TESOL CONVENTION, SALT LAKE CITY
ESL MINICONFERENCE RECOMMENDATIONS
SATURDAY, APRIL 13, 2002
Challenging native speaker models in teacher education
Saturday, 7:30 am-8:15 am, Salt Palace Meeting Room 250B
The practicum is frequently insufficient for NNSs, who may be prevented from teaching in local academic contexts where "ESL" students pay to have the "native experience". This discussion deals with expectations of NNSs in MATESL programs and what TESL programs are doing to redress the role of the NNS teacher.
Mary Jeannot, Gonzaga University, Spokane, Washington, USA; Paula Golombek, Pennsylvania State University, University Park, Pennsylvania, USA
Classroom management issues in college-level programs
Saturday, 7:30 am-8:15 am, Salt Palace Meeting Room 258
Participants will share strategies for dealing with classroom management issues in university-level programs. Discussion will focus on how ESL professionals handle students' behavioral problems, such as tardiness, absences, inattention to homework, and low motivation manifesting itself in disrespect to teachers and classmates, as well as the cultural factors involved.
Lynn Ramage Schaefer, University of Central Arkansas, Conway, Arkansas, USA
The relationship between language instruction and SLA
Saturday, 7:30 am-8:15 am, Salt Palace Meeting Room 251A
Participants in this discussion will address the relationship between language instruction and second language acquisition. Participants will discuss their own ideas based on individual experiences and research, and with the discussion leader, discussion participants will tie these ideas to the current, published research in the field.
Tom Salsbury, Tec de Monterrey, Monterrey, Mexico
Management tools turn coordinators into language program managers
Saturday, 8:30 am-10:15 am, Salt Palace Meeting Room 151B
Many experienced teachers are tasked with coordinating responsibilities. However, very few of them undergo formal management training. In this situation, leadership, communication and time management skills make the difference. This workshop presents an overview of management skills that lead to professional excellence.
Catharina Carvalho, Associacao Brasil-America, Recife, Brazil
Incorporating Somalian oral tradition into L2 classrooms
Saturday, 8:30 am-9:15 am, Salt Palace Meeting Room 151D
Many adult Somalian refugees arrive in the classroom lacking literacy skills. It is in the art of oral poetry and song, however, that Somalians excel. This presentation offers background information on the historical, educational, and cultural circumstances faced by this population and describes how instructors can capitalize on this oral tradition in the classroom.
Kristin Reichardt, Grossmont College, San Diego, California, USA
Learner strategy training in children
Saturday, 8:30 am-9:15 am, Salt Palace Meeting Room 255A
The presentation reveals the longitudinal research into foreign language acquisition in children aged 7-11. The four and a half year study was conducted in a lower primary school class in a town in Poland. In the third year of the daily English language course, learner strategy training was introduced.
Malgorzata Szulc-Kurpaska, Foreign Language Teacher Training College, Legnica, Poland
Servant leadership in educational administration
Saturday, 8:30 am-9:15 am, Salt Palace Meeting Room 258
Servant leadership is a philosophy concerning the ethical use of power and authority. Its central meaning is that a great leader is seen as a servant to others. The presenter discusses the origins and characteristics of servant leadership and elicits ways it can be implemented in educational institutions.
Terry Williams, University of Georgia, Athens, Georgia, USA
The changing face of refugees from Africa
Saturday, 9:30 am-11:15 am, Salt Palace Meeting Room 255C
Coordinators of cultural orientation programs for U.S.-bound refugees in Africa give an overview of refugee processing. Profiles of diverse refugee populations, including the Somali Bantus, are shared to assist ESL teachers and service providers to better understand the specific learning needs of their refugee clients.
Pindie Stephen, International Organization for Migration, Nairobi, Kenya
ESL students' perceptions of NNS teachers
Saturday, 9:30 am-10:15 am, Salt Palace Meeting Room 151F
This presentation reports on ESL students' perceptions of NS and NNS English teachers. The data obtained by questionnaires and interviews reveal students' teacher preferences and the complexity of the reasons for their choices. The presenters discuss the findings of the study as well as implications for teacher training.
Chigusa Katoku, Monterey Institute of International Studies, Monterey, California, USA; Marit ter Mate-Martinsen, Monterey Institute of International Studies, Monterey, California, USA
TV as a corpus for language learning
Saturday, 9:30 am-10:15 am, Salt Palace Meeting Room 250C
The presenter discusses and demonstrates using video for various purposes in an academic English program. Detailed procedures and examples are shown for making the most of authentic TV and movies as a source of information about grammatical structures and conversation strategies, as well as input for other language-learning activities.
Ann Salzmann, University of Illinois, Urbana-Champaign, Illinois, USA
Vocabulary learning strategies and vocabulary size
Saturday, 9:30 am-10:15 am, Salt Palace Meeting Room 151A
This presentation discusses a study examining the relationship between vocabulary learning strategies and vocabulary size among 27 Saudi ESL learners. The results showed a strong relationship between the two factors and that learners with larger vocabulary size used more vocabulary learning strategies at a significantly higher frequency. Implications for instruction are discussed.
Abdulkarim Al-Nujaidi, Oklahoma State University, Stillwater, Oklahoma, USA
EFL teachers' linguistic and professional development
Saturday, 10:30 am-11:15 am, Salt Palace Meeting Room 150B
The presentation reports on an intensive training program for in-service teachers of English, designed on humanistic principles, an experiential procedure, a language-rich environment, and a short, sharp, shock (3-S) method. The program made inroads into teachers' linguistic and pedagogical skills. Implications for short-term and regular teacher-education programs are discussed.
