Tesol 20199ff00004ecf9b - PDFCOFFEE.COM (2024)

W H E R E CO M E S

T H E

WO R L D

TO G E T H E R

PROGRAM BOOK

www.tesolconvention.org

TESOL BOARD OF DIRECTORS (2018–2019) OFFICERS

DIRECTORS

Luciana C. de Oliveira

Leslie Barratt

Joe McVeigh

President University of Miami Miami, Florida, USA

Rajabhat Roi-Et University Roi Et, Thailand

Saint Michael’s College Colchester, Vermont, USA

Christel Broady

Shelley Taylor

Deborah Healey

Georgetown College Georgetown, Kentucky, USA

Western University Ontario, Canada

Deborah Crusan

Lawrence Zhang

Wright State University Dayton, Ohio, USA

The University of Auckland Auckland, New Zealand

Silvia Laborde

Chris Powers

Alianza Cultural UruguayEstados Unidos Montevideo, Uruguay

Executive Director Alexandria, Virginia, USA

President-Elect University of Oregon Portland, Oregon, USA

Ester de Jong Past President University of Florida Gainesville, Florida, USA

Katherine Lobo Brandeis University Newton, Massachusetts, USA www.tesolconvention.org

JOIN US!

VISIT US!

TESOL 2019

Booth #326

WEDNESDAY

THURSDAY

Wide Angle

Mastering the Vocabulary of School

Real Life Pragmatics March 13 12:00 – 12:45 PM A310

Naoko Taguchi

Insights from Research and Practice

Tamara Jones

Marlise Horst March 14 10:30 – 11:15 AM A402

THURSDAY FRIDAY

Digital Literacy

Teach the Learners – Not the Book!

Bringing the World Together Colin Ward

Jayme Adelson-Goldstein

March 14 4:00 – 4:45 PM A407

March 15 3:00 – 3:45 PM A408

DISCOVER US! www.oup.com/elt @oupeltglobal

@oupeltglobal

www.oupeltglobalblog.com

Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 TESOL 2019 Week at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

WELCOME

TABLE OF CONTENTS About TESOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 New Members & First-Time Attendees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 TESOL Organizational Meetings 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 TESOL Awards, Honors, and Grants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Keynote Speakers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 TESOL in Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Electronic Village and Technology Showcase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Invited Speaker Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Tea With Distinguished TESOLers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Public Policy and Advocacy Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Research Spotlight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Affiliate Network Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Presentations From Colleague Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Recruiter Pavilion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 2019 ELT Leadership Management Certificate Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Thank You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 – Georgia World Congress Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 – Building A, Level 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 – Building A, Level 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 – Building A, Level 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 – Omni Hotel, CNN North Tower, M1 Street Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 – Omni Hotel, CNN North Tower, M2 International Ballroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 – Omni Hotel, CNN North Tower, M3 Meeting Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 – Omni Hotel, CNN North Tower, M4 Grand Ballroom Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

TESOL Global Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Session Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Poster Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Exhibitor Booth Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .178 Exhibitor Listings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179 Presenter Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189 Strand Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199

www.tesolconvention.org

WELCOME

TESOL: THE LOCAL-GLOBAL NEXUS Every year, thousands of TESOLers across borders, time zones, languages, and cultures travel to their intellectual and professional home—TESOL International Convention & English Language Expo. Thank you for being one of them this year, and joining the international community of English language teaching professionals for our 53rd annual gathering. Welcome (back) home! With four keynotes; 30 Preconvention Institutes; four educational site visits; forums for doctoral and master’s students; affiliate workshop and assemblies; 33 Teas With Distinguished TESOLers; 135 poster sessions; more than 900 educational sessions, including 14 invited speaker sessions; and a PreK–12 Day with 25 sessions, there is something for everyone! In the next four full days, you will experience what makes TESOL unique as an association, profession, and inquiry—and you will learn what TESOL, in all these capacities, is about:

• Sharing a global intellectual and professional space

with teachers, administrators, researchers, and advocacy leaders who bring unique experience and expertise in various localities. • Learning more and contributing to TESOL’s fundamental work in the areas of advocacy, professional development, research, and standards. • Forging new pathways, understandings, partnerships, and solutions for language education and policy within and beyond borders. • Transforming lives, communities, and the English language teaching profession through a common vision of collaboration, innovation, and excellence. • Leaving with new ideas, strategies, questions, and partners, and, more importantly, a heightened sense of professionalism to be taken back to individual teaching settings. On behalf of the 2019 Convention Team and the local co-chairs and team leaders, we invite you to take advantage of all that TESOL 2019 has to offer. While you’re here, don’t forget to save some time and energy to enjoy what the city of Atlanta and the Southeastern United States offers you. Get ready to inspire others and be inspired. The future is here, and it is you! Ali Fuad Selvi 2018–2019 Conferences Professional Council Chair

2019 CONVENTION PLANNING TEAM CONFERENCES PROFESSIONAL COUNCIL Ali Fuad Selvi Chair Middle East Technical University, Northern Cyprus Campus Mary Peacock Incoming Chair Richland College Arlene Costello University of Phoenix University of West Florida Rana Khan Algonquin College, Kuwait

Katya Koubek James Madison University Caroline Payant Université du Québec à Montréal Crystal Rose-Wainstock University of Minnesota Shelley K. Taylor Western University Kelly Vassar English Language Fellow, U.S. State Department

STRAND COORDINATORS Advocacy and Social Justice Heather Linville University of Wisconsin La Crosse Pramod Sah University of British Columbia Applied Linguistics Elena Shvidko Utah State University David Olsher San Francisco State University Content and Language Integrated Approaches Ethel Swartley University of Denver Michael Ennis Free University of Bozen-Bolzano Culture and Intercultural Communication Bedrettin Yazan University of Alabama Natalia Balyasnikova The University of British Columbia Digital Learning and Technologies Suzan Stamper Yew Chung Community College Justin Shewell Arizona State University Language Assessment Christine Coombe Dubai Mens College HCT Olivia Livneh University of Colorado, Boulder Listening, Speaking, and Pronunciation Tamara Jones Howard Community College

Materials Development and Publishing Jayme Adelson-Goldstein Consultant Walton Burns Consultant Personal/Professional Development and Continuing Teacher Learning Liz England Liz England & Associates Shirlaine Castellino Spring International Language Center Program Administration and Evaluation Charles Larson Mission College Angela Dornbusch University of Oregon Reading, Writing, and Literacy Margi Wald University of California, Berkeley Ditlev Larsen Winona State University Diane Schmitt Nottingham Trent University Teacher Education and Teacher Learning Gertrude Tinker-Sachs Georgia State University Monica Gonzalez Smith University of Hawai’i at Ma¯noa Vocabulary and Grammar Kate Mastruserio Reynolds Central Washington University Jennifer C. Majorana Saginaw Valley State University Larry Zwier Michigan State University

LOCAL CO-CHAIRS Kendra Castelow Houston County Board of Education

TEAM LEADERS

Poster Sessions Jennifer Pendergrass Rome City Schools Volunteers Coordinator Lisa Kang Mercer University Bag and Program Distribution Valerie Victoria Pflug University of North Georgia Preconvention Institutes Felicia Michelle Hill Cobb County School District

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Jack A. Hardy Oxford College of Emory University

Educational Site Visits Chanda Williams Clayton County Public Schools Tea With Distinguished TESOLers Paula G. Stinnett Walker County Public Schools PreK–12 Day Cherilyn Woods Washington 3Drs. & A Plan, LLC Teaching Tips Theater Phoenicia Grant DeKalb County School District

Empower responsive teaching for every literacy learner.

GRADOS

Fountas & Pinnell

Sistema de evaluación de la lectura

GRADOS

PreK–2

NIVELES

GRADOS

K–2 A–N

NIVELES

GRADOS

K–2 A–N

Fountas & Pinnell

NIVELES

K–2 A–N

Fountas & Pinnell

Fountas&Pinnell

Continuo de la

lectoescritura

Instrumento para la evaluación, planificación y enseñanza A Spanish reconstruction of

The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching

Guía para

Hojas para mostrar al estudiante

maestros

CÓMO USAR EL SISTEMA DE EVALUACIÓN DE LA LECTURA

Formularios de

evaluación

EVALUACIONES OPCIONALES

(Assessment Guide)

(Optional Assessments: Student Forms)

(Assessment Forms Book)

Sistema de evaluación de la lectura

Expanded E D I T I O N

SISTEMA DE EVALUACIÓN

El perro guí

Grados K–2, Niveles A–N

Escrito por Ana Galán

La fiesta de Rita

Escrito por O.M. Ulloa Ilustrado por Loretta López

Escrito por Clara Lozano Ilustrado por Macarena Vejar

Diego y su bicicleta

ISBN-13: 978-0-325-03113-2 ISBN-10: 0-325-03113-4 9 0 0 0 0>

Escrito por Ana Galán Ilustrado por Roberto Eberz

ISBN-13: 978-0-325-03118-7 ISBN-10: 0-325-03118-5 9 0 0 0 0>

9 7 80 3 2 5 03 1 1 3 2

ISBN-13: 978-0-325-03108-8 ISBN-10: 0-325-03108-8 9 0 0 0 0>

Nonfiction 9 7 80 3 2 5 03 1 088

9 7 80 3 2 5 03 1 1 87

Un perro guía ayuda a las personas ciegas. Lee para saber lo que un perro debe aprender para llegar a ser perro guía.

RW 273

Total Running Words 345

E 29

Fountas & Pinnell SISTEMA DE EVALUACIÓN DE LA LEC TURA

Total Running Words 258

RW 258

Fountas & Pinnell SISTEMA DE EVALUACIÓN DE LA LEC TURA

E 27

Fiction

J_NF_GuideDog_Perros_Cover.indd 2-3

H Fiction

Era el cumpleaños de Rita y ella quería saber cómo era su piñata. Lee para saber lo que pasó.

Total Running Words 628

3/18/11 4:52:21 PM

Fountas & Pinnell SISTEMA DE EVALUACIÓN DE LA LEC TURA

RW 253 E 14

Julio fue de viaje con su familia a la playa para nadar en el mar. Lee para saber lo que pasó cuando a Julio le dieron miedo las olas del mar. Fountas & Pinnell SISTEMA DE EVALUACIÓN DE LA LEC TURA

ISBN-13: 978-0-325-03102-6

ISBN-10: 0-325-03102-9 Fountas & Pinnell SISTEMA DE EVALUACIÓN DE LA LEC TURA

M_F_Facing Waves_Olas_Cover.indd 2-3

9 0 0 0 0>

H_F_Rita'sParty_Fiesta_Cover.indd 2-3

3/18/11 4:59:43 PM

3/18/11 4:45:30 PM

9 7 80 3 2 5 03 1 02 6

Fiction Total Running Words 192

RW 192

Fountas & Pinnell SISTEMA DE EVALUACIÓN DE LA LEC TURA

E 20

Diego quería aprender a montar en bicicleta sin rueditas, como su hermano Raúl. Lee para saber lo que pasó. Fountas & Pinnell SISTEMA DE EVALUACIÓN DE LA LEC TURA

E_F_DiegoBicycle_Bicicleta_Cover.indd 2-3

3/18/11 4:38:06 PM

Sistema de evaluación de la lectura is based on The Fountas & Pinnell Benchmark Assessment System, Third Edition and specially reconstructed for Spanish in collaboration with bilingual literacy experts. Go to www.fountasandpinnell.com for more details.

fountasandpinnell.com | heinemann.com | 800.225.5800 @FountasPinnell

#FPLiteracy

FountasandPinnell

@FountasPinnell

Visit us at booth 713!

Prove your English. Achieve your goals. Own your future.

Michigan Language Assessment helps people achieve their education and career goals by providing trusted English language exams that draw on the expertise of two of the world’s leading universities.

Easily place learners into correct levels & track progress over time

New academic content focus and shorter administration time

• One of the most reliable and accurate placement tests available

• Revised content administrations beginning January 2019

• Computer-based test with instant results

• A secure, multilevel test (CEFR levels A2–C1)

• Assesses listening, grammar, vocabulary, and reading comprehension

• For test takers ages 15 and older • Available as a 2-skills or 4-skills test

• Measures levels from beginner to advanced (CEFR A2–C1)

• Competitively priced

• 60-minute administration duration

• Backed by the University of Michigan and Cambridge Assessment English

MichiganAssessment.org

All events listed here are located in the Georgia World Congress Center (GWCC) unless otherwise noted(*) REGISTRATION HOURS Monday . . . . . . . . . . 3 pm–6 pm Tuesday . . . . . . . . . . 7 am–5 pm Wednesday . . 6:30 am–4:30 pm Thursday . . . . 6:30 am–4:30 pm Friday . . . . . . 6:30 am–12:30 pm EXHIBIT HOURS Wednesday . . 9:15 am–5:30 pm Thursday . . . . 8:30 am–5:30 pm Friday . . . . . . . 8:30 am–3:30 pm RECRUITER PAVILION Wednesday . . 9:15 am–5:30 pm Thursday . . . . 8:30 am–5:30 pm Friday . . . . . . . 8:30 am–3:30 pm

TESOL PRESS BOOKSTORE HOURS Located on Level 3, across from the Expo Hall escalators Monday . . . . . . . . . . 3 pm–6 pm Tuesday . . . . . . . . 7 am–5:30 pm Wednesday . . 7:30 am–5:30 pm Thursday . . . . 7:30 am–5:30 pm Friday . . . . . . . 7:30 am–3:30 pm SOCIAL MEDIA Join the Conversation!

#TESOL19 and #myTESOL19

MONDAY, 11 MARCH 2019 9 am–9 pm

WELCOME

TESOL 2019 WEEK AT A GLANCE Preconvention Institutes+ (various times)

TUESDAY, 12 MARCH 2019 8 am–12 pm Educational Site Visits+ 8 am–5 pm Preconvention Institutes+ (various times) 8:30 am–4:45 pm Doctoral Research Forum+* 8:30 am–4:45 pm Master’s Student Forum+* 3:30 pm–5 pm Reception for New Members & First-Time Attendees 5:30 pm–7 pm Opening Keynote: K. David Harrison WEDNESDAY, 13 MARCH 2019 8 am–9 am Presidential Keynote: Luciana C. de Oliveira 9:15 am–11 am Dedicated English Language Expo time 12:30 pm–1:45 pm Poster Sessions 3 pm–3:45 pm Tea With Distinguished TESOLers+* 4 pm–5 pm Town Meeting* 5 pm–6:30 pm Interest Section Open Meetings* 6:45 pm–8:15 pm Interest Section Open Meetings* THURSDAY, 14 MARCH 2019 8 am–9 am James E. Alatis Plenary: Anneliese A. Singh 11:15 am–12:45 pm Affiliate Colloquium* 12:30 pm–1:45 pm Poster Sessions 1 pm–2:45pm Interest Section Assembly* 3 pm–3:45 pm Tea With Distinguished TESOLers+* FRIDAY, 15 MARCH 2019 8 am–9 am Friday Keynote: Pedro Noguera 12:30 pm–1:45 pm Poster Sessions 3 pm–3:45 pm Tea With Distinguished TESOLers+* 5 pm–6:15 pm TESOL Annual Business Meeting* 7 pm–8:30 pm TESOL’s Closing Celebration** SATURDAY, 16 MARCH 2019 8 am–5:15 pm PreK–12 Day+

Concurrent and exhibitor sessions are Wednesday, Thursday, and Friday beginning at 7 am each day, with the last session starting at 5 pm. + Ticketed Event * Omni Hotel ** Georgia World Aquarium TESOL 2019 sessions are held at the Georgia World Congress Center (GWCC) or the Omni Hotel.

www.tesolconvention.org

ASSOCIATION INFORMATION

ABOUT TESOL For more than 50 years, TESOL International Association has been bringing together educators, researchers, administrators, and students to advance the profession of teaching English to speakers of other languages. With approximately 10,000 members in more than 150 countries, and more than 110 affiliate associations worldwide, TESOL offers everyone involved in English language teaching and learning an opportunity to be part of a dynamic community where professionals connect with and inspire each other to achieve the highest standards of excellence.

IS THIS YOUR FIRST TESOL CONVENTION? ARE YOU A NEW MEMBER OF TESOL? THE RECEPTION FOR NEW MEMBERS & FIRST-TIME ATTENDEES IS FOR YOU. Tuesday, 12 March, 3:30 pm–5 pm Georgia World Congress Center, A411 There is so much going on with so many opportunities at the TESOL Convention, it can really help to have someone sort it all out for you. In much the same way, if you’re a new TESOL member, it’s very helpful to learn about all that TESOL International Association has to offer. So here is your chance…

• HEAR from TESOL volunteer leadership and staff.

Ask questions directly to TESOL’s president and executive director. • MEET the TESOL Ambassadors and veteran members of TESOL, and listen to their helpful suggestions on how to navigate the convention and the many benefits of the association. • CONNECT with other attendees and share your thoughts about TESOL and the Convention. • WIN something! A drawing will be held at the end of the reception for some special TESOL prizes.

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

The Reception for New Members and First-Time Attendees is sponsored by:

Winner of Mensa’s Intellectual Benefit to Society Award!

Easy English NEWS Elizabeth Claire’s • Important current content for high school and adult ESL students • Audio support

Easy English

Monthly Teacher’s Guide and Tests available FREE at Elizabethclaire.com

NEWS

June 2018

See page 10 for prices and ordering information.

Volume XXIII Number 10

Here come the self-driving cars! Will self-driving cars save lives?

Last year, there were almost six million car crashes in the United States. Forty thousand people died in those crashes. Ninety percent of those crashes were caused by the cars’ drivers. Road crashes cost the U.S. $230.6 billion per year.

Listen

Many people hope so.

to this article at Elizabethclaire.com

Self-driving cars won’t speed*. They won’t text* or talk on a cell phone. They won’t get distracted*. They will never be blinded* by the sun, and never get tired. They won’t drive drunk or be impaired* by drugs or medications.

• Short, simple sentences

How do self-driving cars work?

8.5 MILLION

Human drivers use their eyes and ears. They learn from their training and their experience. They use their intelligence to drive a car safely. Humans know how other drivers behave* on the road.

• Word Help

copies sold!

Serving thousands Self-driving cars are robots*. Computers of ESL classes for (continued on page 9) 20 years!

This Argo self-driving car is being tested on the Northside of Pittsburgh, January 22, 2018. Argo is a company owned by Ford Motors. AP Photo/Gene J. Puskar

• Survival skills for living in the U.S. Something for everyone • 10 months a year, September through June • Flexible! Order only the months you need!

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teaching aids every month!

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Words in black print with a star (*) are in WORD HELP on page 12.

Life in the U.S.A.

Places to buy clothes

There are many places to buy clothes. Shopping malls* have stores for women’s clothing, men’s clothing, and children’s clothing. There are shops for extra large sizes, such as Big and Tall shops for men, or Lane Bryant,Teacher’s Guide Catherine, or Torrid stores for women. There What’s Inside? are shops for expectant* What’s Inside? Shopping malls have many small stores and some large stores in them. Staff photo mothers and for highCom prehension Events in June and July...... 2, 3 LP and fashion* Some HEclothing. vocabulary This Is Your Page ...................W 4 ORD quizze stores sell only shoes or only sports a garage sale*. s A $90 coat may cost Ask Elizabeth: clothing. only $5. (Look at it carefully for Summer English ................. 5 Virus : the Zika lth Problem rips, holes, or stains*. Try it on to Hea Ask a Speech Coach: ng ........ 5 New I. New Health Problem: the Zika Virus A department store sells clothing and America the Beautiful:Word Help make sure it fits*. You cannot return shoes for the whole family. It also sells Acadia National Park .......... 6 it.) Children quickly outgrow* Heroes and History: many other things. their clothes. Thrift shops and Tall Tales of Paul Bunyan ... 7 garage sales are good places to find Idiom Corner ........................... 8 Do you want a bargain*? A factory E Z children’s clothing. Churches and O L C Funny Stuff ............................. 8 outlet* sells new clothing at low prices. other organizations sometimes have Crossword Puzzle................... 8 A consignment shop* sells used clothing Answers to Puzzle ................ 11 rummage sales*. in good condition. A thrift shop* sells Elizabeth Claire’s

