TESOL CONVENTION, SALT LAKE CITY
Are we cultural imperialists?
Teacher performance evaluation as means to an end
Wednesday, 7:30 am-8:15 am, Salt Palace Meeting Room 150G
Teacher performance evaluation to assess needs for professional development could have positive as well as negative implications on teachers' perception of needs assessment. This discussion focuses on the purpose for assessment, who assesses, what should be assessed, what sources should be adopted, and how assessment should be implemented.
Amal BouZeineddine, American University of Beirut, Beirut, Lebanon
A corpus study on most common idioms
Wednesday, 8:30 am-9:15 am, Salt Palace Meeting Room 150B
The presenter will discuss the problems with most existing idiom teaching materials, describe a corpus-based study of the use of idioms, and report its results including lists of the most frequently used idioms by data types and the patterns of their use. Pedagogical implications will also be discussed.
Dilin Liu, Oklahoma City University, Oklahoma City, Oklahoma, USA
Access to metalinguistic knowledge in L2 production
Wednesday, 8:30 am-9:15 am, Salt Palace Meeting Room 251A
This study investigates whether explicit metalinguistic knowledge is useful in L2 production. Results of a quasi-experiment involving instructed adult Chinese learners of English suggest that real-time access to metalinguistic knowledge depends largely on the focus of attention required by a production task and the automaticity with which such knowledge is processed.
Guangwei Hu, Nanyang Technological University, Singapore
Teaching with spirit
Wednesday, 8:30 am-10:15 am, Salt Palace Meeting Room 150C
Presenters invite participants to look beyond technique to the personal dimensions of teaching. Participants identify the gifts and liabilities that inform their teaching, explore ways to preserve and enhance teachers' identity and integrity in the classroom, and discuss making the teacher's selfhood a legitimate topic in teacher training courses.
Mary Jane Bagwell, Chemeketa Community College, Salem, Oregon, USA; Pat Bryan, University of Oregon, Eugene, Oregon, USA
Case studies in experiential teacher training
Wednesday, 9:30 am-11:15 am, Marriott Downtown Ballroom Salon H
Experienced teacher trainers from the United States and Brazil present case studies of their own trainees to demonstrate how experiential activities can be maximized through reflective practice. Participants learn a framework for reflecting on one's own practice and generate strategies for incorporating the experiential approach in their curricula.
Lisa Varandani, School for International Training, Brattleboro, Vermont, USA; Wagner Veillard, Instituto Brasil Estados Unidos, Rio de Janeiro, Brazil; Kristen Walls, School for International Training, Brattleboro, Vermont, USA
Designing peace education activities for the classroom
Wednesday, 9:30 am-11:15 am, Salt Palace Meeting Room 250F
How can language teaching promote peace and an end to war and violence? This workshop introduces creative peace education activities designed to practice language skills while promoting a commitment to a peaceful world. Participants experience the activities, analyze their objectives, and discuss how to adapt them for different teaching situations.
Kip Cates, Tottori University, Tottori, Japan
Emotional intelligence in EFL
Wednesday, 9:30 am-10:15 am, Salt Palace Meeting Room 258
This presentation explains how emotional intelligence directs our lives to success or failure. The discussion within EFL contexts shows ways of working with our emotional intelligence.
Magda Laurence, American University in Cairo, Cairo, Egypt
Taking action with teacher research
Wednesday, 9:30 am-10:15 am, Salt Palace Meeting Room 251F
The presenter outlines a procedure for implementing teacher research in the classroom. Participants have an opportunity to begin designing research projects applicable to their situations and receive a contact list for future networking and support.
Sonna Opstad, New York University, New York, New York, USA
Challenging projects for creative minds
Wednesday, 10:30 am-11:15 am, Salt Palace Meeting Room 150D
This presentation focuses on the concepts of authentic learning and gives students exciting and creative opportunities to direct their own learning, build confidence, and have fun. Authentic learning opens doors for developing their personal strategies through topics that fit their needs and interests.
Rafia Abbas, Ministry of Education, Egypt; Rashida Badri, Ministry of Education, Egypt
Changing roles for ESL teachers coming soon
Wednesday, 10:30 am-11:15 am, Salt Palace Meeting Room 150B
Recent trends in general education, such as inclusion or short-term immersion programs, standards-based instruction, and standardized assessment, affect the roles and responsibilities of ESL teachers. The presenters provide evidence of changes in Florida ESL teachers' roles and invite participants' input on recommendations for teacher education and professional advocacy efforts.
