learner to do this with no technology or special equipment needed.
variables and contextual factors contribute significantly to young Emily A. Thrush, University of Memphis, USA
learners reading success. Moreover, research results indicate paths to Marion RubenBarcia, Universidad del Sur de Manabi, Ecuador
improving early reading outcomes. Carlos Humberto Chancay, Universidad Technica de Manabi, Ecuador
Vera Savic, University of Kragujevac, Serbia
Thursday, 11:30 am12:15 pm
Thursday, 11:30 am12:15 pm Hilton Baltimore, Key 11
Hilton Baltimore, Key 3 Guerrilla Pronunciation Teaching
Enhancing ELLs With Disabilities Language In multiskills courses, we often do not have enough time or materials
Access With Key Language Uses for full treatments of vowels, consonants, stress, and grammatical
Content Area: Learning Disabilities/Special Needs endings, yet pronunciation is part of the course and an important need
This practice-oriented session focuses on how to enhance classroom of our students. The presenter discusses strategies and resources for
participation of language learners with disabilities through improved effective guerrilla pronunciation teaching.
access to the language of standards-based curriculum. Using a genre- Michael Berman, Montgomery College, USA
based pedagogy, the presenters show how to connect key language
uses and language features, modeling practices for differentiated, Thursday, 11:30 am12:15 pm
multimodal language instruction and assessment. Convention Center, 325
Cynthia Lundgren, University of Wisconsin-Madison, USA How Vietnamese Teacher Educators Make
Lynn Shafer-Willner, University of Wisconsin-Madison, USA Sense of Task-Based Instruction
Content Area: Task-Based, Project-Based Instruction
Thursday, 11:30 am12:15 pm Current ELT reforms in Vietnam necessitate the inclusion of task-
Hilton Baltimore, Key 12 based instruction (TBI) in preservice teacher education programs. This
Every Picture Tells Their Story! presentation reports how Vietnamese teacher educators approach TBI
WRiTE BRAiN BOOKS are illustrated, wordless books that inspire and appropriate the methods in their preservice teacher education
students K12 to author their own storybooks, which are then classes. Contextual factors influencing the teacher educators
published. Our inspired curricula provide opportunities for teachers to perceptions of TBI are also analyzed.
motivate and engage every type of learner. Students become confident, Khanh-Linh Tran-Dang, Monash University, Australia
THURSDAY, 7 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
This presentation unpacks narrow conceptualizations about the scope, Self-Study Vocabulary Activities Designed
purpose, and directions of the NNEST movement and its research and to Increase Retention and Active Usage
advocacy efforts, and calls for reevaluation and renegotiation of the Content Area: Vocabulary, Lexicon
fundamental assumptions in light of the sociolinguistic and educational Acquiring vocabulary is essential to SLA. Although ESL/EFL students
THURSDAY, 7 APRIL
landscape of English as an international language. tend to learn significant amounts of vocabulary, retention and confident
Ali Fuad Selvi, Middle East Technical University, Northern Cyprus usage of this vocabulary tends to be weaker than desired. In this
Campus, Turkey session, several effective self-study activities are presented to address
these issues, thereby arming instructors with effective materials.
Thursday, 11:30 am12:15 pm Ray Knight, University of South Carolina, USA
Convention Center, 343 Alisha Biler, University of South Carolina, USA
Practice Makes Perfect: Supporting Active
Learning With EnglishApp.com
Let us take you on a tour of English App, the practice site your students
have been searching for! This new website is full of teacher-tested,
interactive self-study lessons for your most enthusiastic learners. If
you love ESL Library, your students are going to love English App. Visit
www.EnglishApp.com.
Ben Buckwold, EnglishApp.com, Canada
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 121
Thursday, 11:30 am12:15 pm Thursday, 11:30 am12:15 pm
Convention Center, 332 Convention Center, 327
Spunky Girls and Strong Women: Understanding and Supporting ESL Readers
A Refugee Summer Book Club and Writers in Higher Education
Content Area: Reading and Literacy Learn from experts about the challenges ESL students in U.S.
Refugee teens are particularly at risk of regression in language and postsecondary institutions face when studying in a second language,
literacy proficiency over the summer. Session participants experience and how you as teachers, advisors, or tutors, and your institutions,
and learn about how summer reading can reverse this process and can provide support to meet the reading and writing needs of this very
empower readers when teens, teachers, and volunteers meet weekly important student population.
in the community library to read, discuss, and celebrate books. Norman W. Evans, Brigham Young University, USA
Mary Lou McCloskey, Educo, USA Neil J. Anderson, Brigham Young UniversityHawaii, USA
Anne Garbarino, The Global Village Project, USA William G. Eggington, Brigham Young University, USA
The edTPA and Its Implications for TESOL Using Formative Assessments to Guide
Instruction for Emergent Bilinguals
Content Area: Teacher Education
Content Area: Teacher Education
TESOL professionals must be prepared to support teacher candidates
as they complete the edTPA for English as an additional language. This This session highlights the importance of using ongoing, integrated,
presentation discusses the edTPAs structure, development, and goals, and attainable formative assessments to guide instruction for
as well as teacher candidate perceptions of the assessment, and the emergent bilinguals. It showcases and discusses the different forms
alignment between edTPA rubrics and TESOL/CAEP Standards. that these formative assessments may take to assess these students
content and language learning development, and guide curriculum
Natalia Guzman, University of Maryland, College Park, USA
decisions in mainstream classrooms.
Tabitha Kidwell, University of Maryland, College Park, USA
Megan DeStefano, University of Maryland, College Park, USA Myriam Abdel-Malek, University of Pittsburgh, USA
Johanna Tigert, University of Maryland, College Park, USA Veronica Sardegna, University of Pittsburgh, USA
Loretta Fernandez, University of Pittsburgh, USA
Thursday, 11:30 am12:15 pm
Convention Center, 316 Thursday, 11:30 am12:15 pm
Convention Center, 320
Translating Postmethod Pedagogy Into
Student and Teacher Empowerment WeSpeke: A Free Online Network
Content Area: Teaching Methodology and Strategy to Build English Skills
Looking for new ways to use technology? Come learn how WeSpeke.
Moving beyond traditional methodological dichotomies, this session com can help for FREE! See how learners chat with English speakers
highlights ways to introduce postmethod pedagogy to pre-service
THURSDAY, 7 APRIL
using text, audio, and video. Learn how to set up classes, make
ESL/EFL teachers in order to increase professionalism and student assignments, monitor student activityplus enrichment lessons,
and teacher empowerment. Through demonstrations of in-class TOEFL/IELTS test prep, and more. Effective, motivating & fun!
activities and assignments, at both undergraduate and graduate levels,
presenters explore the pedagogys three parameters: particularity, Cathy Wilson, WeSpeke, USA
practicality, and possibility. Michael Elchik, WeSpeke, USA
Heather Linville, University of Wisconsin, USA
Polina Vinogradova, American University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
The authors of Building Sentences and the new Developing Details
demonstrate methods of teaching core grammar structures at both education teachers.
basic and intermediate ESL levels. Participants leave with practical Marnie Jo Petray, Slippery Rock University of Pennsylvania, USA
techniques and useful materials. These two fold-out cards from a Gladys M. Vega, William Paterson University of New Jersey, USA
three-card series on grammar for writing present essential grammar Carrie Eunyoung Hong, William Paterson University of New Jersey, USA
visually and efficiently.
Eileen Cotter, Montgomery College, USA
Mark Alves, Montgomery College, USA
Henry Caballero, Montgomery College, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 123
Thursday, 1:00 pm1:45 pm Thursday, 1:00 pm1:45 pm
Hilton Baltimore, Key 5 Convention Center, 344
Corrective Feedback: Beyond Teacher Goal-Based Learning Accelerates the Impossible
and Language Learner Expectations Real world and high-stakes standards like WIDA and the Common
Content Area: Teacher Education European Framework (CEFR) provide focus and goals for students,
Corrective feedback raises many concerns for teachers. Often they teachers, and parents. Bundled with new learning strategies, goal-
feel uncomfortable providing feedback, whereas learners and much based courseware solutions cut the time to fluency by half. Come see
research require feedback. Why is there this discord and how can the numbers that prove it.
teacher training programs meet this challenge? Andrew Berrafato, DynEd International, Inc., USA
Lesley Painter-Farrell, New School, USA David Tipping, DynEd International, Inc., USA
Gabriel Diaz-Maggioli, Programa de Polticas Lingsticas Andrew Blasky, DynEd International, Inc., USA
ANEPCODICEN, Uruguay
Thursday, 1:00 pm1:45 pm
Thursday, 1:00 pm1:45 pm Hilton Baltimore, Key 4
Convention Center, 349 Improving Presentations With Pecha
Developing Forward-Thinking Academic Language Kucha: 20 Slides for 20 Seconds
Curriculum for Elementary Intensive English Content Area: CALL/Computer-Assisted Language Learning/
Content Area: Materials Writers and Curriculum/Materials Development Technologyin Education
Recent studies demonstrate the value of engaging ESOL programs Are your students using PowerPoint effectively? Stimulate and challenge
that develop academic English, integrate language/content, and classes with a presentation assignment that combines PowerPoint
empower teachers. A large urban district changed its curriculum from with good organization, timing, and creativity. The presenter introduces
one focused on vocabulary and function to meet the above criteria. the presentation format called Pecha Kucha and describes successful
Presenters share the process of program development and demonstrate assignments in reading and writing classes at a tertiary institution.
key processes and strategies. Suzan Stamper, Yew Chung Community College, Hong Kong
Margo Williams, DeKalb County Schools, USA
Mary Lou McCloskey, Educo, USA Thursday, 1:00 pm1:45 pm
Tamara Banks, DeKalb County School District, USA Convention Center, 320
Intersectionality in the Language Learning Classroom
Thursday, 1:00 pm1:45 pm Content Area: Social Responsibility/Sociopolitical Concerns
D
Convention Center, 339
E
The complex interaction of gender, race, and sexuality in the language
EngagementIts All Gone Horribly Wrong
CE L
classroom has largely been considered on a variable-by-variable or
CAN
Content Area: Intensive English Programs separate and discrete basis. This presentation examines findings that
Since coming into play in the mid 90s, engagement is now ubiquitous encourage researchers and teachers to move towards a variable-with-
in educationthe idea that it is the primary cause for student success variable approach based upon classroom talk, multilingual student
THURSDAY, 7 APRIL
informs curriculum and evaluation. The value of the principles of narratives, and in-class reflective activities.
engagement is indisputable; however, ELTs embrace of engagement Yasmine Romero, University of Washington, USA
over these decades should be examined.
Jeffrey McDevitt, Gulf University for Science and Technology, Kuwait Thursday, 1:00 pm1:45 pm
Michael McMurray, Gulf University for Science and Technology, Kuwait Hilton Baltimore, Key 3
Invigorating Instruction and Increasing
Thursday, 1:00 pm1:45 pm Learning With Tableau Vivant
Convention Center, 343 Content Area: Elementary School/ Primary Education
Eyes on the Prize: Integrating Tableau Vivant, an engaging and powerful form of dramatic presentation
HighStandards in Lower Levels that enlivens instruction and promotes notable learning outcomes,
What can we learn from the_ _College and Career Readiness is easily integrated into any existing curriculum. This session equips
Standards? How can we teach academic reading and writing skills in participants to effectively implement Tableau Vivant in content-area and
our lower level ESOL classes? This session identifies best teaching vocabulary instruction. Handouts include ready-to-go resources.
practices for adult learners with limited formal education within our Evie Tindall, Regent University, USA
new context of high academic standards. Jiuhan Huang, Regent University, USA
Sarah Lynn, Harvard University Bridge Program, USA Deanna Nisbet, Regent University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
developed from Vygotskys sociocultural theory, which supports
Thursday, 1:00 pm1:45 pm teaching. Such pedagogy, for example, can be of great use for
Hilton Baltimore, Key 12 teachers (ESL or otherwise) applying the PreK12 English Language
ProficiencyStandards.
News for You: Techniques to Encourage
Learning Using Current Events Colin Hueston, University of Colorado Denver, USA
In this interactive workshop, News for You Editor Jennifer Thompson
shares classroom strategies for using news articles, puzzles, and
interactive online features from print and online editions to build
ESL learners skills. Participants are encouraged to share their own
activities as well.
Jennifer Thompson, New Readers Press, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 125
Thursday, 1:00 pm1:45 pm Thursday, 1:00 pm1:45 pm
Convention Center, 341 Convention Center, 331
Students First, Always: Activating Learner- What Borders? Extending Our Reach
Centered Instruction Through Online Learning Through Distance Learning
Overview of the Students First, Always philosophy and how its Content Area: Distance Learning/Online Learning
behind Anaheim Universitys online certificate, masters, and doctoral This presentation highlights promising practices in distance learning
TESOL programs. Courses are taught in small classes online with from the perspectives of program administration, design and
residential sessions by a world-class faculty (David Nunan, Hayo development challenges, and delivery enhancements, which serve to
Reinders, Rod Ellis, Kathleen Bailey, Denise Murray, MaryAnn reduce learner isolation and perceptions of instructional distance in an
Christison, Andy Curtis, and more.) English language instructional environment. This presentation is useful
David Nunan, Anaheim University, USA for instructors planning online delivery.
Hana Imai, Bow Valley College, Canada
Thursday, 1:00 pm1:45 pm Diane Hardy, Bow Valley College, Canada
Hilton Baltimore, Key 8
Team Projects: Equipping IEP Students for Thursday, 1:00 pm1:45 pm
Crossing Into University Classrooms Convention Center, 328
Content Area: Intensive English Programs When Paper Beats Paperless
Although team projects are an integral part of many American Content Area: Higher Education
university courses, international students often lack the skills Second language learners come to community college with various
necessary for effective collaboration. The presenters share a English skills. Even good L1 readers have difficulty with academic
multidisciplinary team project that teaches successful group vocabulary. This leads to guessing or consulting electronic dictionaries,
participation, touching on every aspect of collaboration from often resulting in irrelevant definitions or esoteric word forms.
planningand implementation to evaluation and reflection. Using print dictionaries increases content-appropriate L2 vocabulary
Laurel Collins, University of North Texas, USA development presumably from richness of examples.
Donna Obenda, University of North Texas, USA Marianne Hsu-Santelli, Middlesex County College, USA
Jane Ostacher, Middlesex County College, USA
Thursday, 1:00 pm1:45 pm Ellen Measday, Middlesex County College, USA
Hilton Baltimore, Key 9
The Role of EFL Teachers in English Thursday, 1:00 pm2:15 pm
Language Capacity Building Convention Center, 324
Content Area: Personal and Professional Development for Teachers What Counts as Diversity in TESOL?
Presenters show how EFL teachers in more than 50 countries have AnOrganizational/Pedagogical Dialogue
worked first to improve their own teaching skills and elevate learning Content Area: Social Responsibility/Sociopolitical Concerns
outcomes in their classrooms, and then have shared their training with A panel of K20 experts offers a space to dialogue and theorize
THURSDAY, 7 APRIL
colleagues in various ways to build English-teaching capacity in their about the role of social categories and identity layers in our work as
schools and communities. ELT professionals. Panelists explore various definitions of diversity
Rochelle Keogh, Spring International Language Center, USA and how we can actively ensure diversity is understood and valued
Leyah Bergman-Lanier, Spring International Language Center, USA withinTESOL.
Ana Solano-Campos, University of Massachusetts Boston, USA
Elisabeth Chan, Northern Virginia Community College, USA
Heidi Faust, University of Maryland Baltimore County, USA
Lavette Coney, The Fessenden School, USA
Dana Horstein, Northeastern Illinois University, USA
Omar Longus, Salem State University, USA
Cheryl Woelk, Eastern Mennonite University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
programs by using a culturally responsive instructional model, MALP, Committee, aims at promoting communication between the readers,
the Mutually Adaptive Learning Paradigm. Attendees examine authors, and editors of TESOL serial publications. Attendees meet
student work and participate in a sample MALP project. Presenters leading scholars in TESOL fields and share their visions of the
share MALP guidelines, strategies, activities, and rubrics. challenges TESOL publications will face and the opportunities and
Helaine W. Marshall, Long Island University, USA options available.
Nan Frydland, USA Ke Xu, Borough of Manhattan Community CollegeCUNY, USA
Gulbahar Beckett, Iowa State University, USA
Linda Gerena, York CollegeCUNY, USA
Joseph Lee, Ohio University, USA
Ali Fuad Selvi, Middle East Technical University, Northern Cyprus
Campus, Cyprus
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 127
Thursday, 1:00 pm2:45 pm Thursday, 1:00 pm2:45 pm
Convention Center, 327 Convention Center, 350
Classroom-Based Research Related Learning Two Languages Through
to Refugee Concerns and SIFE Content: A Model to Build Biliteracy
Content Area: Refugee Concerns Content Area: Teaching Methodology and Strategy
This panel discussion outlines the process of conducting classroom- Participants learn how several Colorado schools use the OCDE Project
based research. The panel shares a brief discussion of the history GLAD model with biliteracy strategies to teach standards-based
of research with refugees, a sampling of current work, and ideas for content in Spanish and English. Through integrated literacy units,
future research. Participants are encouraged to continue to advance strategies, cooperative learning and differentiation, students develop
the field through conducting their own research. language across all domains and bilingually as they interact in multiple
Abigail Yoder, Georgia State University, USA ways with the content.
Daniel Ginsberg, Georgetown University, USA Lindsay Armstrong, Denver Public Schools, USA
Merideth Hoagland, Georgia State University, USA Anne Ginnold, Independent Educational Consultant, USA
Brandy Judkins, University of Nebraska-Lincoln, USA Bonnie Wong, Denver Public Schools, USA
Heike Williams, Georgia State University, USA
Brenda Custodio, Ohio State University, USA Thursday, 1:00 pm2:45 pm
Convention Center, 314
Thursday, 1:00 pm2:45 pm Undergraduate International Students and
Convention Center, 330 the University System: Beyond Borders
Developing and Maintaining Standards Content Area: Higher Education
in High-Pressure IEP Environments
The current influx of undergraduate international students on
IEP administrators and faculty strive to successfully uphold their the U.S. campus is a new phenomenon: 58% of approximately
programmatic and academic standards. However, when working within 780,000 international students are undergraduate or nondegree-
boundaries set by partners or outside entities, difficulties arise. This seeking students. This academic session explores attempts made
session discusses ways to create stronger standards and stability to comprehend and address the complexity in building bridges for
while working with factors such as changing student populations, and matriculating undergraduate international students.
sponsor and accreditation requirements.
Katherine Earley, University of New Hampshire, USA
Heidi Vellenga, Commission on English Language Program Accreditation, Yogesh Sinah, Sohar University, Oman
USA Carter Winkle, Barry University, USA
Mark Algren, University of Missouri , USA Debbie East, Jacksonville University, USA
Karen Asenavage, University of Delaware , USA Elise Geither, Case Western Reserve University, USA
Jackie Gianico, The Pennsylvania State University, USA Colleen Gallagher, University of Dayton, USA
Terri Rapoport, ELS Educational Services, USA Rachel Lapp, University of Delaware, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
Hilton Baltimore, Key 11
A Complete TOEFL Curriculum for Your Program gradual steps and succeed in integrating service into your curriculum.
Use Barrons newly revised TOEFL books to develop or enhance your Estela Ene, Indiana University Purdue University Indianapolis, USA
TOEFL program. Join the author to explore options for a winning TOEFL Honnor Orlando, Indiana University Purdue University Indianapolis, USA
curriculum. Leave with a plan, syllabi, and staff development tips.
Whether you are developing a new program or refining an existing Thursday, 2:00 pm2:45 pm
program, this workshop is for you. Convention Center, 321
Pamela Sharpe, Barrons Educational Series, Inc., USA Building Cultural Intelligence in
the Language Classroom
Cultural intelligence is the ability to effectively interact across
cultural boundaries to complete tasks and achieve relational goals
in professional and personal settings. In this interactive session,
participants are introduced to multiple conceptual frameworks of
culture and accompanying activities, which will help their language
students build their cultural intelligence.
Dianne Tyers, Advance Consulting for Education, Inc., Canada
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 129
Thursday, 2:00 pm2:45 pm Thursday, 2:00 pm2:45 pm
Hilton Baltimore, Calloway Convention Center, 344
Concept-Based Language Instruction: Get This Write: Building Confidence and
Preparing Visuals to Explain Language Concepts Competence Through Sentence-Writing Practice
Content Area: Materials Writers and Curriculum/Materials Development Do your high school, college, or adult learners speak better than they
How can teachers make abstract language concepts more concrete write? Get This Write offers them controlled, self-paced sentence-
for L2 learners? Based on principles from Sociocultural Theory, this writing practice with clear grammar explanations and a unique
workshop introduces Concept-Based Language Instruction and SCOBA self-checking feature. Learners gain skill and confidence through online
visuals. After examining several model SCOBA, participants create practice so group work can focus on paragraph development.
visuals for use in their classroom settings. JoEllen Christians, Get This Write, LLC, USA
Eric Scott, Northern Arizona University, USA
Thursday, 2:00 pm2:45 pm
Thursday, 2:00 pm2:45 pm Convention Center, 343
Hilton Baltimore, Key 8 Hiring Monterey Institute Graduates:
Deconstructing Text To Construct Meaning ValuedAdditions to Your Educational Organization
in an Advanced Reading Course What can MIIS graduates bring to your educational organization? This
Content Area: Intensive English Programs session combines an overview of our graduates preparation to be
on the vanguard of teaching, assessment, curriculum development,
This study, situated in an intensive program, explores ELLs interactions
technology enhanced language learning, and language program
in deconstructing academic texts for the purpose of constructing
administration, and provides time for questions and conversations
meaning. Informed by sociocognitive approach to language
about our graduates and your employment needs.
learning, the findings reveal how students position themselves as
competent critical readers and language users, drawing on cognitive, Lynn Goldstein, Middlebury Institute of International Studies at
metacognitive, and socioaffective strategies. Monterey, USA
Natalya Watson, Northeastern University, USA
Mariusz Bojarczuk, Northeastern University, USA Thursday, 2:00 pm2:45 pm
Convention Center, 332
in new ways.
a U.S. Culture class for international students provided students
with research skills and excuses for engaging in conversations with Veronika Maliborska, Purdue University, USA
Americans and participating in community events. Yu-Shan Fan, Taipei Medical University, Taiwan
Ethel Swartley, University of Denver, USA
Melanie Witt, University of Denver, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
This session provides strategies for incorporating chemistry, physics, Laura Jacob, Mt. San Antonio College, USA
and biology experiments into language curriculum. It also shows how
simulation software and gamified learning management systems can
Thursday, 2:00 pm2:45 pm
encourage students to complete, comprehend, and communicate about Convention Center, 341
the tasks required for such scientific experiments.
Out and About: Teacherless Activities for Beginners
Nick Einterz, University of Colorado at Boulder, USA
Want to get your beginning-level students up on their feet speaking
English from day one? The innovative techniques and teacherless
activities in this dynamic session help increase student involvement
and reduce teacher prep timeplus give students the confidence they
need for real-world English interactions!
Hugo Loyola, ALTA English, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 131
Thursday, 2:00 pm2:45 pm Thursday, 2:00 pm2:45 pm
Convention Center, 340 Convention Center, Roundtable Discussion Area in Expo area
Perspectives on Advising: Chinese International Speaking Out for Our ESOL Students
Undergraduates and Their Advisors Content Area: Advocacy
Content Area: Intercultural Communication In todays world, everyone is an education expert. We teachers
This presentation discusses a quantitative examination of the must assume our responsibility to take back the profession and save
perceptions of the advising relationship from the perspective of our students by speaking out about what we know. Our especially
Chinese international undergraduates and their advisors. Participants vulnerable ELLs need us to advocate for them. Lets share ideas on
leave with insight into providing culturally relevant advising making our voices heard.
experiences specifically for this population. Teresa Lucas, Florida International University, USA
Karen Liebner, University of Pennsylvania, USA
Thursday, 2:00 pm2:45 pm
Thursday, 2:00 pm2:45 pm Convention Center, Roundtable Discussion Area in Expo area
Hilton Baltimore, Douglas Supporting First Generation ELL CollegeGoers:
Planning for Language Instruction From Application to Graduation
With Common Core Standards Content Area: Advocacy
How can I plan a language-rich, differentiated lesson with such When compared to non-ELLs, there is a significant gap in the
rigorous standards? In this session, participants learn a simple percentage of ELLs that finish high school, attend college, and graduate
method of deconstructing standards and a formula for creating with an advanced degree. The purpose of this discussion is to engage
language objectives with differentiated support. They have the participants in developing action steps for supporting ELLs access to
opportunity to discuss insights on effective instructional strategies and college and ultimately an advanced degree.
receive supplementary materials.
Sydney Snyder, DSF Consulting, USA
Kristina Robertson, Roseville Area Schools, USA
Thursday, 2:00 pm2:45 pm
Thursday, 2:00 pm2:45 pm Hilton Baltimore, Key 12
Hilton Baltimore, Holiday 6
Teach Abroad With the English
Rethinking Written Feedback: Theory and Practice Language Fellow Program
Content Area: Second Language Writing/Composition Learn how you can promote English language teaching and learning
Written feedback is one of the few opportunities where instructors and abroad on paid 10-month projects supported by U.S. Embassies.
students interact one-to-one. Given this, it is important to consider how Through the English Language Fellow Program, you can help students
to provide feedback that enhances students language development. acquire English language skills, conduct teacher training, develop
Drawing on cutting-edge research, this presentation gives tips to resources, and more. Join us to hear from program staff and alumni.
practitioners and researchers on how to provide and analyse feedback. Danielle Yates, U.S. Department of State English Language Programs, USA
Ahmar Mahboob, University of Sydney, Australia Alice Murray, U.S. Department of State,
THURSDAY, 7 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
E D
Student teachers benefit when their learning is situated in
L
interests, and needs, along with advances in technology, how might
CE
meaningful contexts, when they are actively engaged in their own these groups be even more effective? TESOLs Interest Section Task
CAN
learning process, and when they collaborate with others. This Force shares best practices in knowledge-based member communities
presentation highlights student teachers in a curriculum development and possible options for change.
course that collaborates with various language programs needing Sarah Sahr, TESOL International Association, USA
curricularassistance. Joe McVeigh, Joe McVeigh ELT Consulting, Training, Writing, & Editing,
Priyanvada Abeywickrama, San Francisco State University, USA USA
Academic, content-based material presents significant listening With a focus on reading, an input approach to the improvement of L2
comprehension challenges to IEP students at novice, intermediate, writing is advocated in this presentation. Helping students cultivate
and bridge levels. The presenters demonstrate practical instructional their reading interest and long-term reading habit is the key to their
approaches for listening skill development by integrating current writing success. Practical teaching tips on integrating reading into
strategy research with classroom practice. Participants receive writing instruction are provided.
materials and exercises which can be modified for specific program or Ruiming Cash, University of Washington Tacoma, USA
classroom needs.
Julia Salehzadeh, Duquesne University, USA Thursday, 2:00 pm2:45 pm
Cindy Lennox, Duquesne University, USA Convention Center, 337
Jeanette Clement, Duquesne University, USA Theatre as a Tool for Developing
Empathy and Language Learning
Thursday, 2:00 pm2:45 pm Content Area: Teacher Education
Convention Center, 339 This presentation shows how theatre can be used as an effective
Teaching Cultural and Media Literacy Through Satire teaching tool for ELLs and how it can create empathy in preservice
Content Area: Intensive English Programs teachers. The Italian ELLs and American preservice teachers
This session explores ways to incorporate the teaching of cultural participated in Peter Pan the Musical. Students experiences and
THURSDAY, 7 APRIL
and media literacy into the typical college- or university-level evidence of language learning empathy development are shown.
intensive English language program using Mad Magazine and other Zohreh Eslami, Texas A&M University, USA
formsofsatire. Janet Hammer, Texas A&M University, USA
Debrah Baxter, Old Dominion University, USA
Craig Stark, Susquehanna University, USA
David Silvis, Old Dominion University, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 133
Thursday, 2:00 pm2:45 pm Thursday, 2:00 pm3:45 pm
Convention Center, 338 Hilton Baltimore, Holiday 1
Using Phonological Awareness National and State Initiatives in Adult ESOL
to Teach Tricky Vowels Content Area: Adult Education
Content Area: Phonology/Pronunciation U.S. Department of Education provides an update on national program
Developing phonological awareness is a crucial skill for language performance and federal initiatives to improve adult ESOL student
teachers. But how can teachers use this to inform their teaching? outcomes. State panelists describe one key state level adult ESOL
Participate in multimodal activities raising awareness of the differences initiative, issue, or product of value and benefit to other states. The
between tense and lax vowels, then discover and evaluate which session handouts provide additional information and detail.
differences are the most useful in helping your students be understood. Debra Suarez, U.S. Department of Education, Office of Career, Technical,
Robin Barr, American University, USA and Adult Education, USA
Karen Taylor, English Language Training Solutions, USA
Shirley Thompson, English Language Training Solutions, USA Thursday, 2:00 pm3:45 pm
Hilton Baltimore, Key 5
Thursday, 2:00 pm3:45 pm Practice Makes Perfect:
Hilton Baltimore, Key 3 Understanding Effective Practice for Teachers
Addressing Multiliteracies and Multimodalities for Content Area: Personal and Professional Development for Teachers
Learners of English: NABE/TESOL Connections
Good teachers want to improve their teaching skills. How can
This session examines the role of multiliteracies and multimodalities teachers effectively focus and work with purpose on an area requiring
in language education and research, drawing from the perspectives development? The answer is practice. Presenters lead attendees
of researchers/practitioners in both TESOL and NABE (National through five common areas where teachers should excel in the
Association for Bilingual Education). The panelists connect classroom for value-added teaching and provide suggestions for
multiliteracies and multimodalities with language use, literacy practicing effectively.
development, and identity negotiation in diverse contexts.
Julie Doty, University of North Texas, USA
Marjorie Haley, George Mason University, USA Karen Lioy, University of North Texas, USA
Theresa Austin, University of Massachusetts, Amherst, USA Lisa Hollinger, University of North Texas, USA
Maria Jos Botelho, University of Massachusetts, Amherst, USA
Marie Christine Polizzi, University of Massachusetts, Amherst, USA
Anita Pandey, Morgan State University, USA Thursday, 2:00 pm3:45 pm
Sylvia Sanchez, National Association for Bilingual Education, USA Convention Center, 336
The SVO Editing Technique: Teaching Written
Thursday, 2:00 pm3:45 pm Grammar Through Geometric Shapes
Hilton Baltimore, Holiday 4 Content Area: Grammar
I Want to Write a Book! Would you like to teach your students to edit their own sentences and
GettingPublished With TESOL eliminate fragments, run-on sentences, comma splices, and errors
THURSDAY, 7 APRIL
In this interactive session, meet with the Book Publications Committee in parallel structure and subject-verb agreement? If so, then this
members and authors. Learn how to identify a topic, develop your workshop is for you. The SVO Editing Technique has applicability for
ideas, submit a proposal, and finalize your manuscript. Bring your grammar, reading, writing, and oral presentations.
ideas, proposals, and manuscripts and receive feedback from Bethany Preston, Eastern Michigan University, USA
experienced TESOL Press authors and editors! Ildiko Porter-Szucs, Eastern Michigan University, USA
Robyn BrinksLockwood, Stanford University, USA
Elizabeth Byleen, University of Kansas, USA
Robert Freeman, Delaware Technical Community College, USA
Deoksoon Kim, University of South Florida, USA
Ilka Kostka, Northeastern University, USA
Guofang Li, Michigan State University, USA
Gilda Martinez-Alba, Towson University, USA
Allison Rainville, Applewild School, USA
Jason Stegemoller, National Louis University, USA
Patrick T. Randolph, University of Nebraska-Lincoln, USA
Myrna Jacobs, TESOL International Association, USA
Meghan Moran, TESOL International Association, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
a practical application in academic writing. Explore how grammar Students with attention deficit hyperactivity disorder are entering IEPs
knowledge and key writing skills guide success in academic writing. in larger numbers, and teachers are often unprepared. This session
Blended learning tools such as a writing tutor and discussion explores best classroom practices from research. The presenters offer
boards support students development and guide them through the practical suggestions on how to identify and deal with this issue in the
writingprocess. classroom and how to empower students.
Sharon Sargent, Oxford University Press, USA Calla Gudheim, University of Miami, USA
Matt Kaeiser, University of Miami, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 135
Thursday, 3:00 pm3:45 pm Thursday, 3:00 pm3:45 pm
Convention Center, 338 Hilton Baltimore, Key 2
Auditory Priming, Task Repetition, and Comparative Genre Analysis of Thai
L2 Pronunciation Development and NES Writers Business Emails
Content Area: Phonology/Pronunciation Content Area: Discourse and Pragmatics
Are ESL learners able to infer patterns of word stress on their The study discussed compares the generic and rhetorical structures of
own? The presenters investigated impacts of task and procedural English business emails written by Thai- and native-English-speaking
repetition on eliciting patterns of word stress and subsequent long- writers. The selected emails are analyzed through genre analysis
term learning. The study illustrates benefits associated with implicit models. Findings reveals major differences in rhetorical strategies,
styles of pronunciation teaching, particularly a task repetition style of generic structures, and cultural preferences between Thai-style English
auditorypriming. and native English used in modern business correspondence.
John Murphy, Georgia State University, USA Supong Tangkiengsirisin, Thammasat University, Thailand
YeonJoo Jung, Georgia State University, USA
YouJin Kim, Georgia State University, USA Thursday, 3:00 pm3:45 pm
Hilton Baltimore, Key 7
Thursday, 3:00 pm3:45 pm Comparing Journaling Techniques That Enhance
Convention Center, 326 In-Service Reflection and Development
Being Specific Content Area: Personal and Professional Development for Teachers
As the world gets smaller and the working environment becomes While many preservice teacher training programs may offer
international, English for specific purposes is becoming more popular. opportunities for reflection and development, in-service teachers are
In this session, participants analyze this term and how its ideas can be largely responsible for furthering their own development. This session
incorporated in the classroom, using the language of law as an example. provides participants with a comparison between two techniques that
Georgios Kokolas, Express Publishing, United Kingdom (Great Britain) were utilized by in-service teachers: audio journaling using video as a
stimulus, and written journaling.
Thursday, 3:00 pm3:45 pm Andrew Davis, University of Iowa, USA
Hilton Baltimore, Key 8 Sharon (Seongshin) Kim, Georgia Tech Language Institute, USA
Beyond Words: Challenges IEP Students Rebekah Callari, Universidad Pedaggica y Tecnolgica de Colombia,
Face to Connecting on Campus Colombia
Content Area: Intensive English Programs
To maximize IEP students English study in the United States, language Thursday, 3:00 pm3:45 pm
courses and engagement with the campus community ideally go hand Convention Center, 345
in hand. However, IEP students often face challenges to connecting Delivering Instruction and Individual Feedback
meaningfully with their new community. This session discusses via Video Screen Capture Technology
common challenges and explores ways teachers and administrators Content Area: Media (Print, Broadcast, Video, and Digital)
THURSDAY, 7 APRIL
can facilitate overcoming them. Video screen capture technology is helpful for both flipped instruction
Melanie Baker, University of Maryland, College Park, USA and individual feedback. The presenters discuss the general practice
Annelies Galletta, University of Maryland, College Park, USA of using video screen capture technology for language instruction and
individual feedback, including several example videos, as well as the
Thursday, 3:00 pm3:45 pm design and resultant data of their digital feedback experiments.
Convention Center, 332 Cheyne Kirkpatrick, University of Denver, USA
Changing Role of ESL Teachers: Tips for Wayne Walker, International TEFL Academy, USA
Supporting Mainstream Teachers
Content Area: High School/Secondary Education
The increasing number of ELLs and demands of CCSS have caused
a shift in the role of ESL teachers. Presenters share practical, tested
approaches for supporting mainstream teachers in secondary grades.
Participants explore tools and discuss tips to break down the borders
between ESL and mainstream teachers.