Quizzes and Teacher’s Guide

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job bene are Bernie Proj 29. A ______ 6. What are four symptoms of the Zika virus? s, Ted that don’ __________ Cruz,________________________________________ ect: Wha fits wou ______ ______ and a) will savethe money and paper work. t __________ ______ can get t tradi tion ld you like? ______ ______ John Kasich . ___ flight goes cost a lot for from a) a good thing for pregnant women. the East or second person the emp b) must pay his or her own Social ______ ______ want peop Coast featu to re person. That loye r? theorWest le in _ b) an international healthr emergency. _________________________________________________________________________ holid Coast. _ anothe Security tax, plus the employer’s ay of your ____ 30. A your class to h sexual __________ (nati ve ©2016 Easy skin problem know abou epidemic in the United States. _____ own cultu share. throug English dress , writi r person _____c) might be a t? Prep www.Eliza bethclaire.cNEWS, Elizabeth ral herit it to anothe Claire, Inc. ______ ___. ng syste d) easy to understand. om. Quizzes are a three will get a benefits package. age wou may be photocopie virus can pass 7. Isc)there a vaccine to prevent Zika? YES NO 2100d McComas Way, Suite 607, m, food ld you minu te by a teacher , folk tale, Virginia Beach, has the Zika d) will get unemployment benefits if he 4. use for the talk, with VA 23454. Proj of hisect: Sixteen more _. A man who pictu res, or herMak classes. All visua l aids pages of quizzes loses the job. e a other etc.) abou at our website: reserved. listrights of inter and true t it. estin g idiom mean ings 8. What are governments manyspraying to kill mosquitos? _______________________________ s in your ot the class red eyes. In own lang . Draw joints, and uage . Expl a pictu re 5. Work pain in the contact. with a partn ain their Sixteen more pages of quizzes at our website: of one of be fever, rash, mean ings the idiom rights reserved. _ it. er or a smal _ of Zika can _____ Goepidemics? 9. Which U.S._____ agency manages information about disease and s as it seem to that cand __________ l grou p. _____ s to mean idate ’s webs Choo se __________ __________ The _____ one of the . imm igrat virus and not ite. Find ion, free five majo can have the out what trade , abor r polit ical mild. People the cand cand idate ____________________________________________________________ tion, natio cand idate idate ’s posit oms are very with your s. nal cases, the sympt ions debt grou p. Tell are on these , creat ing reaso ns. jobs, healt how you K issue s: ©Elizabeth agre e or h insur ance WORD BAN ries Claire disag count with /Easy . Disc uss 9. In how many states is the aedes aegyptai mosquito common? __________________ ree with their own classes. English NEWS the the cand million All other May idate . Give rights reserv 2016. Teach small n ers and subscr ed. your wome ibers to know Easy Englis virus h NEWS 11. A pharmacist can recommend a safe mosquito repellent. YES NO mosquitos bites may

literature town. one and to fix a lot person disease. To open A small has a disability. and tries pay. way to talk stories, novels, bloom verb. flower. is worried An increase in walk, speak) village noun.rihs] noun. A tiny lower-than A gentle noun. A Extra noun. A A a person. loss noun. blossom raise noun. discount for something . virus [VIY that can cause nihs] noun. juhr] noun. death of liquid rock about the bonus [BOH park or ranger [RAEN usual price verb. To treat living thing noun. Hot or a national ate magma pay. worse than get money worker in discrimin disease. in the earth. most Eyesight. verb. To give back. members of a group from deep Large, bumps on borrow Without forest. vision noun. you later Little red adjective. or major adjective. With bread a thing that rash noun. other groups. noun. A TV volunteer . Doing something adjective. ary than half frying. important breaded the skin. d verb. To suggest document gives a report and being forced. on before wild noun. More , majority crumbs put large recommen to a problem or a movie that something . willingly. Offensive noun. A AH chee] of a number. of the buffalo a solution facts about To require young vulgar adjective. or rude [MAR ee in g animal U.S. for an illness. indecent, mariachi musicians grass-eatin the medicine NOO] verb. To draft verb. the Armed Forces. obscene, words. group of plains of a clothing, noun. A western noun phrase. as before. renew [ree men to join To take the water “lower class”Money paid to Mexican chicken same law etc. songs. traditional buffalo a law to pass the drain verb. puddle, can, wage noun.the hour or day. parts. traditional arts To pass lake, in a tent, who play Spicy chicken repeal verb. law. out of a worker by person who To sleep dent noun [MAR shuhl] fighting noun. A martial correspon a previous A substance camp verb. end who goes a Personal emperor countries. war a noun. reporter verb. Tai Kwan noun, plural. cook outside. facts for other pests repellent rules manynoun. The term for phrase. A as Karate, Aikido. [kam PAEN] insects or or place. zone to get show. skills such campaign become elected. to keeps Tai Chi, employee works for someone to a war nt to a person one’s r or TV news The yed/ who noun. A governme Do, Jiu Jitsu, To work away from newspape sign noun. A noun phase. h SEE no] and person is not self-emplo ). verb. To Medicare casino[ku people gamble pays for register list. contractor else (and White Househis agents. nt that or a for retired insurance place where money. name on person who branch of or an independe President verb. To take an treatment noun. A noun. A s. peopleNEWS, medical noun. A hope to win ©2016 Easywhich English Elizabeth Claire, Inc. 2100 McComas Way, Suite 607, Virginia Beach, VA 23454. Reserves employer to another person. withdraw American country. [KAI EN] Forces in out of a and disablednoun. Quieting are ready cayenne (hot!) type of red Armed DEM ik] gives a job army n www.Elizabethclaire.com. Quizzes may beation photocopied by a teacher for the use of his or her classes. All other time. They Compens [EH pih of meditatio reduce stress, and very spicy work part an emergency. epidemic Workers’ noun phrase. A large group to a ee] mind state. the TEHR pepper. in case of plan noun phrase. noun. Whenget the same disease. Insurance insurance programat a peaceful To help [SEHM uh dead t nt by to hurt achieve cemetery retiremen people all To wear away governme who are adjective. s payments place where memorial . noun. A An employer’s IRA or 401K erode verb. or ice. to help workers buried. chaos people remember people are Disease Control an employee’one’s old age. water, wind, work. noun. The noun. An in Complete upset guh] for noun. ment” for agency mess Centers violently, account “establish have run an yoga [YOH The U.S. with many To protest system developed [KAE ahs] don’t know what’s noun phrase. informatio n about people who property. riot verb. excercise long time. on for a damaging people who that managesepidemics . possibly organizati noun. A closed door ancient India. noun phrase. going on. disease and To shout for joy. Gentle, not rocks rock formation exclusion group of people of large adjective. verb. weekly . or mild shapes certain cheer The so a A daily dangerous the country. serious or e [MIHL yuhn AER] chore noun.the house or office. cannot enter To kill, as a verb. A war millionair job around execute t by law. noun phrase. or civil war parts punishmen Equal treatment different between fair adjective. a country. The groups within noun phrase. Civil War

The Zika virus

Let’s Talk About It ................. 11 Word Help............................. 12

the virus and

is spread by

then _____

donated* clothing at very low prices. You Short-answer can find great bargains at these shops or at __________

_____ __________

epidemic

symptoms

ers to Easy

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Teacher May 2016. English NEWSreserved. Claire/Easy ©Elizabeth classes. All other rights own with their

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May 2016

Name ______ Asian- and Pacific-Islander-Heritage Procedures: Find out what students ______ ______ Month. Discuss the illustrations: What already know about the Zika virus. Build ______ ______ ______ ______ do you see in the picture? Where do these vocabulary, and read the article. Determine Class ______ II. Events in traditional activities come from? If you if your state is one that has the type of ______ Date May ______ ______ mosquito that can carry Zika. If it is, spend have any Asian or Pacific Island students, _ have them prepare a talk or demonstration True or False? Write a suitable amount of time to make sure III. Buildi ng “T” for true, Vocab ulary false. If the of an art or a traditional skill, such as students know what to do when outdoors. and “F” for sentenc e is calligraphy, kendo, flower arranging, yoga,replace Discuss the crushing emotion that parents the underli ned false, write a word to Write the letter Name __________________________________________ Class and so forth.____________Date Other students will enjoy _____________ feel if their child is born with the terrible word to make true. of the best sentenc e. explanations of the meanings of Chinese the sentenc birth defect of microcephaly and a word for each For many subscribers, the May edition e characters and practice writing a few deformed brain. is your last issue of the year. Please May 2016 Quiz words I (happiness, joy, good luck, etc.) in ____ 11. March May 2016 Word List encourage your students to subscribe to is Asian/P acificChinese, Japanese, Korean, Thai, or other Job Benefits (pages 1 and 10) Easy English NEWS on their own if they Islande A. poppy r Heritag Asian script. Choose are leaving your classes, graduating, or the best answer. Write its letter on the line in front of the number. ______ ______ e month. B. braid F. riot Objectives: Students will be able to list going to another school. They might ask ______ ______ several fringe benefits of a job and discuss May is Asian-American heritage C. yoga NEWS G. rash ___ the local library to subscribe to it if it Easy English why a low-paying job with good benefits and our focus this year on ____ 12. to Page 12 Karate is one doesn’t have EEN available. D.Nam H. platform ____ months, 6. Some employers giveisfringe benefits repelle nt ____ 1. In wind. what country did 1.5 people job can be worth moremillion than a high-paying of the ancient Chinese people in America. Ask students e ________ and arts brough E. transco by water I. minorit ies martial A withvirus no benefits. Students will be able to changed get Zika in 2015? phrase.the to tell the reasons their families came t to ntinent al________ an June’s issue will have model noun roleimportant who owns actions are save money. ______ ______ the U.S. by Asians. tell the difference between an independent J. prejudi A person to thea)United States. Ask about their dollars. ____ce____ noun. person whose a million presidential election as well to others. dig information ______ ______ Having things worthTo look for, or inspiration contractor and an employee, so they will experience with Americans: Do they feel ________ b) lower their prices. ____ 21. A adjective. verb. ______ _ the for all people. Killed in war. spices. as Summer Olympics news. June will seasoned a) the United States other have food, minegold or other metal. of and We give only form of exercis _______ phrase. be aware of their rights and obligations fallen adjective. any discrimination or prejudice meanings. for, Not enough salt, pepperyour noun A group . c) get good workers.because____ 13. Acupun cture noun. the final jobs topic-own half “Starting Service have many . e and meditat young famine noun. by hunger. minority is smaller than Date ____ Selective that b)registers Brazil newspaper Criticalwords below when hired. They will know to ask if the India is ______ death of their race or language or clothing? The is a healing ion from or an act and the causing national Some of the need for this month’s people that group: business” as Hispanics well as, important The systemholidays: Mistake d) pay their taxes. Thin the North there is a art you ________ Americ ______ from case that wrong. fault noun. in employer will deduct money from their a larger experience of Chinese in America was an king ______ meanings of war between United States ans ______ c) Canada ____ something learned from A. Choo the to Asians.Father’s Flag Day, men and the. Fourth and Crea phrase. of doing National. ____ _____ Blacks,Day, South of emergency noun. Actions . tive hment noun. paycheck to send to the government for _____ Mexica ______ ______ Guard noun example of prejudice almost as bad as the se ____ 1865. federal adjective. for services. ques accomplis difficult that a 22. se _____ National 1861 to noun phrase. A self-defen d) China July. Heroes and History will feature re of Payment The ly. -Thinkin of their federal and state taxes ______ ______ ns. set tions has _ Date fee noun. A body temperatu Something done successful of values and if the ____ treatment 7. A benefits package maythe tellCivil that the employer A state army. [ANg kuhr] nouna cloze test protect oneself. plural. A set of African slaves. After or and promis a paragraph that a noun, g Questio anchor Who Uncle Sam? onAnd other _ __________ fever noun. F. or higher. person has noun. Currently words news is test in which services American cts ceremony. that a politica proje main reporter _____ missing es employer will pay the employer’s share of War ended 1865, noun. acts as a _____ ____ 14. The of 99 degrees active duty the armed forces. will in pay forAfrican Americans phrase. The Consider ordering phrase. blanks for formal ns EHS tuh] symbols. the_____ June write in. l party will to disc in program. pay noun to an virus first large group fiesta [fee Spanish music, yoo PUNK working TV news verb. To name or ____ student must phrase. To severance the Social Security by tax. If the answer is no, could become citizens and vote. Chinese 2. The Zika is spread be given make uss in a small during an election ure [AK may verb __________ one or A party with food. as a summer class fora job. acupunct nominate Money that of Chines e A traditional using co-host a TV show with for a job.gift to your _____ a issue group or and turn_____ came to find who loses sudden students should realize that they are being a person year people could not become citizens. For 60 dancing, chuhr] noun. in China NEE] suddenly select 1. manage employee a is uh To ______ their feel _____ the class practice people. Proj ect: To verb. gold in Califor [nahmreading. and over. independent to be a its share of Social taxes. flashName medical Usual; nominee more other shock verb. an electric shock. treated as independent contractors. They to cure illness. years,a)they were excluded entirelySecurity from and off overwater, ______ ______ . adjective. person selected Name _______________________________________ Date Find______ like nia. ________________ light on thin needles To suggest ways Paid days or office. ______ noun. A common surprise, a) phrase. Liquid; sneezing. out if ______ for a job noun ______ ______ b) tenwere holidays year. must keep records, save pay stubs, and pay fluid noun.soup. . advise verb. immigration, victims during of many the violent your state ____. candidate [oh BEE dee ihns] often seen. noun. Village, sick days Find is absent. something ty ____ out doing Feedback are available at thetaxes __ a worker juice, tea, What for doing Care Act noun city, etc. 23. obedience questionnaires communi when Having orders; b) shaking hands. town, A has and Social Security themselves. The what adjective. le crimes, and were not allowed to testify ______ ood, c) the employees’ federal and15. state taxes. job. past. Following do. ____ former law: Affordab body of your______ neighborh skillful adjective. to was in the my noun. website: Elizabethclaire.com if many you kinds of amount of their pay is less than it would national tell Cinco de Mayo noun. The ______ _____ the kind of mosq com mun health someone benefit noun phrase. A against person in _court. See pageInsurance. 7. Abilities what others Where something Congress ability to c)do plural. mosquitos. the U.S. bright _____ must have peop le d) a white Workers’ Compensation noun. celebra tes the fringe [FRIHNJ] good that haven’t sentfirst. one to me. Students fine. It helps lawmaker s for A written a everyone uito that originalready skills noun, with Zikared flower. ity or city is or pay a it was at to a be if the employer treated the worker as _______________ a job. the Americ noun. phrase. Something time when insurance people to pay for phrase. in addition began; what tonoun contract between two people useful for can is head bone. d) ticks. gets an doin The are welcome give their opinions as well. days _____ virus sprea army a worker low income plan. g to educ defeate d the also possibly not personal worker may be agreement people. skull noun. noun phrase.an employee. They will . Give a d the Zika a Cinco de Mayo If there are students who a French Empero of ____ was a sudden paycheck. A place where Ask students an insurance An antiseptic absent if are they think your school army of and Days that they a gambler or groups ce store noun slot machine ate peop tell24.them repo rt there A feeling against noun. In A what country was there epidemic of Zikar in 2015? in which virus . be covered by Workers’ Compensation if____1. skin. Napole grave noun.is buried. when celebrate this with holiday, have them share that sells alcohol a handle paid when to take care of any convenien A device le, fight 8. job good benefits is an _____ than a job what to can clean 2015 on ____________________________ small store s, and a should subscribe to Easy inpulls coins, people ______ set of plural. dead body [SHEHF] noun or you inEnglish liquid that people of to the class . Crea from work phrase. A news puts they are hurt at who the jobgot andZika mighthad not get mosq uitos ______ ______ III. ____ 3.hopes Some pregnant women do toall race, religion sandwiche the liyz] noun, ofIfthose about without it. they benefits know the story the the same. that a winning business. into head chef experienc ed, wellallies [A agreed to Some that of pays personal chemical milk, bread,everything . NEWS nextcame year,A why orthat whyandnot? te a poste , or avoi mosq a ______ ______ shows up. that have , and treat noun. each of unemployment insurance payments if virus. they phrase. An phrase. Nations cook. virus first defense of Puebla, have them tell it. pesticide little bit three items A large or defend babiesnounwith masterZika 2. Imag ______ ______ nationadlity r to warn is uito bites n noun. got the Zika history, ____ 16. On trained, program fight together kills insects. noun. A person conventio an organizati on. Social Security The lose the job. noun. The culture of ine that st nt insurance workers. . of peop le from heritage Mother ’s Day, other. A large ______ people pharmaci there meeting Governme Permit. music, art, medicines your neig______ ______ __. or retired Remember: are 16 pages of cloze on noun. owners. _____ abou t Zika s. help the language, people. a) many worth more From a very allow verb. 2. Americans How people in Mexicans that country Zika? _____________________________ ns. who prepares corporati for disabled _____ apply a liquid could not defect of adjective. thehad ____ prescriptio phrase. with many _____ verb. To soldier s who Americ ans remem ber you a group ancient short answer 25.him? doctor’s business spray give adjective exercises, noun phrase. A list of tests, and withb)birth tiny drops. a)criticalsmall heads. In the United hbor has told ago. on of noun._____ 1.5 Procedures: This will depend on the born against thinking higher level ability. died in U.S. The day the worth French less because they were in long time n, making the form To move from than platform party’s values, critical were ry noun. Wha t elseStates, Hispan you he was in informatio thinking skills questions at my inspread website. the they .in More ______ ______ wars. Having more anniversa happened a political Analyzing solving problems. as a disease. age of the students and ifbabies they are or will Brazil To walk the actions Asians, Blacks, b) verb. small feet. the middle of the Civil War. Americans , verb. person, , etc. c) worth the same wou ld you ics, bitte n by hikein ______ ______ after, 6,000 phrase. which something promises, language, out and and use them. you todon’t mountains Print job.them Soon one judgments A If person water noun_. noun. The (as in soon be employed. Build vocabulary and woods, up give someone a the past. verb. To say that a mosq uito. ______ 3. Imag worried that lee]).Mexico, will do. standing uhr] noun. do? _____ traditional To uh ruled ______ ______ and Muslim c)can hands. is not moving did. culture s are called who d) kro a iflotFrance harder them, let [PLUM students know they that big ____the17. All pipes, _____ hire verb. The person need music, and just still. apologize something one plumber Water of people. about job benefits. For example you _____ ine you works with ______ ______ Wha t advi for a job art, a group phrase. A stream) but talk [miy would help the South its fight What isSEF one kind ofinbirth defect that mightbetwee be caused by Zika virus? ___________________ who y3.French host noun. TV show. use themperson females _____ is sorry name to river of hunger. stories of toilets, etc. of to test themselves, witha d) theorverb. cephal are who_____ a big heads. To die verb. To a tell the benefits you get ___. shock noun bathtubs, personnt ce an that presents might or don’t get A sample (micro appoint n A sinks, sign culture anxiety in a strange starve wou against the north in the U.S. Civil War. 18 emp pregna and 25 must plural. But____ register with noun. A _ heads ld loye r and weret noun. asnoun, their sourcegroup for answers. immigran or position.National Cemetery your26. feeling of language and symptom an illness.as a teacher _____ a country. newspaper to polls A group of or as a per-diem. Build the for the from a random at Puebla helped the an U.S. com _____ time moves into hold inside; Arlington you opinions place where are different. person has _____ A cemetery angry people pany ____ The 9. victory A worker is probably independent ca and period of verb. To ns that ______ ______ Selecti ve Service s. noun. A for. include Ameri and war noun phrase. vocabulary and read each article. Add other UnionCentra of people. noun.____ of. The number 4. _____ expectatio term win thel Civil War. http://www. protest want to keep fighting does noun. Money is elected soldiers Mosquitos need ___________ to hatch n’t mak n very a_____ n, D.C. ________________________________________ to your ______ ______ be comprised contracto r in court ca, contractor American is a ______ in place. populatio debt [DEHT] borrowed from that a person To speak if he or she good emp had ent yed e a lot of ing and near Washingto Ameri who live Elizabeth benefits that are not included inSouth has Claire emp loye verb. independ ______ ______ veterans self-emplo babies of people what will noun phrase, a person testify pay back. To their eggs.butnoun. loye es work _ in the article vivacincodemayo.org/ ______ phrase. Aof the A verb. Tell profi Marines, others and must es? ____ 18. The noun verb. Armed Forces _____ Many . t. Wha predict the future. as a witness. that might be part of the attraction of Air Force, KLAER] _____ [TOHR tihs] way. have a person. Wou____ ing for poem, In Flande plural. The and Coast Guard. Expecting 27. A chemicWha t do you _____ t job bene happen in declare [dee in an official tortoise lives on land. verb. To ld that adjective. a job: Easy to get to, free parking place, person. Health that _____ introduce anotherNew you. think those Army, Navy,To stay away from. say something a) does the same work many verb. To pregnant turtle Problem: the Zika Virus Mother’s Day Have students talk for about rs Fields is _____ lose custoal that can keep fits wou the soldier s inental adjective. other [dih FEET] KYU] person meet To go into another a baby. to avoid verb. joo dis] about transcont continent. cafeteria available, well-mannered students the person who did the mothering in their mosqui tos bene fits ld you want at defeat or beat in a war. who away frommers ? [BAR buh weather whothat way. the y spread invade verb. (Page 1 and 5) [PREHthat a group of a)Acrosscold diedbirth different employers. A barbecue cooked on a grill cost mon prejudice conquer 4. How many babies in Brazil were born with person a in defect? _________________________ Cans skin in a harmful cost? Wou area ______ ment noun. noun. A Feelings virusAnquickl who want to learn, the chance to make a country inferior. to give noun. Food party. you think no work. n to help delegate ______ ______ World War I. ey? ______ ______person’ The life (it be a grandmother, aunt, employer. stepshoo] noun. have noun. are different or is a of b)unemploy pesticides of having conventio U.S. b)can works for only one ld you raise clothing issue [IH talk about, and an outdoor A fight between theand people goes to a condition stop ______ ______ Special to difference, so forth. ______ ______ bene fits verb. To will be. able to tellnoun. Objectives: Students come mother, foster mother, or even a father who a job. that people about. battle noun. prevent make decisions.To insist that may wear for repellents opinions your price _ c)icuniform mosquito from happening of good _____. verb. where that a work c) does the work as the employer directs. ____ or give different from armies. something demand all employeesAn organizati on epidem Something The place where the virus is, how it is spread, 19. To keep etc. Zika does/did the mothering.) Mention that it Joshua The do something s? s.verb. noun. 3. As____ joint noun.meet: knee, hip, island benefit noun.besides pay. 28. A hair er wou ld Tree Nationa someone d) union standing water or stolen. for a work ean protect d) pays half of rose the Social Security tax. is very two bones hurtdangers thenews symptoms, the pregnant Events who isin May (pages 2 and 3) style in which for a worker is What a custom to wear a red for one’s noun phrase. something . l Park is in being workers. Acts to save Caribb like noun. A A person A place that er package noun. the Virginia 5. insect can spread the Zika virus? ___________________________ things noun. noun. at your that wou journalist benefits good plants. hurt. long hair desert victim . ______ ______ attack. being is woven women, and protection the ways prevent getting the extra very few mother, and a white rose if one’s mother is from to crime or an prese in reporter. ldn’t or bring A list of noun phrase. into a person dry and has hurt in a win over a job. To give nt job ______ _____ Are there by a “pig A verb. noun. A problem may noun. A Have students tell about any holiday in has people visit their light pollution Preparation: Read that go with noun phrase. tail” of the skybyitmosquitos. virus? no longer living. provide that dilemma victory upbitten whoMany choices is needed.5. bene ______ The World Health Zika A Organization has y noun ____ fits you The lighting etc. that makes ______ ______ (orisaajob you the____ birth defect a baby is born with. which all possible a person something in their native countries. ____ 10. Angrave independent get emergenc aboutenemy. s, the latest seen] noun. bitesmother’s news at the CDC.gov the [VAKMay result. at night. on this day,contractor if she is20. not Three Republ A a streetlight to see stars get or wou ______ ______ imag ine), people bad condition To say that somethat affects public health have a bad vaccine doWell-writt e can prevent en declared Zika virus to_____ be _. A mosquito nt that noun. A handicap. ican candida A condition How impossibl blame verb. current locations and alarms about Zika. phrase. a problem. disability cannot hear (see, medicine what . living. ld like the governme noun. Sander tes it. has caused who poetry. of people; 4. ____ (a flower) Dear Colleague:

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12. Spray a mosquito repellent on a child’s hands. YES

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ESL Phonics for All Ages by Elizabeth Claire

Designed to meet the special needs of students with limited English and Interrupted Formal Education. Audio input on CDs reads each word three times so students can learn

for All Ages

Page

for All Ages

Elizabeth Claire Vowels I I

Elizabeth Book 4: Vowels Part I

Correct / Total

Page

Claire

Correct / Total

_____ / 8

_____ / 6

_____ / 8

_____ / 6

_____ / 5

_____ / 8

_____ / 4

_____ / 6

One? Or More than One?

