TESOL CONVENTION, SALT LAKE CITY
ESL MINICONFERENCE RECOMMENDATIONS
FRIDAY, APRIL 12, 2002
Current beliefs and practices about communicative language learning
Friday, 7:30 am-8:15 am, Salt Palace Meeting Room 250B
Participants in this discussion session share their beliefs and practices regarding the applications of CLL in the ESOL classroom. They focus on issues such as these: What does communicative mean in the teaching of phonetics, grammar, vocabulary, listening, speaking, reading, and writing? As they give examples, they also consider the communicative quality of each example.
Lilia Savova, Indiana University of Pennsylvania, Indiana, Pennsylvania, USA
Professional ethics and the Christian TESOL professional
Friday, 7:30 am-8:15 am, Salt Palace Meeting Room 150B
Ethical practice in spirit and letter, is important to Christian professionals but is often a complex matter when multiple cultural norms apply or there is a conflict between cultural and Christian norms. Discussants will explore ethical practices on the part of Christian professionals regardless of the cultural setting.
Dorine S. Houston, Institute for Global Communication, Philadelphia, Pennsylvania, USA; Nancy Zumwalt, Zumwalt and Associates, San Diego, California, USA
Racism and the ESL student
Friday, 7:30 am-8:15 am, Salt Palace Meeting Room 150D
The purpose of this discussion group is to talk about the issues of racism and xenophobia that ESL students face in and outside the classroom in US schools at all levels and in the community. While linguistic and cultural differences do cause ESL students some problems in school, racial harassment in either physical or verbal forms and in either subtle or very direct ways is an issue that our students will face at some time. Without a clear-cut answer to this issue, this discussion focuses on how we as ESL teachers can help our students be prepared for racist behavior.
Jim Robinson, St. Cloud State University, St. Cloud, Minnesota, USA
Internet Fair (Authoring, tools, Distance Education)
Friday, 8:15 am-9:15 am, Salt Palace Meeting Room 256A-C
The Sixth Annual Internet Fair features TESOL professionals showing how they use the Internet in their teaching. This third of four sessions of the Internet Fair features authoring, tools, and distance education presentations. Demonstrations touch on uses of such technologies as websites, email, on-line conferencing, MOOs/MUDs, and other exciting projects.
John Skinner, Northland College, Ashland, Wisconsin, USA; Suzan Stamper (Moody), Chinese University of Hong Kong, Hong Kong; Malika Weil, University of Kansas, Lawrence, Kansas, USA
Critical reading, controversial topics, and advanced- intermediate ESL
Friday, 8:30 am-10:15 am, Salt Palace Meeting Room 254B
Teaching critical reading of a writer's opinion works better with non-editorial news stories than with strong arguments. Attendees do parts of an intermediate reading class project, using news articles on controversial topics to learn to recognize fact, opinion, bias, tone, point of view, and connotation.
Brett Thomas, Sacramento City College, Sacramento, California, USA
E-learning and developing reflective practice
Friday, 8:30 am-10:15 am, Salt Palace Meeting Room 251E
Web-based electronic learning (e-learning) presents opportunities as well as challenges for teacher educators developing reflective practice. Panelists discuss how this learning environment affects teacher learning and can be effectively constructed in program contexts, including language teacher management, reflective teaching seminars for P-12 teachers, and a TESOL certificate program.
Vera Bradford, Instituto Brasil Estados Unidos, Rio de Janeiro, Brazil; Dan Clapper, World Learning Business Solutions, Brattleboro, Vermont, USA; Donald Freeman, School for International Training, Brattleboro, Vermont, USA; Andrew Hockley, School for International Training, Brattleboro, Vermont, USA; Anne Katz, Art, Research & Curriculum Associates, Oakland, California, USA
Applied Linguistics/Teacher Education: Current state of language teaching methodology
Friday, 8:30 am-10:15 am, Salt Palace Meeting Room 250B
This intersection explores some of the more recent changes in language methodology, such as what constitutes current methodology, whether the field is past the postmethod condition, the role of communicative language teaching or Vygotskian theory in current teaching practices, and how the field may evolve in the future.