Jamie Cardwell, Ritenour School District, USA
Shaeley Santiago, Ames Community Schools, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
highlight how interaction with students, while they engage in of instruction (EMI), creating challenges for faculty and students.
writing, helps arrive at a more nuanced understanding of skills that This session focuses on how ESP practitioners can support faculty
are developing. Participants learn how to provide different kinds of in the transition to EMI through training in classroom strategies.
mediation to improve writing. Presenters provide guidelines for designing and facilitating EMI faculty
trainingsessions.
Nupur Samuel, Ambedkar University Delhi, India
Kay Westerfield, Global Communication Consulting, USA
Patricia Pashby, University of Oregon, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 137
Thursday, 3:00 pm3:45 pm Thursday, 3:00 pm3:45 pm
Convention Center, 317 Convention Center, 320
Fast Facts About IEPs: Having It All: Meeting Standards While
A Snapshot of EnglishUSA Members Building Language Learning Communities
Results of a survey of EnglishUSA member IEPs is presented, Content Area: Materials Writers and Curriculum/Materials Development
including program statistics and information regarding administrative Learn how to bring learner-centered principles into rigorous ESL
composition and curricular structure, staffing, assessment practices, instruction for secondary ESL learners. A framework is provided for using
and policy implementation. In addition, the session includes a panel learner stories to teach language and promote literacy while exploring
discussion highlighting exemplary practices for IEPs determined by highly motivating themes that really engage adolescent learners. This
EnglishUSA membership. model also ensures meaningful integration of state standards.
Cheryl Delk-LeGood, EnglishUSA, USA Maricel Santos, San Francisco State University, USA
Sandra Janusch, EnglishUSA, USA Laurel Pollard, Educational Consultant, USA
Nancy Cloud, Rhode Island College, USA
Thursday, 3:00 pm3:45 pm
Convention Center, 337 Thursday, 3:00 pm3:45 pm
Foreign Language Anxiety: Hilton Baltimore,
From NNEST and NEST Classroom Perspectives Leading and Managing Change
Content Area: English as a Foreign Language and Innovation in TESOL
E D
The study discussed aims to explore how foreign language anxiety
E L
Andy Curtis, Anaheim University, USA
NC
is influenced by teacher variables. The field work took place in
CA
four Japanese universities and qualitative data was obtained from Thursday, 3:00 pm3:45 pm
observing NNEST and NEST classes and interviewing 24 students Convention Center, 340
and 4 teachers. Findings indicate that teaching approaches largely Lexical Grammar: Taking Teachers Beyond Rules
predicted anxiety. Content Area: Grammar
Okon Effiong, Qatar University, Qatar
Research shows that language is lexis-driven. How can teachers
go beyond traditional rule-based approaches to grammar and help
Thursday, 3:00 pm3:45 pm their students improve fluency and accuracy with a focus on lexical
Hilton Baltimore, grammar? This presentation demonstrates effective activities and
Fostering Autonomy Through Contact Assignments techniques that integrate lexis and grammar and bring theory and
David Nunan, Anaheim University, USA practice closer together.
Daphne Mackey, University of Washington, USA
Thursday, 3:00 pm3:45 pm Richard Moore, University of Washington, USA
Convention Center, 331
Freshmens Perceptions Matter in Developing Thursday, 3:00 pm3:45 pm
THURSDAY, 7 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
Hilton Baltimore,
Johanna vanGendt, Hudson County Community College, USA
Shannonine Caruana, Hudson County Community College, USA TESOL Entrepreneurials: Exploring Business Avenues
for Entrepreneurial Opportunities in TESOL
Tarana Patel, learnEd, India
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 139
Thursday, 3:00 pm3:45 pm Thursday, 3:00 pm4:15 pm
Convention Center, 349 Convention Center, 330
Working Towards Equity: Interfaith Palestinian Educators and Friends
Strengthening ELL Family/School Relationships for Justice, Peace, and Reconciliation
Content Area: Advocacy Content Area: Social Responsibility/Sociopolitical Concerns
How can ESL teachers improve interactions between school This forum promotes dialogue with Palestinian educators to improve
communities and ELL families? The presenters discuss research on access to quality education. Participants from various faiths will
the correlation between parent-school partnerships and student address controversial issues to increase understanding. Presenters
achievement, and share insights learned from their teacher survey from different countries share accounts of Palestinian students and
about communication methods and interactions with ELL families. educators in refugee camps and other resource-challenged contexts of
Implications for building relationships and increasing involvement war and conflict.
areprovided. Sung Shim Choi, George Mason University, USA
Lynn Gallo, Colonial School District, USA Shelley Wong, George Mason University, USA
Brittany Zezima, Red Clay School District, USA Ilham Nassar, George Mason University, USA
Yvonne Kunz, Helena College University of Montana, USA Liana Smith, Jewish Voice for Peace, USA
Salameh Bishara, Lutheran Schools of Evangelical Lutheran Church,
Thursday, 3:00 pm4:15 pm Jordan
Convention Center, 341
Ahmad Atawneh, Hebron University, Palestinan Territory
Ibrahim Elhussari, Lebanese American University, Lebanon
Globetrotting TESOLers Reflect Forward
in Exploration of the Worlds Cultures
Thursday, 3:00 pm4:30 pm
Content Area: Personal and Professional Development for Teachers
Hilton Baltimore, Holiday 2
TESOLers have been globetrotters throughout the associations 50-
Improving Listening Skills for the
year history. Attracted to the profession by international/intercultural Naturalization Process
experiences as learners, teachers, and travelers, globetrotting
Content Area: Advocacy
TESOLers celebrate this golden anniversary sharing and exchanging
opportunities to explore the world and/or teach globetrotting This session focuses on teaching strategies to improve adult learners
students. Reflect forward at the Globe Trotters Forum during TESOLs listening skills for the naturalization process and test.
50thconvention. Donna Vanderhoff, U.S. Citizenship and Immigration Services,
John Schmidt, Texas International Education Consortium, USA Department of Homeland Security, USA
Liz England, Shenandoah University, USA
Christine Coombe, Dubai Mens College, United Arab Emirates Thursday, 3:00 pm4:45 pm
Neil Anderson, Brigham Young University-Hawaii, USA Convention Center, 327
Fife MacDuff, U.S. Department of State, USA Assessment for ELL and Special
Jane Hoelker, Community College of Qatar, Qatar Education in Early Childhood
Steven Kroman, Texas Intensive English Program, USA
THURSDAY, 7 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
Convention Center, 319
Reflecting on Genre: Incorporating The Evolution and Future of Diversity in TESOL
Genre in the Teaching of Writing Content Area: Social Responsibility/Sociopolitical Concerns
Content Area: Second Language Writing/Composition How has diversity evolved in the past 50 years of TESOLing? Panelists
In this academic session, experts in the study of genre discuss representing various identities and perspectives across TESOL
reasons and ways for teachers to incorporate genre when teaching interest sections address this question, as well as discuss budding
writing. From multiple theoretical perspectives, the presenters research areas that hold promise to disseminate a breadth of new
discuss applications of genre theory, aspects of genre to consider, and understandings and approaches on social justice issues in TESOL.
strategies for using genre approaches in teaching writing. Ana Solano-Campos, University of Massachusetts Boston, USA
Ann Johns, San Diego State University, USA Geoff Lawrence, York University, Canada
Ken Hyland, The University of Hong Kong, Hong Kong Elisabeth Chan, Northern Virginia Community College, USA
Ahmar Mahboob, The University of Sydney, Australia Ryuko Kubota, University of British Columbia, Canada
Christine Feak, University of Michigan, USA Christian Chun, University of New South Wales Australia, Australia
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 141
Thursday, 3:00 pm4:45 pm 4:00 pm
Convention Center, 325
Toward Resource-Thinking: Steering Language
Thursday, 4:00 pm4:45 pm
in Online ESL-Teaching Classrooms
Hilton Baltimore, Key 11
Content Area: Distance Learning/Online Learning
A Closer Look at Close Reading
As online courses become increasingly popular for teachers seeking Students who are explicitly taught the value of reading closely to access
TESOL training, instructors and students must sometimes navigate complex texts from a variety of genres have the opportunity to become
tricky situations in steering discussion toward resource-oriented more independent and proficient learners. Participants discuss ways to
thinking about English learners. This hands-on workshop guides support all students as they learn the importance of reading closely.
participants through a simulation activity in which attendees decide
how to respond to difficult discussion posts. Barbara Andrews, Benchmark Education Company, USA
Elena Andrei, Coastal Carolina University, USA
April Salerno, University of Virginia, USA Thursday, 4:00 pm4:45 pm
Natasha Heny, University of Virginia, USA Convention Center, 339
Beyond Surveys: Using Google Forms for
Thursday, 3:00 pm4:45 pm Classroom-Based Formative Assessments
Hilton Baltimore, Holiday 6 Content Area: Assessment/Testing
University IEPs, the Private Sector, This presentation aims to demonstrate to language teachers how
Accreditors, and the Accreditation Act Google Forms, a free online survey application, can be used within
Content Area: Intensive English Programs the context of IEP writing courses to create classroom-based
formative assessment task types that elicit learner goals and
This colloquium is a quest for shared perspectives. Using international
encourage self-efficacy reflection in a way that streamlines language
student access and academic success as the central common
learnersresponses.
denominators, the panelists articulate the various concerns,
challenges, and opportunities that IEPs face when working with Monique Yoder, LCC International University, Lithuania
external entities to include the broader university, accrediting agencies,
and private sector partners. Thursday, 4:00 pm4:45 pm
Kurk Gayle, Texas Christian University, USA Convention Center, 328
JoAnn McCarthy, INTO University Partnerships USA, USA Digital vs. Print Reading: TeachingAppropriate
Mary Reeves, Commission on English Language Program Accreditation, Skills for Both Modalities
USA Content Area: Reading and Literacy
Suzanne Panferov, University of Arizona, USA Research shows that reading digitally differs greatly from reading in
Mark Algren, University of Missouri, USA
print. Different skills and strategies are needed to read effectively
Michelle Bell, INTO University of South Florida, USA
and efficiently in the different modalities. The presenters provide an
overview of recent research on this issue and ideas on how to address
Thursday, 3:00 pm4:45 pm
THURSDAY, 7 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
ongoing development. This presentation introduces a framework for Jennifer Haan, University of Dayton, USA
institutional analysis aimed at helping learners develop discipline- Colleen Gallagher, University of Dayton, USA
specific and professional English proficiency and reports on a national
study examining the feasibility of the framework.
Thursday, 4:00 pm4:45 pm
Maureen Andrade, Utah Valley University, USA Convention Center, 346
Norm Evans, Brigham Young University, USA
James Hartshorn, Brigham Young University, USA Flipped Classroom Model in Teaching
Listening Comprehension
Content Area: Listening, Speaking/Speech
This presentation reports the findings of an experimental research
aimed at identifying the effects of implementing flipped classroom
instruction in a beginner level listening IEP class. Participants discover
how to develop flipped classroom instruction and learn about ways to
adapt this method to different proficiency levels.
Reima Abobaker, University of Idaho, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 143
Thursday, 4:00 pm4:45 pm Thursday, 4:00 pm4:45 pm
Hilton Baltimore, Key 3 Convention Center, 337
Increasing Parent Involvement in Elementary Meeting Current Trends in an MA TESOL Program
Education: Parents as Educational Partners Hamline University recently redesigned their MA for ESL teachers to
Content Area: Elementary School/ Primary Education meet the changing roles of English language education in the world
How can elementary schools reach out to ESL parents? The presenter and to reflect the current emphasis on systemic functional linguistics in
shares an effective, award-winning program for ESL parents with the field. This presentation explains the rationale for the changes and
the goal of increasing parent involvement in elementary schools. shares the new design.
Activities are demonstrated from an illustrated, reproducible Ann Mabbott, Hamline University, USA
curriculum for parents of all English proficiency levels and diverse Betsy Parrish, Hamline University, USA
culturalbackgrounds. Julia Reimer, Hamline University, USA
Catherine Porter, Adult Learning Resource Center, USA Anne DeMuth, Hamline University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
Sigrun Biesenbach-Lucas, Georgetown University, USA research to share with domestic and international audiences, but little
Donette Brantner-Artenie, Georgetown University, USA time to write and publish. In this session, the presenters offer ways
to incorporate collaborative writing for publication into demanding
schedules to benefit themselves, the field, and future TESOL scholars.
Deborah Crusan, Wright State University, USA
Christine Pearson Casanave, Temple University, Japan
Suhanthie Motha, University of Washington, USA
Stephanie Vandrick, University of San Francisco, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 145
Thursday, 4:00 pm4:45 pm Thursday, 4:00 pm5:45 pm
Convention Center, 321 Hilton Baltimore, Key 5
You First: What Students Bring to ESL Teachers Imagined, Local, and Virtual
the Coursebook Experience Communities in Teacher Education
This session looks at how to bring students into the heart of everything Content Area: Teacher Education
that happens in the classroom through a variety of activities which The four papers discussed in this colloquium explore how communities
remind them (and us) that what is happening in their heads (and hearts) are developed and maintained in various international language
is by far the most important element in the teaching-learning equation. teacher education contexts including Canada, Chile, Colombia, and Sri
Nicole Graham, English Central, Canada Lanka. The speakers present the voices of preservice and experienced
Jeremy Harmer, English Central, language teachers and examine their investment in multiple imagined,
local, disciplinary, and virtual communities.
Thursday, 4:00 pm5:45 pm Antoinette Gagn, University of Toronto, Canada
Hilton Baltimore, Key 10 Sreemali Herath, University of Toronto, Canada
Adult ESL Assessment Strategies for College Marlon Valencia, University of Toronto, Canada
and Career Readiness Standards Victorina Baxan, University of Toronto, Canada
Content Area: Adult Education
This workshop provides strategies and hands-on activities for Thursday, 4:00 pm5:45 pm
developing classroom-based assessments for adult ESL learners to Convention Center, 331
measure reading skills contained in the College and Career Readiness Going Further With Academic Writing
(CCR) Standards for Adult Education. Models for text-dependent Skills: A Focus on Paraphrasing
questions, tools to incorporate academic vocabulary, and methods to Content Area: Second Language Writing/Composition
determine text complexity are included. Paraphrasing can be a challenging task even for advanced L2 writers.
Linda Taylor, CASAS, USA Emphasizing the connection between critical reading and effective
paraphrasing, the presenters introduce a five-step approach to teaching
Thursday, 4:00 pm5:45 pm paraphrasing that can help students transfer their critical reading skills
Convention Center, 336 to effective paraphrasing skills.
Developing Students Higher Order Thinking Wendy Wang, Eastern Michigan University, USA
Skills With Active Learning Activities Kay Stremler, Eastern Michigan University, USA
Content Area: Personal and Professional Development for Teachers Allison Piippo, Eastern Michigan University, USA
Sara Okello, University of MichiganFlint, USA
This presentation aims at demonstrating how active learning activities
can be effectively incorporated in class to develop learners higher
order thinking skills, improve retention rates, and promote deeper 5:00 pm
learning, maximizing intake. Sample activities are demonstrated and
the audience is invited to share experiences. Thursday, 5:00 pm5:20 pm
THURSDAY, 7 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
Liz Shepherd, British Council, United Kingdom (Great Britain)
Lisa Leopold, Middlebury Institute of International Studies, USA Allan Taggart, British Council, United Kingdom (Great Britain)
James Shipton, British Council, United Kingdom (Great Britain)
Thursday, 5:00 pm5:20 pm
Convention Center, 338 Thursday, 5:00 pm5:45 pm
Teaching Tips: Using PRAAT in Convention Center, 322
Pronunciation Teaching Better Together: The Development of a
Content Area: Phonology/Pronunciation Linguistic Peer Mentor Program
This session shares some classroom activities using a computer Content Area: High School/Secondary Education
program, PRAAT, to help ESL learners improve their ability to use This workshop instructs participants on the specifics of how to develop
English intonation in communication. After 8-hour perception training, and implement a linguistic peer mentoring program at the secondary
the learners show significant improvement and produce somewhat levels. The program pairs NES students with beginning ELLs for the
native-like intonation patterns. The findings provide implications for purposes of assisting them with gaining English proficiency.
pronunciation instruction and second language pedagogy.
Pete Loza, Moreno Valley Unified School District, USA
Yuan Zhuang, Northern Arizona University, USA Elva Negrete, Moreno Valley Unified School District, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 147
Thursday, 5:00 pm5:45 pm Thursday, 5:00 pm5:45 pm
Convention Center, 340 Convention Center, 318
Building Competence in Giving Effective Group Cross-Cultural Communication for
Presentations: Equipping Novice Students Home Care Workers in Hawaii
Content Area: Listening, Speaking/Speech Content Area: English for Specific Purposes
Despite the pervasiveness of oral presentations in postsecondary The presenter discusses the results of a needs analysis for immigrant
contexts, limited research has focused on the development of group home care workers that identified areas of cross-cultural competence,
presentation skills. This session reports on the effects of implementing types of skills training, and the value of certification from the
a series of pedagogical interventions that aim to build novice ESL/ employers perspective. Results suggest that certification programs
EFL students group presentation competence. Recommendations for should also include cross-cultural interaction with office staff, elders,
classroom practice are provided. and family members.
Wen-Hsien Hsu, National Taiwan University, Taiwan Kendi Ho, University of Hawaii, USA
Differing cultures of professional development and views on understand what the change implies and how to best navigate it.
language teaching and learning often inhibit cooperation between Presenters share the challenges, the successes, and the role program
Western and Chinese English teachers. The two presenters, with a administrators play in the transition.
combined 25 years of experience living in China, offer suggestions Silvia Laborde, Alianza Cultural Uruguay-Estados Unidos, Uruguay
for teacher educators based on their cooperative professional Rosario Giraldez, Alianza Cultural UruguayEstados Unidos, Uruguay
developmentexperiences.
Melissa K. Smith, Ningxia University, China
Tasha Bleistein, Azusa Pacific University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
THURSDAY, 7 APRIL
intersection of social, political, and individual identities. Best practices Thursday, 5:00 pm5:45 pm
and challenges in developing intercultural awareness for preservice Convention Center, 345
and in-service teachers is the focus of the discussion.
Reflections of NNESTs:
Roxanna Senyshyn, Pennsylvania State University, USA LinkingLanguages, Cultures, and Identities
Carla Chamberlin-Quinlisk, Pennsylvania State University, Abington Content Area: Nonnative English Speakers in TESOL
College, USA
With increasing numbers of K12 NNESTs across the southeast,
NNEST identity warrants deeper exploration. Through a narrative
discussion of findings gathered from 25 interviews, the presenters
clarify the unique challenges and accomplishments of NNESTs
interactions with their students and colleagues.
Josephine Prado, University of Alabama at Birmingham, USA
Suzanne Franks, University of Alabama, USA
Susan Spezzini, University of Alabama, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 149
Thursday, 5:00 pm5:45 pm Thursday, 5:00 pm5:45 pm
Convention Center, 339 Hilton Baltimore, Key 12
Reflective Reading to Forward Student Side by Side PLUS: New Career,
Critical Thinking and Writing Academic, and Tech Innovations
Content Area: Higher Education This presentation offers strategies for integrating career and academic
This presentation demonstrates how to incorporate reading materials readiness, civics, and basic language learning. The newly-expanded
in advanced level IEP reading and writing classes to develop higher- Side by Side PLUS with eText and digital FunZone maximizes student
level critical thinking and response writing that are essential for interaction, motivation, individualized learning, and success through
successful writing at a university level. Participants are given classroom activities, technology solutions, and digital games. Samples
guidelines and techniques for implementation in advanced level provided to all participants.
reading and writing classes. Bill Bliss, Language & Communication Workshop, USA
Lori Giles, EmbryRiddle Aeronautical University, USA Steven Molinsky, Boston University, USA
Kimberly McGrathMoreira, The University of Miami, USA
Thursday, 5:00 pm5:45 pm
Thursday, 5:00 pm5:45 pm Convention Center, 317
Convention Center, 346 Something Old, Something New:
Rethinking Assessment: A Novel Approach to Preparing ELTs
Digital Tools to Engage and Assess ELLs Content Area: Teaching Methodology and Strategy
Content Area: Assessment/Testing When a teacher preparation model from the 1800s is blended with
During this interactive session, participants get hands-on experience todays tech tools, amazing things happen. With this approach,
using six free, easy-to-use technologies to formatively assess students. student-teachers get first-hand exposure to the work of TESOL,
Learn to engage students and gain insight into student understanding interactive peer-exchange captures teachable moments while also
to help inform data-driven decision making and differentiated producing rich qualitative data, and ELLs benefit from free instruction
instruction. Participants are encouraged to bring devices to participate by a seasoned ELT.
along with presenters. Marcella Farina, University of Central Florida, USA
Becky Shiring, Carlos Rosario International Public Charter School, USA
Lindsey Crifasi, Carlos Rosario International Public Charter School, USA Thursday, 5:00 pm5:45 pm
Convention Center, 344
Thursday, 5:00 pm5:45 pm Understanding College ESL Students
Hilton Baltimore, Key 6 Theories About African American English
Serving University Students and Faculty by Content Area: Intercultural Communication
Collaboratively Building ESP Courses In the role of teacher-researcher, the presenter discusses how
Content Area: English for Specific Purposes newcomer international ESL students at an urban university described
The goal of an IEP is to prepare students for success in their future their experiences and strategies for facing the complexity of
THURSDAY, 7 APRIL
university coursework. This presentation describes how one IEP communicating with speakers of African American English. A service
improved its curriculum through developing and implementing several learning model for reflection, authentic language exchange, and civic
ESP courses to respond to student needs and broader university faculty engagement is offered.
concerns for student success. Catrice Barrett, University of Pennsylvania, USA
Christopher Rodriguez, Northern Arizona University Program in Intensive
English, USA
Eric Scott, Northern Arizona University, USA
Joseph Wright, Northern Arizona University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 153
Friday, 9:30 am10:15 am Friday, 9:30 am10:15 am
Hilton Baltimore, Peale Convention Center, 349
Do IEPs Help With Student Engaging Elementary ELLs With Mobile Technology
Adjustment to the University? Content Area: Personal and Professional Development for Teachers
Content Area: Intensive English Programs In this interactive workshop, attendees review specific projects and
Using multiple regression analysis, the study discussed examines apps that help ELLs develop the full range of language for success in
relationships between students experiences in IEPs and their everyday and academic settings. In addition, attendees have time and
adjustment to university. This presentation is of interest to scholars, support to practice using a variety of tools appropriate for desktop
university administrators, IEP administrators, and IEP advocates computers, laptops, and tablets.
interested in how successfully IEPs prepare students for the Johanna Prince, University of Maine at Farmington, USA
university across linguistic, academic, social, and resource-support
relateddomains.
Friday, 9:30 am10:15 am
Tom Spencer, Pennsylvania State University, USA Hilton Baltimore, Key 12
Every Picture Tells Their Story!
Friday, 9:30 am10:15 am WRiTE BRAiN BOOKS are illustrated, wordless books that inspire
Convention Center, 342 students K12 to author their own storybooks, which are then
Effective Academic Writing: From Avoiding published. Our inspired curricula provide opportunities for teachers to
Plagiarism to Developing Intertextuality motivate and engage every type of learner. Students become confident,
Content Area: Higher Education and test-readiness is increased in an 8-week process. Join us!
The presenters describe their systematic approach to guiding Julia Gabor, WRiTE BRAiN BOOKS, USA
advanced-level students in integrating source ideas with their own Meredith Scott Lynn, WRiTE BRAiN Books, USA
through a graduated, cumulative series of activities that engage Jeryn Warren, WRiTE BRAiN Books, USA
students not only in practicing paraphrasing and source citation, but
also in forging content ties and linguistic connections among the ideas Friday, 9:30 am10:15 am
in their writing. Hilton Baltimore, Paca
Donette Brantner-Artenie, Georgetown University, USA Explore the World, Explore the Mind
Sigrun Biesenbach-Lucas, Georgetown University, USA How much do we know about the amazing world we live in? What
about the Earths peoples and cultures? The animals, the plants, the
Friday, 9:30 am10:15 am lands, and the oceans? Science, biology, geography, and history answer
Convention Center, 341 these questions through CLIL readers in an exciting and thrilling way.
Embracing CLIL and SFL to Enhance Georgios Kokolas, Express Publishing, United Kingdom (Great Britain)
Academic English Literacy Development
Content Area: Content-Based and CLIL/Content and Language Friday, 9:30 am10:15 am
Integrated Learning Convention Center, 332
This presentation reports on research examining the effectiveness of Forming Your Teaching Identity as an ITA
EAP tutorials linked to disciplinary courses in a first-year program for Content Area: International Teaching Assistants
D
international ELLs at a Canadian university. The findings illustrate and
E
A successful teacher is one who knows his or her own strengths
L
strongly support the use of Content and language integrated learning
and Systemic Functional Linguistics to enhance academic English
NC E
and embraces his or her unique characteristics in the classroom.
CA
Thepresenters discuss a reflective project that guides ITAs in
literacy development.
identifying and forming their teaching persona. Sample reflective
Sandra Zappa-Hollman, The University of British Columbia, Canada activities areshared.
Anne Politz, Drexel University, USA
Alexis Finger, Drexel University, USA
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
teacher candidates, and teacher colleagues) evaluated the speech entices them to join.
of 10 currently practicing teachers on the constructs of accent, Marcie Post, International Literacy Association, USA
comprehensibility, and perceived teaching suitability. Tiffany Sears, International Literacy Association, USA
Meghan Moran, Northern Arizona University, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 155
Friday, 9:30 am10:15 am Friday, 9:30 am10:15 am
Hilton Baltimore, Key 10 Hilton Baltimore, Key 6
Powerful Narratives and Effective The Artsy Side of Teaching
Advocacy for Adult ESL Programs Content Area: Teacher Education
Content Area: Advocacy What does the artistic side of teaching include? Can it be taught?
Social, financial, and policy support for adult education depends on the How? This session addresses these questions by looking at language
narratives that programs tell, but many programs lack effectiveness at teaching through the lens of art. Participants explore fresh directions
powerful communication. This session gives participants the skills to for educating teachers by examining experiential activities borrowed
create narratives that resonate with community members, funders, and from formal artist education and training.
policy makers, enabling programs to achieve advocacy and other goals. Radmila Popovic, World Learning, USA
Deborah Kennedy, Key Words, USA
Friday, 9:30 am10:15 am
Friday, 9:30 am10:15 am Convention Center, 338
Convention Center, 350 The Effects of Oral Communication Instruction
Reading Strategy Use and Proficiency on English Consonant Production
Among Chinese EFL Learners Content Area: Phonology/Pronunciation
Content Area: English as a Foreign Language Adult ELLs often enroll in oral communication courses to improve their
This session provides an overview of findings from a quantitative, English speaking. Does participation in a pronunciation or conversation
correlational study that explored the relationship between reading course influence the production accuracy of English consonants
strategy use and reading proficiency at two universities in northern produced by ELLs? Do ELLs self-report changes to their speaking as a
China. Presenters highlight key findings, with a focus on practical result of their participation in an oral communication course?
implications for teachers. Elizabeth Conway, Rutgers University, USA
Deanna Nisbet, Regent University, USA
Jiuhan Huang, Regent University, USA Friday, 9:30 am10:15 am
Convention Center, 347
Friday, 9:30 am10:15 am The Supra Tutor: Development and Evaluation
Convention Center, 320 of Online Pronunciation Instruction
Sharing Responsibility, Engaging Families, and Content Area: Phonology/Pronunciation
Advocating for English/Dual Language Learners
This session presents a novel study on the development and evaluation
Presenters share an overview and results of a three-phase, W.K. Kellogg of online pronunciation instruction for the comprehensibility of ITAs.
Foundation grant with TESOL International Association. Pre-K3 teacher The Supra Tutor was developed as an attempt to address gaps in
candidates, in-service teachers, and principals engaged in a variety pronunciation teaching. The presenter introduces the tutor, discusses
of online activities to support school interaction with the surrounding the main findings, and concludes with pedagogical implications
community and English/dual language learner families. forCALL.
Sarah Sahr, TESOL International Association, USA Edna Lima, Ohio University, USA
Christina Cavage, Savannah College of Art and Design, USA
Diane StaehrFenner, DSF Consulting, USA
Friday, 9:30 am10:15 am
Hilton Baltimore, Holiday 2
Friday, 9:30 am10:15 am
Convention Center, 339 The U.S. Naturalization Test: Teaching Objectives
Content Area: Advocacy
Teaching Students to Think Like a Linguist
Content Area: Intensive English Programs This session reviews the specific listening, speaking, reading, and
writing skills needed to complete all sections of the new naturalization
Recognizing patterns is critical to successful language learning. In this test developed by the U.S. Citizenship and Immigration Services Office
session, the presenters demonstrate discovery activities from grammar, of Citizenship.
reading, listening, and pronunciation lessons that guide students
Rachael Shaw, U.S. Citizenship and Immigration Services, Department of
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
D
effective practices that impact emergent bilinguals in a variety of
E
English is the medium of instruction in Tanzanias education. Students
CE L
still exhibit poor ESL abilities when joining universities. The study contexts. Specifically, presenters discuss the challenges and successes
CAN
explores ways in which universities could strengthen students ESL of primary language instruction in bilingual and monolingual settings in
in secondary schools. The findings show that universities could be the United States and internationally.
involved in training, research and common forums in addressing Sandra Mercuri, University of Texas Rio Grande Valley, USA
theproblem Kip Austin Hinton, University of Texas Rio Grande Valley, USA
Hashim Mohamed, Sokoine University of Agriculture, Tanzania, United Mayra Daniel, Northern Illinois University, USA
Republic of Jessica Burchett, Marion City Schools, USA
AbdulKarim Mhandeni, Sokoine University of Agriculture, Tanzania, Ximena Burgin, Northern Illinois University, USA
United Republic of
Onesmo Nyinondi, Sokoine University of Agriculture, Tanzania, United Friday, 9:30 am11:15 am
Republic of Convention Center, 319
Best Practices and Emerging Trends
Friday, 9:30 am10:15 am in Intercultural Communication
Convention Center, 317 Content Area: Intercultural Communication
Words Without Borders: BroadeningOur Communicating across cultures is integral to our work in TESOL.
Vision of Academic Language Speakers highlight specific interactions between language and culture,
Content Area: Teacher Education trends in developing intercultural competence, and implications for
ELLs acquire a second language to participate in school while teaching and training across multiple contexts. Cultural issues are
developing knowledge and skills in multiple disciplines through explored from several perspectives: historical, current best practices,
that language. Teachers must comprehend academic standards and emerging trends for the future.
and objectives relation to language forms and functions, so ELLs Joe McVeigh, Independent Consultant, USA
effectively communicate in and beyond the classroom. Related topics Janet Bennett, Intercultural Communication Institute, USA
and solutions are demonstrated.
Susan Morris-Rutledge, California University of Pennsylvania, USA Friday, 9:30 am11:15 am
Convention Center, 345
Friday, 9:30 am10:45 am Beyond Coursebooks: Designing and
Convention Center, 321 Using Video and Digital Materials
Past, Present, and Future Empowerment: Videos and digital materials are fast supplementing or even replacing
The Process of Evolving traditional printed materials, creating richer and more diverse input for
Content Area: Social Responsibility/Sociopolitical Concerns our students. Panelists share best practices for writing video content,
demonstrate techniques for producing effective videos, and explore
This session brings together presenters who explore the impact of the
methods of using digital materials in various classroom settings.
African diaspora on black English language professionals and learners.
Panelists discuss present, past, and future trends as they relate to the Julie Lopez, University of Delaware, USA
field of TESOL as a whole. Jim Bame, Utah State University, USA
Thu Tran, Missouri University of Science and Technology, USA
Robert Allen, English Language Services, USA Sarah Lynn, Freelance, USA
Lavette Coney, The Fessenden School, USA
Marcel Daniels, NYU Shanghai, China
Ndeye Diallo, Qatar University, Qatar
FRIDAY, 8 APRIL
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 157
Friday, 9:30 am11:15 am Friday, 9:30 am11:15 am
Convention Center, 322 Hilton Baltimore, Key 5
Beyond the Borders of School: Establishing Inter-Rater Reliability of
Accessing Students Funds of Knowledge Scoring Rubrics for CAEP Accreditation
Content Area: Mainstream Classrooms Content Area: Accreditation/Certification/Credentialing
Rooted in social-cultural learning theory and stemming from Luis Molls Scoring rubrics used for assessing the performance of ESL teacher
funds of knowledge research, this workshop shows teachers how they candidates must be reliable in order to yield valid results. This
can access the knowledge students acquire beyond the borders of session demonstrates how to design and use training sessions for
school in order to make abstract concepts comprehensible. Participants improving the inter-rater reliability of scoring rubrics used for TESOL/
leave with activities they created for their own classrooms. CAEP accreditation and for providing professional development to
Lori Edmonds, Montgomery College, USA universitysupervisors.
JoAnn (Jodi) Crandall, University of Maryland, Baltimore County, USA Lorraine ValdezPierce, George Mason University, USA
Doris Woodruff, Anne Arundel County Public Schools, USA Becky Miskell, George Mason University, USA
Judith Collazo, George Mason University, USA
Friday, 9:30 am11:15 am
Convention Center, 315 Friday, 9:30 am11:15 am
Critical Considerations in Advancing Convention Center, 344
TESOL Teacher Education Immigrant Narratives for Informing and
Content Area: Teacher Education Transforming Language Teaching and Learning
The Teacher Education IS brings together leaders in TESOL teacher Content Area: Social Responsibility/Sociopolitical Concerns
preparation to share their visions for the future direction of TESOL This diverse panel brings together immigrant, refugee, and
teacher education. Panelists share unique perspectives on where they transmigrant narratives to open a dialogue, to advocate and to effect
have come from in their career pathway and where they believe TESOL change in educational approaches, practices, and policies. Insights
teacher education should go. and recommendations are drawn from lived experiences of identity,
Laura Baecher, Hunter CollegeCUNY, USA spirituality, human capital, age, and status, as well as language and
Faridah Pawan, Indiana University, USA literacy practices.
Thomas Farrell, Brock University, Canada Amy Alice Chastain, Emirates College for Advanced Education, United
Gulbahar Beckett, Iowa State University, USA Arab Emirates
Ester deJong, University of Florida, USA Sheri N. Jordan, Anne Arundel Community College, USA
Natalia Balyasnikova, University of British Columbia, Canada
Friday, 9:30 am11:15 am Roza Kazakbaeva, University of Central Asia, Kyrgyzstan
Convention Center, 314 Ruiming Cash, Tacoma Community College, USA
Yilin Sun, South Seattle College, USA
Critical Thinking in EFL contexts: Perspectives,
Interpretations, and Applications
Content Area: English as a Foreign Language Friday, 9:30 am11:15 am
Hilton Baltimore, Johnson
Developing critical thinking skills in English language classes has
been a topic of discussion for a few years now. However, the state of Language, Race, and Teaching at
Predominantly White Institutions
instruction varies across different EFL contexts. This panel discusses
how teachers encourage learners to develop critical thinking skills in Content Area: Teacher Education
the different EFL settings in which they teach. Most research focuses on the experiences of diverse students and
Isabela VillasBoas, Casa Thomas Jefferson, Brazil their White teachers. Much less is known about the experiences
Gabriela Kleckova, Czech University, Czech Republic of teachers from different language backgrounds and teachers of
color at predominantly White institutions. Workshop attendees learn
awareness-raising activities and research insights that promote race
talks in positive ways.
Yurimi Grigsby, Concordia University Chicago, USA
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 159
Friday, 9:30 am11:15 am 10:00 am
Hilton Baltimore, Key 8
Speaking the Language of Peace With
Friday, 10:00 am10:45 am
Our Students and Colleagues
Convention Center, Roundtable Discussion Area in Expo area
Content Area: Intercultural Communication
We Have a Constantly Revolving Door!