Book 3: Consonant Clusters Eardley Publications ESL/EFL Literacy

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Student Books 1-6 Audio CDs for each book er’s Guide and Answer Pages rimination and Handwriting Guide

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ESL Phonics Ages for AllBook Ages 5: Vowels Part II

Student Books 1-6 2 Audio CDs for each book Teacher’s Guide and Answer Pages Letter Discrimination and Handwriting Guide Vowels I

Components

Book 4

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ESL Phonics

for All Ages ESL Phonics Elizabeth Claire Book 5

head start for success when later sounds and symbols are presented. • presents sight words in contexts needed by first-year ESL students. • repeats useful sentence patterns to enhance success. • provides songs, chants, poems, conversations, and stories for whole-language reading.

ESL Phonics for All Ages

nguage nts. veallow wn

ESL Phonics for All Ages

CLAIRE

• uses a multifaceted approach so students advance in phonetic awareness, reading, spelling, vocabulary, • uses high-frequency, unambiguous vocabulary s a six-book designed for English language who can read sentence structure, conversation, and pronunciation. that series beginning English learners needlearners to know or English cannot read in any language. All six books use orlearners alreadywho know. • uses full spellings of all words. This allows for students ntence structure. This phonics program has been extensively tested with to become familiar with whole words and provides a sequences the sound/symbol presentation ad and• write in English. head start for success when later sound/symbols are to follow natural development of language presented. learners’ skills in sound discrimination. Vowels, often very confusing for new language • presents sight words in contexts needed by first-year learners, presented after all consonants. • usesare a multifaceted approach so students advance in ESL Students. awareness,toreading, bulary• has anphonetic audio component providespelling, native vocabulary, • repeats useful sentence patterns to enhance success sentence structure,ofconversation, pronunciation. know language presentation the text and and to allow • provides songs, chants, poems, conversations, and • uses full spellings of all words. This allows for students individual students to advance at their own stories for whole-language reading. n pace. to become familiar with whole words and provides a

CLAIRE

Elizabeth Claire’s ESL Phonics for All Ages is a six-book series designed for English language learners who can read a non-Roman alphabet native language, and for English learners who cannot read in any language. All six books use a limited vocabulary in English and limited sentence structure. This phonics program has been extensively tested with students aged 7 to adult who are learning to read and write in English.

ESL Phonics for All Ages:

vocabulary and pronunciation as they progress in reading skills at their own pace. Reproducible answer pages let students self-correct, track their work, and free the teacher.

Page

Correct / Total

_____ / 21

_____ / 5

_____ / 7

_____ / 8

_____ / 18

_____ / 8

_____ / 6

_____ / 8

87 _____________________________________________ 21 _____ / 6

_____ / 8

Look at the pictures.

_____ / 6

Listen to the words.

_____ / 6

Read the words.

_____ / 8

_____ / 6

Draw a circle around the correct word.

b b b

88 _____ / 8 ---------------------------------------------------------------24 _____ / 6

1. boy boys

3. pen pens

______ _______ ______

2. dollar 25 _____ / 8

54 ______ _____ / 21______ ______ 59

_____ / 8

_____ / 6

_____ / 8

_____ / 6

_____ / 8

These words all begin with the sound /b/. 26

_____ / dollars

Listen to the words. 27 _____ / 8 Say the words. 30 _____ / 8

4. teacher

b at the beginning of each word. teachers

Page 92

Write the letter

1. ____ us

6. dog

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2. ____ ook

dogs

7. leg

3. ____ ird

legs

8. bird

5. _____ ag

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4. ____ ananas

birds 6. _____ aby

7. _____ ox Page 2

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8. _____ oots ESL Phonics for All Ages

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Unit

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See samples of the first unit of each book (15+ pages) at my website.

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TESOL ORGANIZATIONAL MEETINGS 2019 All events listed here are located in the Omni unless otherwise noted (*).

WEDNESDAY, 13 MARCH 11 am–12:45 pm Interest Section Leadership Meeting. . . . . . . . . . . . . . . . International Ballroom F 1 pm–3 pm Affiliate Communications Workshop. . . . . Dogwood B 4 pm–5 pm Town Meeting . . . . . . . . . . International Ballroom E This meeting will be led by TESOL President Luciana de Oliveira and attended by the Board of Directors and the Executive Director. The meeting provides a forum for the membership to ask questions about TESOL’s professional activities and offer comments and suggestions relating to current and upcoming activities.

THURSDAY, 14 MARCH 10 am–11 am Affiliate Assembly. . . . . . . International Ballroom C 11 am–12 pm IS Newsletter Editor/myTESOL Information Session. . . . . . . . . . . . . Cottonwood B 11:15 am–12:45 pm Affiliate Colloquium. . . . . International Ballroom C FRIDAY, 15 MARCH 5 pm–6:15 pm Annual Business Meeting. . . . . International Ballroom D This meeting is open to all attendees. Members vote on resolutions, learn about the state of the association, and observe the installation of newly elected officers of TESOL. *GWCC

ASSOCIATION INFORMATION

TUESDAY, 12 MARCH 8:30 am–9:30 am Professional Council Chairs Meeting. . . A313/314* 9:30 am–11:30 am Leadership Forum. . . . . . . . . . . . . . . . . . A313/314* Interest Section Steering 1 pm–3 pm Committee Meetings. . . . . . . . . . . . . . . . . . . . A302* 1 pm–5 pm TESOL Professional Council and Committee Meetings. . . . . . . . . . . . . . . various Affiliate Leaders’ Workshop. . . . . . . . . . . . . B401* 1:30 pm–5 pm

INTEREST SECTION OPEN MEETINGS 5 pm–6:30 pm Applied Linguistics . . . . . . . . . . . . . . . . . . Chestnut English for Specific Purposes . . . . . . . . . Hazelnut Intensive English Programs. . . . . . . . . . . . . . Pecan Intercultural Communication . . . . . . . . . . . Juniper “Nonnative” English Speakers in TESOL. . . Magnolia Program Administration. . . . . . . . . . . . . . . . Cypress Refugee Concerns. . . . . . . . . . . . . . . . . . . Sycamore Second Language Writing . . . . . . . . . . . . . Hickory Social Responsibility. . . . . . . . . . . . . . . . . . Walnut Supporting Students With Disabilities. . . . . . . . . . . . . . . . . . . . . . . . Dogwood B 6:45 pm–8:15 pm Adult Education . . . . . . . . . . . . . . . . . . . . Sycamore Bilingual Education . . . . . . . . . . . . . . . . . Magnolia Computer-Assisted Language Learning . . . A315* English as a Foreign Language. . . . . . . . . Chestnut Higher Education . . . . . . . . . . . . . . . . . . . . . Walnut International Teaching Assistants . . . . . . Cypress Materials Writers . . . . . . . . . . . . . . . . . . . . . Hickory Pre-K–12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Juniper Speech, Pronunciation, and Listening . . . . Pecan Teacher Education . . . . . . . . . . . . . . . . . . . Hazelnut

www.tesolconvention.org

TESOL AWARDS, HONORS, ANDGRANTS TESOL thanks the many readers who volunteered their time adjudicating these awards and the institutional and university sponsors who support many of the awards.

ASSOCIATION INFORMATION

TESOL is proud to offer the following awards, travel grants, and scholarships: • Albert H. Marckwardt Travel Grants • Betty Azar Travel Grants for Practicing ESL/EFL Teachers presented by Betty Azar • D. Scott Enright TESOL Interest Section Service Award • James E. Alatis Award for Service to TESOL • Mary Finocchiaro Award for Excellence in Nonpublished Pedagogical Materials • Ron Chang Lee Award for Excellence in Classroom Technology • Rosa Aronson TESOL Professional Learning Scholarships • Ruth Crymes TESOL Academies Fellowships • Ruth Crymes TESOL Fellowship for Graduate Study • TESOL Award for an Outstanding Paper on NNEST Issues presented by Eastern Carolina University • TESOL Award for Distinguished Research 2019 Award Winner Aline Godfroid What Eye Tracking Can Tell Language Educators About the Learning Process: An Overview Wednesday, 13 March, 1 pm–1:45; Omni, International Ballroom C

• TESOL Teacher of the Year Award presented by National Geographic Learning 2019 Award Winner Tünde Csepelyi Am I Teaching Well? Thursday, 14 March, 4 pm–4:45 pm; Omni Hotel, International Ballroom C • TESOL Awards for International Participation at TESOL presented by ETS TOEFL

• TESOL Leadership Mentoring Program • TESOL Outstanding Advocate Honor • TESOL Presidents’ Award • TESOL Professional Development Scholarships • TESOL Research Mini-Grants • TESOL Virginia French Allen Award • TESOL/TEFL Travel Grant

2019 Award Winners

• Tina B. Carver Fund

Marijana Macis Teaching Collocations: The Effect of Spaced Versus Massed Repetitions Thursday, 14 March, 9 am–10:15 am; GWCC, Room A313

• University of Pittsburgh Travel Grant for IEP Students presented by the University of Pittsburgh

Salome Villa Larenas Language Assessment Literacy Development: Current Status and Future Directions Friday, 15 March, 9:30 am–11:15 am; Omni, Magnolia Room

DID YOU KNOW? Every year, TESOL gives away more than US$50,000 throughits awards.

Thu Nguyen Strategies for Effective Communication in English as a Lingua Franca Wednesday, 13 March, 1 pm–1:45 pm; Omni, Juniper Room Yoke Sim Fong Learners in Transition: Chinese Students in Study-Abroad Contexts Wednesday, 13 March, 3 pm–3:45 pm; Omni, Magnolia Room

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

To apply for an award or nominate a colleague, go to www.tesol.org/awards

KEYNOTE SPEAKERS OPENING KEYNOTE

PRESIDENTIAL KEYNOTE

Tuesday, 12 March 2019 5:30 pm–7 pm

Wednesday, 13 March 2019 8 am–9 am

K. DAVID HARRISON

LUCIANA C. DE OLIVEIRA

Endangered Languages

Developing Expertise in TESOL: Local-Global Considerations As language teachers and teacher educators, we are constantly going back and forth between the local and the global with regards to the English language. What expertise do English teachers need to develop to teach English as a global language while considering the diverse forms, norms, functions, and uses defined by local dynamics and necessities? Luciana C. de Oliveira is president (2018–2019) of TESOL International Association. She is professor and chair in the Department of Teaching and Learning at the University of Miami. Her research focuses on issues related to teaching emergent to advanced bilingual students at the K–12 level; she is the author or editor of 21 books and more than 180 publications.

HIGHLIGHTS

Half the world’s languages are endangered and may go extinct in this century. Their loss will have dire consequences not only for their speakers, but also for culture, science, and the environment. This presentation demonstrates how indigenous speakers and linguists are working to sustain languages through technology and digital activism. K. David Harrison, anthropologist and linguist, has documented endangered languages and cultures through extensive fieldwork with indigenous communities from Siberia and Mongolia to Peru, India, and Australia. His work has been featured in numerous publications, including The New The Opening Keynote is York Times and Science. David is a professor sponsored by of linguistics and associate provost for academic programs at Swarthmore College.

English Education in China: a New Era, a Shared Vision The 2019 TESOL International Association China Assembly, organized by China Daily in partnership with TESOL International Association, Shanghai International Studies University and Hangzhou Municipal Government, is a high-level international English language teaching (ELT) event in China. It aims to promote scholarship and cross-cultural understanding among English educators in China, and to enhance dialogue between China’s ELT professionals and their peers worldwide.

9 Keynotes

The earlier you register, the more you save! Registration

100+ Sessions 3000+ Attendees

To register, scan the QR code on the right or visit tesol.i21st.cn

50+ Exhibitors

Contact Us ·General information· +86-10-64995598 ︱ [emailprotected] ·Proposal service· +86-10-64895322 ︱ [emailprotected]

25-28 July 2019

Hangzhou • China

·Business cooperation· +86-10-64918211 ︱ [emailprotected]

www.tesolconvention.org

KEYNOTE SPEAKERS, CONTINUED JAMES E. ALATIS PLENARY

FRIDAY KEYNOTE

Thursday, 14 March 2019 8 am–9 am

Friday, 15 March 2019 8 am–9 am

HIGHLIGHTS

ANNELIESE A. SINGH

PEDRO NOGUERA

Everyday Teaching, Everyday Liberation: Building the Beloved Community as Educators

The Power of Language, the Language of Power

Now more than ever, educators are faced with opportunities to challenge everyday injustice both within and outside of their classrooms. Dr. Singh shares how to make words like diversity, equity, and inclusion really matter in our teaching and connect these efforts to larger liberation movements around the world. Anneliese A. Singh is associate dean of diversity, equity, and inclusion and professor of counseling psychology at the University of Georgia. Dr. Singh founded the Georgia Safe Schools Coalition and Trans Resilience Project; her work is guided by her experiences as a queer, mixed-race South Asian and Sikh, by Dr. King’s vision of the beloved community, and Audre Lorde’s guidance that “without community, there is no liberation.”

This presentation examines the ways immigrant students and ELLs are being affected by the current political climate, and it explores what educators can do to promote peace and pluralism as we attempt to prepare our students for the uncertainties of life in the 21st century. Pedro Noguera is a distinguished professor of education at UCLA. His research focuses on the ways in which schools are influenced by social and economic conditions and by demographic trends in local, regional, and global contexts. He serves on the boards of numerous national and local organizations and appears as a regular commentator on educational issues on many U.S. national news outlets.

Teach English abroad. Develop new professional skills. Experience different cultures. Apply today to be an English Language Fellow! www.elprograms.org Lorem ipsum

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

TESOL IN FOCUS What initiatives is your association spearheading to advance the field? Learn more about special projects and other initiatives at these special sessions sponsored by TESOL. MONDAY, 11 MARCH • The 6 Principles: Training of Trainers PRESENTERS: Linda New Levine, Ann Feldman 1 pm–5 pm (Ticketed Event) WEDNESDAY, 13 MARCH • TESOL National Recognition Through CAEP PRESENTER: Anita Bright 9 am–10 am; Omni, Chestnut

• Reflecting on Professional Development PRESENTER: Thomas S.C. Farrell 2 pm–2:45 pm; Omni, International Ballroom A • Applying The 6 Principles for Exemplary Teaching of English Learners PRESENTERS: Deborah Short, Linda New Levine 2 pm–3:45 pm; Omni, Grand Ballroom D • How to Get Published in TESOL and Applied Linguistics Serials PRESENTERS: Peter De Costa, Charlene Polio 2 pm–4 pm; Omni, International Ballroom B • Whats and Hows of Visual Design in Teacher-Made Materials PRESENTER: Gabriela Kleckova 3 pm–3:45 pm; Omni, International Ballroom A

• The 6 Principles for Adult Learners PRESENTERS: Deborah Short, Andrea Hellman, Kathy Harris, Amea Wilbur, Sherry Blok, Robyn Brinks Lockwood, Georgios Kormpas 9:30 am–11:15 am; Omni, International Ballroom A HIGHLIGHTS

• An Overview of TESOL Standards PRESENTER: Members of the TESOL Standards Professional Council 12:30 pm–1:45 pm; GWCC, Poster Session Area, Expo Hall

THURSDAY, 14 MARCH • An Overview of TESOL Standards PRESENTER: Members of the TESOL Standards Professional Council 12:30 pm–1:45 pm; GWCC, Poster Session Area, Expo Hall

• What School Leaders Need to Know About The 6 Principles PRESENTER: Jan Dormer 1 pm–1:45 pm; Omni, International Ballroom A FRIDAY, 15 MARCH • Supporting ELs With Exceptional Needs PRESENTERS: Patricia Rice Doran, June Lucas Zillich 10 am–10:45 am; Omni, International Ballroom A • Navigating the Intercultural Classroom: Culture as Awareness and Practice PRESENTER: Tuula Lindholm 11 am–11:45 am; Omni, International Ballroom A

• 2018 Revised Standards for TESOL Pre-K–12 Teacher Preparation Programs PRESENTER: Anita Bright 3 pm–3:45 pm; GWCC, A410

www.tesolconvention.org

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ELECTRONIC VILLAGE AND TECHNOLOGY SHOWCASE

Visit us for ideas on technology and language learning! For more information on any of these sessions, see the 2019 TESOL CALL-IS Electronic Village and Technology Showcase Events Program Book included in your TESOL convention bag. The TESOL Computer-Assisted Language Learning Interest Section welcomes you to the Electronic Village and Technology Showcase Conference attendees can explore computer-based and other technology resources for language teaching and learning in face-to-face classrooms and online. Highlights include the latest in computer-assisted language learning (CALL) technology and teaching, such as presentations and demonstrations by teachers, software and web designers, curriculum specialists, CALL authors, and other CALL practitioners. Topics include multimedia, internet-based resources, hardware, and mobile technology devices and applications.

EV EVENTS COORDINATOR

Claudio Fleury, Casa Thomas Jefferson, Brasilia, Brazil EV MANAGERS

Andy Bowman, Wichita State University, Kansas, USA Sam Adams, Temple University, Pennsylvania, USA Claudio Fleury, Casa Thomas Jefferson, Brasilia, Brazil ELECTRONIC VILLAGE EVENTS (EV pass required) •• CALL for Newcomers: Learn CALL basics from experts and enhance your teaching with computer resources in this 75-minute hands-on introduction to CALL. COORDINATORS: Ellen Dougherty, José Antônio Da Silva •• Ask Us: Advice for CALL: This session helps attendees who wish to explore and learn about using technology, computers, software, and websites, or practice what they have learned in EV workshops. Our CALL expert volunteers are available to answer questions and share expertise in incorporating CALL into the ESL/EFL curriculum. COORDINATORS: Tom Robb, Taira Nieves •• Electronic Village Technology Fairs: Explore ways to use CALL in your classroom from presenters stationed around the EV computer lab space. Discover how your colleagues use the online materials and the latest technologies. Ask questions and get hands-on experience. This event offers multiple presentation times focusing on presentations of interest to specific ISs. EV Technology Fair themes include mobile devices, selfaccess technology, and classroom use. COORDINATORS: José Antônio Da Silva, Marta Halaczkiewicz •• EV Technology Fair Classics: EV Fair Classics are repeat performances of outstanding presentations from past EV Fairs. Explore tried-and-true ways to use CALL in your classroom or extended classroom. Several

•• EV Mini-Workshops: Get hands-on practice using a software application or internet-based resource in a small-group workshop format with a tech subject-matter expert. Space is limited, so stop by the EV early to sign up and receive your workshop ticket. COORDINATORS: Sandy Wagner, James May, Heather Benucci, Abraham Reshad TECHNOLOGY SHOWCASE EVENTS (open to all) The Technology Showcase features Hot Topics presentations on a variety of open educational resources, as well as highlights of the Electronic Village Online (EVO), Graduate Student Research Panels, the Developers’ Showcase, and Mobile Apps for Education presentations. Many Technology Showcase sessions will be webcast. •• Mobile Apps for Education: The Mobile Apps for Education Showcase session provides English language teachers with the opportunity to demonstrate pedagogical uses for their favorite mobile apps. COORDINATORS: Audra Anjum, Ellen Dougherty •• Hot Topics Sessions: These panels cover topics that are current in the field of CALL. Panelists share research around themes such as the role of technology and digital identity. COORDINATOR: Christine Sabieh •• Developers’ Showcase: Discover the latest ideas in applied technology for ESOL educational settings, including stand-alone software and internet-based applications. Attend this presentation to see unique and original creations designed by teachers and researchers. COORDINATORS: Andy Bowman, Claire Bradin Siskin

HIGHLIGHTS

The Electronic Village (EV) and the Technology Showcase are hosted by the CALL Interest Section (IS). The Technology Showcase features presentations that are open for all to attend. The EV is open to attendees who have purchased an EV Pass (US$10), available on-site at registration or at the EV.

presentations will be webcast from the EV Technology Fair Classics. COORDINATORS: Maria Tomeho-Palermino, Sam Adams

On the Cutting Edge: Graduate StudentPanels These panels are an opportunity for graduate students to share their research with others in the field. coordinator: Stephanie Korslund CALL-IS Academic Sessions (Room A315 at GWCC) CALL-IS Academic Session (with Video PLN) SMALL: Research, Practice, Impact of Social Media–Assisted Language Learning coordinators: Jennifer Meyer, Maria Tomeho-Palermino InterSection (CALL-IS with EEIS) Open Educational Resources in K–12 Education: Balancing the Nexus of Infinite Possibilities With Instructional Efficiency coordinators: Jennifer Meyer, Maria Tomeho-Palermino InterSection (organized by AEIS with CALL-IS and Video PLN) The Blended Learning Classroom and the ESL Teacher coordinators: Jennifer Meyer, Maria Tomeho-Palermino Hot Topics: Public Speaking Skill Development Online Christine Sabieh

coordinator:

Find out how to view live and archived CALL-IS hosted presentation webcasts at callis2019.pbworks.com www.tesolconvention.org

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The Calvary’s Here Rely on a full team ofGogokid trouble-shooters and instructors who will be there for you, every step of your journey with Gogokid.

Coursera TESOL Certifications Gogokidis partnering with Coursera, offering Gogokid teachers a once in a lifetime opportunity to take two TESOL Certificate Specializations at no personal cost to the teachers, saving you anywhere between $700 and $1600 dollars.