Kathleen Graves, School for International Training, Brattleboro, Vermont, USA; Joan Kelly Hall, University of Georgia, Athens, Georgia, USA; Marianne Celce-Murcia, University of California, Los Angeles, California, USA; Patrick Smith, Universidad de las Americas, Puebla, Mexico; Kate Mastruserio Reynolds, Teacher Education Interest Section; Phillip Markley, Applied Linguistics Interest Section
Meeting state content standards for ELLs
Friday, 8:30 am-9:15 am, Salt Palace Meeting Room 151B
Working as a team, we present the model of the North Dakota ELL standards and Task Force. Our task is to modify for ELLs in Grades K-12 the grade-level benchmarks of the state content standards, beginning with those for English Language Arts. Lessons learned are emphasized and hands-on experiences are included.
Verlene Dvoracek, Fargo Public Schools, Fargo, North Dakota, USA; Mari Rasmussen, North Dakota Department of Public Instruction, Bismarck, North Dakota, USA; Betty Ansin Smallwood, Center for Applied Linguistics, Washington, DC, USA; Michele Vannote, Fargo Public Schools, Fargo, North Dakota, USA
Motivation and the Chinese language learner
Friday, 8:30 am-9:15 am, Salt Palace Meeting Room 150B
Rote learning is out in the West. Chinese learners are reputedly rote learners. This presentation explores this apparent dilemma, first drawing on research in Hong Kong in the 1990s and then reporting on selected findings from the learner's own work on tertiary-level language learners' attitudes and practices.
Ian McGrath, Hong Kong Polytechnic University, Hong Kong
Projects for the single computer classroom
Friday, 8:30 am-9:15 am, Salt Palace Meeting Room 251B
The presenter demonstrates a sequence of projects coordinated to typical grammatical content areas that can be integrated into the one-computer classroom, with tips for successfully implementing them. The projects are all done using common programs found on most computers. Participants receive templates on floppy disk or by e-mail.
Barry Bakin, Los Angeles Unified School District, Los Angeles, California, USA
Corpus, conversation, and the classroom
Friday, 9:30 am-11:15 am, Salt Palace Meeting Room 151C
Presenters consider some spoken grammar features from a corpus of U.S. conversation. These range from acceptable to more controversial structures. We report on a survey of teachers' attitudes to the structures carried out in North and South America and Asia. We present ideas for teaching spoken grammar at basic level.
Jeanne McCarten, Cambridge University Press, New York, New York, USA; Michael McCarthy, University of Nottingham, Nottingham, United Kingdom; Helen Sandiford, Cambridge University Press, New York, New York, USA
Morality, culture, and everyday classroom decisions
Friday, 9:30 am-11:15 am, Salt Palace Meeting Room 150G
In this activity-based workshop, participants use a framework of exploratory speaking and nonjudgmental listening to unpick the moral strands of everyday classroom decision-making, linking actions to values. They then explore the significance of these connections for professional development based on personal self-knowledge and interpersonal/intercultural respect.
Julian Edge, Aston University, Birmingham, England
Database design and use for IEPs
Friday, 9:30 am-10:15 am, Salt Palace Meeting Room 258
This presentation covers basics of good database design, discusses common errors that database developers and users make, and shows how a database can revolutionize the way a language program operates.
Teresa M. Baker, University of Texas, Austin, Texas, USA; Michael T. Smith, University of Texas, Austin, Texas, USA
Lexical bundles in ESP reading and writing
Friday, 9:30 am-10:15 am, Salt Palace Meeting Room 150D
This presentation focuses on the teaching of lexical bundles in discipline-specific university writing courses. The presentation includes a rationale for teaching lexical bundles, an explanation of computational techniques used for identifying lexical bundles in academic prose, and examples of instructional techniques used to promote more efficient reading and writing.
