Rebekah Johnson
Room 152
10:00 - 10:40 AM
This workshop explores classroom practices which promote a critical awareness of social justice through discussion of current events such as #Dreamers and #MeToo. Sample activities for ELLs and mainstream seminars will be demonstrated. Participants will collaboratively create definitions of social justice relevant for their teaching contexts and brainstorm related activities.
Workshops
Creating a Classroom Community in a Facebook Group: The Logistics, Benefits and Constraints
Josh MacPherson
Room 138
10:00 - 10:40 AM
More individuals have flocked to Facebook to join groups and communicate with individuals who share interests. English education is one of those interests. I will provide examples of my own groups, and show participants ways to utilize this versatile platform to reach new students, and create community for existing pupils.
Learning to teach culturally and linguistically diverse learners through cross-cultural experiences
Maria Savva
Room 140
10:00 - 10:40 AM
Drawing on interviews from thirty Anglophone educators working in overseas international schools, this research analyzed links between broad-based changes in world-views and concrete changes in actual teaching practice. The most noteworthy instructional changes emerged in the areas of language, communication style and religious/gender considerations.
The Monolingual Myth in Culturally Relevant Teaching: A translanguaging Approach
Seyma Toker & Nicholas Doyle
Room 144
10:00 - 10:40 AM
This workshop will begin by challenging the myth of “monolingual” teachers in bilingual classrooms, drawing on translingual practice (Canagarajah, 2013). We will then share examples from the CUNY-NYSIEB guidelines of how “monolingual” teachers adopted translanguaging as a culturally relevant pedagogy and discuss crucial considerations to enact such an approach.
Focus on Form through Pre-task Planning and Consciousness-raising Task
Yu-Chen Liou
Room 146
10:00 - 10:40 AM
This action research study addresses the role of focus on form in Task-based Language Teaching (TBLT). The study employs pre-task planning and consciousness-raising task to diversify language-focused instruction and account for students from different proficiency level. Evaluation of strategies and reflection will be followed.
Fostering Personal Identity Through the Use of Technology
Melissa Battista
Room 148
10:00 - 10:40 AM
This presentation provides instructors with ideas on how to incorporate modern technology into language learning, allowing students to be more creative and innovative. Presenter will demonstrate assignments and projects which will help students to express their personal identity as well as prepare them for their fields of study/future careers.
Teaching Social Justice: Engaging Students with Current Cultural #Trends
Course Materials Design and Use in Cross-Cultural Business ESL Classrooms
Typical Chinese naming practices have an extensive history. A recent upsurge in the adoption of English names by Chinese has characterized ESL classes. The presenter discusses the roots of these naming practices and explores indicators that a new trend is emerging in the globalized context.
Room 146
11:30 - 12:10 PM
Leo Schmitt & Derek Beacher
Understanding leads to empowering: Chinese naming practices in the classroom
This interactive workshop will provide participants with an overview of a comprehensive writing program designed to meet the literacy and social needs of English Language Learners in the inclusive ELA secondary classroom. Emphasis will be placed on strategies that combine critical elements of process and product approaches to writing pedagogy.
Room 144
11:30 - 12:10 PM
Karen Buechner
Reimagining Writing Instruction for ELLs in the Secondary ELA Classroom
Discover a new approach for teaching effective emailing in the Business English context using a modern application of research from the field of behavioral psychology. Participants will leave with practical strategies and resources for teaching email communication and cultural conventions in English for Specific Purposes (ESP) courses of varying proficiency
Room 140
11:30 - 12:10 PM
Raul Sanchez & Daniel Bulluck
Effective Emailing & Behavioral Psychology: A New Teaching Method
Developing a cultural voice is a skill that needs to be taught and learned. It is not a skill automatically acquired. Participants will have the opportunity to explore activities to build student awareness of how to communicate the values of a culture with a relevant and persuasive voice.