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Gogokid, Invest Yourself What Google is to America,Bytedance is to China. Gogokid is heavily supported by this internet technology company and is gearing up to reach for the stars!

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ELECTRONIC VILLAGE AND TECHNOLOGY SHOWCASE

(continued)

2019 ELECTRONIC VILLAGE (EV) SCHEDULE AT A GLANCE (Expo Hall) An EV pass (US$10) is available when you register on-site or at the EV. Times

Wednesday, 13 March

Thursday, 14 March

Friday, 15 March

Exhibition Hall opens at 8:30 am; no presentations before 9 am 8:30 am

9:00 am 9:30 am

Ask Us: Free Advice 8:30-9:00 am

CALL for Newcomers 9:15–10:30 am

EV Mini-Workshop† 9:00 am–10:30 am

Technology Fair: Mobile Access* 10:30 am–11:20 am

Technology Fair: Classroom Tools* 10:30 am–11:20 am

Technology Fair: Classics 10:30 am–11:20 am

Technology Fair: Classroom Tools* 11:30 am–12:20 pm

Technology Fair: Mobile Devices* 11:30 am–12:20 pm

Technology Fair: Self-Access* 11:30 am–12:20 pm

EV Mini-Workshop† 12:30 pm–2:00 pm

Technology Fair: Self-Access* 2:10 pm–3:00 pm

Technology Fair: Classics 2:10 pm–3:00 pm

Ask Us: Free Advice 2:10 pm–2:30 pm

10:00 am

11:00 am 11:30 am 12:00 pm 12:30 pm 1:00 pm

HIGHLIGHTS

10:30 am

1:30 pm 2:00 pm

2:30 pm 3:00 pm

3:30 pm 4:00 pm

Ask Us: Free Advice 3:00 pm–3:30 pm

EV Mini-Workshop† 3:30 pm–5:00 pm

Technology Fair: Self-Access* 3:30 pm–4:20 pm

4:30 pm

5:00 pm

Technology Fair: Mobile Devices* 2:30 pm–3:20 pm

EV closed after 3:30pm See you next year!

Ask Us: Free Advice 4:30 pm–5:00 pm Electronic Village closed after 5 pm

Electronic Village closed after 5 pm

CALL-IS Open Meeting 6:45 pm–8:00 pm, Dogwood B

EV 2020 Planning Meeting 6:45 pm–8:00 pm, A315

TESOL Annual Business Meeting 5:00 pm–6:15 pm

* Note that specific themes are subject to change. Please see the CALL-IS EV Program Book included in your bag for more information.

www.tesolconvention.org

2019 TECHNOLOGY SHOWCASE SCHEDULE AT A GLANCE (Expo Hall) Times

Wednesday, 13 March

Thursday, 14 March

Friday, 15 March

Exhibition Hall opens at 8:30 am; no presentations before 9 am 9:00 am 9:30 am 10:00 am

11:30 am

Hot Topic 9:00 am–10:15 am

Best of EVO 10:30 am–12:20 pm

Mobile Apps for Education 10:30 am–12:00 pm

Hot Topic 9:30 am–10:45 am

10:30 am 11:00 am

Hot Topic 9:00 am–10:15 am

On the Cutting Edge 11:00 am–12:15 pm

12:00 pm

HIGHLIGHTS

12:30 pm

On the Cutting Edge 12:15 pm–1:30 pm

Presentation of The Ron Chang Lee Award for Excellence in Classroom Technology 12:30–1:00 pm

1:00 pm 1:30 pm 2:00 pm

Developers’ Showcase 1:45 pm–3:00 pm

Mobile Apps for Education 1:45 pm–3:00 pm

Best of EVO 1:45 pm–3:30 pm

Wednesday, 13 March

Thursday, 14 March

Friday, 15 March

2:30 pm 3:00 pm

Times

Exhibition Hall opens at 8:30 am; no presentations before 9 am 3:30 pm 4:00 pm

Hot Topic 3:30 pm–4:45 pm

Tech Showcase closed after 3:30 pm See you next year!

Technology Showcase closed after5pm

CALL-IS Open Meeting 6:45 pm–8:00 pm, Dogwood B

EV 2020 Planning Meeting 6:45 pm–8:00 pm, A315

TESOL Annual Business Meeting 5:00 pm–6:15 pm

4:30 pm 5:00 pm

* Note that specific themes are subject to change. Please see the CALL-IS EV Program Book included in your bag for more information. † Please visit the EV ahead of time to sign up for Mini-Workshop events and pick up a free ticket. First come, first served. There is a limit of 20 seats for each workshop.

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

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Located across from the Expo Hall entrance escalators on level 3.

2019 CALL-IS SPECIAL SESSIONS SCHEDULE (GWCC, A315) WEDNESDAY, 13 MARCH 1 pm–2:45 pm CALL-IS Academic Session (with Video PLN) SMALL: Research, Practice, Impact of Social Media–Assisted Language Learning

The Electronic Village Schedule is available online Visit http://call-is.org/ev/schedule.php Find out how to view live and archived CALL-IS hosted presentation webcasts at http://callis2019.pbworks.com

THURSDAY, 14 MARCH 9:30 am–11:15 am CALL-IS/EEIS InterSection Open Educational Resources in K–12 Education: Balancing the Nexus of Infinite Possibilities With Instructional Efficiency

HIGHLIGHTS

4 pm–5:45 pm AEIS/CALL-IS/Video PLN InterSection The Blended Learning Classroom and the ESL Teacher FRIDAY, 15 MARCH 1 pm–1:45 pm Hot Topics Public Speaking Skill Development Online

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2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

THE DEFINITIVE REFERENCE IN THE FIELD OF ENGLISH LANGUAGE TEACHING Available in print and online! A Copublication of Wiley and TESOL International Association

• Teaching Listening • Teaching Reading

• English as an International Language

• Teaching Speaking & Pronunciation

• NNESTs

• Teaching Vocabulary

• Organizational & Administrative Issues

• Teaching Writing

• Sociocultural Aspects

• Technology

• Teaching Grammar

• Training & Professional Development

Each entry is organized into three sections: “Framing the Issue,” “Making the Case,” and “Pedagogical Implications,” in which the Author presents proven applications and recommendations that may be immediately employed. Unparalleled in scope, The TESOL Encyclopedia of English Language Teaching is an indispensable professional resource for all ELT/ESL practitioners everywhere. This work is also available as an online resource at www.tesolencyclopedia.com.

Volume I

Teaching English as an International Language

JOHN I. LIONTAS, PhD, holds a doctorate in second language acquisition and teaching and is a tenured associate professor of ESOL and director and doctoral faculty of TESLA (Technology in Education and Second Language Acquisition) at the University of South Florida. He is a distinguished thought leader, author, and practitioner in the fields of applied linguistics, second language acquisition, and ESL/EFL and the recipient of over two dozen local, state, regional, national, and international teaching awards and honors.

Encyclopedia of

• Approaches & Methods • Assessment & Evaluation

Liontas English Language Teaching

The Encyclopedia is arranged thematically and entries are ordered A-Z within each of these themes. Fourteen key topic areas are covered:

Editor-in-Chief

The TESOL

The TESOL Encyclopedia of English Language Teaching explores the theoretical and practical aspects of English language instruction by providing an essential, go-to reference resource for educators, professionals, researchers, and students world-wide. Over 750 entries written by leading practitioners and scholars from around the globe reflect the collaborative efforts of a truly international team of editors and advisory board members.

TheTESOL Encyclopediaof

English Language Teaching

Editor-in-Chief

John I. Liontas

Project Editor

Margo DelliCarpini

Volume I Teaching English as an International Language

Edited by Shahid Abrar-ul-Hassan

NEW THEME: 27 newly published articles covering Current Trends and Future Directions in English Language Teaching, edited by John I. Liontas - now published online only! ONLINE: ISBN 9781118784235 | DOI: 10.1002 / 9781118784235 PRINT: 8 Volume Print Edition ISBN 978-1-118-78422-8

19-553505

The definitive reference in the field of English language teaching

The TESOL Encyclopedia of English Language Teaching explores the theoretical and practical aspects of English language instruction by providing an essential, go-to reference resource for educators, professionals, researchers, and students world-wide. Over 750 entries, written by leading practitioners and scholars from aro n the globe reflect the collaborati e efforts of a truly international team of editors and advisory board members.

Discover more at

www.tesolencyclopedia.com

Join us at the Better Learning Experience to learn from your colleagues and share your insights on important trends and topics in education. Will you agree or disagree with our ﬁndings? Visit us in Booth 516 to learn more about our commitment to teachers

www.tesolconvention.org

INVITED SPEAKER SESSIONS Find abstracts for these sessions in the program book under the date and time for each session. All sessions take place in room A411 in the GWCC. WEDNESDAY, 13 MARCH • How Is Language Teaching Different? Conversing About the Knowledge Base PRESENTERS: Donald Freeman, Deborah Loewenberg Ball, Karen Johnson, Martha Epperson 11 am–11:45 am

HIGHLIGHTS

• Humanizing the Refugee Experience: Story and Voice in Research PRESENTER: Raichle Farrelly 1 pm–1:45 pm • Research Trends, Practices, and Trajectories in TESOL PRESENTERS: Yasuko Kanno, Ron Darvin, Laura Gurzynski-Weiss, Andrea Revesz 2 pm–3:45 pm • Beyond the Rubric: Supporting Inclusive Approaches to Teacher Evaluation Practices PRESENTERS: Ayanna Cooper, Peter Kozik 4 pm–4:45 pm THURSDAY, 14 MARCH • Language-Related Challenges of EnglishMedium Instruction and CLIL Students PRESENTERS: Heath Rose, Nicola Galloway, Jim McKinley 9:30 am–10:15 am • World Englishes and SLA: Establishing a Common Research Agenda PRESENTER: Peter De Costa 11:30 am–12:15 pm

• A Turn to Self: Illuminating Teacher Educators’ Identities and Pedagogies PRESENTERS: Megan Madigan Peercy, Laura Baecher, Suhanthie Motha, Judy Sharkey, Manka Varghese 1 pm–2:45 pm • Demystifying the Academic Publishing and Review Process PRESENTERS: Margi Wald, Mary Clark, Scott Douglas, Lubie Grujicic 3 pm–4:45 pm • English Language Fellows: 50 Years of Impact Around the Globe PRESENTERS: Joseph Bookbinder, Paul Kei Matsuda, Donald Freeman, Crystal Bock Thiessen, Jaclyn Gishbaugher 5 pm–5:45 pm FRIDAY, 15 MARCH • Research in International Rural English Learning Settings: Challenges and Perspectives PRESENTERS: Lottie Baker, Holly HansenThomas, Naziha Ali Raza, Maria Coady, Amy Fenning, Elizabeth Hughes Karnes, Joan Johnston Nelson 9:30 am–11: 15 am • Corpus Linguistics and TESOL: Doing What Works PRESENTER: Eric Friginal 11:30 am–12:15 pm

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

• Imagining Multilingual TESOL Revisited: Where Are We Now? PRESENTERS: Shelley K. Taylor, Ofelia Garcia, Nelson Flores, Robert Phillipson, David Schwarzer, Kasun Gajasinghe, Rita Elaine Silver, Ying Wu, Tove Skutnabb-Kangas, Joan Wink, Ruthie Wienk 1 pm–2:45 pm • Preparing for the Future: Collaboration, Creativity, and Community Through Computing PRESENTER: Greg Kessler 3 pm–3:45 pm • The Superpowers of ESL Teachers in Today’s Adult Education Landscape PRESENTERS: Betsy Parrish, Patsy Egan 4 pm–4:45 pm

RE-EXPERIENCE TESOL 2019

INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO ONLINE THROUGH TESOL’S LIVE LEARNING CENTER

CREATING OPPORTUNITY WORLDWIDE The British Council is the UK’s international organisation for cultural relations and educational opportunities. We create friendly knowledge and understanding between the people of the UK and other countries. We do this by making a positive contribution to the UK and the countries we work with – changing lives by creating opportunities, building connections and engendering trust. At the British Council, we have long recognised English as a global language. A third of the world’s population speak English. That makes a positive impact to those working, travelling, studying and interacting internationally on a daily basis. English helps people to gain access to opportunities. We’re passionate about the English language and those who teach it. We’re delighted to showcase our new resources for English language practitioners around the world at TESOL Atlanta 2019. • Join the global network of English language teachers and learners • Assess and develop your teaching skills

JOIN US Sessions Thursday 14 March MOOCs, Social Media, Meaningful Communication, and Language Learning Time: 15.00 - 15.45 Room: Omni, Dogwood B How to Create an Award-Winning English Language Teaching Innovation Time: 16.00 - 16.45 Room: GWCC, A314 Exploiting Contextualised RolePlaysto Raise Young Learners’ Cultural Awareness Tme: 16.40 - 17.00 Room: GWCC, Teaching Tip Theater #1, Expo Hall

Friday 15 March Language Assessment Literacy Development: Current Status and Future Directions Time: 9.30 - 11.15 Room: Omni, Magnolia

• Partner with us to produce ground-breaking research

Practical Teaching Activities for the International English Language Testing System

Talk to us at Expo Hall, booth 406 to find out more

Time: 11.30 - 13.15 Room: GWCC, A302

• Access internationally recognised qualifications

www.britishcouncil.org

TEA WITH DISTINGUISHED TESOLERS Renew your energy with a light snack and gather with a small, casual group of colleagues to discuss a current topic of interest with a leading TESOL expert. Each tea topic is limited to nine attendees. Teas will take place 3 pm–3:45 pm Wednesday–Friday. Tickets are not transferable and are only valid for the tea printed on each ticket. A light snack is provided. All teas are US$50. Tickets to Tea With Distinguished TESOLers that are not sold in advance can be purchased on-site at the TESOL registration desk. These teas sell out quickly, so register early! Wednesday, 13 March 2019 Session #

Topic

Lynne Diaz-Rico

New Ways to Stimulate the Disposition to Learn: Motivation Revisited

Jan Dormer

Speaking Truth to Power in TESOL

Jo Gusman

Culture-Context-Contact-Content Model: Culturally and Linguistically Responsive Strategies

Lucie Moussu

Academic Leaders in the Making: Writing Group Pedagogy in Noncredit Courses for ESL Graduate Students

Anne Pomerantz

Is Humor Teachable?

K. David Harrison

Language Diversity

Margaret McKenzie

Dual Language Immersion: Advocating for EL Equity and Success

Carla Chamberlin-Quinlak

Words, Images, and Stories: Incorporating Popular Media Into L2 Teaching and Learning

Viviana Cortes

Advantages of Using Corpora in the ESL/EFL Classroom

T11

Dilin Liu

Making Grammar/Vocabulary Teaching More Engaging and Effective: New Theories and Practices

T12

Joan Kang Shin

The Power of Online Learning in TESOL Teacher Education

HIGHLIGHTS

Host

Thursday, 14 March 2019 T10

Peter De Costa

Teacher Emotions: Why They Matter

T13

Paula Mellom

Increasing Academic and Social Achievement Through Culturally Responsive Collaborative Interaction

T14

Paula Markus

Trends and Developments in Supporting ELLs in Canada

T15

Margaret Baker

Language Programs for ELs and GA Systems of Continuous Improvement

T17

Fredricka L. Stoller

Strategic Reader Training: Every Teacher Should Do It

T18

Patrick Wallace

GA’s Dual Language Programs and Global Initiatives: Leading the Way to Multilingualism

T19

William Grabe

New Directions in Reading Research and What It Means for Teaching L2 Reading

T20

Maria Dantas-Whitney

Teacher PD: Principles, Practices, Reflection, and Advocacy

T21

Holly Hansen-Thomas

Academic Functions and Strategic Linguistics to Serve Emergent Bilinguals in the Mainstream

T23

Lawrence Jun Zhang

Enabling Corrective Feedback in ESL/EFL Classrooms: Cognitive, Metacognitive, and Socioaffective Strategies

T24

Youngjoo Yi

Digital and Multimodal Literacy in the Classroom

T34

Gilda Martinez-Alba

TESOL Videographers Discuss Their Moviemaking Secrets (Continued) www.tesolconvention.org

TEA WITH DISTINGUISHED TESOLERS, CONTINUED Friday, 15 March 2019 Host

Topic

T16

Scott Roy Douglas

EAP and the Undergraduate Student Experience

T25

Kathleen Bailey

Keeping a Teacher Diary for PD or Research

T26

Ester de Jong

Teacher Preparation for ELLs: Mainstream Teacher Language Identities

T27

Luciana de Oliveira

A Language-Based Approach to Content Instruction

T28

Tarana Patel

Alternative Job Opportunities in Online Teaching: Creating an Entrepreneurial View and Income Stream

T29

John Rucynski

New Ways in Teaching With Humor

T30

David Schwarzer

Bilingualism, Multilingualism, and Translingualism: What Is the Difference?

T31

Tony Silva

L2 Writing

T32

Debra Snell

Stimulating Warm-up Activities for All Levels

T33

Stephanie Vendrick

Third Culture Kids, International Students, and the Differences That Labels Make

HIGHLIGHTS

Session #

TESOL Advocacy & Policy Summit 17–19 June 2019, Washington, DC, USA Advocate today for the English learners of tomorrow

Join TESOL for this unparalleled professional development opportunity for educators to learn about U.S. federal education issues and advocate for policies that support English learners and the field of English language education.

for rates as low as $199 USD

2018 Summit Featured Topics and Issues: • • • •

K-12 Education Adult Education International Students Immigration

“Advocacy is the lynch pin of our work as TESOL professionals. We must be united in our quest to support our most vulnerable communities.” —LESLIE KIRSHNER-MORRIS

Change starts here. tesol.org/advocacy #tesoladv19

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

PUBLIC POLICY AND ADVOCACY SESSIONS

Advocate for Your Students and Your Profession What are some of the latest education initiatives coming out of Washington, DC? What is happening with legislation affecting K–12, adult education, and immigration reform? To answer these and other questions, TESOL International Association has invited speakers from the U.S. Department of Education, Migrant Legal Action Program, and U.S. Department of Homeland Security and other experts to present information on education laws, policies, and initiatives affecting English language teaching and learning. Unless otherwise noted (*), all sessions take place in Grand Ballroom A in the Omni Hotel.

GEORGIA ADVOCACY AND POLICY

WEDNESDAY, 13 MARCH • Federal Update: ELLs in Adult Education Featuring speakers from the U.S. Department of Education’s Office of Career, Technical, and Adult Education 11 am–11:45 am

WEDNESDAY, 13 MARCH • Georgia’s Systems of Continuous Improvement: Coordinating Programs to Support the Whole Child* Featuring speakers from the Georgia Department of Education 11 am–11:45 am; Omni, Grand Ballroom B

• Enhancing Advocacy in the Age of Social Media Featuring speakers from TESOL International Association 12 pm–12:45 pm • State WIOA Adult ESOL Initiatives* Featuring a panel of speakers from several state adult education organizations 1 pm–1:45 pm; Omni, Grand Ballroom B • U.S. Federal Education and Language Policy Update Featuring speakers from TESOL International Association 1 pm–2:30 pm • When Scammers Target Your Students: Tips and Tools for Teachers* Featuring speakers from the U.S. Federal Trade Commission 4 pm-4:45 pm; Omni, Juniper Room THURSDAY, 14 MARCH • Hot Topics and Policy Updates From SEVP Featuring speakers from the U.S. Department of Homeland Security, Student Exchange and Visitor Program 9:30 am–10:15 am • Supporting the Academic Success of ELs Featuring speakers from the U.S. Department of Education, Office of English Language Acquisition 10:30 am–11:15 am • Hot Topics in Enrollments and Advocacy for ELLs Featuring speakers from EnglishUSA 11:30 am–12: 15 pm

THURSDAY, 14 MARCH • Ensuring Academic Success for ELs Through Collaborative District Efforts* Featuring speakers from Fulton County Schools 9:30 am–10:15 am; Omni, Grand Ballroom B

HIGHLIGHTS

U.S. ADVOCACY AND POLICY

U.S. CITIZENSHIP AND NATURALIZATION The Office of Citizenship at the U.S. Department of Homeland Security is holding a series of special sessions and workshops with information and resources on the naturalization process in the United States. THURSDAY, 14 MARCH • Naturalization 101: Overview of the Naturalization Process 1 pm–1:45 pm FRIDAY, 15 MARCH • The U.S. Naturalization Test: Teaching Objectives 11:30 am–12:15 pm • Building a High-Quality Adult Citizenship Education Program 1 pm–1:45 pm

Public policy and advocacy sessions are sponsored by

• Special Public Policy Session: ELLs, Immigrant Students, and U.S. Law Featuring the Migrant Legal Action Program 2 pm–5 pm www.tesolconvention.org

coming soon!

bestseller!

new editions!

Visit us in Booth 507 Look for our exhibitor sessions on: March 13, 2:00–2:45 pm, gwcc a314 Academic Word List (AWL): What Every Teacher Needs to Know Keith Folse March 14, 5:00–5:45 pm, gwcc a407 Preparing Students to Speak in Academic and Professional Contexts Robyn Brinks Lockwood March 15, 1:00–1:45 pm, gwcc a301 Best Practices in Teaching Vocabulary in the Academic Speaking Class Keith Folse and Robyn Brinks Lockwood

new!

www.press.umich.edu/elt

new!

RESEARCH SPOTLIGHT TESOL is strongly committed to research as a way to improve professional knowledge and inform classroom practice. TESOL’s Research Professional Council (RPC) created the following sessions, which are led by experienced researchers. Anyone interested in research is encouraged to attend. Find abstracts for these sessions in the program book under the date and time for each session.