Viviana Cortes, Northern Arizona University, Flagstaff, Arizona, USA; James Jones, Northern Arizona University, Flagstaff, Arizona, USA; Fredricka Stoller, Northern Arizona University, Flagstaff, Arizona, USA
Survey of U.S. EFL teachers in Korea
Friday, 9:30 am-10:15 am, Salt Palace Meeting Room 151A
U.S. EFL teachers in Korea are struggling because of lack of sufficient preparation and lack of cultural knowledge. Based on a survey of 69 EFL teachers, the presenter identified many predicaments encountered in teaching EFL and provides practical recommendations that can help create a better teaching environment.
Yong S. Kim, Defense Language Institute, Monterey, California, USA
Arab EFL teachers' professional self-perception
Friday, 10:30 am-11:15 am, Salt Palace Meeting Room 255C
The presenter reports on how Arab EFL professionals in tertiary institutions in an Arab country perceived themselves and how they thought administrators and NS colleagues perceived them. The research revealed that there is a feeling of unfairness of treatment and a difference in the way Arab professionals label themselves.
Salah Troudi, UAE University, Al Ain, United Arab Emirates
Korean students' perceptions of ESL classroom interactions
Friday, 10:30 am-11:15 am, Salt Palace Meeting Room 250D
The presenters share results of a participatory study on perspectives of international students from Korea on interaction in EAP classes. Focusing on saving/losing face, comfort level, and respect, they present patterns of intercultural differences, some perhaps invisible to non-Korean teachers, that can lead to discord in the classroom.
Sue Yung Bae, University of San Francisco, San Francisco, California, USA; Patricia Pashby, University of Oregon, Eugene, Oregon, USA
English as a global language: Counting the cost
Friday, 10:30 am-11:15 am, Salt Palace Ballroom I
It is now commonplace to hear of English as a global language. This is so not only in educational contexts, but in the popular media as well. However, we have relatively little information on the impact of English as a global language on educational policies and practices in educational systems around the world. The presenter shares the results of a study carried out across several countries in the Asia-Pacific region into the impact of English as a global language. The study indicates trouble ahead unless governments and educational bureaucracies take steps to change certain fundamental aspects of their current practices.
David Nunan, University of Hong Kong, Hong Kong
TESOL and the humorous spirit
Friday, 11:30 am-12:30 pm, Salt Palace Ballrooms E-H comb
Now on the stage for the first time! Witness professional linguists interacting the way you always assumed they must when no one was watching. An abnormal, disrespectful, and completely confusing (but never boring) presentation of the key concepts, precepts, principles, and practices of our profession.
Henry G. Widdowson, University of Vienna, Vienna, Austria; Dorothy S. Zemach, University of Oregon, Eugene, Oregon, USA
Community ESL libraries for underdeveloped areas
Friday, 12:45 pm-1:45 pm, Salt Palace Level Two, Poster Station #13
In underdeveloped areas interest and motivation to learn English far exceed learning resources available. This poster documents the development in Laos of a cost-effective, replicable model for community-based English as a Second Language libraries which support self-study and individual initiative as well as existing systems and teachers.
Carol Kresge, The Language Project, Inc., Tallahassee, Florida, USA
Debate as a tool for EFL learning
Friday, 12:45 pm-1:45 pm, Salt Palace Level Two, Poster Station #9
The presentation will focus on debate as an activity that can be used in and outside of a classroom for EFL students. The presenters will describe several styles of debate that are being currently used in Ukraine, including the rules and debate club building activities.
Zoya Gulko, Klovsky Lyceum of Foreign Languages, Kyiv, Ukraine; Kira Gulko Morse, Brigham Young University, Provo, Utah, USA
Teacher action research in content-ESL classrooms
Friday, 12:45 pm-1:45 pm, Salt Palace Level Two, Poster Station #21
The presenters discuss an in-progress project involving secondary level content area teachers in a dynamic cycle of action-research-based experiences through a university seminar and practicum. The teachers carried out small-scale, teacher-initiated investigations in their classroom practices to better address the learning needs of linguistically diverse children in their classes.