Although we desire to live in peace, our language is often not peaceful. Challenges of ELL Teachers
In this workshop, participants learn about and practice specific ways Content Area: Teacher Education
to speak peacefully with colleagues and students, with the goal
of bringing life to themselves and others, following the model of This session discusses issues and challenges addressed by classroom
Rosenberg (2003), Nonviolent Communication. teachers at the elementary level. Thematic analysis on qualitative
interview data addressed the complexity and the depth of issues
Joy KreeftPeyton, Center for Applied Linguistics, USA perceived by teachers in the frontline, including professional
development, teacher evaluation, and a need of constant dialogue
Friday, 9:30 am11:15 am between ESL and content teachers.
Convention Center, 323
Hsiao-Chin Kuo, Western Michigan University, USA
Supporting Multilingual Writers Through
Faculty Development: Three Contexts
Friday, 10:00 am10:45 am
Content Area: Second Language Writing/Composition Hilton Baltimore, Holiday 3
Presenters from three different institutional contextsa community Cat Got Your Tongue? Inspiring Teachers
college, a private liberal arts college, and a large public university While Demistifying English Idioms
discuss and model methods to help faculty, especially those without a Whos afraid of teaching idioms? Are you? Cat got your tongue? This
background in TESOL, develop effective strategies for supporting the interactive presentation cheerfully demystifies these lexical creatures
diverse multilingual writers in their classrooms. and help all participants inspire their students to both understand and
Jennifer Staben, College of Lake County, USA love the wondrous world of idioms. A number of practical Monday-
Betty Litsinger, Bryn Mawr College, USA morning ready techniques and activities are also demonstrated.
Elena Shvidko, Purdue University, USA
Patrick T. Randolph, Western Michigan University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
secondary EFL teachers teaching practices align with the New English
Curriculum (2012). The findings indicated that teacher agency was
neglected in the process of curriculum renewal. Suggestions on the
structural teacher empowerment measures are made.
Yanjiang Teng, Michigan State University, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 161
Friday, 10:00 am11:45 am Friday, 10:30 am11:15 am
Convention Center, 316 Hilton Baltimore, Holiday 6
The Art of the Possible: African Storytelling: A Journey Across Borders
How Issues Shaped TESOL Presidencies Content Area: Culture
As leaders, TESOL presidents are seen as instrumental in setting the This presentation deepens participants awareness of the universality
associations direction, but, actually, the reverse is often the case: of folktales and their vast potential as teaching tools. It encourages
Issues happen to presidents. In this colloquium, presidents from listeners to tap into that potential as they experience the power of
various decades discuss how what was happening in TESOL as a field folktales in the West African oral tradition. The presentation blends
and as an association shaped their presidencies. stories, poetry, and music, which are three universal languages.
Donald Freeman, TESOL President 19921993, USA Raouf Mama, Eastern Connecticut State University, USA
Dick Allwright, TESOL President 19881989, United Kingdom
(GreatBritain)
Deena Boraie, TESOL President 20132014, Egypt Friday, 10:30 am11:15 am
Christine Coombe, TESOL President 20112012, United Arab Emirates Convention Center, 337
Denise Murray, TESOL President 19961997, Australia Assessments for Ongoing Improvement
David Nunan, TESOL President 19992000, Australia of Teaching and Learning
Content Area: Assessment/Testing
10:30 am This session briefly presents the difference between formative and
summative assessments and the importance of formative assessment
as a tool for continuous improvement of teaching and learning. It
Friday, 10:30 am11:15 am also shows how assessments for specific skill areas can be created
Hilton Baltimore, Key 9 and evaluated in terms of test reliability, practicality, authenticity,
Ask and Task: Questions and Task andwashback.
Activities for Communication Practice Claudio FleurySasse, Casa Thomas Jefferson, Brazil
This new book by Nancy Zelman, author of Conversation Inspirations,
is a goldmine of photocopyable communication activities to get your Friday, 10:30 am11:15 am
students conversing: 40 topics (24 questions per topic) with more Convention Center, 341
than 300 tasks to follow up on the conversations. Using typical topic
handouts, participants ask and discuss the tasks. Raffle. Beyond Course Management Systems and
Listening, Speaking, and Pronunciation
Arthur Burrows, Pro Lingua Associates, USA
Content Area: CALL/Computer-Assisted Language Learning/
Raymond Clark, Pro Lingua Associates, USA
Technologyin Education
Using course management systems in listening and speaking classes
Friday, 10:30 am11:15 am
often neglects speaking and favors listening. This session shows an
Convention Center, 350
example of using a course management system to promote speaking
Active Listener in an Interactive Listening activities and online interactions between students in different
Classroom. What Works, What Doesnt? settings, using various authentic and academic tasks.
Content Area: English as a Foreign Language
William Adams, INTO University of South Florida, USA
This workshop introduces participants to the nature and problems of
listening education while giving insights to change the perspective
Friday, 10:30 am11:15 am
of product oriented approach into process oriented approach. The Convention Center, 343
presenter shows practical teaching techniques and advice for
transferring isolated listening classrooms to interactive classrooms Blending Families Into the Learning Process
with active learners. With a focus on literacy and language development, this session
models successful activities and strategies for engaging families. It
Hatice Nur Ozcelik, Katholiek University of Leuven, Belgium
explores both online and offline activities that strengthen students
learning and motivation by involving the whole family.
Katie Mitchell, Rosetta Stone, USA
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 163
Friday, 10:30 am11:15 am Friday, 10:30 am11:15 am
Convention Center, 329 Hilton Baltimore, Key 11
Engineering Academic Formulas List: Intersecting Grow Your Business by Becoming a CELTA Centre
Corpus Linguistics and Expert Knowledge CELTA is the internationally recognised initial teaching qualification
Content Area: English for Specific Purposes from Cambridge English. Running CELTA programmes not only
As a partial replication of the Academic Formulas List (AFL) project, provides an additional revenue stream and builds your reputation, it
the study discussed aimed to present a corpus-derived, pedagogically also diversifies your offer, turns your teachers into teacher trainers,
useful list of formulaic sequences for technical engineering writing. and gives you a source of well-trained new recruits. Join us to find
Next, this expert formula list was compared with student writing at outmore.
the novice and advanced levels. Christina Kaku, Cambridge English, United Kingdom (Great Britain)
Yaqiong Cui, Michigan State University, USA
Magda Tigchelaar, Michigan State University, USA Friday, 10:30 am11:15 am
Jessica Fox, Michigan State University, USA Convention Center, 328
Help ELLs Practice for a Successful Assessment
Friday, 10:30 am11:15 am This presentation provides educators with a resource to help students
Hilton Baltimore, Douglas overcome many factors associated with assessments that measure
Flipping the Classroom to Teach their language proficiency, including getting familiar with online
English for Academic Purposes assessments for reading, writing, speaking, and listening.
The flipped approach is gaining popularity in TESOL; however, few Eric Beck, Continental, USA
pedagogical materials exist for teachers. To help fill this gap, the
presenters describe innovative materials they developed and trialed to Friday, 10:30 am11:15 am
teach English for Academic Purposes. Attendees leave with resources Hilton Baltimore, Peale
for teaching reading, writing, listening, and speaking.
IEP Reaccreditation: Keep Calm
Ilka Kostka, Northeastern University, USA and Follow the Standards
Erik Voss, Northeastern University, USA
Content Area: Accreditation/Certification/Credentialing
This presentation examines a university-based IEPs approach
Friday, 10:30 am11:15 am to reaccreditation from the Commission on English Language
Hilton Baltimore, Paca
Accreditation (CEA). The presenters outline the self-study plan
Games and Interactions for Pronunciation, implemented at their institution and lessons learned. Through
Listening, Speaking, and Vocabulary reflection on their own successes and failures, the presenters share
Games can motivate students, make repetitive exercises fun, provide dos and donts with the audience.
instant feedback, and let players fail without penalty. Participants Sarah Grosik, University of Pennsylvania, USA
experience a variety of activities that incorporate multiword phrases Alyssa Swanson, University of Pennsylvania, USA
and lexico-grammatical patterns, invoke left-brain and right-brain
activity, and can be adapted to fit different levels and learning
objectives. Ready? Move, listen, speak! Friday, 10:30 am11:15 am
Convention Center, 339
Marsha Chan, Sunburst Media, USA
Leveraging Volunteering for Student
Success in the Classroom and Beyond
Friday, 10:30 am11:15 am Content Area: Higher Education
Convention Center, 327
The presenters introduce and share practical strategies on the
GamificationUncertain Rewards and Dopamine
implementation of a volunteering component within an ESL program
Review of research showing how uncertain rewards increase the to promote greater student success in the classroom, and beyond,
brains production of dopamine; a neurotransmitter associated with and encourage greater student resilience and a sense of control
visceral motivation, emotional attachment, and long-term memory. over academic or professional progress through social networking
Introducing Words & Monsters, a free mobile game integrating andvolunteering.
uncertain rewards with paired associate tasks for the high-frequency
FRIDAY, 8 APRIL
vocabulary of: General English, TOEFL, IELTS, and TOEIC. Yuliya Miakisheva, York University, Canada
Doina Nugent, York University, Canada
Guy Cihi, Lexxica R&D, Japan Kareen Sharawy, York University, Canada
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
FRIDAY, 8 APRIL
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 165
Friday, 10:30 am11:15 am Friday, 10:30 am12:15 pm
Convention Center, 331 Convention Center, 342
Washingtons I-DEA: Developing Rubrics for EAP Writing:
A Flipped Curriculum for Adult ELLs Research- and Practice-Based Construction
Content Area: Adult Education Content Area: Second Language Writing/Composition
Project I-DEA, funded by the Bill and Melinda Gates Foundation, is in Presentations examine various components of EAP writing rubrics
the third phase of a 3-year pilot. The curriculum includes 31 flipped in order to offer best practices for rubric construction, including
instructional modules designed to accelerate learning of lower level crafting effective descriptors, guiding students toward more effective
ELLs. Presenters share project goals and design, the revised openly source use, connecting effective language use to development and
licensed curriculum, and initial data. organization, and aligning developmental course rubrics to those in
Jodi Ruback, Washington State Board for Community and Technical college-level composition courses.
Colleges, USA Margi Wald, University of California, Berkeley, USA
Jess Thompson, Washington State Board for Community and Technical Gena Bennett, Independent Scholar, USA
Colleges, USA Diane Schmitt, Nottingham Trent University, United Kingdom
Adria Katka, North Seattle College, USA (GreatBritain)
Jan Frodesen, University of California, Santa Barbara, USA
Friday, 10:30 am11:15 am
Convention Center, 320 Friday, 10:30 am12:15 pm
Why Assess in Spanish: Convention Center, 347
A Case for L1 Literacy Assessment How Can Educators Support Traumatized Students
The presenters provide evidence of the growing number of early Content Area: Advocacy
learners whose first language is Spanish and who are acquiring English By understanding the impact of traumatic experiences on teaching
as their second language. Based on available research, the argument is and learning, school personnel can better respond. Trauma has
made that literacy assessment should not be delayed until a child can profound effects on physical and mental health of students as well
be tested in English. as educational attainment. Creating a systemic, collaborative, and
Mercedes Cordero, PALS/CaseNEX, USA culturally responsive approach moves us toward holistic education.
Nancy Walsh-Boeder, PALS, a Division of CaseNEX, USA Sandra Duval, Maryland Public Schools, USA
Comfort Davis, Maryland Higher Education, USA
Friday, 10:30 am11:45 am Geraldine Duval, Maryland State Education Association, USA
Convention Center, 324
Learning English Through Environmental Education
11:00 am
Content Area: Social Responsibility/Sociopolitical Concerns
This presentation describes various teaching activities that aim to
meet the needs of a new generation of learners. Participants receive Friday, 11:00 am11:45 am
Hilton Baltimore, Holiday 3
teaching materials about the environment that they can use both in
and out of the classroom. Wordless Books to Work on Words and More!
Peter Sakura, Michigan State University, USA Wordless Books: So Much to Say, a new TESOL Press book, will
Mary Newbegin, Lehigh University, USA be highlighted along with interactive lesson ideas that integrate
Maureen Templeman, University of South Florida, USA vocabulary, technology, music, and writing. This is followed by time
Sarah Siddique, University of North Carolina, Charlotte, USA for participants to review numerous wordless books and discuss other
Hamdi EltanawiShadi, Khedaweya Secondary School, Egypt ways they can use them for language instruction.
Gilda Martinez-Alba, Towson University, USA
Judith Cruzado-Guerrero, Towson University, USA
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 167
Friday, 11:30 am12:15 pm Friday, 11:30 am12:15 pm
Convention Center, 331 Convention Center, 326
Beyond Lesson Content: Developing Collaborative Initiative by Three Institutions:
Motivation by Envisioning a Future Self Preparing ELLs for Community College
Content Area: Adult Education Content Area: Program Administration
Why dont I see you in class anymore is an often-asked question A community college, literacy agency, and ESL masters program
in adult ESL programs. This session looks at how lack of motivation collaborated in offering a summer writing course to prepare ELLs for
impacts class attendance. Participants explore motivational strategies, starting college. Presenters describe the conceptualization, planning,
tools, and activities designed to develop and maintain motivation. implementation, and outcomes of this collaborative initiative.
Roshii Jolly, The New School, USA Attendees discuss possible applications to their own settings.
David Fobair, The New School, USA Susan Spezzini, University of Alabama at Birmingham, USA
Linda DeRocher, The Literacy Council of Central Alabama, USA
Friday, 11:30 am12:15 pm Josephine Prado, University of Alabama at Birmingham, USA
Hilton Baltimore, Key 4
Beyond Spaces and Time: Constructing Friday, 11:30 am12:15 pm
Communities for English Language Learning Hilton Baltimore, Paca
Content Area: CALL/Computer-Assisted Language Learning/ Creating Classroom Activities From
Technologyin Education Free TOEFL Resources
This session focuses on the language practices in online contexts Use TOEFLs free resources to create classroom activities that will
where language learners interact with target language speakers. The help your students improve their academic English. By adapting actual
relationship among contexts, identities, and language use is discussed. TOEFL test items, you can increase your students ability to succeed in
Participants leave with a deeper understanding of new approaches to the classroom. Attendees review sample activities and discuss the use
incorporate online spaces into language classrooms. of rubrics to stimulate improvement.
Se Jeong Yang, The Ohio State University, USA Marian Crandall, Educational Testing Service, USA
The study discussed takes a case study approach and looks at bilingual This session presents on the work of one graduate TESOL program
children and bilingual parents translanguaging practices by focusing on mentoring TESOL candidates towards the completion of their final
on families ways of using their two languages to support their Action Research projects and details the deliberate structures put into
childrens bilingual development in literacy events. The findings have place to guide them through the AR process. Participants receive the
implications for teachers and instructional practices at schools. course syllabus and former successful AR projects.
Zohreh Eslami, Texas A&M University, USA Sarina Chugani Molina, University of San Diego, USA
reading instruction. Decoding and spelling strategies are demonstrated efficacyof error coding and zooms in on a range of lexical,
and practiced. morphological, and syntactic errors. Implications for the L2 writing
Heidi Hyte, Reading Horizons, USA classroom arediscussed.
Qiandi Liu, Northern Arizona University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
school or college-age students ability to take effective and meaningful learn about the project and how to implement extensive speaking in
notes? Join us to learn true and tried techniques and receive subject- theirclasses.
matter-specific note-taking templates. Eric Reynolds, Woosong University, Korea, Republic of
Hoda Zaki, Camden County College, USA Sarah Yeonghong Go, Middlebury Institute of International Education,
Ildiko Porter-Szucs, Eastern Michigan University, USA Korea, Republic of
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 169
Friday, 11:30 am12:15 pm Friday, 11:30 am12:15 pm
Convention Center, 332 Hilton Baltimore, Key 11
Improving L2 Reading Comprehension Placement and Progress Testing in
With Facebook a Multilevel ESL Program
Content Area: Reading and Literacy Learn how pairing the CaMLA EPT with the MTELP series makes an
Using results from classroom research, this session demonstrates efficient, reliable, and cost-conscious coupling that will save your
how the use of the social media site Facebook may affect the second- program time and money. Available in both computer-based and paper-
language reading comprehension of students enrolled in content-based based formats, this duo will make placement and progress a breeze for
ESL courses. your institution. Dont skip this demo!
Tamara Warhol, University of Mississippi, USA Jessica OBoyle, CaMLA, USA
Its Time for a Change in the Mentoring Process Principals Implementation of Mandates to
Content Area: Personal and Professional Development for Teachers Improve Educational Opportunities for ELLs
Content Area: Program Administration
Mentoring has been an established avenue for professional
development. An individuals willingness to change and place his or her Federal mandates to improve ELL education must extend beyond state
trust in the mentoring process shapes the success of this relationship. and school borders to impact instruction. This presentation features the
A blueprint of the mentoring process based on identifying stages of stories of secondary principals who have collaborated to implement,
change and engaging in specific and effective dialogue is presented. sustain, and extend mandates to improve instruction for ELLs across
secondary classrooms. The presenters feature their leadership styles,
Linda D. Pratt, Rochester Institute of Technology, USA
progress, and ongoing challenges.
Michaela Colombo, University of Massachusetts Lowell, USA
Friday, 11:30 am12:15 pm Laurie Hartwick, Lawrence Public Schools, USA
Hilton Baltimore, Tubman
Kinnon Foley, Lawrence Public Schools, USA
Making the Massive Online Course More Human(e)
Massive open online courses (MOOCs) continue to be a popular Friday, 11:30 am12:15 pm
learning option. With course sizes in the tens of thousands, finding Convention Center, 325
creative ways to maintain the personal touch for successful learning
Reexamining Online Teacher Training Practices:
is challenging. The key is in using engaging supplementary materials
Towards Effective Mentorship and Evaluation
and social media tools.
Content Area: Teacher Education
Maggie Sokolik, Wayzgoose Press, USA
Discussants highlight current practices in mentoring and evaluating
teacher-trainees in online programs by sharing their own experiences
Friday, 11:30 am12:15 pm and challenges, and relating them to supporting literature. The
Convention Center, 328
audience generates effective mentoring and evaluation strategies and
Moving Beyond Cultural Boundaries: Using techniques through sharing of anecdotal evidence. Discussion notes
Reflection, Making Connections, Bridging Gaps will be provided via email.
Content Area: Culture Adrian Ortiz, University of IllinoisChicago, USA
This session explores how an instructor, a tutor, and international Miralynn Malupa-Kim, Alliant International University, USA
students in a 20th-century American culture course engaged in Caitlin Cornell, University of Illinois at Chicago, USA
reflective practices both inside and outside the classroom. By reflecting
on content, students went beyond surface observations, making salient
connections between their culture and U.S. culture, thereby bridging
cultural gaps.
Anastasia Khawaja, INTO University of South Florida, USA
Page Flint, University of South Florida, USA
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 171
Friday, 11:30 am12:15 pm 1:00 pm
Hilton Baltimore, Johnson
Transforming Stereotypes, Classism, Racism,
Friday, 1:00 pm1:45 pm
and Misogyny Through Social Media
Hilton Baltimore, Key 12
Content Area: Intercultural Communication
Access to More Through English
Bridging controversial topics is essential in Intercultural See how teachers are integrating leadership/team building, community
Communications courses. By analyzing stereotypes in Korea, classism engagement, cross-culture, instructional technology, and critical and
in Kenya, racism in Latin America, and misogyny in Somalia, students creative thinking into EFL classes for teens and young adults in the
cross the borders of their own comfort zones. Easily-adaptable lesson U.S. State Departments English Access Microscholarship Program (for
plans encourage students involvement via a class blog and student- talented disadvantaged youth in more than 80 countries). Learn best
generated videos about their culture. practices for enriching your program.
Kendra Staley, Universidad del Norte, Colombia Melissa Fernandez, U.S. Department of State, USA
Melinda Burks, U.S. Department of State, USA
Friday, 11:30 am12:15 pm
Convention Center, 341
Friday, 1:00 pm1:45 pm
Why Assess Spanish-Speaking Students Convention Center, 317
in English and Spanish? Being and Becoming an ESP teacher:
Educators sometimes question the value of assessing native Spanish- An Ethnographic Study
speaking students in Spanish when both instruction and exams are Content Area: Personal and Professional Development for Teachers
in English. The information gained, however, identifies for teachers
the knowledge and skills students already have that they cannot yet This study examines the identity construction of ESP teachers working
demonstrate in English, and thus guides instruction. in a Chinese tertiary institution in light of curriculum reform. Using
an ethnographic approach, the inquiry aims to yield a contextualized
Carol Johnson, Renaissance Learning, USA understanding of ESP teachers professional lives and to provide
grounded insights to ESP teacher education and development.
Friday, 11:30 am12:15 pm Jian (Tracy) Tao, The University of Hong Kong, Hong Kong
Convention Center, 345
Wikis, Collaborative Writing, and Rhetorical
Friday, 1:00 pm1:45 pm
Awareness in ESL Composition
Convention Center, 326
Content Area: CALL/Computer-Assisted Language Learning/
Beyond the Comfort Zone: Energizing Faculty
Technologyin Education
Through Varied Professional Development
This presentation explores how a college instructor used wiki-based Content Area: Personal and Professional Development for Teachers
collaborative writing in a U.S. first-year ESL composition course. The
presenters share analyses of factors that mediated the range of mutual Veteran teachers often dont prioritize professional development.
collaboration and discussion about rhetoric among students, as well as Newer teachers are typically eager to develop their skills. This session
curriculum materials and the students finished wiki texts. highlights 10 varied approaches to enable an eclectic faculty to take
charge of its professional development. Program administrators learn
Dong-shin Shin, University of Cincinnati, USA practical techniques to implement immediately in their context for
Tony Cimasko, Miami University, USA
desired improvements.
Patrick Lilja, Interlink Language Center at the University of North
Friday, 11:30 am12:30 pm Carolina at Greensboro, USA
Hilton Baltimore, Holiday 2 Giovanna Alessio, The University of North Carolina at Greensboro, USA
Guide to the Adult Citizenship Education
Content Standards: An Overview
Content Area: Advocacy
This session provides an overview of the U.S. Citizenship and
Immigration Services Office of Citizenship publication, Guide to the
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Friday, 1:00 pm1:45 pm This presentation explores the realities of immigrant families in the
Hilton Baltimore, Key 6 USA and the effect of home culture and language on how children
connect to U.S. schooling. Also, it provides strategies to connect better
Creating Cultures of Language Awareness
to ELL families and to transform schools into a culturally responsive
in Content-Based Contexts
community for all members.
Content Area: Content-Based and CLIL/Content and Language
Integrated Learning Christel Broady, Georgetown College, USA
Why should language awareness be confined to language classrooms?
In this interactive, practical session, presenters provide a rationale Friday, 1:00 pm1:45 pm
Hilton Baltimore, Holiday 1
and strategies for creating cultures of language awareness for entire
schools that go beyond the borders of the ESL classroom. Content ELLs and the Common Core State Standards
applies to administrators, teachers, paraeducators, ESL/bilingual Content Area: Standards, Common Core State Standards
specialists, and students. This workshop provides an introduction to the CCSS. Participants learn
Kristen Lindahl, University of Texas at San Antonio, USA about the supports that ELLs will need to meet the CCSS and the new
Naomi Watkins, Utah State University, USA roles for teachers and educators of ELLs in the era of the CCSS. It
equips participants with strategies and resources to include ELLs in
theCCSS.
Giselle Lundy-Ponce, American Federation of Teachers, USA
FRIDAY, 8 APRIL
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 173
Friday, 1:00 pm1:45 pm Friday, 1:00 pm1:45 pm
Convention Center, 348 Hilton Baltimore, Key 8
Facilitating Language Use Awareness to If Carmen Can Analyze Shakespeare,
Optimize the L2 Writing Experience Everyone Can: Identity and Power
Content Area: Second Language Writing/Composition Content Area: Teacher Education
Drawing from empirical data on L1 use during L2 writing, this The case study discussed describes how Carmen struggled with and
presentation addresses how questionnaires can be used to facilitate L2 (re)negotiated her cultural, ethnic, and ESL speaker identities first as
writers awareness of their perceptions of language use. The presenter an ELL and then an elementary school teacher in the United States. By
discusses how writing instructors might help L2 writers move beyond describing and discussing the identity transformation, conflicts, and
perceived language borders to optimize their L2 writing experiences. negotiations Carmen experienced, the study offers implications for
Katherine Evans, University of California, Davis, USA classroom practice.
Hayriye Kayi-Aydar, University of Arizona, USA
Friday, 1:00 pm1:45 pm
Convention Center, 342 Friday, 1:00 pm1:45 pm
Going Beyond Monolingual Borders to Convention Center, 343
Equitably Assess Bilingual Writing Innovative Approaches to the Delivery of
Content Area: Second Language Writing/Composition an Applied Linguistics-TESOL MA
This presentation shares how 24 preservice teachers analyzed writing This presentation introduces the new dual-modality Masters in Applied
samples from emerging bilingual middle school students. Through this Linguistics-TESOL offered at Texas A&M University-Commerce.
examination, participants see the hesitation and tensions teachers This program is the culmination of several years of academic and
experience when evaluating emerging bilinguals writing. The findings conceptual development, including the creation of an advisory board
point to the need to challenge deficit notions of diverse language use. of first-class scholars. Raffling textbooks from TAMUC faculty Dr. Lucy
Pickering and Dr. Salvatore Attardo.
Margarita Zisselsberger, Loyola University Maryland, USA
Mark Lewis, Loyola University Maryland, USA Shelby Miller, Texas A&M UniversityCommerce, USA
Elisa Gironzetti, Texas A&M University-Commerce, USA
Friday, 1:00 pm1:45 pm
Convention Center, 315 Friday, 1:00 pm1:45 pm
Convention Center, 331
Hands-On Comprehension Strategies for All Students
Many ELLs struggle to read and comprehend even basic texts. Integrating Workforce Preparation and
Evidence-based, hands-on comprehension strategies can change that. Training Into EL Civics Curriculum
This is an interactive workshop. Participants learn proven activities and Content Area: Adult Education
strategies to boost comprehension for all levels of ELLs. The Workforce Innovation and Opportunity Act emphasizes integrating
Jill Haney, Saddleback Educational, USA workforce preparation and training into ESL and EL civics curriculum.
Presenter demonstrates one states EL civics workforce preparation
curriculum and performance-based assessment. Participants review
Friday, 1:00 pm1:45 pm
and evaluate it for their own use. Discussion also includes plans for
Convention Center, 346
integrating workforce training.
Hear More Student Voices With Google Voice
Lori Howard, CASAS, USA
Content Area: CALL/Computer-Assisted Language Learning/
Technologyin Education
Friday, 1:00 pm1:45 pm
Instructors often use technology for motivation, but are unaware of Hilton Baltimore, Paca
how it can enhance learning. Presenters demonstrate how to create
an account, customize assignments, and share recordings. Participants Language Teaching in a BYOD Environment
create content with cell phones. Sample activities for classroom use Many schools no longer support traditional computer-based language
are provided. Learn to use an adaptable, accessible, and engaging tool. labs. Instead, we are seeing one-to-one programs, where students
are issued portable devices (such as iPads or Chromebooks) and
Farrah Littlepage, University of Missouri-Columbia, USA
then bringing these devices to class. This workshop examines how
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 175
Friday, 1:00 pm1:45 pm Friday, 1:00 pm1:45 pm
Hilton Baltimore, Tubman Convention Center, 332
Seeing Results With Effective Teaching Content-Specific Academic
Blended Learning Solutions Vocabulary to ELLs
Online platforms are used in higher education classrooms around the Content Area: Math and Science
world, but most are not developed for language learners. Learn from This presentation illustrates the linguistic characteristics of
experts, including a leading platform developer and teachers who content-specific academic vocabulary with authentic K12 texts
have successfully incorporated blended learning in the classroom, how and demonstrates instructional strategies that emphasize roots and
digital solutions created for language learners lead to measurable affixes to teach math and science vocabulary to ELLs. Participants
student success. actively engage in the analysis of science and math vocabulary and the
Sharon Sargent, Oxford University Press, USA demonstration of teaching strategies.
Sigrun Biesenbach-Lucas, Oxford University Press, USA Wei Zhang, The University of Akron, USA
Donette Brantner-Artenie, Oxford University Press, USA Lynn Smolen, The University of Akron, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 177
Friday, 1:00 pm2:45 pm Friday, 1:00 pm2:45 pm
Hilton Baltimore, Key 3 Convention Center, 350
Helping ELLs Meet Standards New Materials on Rigor, DigitalLiteracy,
for Reading and Writing and Career Pathways
Content Area: Mainstream Classrooms Content Area: Adult Education
This interactive workshop describes a research-based framework The LINCS ESL Pro project has created materials and provided support
to support ELLs in the Common Core State ELA Standards. Through to 10 states to improve ELL instructions in three areas: increasing rigor
interactive adult learning techniques with 14 high leverage practices, of instruction, integrating digital literacy, and connecting adult ESL
session participants actively engage with classroom-ready material learners to career pathways. Learn about freely available materials and
and develop action plans and curricular materials relevant for their online professional development on these important topics.
own instructional contexts. Marcela Movit, American Institutes for Research, USA
Erin Haynes, American Institutes for Research, USA Heide Spruck Wrigley, Literacywork International, USA
Patricia Garcia-Arena, American Institutes for Research, USA Kathy Harris, Portland State University, USA
Laura Golden, American Institutes for Research, USA Betsy Parrish, Hamline University, USA
Lauren Artzi, American Institutes for Research, USA
Friday, 1:00 pm2:45 pm
Friday, 1:00 pm2:45 pm Hilton Baltimore, Holiday 4
Convention Center, 319 One-Size-Fits One:
Insights Into ITA Testing and Training Incorporating Technology Into ESP Courses
From Conversation Analysis Never a one-size-fits-all pedagogy, the varied ESP landscape
Content Area: International Teaching Assistants presents unique challenges for incorporating technology. Panelists
Conversation analysis offers in-depth insights into talk-as-text representing a spectrum of different face-to-face and online courses
and allows us to dissect what we may intuitively know about the address technologys impact on three key areas: organizational needs
discourse of ITAs. In this session, the presenters explore current CA/ analysis, course design and development, and course delivery.
ITA research projects, and involve participants in a discussion of Jaclyn Gishbaugher, The Ohio State University, USA
potentialapplications. Suzi Lee, Georgia Institute of Technology, USA
Stephen Daniel Looney, Pennsylvania State University, USA Julie Lopez, University of Delaware, USA
Innhwa Park, West Chester University, USA David Kertzner, ProActive English, USA
Stephanie Hyeri Kim, California State University, Northridge, USA Christine Sabieh, Notre Dame University, USA
Marvin Hoffland, Carinthia University of Applied Sciences, Austria
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 179
2:00 pm Friday, 2:00 pm2:45 pm
Convention Center, 322
Advancing Academic Language Development
Friday, 2:00 pm2:20 pm
Beyond an Intermediate Level
Convention Center, 323
Content Area: Content-Based and CLIL/Content and Language
Beyond the Textbook:
Integrated Learning
Movement Activities for Production and Review
Content Area: Teaching Methodology and Strategy Some students fail to progress beyond intermediate proficiency levels
in academic English. This session explores ways to bolster learners
Cathie Summerford states, Movement in the academic classroom language development. Participants use a matrix to diagnose aspects
is essential to keep (students) focused, excited, and ready to learn. of academic English that may be problematic to learners and practice
The presenters share activities to support students in producing and techniques to advance proficiency across different skill areas.
reviewing target concepts taught in class. Participants leave with
captivating ideas to get students out of their seats! Deborah Short, Academic Language Research & Training, USA
Jaime Haile, ELS Language Centers, USA
Nicole Haning, ELS Language Centers, Santa Monica, USA Friday, 2:00 pm2:45 pm
Convention Center, 342
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
With the growth of internationalization of U.S. higher education, Beyond the Tip of the Iceberg:
Building Effective Cross-Cultural Training
transplanting first-year writing to the EFL context emerges, which
offers unique opportunities as well as challenges. This presentation, by Content Area: Culture
discussing a case of first-year writing implemented in a U.S off-shore Institutions tout their cross-cultural programming, but many do not do
program in China, sheds light on the transnationality of first-year writing. it right. This session explores a successful cross-cultural conversation
Ming Fang, Florida International University, USA pilot program that followed the Deardorff Intercultural Competence
Model. Participants learn how IEP students were grouped with
domestic students for an ongoing training that successfully explored
Friday, 2:00 pm2:45 pm deep cultural issues.
Convention Center, Roundtable Discussion Area in Expo area
Matt Kaeiser, University of Miami, USA
Beyond Ethnicity: Minority Students
Clarissa Moorhead, University of Miami, USA
Identities Constructed in EFL in China
Jessica Driemeier, University of Miami, USA
Content Area: Social Responsibility/Sociopolitical Concerns
Informed by postnationalism perspectives, the study discussed Friday, 2:00 pm2:45 pm
explored how tertiary-level Uyghur students represented themselves Hilton Baltimore, Peale
through EFL learning. EFL learning was found to empower participants
Beyond the Traditional Reading Test:
to contest the essentialized features imposed upon them, and forge
Summaries as Comprehension Assessments
desirable identities. Implications for stakeholders are discussed.
Content Area: Reading and Literacy
Xiaoyan (Grace) Guo, The Chinese University of Hong Kong, Hong Kong
Mingyue (Michelle) Gu, The Chinese University of Hong Kong, Hong Kong One efficient measure of students reading comprehension is having
them write a summary; however, summarizing is a difficult skill
that can be affected by writing proficiency. This session discusses
Friday, 2:00 pm2:45 pm approaches for teaching and assessing summaries to measure reading
Convention Center, 317
comprehension and provides classroom-ready scaffolded summary
Beyond Physical Borders: TESOL Practicum activities for all proficiency levels.
Students and Online Teaching
Alisha Biler, University of South Carolina, USA
Content Area: Teacher Education Ray Knight, University of South Carolina, USA
Tasked with building an online English learning experience for
university partners in Guatemala, a university ESL program staffed
a pilot program with TESOL certificate students. Presenters explore
program design, supervision, and students experiences as well as
FRIDAY, 8 APRIL
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 181
Friday, 2:00 pm2:45 pm Friday, 2:00 pm2:45 pm
Convention Center, 328 Convention Center, 341
Blasting the Concrete Boundary of Coteaching Strategies for ELLs Through
Metaphor as a Literary Tool the Gradual Release of Responsibility
Content Area: Reading and Literacy Content Area: Integrated Skills
Metaphor is often thought of as a literary tool, but it is pervasive Many teachers of ELLs combine CBI with academic language and
in everyday English. The findings of this study investigating literacy development, while also creating a viable coteaching
metaphors inuniversity engineering textbooks, and students partnership. This highly interactive sessionutilizing simulations,
reading comprehension of some of these metaphors are presented. video case studies, lesson plan analysis, and small group critical
Implications for EAL pedagogy are discussed, highlighting the reflectionsaligns the Gradual Release of Responsibility framework
importance of metaphorcomprehension. with language and content mediation coteaching strategies.
Tina Beynen, Carleton University, Canada Andrea Honigsfeld, Molloy College, USA
Maria Dove, Molloy College, USA
Friday, 2:00 pm2:45 pm Audrey Cohan, Molloy College, USA
Hilton Baltimore, Douglas
Content and EFL Teachers Collaboration in CLIL Friday, 2:00 pm2:45 pm
Convention Center, Roundtable Discussion Area in Expo area
Discovering and enhancing the role of language in teaching and
learning content through English in CLIL (content and language Digital Storytelling and Culturally Responsive
integrated learning) is pivotal for both content and EFL teachers. This Pedagogy in Preservice Teacher Training
presentation illustrates ways an emerging community of practiceEFL Content Area: Teacher Education
and content teacherscollaborates while revisiting their practice. Digital stories (DSs) as a multimodal autoethnographic tool in ESOL
Lina Vellucci, TESOL Italy, Italy teacher training allows teachers-as-storytellers to share (inter)cultural
Lucilla Lopriore, TESOL Italy, Italy experiences and explore reflexive practices, language ideologies,
and multicultural awareness. In the case study discussed, the
Friday, 2:00 pm2:45 pm instructorresearcher uses arts-infused methods and DS-elicitation
Convention Center, 340 to discuss multiple contextualized viewpoints on the DS process and
short videoproduct.