WEDNESDAY, 13 MARCH • TESOL Award for Distinguished Research What Eye Tracking Can Tell Language Educators About the Learning Process: An Overview PRESENTER: Aline Godfroid 1 pm–1:45 pm; Omni, International Ballroom C • AERA at TESOL: Policy Impacts on TESOL Endorsements and Certifications PRESENTERS: Fares Karam, Peter De Costa, Ester de Jong, Guofang Li, Hayriye Kayi-Aydar, Laura Schall-Leckrone, Manka Varghese, Yasuko Kanno 3 pm–4:45 pm; Omni, International Ballroom C

THURSDAY, 14 MARCH • TESOL Research Fair: TESOL Research Agenda and Future Research Priorities PRESENTERS: Lucilla Lopriore, Fauzia Shamim, Kathleen Graves, Judy Sharkey, Leah Shephard-Carey, David Tasker, Zhongfeng Tian, Mariam Abdelaziz 9:30 am–11:15 am; Omni, Magnolia

HIGHLIGHTS

TUESDAY, 12 MARCH • Research Mentoring Workshop for Novice Researchers: Connecting Teaching and Research PRESENTERS: Lucilla Lopriore, MaryAnn Christison, Lillian L.C. Wong, Fares Karam, Lottie Baker 1 pm–5 pm (Ticketed Event)

• Perspectives on Teacher Research: Processes and IATEFL at TESOL PRESENTERS: Fauzia Shamim, Daniel Xerri, Lesley Painter-Farrell, Lucilla Lopriore, David Nunan, Amol Padwad, Krishna Dixit 2 pm–3:45 pm; Omni, International Ballroom B

www.tesolconvention.org

ONLINE STUDENTS FROM MOST U.S. STATES ARE ELIGIBLE FOR INSTATE TUITION THROUGH STATE AUTHORIZATION RECIPROCITY AGREEMENTS

What’s next after the MA-TESOL? Educational Specialist (Ed.S.) in TESOL 30+ CREDITS

///

ONLINE COURSES

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TWO-WEEK RESIDENCY

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ACCESSIBLE COST

WITH THIS INNOVATIVE Ed.S.-TESOL DEGREE, YOU CAN

CURRICULUM

• • • •

Embrace opportunities for career advancement Enhance your skills teaching children and adults Empower your expertise and leadership potential Enable and expand your research competencies

MELISSA HAWKINS Ed.S.‘17 UAB MA‘99 UNIVERSITY OF ALABAMA

Manager of Accreditation and Program Development, English Language Programs, INTO UAB I began my Ed.S. after a 16-year hiatus since earning the MA-TESOL. UAB’s Ed.S. gave me opportunity to professionalize my practice further and identify my research interests. I am now pursuing my PhD, and I am thankful for the solid foundation that the Ed.S. provided.

GWYNETH DEAN-FASTNACHT Ed.S.‘18 UAB MA‘12 NORTHERN STATE UNIVERSITY, SD

Coordinator of the South Dakota StateWide Title III & Migrant Consortia, Black Hills Special Services Cooperative UAB’s Ed.S. provided me with a firm foundation to better serve K-12 English learners and educators across South Dakota. My professors were extremely supportive, knowledgeable, and responsive to my learning needs with regard to our state’s individual context.

RESEARCH COURSES (6 CREDITS) TESOL COURSES (15 CREDITS) ELECTIVE COURSES (9 CREDITS) ADDITIONAL COURSES (0-6 CREDITS) • CAPSTONE: MANUSCRIPT SUBMISSION, THESIS, OR SPECIALIZATION

MELINDA HARRISON Ed.S.‘18 UAB MA‘14 ILLINOIS STATE UNIVERSITY

Lecturer of English Composition, Department of English and Philosophy, Auburn University in Montgomery The unique blend of directed and self-directed learning in UAB’s Ed.S. allowed me to more effectively utilize research methods, conduct my own teacher research, and become a much more effective teacher and teacherleader–opportunities I did not have with just an MA.

TESOL CONVENTION BOOTH 639

CONTACT SUSAN SPEZZINI, Ph.D., PROGRAM DIRECTOR, FOR MORE INFORMATION [emailprotected]

www.uab.edu/education/esl/eds

AFFILIATE NETWORK SESSIONS BEST OF AFFILIATE SESSIONS The Best of Affiliate sessions are chosen from submissions from TESOL affiliates, representing sessions that were presented at their association’s conference. Affiliates are encouraged to submit sessions that showcase their members and the topics they are discussing. Find abstracts for these sessions in the program book under the date and time for each session.

SESSIONS FOR AFFILIATE LEADERS • Affiliate Leaders’ Workshop 12 March, 1:30 pm–5 pm; GWCC, B401

Michigan TESOL • Teaching Language Skills With Drama: Practical Activities for All Classrooms PRESENTERS: Carmela Romano Gillette, Deric McNish 13 March, 11 am–11:45 am; Omni, International Ballroom A

• Affiliate Assembly 14 March, 10 am–11 am; Omni, International Ballroom C

• Affiliate Communications Workshop 13 March, 1 pm–3 pm; Omni, Dogwood B

HIGHLIGHTS

Carolina TESOL • Newcomers: In Their Shoes PRESENTER: Evgenija Kuka 14 March, 2 pm–2:45 pm; Omni, Cypress Northern New England TESOL • PD Exploration for New and Seasoned TESOL Professionals PRESENTER: Stephanie Brown 15 March, 10 am–10:45 am; Omni, Cypress AFFILIATE COLLOQUIUM • The Influence of Collaboration Initiatives on TESOL Communities 14 March, 11:15 am–12:45 pm; Omni, International Ballroom C Collaboration is a process whereby entities work together sharing information, resources, and responsibilities to plan strategies to achieve a common purpose. Professional collaboration is a subject most TESOL affiliates have focused on since they were conceived. The purpose of the 2019 TESOL Affiliate Colloquium is to share successful collaboration initiatives from a wide array of affiliates that have influenced the future of diverse TESOL communities worldwide. FACILITATOR: Georgios Kormpas, Affiliate Network Professional Council PRESENTERS: Mary Allegra, VenTESOL; Omaima Ayoub, NileTESOL; Susan Spezzini, SETESOL; Christina Chorianopoulou, TESOL Greece

www.tesolconvention.org

CAL PROFESSIONAL DEVELOPMENT INSTITUTES Featuring research-based principles and practical tools to help language learners succeed in your classroom. Work with a proven

FEATURED CAL INSTITUTE TOPICS

leader in the field of

Participants receive a CAL Certificate of Completion that often can be used for continuing education credits.

language education

SIOP Training of Trainers

to get the most out

Teaching Reading to Students Learning English

of your professional

Developing Academic Literacy and Language in the Content Areas

development activities.

English Learners and Effective Response to Intervention (RTI) Strategies

CAL Institutes are held in

Promoting Cultural Proficiency to Boost Outcomes for All Students

Washington DC and can

Newcomers in Your School: Cultural Connections and Instructional Strategies

also be offered onsite at

Foundations of Effective Classroom Assessment: Principles and Practices

your location.

Leading Dual Language Programs for Student Success: A CAL Leadership Institute Foundations of Dual Language Education

Visit our website to learn more and register for CAL Institutes. Email our professional development specialists to discuss services tailored to meet your needs and budget.

www.cal.org/institutes [emailprotected]

PRESENTATIONS FROM COLLEAGUE ORGANIZATIONS Find abstracts for these sessions in the program book under the date and time for each session. All sessions are in the Omni Hotel, Grand Ballroom C. WEDNESDAY, 13 MARCH • Engaging and Empowering Language Learners Sponsored by the American Council for the Teaching of Foreign Languages (ACTFL) 13 March, 11 am–11:45 am PRESENTER: Lisa Lilley Ritter

• IATEFL: Introduction and Networking Sponsored by International Association of Teachers of English as a Foreign Language (IATEFL) 14 March, 2 pm–2:45 pm PRESENTER: Susan Barduhn • Lead Powerful Learning Sponsored by the American Council for the Teaching of Foreign Languages (ACTFL) 14 March, 10:30 am–11:15 pm PRESENTER: Lisa Lilley Ritter

• Locating “What Matters” in Healthcare Communication Sponsored by American Association of Applied Linguistics (AAAL) 13 March, 3 pm–3:45 pm PRESENTERS: Tim McNamara, Barbara Hoekje

• Regulatory Resources and Tools for IEP Administrators Sponsored by NAFSA: Association of International Educators 14 March, 11:30 am–12:15 pm PRESENTER: Joann Ng Hartmann

• What’s the Word? Assessing Vocabulary Size and Depth Sponsored by the International Language Testing Association (ILTA) 13 March, 1 pm–1:45 pm PRESENTERS: Diane Schmitt, Norbert Schmitt, Benjamin Kremmel, Tziona Levy THURSDAY, 14 MARCH • Benefits of Accreditation: Analysis of 20 Years of Data Sponsored by The Commission on English Language Program Accreditation (CEA) 14 March, 1 pm–1:45 pm PRESENTERS: Mary Reeves, Heidi Vellenga

HIGHLIGHTS

• Help ELLs Succeed! Free PD Resources for Pre-K–12 Educators Sponsored by the American Federation of Teachers (AFT) 13 March, 12 pm–12:45 pm PRESENTER: Giselle Lundy-Ponce

FRIDAY, 15 MARCH • TIRF: Where Global Meets Local in International Research and Publications Sponsored by The International Research Foundation for English Language Education (TIRF) 15 March, 9:30 am–10:15 am PRESENTERS: Andy Curtis, Kathleen Bailey

• High-Level Content for All ELLs: Primary Sources Sponsored by the American Federation of Teachers (AFT) 14 March, 9:30 am–10:15 am PRESENTER: Areli Schermerhorn

www.tesolconvention.org

21ST CENTURY ENGLISH

EDU DUC CATION MEDIA China Daily Since its launch in 1981, China Daily has grown to become the nation’s leading English-language newspaper. With a global print circulation of 900,000 and a combined print, online and mobile readership of 150 million, it serves a vital role in telling the world about China, providing valuable insight into the world’s second-largest economy. Consequently, it is quoted more often by overseas media than any other Chinese publication.

21st Century English Education Media 21st Century English Education Media is a well-known multimedia educational company under the China Daily group. We produce a range of print and new media content geared towards educational research, brand activities, and research training. Our weekly circulation exceeds 3 million, with 5 million additional subscribers on our online platforms.

TESOL China Assembly Organized by China Daily in partnership with the TESOL International Association, the TESOL China Assembly is a high-level international English Language Teaching (ELT) event in China. It aims to promote scholarship and cross-cultural understanding among English educators in China, and to enhance dialogue between China’s ELT professionals and their peers worldwide.

Address: No.15 Huixin Dongjie, Chaoyang District, Beijing 100029, PRC Phone: +86-10-64995598 86-10-64995598 Email: [emailprotected] Website: www.i21st.cn

RECRUITER PAVILION Looking for a job? Curious about trends in English language teaching employment? Don’t miss the Recruiter Pavilion inside the English Language Expo. Every year, recruiters and job seekers from all over the world meet at the Recruiter Pavilion to fill a variety of English language education jobs available worldwide: long and short term; teaching and administrative; public and private; pre-K–12, adult, and higher education.

START HERE: WWW.TESOL.ORG/RECRUITERPAVILION • Construct or upload electronic CVs/résumés • Search jobs online • Request interviews online • Maintain a personal calendar of scheduled interviews • Meet recruiters and interview face-to-face • Network with other professionals in the field

Admission to the Recruiter Pavilion is included with your convention registration. Even if you haven’t registered with the Recruiter Pavilion, feel free to stop by and see which companies and institutions have come to recruit. You never know what connections you’ll make. Make an appointment to see these recruiting companies* while in Atlanta • ABIE Education • American Baccalaureate School • Amerigo Education • Bilkent University, School of English Language • Tokyo International University • Xi’an Jiaotong-Liverpool University *List current as of 22 January 2019

Helping students of all abilities personalize their learning! Join us for our “Improving Reading and Writing with Free Microsoft Learning Tools” session on Wednesday, March 13th in the Magnolia Room from 4 p.m. – 4:45 p.m. or visit us at booth #1013 for hands on demonstrations.

PROFESSIONAL DEVELOPMENT

1 in 5 students struggle with learning and attention issues, which impacts their ability to engage in learning, access classroom curriculum, and demonstrate cognitive ability. Free Learning Tools, built into Microsoft Office 365 and Windows 10, help level the playing field by making reading and writing more accessible to students of all abilities and enable educators to focus on improving learning outcomes and engaging every student.

Learn more at aka.ms/InclusiveEDU www.tesolconvention.org

2019 ELT LEADERSHIP MANAGEMENT CERTIFICATE PROGRAM The ELT Leadership Management Certificate Program (LMCP) provides quality professional development and leadership training for ELT professionals in their current or future leadership, administrative, or management roles in various kinds of ELT organizations and institutions. This program is open to TESOL members and nonmembers. To earn the 10-hour certificate, participants must complete a 7-hour required workshop and two 90-minute elective workshops (3 elective hours total). All workshops must be completed at the 2019 TESOL Convention. FEES: US$300 for members, US$375 for nonmembers.

PROFESSIONAL DEVELOPMENT

ELT LMCP REGISTRATION TERMS Enrollment is limited to 100 participants for the 7-hour required workshop; all other workshops are limited to approximately 35 participants. Participants will be admitted to the ELT LMCP on a first-come, first-served basis. Prepurchased tickets can be picked up on-site at the registration area of the convention center. NOTE: The updated Leadership Development Certificate Program (LDCP) provides training for TESOL members (membership required) interested in developing their knowledge and skills as current or future leaders within TESOL International Association. The LDCP is now offered as an online-only 4-week course. The TESOL website has information about all of TESOL’s certificate training programs at www. tesol.org/leadershiptraining.

REQUIRED ELT LMCP WORKSHOP • LMCP: Leadership and Management Fundamentals Tuesday, 12 March, 9 am–5 pm This interactive workshop focuses on three key areas of leadership and management: qualities of effective leaders, strategic planning, and leadership for teacher change (supervision). WORKSHOP LEADERS: Neil J Anderson, Brigham Young University, Hawai’i, USA; Fernando Fleurquin, University of Michigan, Flint, Michigan, USA; Christine Coombe, Dubai Men’s College, United Arab Emirates

REQUIRED ELECTIVE WORKSHOPS (CHOOSE TWO) • LMCP1: Financial Planning: Budgets and Course Costing Wednesday, 13 March, 11 am–12:30 pm This workshop provides an introduction to budgeting and course costing. ELT professionals who are not familiar with financial concepts will be able to prepare and understand institutional or program budgets and to determine the cost of a course or program. WORKSHOP LEADER: Fernando Fleurquin, University of Michigan, Flint, Michigan, USA • LMCP2: Hiring Essentials Wednesday, 13 March, 1 pm–2:30 pm This workshop focuses on the skills you need to recruit and vet applicants for positions in your organization. Workshop participants consider how to match the skills required for specific positions with appropriate applicants in order to find the right persons for the jobs. WORKSHOP LEADERS: Wendy Asplin, University of Washington, Seattle, Washington, USA; Jennifer Evans, University of Washington, Seattle, Washington, USA • LMCP3: How to Run Effective Meetings Thursday, 14 March, 9:30–11 am This workshop focuses on the essential components of organizing and running a good meeting from the perspective of working as a team. Participants discuss setting agendas, establishing priorities, keeping the meeting on track, and dealing with difficult people. WORKSHOP LEADER: Richard Robison, Azusa Pacific University, California, USA

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

• LMCP4: Facilitating Groups and Building Teams Thursday, 14 March, 11:30 am–1 pm This workshop focuses on the skills you need to facilitate groups and build teams. Workshop participants consider the advantages and disadvantages of working in teams and groups, examine what characteristics make a good team, understand the dysfunctions of teams, and review team leadership functions. WORKSHOP LEADER: Suzanne Matula, Georgetown University, Washington, DC, USA • LMCP5: Effective Time Management Strategies for ELT Leaders/ Professionals Thursday, 14 March, 3 pm–4:30 pm This workshop focuses on the skills, strategies, and tools you need to more effectively manage your time. Workshop participants explore their current definitions and uses of time, learn about the most common time wasters, and review the most successful time management strategies identified in the literature. WORKSHOP LEADERS: Christine Coombe, Dubai Men’s College, United Arab Emirates; Justin Shewell, Arizona State University, Arizona, USA; Mashael Al-Hamly, Kuwait University, Kuwait

EARN A GRADUATE TESOL QUALIFICATION WHILE YOU WORK UOW offers a range of TESOL graduate courses, covering a number of key theories in ESL/EFL teaching and providing an in-depth focus on specialized areas such as second language learning, grammar and pronunciation pedagogy, assessment and CALL. You can also choose to undertake a supervised professional experience placement in an ESL classroom.

PROFESSIONAL DEVELOPMENT

Master your ability to educate Courses offered include: − Graduate Certificate in TESOL − Graduate Diploma in TESOL − Master of Education (TESOL) − Doctor of Philosophy (Education)

UOW offers flexible course delivery from leading education experts. You can choose online or intensive face-to-face learning, or a combination of both, so you can balance study with full-time teaching.

go.uow.edu.au/master-ed

Stands for purpose www.tesolconvention.org

W H E R E T H E WO R L D CO M E S TO G E T H E R EARLY REGISTRATION DISCOUNTS END 1 FEBRUARY 2020 Denver, Colorado, USA • March 31–April 3, 2020

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

www.tesolconvention.org

THANK YOU TESOL would like to thank the following reviewers who helped with the adjudication process for all concurrent and poster proposals. Averil Coxhead Aymen Elsheikh Ay¸segül Dalo˘glu Aysel Saricaoglu Aysenur Sagdic Babak Khoshnevisan Baburhan Uzum Barbara A. Auris Barbara Inerfeld Basim Alamri Behzad Mansouri Benjamin White Beth Evans Beth Kozbial Ernst Beth Laureen Wiens Betsy Gilliland Bita Bookman Brad L. Teague Bradley Knieriem Brandon Cooper Brenda Prouser Imber Brent A. Green Brett James Hashimoto Brian Teaman Britt Johnson Bruce Rindler Bryan Woerner Cameron Romney Cara Wenig Mori Carol H. Pineiro Carol Miele Carol Ogden Carolyn Heacock Carolyn Quarterman Carolyn Trachtova Carrie McDermott Carrie Stewart Carter A. Winkle Casey Gordon Catherine Clements Cathryn Crosby Ceren Kocaman Chaiwat Kaewphangam Cheung Kung Man Matthew Ching-Ching Lin Christian Cauthon

Christie Vanorsdale Christina Cavage Christina Kitson Christine Bauer-Ramazani Christine Coombe Christine Nicodemus Christine Sabieh Christine Voigt Christopher Hastings Christy Ann Williams Claire Bradin Siskin Clarissa Codrington Claudio Fleury Colin Anderson Colleen Brice Colleen Gallagher Comfort Davis Mingot Connie Mitchell Cristina Banfi Cynthia Kilpatrick Cynthia Lennox Cynthia S. Wiseman Dan Sloan David A. Ross David Berry David Olsher Dawn K. Little Dawn Rogier Debbie Hadas Debbie West Debora Nacamuli Klebs Deborah Crusan Deborah Weinheimer Debra Snell Deepti Gupta Deniz Ortactepe Diane Schmitt Dianna Lippincott Dinorah Sapp Ditlev Larsen DJ Kaiser Donette Brantner-Artenie Dongmei Cheng Donna M. Brown Donna Price Doreen Ewert

Douglas Coleman Drew S. Fagan Dudley Reynolds Dyanis A. D. Conrad Popova Earlene Gentry Ece Ulus Eileen Ariza Eileen Kramer Elena Cotos Elena Lawrick Elena Shvidko Eli Hinkel Elif Burhan-Horasanli Elif Tokdemir Demirel Elisabeth Chan Elise Brittain Elise Geither Elizabeth Holloway Elka Kristonagy Ellen Dougherty Ellen M. Lewin Elnaz Kia Elsa Richter Eman Elturki Emma Everson Engin Ayvaz Eric Enongene Ekembe Erin H. Ross Erin Leddon Esma Senel Ethan Tinh Trinh Eva Kartchava Eve Fonseca Fabiola P. Ehlers-Zavala Faleke Victoria Ogunnike Fang Wang Fares Karam Farrah Littlepage Fauzia Shamim Faye D’Silva Fayyaz Haider Malik Feifei Fan Fiona Sui Focho Gladys Frances Le Grand Frances Shapiro-Skrobe www.tesolconvention.org

THANK YOU

Aaron Ohlrogge Abby Mack Abdulsamad Yahya Humaidan Abir Eldaba Abraham Reshad Adam Brod Addie Blair Scoggin Adeel Khalid Adrienne Johnson Aleksandra Nikolova Alexandra Laletina Ali Yaser Ali Yaylali Alicia Rose Going Aliona Buresh Alison Turner Alissa Hartig Alissa Nostas Allison Piippo Alma Contreras-Vanegas Alsu Gilmetdinova Amanda Baker Amanda Giles Amanda Huensch Amber Scroggs Amy Cook Amy J. Heineke Amy Pascucci Ana Wu Anastasia Khawaja Andrea De Toledo Andrea Lypka Andrea Word Andwatta L. Barnes Andy Halvorsen Angela Unger Waigand Anita Selec Ann M. Johns Anna Lauzon Hood Anne Ediger Annis N. Shaver Anthony Silva Araceli Salas Ari Sherris Arifa Rahman Asta Reiff

THANK YOU

Gabriela Kleckova Georgios-Vlasios Kormpas Ghada Gherwash Gina Mikel Petrie Ginessa Payne Giselle Pempedjian Glenda Rose Gordon West Graciela Helguero-Balcells Grazzia Maria Mendoza Chirinos Gretchen Bitterlin Gülden Taner Gwen Heller Tuason Gwendolyn Williams Hale Kizilcik Han Gil Kim Hana Prashker Harisimran Singh Sandhu Harun Serpil Heather Benucci Heather Gregg Zitlau Heather Reichmuth Heather Tatton-Harris Hee-Seung Kang Helen Hobson Helen Solorzano Helena Hall Hemamalini Ramachandran Henry N. Caballero Hilal Peker Ho Ryong Park Hoi Yuen Jason Chan Holli Schauber Holly Gray Hom Raj Khadka Huong Quynh Tran Hyeyoon Cho Ievgeniia Lavrenishyna Iftikhar Haider Ilene Winokur Intissar Yahia Irene Gracia Ismaeil Fazel Jack Chen Jack Watson Jackie Otting Jackie Ridley Jaehan Park Jakraphan Riamliw Jalal Hussain Al baqshi James May James Papple Jan Dormer