Chang-Ching Chuang, University of Colorado, Denver, Colorado, USA; Maria (Mia) Thomas-Ruzic, University of Colorado, Denver, Colorado, USA
Friday, 2:00 pm-3:45 pm, Marriott Downtown Ballroom Salon B
Learn about the many issues, activities, and special events sponsered by the TESOL affiliates throughout the year and around the world. Meet the leaders of TESOL's 93 affiliates! This session offers a sampling of the kinds of activities that will be taking place in different settings but are still related to TESOL.
Constantine Ioannou, TESOL Board Member Serving As Affiliate Representative, 2000-2003; Lucilla Lopriore, TESOL Board Member Serving As Affiliate Representative, 2001-2004
Learning lexis, speaking corpus
Friday, 2:00 pm-3:45 pm, Salt Palace Meeting Room 250A
This workshop describes and seeks input on University of British Columbia's (UBC) project to provide teachers and learners with free classroom materials based on a contemporary understanding of lexis in language acquisition. Materials, delivered on-line and in downloadable formats, are largely based on UBC's corpus of authentic, spontaneous spoken English.
Susan Curtis, University of British Columbia, Vancouver, British Columbia, Canada; Andrew Scales, University of British Columbia, Vancouver, British Columbia, Canada; David Jackson, University of British Columbia, Vancouver, British Columbia, Canada; Barbara Siennicki, University of British Columbia, Vancouver, British Columbia, Canada
Standards-based ESL program evaluation
Friday, 2:00 pm-3:45 pm, Salt Palace Meeting Room 151C
A collaborative effort among TESOL, NABE, and the National Study of School Evaluation involved the use of ESL Standards for Pre-K-12 Students for ESL program evaluation. The resulting document provides a comprehensive guide for standards-based program evaluation for schools undergoing self-study or reaccreditation.
Betty Edwards, National Study of School Evaluation, Schaumburg, Illinois, USA; Margo Gottlieb, Illinois Resource Center, Des Plaines, Illinois, USA; Anne Katz, Art, Research & Curriculum Associates, Oakland, California, USA
Issues in designing a U.S. culture course
Friday, 2:00 pm-2:45 pm, Marriott Downtown Ballroom Salon C
The presenter proposes a template of a U.S. culture and communication course that can be shaped to meet the goals and interests of various student groups at different levels of language proficiency. Course goals, core topics, instructional formats, activities, and resources as well as success and challenges are discussed.
Margaret Coffey, University of Kansas, Lawrence, Kansas, USA
Heritage language use of Asian immigrant children
Friday, 2:00 pm-2:45 pm, Salt Palace Meeting Room 251E
The presenter discusses the findings of several studies of children of immigrants. The results of the studies found Korean, Vietnamese, and Hmong children of immigrants in the U.S. are rapidly losing their heritage language, though the majority of these students said they would like to maintain or develop their heritage language.
Fay Shin, California State University, Long Beach, California, USA
TESOL P-12 ESL teacher standards project
Friday, 2:00 pm-2:45 pm, Salt Palace Meeting Room 150G
The P-12 ESL Teacher Education Standards are complete and now part of the National Council for the Accreditation of Teacher Education (NCATE) accreditation process. Presenters describe the five domains of the standards: professionalism, language and literacy, culture, instruction, and assessment and the developmental process to create them. This session provides information to teacher education programs about the proposed program review process.
Lydia Stack, San Francisco Unified School District, San Francisco, California, USA; Keith Buchanan, Fairfax County Public Schools, Annandale, Virginia, USA; Eric Dwyer, Florida International University, Miami, Florida, USA; Candace Harper, University of Florida, Gainesville, Florida, USA; Cheryl Huffman, CL Huffman & Associates, Oklahoma City, Oklahoma, USA; Natalie Kuhlman, San Diego State University, San Diego, California, USA; Ana Maria Macias, New Mexico State University, Las Cruces, New Mexico, USA
What do we mean by reflective language?