Candace Harper, University of Florida, Gainesville, Florida, USA; Elizabeth Platt, Florida State University, Tallahassee, Florida, USA
Linguistic Diversity, Biodiversity, and the Future of the Planet
Wednesday, 11:30 am-12:30 pm, Salt Palace Ballrooms E-H comb
The strongest ecosystems are those that are the most diverse-biologically, culturally, and linguistically. Uniformity endangers a species through inflexibility and un-adaptability. Linguistic and cultural diversity contain the potential for adaptation and maximize chances of human survival, materially and spiritually. Genocidal subtractive learning turns languages into killer languages and threatens the survival of the planet. Do TESOLers contribute?
Tove Skutnabb-Kangas, University of Roskilde, Roskilde, Denmark
Gender and esl-a historical perspective
Wednesday, 12:45 pm-1:45 pm, Salt Palace Level Two, Poster Station #9
The presenters will trace the evolution of gender studies in the ESL classroom as a linguistic and historical phenomenon. Posters will depict the chronological sequence of research on sexist issues in the ESL classroom. Handouts will be available, summarizing the research.
Effie Papatzikou Cochran, John Jay College of Criminal Justice, New York, New York, USA; Mary Yepez, Bergen Community College, Paramus, New Jersey, USA
Generating global sociopolitical dialogue in ESL classrooms
Wednesday, 12:45 pm-1:45 pm, Salt Palace Level Two, Poster Station #6
In this poster session, the presenter will demonstrate how CNN Newsroom in a listening/speaking or culture class serves as a catalyst for in-depth discussion of global issues and creates means for fostering awareness of the many issues and struggles facing the world today.
Beth Kozbial Ernst, St. Norbert College, De Pere, Wisconsin, USA
Get the hook, accessing the cultural schemata
Wednesday, 12:45 pm-1:45 pm, Salt Palace Level Two, Poster Station #8
Childhood stories are the cultural hook to the American English schemata. Lacking this core, adult ESOL students cannot attain fluency. This amazing display, collected by students, of over 1,000 different allusions, from print media, cartoons, television, novels will startle you, illustrating the necessity of teaching these stories. Myriad worksheets, handouts.
Planaria Price, Evans Community Adult School, Los Angeles, California, USA
Intercultural competence and the human spirit
Wednesday, 2:00 pm-4:45 pm, Marriott Downtown Ballroom Salon E
What is intercultural competence? What assumptions shape our beliefs and our actions? Bridging the dialogue from other professional organizations, the presenters will explore perspectives of intercultural competence and reflect on our ethical respobsibilites as EFL/ESL/ESOL educators, administrators, and scholars.
Alvino Fantini, School for International Training, Brattleboro, Vermont, USA; Andy Curtis, School for International Training, Brattleboro, Vermont, USA; Margaret Pusch, SIETAR International, Yarmouth, Maine, USA; Don Snow, Amity Foundation, Hong Kong
Classroom research on L2 academic discourse socialization
Wednesday, 2:00 pm-3:45 pm, Salt Palace Meeting Room 255C
The colloquium features an overview of current theory and research on the topic of academic discourse socialization; presentations of three complementary studies exemplifying new directions in research on L2 academic discourse in university content-area courses with ESL students; comments by a discussant; and general discussion.
Patricia Duff, University of British Columbia, Vancouver, British Columbia, Canada; Masaki Kobayashi, University of British Columbia, Vancouver, British Columbia, Canada; Naoko Morita, University of British Columbia, Vancouver, British Columbia, Canada; Sandra Zappa, University of British Columbia, Vancouver, British Columbia, Canada
The E of TESOL
Wednesday, 2:00 pm-3:45 pm, Salt Palace Ballroom A
There has been much rethinking recently about the nature of English. Corpus analysis has provided new descriptions of the language. Its international role as a lingua franca and its cultural and sociopolitical influence have been critically scrutinized. This colloquium examines the implications of these developments for the subjects we teach.
Guy Cook, University of Reading, Reading, United Kingdom; Jennifer Jenkins, Kings College, London, United Kingdom; Claire Kramsch, University of California, Berkeley, California, USA; Diane Larsen-Freeman, School for International Training, Brattleboro, Vermont, USA; Barbara Seidlhofer, University of Vienna, Vienna, Austria; Henry G. Widdowson, University of Vienna, Vienna, Austria
Caveats of IEP redesign
Wednesday, 2:00 pm-2:45 pm, Salt Palace Meeting Room 258
The presenter discusses IEP redesign and the cautions associated with currently operating programs. Specific issues addressed are faculty, curriculum, scheduling, marketing, and new program offerings.