Coping Strategies of ESL Students in
an Online Composition Course Julie Dell-Jones, University of South Florida, USA
Content Area: Distance Learning/Online Learning
Taking online mainstream classes presents ESL students with Friday, 2:00 pm2:45 pm
opportunities and challenges. Using information gathered through Hilton Baltimore, Key 6
classroom-based action research, this presentation examines the English-Only Policy and Language Teacher
particular difficulties that ESL students in a mainstream online Education in Arizona: Insiders Perspectives
composition course face as well as the successful and unsuccessful Content Area: Language Policy and Planning
coping strategies students employ to overcome these challenges. This presentation reports on findings of a study that was intended to
Melissa Giefer, Winona State University, USA explore effects of globalization on K12 language teacher education
with reference to the English-only policy in the United States, through
the perspectives of teacher candidates, students, and faculty members
of a Southwest U.S. university.
Navin Singh, University of San Francisco, USA
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
This is a roundtable discussion about designing a flipped class Helping Nonnative-English-Speaking Scholars
Publish Their Research Internationally
discussing the Ferguson event and deconstructing color-blind
racism among pre- and in-service TESOL candidates. All faculty Content Area: Second Language Writing/Composition
and administrators in teacher education are welcome to attend. Nonnative scholars feel pressure to publish research in English, but
Participants come away with ideas to deconstruct racism and its often lack local institutional support to do so. The presenter shares the
impact in ESL education. results of a uniquely interdisciplinary study (English and engineering)
Yin Lam Lee-Johnson, Webster University, USA that first investigated the specific writing challenges such scholars
face and then developed strategies to address those challenges.
Friday, 2:00 pm2:45 pm Ron Martinez, Universidade Federal do Paran, Brazil
Hilton Baltimore, Key 2
Fostering Autonomous Learning by Supportive
Engagement of Existing Learner Autonomy
Content Area: Applied Linguistics
There is convincing research evidence that proactive learners learn
better and faster than reactive learners. What are the obstacles
to promoting learner autonomy? What are the cognitive and
metacognitive strategies and attendant conditions necessary to
FRIDAY, 8 APRIL
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 183
Friday, 2:00 pm2:45 pm Friday, 2:00 pm2:45 pm
Convention Center, 348 Hilton Baltimore, Key 8
Implementing a Hybrid Assignment-Rater Service Learning, Inquiry, and Narrative:
Norming Training Protocol in ESL Writing Beyond Coursework in Teacher Preparation
Content Area: Assessment/Testing Content Area: High School/Secondary Education
Assignment-rater norming training to achieve inter-rater reliability The U.S. teaching force remains predominantly Caucasian and
is an important and yet challenging task for a large institution due English monolingual. One way that teacher education programs can
to time constraints. The presenters share an assignment-rater prepare preteachers to teach across language, culture, ethnicity, and
norming procedure that includes an asynchronous online assignment- race is to engage them in meaningful service learning with ongoing
rater norming and a synchronous, face-to-face session. Materials, narrative assignments that support them in making sense of their
guidelines, and two case studies are shared for discussion. servicelearning.
Jin Kim, University of Illinois at Urbana-Champaign, USA Michaela Colombo, University of Massachusetts Lowell, USA
F. Scott Walters, University of Illinois at Urbana-Champaign, USA
Leyla Lambert, University of Illinois at Urbana-Champaign, USA Friday, 2:00 pm2:45 pm
Hilton Baltimore, Calloway
Friday, 2:00 pm2:45 pm Teachers as Materials Writers
Hilton Baltimore, Holiday 6
Content Area: Teacher Education
D
Personal and Professional Growth
E
This session describes the process of writing a methodology
L
Through Life Satisfaction
Content Area: Leadership
NC E
coursebook, Becoming a Teacher, by 10 local teachers under the
CA
coordination of an English Language Fellow from the U.S. embassy. It
Life satisfaction occurs when people are engaged in activities that presents their experience and provides practical tips for EFL teachers
cause them to forget themselves, feel gratitude, lose track of time, and who are planning to write their own teaching materials.
stop worrying. This session focuses on the literature of life satisfaction Nilufar Mukhammedova, The Uzbek State University of World
and makes recommendations on how to increase the happiness Languages, Uzbekistan
quotient for TESOL educators. Kamola Alimova, The Uzbek State University of World Languages,
Neil J Anderson, Brigham Young UniversityHawaii, USA Uzbekistan
Christine Coombe, Dubai Mens College, United Arab Emirates
Friday, 2:00 pm2:45 pm
Friday, 2:00 pm2:45 pm Convention Center, 343
Convention Center, Roundtable Discussion Area in Expo area Teaching English as a Foreign Language
Saving Time Making ELT Materials This presentation describes UC San Diegos professional certificate
Content Area: Materials Writers and Curriculum/Materials Development in Teaching English as a Foreign Language, showing how it provides
Emerging technologies enable teachers to make their own digital and excellent preparation for international teaching contexts and for
even interactive ELT materials. This session explores ways to super- teaching in IEPs. Special courses in teaching English to young learners
charge content creation through open educational resources, peer and UCSDs online course offerings in TEFL are also highlighted.
collaboration, and online authoring tools. The results: Faster content Ivana Bonaccorsi, University of California, San Diego, USA
development, higher quality, and more creative ideas that work in the
elementary classroom. Friday, 2:00 pm2:45 pm
Benjamin Grimley, Speak Agent, USA Hilton Baltimore, Key 11
TEFL Student Practices With Reflection:
A Constructive-Developmental Study
Content Area: Teacher Education
Reflection is a critical component of successful teaching.
However, reflective practice differs among teachers. Building on
research connecting adult development theory to reflection and
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 185
Friday, 2:00 pm3:45 pm Friday, 3:00 pm3:45 pm
Convention Center, 331 Convention Center, 337
Pronunciation and the Adult Learner: Childrens Social Representations About
Its Never Too Late Teaching and Learning English in Colombia
Content Area: Adult Education Content Area: English as a Foreign Language
Adult learnerseven those who come to us after speaking English for The presenters share a research project that explored childrens
many yearscan make significant improvements in speaking given social representations about the teaching and learning of English in
the right focus and teachers who understand the basics of English Medellin, Colombia. Data collected through drawings, pretend play,
pronunciation. Participants learn about and practice a variety of and conversations were analyzed in the light of Moscovicis social
multimodal approaches to teaching pronunciation. representations theory. Findings revealed childrens knowledge,
Shirley Thompson, English Language Training Solutions, USA feelings, and beliefs about learning and teaching.
Heather Ritchie, Montgomery College, USA Diana Quinchia, Universidad de Antioquia, Colombia
Cristina Cadavid, Universidad de Antioquia, Colombia
Claudia Diaz, Universidad de Antioquia, Colombia
3:00 pm
Friday, 3:00 pm3:45 pm
Friday, 3:00 pm3:20 pm Hilton Baltimore, Key 1
Convention Center, 339 Cognitive Approaches to Encoding a New Language
Electronic Word Cards for Vocabulary Development Jeanette Altarriba, University at AlbanySUNY, USA
Content Area: Vocabulary, Lexicon
One of the best vocabulary learning strategies suggested by lexical Friday, 3:00 pm3:45 pm
researchers is using word cards. This session helps teachers to create Convention Center, 317
electronic word cards for their students to learn new vocabulary. Collaborative Professional Development:
Participants also learn how to teach their students to create their own Practice-Oriented Reading Clubs
sets of words to learn. Content Area: Personal and Professional Development for Teachers
Thu Tran, Missouri University of Science and Technology, USA A practice-oriented reading club is a relaxed and collaborative model
for professional development in which faculty read about teaching
Friday, 3:00 pm3:45 pm methods, implement new practices in their classrooms, then meet to
Convention Center, 348 discuss their experiences. Learn strategies for organizing a reading
Beyond Borders: Writing and Rhetorical club, selecting texts, and facilitating discussions. Results of teacher
Needs of Chinese-Speaking Students surveys are presented.
Content Area: Second Language Writing/Composition Ruth Moore, University of Colorado Boulder, USA
This presentation addresses the writing and rhetoric needs of Chinese- Kate Furze, University of Colorado Boulder, USA
speaking students in institutes of higher education in the United
States, China, and Taiwan, focusing on what course assignments, Friday, 3:00 pm3:45 pm
assessment practices, and instructional strategies writing instructors Hilton Baltimore, Latrobe
can provide to foster students writing proficiency and confidence when Coordinating and Staffing an ITA
composing in their L2. Program on Your Own
Aylin Baris Atilgan, University of California, Davis, USA Content Area: International Teaching Assistants
Rockwell F. Clancy, University of MichiganShanghai Jiao Tong This discussion focuses on the responsibilities and common practices
University Joint Institute, USA involved in being the sole person staffing a university program for
Yu-Shan Fan, Taipei Medical University, Taiwan international teaching assistants. Participants discuss challenges
and offer solutions to one another based on similar contexts.
Friday, 3:00 pm3:45 pm Thesession serves as a networking opportunity for future support
Hilton Baltimore, Key 1 andcollaboration.
Beyond Native/Nonnative Borders: Exploring
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 187
Friday, 3:00 pm3:45 pm Friday, 3:00 pm3:45 pm
Convention Center, 342 Hilton Baltimore, Key 1
For a Smoother Transition From IEP Reading Development for Students
to First-Year Composition With Interrupted Education
Content Area: Second Language Writing/Composition Mary Lou McCloskey, Educo Atlanta, USA
This session reports on the presenters efforts to establish a more
productive dialog between IEPs and First-Year Composition courses, Friday, 3:00 pm3:45 pm
hoping that participants can use a better understanding of the usual Convention Center, 323
values and practices of each program to help international students Reflective Teaching and Teachers
transition more smoothly from one to the other. Professional Development
Cynthia Z. DeRoma, University of Connecticut, USA Content Area: Personal and Professional Development for Teachers
Jelena Runic, Johns Hopkins University Peabody Institute, USA Developing reflective teachers is a goal in most teacher education
programs. The presenters discuss approaches to foster reflective
Friday, 3:00 pm3:45 pm teaching as an alternative paradigm in TESOL education. The purpose
Convention Center, 341 is to examine language teaching as a contextualized activity through an
Four NNESTs Professional Journeys inquiry-based approach, to question teachers practice from a broader
From NELTA to TESOL sociocultural perspective.
Content Area: English as a Foreign Language Carmen Chacn, University of Los Andes Tchira, Venezuela
This session presents perceptions and experiences of four dynamic Luisa Cristina Alvarez, Universidad Pedaggica Experimental Libertador
NNEST ELT graduates associated to a TESOL affiliate, Nepal English Maracay, Venezuela
Language Teachers Association (NELTA), as they developed strong
NNEST professional identities in a regional association and explored Friday, 3:00 pm3:45 pm
their leadership selves to envision a better landscape for future NNEST Convention Center, 336
professional generations. Strategies for Classroom Assessment
Madhukar K.C., Nepal English Language Teachers Association, Nepal at Different Proficiency Levels
Laxmi Prasad Ojha, Nepal English Language Teachers Association, Content Area: Assessment/Testing
Nepal This practical presentation introduces strategies that teachers
Dhundi Raj Giri, Nepal English Language Teachers Association, Nepal can use to assess learners language in the classroom. Three
Taranath Bhattarai, Nepal English Language Teachers Association, specialists explore approaches that give attention to assessment
Nepal at different language proficiency levels emphasizing how teachers
can use the information to follow learners development and guide
Friday, 3:00 pm3:45 pm furtherteaching.
Hilton Baltimore, Key 1
Diane Schmitt, International Language Testing Association,
How Lessons Learned From the MOOC UnitedKingdom (Great Britain)
Can Inform Classroom Teaching Deborah Crusan, Wright State University, USA
Deborah Healey, University of Oregon, USA Lia Plakans, University of Iowa, USA
how TESOLers can find the right community for such experiences. possibilities and ways to fill the gap in order to help students succeed
Burcu Ates, Sam Houston State University, USA in academic life.
Helen Berg, Sam Houston State University, USA Kashif Raza, Qatar University, Qatar
Alma Contreras-Vanegas, Sam Houston State University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 189
Friday, 3:00 pm4:45 pm Friday, 3:00 pm4:45 pm
Convention Center, 346 Convention Center, 319
Building Content: Resources for How to Support LGBTQ Voices in
Creating a Flipped Classroom Threatening EFL Contexts
Content Area: CALL/Computer-Assisted Language Learning/ While LGBTQ rights are increasingly being supported in some
Technologyin Education countries, how do LGBTQ teachers and students deal with situations
Make sure your flip is not a flop. The extra time and effort to in countries where such lifestyle choices are marginalized and even
begin a flipped classroom need not be intimidating. This workshop illegal? Panelists/participant narratives explore critical pedagogy,
demonstrates how to build content, including videos and assessments. conflict-solving, intercultural approaches, and advocacy to support
The presenter also demonstrates follow-up classroom activities. ESOL sexual minorities globally.
Participants learn to adapt these resources for their classrooms. Yasmine Romero, University of Washington, USA
Amy Roither, Webster University, USA David Ruiz, Universidad Nacional Autonoma de Mexico, Mexico
Rob Clment, Sohar University, Oman
Geoff Lawrence, The University of Alabama at Birmingham, USA
Friday, 3:00 pm4:45 pm
Hilton Baltimore, Key 4
Friday, 3:00 pm4:45 pm
Building Socially Responsible Programs Convention Center, 329
of Multiple Literacies in EFL Contexts
Identity Dialogues: Building Intercultural
How do educators fulfill their social responsibilities to cultivate
Competence Through Discussing Power and Privilege
multiple literacies in ways that are more responsive to contemporary
Content Area: Higher Education
technological classrooms and multicultural societies? Learn how to
incorporate multiliteracies, such as personal, critical, learning, school- In this workshop, attendees engage in a series of activities from the
based, and community-based literacies, into your classroom to enhance Identity Dialogues curriculum, a program that facilitates conversations
students abilities to navigate the fast-changing world. between international and domestic students in higher education.
Ke Xu, Burrough of Manhattan Community CollegeCUNY, USA The lessons include cultural self-reflection, stereotyping, labeling,
Jane Hoelker, CCQ Community College of Qatar, Qatar and microaggressions. A packet detailing the 7-week curriculum
Suchada Nimmannit, University of Chulalongkorn, Thailand isdistributed.
Polina Vinogradova, American University, USA Emily Spitzman, Johnson & Wales University, USA
Mario Lpez-Gopar, Universidad Autnoma Benito Jurez de Oaxaca, Michael Waugh, Johnson & Wales University, USA
Mexico
Friday, 3:00 pm4:45 pm
Friday, 3:00 pm4:45 pm Convention Center, 314
Convention Center, 343 Instructional Approaches for Secondary English
Discovering and Teaching the Learner and Emergent Bilingual Students
Grammar of Academic Writing Content Area: High School/Secondary Education
Content Area: Grammar This session focuses on instructional approaches for students
Experience a flexible toolkit of grammatical techniques to help in various secondary school settings. Presenters discuss: seven
EAP, undergraduate, and graduate students expand their linguistic coteaching models with examples from various secondary settings,
repertoires and write high-stakes genres more effectively. Practice teacher preparation internships in secondary ESOL settings, lessons
with classroom-tested activities focusing on information structure, from Arizonas SEI pull-out approach, dual language education and
cohesion, argument writing, modality, and introducing sources. Learn seals of biliteracy, and international schools implementation.
how to adapt these techniques to your teaching context. Sarah Catherine K. Moore, Center for Applied Linguistics, USA
Nigel Caplan, University of Delaware, USA Andrea Honigsfeld, Molloy College, USA
Sandra Zappa-Hollman, University of British Columbia, Canada Maria Dove, Molloy College, USA
Maria Estela Brisk, Boston College, USA Daisy Fredricks, University of Maryland, College Park, USA
Ryan Miller, Kent State University, USA Barbara Kennedy, Center for Applied Linguistics, USA
Thomas Mitchell, Carnegie Mellon University, USA Jos Medina, Center for Applied Linguistics, USA
Silvia Pessoa, Carnegie Mellon University, Qatar Kia McDaniel, Prince Georges County Public Schools, USA
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 191
Friday, 4:00 pm4:45 pm Friday, 4:00 pm4:45 pm
Hilton Baltimore, Peale Convention Center, 344
Beyond Borders: Factors Determining Cultures in Conflict: Moving Beyond
Sustained Success Among Saudi Students Saudi-American Differences
Content Area: Intensive English Programs Content Area: Culture
Are IEPs providing Saudi students with the tools they need to succeed What can American teachers and administrators learn from their Saudi
once they reach the university? Surveys of students and faculty at both Arabian students? What should Saudi students know about American
levels offer insight into which factorsrelating to course content, academic and office culture? This session illustrates how these
academic discipline, and sociocultural supportcontribute most to knowledge gaps often create conflict in classrooms and offices and
Saudi integration and success after they matriculate. offers strategies on how to move beyond the cultural differences.
Terri Lore, ELS Language Centers, Oklahoma City, USA Laura Kappel, ELS Language Centers, USA
Jaime Haile, ELS Language Center, Thousand Oaks, USA Cheryl Jones, ELS Language Centers, USA
Carol Swett, ELS Language Center, Thousand Oaks, USA Angel Gambrel, ELS Language Centers, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
E D
The research discussed aims to understand the spread of English in
L
CE
FRIDAY, 8 APRIL
CAN
focuses on how EFL teachers perceive English, and if they support
ideologies that recognize the spread as natural and apolitical, or, on
the opposite, if they think that English has ideological implications.
Colette Despagne, Benemrita Universidad Autnoma de Puebla, Mexico
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 193
Friday, 4:00 pm4:45 pm Friday, 4:00 pm4:45 pm
Convention Center, 342 Convention Center, 317
STEM Beyond Borders: Traversing Borders: Building Bridges
International Scholars Writing in English to Disciplinary Literacy Practices
Content Area: English for Specific Purposes Content Area: Teacher Education
Because many top tier journals are now published in English, STEM Teacher educators preparing 712 preservice teachers for classrooms
professionals worldwide are often expected or required to write and including ELLs must address ways to build learners disciplinary
publish in English. What challenges do they face, and how can they practices as expected in the Common Core State Standards. Using
be helped? This session presents results of an exploratory study a science text and drawing on genre pedagogy, the presenters
conducted in a multinational university in the UAE. demonstrate one way future teachers can learn to design disciplinary
Julie Riddlebarger, Khalifa University of Science, Technology and literacy instruction.
Research, United Arab Emirates Ying Zhang, Robert Morris University, USA
Kathleen Ramos, Saint Vincent College, USA
Friday, 4:00 pm4:45 pm
Hilton Baltimore, Key 2 Friday, 4:00 pm5:45 pm
Teaching Research Writing With Disciplinary Corpora Convention Center, 323
Content Area: Applied Linguistics Five High-Tech Apps for Low-Tech Instructors
In this presentation, the presenters introduce an original cross- Content Area: Teaching Methodology and Strategy
disciplinary framework of moves and steps and showcase how such Apps are not only changing how we communicate but also how
descriptive foundational knowledge was applied to the creation and we teach. With apps and the use of mobile technology, vocabulary,
implementation of pedagogical materials and tasks. Select insights literacy, and writing develop at a faster pace. In this workshop,
from students are also expounded, supporting the practical relevance presenters provide a beginners guide to five major apps that will make
and usefulness of this approach. content-oriented classroom more interactive.
Stephanie Link, Oklahoma State University, USA Teresa Tran, California State University, Fullerton, USA
Elena Cotos, Iowa State University, USA Annie Tran, California State University, Fullerton, USA
Sarah Huffman, Iowa State University, USA
Friday, 4:00 pm5:45 pm
Friday, 4:00 pm4:45 pm Convention Center, 341
Hilton Baltimore, Carroll Going Beyond Borders: Using Online
Translanguaging: Students Crossing Tools in Teacher Education Programs
Linguistic Borders in Peer Learning Content Area: Teacher Education
Content Area: Bilingual Education This colloquium is about the integration of technology in teacher
The qualitative study discussed examines elementary school language education programs in three different contexts: Canada, Taiwan,
learners use of translanguaging during cross-age peer learning and Venezuela. The purpose is to discuss the value of asynchronous
interactions. Findings reveal how students use translanguaging communication through blogs, e-mails, and forums in order to foster
for multiple purposes, which transcend linguistic borders, enhance dialogical interaction and facilitate student teachers voices.
students language and content learning, and strengthen relationships Carmen Chacn, University of Los Andes, Venezuela
that are foundational to learning. Francis Bangou, University of Ottawa, Canada
James Groff, University of Maryland, College Park, USA Yuh-Yun Yen, National Chiayi University, Taiwan
Johanna Tigert, University of Maryland, College Park, USA
Melinda Martin-Beltran, University of Maryland, College Park, USA
Megan Peercy, University of Maryland, College Park, USA
Rebecca Silverman, University of Maryland, College Park, USA
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 195
Friday, 5:00 pm5:20 pm Friday, 5:00 pm5:45 pm
Convention Center, 331 Convention Center, 348
Using Technology to Expand Listening College Preparation 101: Preparing EFL
and Speaking Opportunities Students for Online Learning Success
Content Area: Listening, Speaking/Speech Content Area: CALL/Computer-Assisted Language Learning/
Increasing interpretive and expressive opportunities in and out of Technologyin Education
classroom is key in advanced ESL courses. This session shows how This interactive presentation discusses early use of Blackboard and
to integrate mobile audio-recording social platform SoundCloud into other learning platform software in an IEP as a bridge to professional
listening and speaking courses to receive and respond to homework studies. Examining current and former students feedback and current
and classroom tasks, provide directions, and accumulate oral journals. research, the presenters discuss ways for instructors and administrators
Aziz Yuldashev, Northern Arizona University, USA to maximize ELLs technological experiences upon successful admission.
Kyle Moore, Northern Arizona University, USA Michael Mutti, Indiana State University, USA
Yuan Zhuang, Northern Arizona University, USA Crystal Sullivan, Indiana State University, USA
Theres learning grammar and then theres applying grammar to Heritage Language Teachers Motivational
writing. Socrative, a free web-based tool, can be utilized by teachers Positioning for English Immigrant Children
to make learning grammar and writing innovative, engaging, and Content Area: Bilingual Education
meaningful. This presentation demonstrates the features of Socrative, This session explores the teaching practices of Chinese heritage
and participants can learn how to create their own Socrative activities. teachers in a Chinese heritage language class in the USA. Teachers
Cyndriel Meimban, Northern Arizona University, USA motivational positioning of themselves and with their students, which
Kyujin Lee, Northern Arizona University, USA could be observed from their different instructional discourses and
strategies, is revealed to be unique.
Friday, 5:00 pm5:45 pm Fan-Wei Kung, Queens University, United Kingdom (Great Britain)
Convention Center, 321
Bridging Students Writing Skills and
the Demands of Academic Writing
Content Area: Second Language Writing/Composition
Writing Centers are dynamic places that help bridge the gap between
students second-language writing skills and the constraints of academic
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
and language intervention, and to provide a new direction for second discourses. Negative representations constitute IUGs as burdens,
language teaching research. representations of IUGs as resources commodify the students, and
Jing Fu, University of Toronto, Canada discourses of il/legitimacy regulate language use. The findings are
reminders of the constituting power of language and discourse.
Kristin Hiller, University of Utah, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 197
Friday, 5:00 pm5:45 pm Friday, 5:00 pm5:45 pm
Convention Center, 325 Convention Center, 346
Student Teacher Cognitions on Grammar Instruction Trouble in Paradise: Mobile Language
Content Area: Grammar Learning Expectations Meet Reality
Language teacher cognitions influence their instructional decisions Content Area: CALL/Computer-Assisted Language Learning/
and practice. This presentation discusses a series of quantitative and Technologyin Education
qualitative studies investigating the cognitions that Dutch EFL student Smartphones and tablets were expected to revolutionize language
teachers hold on grammar teaching. How do these cognitions develop? learning, but have so far had a relatively limited impact on in-
And what are the implications for teacher education? class language instruction. This presentation examines teachers
Johan Graus, HAN University of Applied Sciences, Netherlands attitudes toward mobile devices and how that translates to a lack of
classroomuses.
Friday, 5:00 pm5:45 pm Sean McClelland, University of Oregon, USA
Convention Center, 332 Rachel Drummond-Sardell, University of Oregon, USA
Synergistic Literacy Project: TeachingWriting
With Emergent Readers Friday, 5:00 pm5:45 pm
Content Area: Reading and Literacy Convention Center, 317
What can academic writing look like for adolescents who are emergent Us/Them, Here/There: Pronouns of Othering
and Marginalization in ESL Textbooks
readers? During this session, participants simulate instructional
activities from the Synergistic Literacy Project to support students Content Area: Social Responsibility/Sociopolitical Concerns
transition to academic writing. Participants learn about the theoretical In this presentation, we explore the concept of othering, and then work
basis of the strategies, such as translanguaging, and practice on a variety of textbook excerpts to identify and analyze examples of
severalstrategies. othering and discuss alternative strategies to develop more inclusive
Christine Hardigree, The University of Virginia, USA multicultural education discourse/texts for teacher candidates.
Baburhan Uzum, Sam Houston State University, USA
Ali Fuad Selvi, Middle East Technical University, Turkey
Bedrettin Yazan, University of Alabama, USA
FRIDAY, 8 APRIL
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
WWW.TESOLCONVENTION.ORG 199
POSTER SESSIONS
Poster Sessions are self-explanatory exhibits that allow participants
to engage in informal discussion. For each poster session there will Can I Really Learn English Online?:
What Students Believe
be a corresponding bulletin board display. Conference attendees
Content Area: Distance Learning/Online Learning
may stroll through the poster session area to discuss the topics
with presenters. The displays and presenters change each day. Andres Paredes, Centro de Educacin Continua Escuela
Postersessions are located on the Expo Hall floor. Politecnica Nacional Quito, Ecuador
Kari Miller, Centro de Educacion Continua Escuela Politecnica
Nacional, Ecuador
WEDNESDAY, 6 APRIL 2016
Community-Based ESL Tutoring Center for
12:30 pm1:45 pm
Adults: Outside the Traditional Classroom
Content Area: Adult Education
Accelerate ESL Classes: Access versus Success Renata Kantaruk, Taylor University, USA
POSTER SESSIONS
POSTER SESSIONS
Amy IvesTakebe, Hokkaido University of Education, Japan Through KairosPalestine
Content Area: Social Responsibility/Sociopolitical Concerns
Exploring the Impact of English Language Salameh Bishara, Evangelical Lutheran Church in Jordan and
Literacy: An Autoethnography The Holy Land, Palestinan Territory
Content Area: English as a Foreign Language Reem Jaber, School of Hope, Palestinan Territory
Mir Abdullah Miri, Indiana University of Pennsylvania, USA
Teaching Pronunciation to Highly
Educated Language Learners
Guidelines for Creating an
Content Area: Phonology/Pronunciation
Interactive E-textbook
Content Area: Distance Learning/Online Learning Mark Picus, The University of Texas, USA
Andrianarivo Eva, English Teaching Program, Madagascar
The Article Social: Connecting Colleagues
and Promoting Professional Development
Incorporating Language and Culture for
Content Area: Personal and Professional Development
Intercultural Harmony in EFL Classrooms
forTeachers
Content Area: English as a Foreign Language
Anikke Trier, Mukogawa Fort Wright Institute, USA
Madhukar K.C., Nepal English Language Teachers Sarah Rodenbough, Mukogawa Fort Wright Institute, USA
Association,Nepal
Bhakta Bahadur Basnet, Nepal English Language
TeachersAssociation, Nepal The Creation of an Online Magazine
to Showcase Student Essays
Content Area: CALL/Computer-Assisted Language Learning/
Interactive Writing: An Effective Technologyin Education
Way to Engage Students
Content Area: Second Language Writing/Composition Aiko Pletch, State University of New York at New Paltz, USA
Melissa Feldmann, State University of New York, USA
Solimar Hillier, American Language Institute at San Diego
State University, USA
The Moth: Storytelling as a Basis
for Cross Curricular Projects
Investigating Elementary ELs Funds of Content Area: Integrated Skills
Literate Identity Through Self-Portraits
Content Area: Reading and Literacy Amy Pascucci, University of California, San Diego, USA
Jennifer Peck, Middleburg Institute of International Studies at
Pamela Hickey, Towson University, USA Monterey, USA
Making Writing Fun and Creative for Children The Use of Picture Prompts in EFL
Content Area: Second Language Writing/Composition Learners Oral Production
Arthur Burrows, Pro Lingua Associates, USA Content Area: Task-Based, Project-Based Instruction
Xuyan Qiu, The University of Hong Kong, Hong Kong
Reaching Beyond Borders to Zhan Li, The University of Hong Kong, Hong Kong
Create Meaningful Speaking and
Listening Assessments The Writing Process in L2 Composition:
Content Area: Intensive English Programs A Website for Instruction
Lisa Swovick, Rochester Institute of Technology, USA Content Area: Second Language Writing/Composition
Eric Grunwald, Massachusetts Institute of Technology, USA
WWW.TESOLCONVENTION.ORG 201
Using Authentic Online Materials to Building an ELL Guided
Improve Listening Proficiency at B1 Research Teacher Toolkit
Content Area: Listening, Speaking/Speech Content Area: Research/Research Methodology
Paola MonteroMartnez, Escuela Superior Politcnica del Alla Bokhman, ELS Language Centers, USA
Litoral, Ecuador
Mirna Romero, Escuela Superior Politcnica del Litoral, Ecuador Chinese Undergraduate English
Academic Writers: Negotiating
Using Intralingual DVD Subtitles to Enhance Writing Identity Across Borders
Vocabulary Recognition and Recall Content Area: Second Language Writing/Composition
Content Area: Media (Print, Broadcast, Video, and Digital) Jennifer Lund, Indiana University, USA
Miranda Carstens, University of the Free State, South Africa
Civics: Make Freedom Ring in
POSTER SESSIONS
E L E D
Principal Leadership: The School
Leaders Role in Achievement of ELLs
Content Area: English as a Foreign Language
Randi Mitchell, Texas Intensive English Program, USA
CA NC
Content Area: Elementary School/ Primary Education
Tracy Spies, University of Nevada, Las Vegas, USA
Chyllis Scott, University of Nevada, Las Vegas, USA
Google Add-Ons to Create Automated
Systems for Small Programs Response to Intervention and ELLs
POSTER SESSIONS
Content Area: Program Administration Content Area: Reading and Literacy
Sylvia Stipich, Independent, USA Tarie Lewis, State University of New York at New Paltz, USA
WWW.TESOLCONVENTION.ORG 203
Want to Write Your Own Textbook? Change the Learning Environment
Check These Starting Tips With Relevant Digital Resources
Content Area: Materials Writers and Curriculum/ Content Area: Distance Learning/Online Learning
MaterialsDevelopment Mimi Stapleton, SAS Institute, USA
Fernanda Ortiz, University of Arizona, USA
Computer-Assisted Pronunciation Trainings
Write a Holiday Newsletter With Effect on ESP Students Suprasegmental Use
All That Grammar Glitters Content Area: Phonology/Pronunciation
Content Area: Second Language Writing/Composition Caitlin Jolley, Brigham Young University, USA
Mamiko Nakata, Kanda University of International Studies, Mark Tanner, Brigham Young University, USA
Japan
Computer-Mediated Assessment of
POSTER SESSIONS
POSTER SESSIONS
Helping IEP Students Engage in Lisa Peter, The Shakespeare Birthplace Trust, United Kingdom
Their New Local Community (Great Britain)
Content Area: Intensive English Programs
Brooke David, Nebraska Department of Education, USA Stopping Summer Slide for Elementary ELLs
Julie Abo, University of Nebraska at Lincoln, USA Content Area: Reading and Literacy
Nicole Menard, University of Nebraska at Lincoln, USA
Janice Cate, Jackson Public Schools, USA
Identities at Play in the English
Teachers Professional Development
Language Classroom
Program: Hope for Nepalese EFL Teachers
Content Area: Second Language Acquisition
Content Area: English as a Foreign Language
Aklima Hossain-Joldic, Teachers College, Columbia University,
Gopal Tamang, Nepal English Language Teachers
USA
Association,Nepal
Tirtha Karki, Nepal English Language Teachers
Inner City Elementary ELLs Unconventional Association,Nepal
Out-of-School Literacy Practices
Content Area: Reading and Literacy
True Grit: Tips for Turning
Seonhee Cho, College of Mount Saint Vincent, USA Tragedies Into Triumphs
Alana Sullivan, College of Mount Saint Vincent, USA Content Area: Intensive English Programs
Ashley Fifer, Nassau Community College, USA
iPad Video Composition: Natalia deCuba, Nassau Community College, USA
A Study of Editing Practices
Content Area: Nonnative English Speakers in TESOL
Using Novels for Integrated Language
Andreea Fodor, Simon Fraser University, Canada and Culture Teaching and Learning
Content Area: English as a Foreign Language
L2 Writers and Interpersonal Discourse Neophytos Mitsigkas, University of Essex, United Kingdom
With an Author-Informed Text (Great Britain)
Content Area: Second Language Writing/Composition
James Goertel, Pennsylvania State University, USA Working on Pronunciation as a ListeningSkill:
Understanding Connected Speech
Listening Without Borders: Content Area: Listening, Speaking/Speech
Training Ears to Hear World Englishes Tamara Barybina, Kharkiv Private Lyceum Professional, Ukraine
Content Area: World Englishes Mariia Ishchenko, Language School Professional, Ukraine
Shawn Siferd, ELS Language Centers, USA
Shushan Richardson, ELS Language Centers, USA
WWW.TESOLCONVENTION.ORG 205
Dont miss these sessions in TESOLs
CLASSROOM
OF THE FUTURE!
Located inside the English Language Expo
10 am10:45 am
YujiNakamura, Randall Sadler
Friday, 8 April
Interactive Language 10 am10:45 am 10 am10:45 am
Classrooms of Tomorrow: Evaluating the Impact of Face- Education Connections:
Integrating Technology to-Face, Blended, and Online Online, Interactive Network for
WithoutInterrupting Learning Learning Environments Teachers Working With ELs
PRESENTER: Ben Buckwold PRESENTERS: Mari Nazary, Rebecca Jee PRESENTERS: Joanna Duggan, Chris
EXHIBITORS
HOWARD STREET
CLASSROOM
OF THE FUTURE
Posterboards 1444B 1444D Round Tables
1444A 1444C
137 236 237 336 337 436 437 536 537 636 637 736 737 836 837
EXHIBITORS
135 234 235 334 335 434 435 535 634 635 734 735 834 835
FOOD & BEVERAGE
133 232 233 332 333 432 433 532 531 632 633 732 733 832 833
131 230 231 330 331 430 630 631 730 731 830 831
TESOL Interest Sections
127 226 227 326 327 426 427 518 523 727 826 827
29 20 17 8 5 811
28 21 16 9 4 109 208 209 306 307 406 407 506 507 608 609 709 808 809
26 23 14 11 2
Computer
25 24 13 12 1 103 201 303 401 501 603 701 803
Work Table
801
Welcome Desk
ENTRANCE
WWW.TESOLCONVENTION.ORG 207
EXHIBITOR BOOTH NUMBERS
Please check the addendum for additions and changes.