Friday, 3:00 pm-3:45 pm, Salt Palace Meeting Room 251A
This presentation reports on a study that investigates linguistic characteristics of reflective texts. The presenter focuses on a set of lexical and grammatical forms deemed to play an important role in reflective discourse. He analyzes them in the context of journal writing and outlines implications for ESL/EFL classrooms.
Alfredo Urzua, University of Guadalajara, Mexico
Developing and maintaining a dynamic materials bank
Friday, 4:00 pm-4:45 pm, Salt Palace Meeting Room 258
This presentation demonstrates how to develop a base of educational materials that are accessible from a network or the Internet. The presenters describe the benefits of developing the database, demonstrate models and tools for creating and maintaining the materials, and discuss ways to share the materials.
Frank Tuzi, Indiana University of Pennsylvania, Indiana, Pennsylvania, USA; Tracy Henninger, English Teacher's Assistant, Eugene, Oregon, USA; Joseph Poulshock, Tokyo Christian University, Tokyo, Japan
Learning strategies in an on-line CALL environment
Friday, 4:00 pm-4:45 pm, Salt Palace Meeting Room 251B
In an attempt to identify and investigate the cognitive and metacognitive benefits of the on-line CALL environment, this study looks at the language learning strategies of ESL learners functioning within a task-focused Internet environment. On-line portfolios, e-mail journals, and computer-mediated communication are used to elicit observable strategy emergence.
Jeff Watson, Bryn Mawr College, Bryn Mawr, Pennsylvania, USA
Managing ESL programs in rural, small urban schools
Friday, 4:00 pm-4:45 pm, Salt Palace Ballroom D
You're not alone--you and your "low density" LEP student population. This session highlights TESOL's published tools and strategies for setting and implementing sound ESL program policy. Participants are guided toward building program curriculum, staffing, assessment, parental inclusion, and evaluations. Included are several Web-based, print, and human resources.
Barney Berube, Maine Department of Education, Maine, USA
CALL-IS Developers' Showcase
Friday, 4:30 pm-6:30 pm, Salt Palace Meeting Room 256A-C
The CALL Developer's Showcase is a series of short presentations of non-commercial software created by teachers for use on individual computers, or for delivery over a network or the World Wide Web. Authors demonstrate their programs, describe their development and use, and respond to questions and comments from the audience.
Karima Benremouga, University of Houston, Houston, Texas, USA; Greg Kessler, Ohio University, Athens, Ohio, USA; John Lackstrom, Utah State University, Logan, Utah, USA
Discourse analysis for writers
Friday, 7:00 pm-7:45 pm, Salt Palace Meeting Room 251A
Research and teacher experience suggest that reading can play an important role in the development of students' writing abilities. In this discussion session, we'll start with a review of research and then move to a discussion of ways to incorporate reading activities in the writing classroom.
Ann Chenoweth, University of Texas-Pan American, Edinburg, Texas, USA
The complexity of modern Japan versus traditional
Friday, 7:00 pm-7:45 pm, Salt Palace Meeting Room 250D
The complexity of modern Japan versus traditional Japan adds an interesting dynamic to communicating with Japanese students, be it with Japanese or non-Japanese teachers, in Japan or an English-speaking country. Whether you are experienced teaching Japanese students or just interested in the topic, you are invited to join this discussion.
Midori Shinohara, Tamagawa University, Machida, Tokyo, Japan; Masanori Nakamura, Takasaki University of Commerce, Takasaki, Japan
Working with true beginners
Friday, 7:00 pm-7:45 pm, Salt Palace Meeting Room 251C
True beginners are learners of English who have had nor or very little contact with English, its sound system, or the alphabet. There are virtually no textbooks for true beginners. In this discussion group, teachers of true beginners share ideas, techniques and methods that worked in their teaching situations.
Joep Van Der Werff, Interlingua, Mexico City, Mexico; Irene Violante, Interlingua, Mexico City, Mexico