Joseph Hung, The Chinese University of Hong Kong, Hong Kong; HY Sabina Mak, The Chinese University of Hong Kong, Hong Kong
Integrating effective ESL instruction in bilingual classrooms
Saturday, 10:30 am-11:15 am, Salt Palace Meeting Room 251E
The presentation describes the effects of a collaborative model of professional development that helped elementary bilingual teachers improve their teaching by: using assessment information in the L1 and L2 to plan for ESL instruction, coordinating curricula for ESL and the L1, and providing effective content-based ESL instruction.
Nancy Dubetz, Lehman College, Bronx, New York, USA
Integrating ethical awareness into teacher education
Saturday, 10:30 am-11:15 am, Salt Palace Meeting Room 250B
Promoting ethical awareness and practices in TESL should be an integral part of teacher education. The presenters outline ethical areas (e.g., curriculum, classroom management, testing, and advising) and suggest and describe specific techniques for integrating ethical issues into existing teacher education classes and programs.
Johnnie Johnson Hafernik, University of San Francisco, San Francisco, California, USA; Dorothy S. Messerschmitt, University of San Francisco, San Francisco, California, USA; Stephanie Vandrick, University of San Francisco, San Francisco, California, USA
Critical literacy and language awareness in pedagogy
Saturday, 2:00 pm-3:45 pm, Salt Palace Meeting Room 250D
Engaging in text and talk in other languages can lift the human spirit and open up multiple cultural, historical, and imaginary worlds, but can simultaneously establish a dominant hegemonic orthodoxy. Presenters discuss preparing teachers to address critical literacy, intercultural readings of text, and critical language awareness in ESL/EFL K-12 contexts.
Lynne Diaz-Rico, California State University, San Bernadino, California, USA; Rachel Grant, Pennsylvania State University, Middletown, Pennsylvania, USA; Suhanthie Motha, University of Maryland, College Park, Maryland, USA; Sharon Teuben-Rowe, Montgomery College, Takoma Park, Maryland, USA; Shelley Wong, Ohio State University, Columbus, Ohio, USA; Yuh-Yun Yen, National Chiayi University, Chiayi, Taiwan
The role of personality in learning
Saturday, 2:00 pm-3:45 pm, Salt Palace Meeting Room 151A
Presenters will discuss the important role personality plays in learning. Participants will identify their personality types and play games showing the effects of personality on work and personal relationships. Tips will be given regarding meeting needs of various student personality types form the standpoints of learning and classroom management.
Bonnie Billak, Nido de Aguilas International School, Santiago, Chile; Alvaro Bustamante, Nido de Aguilas International School, Santiago, Chile
To correct or not to correct?
Saturday, 2:00 pm-2:45 pm, Marriott Downtown Ballroom Salon G
Providing instantaneous corrective feedback during creative activities and open discussions has mostly not been recommended. The presenter reports on an action research that was conducted to contest this theory. She then relates the techniques used to provide instantaneous feedback as well as discuss the degree of effectiveness of this strategy.
Wafaa Wali, American University in Cairo, Cairo, Egypt
An ESOL student inventory to enhance learning and teaching
Saturday, 2:00 pm-2:45 pm, Salt Palace Meeting Room 150C
Presenters discuss their interdisciplinary research involving higher education ESL students surveyed on individual characteristics, learning styles, sociocultural and personal factors, and perceptions of instructors' responses to diverse student profiles. Presenters invite discussion to expand participation in their ongoing study and to consider universal pedagogical implications.
James Campbell, National-Louis University, Chicago, Illinois, USA; Colette A. Currie, National-Louis University, Chicago, Illinois, USA; Judith A. Kent, National-Louis University, Chicago, Illinios, USA
Improving international students' perceptions of U.S. peers
Saturday, 2:00 pm-2:45 pm, Salt Palace Meeting Room 250E
International students often see American students as boring and uninformed, but Americans are an essential part of their learning experience. The presenter demonstrates how to structure interactions which provide students with a positive view of their American peers. Strengths of Americans are identified and activities on these topics are provided.
Jennifer Brunk, University of Wisconsin, La Crosse, Wisconsin, USA
Creating team spirit in the classroom
Saturday, 3:00 pm-3:45 pm, Salt Palace Meeting Room 250E
Creating team spirit from the start is critical in building a community of enthusiastic learners. Come learn how to create the group dynamic that leads to effective learning. Presenters share strategies for the first days and weeks of class as well as tips for classes that just won't gel.
Wendy Watkins-Smith, San Jose State University, San Jose, California, USA; Kara Dworak, Mission College, Santa Clara, California, USA
Learner hypothesis testing and internalizing linguistic knowledge
Saturday, 3:00 pm-3:45 pm, Salt Palace Meeting Room 251A
The presenter argues that (A) the absence of external evidence to the contrary constitutes a "go-ahead" signal for the confirmation of learner hypotheses about the target language and (B) hypotheses are "vetted" by the output before they can be confirmed and internalized. This will be termed output-triggered internalization of linguistic knowledge.
Ali Shehadeh, King Saud University, Riyadh, Saudi Arabia
Teacher questions and critical thinking
Saturday, 3:00 pm-3:45 pm, Salt Palace Meeting Room 250F
The presenter reports on research about the way teacher questioning techniques reflect pedagogical purposes and influence the interactional norms in the ESL classroom. These norms, together with students' educational backgrounds, contribute to the adjustments students need to make in mainstream classes. Implications for ESL programs are discussed.
Kathie Godfrey, Portland State University, Portland, Oregon, USA