A principled approach to correcting pronunciation errors
Thursday, 7:30 am-8:15 am, Salt Palace Meeting Room 151A
Spot corrections don't work. In order to move from "unconscious incompetence" to "conscious competence," students need to identify their particular errors, and teachers must introduce sounds systematically, then correct all and only those sounds already introduced. Individualized logs allow students to selectively list problem sounds to refer to when corrected.
Marnie Reed, Boston University, Boston, Massachusetts, USA

Learning through games
Thursday, 7:30 am-8:15 am, Salt Palace Meeting Room 250E
games are an effective teaching aid when they have an education objective. They offer an alternative opportunity for EFL learners to practice grammar, oral fluency, or vocabulary. Presenters will discuss whether games can suit learning objectives, will encourage participants' suggestions and ideas and will share effective games for linguistic purposes.
Monica Aparicio, The English Place, Tandil, Buenos Aires, Argentina; Maria Laura Rossi, Teacher Development Centre, Olavarria, Argentina

Using a class Web page
Thursday, 7:30 am-8:15 am, Salt Palace Meeting Room 257
This discussion focuses how Web pages are used in ESL classes. Some uses described by UNC Charlotte instructors will include introduction of classes and teachers to students, bulletin boards for posting assignments and attaching worksheets, student chat rooms, and teacher communication logs. Participants share their ideas and experiences.
Allie Wall, University of North Carolina, Charlotte, North Carolina, USA; Allison Hase, University of North Carolina, Charlotte, North Carolina, USA

Supporting the ESL student beyond ESL programs
Thursday, 8:30 am-11:15 am, Marriott Downtown Ballroom Salon D
The diversity of the ESL population matriculating into higher education today is creating the need to support the ESL student beyong the traditional ESL program. The presenters discuss the kind of support they are offering the NNSs to help them benefit more fully from their college education.
John Avery, Green River Community College, Auburn, Washington, USA; Clyde Coreil, New Jersey City University, Jersey City, New Jersey, USA; Nathalie Destandau, San Francisco State University, San Francisco, California, USA; Susan Earle-Carlin, University of California, Irvine, California, USA; Maria S. Efthimiadis, Florida State University, Panama, Florida, USA; Takako O. McCrann, Bellevue University, Bellevue, Nebraska, USA; Robin Murie, University of Minnesota, Minneapolis, Minnesota, USA; Maricel Santos, Harvard University, Cambridge, Massachusetts, USA; Margi Wald, University of California, Berkeley, California, USA; Anthony McCrann, Peru State College, Peru, Nebraska, USA

Developing interactive activities for mixed-ability classes
Thursday, 8:30 am-10:15 am, Salt Palace Meeting Room 251C
Workshop participants engage in interactive student-centered activities designed to cater for the different levels of language, knowledge, and ability in one class to ensure the involvement of all the students in the classroom. Participants receive the objectives and detailed description of each activity.
Nevine Abdelkhalek, Career Development & Consultations Academy, Cairo, Egypt; Aida Kassabgy, Career Development & Consultations Academy, Cairo, Egypt; Nagwa Kassabgy, American University in Cairo, Cairo, Egypt

Teacher observation for professional development
Thursday, 8:30 am-10:15 am, Salt Palace Ballroom I
This colloquium on teacher observation brings together teacher educators, program administrators, and teachers from K-12, adult, and university programs in ESL, EFL, and bilingual contexts. Participants describe the development of models of teacher observation that promote professional development for novice and experienced teachers, identify challenges faced, and discuss future directions.
JoAnn Crandall, University of Maryland, Baltimore County, Maryland, USA; Reuel Kurzet, Portland Community College, Portland, Oregon, USA; Kevin Traynor, Sookmyung Women's University, Seoul, Korea; Deborah Short, Center for Applied Linguistics, Washington, DC, USA; Yolanda Padron, University of Houston, Houston, Texas, USA