Jana Moore Jane Conzett Jane Eguez Jane Petring Janice Cate Jason Litzenberg Jayshree Singh Jeffrey Knowling Jenifer Edens Jenna A. Altherr Flores Jennifer Hirashiki Jennifer Majorana Jennifer Meyer Jennifer Mott-Smith Jennifer Roberts Jeremy Cahill Jeremy Ortloff Jermaine S. Mcdougald Jess Villegas Jessica Burchett Jessie Barrot Jihye Shin Jing Fu Jingjing Wang Jiyu Min Joanna Waluk JoAnne Negrin Jocelyn Moraleda Joe McVeigh John Evar Strid John P. Madden John Stasinopoulos John Toof Jonathan Mettille Jose Antonio Da Silva Joseph Elliott Casal Joseph Lee Josephine Prado Ju-A Hwang Judith O’Loughlin Judy B. Gilbert Judy James Judy Lee Juli Sarris Julice Daijo Julie Doty Julie George Jungmin Lim Juyoung Song Kai Yang Kaitlin Decker Kam Yin Wu Kara Mac Donald

Karen Joy Umila Karen Woodman Kari Fritz Moore Katherine I. Martin Katherine Silvester Kathleen Reynolds Kathy Green Kathy Larson Katya Koubek Keith Folse Kelly M. Costner Kelsey Daniels Kendra M. Castelow Kenneth Kuo-Pin Chi Kevin Knight Kevin Martin Khaled Moradi khalid Al-Seghayer Khalid Azizi Kimberly Green Kirti Kapur Kris Lowrey Krista Royal Kristin Hiller Kristin Kibler Kristin Rock Kristina Kellermann Kuang Li Kurtis McDonald Kyungsook Yeum Larry Udry Larry Zwier Laura Jacob Laura Knudson Laura M. Kennedy Laurie Knab Le Chen Leah Addis Lee McCallum Lei Jiang Leslie Rice Li-Fen Lin Lili Bruess Liliana Maria Villalobos Gonzalez Linda Butler Linda Harklau Linda S. Abe Lindsey Gruber Ling Zhai Lisa Bell Lisa Gonzalves Lisa Horvath Lisa Leopold

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Lonna Summers Rocha Lora Yasen Lori Llarena Lorraine Ritacco Shaw Lorraine V. Pierce Louise Lockard Lourdes Rey Luz Rodriguez Lynn Goldstein Lynn Grantz Lynn W. Zimmerman Lynne Clark M. Sidury Christiansen Mable Chan Maiko Hata Margaret V. Layton Margaret van Naerssen Margi Wald Maria Ammar Maria Masha Vassilieva Maria Rossana Ramirez Avila Maria Trapero Davila Mariah Jane Fairley Mariah Schuemann Marilena Draganescu Marilyn . Mario López-Barrios Maripili Castellanos Mark D. Johnson Mark Davies Mark Shea Marta Halaczkiewicz Marta Shcherbakova Martha Raab Mary Beth Haan Mary E. Hughes Mary F. Gawienowski Mary Hillis Mary J. Chang Mary Peacock Maureen Burke Megan Siczek Meghan Fatzinger Meghann E. Perry Mehvish Saleem Melanie Gobert Melanie L. Schneider Melike Ünal Gezer Melissa Eddington Melissa Latham Keh Melissa Meisterheim Melissa Williamson Hawkins Meral Seker

Michael Anderson Michael Burri Michel Antonio Riquelme Sanderson Michelle Benegas Michelle Overholt Mick King Mihaela Giurca Miki Mendelsohn Ming Fang Mira Malupa Mohammad M. Etedali Mohammed Tarabih Mosa Moisés Elías Alcántara Ayre Monica Beatriz Ziegler Monica Maxwell-Paegle Monica Starkweather Monika Mulder Morag Burke Morayo Akinkugbe Mostafa Mirzaii Nabiha El Khatib Nadezda Pimenova Nancy Pederson Narad Kumar Rijal Nasrin Nazemi Natalia de Cuba Romero Natalia Ward Natalie Ferguson Natalie Twelkemeier Nataliya Borkovska Nathan Thomas Nathanael Rudolph Naziha Ali Raza Neil J Anderson Nelli A. Cirineo Netta Avineri Ng Chi Wui Nicholas Santavicca Nicolas Doyle Nicole Metzger Nicole Pettitt Nigel Caplan Nikki Ashcraft Nugrahenny T. Zacharias Olga Uzun Oliver Ballance Olivia Livneh Padmini Bhuyan Boruah Pakize Uludag Pamela Giberti Pamela Smart-Smith Paoli Lee

Patricia A. Pashby Patricia DiCerbo Patricia Juza Patricia Moon Patricia Reynolds Patrick Leung Patti Spinner Paul Meighan Paula Wilder Paulette Koubek-Yao Peter G. Parker Polina Vinogradova Poonam Anand Qian Du Quang Nam Pham Rachel Gamarra Rachel Herman Rachel Kraut Rachel Luna Peralta Rachida Labbas Raichle Farrelly Raj Khatri Rana Khan Rana Yildirim Rania Jabr Rania M. Rafik Khalil Rania Spiridakou Rashad Ahmed Rebekka Eckhaus Rehmat Ebrahim Reviewer Name Reza Vahdanisanavi Rhonda Miller Riah Werner Richard J. Stockton Rita M. Van Dyke-Kao Rob Clément Robby Caughey Robert Bushong Robert Horst Taferner Robert Wachman Robin Rogers Robyn Brinks Lockwood Roger Gee Rosario Giraldez Ruslan Suvorov Ruth Reynard Ryan Miller Ryan Nowack Ryane Willis Saihua Xia Sally Thelen Samar Almoossa

Samuel Adams Sandra Zappa-Hollman Sandy Wagner Saori Doi Sara Hendricks Sara McDonough Sarah Lowen Sarah Mantegna Sarah Sahr Sarah Warfield Sarah Young Knowles Sean McClelland Seok Hoon Quah (Denise) Seungku Park Seyed Abdollah Shahrokni Seyma Toker Shaeley Santiago Shahid Abrar Shanan Fitts Sharon Bjorck Sharon Tjaden-Glass Shelley Staples Shelley Taylor Sheri Jordan Shokhsanam Djalilova Shuzhan Li Silvia Alejandra Schnitzler Silvia Breiburd Silvia Laborde Silvia Pessoa Sinem Sonsaat Sladana Maric Somin Kim Soonhyang Kim Soyoung Burke Stacy Suhadolc Stefan Vogel Stephanie Gollobin Ventura Stephanie Korslund Stephanie Lindemann Stephanie Moody Stephanie Owens Stephen Daniel Looney Sunnia Ko Davis Susan Gaer Susan McAlister Susan Spezzini Susanne McLaughlin Susanne Rizzo Suzanne Bardasz Suzanne Bonn Suzanne Meyer Tabitha Kidwell

Taira Nieves Talip Gonulal Tamara Mae Roose Tamara Warhol Tanita Saenkhum Tara Smith Tasha Bleistein Teresa D. Dekich Teresa Lucas Terri Rapoport Tetyana Bychkovska Thi My Truong Thi Van Lam Nguyen Thomas Robb Thomas Rowe Thomas Tasker Thu Tran Tingting Kang Tommy Morgan Tomoko Antle Tony Silva Tran Thi Hue Trisha Dowling Tsung-han Weng Tuc Chau Tünde Csepelyi Valerie S Jakar Valeriia Bogorevich Vance Stevens Vander Viana Victoria Dieste Vien Cao Vu Thi Tuyet Nhung Watsachol Narongsaksakul Wendy L. McBride Wenli Zhang Xavier Munoz Xinyue Ren Xuezi Zhang Yangting Wang Yanling Yu Yasir Hussain Yasmine Romero Yi-Chun Cheng Yin Ling Cheung Yiren Kong Yong Wu Yu Kyoung Shin Yuan Zhuang Yuko Hijikata Yuzo Kimura Zaline Roy-Campbell Zhongfeng Tian www.tesolconvention.org

GEORGIA WORLD CONGRESS CENTER Building C

Building B

Building A

Level 5 Registration Hall

Northside Dr. Entrance Building C

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ctor Conne Connector

Level 2

International Blvd. Entrance Buildings A&B

Level 3

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Hotel site

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Level 1 Level 1

Home Depot Backyard

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International Plaza

BUILDING A, LEVEL 1

English Language Expo

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

E N C TR A EN

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GSU Classroom

BUILDING A, LEVEL 4 BUILDING A, LEVEL 3

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Quiet Room

A409

Offices

A405

A404

A403 A411

A412 b

www.tesolconvention.org

CNN North Tower M1 Street Level

OMNI HOTEL, CNN NORTH TOWER M1 STREET LEVEL

Down to Parking Up from Parking

Dogwood

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CNN North Tower M2 International Ballroom

OMNI HOTEL, CNN NORTH CNNTOWER North Tower M3 Meeting Level M2 INTERNATIONAL BALLROOM C

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B D

Opens to Georgia World Congress Center Plaza

Upper E International Ballroom

Prefunction Lobby 2

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Escalators Prefunction Lobby

Beechnut Street Entrance Escalators International Boulevard

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Juniper

Chestnut Hickory Cypress

Sycamore

Walnut

Hazelnut

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CNN North Tower M2 International Ballroom OMNI HOTEL, CNN North Tower M3 Meeting Level CNN NORTH TOWER M3 MEETING LEVEL C

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Prefunction Lobby 3 Prefunction Morsel’sLobby Beechnut

Escalators Escalators

Cypress Walnut

Sycamore

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Street Entrance International Boulevard

OMNI HOTEL, CNN NORTH TOWER M4 GRAND BALLROOM LEVEL

Grand Ballroom D1

Prefunction Lobby

MAPS

Willow Boardroom

Escalators

Walkway to SouthTower

www.tesolconvention.org

GLOBAL AND EVENT PARTNERS

TESOL GLOBAL PARTNERS 2019 GLOBAL PARTNERS

EVENT PARTNERS

These partnerships are current as of 22 January 2019.

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Great teachers need great content Teach your best class every day with well-planned, engagingmaterials from ESL Library.

What you get at ESL Library

1,000+ Lessons

2,000+ Flashcards

200+ Resources

and with the digital add-on, you also get

Interactive Group Activities

Reporting Tools

Online Homework

Visit us at booth 321 for the chance to win an WATCH.

RE-EXPERIENCE TESOL 2019

INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO ONLINE THROUGH TESOL’S LIVE LEARNING CENTER

HOW TO USE THIS BOOK TYPES OF SESSIONS Academic Session (1 hour, 45 minutes): An in-depth session sponsored by a specific interest section.

Dialogue (45 minutes): Peer-to-peer facilitated discussions about a hot topic in TESOL. Exhibitor Session (45 minutes): A session sponsored by an exhibitor. InterSection (1 hour, 45 minutes): Academic sessions that represent a collaboration between two or more interest sections or other entities. Invited Speaker (45 minutes or 1 hour, 45 minutes): Sessions featuring a speaker selected by the program committee because he or she has a message that is important to TESOL members. Panel (1 hour, 45 minutes): Multiple short presentations and discussion of a current ELT issue focusing on practice, research, and/or advocacy.

TESOL in Focus: Sessions sponsored by TESOL highlighting special projects and initiatives to further the field, or partnerships with colleague associations. Ticketed Event: Ticketed events are a great way to enhance your convention experience. By attending a ticketed event, you are assured of a more intimate and interactive session. Any remaining tickets for events may be purchased at the registration counters. Workshop (1 hour, 45 minutes): A carefully structured, hands-on, PD activity. The leader helps participants solve a problem or develop a specific teaching or research technique. Poster Sessions are self-explanatory exhibits that allow participants to engage in informal discussion. For each poster session, there is a corresponding bulletin board display. Conference attendees may stroll through the poster session area in the Expo Hall to discuss the topics with presenters. The displays and presenters change each day.

Advocacy and Social Justice

Applied Linguistics

CLI

Content and Language Integrated Approaches

CIC

Culture and Intercultural Communication

DLT

Digital Learning and Technologies

Language Assessment

LSP

Listening, Speaking, and Pronunciation

Materials Development and Publishing

Personal/Professional Development and Continuing Teacher Learning

Program Administration and Evaluation

RWL Reading, Writing, and Literacy TE

Teacher Education and Teacher Learning

Vocabulary and Grammar

Poster sessions are listed on page 171. GWCC = Georgia World Congress Center

Practice/Pedagogy-Oriented Session (45 minutes): A session that shows, as well as tells, a technique for teaching or testing.

SAMPLE ABSTRACT

Research-Oriented Session (45 minutes): An oral summary, with occasional reference to notes or a text, that discusses the presenters’ work in relation to theory and/or practice.

STRAND ICON

Teaching Tip (20 minutes): Oral summary, with occasional reference to notes or a text, that discusses the presenter’s work in relation to practice.

ASJ

HOW TO USE THIS BOOK

Conceptually Oriented Session (45 minutes): A session that presents arguments and viewpoints with a theoretical foundation, a solid research base, and applicability to educational settings.

STRAND ICONS

Please note: Abstracts are arranged by date followed by start time, then by end time, and then in alphabetical order by title. TYPE OF SESSION ICON PRIMARY INTEREST SECTION SESSION TITLE

DESCRIPTION

PRESENTER(S)

RWL

Wednesday, 1:00 pm–2:45 pm A303 (GWCC)

DAY, TIME SITE, ROOM

IS: Higher Education Academic Reading: Perspectives and Challenges Results of standard tests indicate that reading is a skill that needs attention in all levels of education. Sharing faculty perspectives and their research-based practices can be a venue to explore limitations and recommendations to support students’ academic performance and increase the exit rates at undergraduate and graduate levels. Maria Rossana Ramirez Avila, Universidad Casa Grande, Ecuador Virak Chan, University of Texas San Antonio, USA

www.tesolconvention.org

Monday, 9:00 am–4:00 pm Ticketed Event Practical Approaches to Teaching Pronunciation Deepen your knowledge and expand your repertoire of fun and engaging methods to teach features of English pronunciation. Get ready to curl your hands through the “r” sound, grunt and cheer through vowels, and convert the “air pointer” into gestures along with rhythm. Novice to expert teachers are welcome. DJ Kaiser, Webster University, USA LSP

SESSION DESCRIPTIONS MONDAY, 11 MARCH 2019 For the location of a ticketed session, please check your ticket.

9:00 am Monday, 9:00 am–4:00 pm Ticketed Event Creating Rubrics for Assessing Language Performance in the TESOL Classroom Participants learn how to create pedagogically sound grading rubrics for classroom assessment. Participants may bring objectives for a specific course or assignment to personalize the workshop. While creating the rubric, participants review the principles of assessment: validity, reliability, practicality, and beneficial consequences (positive washback). Mary Lou Vercellotti, Ball State University, USA Dawn McCormick, University of Pittsburgh, USA

ABSTRACTS MONDAY

Monday, 9:00 am–4:00 pm Ticketed Event Designing High-Quality Mathematics Lessons for Language and Content Development Students use language to both deepen and communicate mathematical understanding. To process and produce the language required in mathematics classrooms, ELs need specific, differentiated language supports. This workshop will answer the question: How do educators design high-quality mathematics lessons and resources for language and content development? Suzanne Toohey, Oakland Schools, USA Geraldine Devine, Oakland Schools, USA CLI

Monday, 9:00 am–4:00 pm Ticketed Event Integrative Language Skills Development Through Games, Activities, and Discussions In this workshop, presenters provide attendees with empirical research along with practical application to demonstrate how interactive classrooms, using games, activities, and discussions, facilitate students’ acquisition of the language in a way that allows them to apply their language skills in real-life situations, which can be applied to all ages/levels. Paula Wilder, Durham Technical Community College and Greensboro College, USA Michelle Plaisance, Greensboro College, USA CLI

Academic Session

Conceptually Oriented Session

Monday, 9:00 am–4:00 pm Ticketed Event Supporting Students With Interrupted Education This session provides answers to these questions: Who are the students with interrupted education, where do they come from, what are the causes of their interrupted education, and, most important, what can we, as educators, do to help these students make up for lost time? Judith O’Loughlin, Language Matters Education Consultants, LLC, USA Brenda Custodio, Newcomer and ELL Services, USA RWL

1:00 pm Monday, 1:00 pm–5:00 pm Ticketed Event Correcting the Misconceptions That Mainstream Educators Have About Language In this workshop, participants look at 10 misconceptions about language that are held by many mainstream educators and contribute to inadequate instruction of ELs. Participants discuss and reflect on misunderstandings in their own contexts and leave the workshop with at least three actionable goals for countering misunderstandings. Jan Dormer, Messiah College, USA TE

Monday, 1:00 pm–5:00 pm Ticketed Event Incorporating Extended Reality Into Language Learning for Older Learners This hands-on workshop is for teachers who want to incorporate and assess extended reality in their teaching of adolescents and adults. Headsets loaded with free exemplar apps are explored for opportunities, including the making of an augmented reality “how-to” explanation, a mixed-reality game, and a 360 interview. Christine Rosalia, Hunter College–CUNY, USA Victoria Vasquez, Hunter College–CUNY, USA Areum Kang, Hunter College–CUNY, USA Brendaly Torres, Hunter College–CUNY, USA Vicky Holguin, Hunter College–CUNY, USA Robert Sorensen, HERO High School, USA Emma Lao, Hunter College–CUNY, USA Lindsay Portnoy, Killer Snails, USA Daniel Chan, Hunter College–CUNY, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

DLT

Exhibitor Session

InterSection

Invited Speaker

5:00 pm

Monday, 1:00 pm–5:00 pm Ticketed Event Learning Local, Going Global: Engaging Multilingual Students Through Youth Media Participants learn how to engage students in local and global communications and collaborations using youth media technologies to teach for democracy. Grounded in high-impact practices and aligned with TESOL standards, participants critically review and sample user-friendly tools and strategies, including interviewing, storytelling, editing, and multimodal composition. Deborah Romero, University of Northern Colorado, USA Dana Walker, University of Northern Colorado, USA

Monday, 5:00 pm–9:00 pm Ticketed Event Cinderella Rocks! Fairy Tales in Low-Tech, EconomicalPBL Folk or fairy tales are a valuable, underutilized language-learning tool. PBL using familiar tales engages students of all ages and language abilities, is easy to implement, and requires few resources. Activities for participants include assuming character’s perspectives, decoding messages, creating modern versions, and predicting characters’ future. Anita Selec, Univeristy of Banja Luka, Bosnia and Herzegovina

Monday, 1:00 pm–5:00 pm Ticketed Event Reflective Supervision for Teacher and Supervisor Learning This highly participatory PCI is designed for TESOL educators who wish to deepen their expertise in observation, coaching, and supervision using approaches drawn from counseling and other fields. Realistic scenarios enable participants to capture classroom data, target teachers’ growth areas, and promote reflection during conferencing in innovative ways. Laura Baecher, Hunter College–CUNY, USA Mary Scholl, Centro Espiral Maná, Costa Rica

Monday, 5:00 pm–9:00 pm Ticketed Event Creating Service Learning–Enhanced EAP Courses: The Process From A–Z Service learning (SL) is a proven high-impact pedagogical practice. Many ELT settings have been successfully enriched with SL experiences. This PCI’s objective is to provide the process steps and tools needed by faculty and administrators from English language programs who want to develop SL-enhanced courses. Estela Ene, Indiana University Purdue University Indianapolis, USA Honnor Orlando, Indiana University-Purdue University Indianapolis, USA

Monday, 1:00 pm–5:00 pm Ticketed Event Teaching Beginning Literacy: Essential Principles and Practices for Deep Learning Literacy students need “deep learning” to reach mastery. Their hard-working teachers need low-prep activities that provide meaningful opportunities for developing foundational literacy and offer repetition without boredom. This highly interactive session offers engaging, repeatable classroom activities that help students acquire basic literacy skills as they learn to speak English. Shelley Lee, Wake County Public School District, USA

Monday, 5:00 pm–9:00 pm Ticketed Event Intercultural Competence: A Toolbox to Go Global and Live Local Communicative competence entails not only communicating accurately and appropriately but effectively. Practitioners sometimes struggle with intercultural training as it often occurs as a secondary by-product of language learning. This PCI aims to guide educators in creating a toolbox as a starting point for intercultural competence training. Lorene Pagcaliwagan, Gardner-Webb University, USA Josiah Parke, Gardner-Webb University, USA Shaquavia Chiles, Gardner -Webb University, USA

DLT

Monday, 1:00 pm–5:00 pm The 6 Principles: Training of Trainers This workshop prepares participants to offer PD to teachers so they can successfully implement The 6 Principles in their classrooms and collaborate with others to provide the best program possible for ELs in their school or districts. Linda New Levine, Consultant, USA Ann Feldman, MATSOL, USA

Panel

PracticeOriented

ResearchOriented

CLI

ABSTRACTS MONDAY

RWL

CIC

Monday, 5:00 pm–9:00 pm Ticketed Event Time-Saving Techniques in Assessing Recorded Oral Production Learn efficient ways to assess your students’ recorded speaking activities. In this workshop, facilitators present time-saving assessment tools and techniques for grading and providing feedback for recorded oral production tasks. Participants design their own assessment tools and have opportunities to test them with the facilitators and fellow participants. Mira Malupa, American River College, USA Andy Patterson, Duskin Co., Ltd., Japan LA

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

TUESDAY, 12 MARCH 2019

Tuesday, 8:00 am–12:00 pm Ticketed Event Jump-Start Flipped Learning: From Nuts ‘n Bolts to Creative Implementation Getting started with flipped learning poses challenges. This workshop lets participants jump into flipping with the presenters as guides. Six recommendations for teachers interested in flipping are provided, along with resources for follow-up. Participants should bring a lesson to flip and a mobile device. Heather Parris, New York State Education Department Regional Bilingual Education Resource Network, USA Helaine Marshall, Long Island University–Hudson, USA DLT

For the location of a ticketed session, please check your ticket.