Advance Consulting for Education, Inc. 433 Language Solutions 312
Alta English Publishers, Inc. 418 Language Testing International, Inc. 633
American Federation of Teachers 709 Language World 619
Anaheim University/Anaheim University Press 432 LearningU 437
Barrons Educational Series, Inc. 815 Lexxica R&D 219
Benchmark Education Company 608 Macmillan Education 513
Booklink 636 Middlebury Institute of International Studies at Monterey 630
BrainPOP ESL 331 MM Publications 531
British Council 218 Multilingual Matters, Ltd. 807
Cambridge English Language Assessment 323
National Background Check, Inc. 109
CaMLA 318
National Geographic Learning 427
CASAS 532
New Readers Press 435
CaseNEX LLC 730
Northern Virginia Community College 224
Caslon Inc. 812
Oxford University Press 306
Center For Applied Linguistics 507
Charmtech Labs LLC 137 Peace Corps 121
Clarity Language Consultants 808 Pearson ELT 408
Color Vowel Chart/ELTS 537 Pro Lingua Associates 413
Command Performance Language Institute 713 Reading Horizons 209
Compass Publishing 222 Renaissance Learning 212
Continental Press 231 Robotel, Inc. 303
Corwin 227 Rosetta Stone Ltd. 719
EXHIBITORS
EXHIBITORS
and with a different set of learning skills, and New Rochelle, NY 10801 USA BOOTH #323
they have been written by expert teachersfor Phone: +1 914.637.7255
teachers and their program administrators.
Contact: Kristin DeMarco
Cambridge English
Benchmark Education publishes ESL and
Language Assessment
BOOTH #709 1 Hills Rd
Spanish resources that help ELs meet the
American Federation of Teachers Common Core and other new standards for Cambridge, CB1 2EU UK
555 New Jersey Ave, NW literacy, language, and content. Products Phone: +44 (0) 1223 558 475
Washington, DC 20001 USA include the Content Connections Big Books, Contact: Claire Sanders
Phone: +1 202.393.5688 English Explorers language-leveled texts, Genre Cambridge English Language Assessment is part
Workshop books, and RIGOR intervention series of the University of Cambridge. We provide the
Contact: Giselle Lundy-Ponce
for older ELs reading at primary levels. (www. most valuable range of qualifications for learners
The American Federation of Teachers, an affiliate benchmarkeducation.com)
of the AFL-CIO, was founded in 1916 and today and teachers of English in the world. Cambridge
represents 1.6 million members in more than English Language Assessment is a not-for-profit
3,000 local affiliates nationwide. BOOTH #636 organisation.
Booklink
BOOTH #432 465 Broad Ave BOOTH #318
Anaheim University/ Leonia, NJ 07605 USA CaMLA
Anaheim University Press Phone: +1 201.725.7257 Argus 1 Bldg, 535 W. William St, Ste 310
1240 S. State College Blvd #110 Contact: Monica Weiss Ann Arbor, MI 48103-4978 USA
Anaheim, CA 92806 USA BookLink is a distributor of ESL/EFL, bilingual, Phone: +1 734.763.2944
Phone: +1 714.772.3330 adult education, and literacy materials from more Contact: Caitlin Price
Contact: Kate Strauss than 35 publishers, including a large selection CaMLA combines the expertise of two world-class
of ESP, bilingual dictionaries, and multicultural universitiesthe University of Cambridge and
Anaheim University offers accredited online childrens literature. BookLink offers custom on-
doctoral, master, graduate/undergraduate the University of Michiganwith a proven track
site student book fairs within a 200-mile radius of record in providing language assessments and
diploma and certificate programs in TESOL as our bookstore in northern New Jersey.
well as an online certificate in teaching English to consultancy, and our products and services are
young learners. World-acclaimed TESOL faculty shaped by research and experience. CaMLA is
(including five former TESOL presidents) teach live widely recognized by schools, universities, and
weekly HD webcam classes. employers around the world.
WWW.TESOLCONVENTION.ORG 209
BOOTH #532 BOOTH #137 BOOTH #222
CASAS Charmtech Labs LLC Compass Publishing
5151 Murphy Canyon Rd, Ste 220 1500 Stony Brook Rd 11912 Rivera Rd, Ste D
San Diego, CA 92129 USA Stony Brook, NY 11794 USA Santa Fe Springs, CA 90670 USA
Phone: +1 858.292.2900 Phone: 888.533.7884 Phone: +1 562.698.9023
Contact: Jane Eguez Contact: Yevgen Borodin Contact: Albert Chiang
CASAS, an independent not-for-profit organization, Charmtech Labs created Capti Narratoran Compass Publishing is an international ELT
offers the most widely used system for assessing accessible cross-platform application enabling publishing and media company. Compass
the basic language skills of adults in common life students to learn English by listening to any provides a full list of English language learning
contexts and work situations. CASAS provides a reading materials narrated with high-quality materials including course books, supplemental
framework for implementing quality programs with synthetic voices. Students can play contextual materials, skill books, readers, test preparation
a built-in standardized accountability system. games with the text they just read to improve materials, ESP materials, and digital content.
their English, while teachers can monitor and Todays educators use Compass to find direction in
assess their students performance. education. Inspired to teach. Inspired tolearn.
BOOTH #730
CaseNEX, LLC BOOTH #808 BOOTH #231
2421 Ivy Rd, Ste 310
Charlottesville, VA 22901 USA Clarity Language Consultants Continental Press
Phone: +1 434.321.4347 1/F, 787 Po Tung Road, Sai Kung, 520 E. Bainbridge St
Contact: Aggie Craft Hong Kong Elizabethtown, PA 17022 USA
The Phonological Awareness Literacy Screening Phone: +852 2791 1787 Phone: 800.233.0759
(PALS) is a research-based assessment with Contact: Cynthia Lau Contact: Eric Beck
strong technical adequacy. It is the essential ClarityEnglish publishes interactive English Continental: Quality and value for 70 years. Our
screening, diagnostic, and progress monitoring language resources for schools and universities K12 ELL materials cover phonics, assessment
tool for measuring the fundamental components worldwide, covering language areas including literacy, content reading, and intervention
of literacy. PALS data show student strengths and grammar, reading, pronunciation, academic study programs. We offer more than 300 leveled
needs, allowing teachers to tailor instruction for skills, business English, and exam preparation. readers, along with our popular Finish Line for
their classes, groups, and individual students. (www.clarityenglish.com) ELLs. Visit us online to see all our new materials.
EXHIBITORS
(www.continentalpress.com)
BOOTH #812 BOOTH #537
BOOTH #227
Caslon Inc. Color Vowel Chart/ELTS
825 N. 27th St, 809 Rio Vista St Corwin
Philadelphia, PA 19130 USA Santa Fe, NM 87501 USA 2455 Teller Rd
Phone: +1 215.765.3260 Phone: +1 301.219.6297 Thousand Oaks, CA 91320 USA
Contact: Rebecca Field Contact: Karen Taylor Phone: +1 805.410.7408
Caslon is an independent publisher located in The Color Vowel Chart is an innovative visual tool Contact: Stephanie Trkay
Philadelphia. We make books and electronic that helps people discover, practice, and master Corwin is the premier publisher of professional
resources for preservice and practicing the sounds of English. The chart is used across resources that equip Pre-K12 educators
administrators and teachers who work with the United States and around the world by English with innovative tools to improve teaching
ELLs/bilingual learners in their classes, schools, language teachers, speech therapists, reading and learning so all children can succeed. Our
anddistricts. specialists, pronunciation/accent trainers, dialect books and multimedia products offer practical,
coaches, and choral directors. research-based strategies created by experts.
Visit our website for resources on language
BOOTH #507
development, reading, literacy coaching, and
BOOTH #713
Center for Applied Linguistics more. (www.corwin.com)
4646 40th St, NW Command Performance
Washington, DC 20016 USA Language Institute BOOTH #321
Phone: +1 202.362.0700 28 Hopkins Ct Diglossia LLC
Contact: Sophia Birdas Berkeley, CA 94706 USA 3815 N.E. Rodney Ave
CAL is a private, nonprofit organization working to Phone: +1 510.524.1191 Portland, OR 97212 USA
promote access and equity for linguistically and Contact: Contee Seely Phone: +1 503.708.0366
culturally diverse people around the world. CAL Real acquisition in the classroom using the most Contact: Bo Shettle
has earned a national and international reputation effective comprehensible input techniques:
for its contributions to ESL and foreign language Diglossia launched in 2014 with a mission to
seventh edition of Fluency Through TPR
education, research, refugee cultural orientation, provide valid and reliable data to educators
Storytelling; TPR with the book Live Action English
literacy development, language assessment, working to improve literacy rates through
and two dynamic interactive software programs;
andmore. language assessment, professional development,
TPR is More Than Commands book. Conversation and related services. We partner with leading
via drawing quick easy symbols. Bingo for scholars and institutions to serve the needs of
vocabulary, grammar, sound discrimination. native Arabic-, Chinese-, and Spanish-speaking
students around the world.
EXHIBITORS
confidently guide your students in English 1124 Fuller St, Ste #2 EnglishUSAAAIEP
language learning. The TOEFL tests: TOEFL Cincinnati, OH 45202 USA PO Box 170128
iBT, TOEFL ITP and TOEFL Junior. Atlanta, GA 30317 USA
Phone: +1 513.871.4377
(www.ets.org/toefl)
Contact: Maryam Hallez Phone: +1 415.926.1975
Encomium Publications publishes and Contact: Cheryl Delk-Le Good
BOOTH #519 distributes cutting-edge ESL, TOEIC, TOEFL, EnglishUSA, the American Association of
e-future Ltd. andIELTSproducts. Intensive English Programs, is the largest
4F LK Bldg, 91 Baekjegobun-ro, Songpa-gu organization of intensive English programs in the
United States. There are more than 400 members
Seoul, 05562 Republic of Korea BOOTH #401
that include university-governed programs,
Phone: +82 2 3400 0554 English Central proprietary companies, and private language
Contact: Ian Bosiak schools. Our mission is to provide support,
60 St. Clair Ave East, Ste 102
e-future is an innovative and adaptive ELT Toronto, ON M4T 1N5 Canada standards, and advocacy for all IEPs in the USA.
publisher. We research, develop, and design Phone: 877.518.4170
products with the learner in mind. Our materials
Contact: Nicole Graham BOOTH #313, 1444
have been proven by teachers and students
alike and incorporate both modern teaching English Central distributes innovative, award- ESL Library
methodologies with cutting-edge technology to winning ELT publishers in the USA and 301-915 Grosvenor Ave
better support learners academically, emotionally, Canada. Amongst the publishers we represent
Winnipeg, MB R3M 0M5 Canada
and creatively. are Macmillan English, Garnet Education,
Abax, Helbling Languages, DELTA Publishing, Phone: +1 204.452.8241
Language Solutions, Eye on Literacy, and Contact: Ben Buckwold
EnglishCentral.com. ESL Library offers more than 1,000 ready-made
lesson plans and 2,000 printable flashcards for
English teachers around the world. Log on, print,
and photocopy amazing resources to enhance
yourclasses.
WWW.TESOLCONVENTION.ORG 211
BOOTH #801 BOOTH #119 BOOTH #637
Express Publishing Global ELT Ltd. HelpWithListening.com
Liberty House, Greenham Business Park 60 Pankhurst Avenue 1405 Laurier Dr
Newbury, RG19 6HW UK Brighton, BN2 9YN UK LaSalle, ON N9J 1N2 Canada
Phone: +30 2102 120 877 Phone: +30 6937 219 536 Phone: +1 519.300.3157
Contact: Spyros Fourikis Contact: Manos Betsis Contact: Dan Watt
Express Publishing is an independent U.K. Global ELT is an independent ELT publisher based HelpWithListening.com is patented interactive
publisher, specializing in English language in Brighton, UK, and we specialise in producing software focused on helping English language
learning and teaching. With a presence in exam preparation books as well as supplementary learners understand spoken thoughts and words.
more than 90 countries and a variety of over materials such as dictionaries and illustrated It comprises several thousand sentences of
3,500 teaching materials as well as ministerial phrasal verbs and idioms publications. various vocabulary levels, recorded at different
adoptions in many countries, it has been speeds, on multiple topics. helpwithlistening.com
nominated multiple times by the British Council is inexpensive and easy to use on any computer,
BOOTH #436
Innovation Awards. tablet, or smart phone.
Global LT, Inc.
BOOTH #818 1871 Woodslee Dr BOOTH #813
Troy, MI 48083 USA
Federal Trade Commission Phone: +1 248.729.6128
IATEFL
600 Pennsylvania Ave, NW Contact: Karen McDougall No 2-3 The Foundry, Seager Rd
Washington, DC 20580 USA Faversham, ME13 7FD UK
Global LT is a world-class service provider
Phone: +1 202.326.2933 of language, cultural training, translation, Phone: +44 1795 594 406
Contact: Dawne Holz and expatriate destination services, as well Contact: Lisa Duckworth
What to know, what to do. Consumer protection as new workforce learning and leadership Linking, developing, and supporting English
basicsplain and simple. Quick and easy-to- programs for human resource executives and language teaching professionals worldwide.
use resources to learn about managing your mobilitycompanies.
money; credit, loans, and debt; and scams
BOOTH #322
and identity theft. Order free copies of print
BOOTH #631
materials for yourself, your students, or anyone IELTS USA
EXHIBITORS
EXHIBITORS
rapidly since then. MM Publications can be found
answers for a better tomorrow, but we do know and needs. Large-scale independent research on all continents, with offices, distributors, and
how they will be reached: Through improved has revealed significantly higher TOEFL agents in more than 100 countries.
communication. Through better presentation, posttestscores.
better discussion, and better debate.
BOOTH #807
BOOTH #513
BOOTH #633 Multilingual Matters, Ltd.
Macmillan Education St Nicholas House, 31-34 High St
Language Testing The Macmillan Campus, 4 Crinan St Bristol, BS1 2AW UK
International, Inc. London, N1 9XW UK Phone: +44 1178 158 562
445 Hamilton Ave Phone: +44 2070 144 210 Contact: Elinor Robertson
White Plains, NY 10601 USA Contact: Jo Greig
Multilingual Matters is dedicated to publishing
Phone: +1 469.941.6232 Macmillan Education is a global publisher the very best textbooks and research monographs
Contact: Brett Laquercia committed to providing world-class materials for in the fields of applied linguistics, literacy
As the exclusive licensee of the American Council students and support for teachers throughout the education, multicultural education, and immigrant
on the Teaching of Foreign Languages (ACTFL), learning journey. We publish award-winning ELT language learning.
LTI provides direct measures of speaking, writing, materials for all ages; our Schools division creates
listening, and reading proficiency suited for the tailored curriculum publishing while our Higher
Education division supports university students in BOOTH #109
real-world needs of ESOL populations.
all disciplines. National Background Check, Inc.
BOOTH #619 1486 Bethel Rd
Columbus, OH 43220 USA
Language World Phone: +1 614.457.8900
2F, Panmun Bldg, 211 Mokdong-seoro, Contact: Connie Scarborough-Burks
Yangcheon-gu
National Background Check, Inc., is one of a few
Seoul, 07995 Korea, Republic of companies in the United States to be recognized
Phone: +82 2 2643 0264 by the Federal Bureau of Investigation (FBI) as an
Contact: Yujin Hong approved FBI Channeling Agency. We can obtain
Language World is a leading ELT publisher for expedited FBI background checks for noncriminal
more than 15 years presenting K6 coursebooks, applicants by submitting fingerprint cards directly
skill books, and readers. Our books are carefully to the FBI.
designed for ELLs based on solid language
education methodologies and pedagogies.
WWW.TESOLCONVENTION.ORG 213
BOOTH #427 BOOTH #121 BOOTH #212
National Geographic Learning Peace Corps Renaissance Learning
20 Channel Center St 1111 20th St, NW 2911 Peach St
Boston, MA 02210 USA Washington, DC 20009 USA Wisconsin Rapids, WI 54494 USA
Phone: 800.354.9706 Phone: +1 202.692.1035 Phone: +1 715.424.3636
Contact: International Customer Service Contact: Carey Clinton Contact: Julie Vetrone
National Geographic Learning, a part of Cengage Peace Corps service is a life-defining leadership English in a Flash is a research-based approach
Learning, provides quality Pre-K12, academic, experience. Since 1961, the Peace Corps has to teaching high-frequency (dog), mid/low-
and adult education instructional solutions for shared with the world Americas most precious frequency (beagle), and content-area (mammal)
reading, writing, science, social studies, ESL/ resourceits people. Education is the largest vocabulary that K12 low vocabulary students
ELD, Spanish/dual language, advanced and area of need for Peace Corps countries. need to understand academic topics across the
electives, career and technical education, and Volunteers team-teach or directly teach English at curriculum. Matching learned vocabulary to
professionaldevelopment. all levels of instruction. appropriate books for reading comprehension
helps students meet college and career readiness
expectations through reading.
BOOTH #435 BOOTH #408
New Readers Press Pearson ELT BOOTH #303
104 Marcellus St 10 Bank St, 10th Floor
White Plains, NY 10606 USA Robotel, Inc.
Syracuse, NY 13204 USA
Phone: 800.448.8878 Phone: +1 914.287.8160 3185 rue Delaunay
Contact: Lisa Keller Contact: Victoria Denkus Laval, QC H7L 5A4 Canada
Pearson ELT is the leading publisher of English Phone: +1 450.680.1448
New Readers Press improves life skills with
language learning materials for adult and higher Contact: Gerry Sullivan
innovative high quality ESL and GED learning
materials for reading, writing, mathematics, education. We focus on innovative ways of Robotel is a world leader in Digital Language Lab
science, and social studies. Our programs and combining content, assessment, technology, and solutions. Our SmartClass+ platform is available
activities ensure that every adult and child services to help teachers and students achieve in wired, wireless, and web-based configurations
student reaches his or her full potential. their English teaching and learning goals. to suit virtually any learning environment.
SmartClass+ works with Windows and MAC
EXHIBITORS
EXHIBITORS
Santillana USA Publishing Co., Inc. Development, Spelling Fusion, Issues in English,
2023 N.W. 84 Ave The Alphabet.
BOOTH #826
Doral, FL 33122 USA
Phone: +1 610.701.1809 BOOTH #632 Towson University
Contact: George Melendez 8000 York Rd
Super Duper Publications Towson, MD 21252 USA
Santillana USA offers ESL/ELD programs that are 5201 Pelham Rd
standards based, student centered, and content Phone: +1 410.704.3730
Greenville, SC 29615 USA Contact: Saleha Suleman
focused, promoting English language acquisition
Phone: +1 864.284.4507
and literacy. From summer school and after-school Founded in 1866, Towson University is recognized
programs to year-long intervention, our resources Contact: Amy Foist as one of the nations best regional public
support teachers and ELLs throughout the Super Duper Publications creates, publishes, universities, offering intensive English language
language acquisition process. and sells educational materials, RTI programs, training as well as more than 100 bachelors,
e-learning software, mobile applications, print masters, and doctoral degree programs in
books, games, card decks, and supplies for the liberal arts and sciences, and applied
BOOTH #127 children with special needs and language and professionalfields.
Speak Agent learning delays. (www.superduperinc.com)
155 Gibbs St, Ste 512 BOOTH #501
Rockville, MD 20850 USA BOOTH #535
Phone: +1 301.838.5557
U.S. Department of State
Texas A&M University-Commerce English Language Programs
Contact: Benjamin Grimley
PO Box 3011 2200 C St, NW, 4th Floor
Speak Agent helps K6 ESOL educators transform Commerce, TX 75428 USA
their classrooms by making lessons interactive, Washington, DC 20037 USA
Phone: +1 903.468.8123 Phone: +1 202.687.1837
audiovisual, and intelligent. Quickly customize
lessons without any technical know-how. Reduce Contact: Shelby Miller Contact: Danielle Yates
the time spent creating and adapting materials, Need a masters in TESOL to advance your career? The U.S. Department of State English Language
printing, copying, drilling, quizzing, and grading! Have the experience but lack the degree? Texas Programs send experienced U.S. TESOL
Lessons even automatically format for any device A&M University-Commerce offers a masters in professionals on paid teaching projects developed
and capture performance data. applied linguistics-TESOL. Receive credit for prior by U.S. Embassies in more than 80 countries
ESL teaching or research experience. Complete around the world. Participants promote English
the entire program online or face-to-face. language teaching and learning abroad and foster
Scholarships and assistantships available! mutual understanding between the United States
and other countries.
WWW.TESOLCONVENTION.ORG 215
BOOTH #208 BOOTH #213 BOOTH #333
University of California, Wayzgoose Press Workplace ESL Solutions
San Diego Extension 1797 E. 25th Ave 2654 W. Horizon Ridge Pkwy, B5-246
9500 Gilman Dr, Dept 0170N Eugene, OR 97403 USA Henderson, NV 89052 USA
La Jolla, CA 92093 USA Phone: +1 786.777.8570 Phone: +1 702.280.2288
Phone: +1 858.534.9275 Contact: Dorothy Zemach Contact: Ronna Timpa
Contact: Natalie Leroux-Lindsey Wayzgoose Press is a small independent Workplace ESL Solutions offers customized
The Education department at UC San Diego publisher of educational materials, fiction, and workplace language courses, train-the-trainer
Extension provides integrated professional literary nonfiction in ebook and paperback. We programs, online solutions, and textbooks to
development for school communities and publish inexpensive ELT materials for teachers and companies with multilingual staff, specializing
educational institutions while incorporating best students, and are happy to receive proposals from in workplace ESL for housekeepers, public area
practices and the latest research in content, writers with practical classroom-tested materials. workers, kitchen workers, construction workers,
pedagogy, andragogy, and administration. Our Come see us at our booth to choose a free ebook. and manufacturing workers. WESL Solutions
offerings prepare you for the modern classroom also offers workplace ESL training for ESL
and are available on campus, on-site, and online. teachers/trainers.
BOOTH #337
WeSpeke, Inc. BOOTH #221
BOOTH #226
381 Mansfield Ave, Ste 115
University of California, San Pittsburgh, PA 15220-2751, USA World Learning SIT
Diego, English Language Institute Phone: +1 312.505.7209 Graduate Institute
9500 Gilman Dr, Dept 0176D Contact: Cathy Wilson Box 676 Kipling Rd
La Jolla, CA 92093-0176 USA WeSpeke is a free network and resource where Brattleboro, VT 05302 USA
Phone: +1 858.534.7418 English learners join a global community to learn Phone: +1 802.258.3321
Contact: Ivana Bonaccorsi and practice English using text, audio, and video Contact: Abe Gates
with partners. Teachers and learners can also World Learning is a nonprofit organization
UC San Diegos English Language Institute offers
choose from optional online lessons including empowering people and strengthening institutions
courses and programs in TEFL, focusing on the
English for special purposes and TOEFL/IELTS through education, sustainable development, and
special skills needed to teach English to children
testprep.
EXHIBITORS
PRESENTER INDEXES
Luis.Aguirre@montgomerycountymd.gov
Alvarez-Perkins, Idalis. . . . . . . . . . . . . . . . . . . . . . . 181 Ates, Burcu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84, 188
Ahern, Jeri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 i.alvarez2@miami.edu bxa013@shsu.edu
jeriahern@gmail.com
Alves, Mark . . . . . . . . . . . . . . . . . . . . . . . . 92, 123, 200 Atilgan, Aylin Baris. . . . . . . . . . . . . . . . . . . . . . . . . . 186
Ahmad, Kay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 mark.alves@montgomerycollege.edu aatilgan@ucdavis.edu
kay.ahmad@montgomerycollege.edu
Alweeni, Makkia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Auris, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Aitken, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 makkiaenglish@gmail.com bauris@mc3.edu
Akerman, Jason . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Amanti, Cathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 AustinSmith, Margaret. . . . . . . . . . . . . . . . . . . . . . 161
jason_akerman@yahoo.com cbamanti@gmail.com Austin, Theresa. . . . . . . . . . . . . . . . . . . . . . . . . . 27, 134
Akhmedjanova, Diana. . . . . . . . . . . . . . . . . . . . . . . . 82 Ambrose, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 taustin@educ.mass.edu
diana_akhmedjanova@hotmail.com terry.ambrose@pearson.com Avalos, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
AlNafjan, Eman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Amer, Zayne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 mavalos@miami.edu
emanfahad@gmail.com zayne.amer@gmail.com Avineri, Netta. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
AlQarni, Mohammed . . . . . . . . . . . . . . . . . . . . . . . 185 AminiNgabonziza, Jean de Dieu. . . . . . . . . . . . . . 113 navineri@miis.edu
msqarni@gmail.com aminingabonziza@yahoo.fr Axe, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Al-Asadi, Fatimah. . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Ammar, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 taxe@ets.org
alassadyf@yahoo.com
Amory, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Ayoub, Lee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Al-Belushi, Ali. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 mda5004@psu.edu lee.ayoub@apsva.us
Al-Hamly, Mashael. . . . . . . . . . . . . . . . . . . . . . . . 27, 33 Anderson, Laurel . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Azaza, Mohamed. . . . . . . . . . . . . . . . . . . . . . . . 28, 116
Alessio, Giovanna. . . . . . . . . . . . . . . . . . . . . . . . . . . 172 landerson@carlosrosario.org
galessio@interlink.edu
WWW.TESOLCONVENTION.ORG 217
B Baxan, Victorina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
victorina.baxan@gmail.com
Bhattarai, Taranath . . . . . . . . . . . . . . . . . . . . . . . . . 188
taranath17@gmail.com
Bae, Kyung-Hee. . . . . . . . . . . . . . . . . 22, 105, 138, 185 Baxter, Debrah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Bian, Yue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
kbae@rice.edu dbaxter@odu.edu bianyue@msu.edu
Baecher, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Baxter, Sally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Bichko, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
lbaecher@hunter.cuny.edu sally.baxter@csueastbay.edu Biesenbach-Lucas, Sigrun . . . . . . . . 81, 145, 154, 176
Baer, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Baynham, Mike. . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 93 biesenbs@georgetown.edu
baer.julie@gmail.com M.Baynham@education.leeds.ac.uk Bikowski, Dawn . . . . . . . . . . . . . . . . . . . . . . . . 141, 187
Baese-Berk, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . 179 Beatty, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 bikowski@ohio.edu
Bailey, Christina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Bechlikoudi, Dimitra . . . . . . . . . . . . . . . . . . . . . . . . . 91 Biler, Alisha. . . . . . . . . . . . . . . . . . . . . . . . . . 87, 121, 181
Bailey, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . 29, 69 dimbech@otenet.gr alisha_biler@epi.sc.edu
kbailey@miis.edu Beck, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Billini, Raul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Baker, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . . 136, 203 ebeck@continentalpress.com cmsbooksrd@yahoo.com
Baldussi, Davi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Beck, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Birdsong, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
davibaldussi@gmail.com Beck, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Bishara, Salameh. . . . . . . . . . . . . . . . . . . . . . . 140, 201
Ballard-Kang, Jennifer . . . . . . . . . . . . . . . . . . . . 75, 111 Katherine_Beck@dpsk12.org sbishara@elcjhl.org
jlball11@louisville.edu Beckett, Gulbahar. . . . . . . . . . . . . . . . . . . . . . . 127, 158 Blasky, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . 91, 124
Balyasnikova, Natalia. . . . . . . . . . . . . . . . . . . . . 91, 158 beckett@iastate.edu ablasky@dyned.com
natbal@mail.ubc.ca Becketti, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Blass, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Bame, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157, 176 Beddes, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 lblass@heuristix.com
jim.bame@usu.edu sbeddes@drew.edu Bleistein, Tasha. . . . . . . . . . . . . . . . . . . . . . . . . . 78, 148
Bangou, Francis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Beers, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 tbleistein@apu.edu
fbangou@uottawa.ca beers003@umn.edu Bliss, Bill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Bankovic, Ivana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Bell, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 bill.bliss@languageandcommunication.org
ivanabankovickg@gmail.com angelabbell@aol.com Bobal, Christine . . . . . . . . . . . . . . . . . . . . . . . . . 70, 105
Bankovic, Marko. . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Bell, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . 23, 52, 142 cbobal@vt.edu
info@markobankovic.com michbell@usf.edu Bobo, Richard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Banks, Tamara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Benevides, Marcos. . . . . . . . . . . . . . . . . . . . . . . . . . . 67 richard.bobo@gmail.com
tamara_d_banks@dekalbschoolsga.org publisher@atama-ii.com BockThiessen, Crystal. . . . . . . . . . . . . . . . . . . . . . . . 89
Barba, Enrique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Bennett, Gena. . . . . . . . . . . . . . . . . . . . . . . . . . 166, 177 cbock3@unl.edu
ebarba@up.edu.mx genabennett@yahoo.com Bogart, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . 113, 165
Barbeau, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Bennett, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 pbogart@umich.edu
hbarbeau@bayless.k12.mo.us Jbennett@intercultural.org Bohon, Leslie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Bardovi-Harlig, Kathleen . . . . . . . . . . . . . . . . . . . . . 93 Bennett, Tiffany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 llbohonatkinso@wm.edu
bardovi@indiana.edu tab376@dsl.psu.edu Bojarczuk, Mariusz. . . . . . . . . . . . . . . . . . . . . . . . . . 130
Barduhn, Susan . . . . . . . . . . . . . . . . . . . . . . . . . 90, 153 Berardo, Marcellino. . . . . . . . . . . . . . . . . . . . . . 85, 96 marboj2000@gmail.com
Barnes, Cindy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 mberardo@ku.edu Bokhman, Alla . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
cindyfelter@yahoo.com Berg, Helen. . . . . . . . . . . . . . . . . . . . . . . . . 131, 179, 188 Bollinger, Jenna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
PRESENTER INDEXES
PRESENTER INDEXES
bairenyuan@gmail.com Caldern, Margarita. . . . . . . . . . . . . . . . . . . . . . . . . . 47 Charles, Quanisha. . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Brown, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Callari, Rebekah. . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 q.d.charles@iup.edu
Brown, H.Douglas. . . . . . . . . . . . . . . . . . . . . . . . . . 80 rebekahcallari@gmail.com Chastain, Amy Alice. . . . . . . . . . . . . . . . . . . . . . . . . 158
hdbrown@sfsu.edu Cameratti, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . 64 mlleamyalice@gmail.com
Brown, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Canales, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Chen, Yue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
jennifer-e-brown@uiowa.edu nsaraicanales@gmail.com chen1398@purdue.edu
Brown, Joy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Caplan, Nigel. . . . . . . . . . . . . . . . . . . . . . . . 99, 177, 190 Cheng, Liying . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 90
jmbrown@una.edu nacaplan@udel.edu Cheng, Rui. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Brown, Stacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 CarJunior, Jaime. . . . . . . . . . . . . . . . . . . . . . . . . 200 cherry525cnus@yahoo.com
stacyoklahoma@gmail.com jaime.cara@cna.com.br Cherif, Noureddine. . . . . . . . . . . . . . . . . . . . . . . . . . 90
Browning, Tara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Cardona, Luis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 nourecherif@live.fr
Brox, Ali. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Luis.Cardona@montgomerycountymd.gov Chiappy, Adita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
alibrox@ku.edu Cardwell, Jamie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Chiesi, LorenLee . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Bryan, Kisha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 jlcardwell77@gmail.com llchiesi@gmail.com
kbryan@tamu.edu Carkin, Gary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 138 Chinnery, George. . . . . . . . . . . . . . . . . . . . . . . . 62, 110
Bryant, Nan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Carmona, Jose . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 89 ChinneryGM@state.gov
bryant@wps.k12.va.us Carnuccio, Lynore. . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Chiverton, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Buchheit, Lyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 nuch@flash.net ChivertonSJ@state.gov
Buckwold, Ben . . . . . . . . . . . . . . . . . . . . . 121, 130, 206 CarreoGaldame, Sofia Laura. . . . . . . . . . . . . . . 202 Cho, Seonhee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
BullockOliveira, Maggie. . . . . . . . . . . . . . . . . . . . . . 98 sofialaura412@gmail.com schoi23@masonlive.gmu.edu
bullocmt@ucmail.uc.edu Choi, Sungshim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
WWW.TESOLCONVENTION.ORG 219
Christensen, Laurene. . . . . . . . . . . . . . . . . . . . . . . . 193 Collins, Tim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Curtis, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . 156, 167
chri1010@umn.edu Colombo, Michaela. . . . . . . . . . . . . . . . . . . . . . 170, 184 jcurtis@roosevelt.edu
Christians, JoEllen . . . . . . . . . . . . . . . . . . . . . . . . . . 130 wyman@edutel.com Curzan, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . 7, 15, 153
JChristians@GetThisWrite.com Colson, Jona. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 acurzan@umich.edu
Christison, MaryAnn. . . . . . . . . . . . . . . . . . . . . 22, 139 Coney, Lavette . . . . . . . . . . . . . . . . . . . . . . . . . 126, 157 Custodio, Brenda. . . . . . . . . . . . . . . . . 49, 66, 75, 128
Chu, Shiao-Wei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 llc2129@tc.columbia.edu custodio1@osu.edu
schu@uidaho.edu Conner, Olivia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 73, 75 Cusumano, Teresa . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Chun, Christian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 olivia.conner@colorado.edu tec214@lehigh.edu
christian.chun@unsw.edu.au Connery, Cathrene. . . . . . . . . . . . . . . . . . . . . . . . . . 148
Chyi, Kenneth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
kennethchyi@gmail.com
cconnery@ithaca.edu
Connor, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . 64, 142
D
Ciancio, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 rconnor@tulane.edu DAddario, Greg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
jciancio@csusb.edu Connor, Ulla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 greg.daddario@apsva.us
Cihi, Guy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120, 164 Contreras-Vanegas, Alma. . . . . . . . . . . . 131, 160, 188 daSilva, Jos Antnio. . . . . . . . . . . . . . . . . 19, 57, 107
Cimasko, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 alc058@shsu.edu joseaokc@yahoo.com
tony.cimasko@miamioh.edu Conway, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 156 Dah, Eh Tha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Cinnery, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 eaconwa1@asu.edu Dahlman, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Cipolle, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Conzett, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 anne.dahlman@mnsu.edu
tonyc@uoregon.edu conzett@xavier.edu Dalle, Teresa . . . . . . . . . . . . . . . . . . . . . . . . . . . 131, 169
Claire, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Coombe, Christine. . 22, 23, 33, 91, 115, 140, 162, 184, 193 tsdalle@memphis.edu
eceardley@aol.com ccoombe@hct.ac.ae Damerow, Ryan . . . . . . . . . . . . . . . . . . . . . . . . . 29, 69
Clancy, Rockwell F.. . . . . . . . . . . . . . . . . . . . . . . . . . 186 Coon, DeAnna. . . . . . . . . . . . . . . . . . . . . . . 52, 114, 148 rdamerow@miis.edu
aatilgan@ucdavis.edu dcoon@cal.org Daniel, Mayra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Clark, Gordon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Cooper, Ayanna . . . . . . . . . . . . . . 22, 46, 127, 139, 159 mayra.daniel@gmail.com
Clark, Mitchell. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 rarb4@msn.com Daniels, Marcel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
mitchellclark@hotmail.com Cooper, Marjorie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Dantas, Luis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Clark, Raymond . . . . . . . . . . . . . . . . . . . . . . . . . 67, 162 mcooper@globalvillageproject.org luisfadantas@gmail.com
ray@ProLinguaAssociates.com Copeland, Kathleen. . . . . . . . . . . . . . . . . . . . . 80, 202 Darvin, Ron. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 27
Clement, Jeanette . . . . . . . . . . . . . . . . . . . . . . . . . . 133 copekd@udel.edu Dassler, Troy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46, 47
clement@duq.edu Cordero, Mercedes. . . . . . . . . . . . . . . . . . . . . . . . . . 166 David, Brooke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Clment, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . 85, 190 mcordero@casenex.com brooke.david@nebraska.gov
robcanuk@gmail.com Cornell, Caitlin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Davila, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . 59, 106
Clements, Catherine . . . . . . . . . . . . . . . . . . . . . . . . 129 ccorne2@uic.edu sara.davila@pearson.com
catherineeclements@gmail.com Cotos, Elena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Davis, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Cloud, Nancy. . . . . . . . . . . . . . . . . . . . . . . . 85, 138, 199 Cotter, Eileen. . . . . . . . . . . . . . . . . . . . . . . 45, 123, 200 addavis85@gmail.com
nancycloud2@gmail.com eileen.cotter@montgomerycollege.edu Davis, Comfort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Cochran, Sean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Cover, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 davisinabj@yahoo.fr