Six strategies for inspired student storytelling
Thursday, 8:30 am-9:15 am, Marriott Downtown Cottonwood Room
Is listening to the tape and repeating dialogue getting old? Tired of hearing about restaurants in my country and environmentalism today? Invigorate your class's speaking dimension using student storytelling. Learn six great ways to get your students telling stories in your classroom to improve their speaking skills.
Dave Onufrock, University of Illinois, Chicago, Illinois, USA; Ben Yoder, William Rainey Harper College, Palatine, Illinois, USA

A research agenda for L2 writing
Thursday, 8:30 am-9:15 am, Salt Palace Meeting Room 255C
The presenter argues that L2 writing has no coherent research agenda and so proposes one, stressing the need for explicit philosophical bases (ontology, epistemology, methodology), balance in types of research (basic vs. applied; cognitive vs. social), and inclusivity (in terms of writers and contexts for writing).
Tony Silva, Purdue University, West Lafayette, Indiana, USA

Integrating technology with theme-based ESL
Thursday, 8:30 am-9:15 am, Salt Palace Meeting Room 259
Adult learners studied English in a content-based communicative program that integrated video, Internet experiences, e-mail, and Microsoft Office. The presenters share their preliminary research findings on this program that challenged instructors' creativity and enhanced students' English learning.
Miriam Ebsworth, New York University, New York, New York, USA; Tommy B. McDonell, New York University, New York, New York, USA

How strategy instruction influences listening comprehension
Thursday, 8:30 am-9:15 am, Salt Palace Meeting Room 151D
This presentation introduces an experimental study investigating the effects of listening strategy instruction in a university EFL class. The presenter discusses and analyzes the impact of the teaching of listening strategies and the process by which the students improved their listening strategies.
Hiroko Tsujioka, Rikkyo University, Tokyo, Japan

Teaching conflict resolution in the language classroom
Thursday, 9:30 am-11:15 am, Marriott Downtown Ballroom Salon C
Conflict Resolution skills are being taught all over the world and courses are rapidly increasing in public school programs to counteract bullying and other violent behaviors. The presenter will make a strong case for the inclusion of conflict resolution in the language classroom and will share the course syllabus and activities.
Donna McInnis, Soka University, Hachioji-shi, Tokyo, Japan

An English-only policy for international aviation
Thursday, 9:30 am-10:15 am, Salt Palace Meeting Room 251D
Current regulations require pilots and controllers to use "the language spoken on the ground" for radiotelephony communications. The efforts of the International Civil Aviation Organization to establish English for international air traffic control communication stands to have unprecedented global impact on commercial aviation and the TESOL profession.
Brian Day, International Civil Aviation Organization, Montreal, Quebec, Canada; Elizabeth Mathews, International Civil Aviation Organization, Montreal, Quebec, Canada

New Zealand teacher training for multicultural classrooms
Thursday, 9:30 am-10:15 am, Salt Palace Meeting Room 150B
Nearly one quarter of school age children in New Zealand do not speak English as their L1. In this session, the presenter outlines the ethnic mix of New Zealand schools and implications for teacher training, and examines national initiatives focusing on achievement for ESOL students. Participants examine material from teacher training programs.
Pauline Douglas, Dunedin College of Education, Dunedin, New Zealand

Overcoming the CALL firewall in the mind
Thursday, 9:30 am-10:15 am, Salt Palace Meeting Room 151A
The presenter brings 20 years of CALL experience to bear on traditional notions of how CALL is implemented and suggests alternative paradigms inherent in two development models he has been working with, one institutional and one on-line. Serendipitous outcomes are shown from both approaches.
Vance Stevens, AMIDEAST United Arab Emirates/Military Language Institute Project, Abu Dhabi, United Arab Emirates

Consciousness-raising to establish an ESL program
Thursday, 10:30 am-11:15 am, Salt Palace Meeting Room 151C
The presenters describe their efforts to raise consciousness about the role of a planned ESL and IE program at Nicholls State University, in Thibodaux, Louisiana, in the United States-a linguistically and culturally traditional area that has fairly orthodox attitudes toward language and cultural diversity.
Shannon Giroir, Nicholls State University, Thibodaux, Louisiana, USA