8:00 am Tuesday, 8:00 am–12:00 pm Ticketed Event Get Them Talking: Using Cooperative Learning to Increase Academic Language Participants in this session actively engage in cooperative learning activities that have been found to increase academic language usage and listening skills. Participants will be able to return to their classroom and immediately use these activities to help their students. Marie Loper Maxwell, Texas A&M University-Commerce, USA Lisa Loper, Independent, USA LSP

Tuesday, 8:00 am–12:00 pm Ticketed Event Teachers’ Narratives: Sharing Classroom Experiences as PD In this workshop, participants learn to use role-swapping techniques involving teachers’ narratives and storytelling, easily incorporated into classroom teachers’ routines, to feel empowered and connected to the greater global network of teachers. This is essential especially for language teaching, where linguistic and teaching developments intertwine and support each other. Melanie Rockenhaus, Scuola Normale Superiore, Italy PD

Tuesday, 8:00 am–12:00 pm Ticketed Event The GO TO Strategies: Guiding Teachers to Scaffold Content Language This workshop provides hands-on experience with instructional strategy resources for teachers of ELLs. The GO TO Strategies help teachers create scaffolded lessons that connect with language proficiency levels and research-based principles. Participants become familiar with the GO TO Strategies resources and participate in strategy demonstrations throughout the workshop. Laura Lukens, North Kansas City Schools, USA Linda New Levine, Consultant, USA Betty Ansin Smallwood, Succeeding with ELLs, USA

ABSTRACTS TUESDAY

Tuesday, 8:00 am–12:00 pm Ticketed Event Using Song and Music to Teach ESL/EFL Teachers know the power of music and song in teaching English—but there are always new insights. Participants enjoy a wide range of musical activities covering all domains, communicative competence, content areas, and community-building. Teaching goals are addressed. Interaction and inspiration promised. Kristin Lems, National Louis University, USA TE

Academic Session

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

9:00 am Tuesday, 9:00 am–4:00 pm Ticketed Event Essentials of Pronunciation Teaching and Learning Participants gain new skill and confidence in meeting the challenges of teaching pronunciation to learners from a variety of backgrounds. Recognized experts familiarize participants with the core features of pronunciation, demonstrate innovative, multisensory techniques for addressing features that impact learners’ intelligibility, and help them successfully integrate pronunciation into their curriculum. Donna Brinton, Independent, USA Lynn Henrichsen, Brigham Young University, USA Colleen Meyers, University of Minnesota, USA Tamara Jones, Howard Community College, USA Carolyn Quarterman, Duke University, USA LSP

Tuesday, 9:00 am–4:00 pm Ticketed Event More Than “Making It Work”: Coteaching in Multilingual Elementary Classrooms General education and ESL teachers can collaborate for the benefit of all students. With special attention to universal design for learning, this workshop features tips, techniques, and strategies for effectively implementing coteaching in the multilingual general education classroom. Participants learn ways to support the language and content learning of all students. Jackie Ridley, The Ohio State Univeristy, USA Lindsay Slater, Educational Service Center, USA TE

PracticeOriented

ResearchOriented

Tuesday, 9:00 am–4:00 pm Ticketed Event Teaching and Tutoring Emergent Readers With Refugee Backgrounds This interactive workshop addresses practical approaches to teaching language and literacy to adult emergent readers with refugee backgrounds. The presenters address theories and best practices for supporting adults who are learning ESL while also becoming literate for the first time. Amanda Shufflebarger Snell, University of Arizona, USA Kate Van Roekel, Literacy Connects, USA Jenna Altherr Flores, University of Arizona, USA Lissa Fogel, Pima Community College REP, USA PD

1:00 pm Tuesday, 1:00 pm–5:00 pm Ticketed Event A Systematic Approach to Teaching Vocabulary and Lexical Chunks This workshop demonstrates a systematic way of presenting vocabulary and lexical chunks. Participants engage in activities for presenting vocabulary, checking understanding, presenting and practicing lexical chunks, and reviewing vocabulary. Throughout, participants are encouraged to consider how to implement these practices in their own classes. Curt Reese, University of Texas at Austin, USA VG

ABSTRACTS TUESDAY

Tuesday, 9:00 am–4:00 pm Ticketed Event Motivation, Participation, and Ongoing All-Skills Practice via Process-Drama Recent brain-based research indicates that motivation, imagination, emotion, and movement vastly accelerate SLA. Process drama integrates these elements into extended, multiepisode, improvisational drama encounters to develop speaking, listening, grammar, and literacy skills while promoting critical thinking, reflection, and learner engagement. This workshop facilitates successful process dramas. Leslie Sapp, Creative Minds International Public Charter School, USA Gary Carkin, Southern New Hampshire University, USA Judith Trupin, Literacy Assistance Center, USA LSP

Panel

Tuesday, 9:00 am–4:00 pm Ticketed Event Planning for the Success of ELLs in Academic Content Classes: What Works? Participants examine research-based strategies and approaches to assist ELLs in meeting rigorous grade-level standards. Participants gain a deeper understanding of how language development affects instruction and learning at different proficiency levels and experience a variety of strategies and modifications that can be strategically applied to lesson plans as a way to foster EL achievement in content classes. Giselle Lundy-Ponce, American Federation of Teachers, USA CLI

Tuesday, 1:00 pm–5:00 pm Ticketed Event Effective Lesson Observation: More Than Meets theEye Lesson observation is one of the most used and abused teacher development/supervision tools. In this workshop, participants explore how to turn lesson observation into a relevant teacher development tool. By using two metaphors (map and compass), participants learn tools to guide them through the observation process. Gabriel Diaz Maggioli, The Catholic University of Uruguay, Uruguay PD

Teaching Tip

TESOL in Focus

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Tuesday, 1:00 pm–5:00 pm Ticketed Event Long-Term ELs: Strategies for Shared Responsibility Across Content Areas Participants interactively practice research-based strategies in the languages of math, history and social science, and science, and draft how to empower every teacher to teach with language learning in mind, especially for long-term ELs and those with little formal schooling. A multitude of support materials are provided. Elizabeth Hartung-Cole, NNETESOL, USA CLI

Tuesday, 1:00 pm–5:00 pm Ticketed Event Research Mentoring Workshop for Novice Researchers: Connecting Teaching and Research This workshop supports teachers and novice researchers in exploring ways research can inform teaching. By connecting to the TESOL Research Agenda, participants learn about main forms of research, create a research design relevant to their research questions, and network with colleagues as they pursue their research projects. Lucilla Lopriore, Roma Tre University, Italy MaryAnn Christison, The University of Utah, USA Lillian L.C. Wong, The University of Hong Kong, Hong Kong Fares Karam, University of Nevada, Reno, USA Lottie Baker, The George Washington University, USA PD

Tuesday, 1:00 pm–5:00 pm Ticketed Event Teaching to Strengths: Supporting Students Living With Trauma and Stress Teaching the ever-growing population of ELs living with adversity requires a physical environment where students feel safe, continuous asset-based relationship building, students’ voice in shaping their social and academic learning, and instruction connected to students’ lives. Participants interactively explore strategies for instruction using strengths-based practices. Debbie Zacarian, Zacarian & Associates, USA Lourdes Alvarez-Ortiz, Consultant, USA Judie Haynes, Consultant, USA CLI

5:30 pm Tuesday, 5:30 pm–7:00 pm Hall A2 (GWCC) Endangered Languages Half the world’s languages are endangered and may go extinct in this century. Their loss will have dire consequences not only for their speakers, but also for culture, science, and the environment. This presentation demonstrates how indigenous speakers and linguists are working to sustain languages through technology and digital activism. K. David Harrison, Swarthmore College, USA

Tuesday, 1:00 pm–5:00 pm Ticketed Event Scaffolding Information Literacy Skills by Flipping in the EAP Information literacy skills are fundamental to student success in the U.S. classroom and can present challenges for international students. This workshop introduces ESL practitioners and curriculum designers to the ACRL Framework for Information Literacy and demonstrates techniques to scaffold information literacy skills into instruction utilizing the flipped classroom model. Beatrix Burghardt, Texas A&M University, USA Christina Wray, University of Central Florida, USA

ABSTRACTS TUESDAY

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Academic Session

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

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WEDNESDAY, 13 MARCH 2019 7:00 am Wednesday, 7:00 am–7:20 am Cottonwood B (Omni) Engaging Activities That Teach Students to Write Summaries Teachers know summary writing is important, but they may struggle to teach it. In this session, participants learn two effective activities for teaching summary writing. They leave with practical ideas, along with student samples and handouts. Katie Mitchell, University of Colorado Boulder, USA RWL

Wednesday, 7:00 am–7:20 am Hazelnut (Omni) Power Issues in Linguistically and Culturally Diverse Peer Learning Groups To raise the quality level of student group work in mixed classrooms, we need to develop the ways to lead educational work among students that helps them realize the advantages of mixed collaboration and allow them to make equal contributions to group projects with mutual satisfaction and benefit. Sofya Tarabrina, University of New Mexico, USA RWL

Wednesday, 7:00 am–7:20 am Hickory (Omni) Sell Snake Oil and Enhance Fluency Listening and Speaking ELLs report difficulty listening and anxiety when speaking in the classroom. Playing games engages students in genuine communication while providing targeted practice with grammar structures, formulaic language, and new vocabulary. Snake Oil prompts fluent pitches of silly products, and careful listening by potential investors, scaffolding later formal presentations. Josiah Murphy, Kent State University, USA Matthew Wong, Kent State University, USA CLI

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Teaching Contrast Expressions Advanced learner materials offer few guidelines for the use of connectors nevertheless, in contrast, however, on the other hand and other contrastive expressions. Grounded in pragmatic theory and drawing on written corpus examples and experimental speaker-judgment data, this talk defines optimal uses and paves a road to enlightened classroom instruction. Howard Williams, Columbia University, USA Wednesday, 7:00 am–7:45 am A316 (GWCC) Activities to Increase Comprehension of Reading Passages Reading is a complicated process that requires students to have knowledge of vocabulary, syntax, memory, and the content background knowledge to understand the passages they read. This session gives participants research-based activities to boost students’ comprehension of reading texts. The participants take home activities to use in their reading classes. Thu Tran, Missouri University of Science and Technology, USA RWL

Wednesday, 7:00 am–7:45 am A412 (GWCC) Adapting Corequisite Remediation Reading and Writing Courses for ESL Students This presentation provides practical information on adapting and implementing corequisite reading and writing remediation courses for college-level ELLs. The presenters provide an overview of the corequisite model and share specific modifications to ESL sections of the support courses. Attendees receive guidelines for course development. Mary Elizabeth Wilson-Patton, Nashville State Community College, USA Connie Mathews, Nashville State Community College, USA Elizabeth Stein, Nashville State Community College, USA RWL

Wednesday, 7:00 am–7:45 am International Ballroom A (Omni) Advocacy 101: Improving IEP Meetings for Culturally and Linguistically Diverse Students Research has documented the barriers facing culturally and linguistically diverse (CLD) families whose children are dually identified for ESOL and special education. Drawing from extensive qualitative research, this workshop provides TESOL professionals with insights, perspectives, and practical measures to improve educational outcomes for this oftenoverlooked population. Sherry Steeley, Georgetown University, USA Karrin Lukacs, Shenandoah University, USA ASJ

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 7:00 am–7:20 am Sycamore (Omni) Surprises Make Listening and Speaking Fun and Engaging Students enjoy listening to something they are interested in, but what kind of material interests everyone in a class? A sure-fire recipe is real stories too amazing to be true. The presenter demonstrates how to use frivolous lawsuit cases for a fun, effective, and interactive listening and speaking activity. Takako Smith, University of Nebraska-Lincoln, USA LSP

Wednesday, 7:00 am–7:20 am Walnut (Omni)

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Wednesday, 7:00 am–7:45 am International Ballroom E (Omni) An Exploration of Listening Strategy Use and Proficiency in China This session provides an overview of findings from a quantitative study that examined listening strategy use and listening proficiency among university students in China. Implications aree highlighted for improving the listening comprehension of EFL learners. Jiuhan Huang, Regent University, USA Deanna Nisbet, Regent University, USA

Wednesday, 7:00 am–7:45 am A402 (GWCC) Beyond Cross-Cultural Understanding: Preparing Tomorrow’s Language and Culture Educators Effective English teachers foster both linguistic and cultural proficiency, preparing students to interact across difference. This presentation draws on findings from a case study of a teacher education program in Indonesia and discusses how novice language teachers can be successfully prepared to address both language and culture in their classrooms. Tabitha Kidwell, University of Maryland, College Park, USA

Wednesday, 7:00 am–7:45 am A404 (GWCC) Analyzing Text Complexity for ELs in the K–12 Classroom Specific strategies are presented to modify K–12 reading materials for ELs. Research shows the need for teachers to be able to determine text complexity and to make modifications to strategies. Participants actively engage in making content comprehensible at varied levels of proficiency by analyzing reading passages. Jane Govoni, ESOL in Higher Ed, LLC., USA

Wednesday, 7:00 am–7:45 am A407 (GWCC) Building Oral English Proficiency Online: A Self-Study Pilot for ITAs ITAs who need to develop oral English proficiency for their TA duties may face barriers, such as competing priorities, limited time, and sometimes geographical constraints. This session reports on an online self-study pilot designed to make oral proficiency development more accessible for ITAs. Pauline Carpenter, Independent, USA

LSP

Wednesday, 7:00 am–7:45 am LA Cypress (Omni) Assessing Experiential Learning Using Guided Student Reflection Come learn about two interactive experiential learning projects implemented in an IEP volunteering elective. Presenters demonstrate how they use critical reflection to guide student critical thinking and assess learning. Participants leave with ideas for reflective activities, prompts, and assessment tools that can be adapted for their own experiential learning projects. Barbara Flocke, University of Colorado, Boulder, USA Summer Webb, University of Colorado, Boulder, USA Wednesday, 7:00 am–7:45 am International Ballroom C (Omni) Assessing Speaking With Flipgrid This practice-oriented session introduces Flipgrid as a tool for assessing spoken language formatively and summatively. Participants learn about two example assessments implemented in an oral skills course in an IEP. The example assessments address outcomes related to producing spontaneous speech as well as features of pronunciation. Crystal Rose-Wainstock, University of Minnesota, USA

ABSTRACTS WEDNESDAY

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Academic Session

Conceptually Oriented Session

CIC

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Wednesday, 7:00 am–7:45 am A406 (GWCC) Digging Into Computer-Based Research With Newcomers Students with limited or interrupted formal education created a nonfiction research booklet as a collaborative project between the ESL computer skills class and the librarian, aligned with culturally responsive teaching and TESOL’s 6 Principles. This presentation enables participants to apply these guidelines to their local instructional contexts. Beth Evans, Burlington School District, USA Helaine Marshall, Long Island University–Hudson, USA DLT

Wednesday, 7:00 am–7:45 am Juniper (Omni) Does Nonnativeness Still Matter in Your Academic Writing Course? The study discussed investigates the perceptions of international students toward their nonnative-English-speaking teachers. The results show that students regard teachers’ professionalism and mutual intelligibility as significant attributes. The findings demonstrate that a deeply rooted myth like native-speakerism or asymmetrical power relation in ELT may conflict with the ideologies of students. Youngjoo Seo, Indiana University Bloomington, USA Yeoeun Park, Indiana University Bloomington, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 7:00 am–7:45 am A410 (GWCC) How to Motivate Reluctant Adult Learners to Speak English This presentation demonstrates how designing context-based lesson materials can stimulate even the most reluctant adult professionals to learn English. The presenters describe the main principles of context-based theory of education and motivation and share samples of lesson plans and a quick guide to prepare such lesson materials. Anjelika Alexandrova, Kazan National Research Technical University named after A. N. Tupolev-KAI, Russian Federation Alsu Gilmetdinova, Kazan National Research Technical University named after A. N. Tupolev-KAI, Russian Federation Ruzilya Yakhina, Kazan National Research Technical University named after A. N. Tupolev-KAI, Russian Federation CLI

Wednesday, 7:00 am–7:45 am International Ballroom D (Omni) IEP Learners’ Self-Correction Profiles During an Oral Production Task The longitudinal multiple case study discussed analyzed three types of self-correction (abandoned utterances, during-production corrections, postproduction corrections) to create profiles of four adult Arabic L1 learners in an IEP. The triangulated results provide insights into selfcorrection that could aid teachers when implementing self-correction activities and designing oral productive tasks. Mary Lou Vercellotti, Ball State University, USA Dawn McCormick, University of Pittsburgh, USA LSP

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Wednesday, 7:00 am–7:45 am Grand Ballroom B (Omni) Learning How to Lead EL Family and School Engagement ELs struggle with the divide that may exist between home and school, resulting in gaps that effective family/school engagement can bridge. This session describes a university/elementary school partnership focused on improving engagement. Participants learn how to implement this model of engagement, gain administrator buy-in, and develop educators’ leadership skills. Angela Mooney, University of Central Oklahoma, USA PD

Wednesday, 7:00 am–7:45 am Dogwood B (Omni) Linguistic Landscapes: Harnessing Home Language for Inclusive School Ecologies Attendees take a photographic journey through an urban school before and after a project to make the linguistic landscape more inclusive. By applying a critical lens to school spaces, attendees learn to cocreate multilingual ecologies alongside emergent bilinguals to visibly promote an asset-based perspective of cultural and linguistic diversity. Rachel Toncelli, Rhode Island College, USA Elizabeth Taylor, Hope High School, USA ASJ

Wednesday, 7:00 am–7:45 am International Ballroom B (Omni) Oral Error Correction in the Classroom: What Works Oral error correction is difficult but vital to language learning; research shows that it benefits students. Teacher discomfort with oral error correction can lead to no correction at all. This presentation explores why oral error correction is important and practical ideas for performing it in the classroom. Bradley Knieriem, Howard Community College, USA LSP

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 7:00 am–7:45 am A315 (GWCC) Investigating Interculturality Development of Student Sojourners in the Academic Environment The presenter shares her experience in developing students’ intercultural competence to promote language skills, pragmatic competence, and literacy to contribute to learner-centered classrooms. She also presents data that show what students miss in their language classes that should be included to enhance the learning process and develop their intercultural competence. Ruqayyah Moafa, The University of Memphis, USA CIC

Wednesday, 7:00 am–7:45 am A314 (GWCC) Learners as Ethnographers: Promoting Critical Intercultural Awareness in Academic Socialization EAP learners should develop critical intercultural awareness for a successful academic socialization process. This presentation describes how autoethnographic tasks can be used to raise learners’ critical intercultural awareness in a graduate-level EAP course. Participants receive ready-toimplement materials to incorporate critical intercultural awareness–raising tasks in their teaching contexts. Seyma Toker, Georgetown University, USA Aysenur Sagdic, Georgetown University, USA CIC

Workshop

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Wednesday, 7:00 am–7:45 am A309 (GWCC) Preparing Teachers for Culture Teaching: Lessons Learned from Global Practitioners Given postmodern understandings of culture, it is likely that conventional techniques of preparing novice English language teachers for culture teaching are increasingly inadequate. This presentation provides specific recommendations for teacher education programs that are drawn from a culture teaching study conducted with 12 English language teachers across global and institutional settings. Bryan Meadows, Seton Hall University, USA TE

Wednesday, 7:00 am–7:45 am Grand Ballroom C (Omni) Researching With Multilingual Students and Teachers: A Participant Solidarity Lens This researcher-oriented presentation proposes a participant solidarity lens for designing, conducting, and presenting scholarly research in bi/ multilingual and ESOL classroom settings. Based on their experience as classroom ESL teachers and university researchers, the presenters offer this lens as a methodological and theoretical framework for (humanizing) classroom research endeavors. Nicole King, The Ohio State University, USA Jackie Ridley, The Ohio State University, USA ASJ

Wednesday, 7:00 am–7:45 am VG A313 (GWCC) Spaced Repetition Systems: The Neuroscientific Approach to Vocabulary Acquisition What is the latest neuroscientific evidence on spaced repetition? Is this strategy more effective in enhancing retention than massed learning? Because the intermediary period between repetitions is critical, how do spaced repetition systems factor in both the forgetting curve and the optimal set of reviews for vocabulary acquisition? Harisimran Sandhu, Independent, India Wednesday, 7:00 am–7:45 am Magnolia (Omni) Storyscapes: Situating Individual Language Learning Within Local and Global Narratives Storyscapes, or explorations of physical spaces as sites of shared memories and emotional responses, are described in relation to L2 pedagogy. This presentation of a classroom project addresses how language learners interpret meaning in new environments, come to know a place, and understand the language that helps to define it. Carla Chamberlin, The Pennsylvania State University, Abington, USA

ABSTRACTS WEDNESDAY

Academic Session

Conceptually Oriented Session

Wednesday, 7:00 am–7:45 am A305 (GWCC) Student Input on Activities and Excursions in English for Tourism This research-oriented presentation reports in-class activities and excursions for English for Tourism students (N=204) most and least preferred. It was found that interactive and creative in-class speaking activities and overnight excursions to natural attractions focusing on speaking and hands-on experience were preferred. Implications for other ESP contexts are discussed. Wutthiphong Laoriandee, Chulalongkorn University Language Institute, Thailand CLI

Wednesday, 7:00 am–7:45 am A405 (GWCC) Teaching ELLs in the Context of Political Trauma Presenters share results of a study regarding how English language teachers’ instruction was impacted by their students’ emotional responses to President Trump’s January 2017 signing of Executive Orders 13759 and 13767, which attempted to limit refugee resettlement and immigration in the United States. Janine J. Darragh, University of Idaho, USA Gina Petrie, Eastern Washington University, USA TE

Wednesday, 7:00 am–7:45 am A408 (GWCC) The Skillful Approach to Teaching Critical Thinking All published EAP materials claim to teach critical thinking skills, but do they ask students to do more than discuss their opinions? In this session, attendees look at low- to high-order critical thinking skills and how they can effectively be taught across levels of an EAP curriculum. Nicole Graham, English Central, Canada CLI