Codrington, Clarissa. . . . . . . . . . . . . . . . . . . . . . . . 204 kmcover@indiana.edu DeCosta, Peter. . . . . . . . . . . . . . . . . . . . . . . 27, 69, 93
PRESENTER INDEXES
PRESENTER INDEXES
Discoe, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 debbi.east1@me.com Ernst-Slavit, Gisela. . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Christine.Discoe@colostate.edu Easton, Lael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 gernst@wsu.edu
Dobson, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 laelann@gmail.com Ershova, Tatiana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
info@cambridgemichigan.org Eatmon, Cassandra . . . . . . . . . . . . . . . . . . . . . 96, 199 tatiana.a.ershova@gmail.com
Dodson, Lori . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 cceatmon@fcps.edu Eslami, Zohreh . . . . . . . . . . . . . . . . . . . . . . 93, 133, 168
lmdods9@gmail.com Edmonds, Lori. . . . . . . . . . . . . . . . . . . . . . . . . . . 44, 158 zeslami@tamu.edu
Doman, Evelyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 lori.edmonds@montgomerycollege.edu Espaa, Andreina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Donovan, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Edwards, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Eva, Andrianarivo. . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Dornbusch, Angela . . . . . . . . . . . . . . . . . . . . . . 111, 173 cced89@gmail.com andrianarivofanja@gmail.com
angeladornbusch@hotmail.com Edwards Dormer, Jan . . . . . . . . . . . . . . . . . . . . 73, 99 Evans, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Doty, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134, 199 jdormer@messiah.edu, eevans@bsdvt.org
juliedoty@yahoo.com jan.dormer@gmail.com Evans, Jacqueline. . . . . . . . . . . . . . . . . . . . . . . . 69, 113
Douglas, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Effiong, Okon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 jackie.evans@nau.edu
Douglas, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 okon@qu.edu.qa Evans, Katherine. . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
scott.douglas@ubc.ca Eggington, William G.. . . . . . . . . . . . . . . . . . . . . . . 122 ktevans@ucdavis.edu
Dove, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . 182, 190 william_eggington@byu.edu Evans, Norman W.. . . . . . . . . . . . . . . . . . . . . . 122, 143
mdove@molloy.edu Eguez, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119, 175 norman_evans@byu.edu
Dowling, Trisha. . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 jeguez@casas.org Ewert, Doreen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
tdowlin3@emich.edu Einterz, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75, 131
Driemeier, Jessica. . . . . . . . . . . . . . . . . . . . . . . . . . . 181 john.einterz@colorado.edu
j.driemeier@miami.edu
WWW.TESOLCONVENTION.ORG 221
F Florence, Dustin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
dustin.florence@ttu.edu
G
Fairbairn, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Floyd, Monika. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Gabor, Julia. . . . . . . . . . . . . . . . . . . . . 73, 120, 154, 183
Fairley, Mariah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 drfloyd@uni-potsdam.de julia@writebrainworld.com
mariah@aucegypt.edu Fobair, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Gabriel, Raafat. . . . . . . . . . . . . . . . . . . . . . . . . . 101, 115
Fan, Yu-Shan. . . . . . . . . . . . . . . . . . . . . . . . . . . 130, 186 dfobair@gmail.com mrraafat@aucegypt.edu
yushanfan@gmail.com Focho, Gladys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Gaer, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . 45, 61, 71
Fang, Ming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 ngwifocho@yahoo.fr susangaer@gmail.com
mifang@fiu.edu Fodor, Andreea. . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Gagn, Antoinette. . . . . . . . . . . . . . . . . . . . . . . . . . 146
Farina, Marcella. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 afodor@sfu.ca antoinette.gagne@gmail.com
marcella.farina@ucf.edu FoersterLuu, Anne Marie. . . . . . . . . . . . . . . . . . 61, 94 Gal, Teresa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Farrell, Thomas. . . . . . . . . . . . . . . . . . . . . . . 27, 65, 158 foerstea@gmail.com tsmurfin@hotmail.com
tfarrell@brocku.ca Foley, Kinnon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Gallagher, Colleen . . . . . . . . . . . . . . . . . . . . . . 128, 143
Farrelly, Raichle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Kinnon.Foley@lawrence.k12.ma.us cgallagher1@udayton.edu
rfarrelly@smcvt.edu Folse, Keith. . . . . . . . . . . 22, 23, 94, 119, 123, 177, 189 Galletta, Annelies. . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Fate, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 keith.folse@gmail.com agallett@umd.edu
lizafate@gmail.com Foote, Jennifer A.. . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Gallo, Lynn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Faust, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 jenn.foote@gmail.com lcrosby@udel.edu
fausth1@umbc.edu Forbes, Megan . . . . . . . . . . . . . . . . . . . . . . . . . 159, 185 Gallop, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Feak, Christine . . . . . . . . . . . . . . . . . . . . . . . . . 141, 187 mforbes@eli.ufl.edu sg985@georgetown.edu
cfeak@umich.edu Foster, Kurtis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Gambrel, Angel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Feal, Rosemary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 kurtisfoster@missouristate.edu angelgambrel@hotmail.com
Feather, Renee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Fowler, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Gao, Xuesong(Andy) . . . . . . . . . . . . . . . . . . . . . 27, 93
Fedoriv, Yaroslava . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 debra@historyunerased.com xsgao@hku.hk
yar.fed@gmail.com Fox, Jessica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Garbarino, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Feldmann, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . 201 1jessfox@gmail.com annegarbarino@globalvillageproject.org
feldmanm1@newpaltz.edu Franchitti, Abby. . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Garcia-Allen, Ana. . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Fellag, Linda Robinson . . . . . . . . . . . . . . . . . . . 45, 90 abbyfran@ksu.edu agarcia@uwo.ca
linda.fellag@gmail.com Franks, Suzanne. . . . . . . . . . . . . . . . . . . . . . . . . 59, 149 Garcia-Arena, Patricia. . . . . . . . . . . . . . . . . . . . . . . 178
Ferg-Cadima, James . . . . . . . . . . . . . . . . . . . . . . . . 179 scfweb@uab.edu, pgarcia-arena@air.org
James.Ferg-Cadima@ed.gov suziweb@gmail.com Gardner, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Fernandez, Julieta . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Frederick, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Garza, Peggy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
julieta.fernandez@nau.edu Fredricks, Daisy. . . . . . . . . . . . . . . . . . . . . .75, 114, 190 garzap@marshallcenter.org
Fernandez, Loretta. . . . . . . . . . . . . . . . . . . . . . 122, 197 dfredric@umd.edu Garza, Tiberio. . . . . . . . . . . . . . . . . . . . . . 70, 145, 200
lof7@pitt.edu Freeman, David . . . . . . . . . . . . . . . . . . . . . . . . . 98, 127 tiberio.garza@unlv.edu
Fernandez, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . 172 David.Freeman@utb.edu Gass, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 68
Fernandez, Melody. . . . . . . . . . . . . . . . . . . . . . . . . 109 Freeman, Donald. . . . . . . . . . . . 22, 64, 106, 162, 187 gass@msu.edu
Melody.Fernandez@utsa.edu donaldfr@umich.edu Gates, Chester. . . . . . . . . . . . . . . . . . . . . . . . . . . 65, 187
chester.gates@comcast.net
PRESENTER INDEXES
PRESENTER INDEXES
jpg20@psu.edu jgrill@fsu.edu Haning, Nicole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Gokpinar-Shelton, Esen . . . . . . . . . . . . . . . . . . . . . . 72 Grimley, Benjamin. . . . . . . . . . . . . . . . . . . . . . . 68, 184 nhaning@elsteachers.net
egokpina@iupui.edu ben@speakagent.com Hansen-Johnston, Barbara. . . . . . . . . . . . . . . . . . . 159
Golden, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Groff, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 hanse@uw.edu
lgolden@air.org jgroff@umd.edu Hansen-Thomas, Holly . . . . . . . . . . . . . . . . . . . 79, 143
Goldstein, Lynn. . . . . . . . . . . . . . . . . . . . . . . . . 130, 159 Grosik, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . 114, 164 hhansenthomas@twu.edu
lynn.goldstein@miis.edu sgrosik@sas.upenn.edu Hanson-Smith, Elizabeth . . . . . . . . . . . . . . . . . 22, 90
Gomez, Julio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Grunwald, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Hardigree, Christine. . . . . . . . . . . . . . . . . . . . . . . . . 198
jucego69@yahoo.com egrunwal@mit.edu christine.hardigree@gmail.com
Gonzales, Ray. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Gu, Mingyue (Michelle). . . . . . . . . . . . . . . . . . . . . . 181 Hardy, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
ray.gonzales@montgomerycollege.edu moongu1119@gmail.com dhardy@bowvalleycollege.ca
Gonzlez, Eileen. . . . . . . . . . . . . . . . . . . . . 53, 110, 175 Gudheim, Calla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Haridy, Abdelbaset . . . . . . . . . . . . . . . . . . . . . . . . . 109
eileengonzalez@usj.edu c.gudheim@miami.edu baset@unm.edu
Goodfellow, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Guinn-Collins, Shannon. . . . . . . . . . . . . . . . . . . . . 203 Harmer, Jeremy . . . . . . . . . . . . . 70, 79, 102, 146, 169
terry_goodfellow@epi.sc.edu sguinnc@pdx.edu jeremy.harmer@btinternet.com
Gordon, Deborah . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Gulikers, Goedele. . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Harper, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
dbgordon52@cox.net Gull, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 harper4@canisius.edu
Gordon, Rebekah. . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 katherine.gull@fcps.org Harris, Kathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Gorham, Norma L. . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Guo, Xiaoyan (Grace). . . . . . . . . . . . . . . . . . . . . . . . 181 harriska@pdx.edu
normalgorham@gmail.com gracexyguo@gmail.com Harrison, Melinda. . . . . . . . . . . . . . . . . . . . . . . . . . . 117
msharr3@uab.edu
WWW.TESOLCONVENTION.ORG 223
Hart, Judson . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51, 179 Himmel, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Huang, Jiuhan. . . . . . . . . . . . . . . . . . . . . . . . . . 124, 156
Hartshorn, James. . . . . . . . . . . . . . . . . . . . . . 143, 200 jhimmel@cal.org jhaung@regent.edu
james_hartshorn@byu.edu Hinkel, Eli. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60, 75 Huang, Patrick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Hartung-Cole, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 53 elihinkel@yahoo.com pmh1225@gmail.com
Hartwick, Laurie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Hinojosa, Denisse. . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Huerta, Margarita. . . . . . . . . . . . . . . . . . . 70, 145, 200
Laurie.Hartwick@lawrence.k12.ma.us hinojo18@msu.edu margarita.huerta@unlv.edu
Hastings, Christopher . . . . . . . . . . . . . . . . 80, 92, 159 Hinton, Kip Austin . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Hueston, Colin. . . . . . . . . . . . . . . . . . . . . . . . . . 125, 187
christopherhastings@gmail.com kipaustin.hinton@utrgv.edu colin.hueston@ucdenver.edu
Havenland, Christina. . . . . . . . . . . . . . . . . . . . . 79, 153 Hjeltness, Justyna . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Huffman, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Hawkins, Margaret. . . . . . . . . . . . . . . . . . . . . . . . . . . 63 justyna.hjeltness@wsu.edu Hughes, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
mhawkins@education.wisc.edu Ho, Kendi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 mhughs@bu.edu
Hayes, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 78 kendih@hawaii.edu Hulke, Autumn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
caahayes@comcast.net Hoagland, Merideth. . . . . . . . . . . . . . . . . . . . . . . . . 128 autumnhulke@gmail.com
Hayes, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 mhoagland1@gsu.edu Humagain, Radhakrishna. . . . . . . . . . . . . . . . . . . 203
kathleen.hayes@highlightshighfive.com Hodgson, Jennifer. . . . . . . . . . . . . . . . . . . . . . . 68, 132 rkhumagain@gmail.com
Haynes, Erin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Hoelker, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . 140, 190 Humphries, Steven. . . . . . . . . . . . . . . . . . . . . . . . . . 105
ehaynes@air.org jhoelker@gmail.com shumphri@su.edu
Haynes, Judie . . . . . . . . . . . . . . . . . . . . . . . . 47, 87, 110 Hoenig, Myles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Hunt, Cindy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
judieh@optonline.net hoenigedu@gmail.com cbhunt@uab.edu
Hays, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Hoffland, Marvin D. . . . . . . . . . . . . . . . . . . . . . 129, 178 Hussein, Ibtesam. . . . . . . . . . . . . . . . . . . . . . . . . . 203
jbhays@cpp.edu m.hoffland@cuas.at ihussein@uidaho.edu
Healey, Deborah. . . . . . . . . . . . . . . . . . . . . . 19, 22, 188 Hollett, Vicki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Hutchison, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Healey, Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 vicki@holletts.com nhutchison@howardcc.edu
Heard, Stephanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Hollinger, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . 134, 199 Hyland, Ken. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
stephanie.l.heard@gmail.com Lisa.Hollinger@unt.edu khyland@hku.hk
Heather, Lauren . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Holloway, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Hyte, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Lauren.Heather@utsa.edu andrea.m.holloway@gmail.com
Holubeva, Valiantsina. . . . . . . . . . . . . . . . . . . . . . . . 93
Heitman, Char. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
heitman@uoregon.edu v_holubeva@outlook.com I
Hellman, Andrea. . . . . . . . . . . . . . . . . . . . . 110, 161, 180 Hong, Carrie Eunyoung. . . . . . . . . . . . . . . . . . . . . . 123 Ibrahim, Awad . . . . . . . . . . . . . . . . . . . . . . 22, 127, 189
AndreaBHellman@missouristate.edu HongE1@wpunj.edu aibrahim@uottawa.ca
HendersonLee, Sarah. . . . . . . . . . . . . . . . . . . 108, 180 Honigsfeld, Andrea . . . . . . . . . . . . . . . . . . . . . 182, 190 Imai, Hana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
sarah.henderson-lee@mnsu.edu ahonigsfeld@molloy.edu himai@bowvalleycollege.ca
Henninger-Willey, Tracy . . . . . . . . . . . . . . . . . . . . . 80 Hoops, Frieda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Imamovi, Adisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
henningert@lanecc.edu fhoops@pce.uw.edu adisa.imamovic@untz.ba
Henrichsen, Lynn . . . . . . . . . . . . . . . . . . . 52, 200, 202 Horstein, Dana . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 126 Ioannou, Constantine . . . . . . . . . . . . . . . . . . . . . . . . 81
Lynn_Henrichsen@byu.edu danahorstein@hotmail.com constantine.ioannou@ocdsb.ca
Heny, Natasha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Hossain-Joldic, Aklima. . . . . . . . . . . . . . . . . . . . . 205 Ishchenko, Mariia. . . . . . . . . . . . . . . . . . . . . . . . . . 205
ishchenkomv91@gmail.com
PRESENTER INDEXES
nam3c@virginia.edu ah3206@tc.columbia.edu
Hepford, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 165 Houck, Noel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Ishihara, Noriko. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
ehepford@temple.edu nrhouck@cpp.edu ishi0029@gmail.com
Herath, Sreemali. . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Howard, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 IvesTakebe, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . 201
sreemalih@yahoo.com khoward@csusb.edu ives.amy@h.hokkyodai.ac.jp
Hercula, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Howard, Lori. . . . . . . . . . . . . . . . . . . . . . . . 117, 137, 174
sehercu@ilstu.edu lbhoward@casas.org
Howland, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
J
Hersi, Mustafa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Hsu, Wen-Hsien. . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Jaber, Reem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
mhersi@unm.edu
hsuwenhsien@ntu.edu.tw Jacknick, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . 94
Hertenstein, Kathleen . . . . . . . . . . . . . . . . . . . . . . 203
Hsu-Santelli, Marianne . . . . . . . . . . . . . . . . . . . . . . 126 cjacknick@bmcc.cuny.edu
khertens@email.arizona.edu
msantelli@middlesexcc.edu Jackson, Staci. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Hestand, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Hu, Chen (Gabrielle) . . . . . . . . . . . . . . . . . . . . . 88, 175 sjackson@superduperinc.com
jhestand@ku.edu
703365890@qq.com Jacob, Laura . . . . . . . . . . . . . . . . . . . . . . . . . 16, 92, 131
Hickey, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . 147, 201
Hu, Ling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 lauraruthjacob@yahoo.com
Hill, Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94, 140
lhu@uoguelph.ca Jacobs, Myrna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
kltb@uab.edu
Hu, Shirley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 mjacobs@tesol.org
Hiller, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
shirley.hu@tdsb.on.ca Jacobsen, Natalia. . . . . . . . . . . . . . . . . . . . . . . . 63, 148
kristin.hiller@gmail.com
Huang, HE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 natalia@gwu.edu
Hillier, Solimar. . . . . . . . . . . . . . . . . . . . . . . . . 201, 204
stephaniehuanghe@ufl.edu Jaffie-Shupe, Lily. . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Hilterbran, Audra. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
PRESENTER INDEXES
stacijohnson.esl@gmail.com dkpofahl@ku.edu Kiburz, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
JohnsonRogers, Robert. . . . . . . . . . . . . . . . . . 27, 117 Karam, Fares. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 ckib@yahoo.com
rogers@qu.edu.qa fjk2cf@virginia.edu Kidwell, Tabitha . . . . . . . . . . . . . . . . . . . . . 75, 114, 122
Jolley, Caitlin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Karki, Tirtha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 tkidwell@umd.edu
caitlinjolley@gmail.com gkarki15@gmail.com Kiendl, Jesse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Jolly, Roshii. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Kassas, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 jessekiendl@gmail.com
roshii.jolly@gmail.com sckassas@yahoo.com Kim, Deoksoon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Jones-Vo, Stephaney. . . . . . . . . . . . . . . . . . . . . . . . 46 Katchen, Johanna. . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Kim, Eun Gyong (E.G.). . . . . . . . . . . . . . . . . . . . . . . . 67
Jones, Cheryl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 katchen@mx.nthu.edu.tw egkim@kaist.ac.kr
chjones@els.edu Katindig, Alice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Kim, Jeongyeon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Jones, Donielle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 amk5an@virginia.edu jkim@unist.ac.kr
Jones, Stephen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Katka, Adria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Kim, Jin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99, 184
stjones18@gmail.com adria.katka@seattlecolleges.edu jinkim7@illinois.edu
Jones, Tamara. . . . . . . . . . . . . . . . . . 16, 52, 61, 85, 102 Katz, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Kim, KyungMin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
jonestamara@hotmail.com ila-katz@pacbell.net kyeongsemi@yahoo.com
Jones, Valerie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Katz, Nadeen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Kim, Sharon (Seongshin). . . . . . . . . . . . . . . . . . . . 136
valerie.jones@cuchicago.edu nadeen.katz@gmail.com jlshin345@gmail.com
Jones, Vaughan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Kaufmann, Austin. . . . . . . . . . . . . . . . . . . . . . . .81, 173 Kim, Soonhyang. . . . . . . . . . . . . . . . . . . . . 62, 66, 158
akauf@msu.edu soonhyang@hotmail.com
Jordan, Sheri N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
snjordan@umail.iu.edu Kaupasa, Bete. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Kim, Stephanie Hyeri. . . . . . . . . . . . . . . . . . . . . . . . 178
beate.kaupasa@gmail.com
WWW.TESOLCONVENTION.ORG 225
Kim, YouJin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Kroman, Steven . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Le, Nhu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
ykim39@gsu.edu skroman@utexas.edu nle@murraystate.edu
Kimura, Daisuke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Kruchin, Babi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Leach, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
dxk968@psu.edu bs2214@columbia.edu Lebedev, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
King, Courtney . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 155 Krulatz, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 jenniferlebedev@yahoo.com
king2ce@cmich.edu anna.m.krulatz@hist.no LeBleu, Amanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Kirk, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Kubota, Ryuko . . . . . . . . . . . . . . . . . . . . . . . 27, 110, 141 Lee, Alice Shu-Ju. . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
sjkirk@uaa.alaska.edu ryuko.kubota@ubc.ca alicelee@umac.mo
Kirkpatrick, Cheyne. . . . . . . . . . . . . . . . . . . . . 107, 136 Kuester, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Lee, Connie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
cheyne.kirkpatrick@du.edu erin-kuester@uiowa.edu connielee415@gmail.com
Kirkpatrick, Juli. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Kuhn, Jeff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 Lee, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . . 127, 187
jkirkpat@usc.edu kuhnj1@ohio.edu leej3@ohio.edu
Kirson, Tamara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 KumariKharbamon, Tarun. . . . . . . . . . . . . . . . . . . 60 Lee, Kyujin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Kirwan, Liz. . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 92, 119 tkkharbamon@gmail.com kyu0122@gmail.com
ekirwan@mansd.org Kung, Fan-Wei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Lee, Ju Seong (John). . . . . . . . . . . . . . . . . . . . . . . 206
Kleckova, Gabriela. . . . . . . . . . . . . . . . . . . . . . 158, 176 Kunz, Yvonne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Lee, Mikyoung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
gabriela_kleckova@yahoo.com ykunz@udel.edu mikyoung.lee@psy.lmu.de
Kling, Joyce. . . . . . . . . . . . . . . . . . . . . . . 22, 59, 86, 89 Kuo, Hsiao-Chin. . . . . . . . . . . . . . . . . . . . . . . . 160, 185 Lee, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
joyce@hum.ku.dk hsiao-chin.kuo@wmich.edu Lee, Sherise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Knagg, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Kupiec, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 shlee@academyart.edu
Kniepkamp, Amanda. . . . . . . . . . . . . . . . . . . . . . . . 197 Kurtz, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Lee, Song-Eun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
knama@exchange.upenn.edu lmk299@psu.edu lee539@purdue.edu
Knight, Ray . . . . . . . . . . . . . . . . . . . . . . . . . . 87, 121, 181 Kurtzworth-Keen, Kristin . . . . . . . . . . . . . . . . . . . . . 66 Lee, Suzi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
ray_knight@epi.sc.edu kurtzwo1@canisius.edu Lee-Johnson, Yin Lam. . . . . . . . . . . . . . . . . . . . . . . 183
Knowling, Jeffrey. . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Kweon, Soo-Ok. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 yleejohnson31@webster.edu
jeffrey-knowling@uiowa.edu soook@postech.ac.kr Lemos, Vinicius. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Kochannek, Colleen. . . . . . . . . . . . . . . . . . . . . . . . . 171 Kwon, Heejung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 teachervinicius@hotmail.com
colleen.kochannek@pearson.com kwon65@purdue.edu Lems, Kristin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Kochanowski, Melissa . . . . . . . . . . . . . . . . . . . . . . . . 71 Lennon, Kirsten. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
mel.kochanowski@pgcps.org
Koehler, Dustin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
L kirsten.lennon@pgcps.org
Lennox, Cindy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
koehler.169@osu.edu Laor, Noga . . . . . . . . . . . . . . . . . . . . . . . . . . . 71, 76, 82
nlaor@rennert.com Lennox, Cynthia. . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Kokolas, Georgios. . . . . . . . . . . . . . . . . . . . . . . 136, 154 lennox@duq.edu
Kolesnikova, Aleksandra. . . . . . . . . . . . . . . . . . . . 200 Laborde, Silvia . . . . . . . . . . . . . . . . . . . . . . . . . 115, 148
silvia.laborde@alianza.edu.uy LenDvila, Karina . . . . . . . . . . . . . . . . . . . . . . . . 203
kalsangdroelma@gmail.com kpleon@espol.edu.ec
Koly, Nowrin Akther. . . . . . . . . . . . . . . . . . . . . . . . 203 Lai, Ying-Chun . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Leong, Patrick Ng Chin. . . . . . . . . . . . . . . . . . . . . . . 27
hoquenowrin@gmail.com Lambert, Leyla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 chin@unii.ac.
Koo, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 leylatrans@gmail.com
Leopold, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
PRESENTER INDEXES
PRESENTER INDEXES
LoBianco, Joseph . . . . . . . . . . . . . . . . . . . . . . . 29, 69 MacKinney, Erin . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 ronmartinez@ufpr.br
emackinn@email.arizona.edu Martinez-Alba, Gilda. . . . . . . . . . . . . . . . . 16, 134, 166
LoboGuerreroDeSaba, Clara. . . . . . . . . . . . . 84, 160
chl006@shsu.edu Madden, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Martinez-Hinestroza, Jose . . . . . . . . . . . . . . . . . . . 159
Locks-Lima, Luciana . . . . . . . . . . . . . . . . . . . . . . . 200 MadiganPeercy, Megan . . . . . . . . . . . . . . . . . . . . . . 111 mart1580@msu.edu
luciana@cna.com.br mpeercy@umd.edu Masciarelli, Kyla . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Loebel, Vandana. . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Maedgen, Abbey . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Kyla.Masciarelli@colostate.edu
vloomba@uic.edu Mahapatra, Santosh. . . . . . . . . . . . . . . . . . . . . . . . . . 84 Massoud, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Lomperis, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 santosh@hyderabad.bits-pilani.ac.in lmassoud@cal.org
lomperis@comcast.net Mahboob, Ahmar. . . . . . . . 23, 27, 51, 88, 117, 132, 141 MastruserioReynolds, Kate. . . . . . . . . . . . . . . . . . . 85
Longus, Omar. . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 126 ahmar.mahboob@sydney.edu.au Matarese, Maureen. . . . . . . . . . . . . . . . . . . . . . . . . . 94
olongus@salemstate.edu Mahda, Hicham. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Mattson, Nikki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Looney, Dennis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 hicham.mahda@gmail.com nla12@psu.edu
Looney, Stephen Daniel . . . . . . . . . . . . . . . . . . . . . 178 Makinina, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Maurizio, Toshiko. . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
olga.makinina@gmail.com toshiko_maurizio@beaverton.k12.or.us
Lpez-Gopar, Mario. . . . . . . . . . . . . . . . . . . . . . . . . 190
Maley, Lejla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 May, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lopez, Julie. . . . . . . . . . . . . . . . . . . . . 111, 128, 157, 178 lbilal@otterbein.edu
julo@udel.edu jmay@valenciacollege.edu
Maliborska, Veronika. . . . . . . . . . . . . . . . . . . . . . . . 130 Mayor, Mike. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lopez, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Mallory, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 mike.mayor@pearson.com
Lopolito, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 malloraj@gmail.com
sarahl@cultural.org Mazloom-Farzaghy, Reza. . . . . . . . . . . . . . . . . . . . . 99
Malone, Jonathan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 reza.mazloom@teslontario.org
Lopriore, Lucilla . . . . . . . . . . . . . . . . . . . . . 27, 110, 182 jemalone@umd.edu
llopriore@tin.it
WWW.TESOLCONVENTION.ORG 227
McBride, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Meyer, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Moldawa-Shetty, Anna. . . . . . . . . . . . . . . . . . . . . . . 58
wmcbride@uark.edu meyerj@bedfordk12tn.net anna.moldawa@yale.edu
McCarthy, Emily . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Meyer, Suzanne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Molina, Sarina Chugani. . . . . . . . . . . . . . . . . . . . . . 168
McCarthy, JoAnn . . . . . . . . . . . . . . . . . . . . . . . . 23, 142 smeyer11@utk.edu sarina@sandiego.edu
joann.mccarthy@into.us.com Meyers, Colleen. . . . . . . . . . . . . . . . . . . . . . . . . . 52, 120 Molinsky, Steven. . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
McClelland, Sean . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 meyer002@umn.edu Monaghan, Christine. . . . . . . . . . . . . . . . . . . . . . . . . 92
mcclella@uoregon.edu Mhandeni, AbdulKarim. . . . . . . . . . . . . . . . . . . . . . 157 MonteroMartnez, Paola. . . . . . . . . . . . . . . . . . . . 202
McCloskey, Mary Lou. . . . . . 22, 80, 122, 124, 145, 188 amhandeni@hotmail.com pmonter@espol.edu.ec
mlmccloskey@gmail.com Miakisheva, Yuliya . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Moore, Kyle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
McCorkel, Rejane . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 yuliyam@yorku.ca kyle.moore@nau.edu
rmccorkel09@su.edu Micek, Timothy. . . . . . . . . . . . . . . . . . . . . . . . . . 66, 158 Moore, Richard. . . . . . . . . . . . . . . . . . . . . . . . . 138, 159
McCuistion, Monica . . . . . . . . . . . . . . . . . . . . . . . . . . 96 micekt@ohiodominican.edu richm@uw.edu
momax320@ku.edu Michaud, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Moore, Ruth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
McDaniel, Kia . . . . . . . . . . . . . . . . . . . . . . . . . . . 71, 190 Midraj, Jessica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Ruth.Moore@colorado.edu
kia.mcdaniel@pgcps.org jmidraj@gmail.com Moore, Sarah Catherine K. . . . . . . . 83, 127, 190, 206
McDevitt, Jeffrey . . . . . . . . . . . . . . . . . . . . . . . . 93, 124 Midraj, Sadiq. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 smoore@cal.org
McFeely, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 midrajs@gmail.com Moore, Sharyn. . . . . . . . . . . . . . . . . . . . . . . . . 200, 205
wmcfeely@aucegypt.edu Mielke, Marianne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 smoore@els.edu
McGovern, Colleen. . . . . . . . . . . . . . . . . . . . . . . . . . 192 mmielke@ccp.edu Moorhead, Clarissa. . . . . . . . . . . . . . . . . . . . . . . . . . 181
c.mcgovern@spring.edu Mihai, Florin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 c.bottesini@miami.edu
McGrathMoreira, Kimberly. . . . . . . . . . . . . . . . 74, 150 florin.mihai@ucf.edu Moran, Meghan. . . . . . . . . . . . . . . . . . . . . . . . . 134, 155
kmcgrath@miami.edu Millar, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 mmoran@tesol.org
McGraw, Rhoda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Miller, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 MorenoIII, William. . . . . . . . . . . . . . . . . . . . . . . 29, 123
rhoda.mcgraw@mail.enpc.fr Miller, Kari. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 wmoreno@nea.org
McGregor, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 kalymiller@yahoo.com Morgan, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 65
mcalison@utexas.edu Miller, Ryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 190 bmorgan@glendon.yorku.ca
McIntosh, Kyle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 rmill129@kent.edu Morgan, Caitlin. . . . . . . . . . . . . . . . . . . . . . . . . 163, 187
kmcintosh@ut.edu Miller, Shelby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 morganc@newschool.edu
McLaughlin, Susanne. . . . . . . . . . . . . . . . . . . . 156, 167 shelby.miller@tamuc.edu Morgan, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
smclaugh@roosevelt.edu Miller, Stacie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Morgan, Lesley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
McMurray, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . 124 smiller@ccbcmd.edu l.morgan@k12.wv.us
mcmurray.m@gust.edu.kw Mills-Fisher, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . . 95 Morgenstern, Miriam. . . . . . . . . . . . . . . . . . . . . . . . 116
McNamara, Caitlin . . . . . . . . . . . . . . . . . . . . . . . . . . 169 sandra.mills@tdsb.on.ca miriam@historyunerased.com
cmcnamara@iie.org Milosavljevic, Jovana. . . . . . . . . . . . . . . . . . . . . . . . 119 Morillo, Trisha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
McVeigh, Joe. . . . . . . . . . . . . . . . . . . . . 16, 53, 133, 157 Minakuchi, Sayuri. . . . . . . . . . . . . . . . . . . . . . . . . . 202 t.morillo@miami.edu
joe@joemcveigh.org sayuriminakuchi@gmail.com Morin, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Measday, Ellen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Minet-Lucid, Pamela. . . . . . . . . . . . . . . . . . . . . . . . 180 Morita-Mullaney, Trish. . . . . . . . . . . . . . . . . . . . . . . . 16
Medina, Jos. . . . . . . . . . . . . . . . . . . . . . . . . . . . 51, 190 minetlucid8@gmail.com Morris-Rutledge, Susan. . . . . . . . . . . . . . . . . . . . . . 157
PRESENTER INDEXES
PRESENTER INDEXES
shondel.nero@nyu.edu Oreto, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Parry, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
rrebholz@andrew.cmu.edu aparry@udel.edu
NewLevine, Linda . . . . . . . . . . . . . . . . . . . . . . . . 51, 82
lnewlevine@aol.com Orlando, Honnor. . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Pascucci, Amy. . . . . . . . . . . . . . . . . . . . . . 105, 185, 201
orlandoh@iupui.edu amykpascucci@gmail.com
Newbegin, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
man311@lehigh.edu Ortactepe, Deniz. . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Pashby, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
deniz.ortactepe@bilkent.edu.tr pashby@uoregon.edu
Newton, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Laure_P_Newton@mcpsmd.org Ortiz, Adrian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Patel, Tarana. . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 139
NgHartmann, Joann. . . . . . . . . . . . . . . . . . . . . . . . . 29 adrianor@uic.edu Paw, Eh Lay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Nichols, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Ortiz, Fernanda. . . . . . . . . . . . . . . . . . . 202, 203, 204 Pawan, Faridah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
fortiz@email.arizona.edu fpawan@indiana.edu
Niles, Karyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 96, 199
keniles@fcps.edu Ortmeier-Hooper, Christina. . . . . . . . . . . . 69, 92, 119 Payant, Caroline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
christina.ortmeier@unh.edu cpayant@uidaho.edu
Nimmannit, Suchada. . . . . . . . . . . . . . . . . . . . 80, 190
suchada.n@chula.ac.th Ostacher, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Peck, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
jostacher@middlesexcc.edu jpeck@miis.edu
Nisbet, Deanna. . . . . . . . . . . . . . . . . . . . . . . . . 124, 156
deannis@regent.edu Ouellette-Schramm, Jennifer. . . . . . . . . . . . . . . . . 184 Peercy, Megan. . . . . . . . . . . . . . . . . . . . . . . 75, 114, 194
Jouellette01@hamline.edu mpeercy@umd.edu
Noble, Matthew . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
mnoble@els.edu Overman, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Peipher, Carolyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
overmann@georgetown.edu carolyn_peipher@yahoo.com
Noji, Frank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
francis@hawaii.edu Owens, Deanna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 PenaBarahona, Constanza. . . . . . . . . . . . . . . . . . . . 86
dgish@memphis.edu constanzapenab@gmail.com
Norland, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . . . 64
WWW.TESOLCONVENTION.ORG 229
Pendley, Kellie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Prado, Josephine. . . . . . . . . . . . . 59, 94, 137, 149, 168 Rasmussen, Mari B.. . . . . . . . . . . . . . . . . . . . . . . . . 189
kpendley@catsacademyboston.com jprado@uab.edu MariBRasmussen@gmail.com
Perdomo, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Pratt, Linda D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Ravitch, Lara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Perron, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . 92, 119 lpspeechgirl1@gmail.com ravitch@uoregon.edu
wperron@mansd.org Preston, Bethany. . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Raymond, Cathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Pesce, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 bpresto1@emich.edu Raza, Kashif. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
arpesce@gmail.com Price, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 kraza@qu.edu.qa
Pessoa, Silvia . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 190 rprice@howardcc.edu Razi, Salim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
spessoa@cmu.edu Prince, Johanna . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 salimrazi@gmail.com
Peter, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 johanna.prince@gmail.com Reber, Olga. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
lisa.peter@shakespeare.org.uk Przymus, Steve Daniel. . . . . . . . . . . . . . . . . . . . 80, 155 Rebman, Randall. . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Petersen, Danielle . . . . . . . . . . . . . . . . . . . . . . . . . . 169 przymus@email.arizona.edu randy.rebman@oregonstate.edu
peter2dm@cmich.edu Puig, Alvaro. . . . . . . . . . . . . . . . . . . . . . . . . . . . 106, 114 Reding, Cristina . . . . . . . . . . . . . . . . . . . . . . . 200, 202
Petray, Marnie Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 apuig@ftc.gov dobosan@unlv.nevada.edu
