ESL MiniConference
Top Ten Picks at TESOL
Topic: ESL Teacher Education
#1367: International Black educators' voices concerning teacher education
Discussion Group
Wednesday,
International Black educators bring distinct perspectives to teacher education in ESL and EFL contexts. Often international Black educators find that they are
pioneering ambassadors in a traditionally white profession. Come with your experiences, resources, strategies, and concerns.
Tonya Jefferson
#4573: Transcultural literacy in culturally responsible teacher education
Demonstration; Reading/literacy; TSR
Wednesday,
Through the transcultural genre, participants examine texts and contexts of publications by child protagonists describing life struggles. The presenter demonstrates
literacy development techniques, allowing teacher educators to approach issues of social responsibility and promote best practices in teaching.
Ana Maria Klein
#3100: Practicing collaboration in a K-12 teacher education program
Paper; Content-based instruction
Wednesday,
This session engages teacher educators in thinking about ways to increase preservice ESL teachers' understanding of the demands placed on ESL students in the
mainstream classroom. Presenters describe the reciprocal benefits of a structured practical experience for student teachers and the mainstream teachers with whom
they work.
Martha Bigelow; Susan Ranney
#3194: Preparing ELL teachers in Rural Communities
Paper; Employment/certification
Thursday,
English language learner (ELL) teachers in rural schools face distinct challenges due to low-incidence ELL student populations, geographical and professional
isolation, limited resources, and communities often unaccustomed to cultural diversity. This session describes a graduate distance ELL teacher education program
that specifically addresses the needs of ELL teachers in rural and low-incidence schools.
Anne Walker; Jill Shafer
#3893: Critical language awareness across ESL/EFL contexts
Colloquium; Second language acquisition
Thursday,
Critical language awareness (CLA) can be effective as a method of hearing the voices of English language learners and their teachers and furnishing key insights that
serve as catalysts for positive, life-altering changes for ESOL students. TESOL educators share multiple pedagogical uses of CLA from ESL and EFL contexts.
Lynne Diaz-Rico
#3071: ESL Latino paraprofessionals negotiating institutional double-binds
Paper; Employment/certification; NNEST
Friday,
This is a study of how Latino paraprofessionals negotiate the process of becoming certified ESL teachers. Findings indicate a number of institutional obstacles
paraprofessionals face in their professional development. The importance of the research lies in the identification of institutional gatekeeping forces and double-binds
created by state certification requirements.
Doris Correa
#2240: Linking linguistic theory and ESL classroom practice
Demonstration; Second language acquisition
Friday,
The challenge of bridging the gap between TESOL teacher education theory and practice seems to be especially daunting for those educators who teach linguistic
courses. This demonstration highlights activities that have proven to be effective in fostering TESOL students' ability to understand practical implications of linguistic
theory.
Tatiana Gordon
#1373: Language testing in teacher education
Discussion Group
Saturday,
As standardized testing affects TESOL classrooms, teacher educators need to consider integrating and requiring language assessment courses in TESOL programs.
By studying the theory and practice of language test development and validation, TESOL teachers can critically examine test specifications, score interpretation,
and testing-based policies affecting their classrooms, schools, and communities.
Sarah Briggs; Barbara Dobson; Jeff Johnson; Amy Yamashiro
#3802: Fostering communities of learners in MA TESOL programs
Colloquium; Sociopolitical concerns; NNEST
Saturday,
The presenters, teacher educators at six U.S.-based TESOL master's programs, discuss ways to develop a collaborative community of learners among native- and
nonnative-English-speaking graduate students with diverse professional interests. The panel addresses such diversity as an asset rather than a challenge in teacher
education.
Elza Major; Lynne Diaz-Rico; Lia Kamhi-Stein; Katya Nemtchinova; Shondel Nero; Mary Wong
#5182: Innovative
model for training Egyptian teacher leaders
Poster Session
Saturday,
How can professional development experiences help Egyptian teachers improve their English language proficiency while enhancing their content and pedagogical
knowledge? With graphics and handouts, the presenters illustrate strategies they have used to deliver a professional development program for Egyptian teachers.
Presenters share research related to this training model.
Silvio Avendano; Susan Blunck; Beverly Bickel; JoAnn Crandall