Room 138
11:30 - 12:10 PM
Mary Carpenter
Culture Matters: Strategies for Developing a Cultural Voice
This research was designed to determine ways development of dual language and immersion course materials was used by instructors and international college business students to illustrate a potential correlation between course materials design and its use, showing how materials design features support or prevent intended pedagogical models in curriculum planning.
Room 148
11:30 - 12:10 PM
John Bandman
Translation and Interpreting in English Language Learning
Zhaoxing Xu
Cowin Auditorium
10:00 - 10:40 AM
This research aims to explore how prosody-awareness training as a teaching plan helps students who are L2 learners of English learn the language. It is action-based empirical research via observing students' in-class performance and tracking their progress afterwards.
The group poem is a unique and effective language tool which can be used at any level of language development, with any age group, and with any theme. Using sensory prompts for writing, each student is represented in a final collective poem. A choral reading is then performed.
Room 152
11:30 - 12:10 PM
Nancy Maloy
Written Word - Spoken Word: Inside Out a Group Poem
Project-Based Education: Scaffolding Diverse Students’ Success
Mariola Krol & Kelley Cordeiro
Room 138
2:50 - 3:30 PM
This workshop presents benefits of project-based education for diverse learners in elementary and high school settings. It provides sample project ideas on both levels and includes suggestions for assessment of student learning.
Social and Emotional Learning as a Springboard for Literacy Development
Daya Alderfer
Room 140
2:50 - 3:30 PM
Current research suggests that integrating social and emotional learning (SEL) into the classroom supports English language learners emotional and cognitive development. Using quantitative and qualitative research in SEL and bilingual education, Alderfer has developed a framework for educators that weaves in SEL competencies with literacy skill development and language learning.
Teach Abroad with the English Language Fellow Program
Abigail Bruhlmann & Anthony Newman
Room 144
2:50 - 3:30 PM
Coming Soon.
Implementing a Strategy-Based Metacognitive Instructional (SBMI) Approach for Academic Listening
Jennifer LaCroix & William Cole-French
Room 146
2:50 - 3:30 PM
This workshop will recount how one English Language Teacher (ELT) in partnership with one researcher explored Strategy-Based Metacognitive Instruction (SBMI) for teaching academic, process-based listening in a university-based Intensive English Program (IEP). Analysis of SBMI techniques taken up and enhanced will be presented in tandem with classroom applications.
This presentation will demonstrate how to accomplish social justice through connecting culturally relevant pedagogy with applied linguistics in language teaching and research. The audience will gain insight about conducting social justice oriented research and enacting culturally relevant pedagogical practices in empowering collaborative spaces with linguistically and culturally diverse students.
Room 152
2:50 - 3:30 PM
Heeok Jeong
Culturally Relevant Pedagogy: Applied Linguistics for Social Justice
Skilled listening is essential for communication. Yet listening is the skill for which teachers receive the least training (Graham, 2017). New approaches to listening pedagogy address two documented challenges: segmenting words in continuous speech; grasping speaker intent. Proves tools help learners process aural input for message connect and intended meaning.
Room 148
2:50 - 3:30 PM
Marnie Reed
Listening Skills: Evidence-based Tools to Meet the Pedagogical Challengepletion
Listener Response to Chinese-Accented English in the U.S.: A Review of Research
Maritza Macdonald, Aline Gjelaj, Alex Mundo, Zixian Zhang, Adrian Baez-Alicea, Dejan Bozovic, Deion Désir.
Cowin Auditorium
2:50 - 3:30 PM
Team of teachers and researchers from culturally and linguistically diverse backgrounds examine how their own personal and practical knowledge advances their culturally relevant practices for their students. Data comes from analysis of museum investigations, interviews, and review of documents from a Literacy Course with Multilingual Applications in a museum-based program.
One way to understand culture is as the continuous creation of human life. In this experiential workshop, presenters will lead participants in an exploratory conversation and improv-based exercises for creating communities of language learners. Exercises are also useful for reading, writing, listening/speaking in multi-level classrooms with diverse cultures and learning-styles.