Alan Lytle, University of Arkansas, Little Rock, Arkansas, USA
Improving writing skills with a class magazine
Wednesday, 2:00 pm-2:45 pm, Salt Palace Meeting Room 150C
The class magazine allows teachers to develop audience awareness, writing, and critical thinking skills in students of varying ability in the same class. The presenter models the project with participants.
Moira Stuart, San Diego State University, San Diego, California, USA
Developing autonomy in Chinese student writing
Wednesday, 3:00 pm-3:45 pm, Salt Palace Meeting Room 151A
The presenter discusses the necessity and possibility of developing learner autonomy by managing to shift responsibility from teacher to learner in student-writing education based on the work of Confucius. The presenter also proposes a three-way assessment design, which has worked well in enhancing learner autonomy without weakening teacher authority.
Jinding Peng, Central South University, Changsha, Hunan, China
Teacher training challenges in rural East Africa
Wednesday, 3:00 pm-3:45 pm, Salt Palace Meeting Room 251A
The presenter discusses challenges encountered while instructing teachers in EFL methodology in rural Tanzania, with particular emphasis on the perspective of a trainer from a dominant Western culture. Responses to the challenges are discussed and evaluated, and learning experiences are shared for the interest of others teaching in this area.
Eleni Pithis, Athens, Greece
Active learning in CALL classrooms
Wednesday, 4:00 pm-4:45 pm, Salt Palace Meeting Room 251A
This demonstration focuses on the development of CALL tasks that encourage interaction and active learning in the classroom. Participants briefly explore task examples and then produce tasks for their own teaching contexts. These tasks are later shared.
Joy Egbert, Washington State University, Pullman, Washington, USA; Diana Yang, Washington State University, Pullman, Washington, USA; Gina Petrie, Washington State University, Pullman, Washington, USA
Effective narrative writing instruction through classroom theater
Wednesday, 4:00 pm-4:45 pm, Salt Palace Meeting Room 251F
The presenter demonstrates how to implement classroom theater as a way to build children's skills in writing narratives. She presents children's stories that were dramatized and offers practical ideas, such as how to help children revise the narratives/theater scripts. She notes how classroom theater can support effective writing instruction.
Ellen Lipp, California State University, Fresno, California, USA
Experiences and applications of research in corpus linguistics
Wednesday, 7:00 pm-7:45 pm, Salt Palace Meeting Room 260
This session will give those interested in corpus linguistics to learn about and discuss the techniques and uses of the corpus-based approach to research. We will discuss formulating research questions, finding and using suitable corpora, tools for corpus analysis, and publishing possibilities.
Victoria Clark, Northern Arizona University, Flagstaff, Arizona, USA; Kate Donley, University of Illinois, Chicago, Illinois, USA
Teaching issues in applied linguistics/MATESOL programs
Wednesday, 7:00 pm-7:45 pm, Salt Palace Meeting Room 251A
The "T" in TESOL is a constant discussion topic in our journals and conferences, but most often we talk solely about ESOL. Teacher trainer, usually former and often current ESOL teachers themselves, face challenges of a different kind in teaching applied linguistics and MATESOL courses. Or do we? This discussion looks at the similarities and differences between teaching ESOL and applied linguistics, offering participants a chance to share their experiences teaching such courses as introductory linguistics, second language acquisition, and TESOL methods.
Steve Brown, Youngstown State University, Youngstown, Ohio, USA
TESOL Town Meeting
Wednesday, 4:00 pm-4:45 pm, Salt Palace Ballroom F
Neil Anderson, Brigham Young University, Provo, Utah, USA; Mark Algren, University of Kansas, Lawrence, Kansas, USA; Nancy Cloud, Rhode Island College, Providence, Rhode Island, USA; Elizabeth Hanson-Smith, Computers for Education, Sacramento, California, USA; Constantine Ioannou, Ottawa-Carleton Catholic School Board, Ottawa, Ontario, Canada; Jun Liu, University of Arizona, Tuscon, Arizona, USA; Lucilla Lopriore, ; Mary Lou McCloskey, Georgia State University, Atlanta, Georgia, USA; David Nunan, University of Hong Kong, Hong Kong, Peoples Republic of China; Adelaide Parsons, Southeast Missouri State University, Cape Girardeau, Missouri, USA; Mary Romney, Quinebaug Valley Community College, Willimantic, Connecticut, USA; Amy Schlessman,