marnie.petray-covey@sru.edu Pulford, Andy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Reed, Marnie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 53, 85
Petron, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 andy.p@spring.edu tesol@bu.edu
map042@shsu.edu Pybus, Juliana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Reed, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Petzold, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 jckocsis@ncsu.edu reed@findlay.edu
Pfaffenroth, Catherine. . . . . . . . . . . . . . . . . . . . . . . 169 Reese, Curt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
PfaffenrothC@state.gov
Pha, Paw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Q curtreese@hotmail.com
Reeves, Jenelle. . . . . . . . . . . . . . . . . . . . . . . . . . 27, 161
Picoral, Adriana . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Qaddour, Kinana. . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 jreeves2@unl.edu
adrianaps@email.arizona.edu kqaddour@gmail.com Reeves, Mary. . . . . . . . . . . . . . . . . . . . . . . . . 23, 53, 142
Picus, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Qiu, Xuyan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 mhreeves@cea-accredit.org
mapicus@mdanderson.org xyqiu@connect.hku.hk Rehman, Hafeez. . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Piippo, Allison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Quagliariello, Grace. . . . . . . . . . . . . . . . . . . . . . . . 204 vistaeducator@yahoo.com
apiippo@emich.edu gquagliariello@dciu.org Reichmann, Carla Lynn. . . . . . . . . . . . . . . . . . . . 27, 65
Pitillo, Angelo. . . . . . . . . . . . . . . . . . . . . . . 113, 165, 167 Quarterman, Carolyn. . . . . . . . . . . . . . . . . . . . . . . . . 52 carlareichmann@hotmail.com
apitillo@umich.edu Quinchia, Diana . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Reiff, Tana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Plaisance, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . 200 diana.quinchia@udea.edu.co Reimer, Julia. . . . . . . . . . . . . . . . . . . . . . . 144, 179, 184
michelle.plaisance@greensboro.edu jreimer@hamline.edu
Plakans, Lia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 188
lia-plakans@uiowa.edu
R Reiss, Elena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
tesol@ganzilop.com
Rabello, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Pleiss, Stefanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Reppert, Ketty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
elizabethr@thomas.org.br
stefanie_pleiss@dpsk12.org kreppert@ksu.edu
Racines, Delia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Pletch, Aiko. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Reshad, Abe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
dracines@tustin.k12.ca.us
pletcha1@newpaltz.edu reshada@ohio.edu
Rahman, Arifa. . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 116
Polat, Nihat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Reynolds, Dudley. . . . . . . . . . . . . . . . . . . . . 22, 64, 90
arifa73@yahoo.com
PRESENTER INDEXES
PRESENTER INDEXES
Dr.Glenda@GreatEnglishOnline.com Sallie, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Schaetzel, Kirsten. . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Salsbury, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . 193 kirsten.schaetzel@gmail.com
Rosen, Adam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
rianarsaam@hotmail.com tsalsbury@wsu.edu Schall-Leckrone, Laura . . . . . . . . . . . . . . . . . . . . . . . 111
Samuel, Derina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 lschalll@lesley.edu
Rosenberg, Rick. . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
dss279@cornell.edu Schlessman, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Rosenthal, Marilyn. . . . . . . . . . . . . . . . . . . . . . . . . . 189
sibooks@ptd.net Samuel, Nupur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Schmidt, Helen Hoyt. . . . . . . . . . . . . . . . . . . . . . . . 106
nupursamuel@gmail.com Schmidt, John. . . . . . . . . . . . . . . . . . . . . . . 16, 112, 140
Rosenthal, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Sanchez, Sylvia. . . . . . . . . . . . . . . . . . . . . . . . . . 27, 134 jrs78705@yahoo.com
Rosolek, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 sylvia.sanchez@gmu.edu Schmitt, Diane . . . . . . . . . . . . . . . . . . . . . . 29, 166, 188
Roth, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Snchez-Martn, Cristina. . . . . . . . . . . . . . . . . . . . . 117 diane.schmitt@ntu.ac.uk
ericroth@usc.edu csanch2@ilstu.edu Schmitt, T.Leo . . . . . . . . . . . . . . . . . . . . . . . . . 109, 177
Rothschild, Lindsey . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Sandhu, Harisimran. . . . . . . . . . . . . . . . . . . . . . . . . 183 baltit1@gmail.com
lrothschild@hcc.edu harisss2@rediffmail.com Schneel, Lauren . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Rousseu, Scott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Sandrock, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . 29, 89 Lauren.Scheel@oregonstate.edu
srousseu@aus.edu psandrock@actfl.org Scholl, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 65
Royal, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Santha, Gergo. . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 110 mss2218@tc.columbia.edu
droyal@usf.edu SanthaG@state.gov Scholz, Celeste. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Rrezja, Fazli. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Santiago, Jennifer . . . . . . . . . . . . . . . . . . . . . . 96, 199 celeste.scholz@gmail.com
frrezja@gmail.com Jennifer.Santiago@fcps.edu Schotzinger, Kristianne. . . . . . . . . . . . . . . . . . . . . . 127
Ruback, Jodi. . . . . . . . . . . . . . . . . . . . . . . . . . . . 52, 166 Santiago, Shaeley. . . . . . . . . . . . . . . . . . . . . . . . . . . 136
jruback@sbctc.edu Schram, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
shaeley.santiago@ames.k12.ia.us
RubenBarcia, Marion . . . . . . . . . . . . . . . . . . . . . . . 120
WWW.TESOLCONVENTION.ORG 231
Schroth, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Sheranko, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . 65, 108 Smith, Melissa K. . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
aschroth@jwu.edu ksheranko@gmail.com melissaksmith@leapasia.org
Schuemann, Mariah. . . . . . . . . . . . . . . . . . . . . . . . . 80 Shewell, Justin. . . . . . . . . . . . . . . . . . . 19, 33, 141, 206 Smith, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72, 165
mschuemann@miami.edu jshewell@asu.edu Smith, Sherrie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Schwartz, Aaron. . . . . . . . . . . . . . . . . . . . . . . . . . 19, 117 Shi, Hong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 sksmith@uncc.edu
schwara1@ohio.edu hzs0032@auburn.edu Smith, Tara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54, 58
Schwartz, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Shifrin, Robyn. . . . . . . . . . . . . . . . . . . . . . . . . . 125, 139 tmsmith@uaa.alaska.edu
Scott, Chyllis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 rlshifrin@mac.com SmithHerrod, Kellie. . . . . . . . . . . . . . . . . . . . . . . . . . 85
chyllis.scott@unlv.edu Shin, Dong-shin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 ksherrod@ku.edu
Scott, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130, 150 dongshin710@gmail.com Smolen, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
eric.scott@nau.edu Shin, Joan Kang. . . . . . . . . . . . . . . . . . . 22, 23, 58, 92 lsmolen@uakron.edu
Scott, Lyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 jshin2@umbc.edu Smykovskaya, Elena . . . . . . . . . . . . . . . . . . . . . . . . . 62
lynscott@humboldt.edu Shipton, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Snarski, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Sears, Tiffany . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 155 Shiring, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . 141, 150 Snyder, Paula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
tsears@reading.org rshiring@carlosrosario.org snyderp@missouri.edu
Seely, Contee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Shirosky, Ernest . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Snyder, Sydney. . . . . . . . . . . . . . . . . . . . . . . . . 132, 169
info@cpli.net ernest.shirosky@oregonstate.edu Sydney@DSFConsulting.net
Segota, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Short, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Sokolik, Maggie . . . . . . . . . . . . . . . . . . . . . . . . . 62, 170
jsegota@tesol.org deborah.short@comcast.net sokolik@berkeley.edu
Seifried, Brenna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Shvidko, Elena . . . . . . . . . . . . . . . . . . . . . . 69, 115, 160 Solano-Campos, Ana. . . . . . . . . . . . . 62, 126, 141, 159
bseifried1@udayton.edu elenashvidko@gmail.com ana.solano-campos@umb.edu
Sellami, Abdel Latif . . . . . . . . . . . . . . . . . . . . . . . . . 193 Shyyan, Vitaliy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Solon, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
asellami@qu.edu.qa shyya001@umn.edu solond@udel.edu
Seloni, Lisya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 117 Siddique, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . 166, 192 Sommers, Shirley. . . . . . . . . . . . . . . . . . . . . . . . . . . 158
lseloni@ilstu.edu sarahsiddique@uncc.edu Soppelsa, Betty . . . . . . . . . . . . . . . . . . . . . . . . . 171, 187
Selvi, Ali Fuad. . . . . . . . . . . . . . . . . . . 121, 127, 159, 198 Siferd, Shawn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Soracco, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
afselvi@gmail.com ssiferd@els.edu laurasoracco@gmail.com
Senyshyn, Roxanna . . . . . . . . . . . . . . . . . . . . . 106, 149 Silva, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Soto, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
rsenyshyn@psu.edu tony@purdue.edu mary.soto@csueastbay.edu
Seong, Yuna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Silverman, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . 194 Soto, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
ys45@nyu.edu rdsilver@umd.edu rsoto@els.edu
Shafer-Willner, Lynn . . . . . . . . . . . . . . . . . . . . . . . . 120 Silvis, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Spencer, Tom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
lynn.wilner@wisc.edu dsilvis@odu.edu tns135@psu.edu
Shandorf, Tom. . . . . . . . . . . . . . . . . . . . . . . . . 200, 205 Simas, Helena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Spezzini, Susan. . . . . . . . . . . . . . . . . . 59, 137, 149, 168
istame@tin.it hsimas@amideast.org spezzini@uab.edu
Shannon, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Sinah, Yogesh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Spies, Tracy. . . . . . . . . . . . . . . 70, 145, 200, 203, 204
jshan13@hotmail.com Yogesh@soharuni.edu.om tracy.spies@unlv.edu
Shao, Cindy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Singh, Navin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Spitzman, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
PRESENTER INDEXES
PRESENTER INDEXES
katmail68@yahoo.com dtipping@dyned.com
Sullivan, Alana . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Taylor, Linda . . . . . . . . . . . . . . . . . . . . . . . 119, 146, 175 TittleCaballero, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . 94
Sullivan, Crystal . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 ltaylor@casas.org
crystal.sullivan@indstate.edu Todeva, Elka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Taylor, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . . 112, 191 Todey, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Sullivan, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 tayshelley@gmail.com
Sullivan, Gerry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174 erin.todey@gmail.com
Taylor, Timothy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Todhunter, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . 204
gsullivan@robotel.ca ttaylor@ied.edu.hk
Sullivan-Tuncan, Susan. . . . . . . . . . . . . . . . . . . . . . . 66 todhunters@duq.edu
Teague, Brad L.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Toma, Zuzana. . . . . . . . . . . . . . . . . . . . . . . 49, 63, 88
SusanSullivanTuncan@creighton.edu brad.teague@duke.edu
Sun, Yilin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93, 158 ztomas@emich.edu
Teemant, Annela . . . . . . . . . . . . . . . . . . 23, 47, 86, 127 Tomeho-Palermino, Maria . . . . . . . . . . . . . . . . . . . . 19
yilsuntesol@gmail.com ateemant09@gmail.com
Suren, Chimed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Tomita, Koki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Templeman, Maureen. . . . . . . . . . . . . . . . . . . . . . . 166 ktomita@soka.ac.jp
s_chimed@yahoo.com mtempleman@usf.edu
Swanson, Alyssa. . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Toncelli, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Teng, Lin Sophie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Rachel_Toncelli@Brown.edu
aswanson@sas.upenn.edu sophieteng445@gmail.com
Swartley, Ethel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Torgersen, Eivind. . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Teng, Yanjiang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 eivind.n.torgersen@hist.no
Ethel.Swartley@du.edu tengyanjiang@gmail.com
Swender, Elvira. . . . . . . . . . . . . . . . . . . . . . . . . . 29, 89 Townsend, Jenny. . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Tesh, Claire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 jtownsend@alliant.edu
Swett, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Thelen, Sally. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
cswett@els.edu Tran, Annie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
sally.thelen@wmich.edu annieutran@fullerton.edu
Swovick, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
llselc@rit.edu
WWW.TESOLCONVENTION.ORG 233
Tran, Teresa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Vecchio, Lindsay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Walsh-Boeder, Nancy. . . . . . . . . . . . . . . . . . . . . . . 166
tenguyen@fullerton.edu lvecchio@ufl.edu nwalshboeder@casenex.com
Tran, Thu . . . . . . . . . . . . . . . . . . . . . . . 58, 101, 157, 186 Vega, Gladys M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Walsh, Steve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
tranthu@mst.edu vegag4@wpunj.edu Walters, F. Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Trier, Anikke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Vela, Leticia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 58 fwalters@illinois.edu
Tran-Dang, Khanh-Linh. . . . . . . . . . . . . . . . . . . . . . 120 leticia.vela@uspeak.edu.mx Walton, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
dang.tran@monash.edu Velazquez, Ashley . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 acwalton@iastate.edu
Trinh, Anh Ngoc . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 velazqa@purdue.edu Wang, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
ngocanh1211@gmail.com Vellenga, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . 53, 128 wwang@emich.edu
Tripp, Faith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 hvellenga@cea-accredit.org Wang, Xiao-Lei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
ftripp@molloy.edu Vellucci, Lina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 182 xwang@pace.edu
Troshina, Ksenia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 gwhiz@libero.it Ward, Colin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79, 108
ksenia.troshina@gmail.com Venegas, Patricia. . . . . . . . . . . . . . . . . . . . . . . . . . . 64 cwardesl@me.com
Tsai, Shiao-Chen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 venegas@wisc.edu Ward, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
tsai.239@osu.edu Venkatesh, Usha. . . . . . . . . . . . . . . . . . . . . . . . . 44, 45 marye.ward@icloud.com
Turpin, Leslie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 102 Villalobos-Ulate, Nuria . . . . . . . . . . . . . . . . . . . . . . 197 Ward, Sherry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
leslie.turpin@sit.edu nutica@gmail.com swardemail@gmail.com
Tus-Siam, Layla. . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 VillasBoas, Isabela. . . . . . . . . . . . . . . . . . . . . . . 74, 158 Warfield, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
siam.layla@gmail.com isabela.villasboas@thomas.org.br sarahwarf@gmail.com
TyeZuba, Marge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 VinogradBausell, Carole. . . . . . . . . . . . . . . . . . . . . 80 Warhol, Tamara . . . . . . . . . . . . . . . . . . . . . . . . . 93, 170
Tyers, Dianne. . . . . . . . . . . . . . . . . . . . . . . . 75, 129, 171 Cbausell@lcnv.org twarhol@go.olemiss.edu
diannetyers@hotmail.com Vinogradova, Polina. . . . . . . . . . . . . . 93, 122, 141, 190 Warner, Denise L.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Tynan, Liz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 vinogradova@american.edu Warren, Jeryn. . . . . . . . . . . . . . . . . . . 73, 120, 154, 183
Tyra, Serena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Vittorio, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 jeryn@writebrainworld.com
pjv715@msn.com Warren, Sherry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Vo, Hao. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Watkins, Naomi . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
U haovpn@uel.edu.vn naomiwatkins@gmail.com
Uhler, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 92, 141 Vogelsang, Carly. . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Watson, Jack. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
uhlerjl@state.gov vonReichbauer, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . 61 Watson, Natalya. . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Uludag, Pakize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 LisavonReichbauer@ferris.edu n.watson@neu.edu
Pakize.Uludag@qu.edu.qa Voss, Erik. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Waugh, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Uslu-Ok, Duygu . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 e.voss@neu.edu michael.waugh@jwu.edu
dusluok@utexas.edu Waziri, Khalid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Uzum, Baburhan. . . . . . . . . . . . . . . . . . . . . . . 160, 198
uzum@shsu.edu W Khalid.waziri2020@gmail.com
Weger, Heather . . . . . . . . . . . . . . . . . . . . . . . . . 112, 141
Wadell, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . 191 hdw2@georgetown.edu
bethwadell@hotmail.com
V Wagner, Geraldine. . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Wei, Liping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Weil, Nolan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
gwagner@jwu.edu
PRESENTER INDEXES
Vaca, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Weiss, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
ValdezPierce, Lorraine . . . . . . . . . . . . . . . . . . . . . . 158 Wagner, Sandy. . . . . . . . . . . . . . . . . . . . . . . . 19, 61, 191
sandra.wagner@dliflc.edu Wesley, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
lpierce@gmu.edu
lwesley@uoregon.edu
Valencia, Marlon. . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Waigand, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
angelauw@gmail.com Westerfield, Kay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
marlonval24@yahoo.com
kwesterf@uoregon.edu
vanGendt, Johanna. . . . . . . . . . . . . . . . . . . . . . . . . 139 Wald, Margi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
mwald@berkeley.edu Westfold, Elinor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
jvangendt@hccc.edu
elinoraw@gmail.com
VanLiefde, Rachael. . . . . . . . . . . . . . . . . . . . . . . . 200 Waldspurger, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . 86
twaldspurger@kent.k12.md.us Weston, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . 45, 149
rachaelesl@gmail.com
oweston@bergen.edu
VanRoekel, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Walker, Sharon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
sharon.walker@pgcps.org Westphal, Autumn. . . . . . . . . . . . . . . . . . . . . 71, 76, 82
kmv1@email.arizona.edu
awestphal@rennert.com
Vandenberg, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Walker, Wanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
wandaw@uoregon.edu Wexler, Lindsay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
svanden2@uccs.edu
lwexler@msu.edu
Vanderhoff, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . 140 Walker, Wayne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
waywalk@gmail.com Wheeler, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Vandrick, Stephanie. . . . . . . . . . . . . . . . . . . . . 145, 178 mwheeler@bayless.k12.mo.us
vandricks@usfca.edu Wallace, Charlotte. . . . . . . . . . . . . . . . . . . . . . . . . . . 49
White-Bracley, Grace. . . . . . . . . . . . . . . . . . . . . . . . . 87
Varghese, Manka . . . . . . . . . . . . . . . . . . . . . . . . 27, 161 Wallace, Lara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 grace.bracley@apsva.us
mankav@u.washington.edu wallacl1@ohio.edu
Wight, Shauna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Varhabi, Farzaneh . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Wallace, Matthew. . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 shaunawight@gmail.com
fv748311@ohio.edu nie15matt2024@e.ntu.edu.sg
Wilcox, Kristen. . . . . . . . . . . . . . . . . . . . . . . . . . 86, 119
Walling, Breanna. . . . . . . . . . . . . . . . . . . . . . . . . . . 171 kwilcox1@albany.edu
PRESENTER INDEXES
Wong, Bonnie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 bedrettinyazan@gmail.com Zuo, Wei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Bonnie_WongEstrada@dpsk12.org Yazdanpanah, Ramin. . . . . . . . . . . . . . . . . . . . . . . . 144 weizuo@uw.edu
Wong, Matilda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 ryazdanpanah@admin.fsu.edu Zuraw, Clare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Wong, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . 140, 178 Yen, Yuh-Yun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
swong1@gmu.edu yyy@mail.ncyu.edu.tw
Wong, Wing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Yoder, Abigail. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
wingwongusc@gmail.com abiinasia@gmail.com
Woo, Minah C.. . . . . . . . . . . . . . . . . . . . . . . . . . . 45, 85 Yoder, Monique. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
mwoo@howardcc.edu myoder@lcc.lt
Wood, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Yoder, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Woodman, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Yoshida, Marla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
karen.woodman@qut.edu.au marla.yoshida@unx.uci.edu
Woodruff, Doris . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Young, Charlotte. . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
dwoodruff@aacps.org cryoung@odu.edu
Woodson, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Young, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Karen_C_Woodson@mcpsmd.org Yu, Fang. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Woomert, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 fyu2@albany.edu
ann.woomert@tdsb.on.ca Yuldashev, Aziz. . . . . . . . . . . . . . . . . . . . . . . . . 171, 196
Word, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 aziz.yuldashev@nau.edu
worda@uah.edu
WWW.TESOLCONVENTION.ORG 235
CONTENT AREA INDEX
To search by interest section, type of session, or 2:00 pm3:45 pm National and State Initiatives in Adult ESOL
keyword, please use the Convention Itinerary Planner 3:00 pm4:45 pm The English Language Club Movement:
at www.tesolconvention.org. Transforming Lives Across Africa
NOTE: All 12:30 pm1:45 pm sessions are poster 4:00 pm5:45 pm Adult ESL Assessment Strategies for
sessions and can be found on pages 200205. College and Career Readiness Standards
5:00 pm5:45 pm How to Use Instructional Rubrics
to Teach ESL Writing
ACCREDITATION/CERTIFICATION/CREDENTIALING FRIDAY
WEDNESDAY 10:30 am11:15 am Washingtons I-DEA: A Flipped
1:00 pm1:45 pm Negotiating the Cultural Minefield Curriculum for Adult ELLs
of International Accreditation 11:30 am12:15 pm Beyond Lesson Content: Developing
4:00 pm4:45 pm Beyond the Toughest Job: Peace Corps Motivation by Envisioning a Future Self
New English Teaching Credential 1:00 pm1:45 pm Integrating Workforce Preparation and
Training Into EL Civics Curriculum
FRIDAY
1:00 pm2:45 pm New Materials on Rigor, Digital
9:30 am11:15 am Establishing Inter-Rater Reliability of Literacy, and Career Pathways
Scoring Rubrics for CAEP Accreditation
2:00 pm3:45 pm Pronunciation and the Adult
10:30 am11:15 am IEP Reaccreditation: Keep Calm Learner: Its Never Too Late
and Follow the Standards
4:00 pm4:45 pm Beyond Ageism to Reciprocity: Pairing
ESL and Spanish L2 Learners
ADULT EDUCATION 5:00 pm5:45 pm Language Proficiency Matters: Bilingual
Adult Students Language Learning Issues
WEDNESDAY
10:00 am10:45 am Transitioning ELLs Into Post-Secondary
and Career-Based Opportunities ADVOCACY
11:30 am12:15 pm Connecting Beyond Borders WEDNESDAY
With Mobile Devices
9:30 am11:15 am Dream Act: What Teachers Can Do
12:30 pm1:45 pm Community-Based ESL Tutoring Center for
Adults: Outside the Traditional Classroom 10:30 am12:00 pm Teacher Voices, English, and Multilingualism:
Building Peace Through Language Planning
1:00 pm2:45 pm Teaching ESL With the Brain in
Mind: Working Memory 11:30 am12:15 pm Hot Topics and Updates From SEVP
4:00 pm4:45 pm Building Bridges to Higher Learning: 1:00 pm2:45 pm Hot Topics for Intensives English Programs
Metacognitive Skills for Low-Level Learners 2:00 pm2:45 pm POO: Health, Hygiene; Developmental and
Educational Implications and Opportunities
THURSDAY 3:00 pm4:45 pm Teacher Activists Supporting Students
10:00 am10:45 am Addressing Trauma and Its Impact to Transform Their Communities
in the Adult ESL Classroom
THURSDAY
10:30 am11:15 am Online Lesson Plans for Financial
Literacy and Consumer Protection 9:30 am10:15 am Addressing Global TESOL Employment Issues:
10:30 am11:15 am Smart Practice: Brain-Based Advocacy Through Data and Discussion
Approaches to Teaching 9:30 am11:15 am Color, Race and ELT: Shades of
11:30 am12:15 pm Moving Research Beyond the Page: Meaning: 10 Years Later
Using Adult ESL Study Circles 10:00 am11:45 am U.S. Federal Education and
11:30 am1:15 pm College and Career Readiness: New Language Policy Update
Perspectives on Materials and Instruction 1:00 pm1:45 pm All In! How Educators Can Advocate for ELLs
CONTENT AREA INDEX
12:30 pm1:45 pm The College Choice Process of 1:00 pm2:30 pm Becoming a U.S. Citizen: The
Adult ESOL Students Naturalization Process
1:00 pm2:45 pm Where No IEP Has Gone Before: 1:00 pm2:45 pm All Lives Matter: The Language of
Overcoming Time Constraints Oppression, Resistance, and Recovery
1:00 pm2:45 pm A Culturally Responsive Approach 2:00 pm2:45 pm Supporting First Generation ELL College-
to Adult ESL Literacy Goers: From Application to Graduation
2:00 pm2:45 pm Narrative Accounts of Recent Refugees in ELT 2:00 pm2:45 pm Speaking Out for Our ESOL Students
ARTS
4:00 pm4:45 pm Beyond Surveys: Using Google Forms for
WEDNESDAY Classroom-Based Formative Assessments
9:30 am11:15 am Visual Thinking Strategies: A Tool 5:00 pm5:45 pm Rethinking Assessment: Digital Tools
for Fluency Building in EFL to Engage and Assess ELLs
12:30 pm1:45 pm Beyond Creative Boundaries: Using
Photography as an ESL Tool
WWW.TESOLCONVENTION.ORG 237
FRIDAY 10:30 am11:15 am Multilingual Education for Very Young Learners
10:30 am11:15 am Assessments for Ongoing Improvement 4:00 pm4:45 pm Translanguaging: Students Crossing
of Teaching and Learning Linguistic Borders in Peer Learning
11:30 am12:15 pm Assessing EAP Oral Skills Through 5:00 pm5:45 pm Heritage Language Teachers Motivational
Group Discussion Activities Positioning for English Immigrant Children
11:30 am12:15 pm Fulbright: Measuring Magnitude of Global
Interactions and Engagement Opportunities
1:00 pm1:45 pm Using Argument Structure to Bridge
BUSINESS AND VOCATIONAL WORKPLACE ENGLISH
Test Inferences to Test Use WEDNESDAY
1:00 pm1:45 pm Tracking Learner Progress 12:30 pm1:45 pm English for Nursing: An Exploration of
Through Student Journals Taiwanese EFL Learners Needs
2:00 pm2:45 pm Two-Year Assessment Analysis Through 2:00 pm2:45 pm Breaking Down Borders: Integrating Culture
a Language Immersion Project Into Business English Skills Lessons
2:00 pm2:45 pm Addressing Teacher Candidates
Dispositions Toward ELLs
2:00 pm2:45 pm Implementing a Hybrid Assignment-Rater CALL/COMPUTER-ASSISTED LANGUAGE
Norming Training Protocol in ESL Writing LEARNING/TECHNOLOGY IN EDUCATION
3:00 pm3:45 pm Strategies for Classroom Assessment
at Different Proficiency Levels WEDNESDAY
4:00 pm4:45 pm Including Students Who Are Blind in English 9:30 am10:15 am Beyond Borders: Flipping to
Langauge Proficiency Assessments Build Digital Citizenship
4:00 pm4:45 pm Assessing Pronunciation: A Practical 9:30 am11:15 am English for JournalistsThe
Approach to Rater Calibration Training Little MOOC That Could
11:30 am12:15 pm EFL Students Response to
Multimodal Teacher Feedback
BILINGUAL EDUCATION 12:30 pm1:45 pm The Creation of an Online Magazine
to Showcase Student Essays
WEDNESDAY
1:00 pm1:45 pm Digital Citizenship: Beyond
10:00 am10:45 am Becoming Bi/plurilingual: Borders in Cyberspace
Linguistic and Professional Identity
Development Beyond Borders 1:00 pm1:45 pm Developing New Perspectives on Mobile
Learning Integration in Higher Education
1:00 pm2:45 pm Practical Approaches to Intercultural
Communication in Bilingual Education 1:00 pm1:45 pm Manageable Technology for Teacher Educators
1:00 pm2:45 pm Language, Culture, Identity Roundtable 3:00 pm3:45 pm Gaming Achievement Design Crossovers:
Designing Quests and Digital Badges
2:00 pm2:45 pm Latina Preservice Teachers and Social
Justice in Global Contexts 4:00 pm4:20 pm Beyond Authentic Audiences: Publishing
Student Writing With Tech Apps
3:00 pm4:30 pm The U.S. Department of Education:
Supporting English Language Learning 4:00 pm4:45 pm Take Out Your Phone: Using
Nearpod to Engage Learners
4:00 pm4:45 pm Translanguaging in Bilingual and ESL
Classrooms: Beyond Misconstructions 4:00 pm4:45 pm Flipping the Feedback: Screencasting Written
and Misconceptions Feedback in TESOL Composition Classes
4:00 pm4:45 pm Advance Through Adversity: Studying an 5:00 pm5:45 pm Digital Storytelling: Some Practical
English-Chinese Blingual Immersion Program Activities in Writing Classes
THURSDAY THURSDAY
9:30 am10:15 am Beyond Borders: Latino ELLs Teacher 9:30 am10:15 am Using Podcasts to Increase Student
Engagement, Motivation, and Proficiency
CONTENT AREA INDEX
WWW.TESOLCONVENTION.ORG 239
FRIDAY
CULTURE 9:30 am9:50 am Going Beyond the Borders of
Language With Humor
WEDNESDAY
10:00 am10:45 am Inshallah: Cross-Cultural Understanding
9:30 am10:15 am Culturally Relevant Pedagogy That
Between Western Faculty and Arab Students
Transcends Heroes and Holidays
9:30 am10:45 am Teaching and Learning English
in Difficult Circumstances DISTANCE LEARNING/ONLINE LEARNING
10:00 am10:45 am Diversity in Chinas Classrooms:
Rethinking Stereotpyes WEDNESDAY
11:30 am12:15 pm Ebony Teacher: Exploring Intercultural 10:30 am11:15 am Beyond the Textbook: Teaching English
Interactions in the Korean Classroom With Open Educational Resources
12:30 pm1:45 pm Syrian Refugees in the Classroom: 10:30 am11:15 am Access for All: Universal Design
Support and Engagement for Online Learning
9:30 am10:15 am Research in Action: Multilinguals 12:30 pm1:45 pm Guidelines for Creating an
Narratives Become Text for EFL Study Interactive E-textbook
12:30 pm1:45 pm Can I Really Learn English Online?:
THURSDAY What Students Believe
11:30 am11:50 am Using Humans of New York to Learn 1:00 pm1:45 pm Increasing Teacher Effectiveness
Beyond Classroom Borders in Online ESL Learning
12:30 pm1:45 pm Teaching ESL in Kosovo: English 2:00 pm2:45 pm Beyond Four Walls: ESL Entrepreneurship
Language Fellow Perspectives in the Virtual World
2:00 pm2:45 pm ESL Student as Ethnographer: Undergraduate 4:00 pm4:45 pm Strategies to Increase Student Retention
Students Connecting Beyond Borders and Engagement in Online Courses
FRIDAY THURSDAY
10:00 am10:45 am Whats Going On? Discussing Racial 11:30 am12:15 pm Asynchronous Discussions: Task
Profiling in Adult ESOL Classrooms Types and Student Presence
10:30 am11:15 am African Storytelling: A Journey Across Borders 12:30 pm1:45 pm Trailers On Facebook: An Authentic
11:30 am12:15 pm Moving Beyond Cultural Boundaries: Using Material To Motivate EFL Learning.
Reflection, Making Connections, Bridging Gaps 1:00 pm1:45 pm What Borders? Extending Our Reach
1:00 pm1:45 pm Taboo Topics in Gulf Arab Cooperation Through Distance Learning
Council Classrooms 3:00 pm3:45 pm Social Media as a Platform for
2:00 pm2:45 pm Beyond the Tip of the Iceberg: Building Learning Beyond Borders
Effective Cross-Cultural Training 3:00 pm4:45 pm Toward Resource-Thinking: Steering Language
4:00 pm4:45 pm Cultures in Conflict: Moving Beyond in Online ESL-Teaching Classrooms
Saudi-American Differences
FRIDAY
5:00 pm5:45 pm Language Learning Beyond Borders: Costa
Rica/USA College Penpal Exchange 12:30 pm1:45 pm Change the Learning Environment
With Relevant Digital Resources
2:00 pm2:45 pm Coping Strategies of ESL Students in
DISCOURSE AND PRAGMATICS an Online Composition Course
WEDNESDAY
3:00 pm4:45 pm The Talk Toolbox: Four Ways to EDUCATIONAL LINGUISTICS
Rethink Talk in Classrooms
WEDNESDAY
3:00 pm4:45 pm Beyond Functions: Current Perspectives
CONTENT AREA INDEX
WWW.TESOLCONVENTION.ORG 241
11:30 am12:15 pm Imagining Extensive Speaking for EFL 5:00 pm5:45 pm Serving University Students and Faculty
11:30 am1:15 pm Critical Perspectives on Teaching and by Collaboratively Building ESP Courses
Learning English Around the Globe 5:00 pm5:45 pm Cross-Cultural Communication for
12:30 pm1:45 pm Breathing the Change: The Home Care Workers in Hawaii
Power of Access Students FRIDAY
12:30 pm1:45 pm Using Novels for Integrated Language
9:30 am10:15 am Developing an ESP Program
and Culture Teaching and Learning
for Prehealth Students
12:30 pm1:45 pm Teachers Professional Development
10:30 am11:15 am Engineering Academic Formulas
Program: Hope for Nepalese EFL Teachers
List: Intersecting Corpus Linguistics
1:00 pm2:45 pm Teaching in Technicolor: Going and Expert Knowledge
Beyond Verbal Representations
12:30 pm1:45 pm ESP for Diplomats: A Collaborative Project
2:00 pm3:45 pm Insights Into Teaching and Learning
4:00 pm4:45 pm STEM Beyond Borders: International
English in Saudi Arabia
Scholars Writing in English
3:00 pm3:45 pm Childrens Social Representations About
5:00 pm5:45 pm If You Build It: A Paradigm for an ESP Corpus
Teaching and Learning English in Colombia
3:00 pm3:45 pm Using Speaking Structures to Encourage
Spoken Fluency in EFL Learners GRAMMAR
3:00 pm3:45 pm Four NNESTs Professional Journeys
From NELTA to TESOL WEDNESDAY
5:00 pm5:20 pm Two Confronting Forces: Enhancing Global 11:30 am12:15 pm Teaching Academic Writing With Research-
English and Maintaining National Identity Based Construction Techniques
11:30 am1:15 pm Using Content and Task-Based Teaching
to Address Grammar More Effectively
ENGLISH FOR SPECIFIC PURPOSES 12:30 pm1:45 pm Building Sentences: A Visual Approach
WEDNESDAY 2:00 pm2:45 pm Beyond Tradition: Using Systemic Functional
Linguistics in Preparing ESL Teachers
11:30 am12:15 pm ESP Interventions With Parents of
Neonatal Intensive Care Unit Babies 4:00 pm4:45 pm Developing EAP Grammar Curricula
With Gen Ed Colleagues
1:00 pm1:45 pm Selling Quality ESP: Convincing
Stakeholders to Do It Right THURSDAY
2:00 pm2:45 pm Global Models of Effective ESP Programs 10:30 am11:15 am Discourse-Level Activities in College-
3:00 pm3:45 pm Addressing Gaps: Training Workplace English Level ESL Grammar Instruction
Professionals and Client Decision Makers 2:00 pm3:45 pm The SVO Editing Technique: Teaching Written
4:00 pm4:45 pm Better Together: An Integrated Approach Grammar Through Geometric Shapes
to Teaching International Law Students 3:00 pm3:45 pm Lexical Grammar: Taking Teachers Beyond Rules
5:00 pm5:45 pm Beyond the EAP Border Into Graduate Studies:
Cross-Institutional Curricular Models FRIDAY
3:00 pm4:45 pm Discovering and Teaching the
THURSDAY Grammar of Academic Writing
11:30 am12:15 pm Conducting a Needs Analysis for an 5:00 pm5:45 pm Student Teacher Cognitions on
ESP Aviation English Course Grammar Instruction
12:30 pm1:45 pm Preparing New International Graduate
Students for Architecture Critiques
1:00 pm2:45 pm Utilizing Moodle in the ESP Classroom HIGH SCHOOL/SECONDARY EDUCATION
to Create Activity Workflows WEDNESDAY
3:00 pm3:45 pm ESP Supporting EMI (English as
1:00 pm1:30 pm Issues and Challenges of Students
CONTENT AREA INDEX
a Medium of Instruction)
With Interrupted Formal Education
3:00 pm4:45 pm Working Together With Content Experts:
3:00 pm3:45 pm Learning and Leading: A Saturday
ESP and English Mediated Instruction
Volunteer Program for Newcomers
4:00 pm4:45 pm Moving From Testing to Assessment
3:00 pm3:45 pm Teaching Radical Revision and Thinking
in EAP Instruction
To High School ELL Writers
4:00 pm4:45 pm Creating an Integrated Instructional
Program to Support All Newcomer Needs
Attitudes Toward English-Medium Policies 3:00 pm3:45 pm EAP for Graduate Students Crossing Borders:
Communicating With Nonspecialists
11:30 am12:15 pm Enhance Learning and Writing
With Theme-Based Classes 3:00 pm3:45 pm Student-Teacher Responsibility: Arab
11:30 am12:15 pm Reflecting on Student-Led Discussion: Moving Students Versus English Faculty
Forward to University-Level Expectations 3:00 pm3:45 pm Using Universal Design to Create TESOL
3:00 pm3:45 pm Iron Teacher: Templates for Teachable Moments Education Curricula Without Borders
4:00 pm4:45 pm Writing Teachers Perceptions of L2 3:00 pm4:45 pm Identity Dialogues: Building
Writers Presence and Needs Intercultural Competence Through
Discussing Power and Privilege
WWW.TESOLCONVENTION.ORG 243
3:00 pm4:45 pm Bridging the Gulf Between Non-Arab
INTEGRATED SKILLS Teachers and Arab Learners
4:00 pm4:45 pm Activating Conversational Competence:
WEDNESDAY
A Process Approach
11:30 am12:15 pm Preparing Students for College Reading
and Writing: A Digital Resource THURSDAY
12:30 pm1:45 pm The Moth: Storytelling as a Basis 9:30 am10:15 am Social Media and New Student Orientation:
for Cross Curricular Projects Investigating Student Engagement
9:30 am11:15 am Cultivating Attention: Mindfulness Activities
FRIDAY
for the English Language Classroom
10:30 am11:15 am Building a Continuum Between 11:30 am12:15 pm Beyond Classroom Borders: Interviewing
Reading and Writing in the Global Community
1:00 pm1:45 pm Teaching English With Infographics: 11:30 am1:15 pm Facilitating Fluency: Four Dynamic Techniques
Design, Create, and Use
11:30 am1:15 pm BYOD in an IEP: Beyond Borders of
2:00 pm2:45 pm Coteaching Strategies for ELLs Through Conventional Classroom Technology
the Gradual Release of Responsibility
12:30 pm1:45 pm Increasing Reading Motivation by
5:00 pm5:20 pm Moving Beyond Technology in the Classroom Bringing Local Literature to Life
12:30 pm1:45 pm Civics: Make Freedom Ring in
INTENSIVE ENGLISH PROGRAMS Your Classroom, For Free!