Professionalization in a MATESL program
Thursday, 10:30 am-11:15 am, Salt Palace Meeting Room 150B
The presenter describes a 2-year longitudinal study of the professionalization processes of students in an MATESL program. The presenter discusses methodologies used, results of the study (focusing on how participants acquire expertise, enter the discourse community, and begin to assume professional identities), and directions for future research.
Jeff Popko, Northern Arizona University, Flagstaff, Arizona, USA

Split storytelling by teachers and students
Thursday, 10:30 am-11:15 am, Salt Palace Meeting Room 151D
In split-story telling, a story is begun and then stopped at a highly interesting transition point, creating a state of suspense. Students can then engage in many activities related to the story, or not, while still in a highly curious state. Examples, rationale, and activities are demonstrated and experienced.
Brad Deacon, Nanzan University, Nagoya, Japan; Tim Murphey, Yuan Ze University, Chungli, Taiwan

Poster Session
Debate as launching pad for classroom communication
Thursday, 12:45 pm-1:45 pm, Salt Palace Level Two, Poster Station #16
The poster session is designed to show the advantages of rigidly structured debate format in developing integrated skills of foreign or second language learners. The properties of such debate are outlined, the skills it develops are highlighted, and the structure of debate, preparation routines and the lesson organization are presented.
Valeri Hardin, American University in Kyrgyzstan, Bishkek, Kyrgyzstan

Reducing teacher talking time
Thursday, 12:45 pm-1:45 pm, Salt Palace Level Two, Poster Station #3
In many EFL/ESL classrooms students are not practicing their speaking skills adequately because their teachers are talking too much leaving little room for students to learn, practice and develop English. This poster exposes the causes for this situation and offers suggestions to optimize teacher talk and maximize student participation.
Ana Maria F. Miragaya, Institute of Brasil, Estados Unidos, Rio De Janeiro, Brazil

Using communicative tasks in Thai EFL classrooms
Thursday, 12:45 pm-1:45 pm, Salt Palace Level Two, Poster Station #23
This poster session describes the development and implementation of task-based activities for use in the Thai EFL context. It provides an analysis of the interaction that occurred between the learners, and summarizes the learners' and teachers' attitudes about using communicative activities in the Thai EFL classroom.
Kim McDonough, University of Illinois, Urbana-Champaign, Illinois, USA

Genres and academic classrooms
Thursday, 2:00 pm-3:45 pm, Marriott Downtown Ballroom Salon H
This researcher/practitioner colloquium discusses a classroom focus on texts and contexts, students as genre researchers, genres and writing processes, teaching promotional genres, and the academic lecture from a critical perspective.
Sandra Benesch, College of Staten Island, New York, New York, USA; Christine Feak, University of Michigan, Ann Arbor, Michigan, USA; Virginia Guleff, San Diego City College, San Diego, California, USA; Ken Hyland, City University of Hong Kong, Hong Kong; Ann Johns, San Diego State University, San Diego, California, USA; Brian Paltridge, Auckland University of Technology, Auckland, New Zealand

The language, behavior, and spirit of caring
Thursday, 2:00 pm-3:45 pm, Marriott Downtown Ballroom Salon I
Can we nurture respect, empathy, and kindness to overcome prejudice and intolerance? How can we teach our students to make the distinction between real caring language and the language of deception? Presenters explore the language, behavior, and spirit of caring, and discuss how we can promote critical thinking and a vibrant global community.
Irma K. Ghosn, Lebanese American University, Byblos, Lebanon; Elise Klein, Teachers Against Prejudice, New Haven, Connecticut, USA; Wendy Royal, Kwantlen University College, Delta, British Columbia, Canada; Donna McInnis, Soka University, Hachioji-shi, Tokyo, Japan; Barbara Martinez, English Resource Center, Caracas, Venezuela

Being accountable: Standards-based ESL program evaluation
Thursday, 2:00 pm-3:45 pm, Salt Palace Ballroom H
Using TESOL's Pre-K-12 Standards, the National Study of School Evaluation (NSSE) has developed an ESL volume for designing, implementing, and evaluating standards-based programs that serve language minority students. The presentation will show administrators and practitioners how to use this national framework, which includes rubrics, checklists, and sample action plans for evaluation and school improvement.
Margo Gottlieb, Illinois Resource Center, Des Plaines, Illinois, USA; Anne Katz, Art, Research & Curriculum Associates, Oakland, California, USA; Betty Edwards, National Study of School Evaluation, Schaumburg, Illinois, USA; Lynore Carnuccio, Educational Consultants, Yukon, Oklahoma, USA

International training needs in language teaching management
Thursday, 2:00 pm-2:45 pm, Salt Palace Meeting Room 258
Presenters from Australia, the United States, and Britain discuss the findings of an international survey into language teaching management needs, outline a global response of a training program to the needs identified, and conclude with the preliminary outcomes of this program as implemented in Brazil, Australia, and the United States.
Elaine Brown, University of Cambridge Local Examinations Syndicate, Cambridge, United Kingdom; Stephen Heap, University of Queensland, Brisbane, Australia; Andrew Hockley, School for International Training, Brattleboro, Vermont, USA; Ron White, University of Reading, Reading, United Kingdom

Moving from problem to plan of action
Thursday, 2:00 pm-2:45 pm, Salt Palace Meeting Room 254A
The presenter uses an authentic transcript to show how the deliberate use of nondefensive speaking and nonevaluative understanding between collaborating colleagues helped one teacher gain insight into a classroom problem, and into himself as a teacher, before moving on to develop appropriate responses. The underlying scheme is explained.
Julian Edge, Aston University, Birmingham, England

Using kiva as a versatile teaching technique
Thursday, 2:00 pm-2:45 pm, Salt Palace Meeting Room 151A
Kiva, a discussion technique borrowed from Native Americans, can be applied to the language classroom, especially at intermediate or higher levels, to promote listening and speaking, encourage turn-taking, and lead toward reflective and evaluative skills. The presenter explains what a kiva is and demonstrates its use in the classroom.
John Aydelott, American University in Cairo, Cairo, Egypt

Linguistic variation in episodes in university classrooms
Thursday, 3:00 pm-3:45 pm, Salt Palace Meeting Room 151A
A corpus linguistic approach is taken to compare the linguistic variation of episodes in two types of teaching: highly interactive and monologue-like classes. The results of more than 100 university classroom texts show a variation in episodes and in the episodic structure in these two settings. Pedagogical implications are discussed.
Eniko Csomay, Northern Arizona University, Flagstaff, Arizona, USA

The human spirit of revelry and language
Thursday, 3:00 pm-3:45 pm, Salt Palace Meeting Room 151B
The presenter demonstrates how to put the fun back into learning. He does this by outlining a flexible method for assigning activities that culminate in an exciting participatory class activity or party. Along the way, students build their writing, editing, listening, and speaking skills.
Perry Christensen, Brigham Young University-Hawaii, Laie, Hawaii, USA

Using game show formats for classroom review
Thursday, 3:00 pm-3:45 pm, Salt Palace Ballroom F
Liven up your classroom with a TV game show-style review! The presenters demonstrate two TV game show formats (Jeopardy and Who Wants to Be a Millionaire) to review and practice previously presented material. Participants will learn to adapt these popular and effective games for various levels and skills in ESL/EFL classrooms.
Jan Peterson, Edmonds Community College, Lynnwood, Washington, USA; Lynn Ramage Schaefer, University of Central Arkansas, Conway, Arkansas, USA