1:00 pm1:45 pm EngagementIts All Gone Horribly Wrong
WEDNESDAY 1:00 pm1:45 pm Team Projects: Equipping IEP Students
9:30 am10:15 am Bridging the Gap: University for Crossing Into University Classrooms
Practice for Academic Success 1:00 pm1:45 pm Preparing ESL Students for Academic Writing
10:00 am10:45 am Bursting Cultural Bubbles, Building Assignments: Teaching Discourse Synthesis
Community Bridges 2:00 pm2:45 pm Teaching Cultural and Media
10:30 am11:15 am Beyond the IEP: Exploring University Faculty Literacy Through Satire
Expectations Through Needs Assessment 2:00 pm2:45 pm Deconstructing Text To Construct Meaning
10:30 am11:15 am Beyond Classroom Borders: Successes in an Advanced Reading Course
and Challenges of IEP Tutoring 3:00 pm3:45 pm Beyond Words: Challenges IEP Students
10:30 am11:15 am Engaging English Learners Face to Connecting on Campus
Through Childrens Books 3:00 pm3:45 pm Attention Deficit Hyperactivity
12:30 pm1:45 pm Everyday Leadership: Teaching Leadership Disorder: Best Practices for IEPs
Skills in the ESL Classroom 3:00 pm4:45 pm IEPs and Students: Challenges,
12:30 pm1:45 pm Encouraging ESL Teachers to Empower Opportunities with Universities,
Their Students to Read Extensively Accreditation, Private Partnerships
12:30 pm1:45 pm Do Housing Choices Impact 4:00 pm4:45 pm Students Control the Discourse: Design and
Academic Success for ELLs? Assessment of Academic Discussions
12:30 pm1:45 pm Reaching Beyond Borders to Create Meaningful
Speaking and Listening Assessments FRIDAY
12:30 pm1:45 pm ESL Tutor Training Dos and Donts 9:30 am10:15 am Fostering Learner Autonomy: From
Curriculum Design to Classroom Practices
1:00 pm1:45 pm Saudi Students Expectations Regarding
the Academic Environment of IEPs 9:30 am10:15 am Do IEPs Help With Student
Adjustment to the University?
1:00 pm1:45 pm Using Communicative Student Presentations
to Promote Active Listening 9:30 am10:15 am Teaching Students to Think Like a Linguist
2:00 pm2:45 pm Collaborating Beyond Cultural and Linguistic 9:30 am11:15 am Setting the Parameters: Definitions
Borders: an Interdisciplinary Approach and Data of IEP Success
CONTENT AREA INDEX
2:00 pm2:45 pm The Need to Emphasize Prosodic Elements 11:30 am12:15 pm Exploring the Role of Culture in
in IEP Communication Courses Shaping Future Possible Selves
2:00 pm2:45 pm Writing Up Graduate Research Papers: 11:30 am12:15 pm Strategies for Embracing Learner
Two Tried and Tested Approaches Variability in an IEP
3:00 pm3:45 pm Effective Error Engagement in 11:30 am12:15 pm The IEP as a Collaborator in
Academic ESL Writing Campus Internationalization
THURSDAY FRIDAY
8:00 am9:00 am Beyond Linguistic Borders: Language 9:30 am10:15 am Forming Your Teaching Identity as an ITA
Learning Cradled in Cognition 10:00 am10:45 am Reviewing Research on the Assessment
9:30 am10:15 am Internationalization at Home: of International Teaching Assistants
Campus Partnerships to Create 1:00 pm2:45 pm Insights Into ITA Testing and Training
Language Exchange Programs From Conversation Analysis
9:30 am10:15 am Beyond Assimilation: Teaching Instructors 3:00 pm3:45 pm Coordinating and Staffing an ITA
the New Cultural Rules of Engagement Program on Your Own
CONTENT AREA INDEX
10:00 am10:45 am Intercultural Competency: Softening 4:00 pm4:45 pm Beyond Rubrics: Assessing
the Edges Between Knowledges ITAs Readiness to Teach
and Optimizing Engagement
9:30 am11:15 am Beyond the Gulf: Best Practices
With Gulf Arab Students
9:30 am11:15 am Community of Practice and ELLs: Instructional
Strategies and Assessment Techniques
WWW.TESOLCONVENTION.ORG 245
5:00 pm5:45 pm The Pronunciation Listening Connection
LANGUAGE POLICY AND PLANNING for Lonely Starbucks Lovers
5:00 pm5:45 pm Options in Offering Oral Corrective Feedback
FRIDAY
9:30 am10:15 am K12 Teachers Speech: Phonological THURSDAY
Features and Listener Perceptions 9:30 am10:15 am Integrated Language Skills in Student
2:00 pm2:45 pm English-Only Policy and Language Teacher Oral Presentation Projects
Education in Arizona: Insiders Perspectives 10:30 am11:15 am Speaking Skills Development of International
Students Outside the Classroom Environment
2:00 pm2:45 pm Integrating and Curating TED Talks
LEADERSHIP for EAP Listening and Speaking
WEDNESDAY 3:00 pm3:45 pm Freshmens Perceptions Matter in Developing
8:00 am9:00 am Reflecting Forward, Reflecting Back: Academic Listening and Note-Taking Strategies
Looking in the Mirror at 50 4:00 pm4:45 pm Flipped Classroom Model in Teaching
Listening Comprehension
THURSDAY 5:00 pm5:20 pm Such Stellar Support for Speaking
3:00 pm3:45 pm Empowering K12 Administrators 5:00 pm5:45 pm Building Competence in Giving Effective Group
to Become ELL Advocates Presentations: Equipping Novice Students
FRIDAY FRIDAY
9:30 am10:15 am Maximizing Association Networks 10:30 am11:15 am Using Native-Like Accuracy, Fluency
for Member Value and Complexity in Oral Assessment
1:00 pm1:45 pm Status Quo to Advocacy: Border Crossing 11:30 am12:15 pm Student-Generated Podcast as the Means
PD for Pre-K12 Administrators for Extracurricular Engagement
2:00 pm2:45 pm Personal and Professional Growth 12:30 pm1:45 pm Working on Pronunciation as a Listening
Through Life Satisfaction Skill: Understanding Connected Speech
1:00 pm1:45 pm Building Academic and Social Competence
LEARNING DISABILITIES/SPECIAL NEEDS Through EAP Speaking Circles
1:00 pm2:45 pm Two Sides, One Coin: Interaction of
THURSDAY Listening and Speaking Skills
10:30 am11:15 am Reflecting on Communicative EFL 2:00 pm2:45 pm Utilizing Selfies to Promote Language Learning
Teaching to Non-native Blind Learners 4:00 pm4:45 pm Improving Second Language Listening
11:30 am12:15 pm Enhancing ELLs With Disabilities Language Competence Through Written Scaffolds
Access With Key Language Uses 5:00 pm5:20 pm Using Technology to Expand Listening
12:30 pm1:45 pm Assessing Students Work: Second Language and Speaking Opportunities
Deficiency or Learning Difficulty?
MAINSTREAM CLASSROOMS
LISTENING, SPEAKING/SPEECH
WEDNESDAY
WEDNESDAY 12:30 pm1:45 pm English Language Learners Exposure to
9:30 am10:15 am Fostering Learner Autonomy, Academic Language in Mainstream Classrooms
Confidence, Fluency, and Much More 1:00 pm1:45 pm Academic Language--Important for
12:30 pm1:45 pm Using Authentic Online Materials to All Students, Essential for ELLs
Improve Listening Proficiency at B1 2:00 pm2:45 pm The Every Teacher Challenge for K12 Schools
1:00 pm1:45 pm Beyond Fun: Warm-Ups and
Icebreakers for the Busy Teacher FRIDAY
CONTENT AREA INDEX
1:00 pm1:45 pm Beyond Listening Comprehension: Promoting 9:30 am11:15 am Beyond the Borders of School: Accessing
Intensive Listening Through Authentic Media Students Funds of Knowledge
2:00 pm2:45 pm Developing Lexical Segmentation of L2 11:30 am12:15 pm Engaging ELLs in Academic Conversations
Speech: Explicit vs. Implicit Practice 1:00 pm2:45 pm Helping ELLs Meet Standards
4:00 pm4:45 pm Accent: Communication Tool for Reading and Writing
or Speaker Identity?
WWW.TESOLCONVENTION.ORG 247
NONNATIVE ENGLISH SPEAKERS IN TESOL PERSONAL AND PROFESSIONAL
WEDNESDAY DEVELOPMENT FOR TEACHERS
9:30 am10:15 am Professional and Identity Challenges WEDNESDAY
That NNESTs in Toronto Encounter 9:30 am10:15 am Crossing Borders From Developmental
9:30 am11:15 am NESTs and NNESTs Meet Together: Creating Writing: Are We to ESL Yet?
a Collaborative Working Environment 9:30 am11:15 am Expanding EAL Classroom Borders
10:30 am11:15 am Exploring NNESTs Strategies for to Make Room for Metaphor
Confronting Credibility Challenges 10:30 am11:15 am Addressing Cultural and Linguistic Diversity
11:30 am12:15 pm Teacher Motivation: Factors Influencing NNES in Schools: Collaborative Teacher Inquiry
Teacher Candidates Initial Career Choice 12:30 pm1:45 pm Blended Learning and MOOCs:
1:00 pm1:45 pm Nonnative-English-Speaking Teachers What Teachers Need to Know
Anxieties: Self-Perceptions of Their 12:30 pm1:45 pm The Article Social: Connecting Colleagues
Communicative Limitations and Promoting Professional Development
2:00 pm2:45 pm NNESTs of ESL: At Home Among Strangers? 1:00 pm2:15 pm 50 Years of TESOL
3:00 pm3:45 pm Peer-Led ESL Program That Works: 1:00 pm2:45 pm Hiring and Getting Hired in the TESOL Field
a Community-Based Study
2:00 pm2:45 pm Going Beyond the Borders of North Korea
3:00 pm3:45 pm Syrian Refugee NNESTs: Teacher
Identity and the Fear of English 2:00 pm2:45 pm Time for Multilingualism?: Bilingual(ized)
English Instruction for Improved Outcomes
3:00 pm3:45 pm Developing Language Skills
Using Creative Activities 4:00 pm4:45 pm Going Beyond Borders for Adjunct
Faculty Members: A Holistic Approach
4:00 pm4:45 pm Borders Reconsidered: Grammatical
Perspectives on Native and 4:00 pm5:45 pm Strategic Job Application Letters
Nonnative Teacher Writing for ELT Beyond Borders
5:00 pm5:45 pm The Bilingual Game: Promoting THURSDAY
English Language Learning Across 9:30 am11:15 am On the Road Again: Surviving and
Subjects School-Wide. Thriving as Traveling Teachers
5:00 pm5:45 pm NNESTs Stepping Into Native-Turkish- 1:00 pm1:45 pm 21st-Century Professional Learning for
Speaking Teachers Shoes Practitioners Through an Online Journal
5:00 pm5:45 pm Teacher Collaboration in South Korea: 1:00 pm1:45 pm The Role of EFL Teachers in English
Effects of Positioning in Coteaching Language Capacity Building
THURSDAY 1:00 pm2:45 pm Developing Teacher Excellence Through
10:00 am10:45 am Developing NNESTs Professionalism Teacher Evaluation: Moving Beyond Ratings
Through Self-Empowerment 2:00 pm3:45 pm Practice Makes Perfect: Understanding
10:30 am11:15 am Building an NNES Community of Practice Effective Practice for Teachers
Through Shared Discursive Practices 3:00 pm3:45 pm Comparing Journaling Techniques That Enhance
11:30 am12:15 pm Myths and Misconceptions About In-Service Reflection and Development
the NNEST Movement 3:00 pm4:15 pm Globetrotting TESOLers Reflect Forward
5:00 pm5:45 pm Reflections of NNESTs: Linking in Exploration of the Worlds Cultures
Languages, Cultures, and Identities 3:00 pm4:45 pm Fostering Reflective Practitioners:
Effective Professional Development
FRIDAY in Multiple Teaching Contexts
12:30 pm1:45 pm iPad Video Composition: AStudy 4:00 pm4:45 pm Writing Groups and Collaborations:
of Editing Practices Strategies for Writing for Publication
CONTENT AREA INDEX
WWW.TESOLCONVENTION.ORG 249
READING AND LITERACY REFUGEE CONCERNS
WEDNESDAY WEDNESDAY
9:30 am10:15 am Strategic-Reader Training for 11:30 am12:15 pm Trauma-Informed Care in Refugee
L2 Reading Success Resettlement: Barriers and Opportunities
12:30 pm1:45 pm Investigating Elementary ELs Funds of Around Implementation
Literate Identity Through Self-Portraits 5:00 pm5:45 pm Understanding Relationship to Place
1:00 pm1:45 pm Best Practices for Teaching Adult in a Laotian American Community
Literacy Language Learners THURSDAY
3:00 pm3:45 pm New Approaches to Reading
1:00 pm2:45 pm Classroom-Based Research Related
Instruction for PreK-K ELs
to Refugee Concerns and SIFE
3:00 pm3:45 pm Empowering Language Learners by Developing
5:00 pm5:45 pm Constellating Communities: Creative
and Recognizing 21st-Century Literacies
Collaborations Between Refugee
THURSDAY EALLs and Coeducational Partners
9:30 am10:15 am Grammar Strategies for Academic FRIDAY
Reading Comprehension
10:30 am11:15 am Social and Academic Considerations
10:00 am10:45 am Building Literacy on Oral Competency for Unaccompanied Minors
11:30 am12:15 pm Spunky Girls and Strong Women: A
Refugee Summer Book Club
11:30 am12:15 pm Contextual and Individual Learner Factors RESEARCH/RESEARCH METHODOLOGY
Contributing to Early Reading Success
WEDNESDAY
12:30 pm1:45 pm Contributing to Academic Student Success
10:30 am11:15 am A Focus on Collective Beliefs in Language
Though an Independent Reading Program
Teacher Cognition Research
12:30 pm1:45 pm Response to Intervention and ELLs
3:00 pm3:45 pm Beyond IEP Borders: Investigating the
3:00 pm3:45 pm Developing Critical Literacy and Cross- Language Demands of Undergraduate Courses
Cultural Awareness With Paired Reading
4:00 pm4:45 pm Extensive Reading: A Collaborative Approach THURSDAY
4:00 pm4:45 pm Digital vs. Print Reading: Teaching 12:30 pm1:45 pm Building an ELL Guided
Appropriate Skills for Both Modalities Research Teacher Toolkit
FRIDAY
9:30 am10:15 am Breaking Borders With the SECOND LANGUAGE ACQUISITION
Stories: Birth to Death
WEDNESDAY
11:30 am12:15 pm Teaching Reading Annotation: Beyond
Isolated Strategies to Automatic Skills 9:30 am10:15 am Becoming Visible: Adult Immigrant
English Learner Identity and Agency
11:30 am12:15 pm Improving L2 Reading
Comprehension With Facebook 9:30 am10:15 am Top-Down and Bottom-Up Listening
Strategies Interacting Together
12:30 pm1:45 pm Stopping Summer Slide for Elementary ELLs
9:30 am10:15 am Connecting Language Acquisition and
12:30 pm1:45 pm Inner City Elementary ELLs Unconventional Academic Achievement: The Latest From WIDA
Out-of-School Literacy Practices
10:00 am10:45 am Curricular Expectations for English:
2:00 pm2:45 pm Blasting the Concrete Boundary of Across Stages and Borders
Metaphor as a Literary Tool
2:00 pm2:45 pm Beyond the Traditional Reading Test: THURSDAY
Summaries as Comprehension Assessments 12:30 pm1:45 pm Innovations and Coteaching in
CONTENT AREA INDEX
WWW.TESOLCONVENTION.ORG 251
1:00 pm1:45 pm Going Beyond Monolingual Borders to 1:00 pm2:15 pm What Counts as Diversity in TESOL? An
Equitably Assess Bilingual Writing Organizational/Pedagogical Dialogue
1:00 pm1:45 pm Facilitating Language Use Awareness to 3:00 pm4:15 pm Interfaith Palestinian Educators and Friends
Optimize the L2 Writing Experience for Justice, Peace, and Reconciliation
2:00 pm2:45 pm Helping Nonnative-English-Speaking Scholars 3:00 pm4:45 pm The Evolution and Future of Diversity in TESOL
Publish Their Research Internationally
FRIDAY
2:00 pm2:45 pm Good Choice, Bad Choice: From
Administrator to Doctoral Student 9:30 am10:45 am Past, Present, and Future Empowerment:
The Process of Evolving
2:00 pm2:45 pm Beyond Research Papers: Conveying
Academic Knowledge in a Digital World 9:30 am11:15 am Immigrant Narratives for Informing and
Transforming Language Teaching and Learning
2:00 pm2:45 pm Beyond Borders: Opportunities and Challenges
of Transplanting First-Year Writing 10:30 am11:45 am Learning English Through
Environmental Education
3:00 pm3:45 pm For a Smoother Transition From
IEP to First-Year Composition 12:30 pm1:45 pm Fostering Global Understanding
and Social Responsibility Beyond
3:00 pm3:45 pm ESL Teachers Electronic Feedback
Borders, Between Cultures
Practices Across Writing Tasks
1:00 pm1:45 pm Representation Issues in Classroom Materials
3:00 pm3:45 pm Beyond Borders: Writing and Rhetorical
Needs of Chinese-Speaking Students 2:00 pm2:45 pm Beyond Ethnicity: Minority Students
Identities Constructed in EFL in China
4:00 pm4:45 pm Im So Excited About My
Own Space of English 2:00 pm2:45 pm Ferguson Crisis and White Teachers
Teaching ESL in the USA
5:00 pm5:20 pm Beyond the Page Border: Using Movie
Trailers for Writing Instruction 2:00 pm2:45 pm Beyond the Curriculum: Teaching
Social Justice in the ESL Classroom
5:00 pm5:45 pm Bridging Students Writing Skills and
the Demands of Academic Writing 3:00 pm3:45 pm Critical Stance: Empowering Students
to Actively Address Social Inequities
5:00 pm5:45 pm Internationalization and Faculty Development
for the Multilingual Writing Classroom 3:00 pm3:45 pm International Service Learning: Experiences
of U.S. In-service EFL Teachers
5:00 pm5:45 pm Us/Them, Here/There: Pronouns of Othering
SOCIAL RESPONSIBILITY/SOCIOPOLITICAL CONCERNS and Marginalization in ESL Textbooks
5:00 pm5:45 pm Representations of International Undergraduate
WEDNESDAY
Students in Discourses of Internationalization
9:30 am11:15 am Interview Poems: Bridging Peace and
Intercultural Communication
11:30 am12:15 pm Reflecting Forward: A Path Appears SOCIOLINGUISTICS
12:30 pm1:45 pm Building Bridges to Global Citizenry THURSDAY
12:30 pm1:45 pm Teaching English and Nonviolence
2:00 pm2:45 pm Beyond Language: Integrating Multimodal
Through KairosPalestine
Literacies Into Teacher Education
THURSDAY
9:30 am10:15 am Reaching Beyond Borders
Through a Class NGO Fair
STANDARDS, COMMON CORE STATE STANDARDS
9:30 am10:15 am People at Risk: Mobility Beyond Borders WEDNESDAY
10:30 am11:15 am Conflict Zones and Two Teacher Trainers 11:30 am12:15 pm Just Right Picture Books for Science
10:30 am11:45 am Integrating LGBTQ Topics Within Lessons and Science Experiments
the ESL Classroom
FRIDAY
11:30 am12:15 pm Asian-American ELLs and the Impact
CONTENT AREA INDEX
3:00 pm3:45 pm Adding a Short-Term TESOL 9:30 am10:15 am The Artsy Side of Teaching
Certificate to Your IEP 10:00 am10:45 am We Have a Constantly Revolving
4:00 pm4:45 pm LGBT Topics in the Adult ESL Door! Challenges of ELL Teachers
Classroom: A Case Study 9:30 am11:15 am Pre-Service Teachers Perceptions of
5:00 pm5:45 pm Negotiating Identities and Imagining Their Preparation for Teaching ELLs
Communities in an MA-TESOL Program 9:30 am11:15 am Language, Race, and Teaching at
5:00 pm5:45 pm Beyond Traditional Classroom Borders: Predominantly White Institutions
Diversifying Practica for Online Environments 9:30 am11:15 am Critical Considerations in Advancing
TESOL Teacher Education
WWW.TESOLCONVENTION.ORG 253
10:30 am11:15 am Collaborating Beyond Borders: ELL THURSDAY
College Professors and P12 Educators 9:30 am11:15 am Making Content Accessible for ELLs Through
10:30 am11:15 am Novice Teacher Growth: The an Immersion Simulation Experience
Potential of Core Practices 10:30 am11:15 am A Critical Race Pedagogy to Promote
11:30 am12:15 pm Developing Reflective Practitioners International ESL Student Agency
Through Action Research in TESOL 10:30 am12:15 pm Integrating Critical and Creative
11:30 am12:15 pm Reexamining Online Teacher Training Practices: Thinking in EFL Classes Worldwide
Towards Effective Mentorship and Evaluation 11:30 am12:15 pm Translating Postmethod Pedagogy Into
1:00 pm1:45 pm If Carmen Can Analyze Shakespeare, Student and Teacher Empowerment
Everyone Can: Identity and Power 11:30 am12:15 pm Breaking Barriers: Oral Literacy
1:00 pm2:45 pm Grammar Toolkit: Instructing Complex Strategies for ELLs
Syntax in Authentic Academic Texts 12:30 pm1:45 pm Think Alouds to Promote More
2:00 pm2:45 pm Beyond Physical Borders: TESOL Practicum Students Speaking Time
Students and Online Teaching 1:00 pm2:45 pm Learning Two Languages Through
2:00 pm2:45 pm TEFL Student Practices With Reflection: Content: A Model to Build Biliteracy
A Constructive-Developmental Study 1:00 pm2:45 pm Beyond Digital Borders With Bricks,
2:00 pm2:45 pm Teachers as Materials Writers Clicks, and Teacher Tricks
2:00 pm2:45 pm Digital Storytelling and Culturally Responsive 5:00 pm5:20 pm Pinterest: A Resource for Learning
Pedagogy in Preservice Teacher Training About Teaching Techniques
2:00 pm3:45 pm Preparing Future Colleagues in 5:00 pm5:45 pm Something Old, Something New: A
Program Administration Novel Approach to Preparing ELTs
3:00 pm3:45 pm The EF/SL Preservice Teachers Reality
FRIDAY
Beyond the Curriculum Border
11:30 am11:50 am Digital Tools and Techniques for
4:00 pm4:45 pm Traversing Borders: Building Bridges
Modifying Text Language
to Disciplinary Literacy Practices
11:30 am12:15 pm Gamifying Your ClassNo Technology Needed!
4:00 pm4:45 pm Knowledge About Language, Impact,
and the ESOL-Practicum 12:30 pm1:45 pm Accessing Vocabulary in the
Common Core State Standards
4:00 pm4:45 pm Self-Assessment Resource for ESL
Teacher Licensing in the Middle East 2:00 pm2:20 pm Beyond the Textbook: Movement
Activities for Production and Review
4:00 pm5:45 pm Going Beyond Borders: Using Online
Tools in Teacher Education Programs 1:00 pm2:45 pm Turning the Tables on Traditional Education
2:00 pm2:45 pm Beyond Borders: Bringing Students
Voices Into Error Correction Practices
TEACHING METHODOLOGY AND STRATEGY 4:00 pm4:45 pm Games to Inject Motivation and
Enthusiasm Into the Classroom
WEDNESDAY
4:00 pm4:45 pm Cultivating Empowerment: Negotiating
9:30 am11:15 am Reflecting Forward: A Workshop on
Feedback and Questionnaires
Responding to Plagiarism Nonpunitively
in EFL/ESP Classrooms
9:30 am11:15 am Integrating Skills in the Language Classroom
4:00 pm5:45 pm Five High-Tech Apps for Low-Tech Instructors
10:30 am11:15 am Beyond Levels: Strategies for Managing
5:00 pm5:45 pm Adopting a Flipped Class Model for ITAs
Multilevel ESL Classrooms
5:00 pm5:45 pm Beyond the Usual: Innovative Grammar and
11:30 am11:50 am Developing Critical Thinking: Teaching
Writing Instruction Through Socrative
Students to Ask Their Own Questions
11:30 am12:15 pm Beyond Grammar: Promoting Pragmatic
Competence in Grammar Instruction VOCABULARY, LEXICON
11:30 am12:15 pm Beyond the Text: Connecting Authentic
CONTENT AREA INDEX
WWW.TESOLCONVENTION.ORG 255
1:00 pm2:45 pm Comprehensibility Requires a Listener: Applying 5:00 pm5:45 pm Theres a Smarter Way to Test
Critical Pronunciation Research and Pedagogy Language Skills for Placement
2:00 pm2:45 pm ACTFL TestingProficiency, 5:00 pm5:45 pm Use It or Lose It: Performance
PerformanceK12 and Higher Education in Language Learning
2:00 pm2:45 pm CAL Research-Based Resources THURSDAY
for Pre-K12 Educators
9:30 am10:15 am Consumer.gov: Free Bilingual, Financial
2:00 pm2:45 pm Education Connections: Online Teacher
Literacy Curricula for Adult Learners
Collaboration Around the Common Core
9:30 am10:15 am Developing Teachers Use of
2:00 pm2:45 pm How Can Technology Assist
English in the Classroom
With Your ESL Program
9:30 am10:15 am Evolution of Grammar Teaching:
2:00 pm2:45 pm Online Software for Listening
The Past, Present, and Future
and Comprehension
9:30 am10:15 am High-Tech Learning Activities in Low-
2:00 pm2:45 pm Pronunciation in the Classroom:
Bandwidth Parts of the World
The Overlooked Essential
9:30 am10:15 am Spiraling Language Into Writing
2:00 pm2:45 pm The CCSS in Content-Area Literacy
at the Lowest Levels
for ELLs: Grades 6-12
10:00 am10:45 am Strategies for Writing Successful TESOL
2:00 pm4:00 pm How to Get Published in TESOL and
International Convention Session Proposals
Applied Linguistics Journals
9:30 am11:15 am Effectiveness of Pronunciation
3:00 pm3:45 pm Effectiveness of Audio Feedback for
Instruction: Models That Work
EFL Students in Online Courses
9:30 am11:15 am Elementary Education for ELs: Reflecting
3:00 pm3:45 pm English Medium Instruction
on Critical Opportunities for Change
3:00 pm3:45 pm Finding Your Place in TESOLs Next 50 Years
9:30 am11:15 am Innovating Language Learning Through
3:00 pm3:45 pm From Testing to Assessment: Connecting Technology for Environmental Responsibility
Language Teaching, Learning, and Assessment
9:30 am11:15 am Reflecting Forward: The Next 50
3:00 pm3:45 pm Gamify (Turn Activities Into years of TESOL Research
Games) Your Class: It Works!
9:30 am11:15 am Using Self-Study to Advance Research
3:00 pm3:45 pm IATEFL: Introduction and Networking in TESOL Teacher Education
3:00 pm3:45 pm Mentoring: An Essential Leadership 10:30 am11:15 am BEST Plus 2.0 Update From CAL
Development Skill
10:30 am11:15 am Comprehensible Input for Optimal
3:00 pm3:45 pm Mobile App: Listening, Speaking, Reading, Acquisition and Fluency
Writing at an ELLs Fingertips
10:30 am11:15 am Pardon the Correction: Meeting Students
3:00 pm3:45 pm Race and Empire in TESOL Needs and Expectations With Confidence
3:00 pm3:45 pm Rethinking Classroom Management for 10:30 am11:15 am Teaching to Learn: Focus on
Both Novice and Seasoned Teachers Teacher Inquiry Stance
3:00 pm3:45 pm Social Justice in English Language Teaching 10:30 am11:15 am Testing Four Skills for English Placement
3:00 pm3:45 pm Teaching Collocations and Language 11:00 am11:45 am Tips for Developing and Delivering Successful
Patterns in Academic Writing TESOL International Convention Presentations
3:00 pm3:45 pm Teaching English to Young Learners 11:15 am12:45 pm TESOL Affiliates Role in Intercultural
With International Childrens Songs Competence Development
3:00 pm4:45 pm Defining, Exploring, and Measuring 11:30 am12:15 pm 50 Ways to Be a Better Teacher
Cultural and Linguistic Competence
11:30 am12:15 pm Beyond Borders: The TESOL Encyclopedia
3:00 pm4:45 pm Ethics in Transnational Research: of English Language Teaching
Researcher Perspectives
11:30 am12:15 pm Boosting ELLs From Great Essays
3:00 pm4:45 pm Teaching ESL Grammar: What to Research Papers
Every Teacher Needs to Know
CONTENT AREA INDEX
WWW.TESOLCONVENTION.ORG 257
9:30 am10:15 am Sharing Responsibility, Engaging Families, and 1:00 pm1:45 pm Hands-On Comprehension
Advocating for English/Dual Language Learners Strategies for All Students
9:30 am11:15 am Additive Bilingualism in English- 1:00 pm1:45 pm Innovative Approaches to the Delivery
Only and Bilingual Settings of an Applied Linguistics-TESOL MA
9:30 am11:15 am Beyond Coursebooks: Designing and 1:00 pm1:45 pm Language Teaching in a BYOD Environment
Using Video and Digital Materials 1:00 pm1:45 pm National External Diploma Program (NEDP);
9:30 am11:15 am Solutions for TESOL Programs Lack A High School Diploma Alternative
of Administrative Preparation 1:00 pm1:45 pm Seeing Results With Effective
10:00 am10:45 am Cat Got Your Tongue? Inspiring Teachers Blended Learning Solutions
While Demistifying English Idioms 1:00 pm1:45 pm Vocabulary: The Fastest Way to Go
10:30 am11:15 am Ask and Task: Questions and Task Further in Foreign Language
Activities for Communication Practice 1:00 pm2:45 pm Getting on the Same Page:
10:30 am11:15 am Blending Families Into the Learning Process Aligning Writing Standards
10:30 am11:15 am Communicating on Campus: Introducing 1:00 pm2:45 pm One-Size-Fits One: Incorporating
English for Academic Purposes Technology Into ESP Courses
10:30 am11:15 am Flipping the Classroom to Teach 1:00 pm2:45 pm Teaching Writing to Adult Low Literacy
English for Academic Purposes Students: Research to Practice
10:30 am11:15 am Games and Interactions for Pronunciation, 1:00 pm2:45 pm Transcending Borders: Teacher
Listening, Speaking, and Vocabulary Education Practices to Empower
10:30 am11:15 am Gamification Uncertain Bilingual Elementary Learners
Rewards and Dopamine 2:00 pm2:45 pm Content and EFL Teachers Collaboration in CLIL
10:30 am11:15 am Grow Your Business by Becoming 2:00 pm2:45 pm Every Picture Tells Their Story!
a CELTA Centre 2:00 pm2:45 pm Grammar Explorer: Preparing
10:30 am11:15 am Help ELLs Practice for a Successful Assessment Students for Real Language Use
10:30 am11:15 am Love, Death, and Revenge in the 2:00 pm2:45 pm Teaching English as a Foreign Language
English Language Classroom 3:00 pm3:45 pm Beyond Native/Nonnative Borders: Exploring
10:30 am11:15 am Why Assess in Spanish: A Case Translingualism in Teacher Identity
for L1 Literacy Assessment 3:00 pm3:45 pm Cognitive Approaches to
10:00 am11:45 am Language Teacher Identity and Encoding a New Language
Agency: Insights From Research 3:00 pm3:45 pm Creating TESOL: Five Fantastic Founders
10:00 am11:45 am The Art of the Possible: How Issues 50 Years of Forward Reflection
Shaped TESOL Presidencies 3:00 pm3:45 pm Exploring What Works in ELT
11:00 am11:45 am Wordless Books to Work on Words and More! Professional Development
11:30 am12:15 pm Bottom-Up Reading Strategies for an 3:00 pm3:45 pm Exploring Your Assessment Literacy by
Interactive Reading Approach Critically Evaluating an Assessment Task
11:30 am12:15 pm Creating Classroom Activities 3:00 pm3:45 pm How Lessons Learned From the MOOC
From Free TOEFL Resources Can Inform Classroom Teaching
11:30 am12:15 pm How Students Get Language 3:00 pm3:45 pm Reading Development for Students
From a Course Book With Interrupted Education
11:30 am12:15 pm Making the Massive Online 3:00 pm3:45 pm Teaching Vocabulary in TESOL
Course More Human(e) 3:00 pm3:45 pm What TESOLers Need to Know
11:30 am12:15 pm Placement and Progress Testing About Hip Hop and Blackness
in a Multilevel ESL Program 3:00 pm4:45 pm Building Socially Responsible Programs
11:30 am12:15 pm Teaching a Transitional Learner: The of Multiple Literacies in EFL Contexts
Challenges of C1 Instruction 3:00 pm4:45 pm How to Support LGBTQ Voices in
CONTENT AREA INDEX
NOTES
WWW.TESOLCONVENTION.ORG 259
NOTES
NOTES
NOTES
WWW.TESOLCONVENTION.ORG 261
NOTES
NOTES
NOTES
WWW.TESOLCONVENTION.ORG 263
TESOL 2017
International Convention
& English Language Expo
2124 MARCH 2017 SEATTLE, WASHINGTON, USA
Bringing the world
to the classroom
and the classroom to life.
Congratulations to our friends at
TESOL on its 50th anniversary
National Geographic, National Geographic Society, and the Yellow Border Design are registered trademarks of the National Geographic Society
NGL.Cengage.com/ELT