MA teaching programs at the School for International Training
Thursday, 4:00 pm-4:45 pm, Salt Palace Meeting Room 151F
The School for International Training is recognized around the world for providing students with the competencies required to teach, manage, and advocate for a just and sustainable world. An outstanding academic curriculum is integrated with field-based practice, reflection, and application and includes a period of significant professional practice. SIT offers a variety of master's degrees.
Marjorie Southworth, School for International Training, Brattleboro, Vermont, USA

Teaching academic language skills through content
Thursday, 4:00 pm-4:45 pm, Salt Palace Meeting Room 254A
This presentation provides a rationale and suggestions for incorporating a language focus into content-based instruction in order to develop students' academic language. Samples of secondary-level sheltered content material illustrate these points, and participants get hands-on practice developing plans for lessons that integrate language with content.
Martha Bigelow, University of Minnesota, Minneapolis, Minnesota, USA; Susan Ranney, University of Minnesota, Minneapolis, Minnesota, USA

Peace education in a changed world
Thursday, 4:00 pm-4:45 pm, Salt Palace Ballroom F
Traumatic political events can change the perspective that we have on the world. September 11, 2001, has been labeled by the media and politicans as such a turning point. Have we, as educators, noted such a change in the classroom? Specifically, has the pedagogy of peace education been impacted? A special presentation by Intermountain TESOL.
Thomas Schroeder, Utah State University, Logan, Utah, USA

How is pedagogical grammar defined in TESOL?
Thursday, 5:00 pm-5:45 pm, Salt Palace Ballroom C
This presentation reports on the results of a survey of the pedagogical grammar course in the TESOL programs in the United States and Canada. Analysis of self-reporting questionnaires and course syllabi provides information about the inner workings of the course and how pedagogical grammar is defined in the TESOL field.
Wendy Wang, Eastern Michigan University, Ypsilanti, Michigan, USA; Cathy Day, Eastern Michigan University, Ypsilanti, Michigan, USA

Learner self-directedness and English language attainment
Thursday, 5:00 pm-5:45 pm, Salt Palace Meeting Room 250F
The presenter reports on a study exploring whether there is any relationship between Chinese tertiary EFL students' self-directedness for language learning and their English language attainment.
Zhengdong Gan, Hong Kong Polytechnic University, Hong Kong

Teaching our students to think critically
Thursday, 5:00 pm-5:45 pm, Salt Palace Meeting Room 255C
Many international students enter U.S. universities lacking the critical thinking skills expected in these institutions. The presenters, all experienced in teaching these skills, share methods that have been successful in preparing students for university classes. This demonstration outlines several steps taken in introducing and teaching critical thinking.
Patrica Baker, University of Colorado, Denver, Colorado, USA; Lila Dubin, University of Colorado, Denver, Colorado, USA

Conversation research in TESOL
Thursday, 7:00 pm-7:45 pm, Salt Palace Meeting Room 260
How do proficient English users converse? What impact does that have on what we teach and when we teach it? Conversation research can contribute to instructional selection and sequencing. After a brief overview of some interesting studies, we will discuss our own research questions, methods, and instructional applications.
Terese Thonus, California State University, Fresno, California, USA

Curriculum review in an IEP setting
Thursday, 7:00 pm-7:45 pm, Salt Palace Meeting Room 257
The move towards accreditation has made many IEP administrators more aware of the need to have an established curriculum in writing and a clear process for curriculum review in place. Participants share ways their programs have systematized the process of curriculum review and how this has impacted curriculum revision.
Jeanne Hind, Spring International Language Center, Denver, Colorado, USA; Vicki Bergman-Lanier, University of Arkansas, Fayetteville, Arkansas, USA

Preparing adult ESL students for the workplace
Thursday, 7:00 pm-7:45 pm, Salt Palace Meeting Room 254C
How do we provide adult ESL students with the level of English language proficiency needed to compete in today's workforce? Participants will be encouraged to share effective teaching strategies to enhance learning and maximize the limited amount of ESL instruction these learners receive.
Jenifer Giroux, Rhode Island College, Providence, Rhode Island, USA