Wednesday, 7:00 am–7:45 am A312 (GWCC) Tracing the Developmental Trajectory of L2 Novice Teacher/Teaching Expertise This study traces the developmental trajectory of 12 novice ESL teachers over two years as they moved through a series of pedagogy courses and participated in a variety of PD activities. The findings illustrate how engagement in these practices shaped their emerging teacher/teaching expertise in meaningful and worthwhile ways. Karen Johnson, The Pennsylvania State University, USA Paula Golombek, University of Florida, USA Deryn Verity, The Pennsylvania State University, USA Sharon Childs, The Pennsylvania State University, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 7:00 am–7:45 am A310 (GWCC) Translingual Literary Public Pedagogy: Learned Limits and Limitlessness This presentation reports on the processes and products of our engagement with translingual pedagogies, those occurring when languages are in contact and mutually influencing each other with emergent meanings and grammars. We illustrate translingual memoir as an ensemble strategy to use with TESOL students and communities when reading translingual literature. Tairan Qiu, The University of Georgia, USA Melisa Cahnmann-Taylor, The University of Georgia, USA Sharon Nuruddin, The University of Georgia, USA Yixuan Wang, The University of Georgia, USA CIC

9:00 am Wednesday, 9:00 am–10:00 am Chestnut (Omni) TESOL National Recognition Through CAEP This session discusses how the TESOL P–12 Professional Teaching Standards are used by the Council for the Accreditation of Educator Preparation (CAEP) to accredit ESL licensure programs. Applying the standards in other contexts, both in the United States and internationally, for PD in schools is also discussed. Anita Bright, Portland State University, USA

9:10 am Wednesday, 9:10 am–9:30 am Teaching Tip Theater #2, Expo Hall (GWCC) Rhetorical Moves in Research Papers: A Corpus-Based Lesson Composing a well-structured research paper can be challenging for novice academic writers. This session shares a lesson that aims to help students notice and learn common language patterns used in research papers by drawing on the Concordancer for Academic Written English. Eman Elturki, Washington State University, USA AL

Wednesday, 7:00 am–7:45 am A304 (GWCC) Understanding the English Side of Dual Language/ Bilingual Immersion This session shares findings from research on English partner teachers’ experiences teaching in K–12 dual language immersion (DLI) programs. This qualitative multicase study seeks to understand the unique roles and responsibilities of these teachers, and the extent to which current pre- and in-service preparation programs prepare teachers for these roles. Adriana Melnyk Brandt, Dixie State University, USA CLI

Wednesday, 7:00 am–7:45 am A403 (GWCC) Using Critical Literacy in Resistance Readings and Counternarratives Often, we assume what we read is truth. However, texts can be influenced by social hierarchies, bias, and the author’s ideologies. This presentation discusses how students can critically analyze texts to look beyond the intended meaning, find the hidden power in texts, and discover alternate views. MaryLynn Patton, El Centro College, USA RWL

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TESOL in Focus

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ABSTRACTS WEDNESDAY

Wednesday, 9:40 am–10:00 am Teaching Tip Theater #2, Expo Hall (GWCC) Mobile-Assisted Language Learning: Self-Assessment Activities in EFL Classes Self-assessment of oral performance can be challenging, but with a proper evaluation design involving mobile phones as recording tools, learners can develop their abilities of self-observation and self-judgment for future improvement. The presenter demonstrates how this approach helped college EFL learners to develop their English speaking and assessing abilities. Yu-ju Hung, R.O.C. Air Force Academy, Taiwan LA

Wednesday, 8:00 am–9:00 am Hall A2 (GWCC) Developing Expertise in TESOL: Local-Global Considerations As language teachers and teacher educators, we are constantly considering the local and the global with regards to teaching English. What expertise do English teachers need to teach English as a global language while considering the diverse forms, norms, functions, and uses defined by local dynamics and necessities? Luciana C. de Oliveira, University of Miami, USA

Panel

Wednesday, 9:10 am–9:30 am Teaching Tip Theater #1, Expo Hall (GWCC) The N-Word: How to Engage ELLS’ Sociocultural Understanding Impactful pedagogy addresses the sociocultural meaning of language, enabling ELLs to communicate effectively in diverse environments. Dialoguing with ELLs about the n-word’s history and nuanced meanings empowers them as socially aware language users. Easily adaptable, multimedia lesson plans for beginning students in an EFL context are shared with participants. Kendra Staley, University of Colorado, Boulder, USA ASJ

Workshop

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Wednesday, 9:40 am–10:00 am Teaching Tip Theater #1, Expo Hall (GWCC) Scaffolding Heard Content for Paraphrasing: From Understanding to Production Summarizing heard content in an academic setting can be both frightening and difficult for LLs. The presenter introduces the use of teacher-developed summary templates to both scaffold students speech and teach a long term strategy that LLs can use in their present and future academic summary tasks. Christienne Woods, The University of Delaware, USA CLI

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Wednesday, 10:10 am–10:30 am Teaching Tip Theater #1, Expo Hall (GWCC) Possible L2 Selves and Career Education Exercises in English Classes Career education exercises involving the creation of current and future resumes were incorporated into English classes with 835 university students. The exercises enhanced the Ought-to L2 Self, especially for lowproficiency students, which may motivate them to study English, whereas high-proficiency students were motivated to achieve an Ideal L2 Self. Noriko Iwamoto, Toyo University, Japan AL

Wednesday, 10:10 am–10:30 am Teaching Tip Theater #2, Expo Hall (GWCC) Preparing Pathway Students for Academic Discourse: Structured Group Share Projects International students can find it challenging to communicate with professors and classmates; structured group share projects can help prepare them for academic discourse. Cooperative learning, differentiation, scaffolding and reflection encourage students to take responsibility for their part of the share. Metacognitive strategies are also an important part of the process. Nicole Servais, University of Delaware, USA LSP

ABSTRACTS WEDNESDAY

10:40 am Wednesday, 10:40 am–11:00 am MD Teaching Tip Theater #2, Expo Hall (GWCC) Homework Packets That Extend and Motivate Student Learning Do you and your learners dread homework? See how one teacher motivates students to do and to learn from their homework through weekly homework packets that encourage students to control their learning and practice outside of class. Participants receive example packets to help them get started in their classrooms. Rochelle King, INTO Oregon State University, USA

Academic Session

Wednesday, 10:40 am–11:00 am Teaching Tip Theater #1, Expo Hall (GWCC) The Power of Languages in the Newcomer ESOL Classroom In this session, the presenter shares findings from a study that looked into the language and literacy experiences of Ixil ELs in the newcomer ESOL classroom. In particular, this presentation shares the participants’ perspectives about the dynamics of languages in the ESOL classroom between indigenous and nonindigenous Latin American immigrant ELs. Luis Javier Pentón Herrera, Prince George’s County Public Schools, USA CIC

Conceptually Oriented Session

Wednesday, 11:00 am–11:45 am Sycamore (Omni) 20 Years Later: How Are the U.S. MATESOL Programs Doing? This study aims to investigate if U.S. MATESOL programs have made changes to improve by adding some recommended courses that Govardhan, Nayar, and Sheorey (1999) suggested. Results revealed that many programs made changes by adapting recommended courses in several areas, and there were few areas that are still lagging. Abdulsamad Humaidan, Southern Illinois University Carbondale, USA Ahmed Alshammari, Umm Al-Qura University, Saudi Arabia PA

Wednesday, 11:00 am–11:45 am A402 (GWCC) Artificial Intelligence for Teachers: Theory Into Practice The language of artificial intelligence (AI) has been around for decades: state analysis, intelligent feedback, individualized study path, virtual tutor. The presenters explain basic principles underlying AI technology and demonstrate how AI can improve student learning and inform classroom instruction, leading to consistent, predictable learner progress. Kevin McClure, Independent, USA DLT

Wednesday, 11:00 am–11:45 am Dogwood B (Omni) Bilingualism and Language Revitalization in Guam and Micronesia In this presentation, the topics of language death and revitalization in Guam and the Federated States of Micronesia are discussed qualitatively based on data collected from interviews and focus groups with community elders, language students, and citizens involved in language revitalization efforts in the region. Evelyn Doman, University of Guam, Guam

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

ASJ

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 11:00 am–11:45 am Redwood (Omni) Conceptualizations and Misconceptualizations: Cultural Linguistics in the English Language Classroom This session introduces teachers to the study of cultural linguistics through two activities, which participants can immediately replicate in their own classes, designed to help students recognize differing cultural conceptualizations in their own languages and make the connection between language, culture, and thought. Christopher Hastings, Southwest Tennessee Community College, USA A. Aleathea Conner, University of Memphis, USA

Wednesday, 11:00 am–11:45 am Juniper (Omni) Exploring EFL-ESL Transition: First-Semester Linguistic Experiences of Chinese International Students This presentation reports findings of an investigation into the EFL-ESL transition of six newly arrived Chinese international students during their college freshman year in America. Findings reveal that focal students strategically adopt bilingual resources to function linguistically in academic settings. Implications on TESOL practitioners’ practices and preservice teacher education are provided. Qianqian Zhang-Wu, Boston College, USA

Wednesday, 11:00 am–11:45 am A316 (GWCC) Developing Extensive Readers in the EAP Classroom In this teaching-focused presentation on extensive reading, detailed instructions are given to guide attendees in 1) helping students select an appropriate authentic text, 2) monitoring students’ comprehension, and 3) creating response projects that require meaningful connection to the text. Jena Lynch, Embry-Riddle Aeronautical University, USA

Wednesday, 11:00 am–11:45 am Grand Ballroom A (Omni) Federal Update: ELLs in Adult Education During this interactive session, representatives from the U.S. Department of Education present an update on services made available to adult ELLs through the Workforce Innovation and Opportunity Act (WIOA), including the integrated English literacy and civics education program. Christopher Coro, U.S. Department of Education, USA

Wednesday, 11:00 am–11:45 am Grand Ballroom C (Omni) Engaging and Empowering Language Learners Tap learners’ motivation, empowering them to use language to collaboratively explore meaningful content and build relationships. Engage learners in tasks to develop interculturality, examine critical issues, use technology to collaborate and learn, and design purposeful tasks and assessments. Use high-leverage teaching strategies to build learners’ performance and autonomy. Lisa Lilley Ritter, American Council on the Teaching of Foreign Languages, USA

Wednesday, 11:00 am–11:45 am Grand Ballroom B (Omni) Georgia’s Systems of Continuous Improvement: Coordinating Programs to Support the Whole Child The Georgia Department of Education (GaDOE) works collaboratively across divisions to support LEAs through a common language and framework to meet the needs of all learners. This presentation provides an overview of how GaDOE is changing the work of supporting districts, schools, and children through Georgia’s Systems of Continuous Improvement. Zelphine Smith-Dixon, Special Education Services and Support, Faya Paul, School and District Effectiveness, John Wright, Federal Programs,

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Wednesday, 11:00 am–11:45 am A411 (GWCC) How Is Language Teaching Different? Conversing About the Knowledge Base Understanding how knowledge is used in teaching is central to preparing and certifying teachers, setting standards, and making policies. Two scholars—one in ELT and one in mathematics teaching—have a facilitated discussion about their work and its connections to the ELT knowledge base, followed by a discussant’s response. Donald Freeman, University of Michigan, USA Deborah Loewenberg Ball, University of Michigan, USA Karen Johnson, Pennsylvania State University, USA Martha Epperson, University of Michigan, USA

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 11:00 am–11:45 am A401 (GWCC) Enriching L2 Reading, Writing, and Vocabulary Development With Genre-Based Tools This session introduces classroom-tested tools and materials designed to engage intermediate- to advanced-level ELLs in genre-oriented practices for comprehending and producing diverse text samples in various media. Interactive tasks provide teachers with resources for working creatively with genre categories, functions, participants, rhetorical patterns, pragmatics, grammar, and vocabulary. John Hedgcock, Middlebury Institute of International Studies at Monterey, USA RWL

Workshop

www.tesolconvention.org

Wednesday, 11:00 am–11:45 am Cottonwood B (Omni) Lexical Sophistication Measurements: Applications in Teaching and Assessment Lexical sophistication is an important aspect of overall lexical proficiency, one which teachers intuitively recognize when assessing learners’ output. This presentation explores this construct, highlighting practical methods that teachers can use to quantitatively measure lexical sophistication and ways to effectively increase learners’ lexical sophistication through our planning choices. Ben Naismith, University of Pittsburgh, USA AL

Wednesday, 11:00 am–11:45 am MD Hickory (Omni) Making Global Open Educational Resources Locally Adaptable This session explores the legal, technological, and practical applications of open educational resources. Presenters look at the role TESOL professionals play in the global Open Education Movement and best practices for materials writers facing an ever more global audience with diverse needs. Bee Jenkins, FHI 360, USA Amy Nunamaker, FHI 360, USA Kate Bain, U.S. Department of State, USA Joan Kang Shin, George Mason University, USA Wednesday, 11:00 am–11:45 am A303 (GWCC) Pairing Up Language and Content Courses In CBI, approaches to integrating language and content vary according to instructional context. This session details pairing up language and content courses to better align teaching aims and facilitate collaboration between language and content faculty. Sherise Lee, Academy of Art University, USA

ABSTRACTS WEDNESDAY

CLI

Wednesday, 11:00 am–11:45 am VG A313 (GWCC) Pedagogical Approaches to Teaching and Learning Multiword Expressions Multiword expressions are astoundingly frequent in all manner of language. Teaching and learning multiword expressions is important in listening, speaking, reading, and writing, and their uses can be highlighted in practically any context. This presentation offers teaching strategies and activities that are practical and effective in various instructional settings. Eli Hinkel, Seattle Pacific University, USA Brent Green, Brigham Young University–Hawai’i, USA

Academic Session

Conceptually Oriented Session

Wednesday, 11:00 am–11:45 am A408 (GWCC) Personal and Persuasive: Engaging the Flipped Learner With StartUp Flipped learning inverts classroom pedagogy so learners encounter the target content before class. Using the example of StartUp, a new eightlevel adult series, this session explores practical ways for teachers to use technology to enhance learning and assessment through a combination of tailored flipped learning materials and phone-based projects. Ken Beatty, Anaheim University, USA DLT

Wednesday, 11:00 am–11:45 am A314 (GWCC) Small Talk Adds Value to the L2 Classroom Beyond rapport building, the informal discourse structure of small talk promotes an anxiety-free environment while allowing L2 learners to flex their agency role. Results from this classroom-based discourse analysis indicate that small talk has potential in developing learners’ interactional competence. Learn how small talk may benefit your ESL students. Andrea Mason, University of Idaho, USA Bal Krishna Sharma, University of Idaho, USA CIC

Wednesday, 11:00 am–11:45 am Cypress (Omni) Sophisticated Lexical Collocation Use in a 1st-Year Composition Programme This presentation examines the use of sophisticated lexical collocations in a corpus of first-year compositions written by L1 and L2 students. From this presentation, attendees can expect to better understand collocation production and how this information can be best used in developing assessment criteria and practices. Lee McCallum, University of Exeter, United Kingdom LA

Wednesday, 11:00 am–11:45 am A404 (GWCC) Students With Interrupted Formal Education in ESOL Classrooms This presentation shares the results from a pilot study that was conducted with ESOL teachers who work with SIFE. This presentation discusses the needs of SIFE, what ESOL teachers need to know to address these needs, and the implications this has on teacher preparation programs and PD. Greer Mancuso, George Mason University, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 11:00 am–11:45 am A315 (GWCC) Supporting Linguistic Inclusivity in Higher Education: Implementing Strategic Initiatives This presentation showcases three strategies for promoting a linguistically inclusive campus for ELL students: community workshops, podcast-based outreach, and social initiatives to foster intercultural communication and identity building. Participants gain practical strategies for implementing these and similar projects in their own campus communities. Kimberly Edmunds, Baruch College–CUNY, USA Tristan Thorne, Baruch College–CUNY, USA

Wednesday, 11:00 am–11:45 am A310 (GWCC) Your TEAM for Teaching ELLs Academic Language Mastery of academic language is arguably the single most important determinant of academic success for individual students. This presentation reinforces the need for structured academic language, but not through isolation. It implements the usage of listening, speaking, reading, and writing as activities to master academic language, using TEAM Toolkits. Eric Beck, Continental Press, USA

Wednesday, 11:00 am–11:45 am International Ballroom A (Omni) Teaching Language Skills With Drama: Practical Activities for All Classrooms Using improv and acting techniques in language instruction can seem daunting for teachers who are not familiar with these techniques or who feel they are either outside of their comfort zones or frivolous. In this workshop, participants learn about evidence-based practice that can be applied in any classroom setting. Carmela Romano Gillette, Michigan TESOL, USA Deric McNish, Michigan TESOL, USA

IS: Second Language Writing Beyond 5-Paragraph Essays: Why Don’t Writing Textbooks Reflect Current Research? Textbooks in writing classrooms are important tools that inform teachers’ practices. Yet often, they don’t adequately reflect current research. Panelists explore how writing textbooks conceptualize argumentation, the importance of reading/writing connections in textbooks to promote lexical proficiency development, and how genre-based instruction facilitates learning transfer. Publisher perspectives are also discussed. Tanita Saenkhum, University of Tennessee, Knoxville, USA Alan Hirvela, Ohio State University, USA Diane Schmitt, Nottingham Trent University, United Kingdom Ann M. Johns, San Diego State University, USA Kelly Sippell, University of Michigan Press, USA

CIC

Wednesday, 11:00 am–11:45 am A407 (GWCC) Teaching Vocabulary With Semantic Fields and Lexical Sets A semantic field consists of words that would be found in a topic (e.g., money), and a lexical set is a list of words from a semantic field. In this session, presenters demonstrate Pro Lingua’s several published texts focused on semantic fields and lexical sets and conduct a raffle. Raymond C. Clark, Pro Lingua Associates, USA VG

Panel

PracticeOriented

ResearchOriented

Wednesday, 11:00 am–12:45 pm A309 (GWCC) Changing Lanes: Preparing K–12 ESL Teachers to Provide Resources TESOL’s 2017 teacher education draft standards address a new role for ESL teachers—coaching their peers to support ELLs. Presenters share their advocacy, curricular, instructional, materials, and assessment strategies to prepare TESOL teachers to coach general educators to include ELLs. Participants glean applicable strategies for meeting the standard. Kate Mastruserio Reynolds, Central Washington University, USA Michelle Benegas, Hamline University, USA Amy Stolpestad, Hamline University, USA Cate Crosby, Columbia University, USA TE

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 11:00 am–11:45 am International Ballroom B (Omni) The Local-Global Nexus: Increasing Accountability in Webinars A challenge of teacher development workshops is having participants adopt the activities demonstrated. In this session, presenters describe collaborating on designing and delivering three series of PD webinars for South Asian educators, in which participants tried out activities and reported back. Results and future considerations are explored. Lisa Morgan, Independent, USA Maria Snarski, U.S. Department of State, USA Sara Denne-Bolton, Independent, USA PD

Wednesday, 11:00 am–12:45 pm A301 (GWCC)

RWL

Workshop

www.tesolconvention.org

Wednesday, 11:00 am–12:45 pm Grand Ballroom E (Omni) Connecting Adult ELLs To Their Goals Through Increased Rigor Increasing rigor in adult ESOL instruction is essential to accelerate ELs’ successful transition into college, career or community settings. Working collaboratively, participants explore a variety of ways to infuse rigor in beginning to advanced classrooms, utilizing academic language and thinking critically while employing reading and language strategies. Carolyn Nason, Milwaukee Area Technical College, USA Shawn Jensen, Northeast Wisconsin Technical College, USA TE

Wednesday, 11:00 am–12:45 pm International Ballroom C (Omni) Developing English Teacher Mentor Programs: A Global Perspective Learn about models for setting up teacher mentoring programs and hear the personal stories from those who became teacher mentors in their home countries. Find out how to build a mentor program that will enable teachers to grow professionally while building strong teacher-to-teacher relationships that reenergize teaching communities. Dawn Rogier, U.S. Embassy Beijing, USA Barbara Williams Stoff, Independent, USA Vivian Leske, Holyoke Community College, USA Kitty Purgason, Biola University, USA Altantsetseq Tumnekhishig, U.S. Embassy Ulaanbaatar, Mongolia Serdamba Jambalsuren, Hatgal Secondary School, Mongolia Martha Epperson, University of Michigan, USA PD

Wednesday, 11:00 am–12:45 pm A412 (GWCC) Drama Techniques to Access Complex Texts and Vocabulary Drama is an accepted approach for basic language learning, but it can also support the student’s ability to read complex texts and use the vocabulary and language structures necessary to succeed academically. We explore drama activities that provide equal access to the demands of reading and writing about text. Richard Silberg, U.S. Department of State, USA

ABSTRACTS WEDNESDAY

RWL

Academic Session

Conceptually Oriented Session

Wednesday, 11:00 am–12:45 pm A403 (GWCC) Eliminating ESL in Georgia Higher Education Based on three longitudinal studies, panelists report on the closure of college ESL programs in Georgia resulting from the state’s college completion reform policies. Panelists critically evaluate Georgia’s new policies from multiple stakeholder perspectives and consider implications for college completion reforms, EL college access, and ESL support programs nationwide. Linda Harklau, University of Georgia, USA Susan Bleyle, University of Georgia, USA Lei Jiang, University of Georgia, USA Kate Batson, University of Georgia, USA Kathleen McGovern, University of Georgia, USA RWL

Wednesday, 11:00 am–12:45 pm A305 (GWCC) Embracing Social Media to Engage Students and Teach Narrative Writing Social media provides teachers with a chance to embrace a context that is meaningful to 21st century learners and to capitalize on their enthusiasm to create authentic and entertaining language-learning opportunities. In this workshop, participants learn to use Facebook to make narrative writing authentic, attainable, and enjoyable for students. Jennifer Borch, Independent, USA DLT

Wednesday, 11:00 am–12:45 pm International Ballroom D (Omni) Empowering Global TESOL Leaders in a Local Context Workshop attendees are introduced to several activities that empower teachers to become leaders in their institution. Attendees walk out of the session with a clear action plan and next steps to empower themselves and their institution. This workshop is intended for attendees both in leadership and/or teaching positions. Kimberly Chilmonik, U.S. Embassy, Egypt Sarina Monh, Royal University of Phnom Penh, Cambodia Mohamed Taha, U.S. Embassy-Al-Azhar University, Egypt Kimteang Thai, Australian Centre for Education, Cambodia Heba Sallam, English Language Resource Center, Egypt Muhammad Subry, English Language Resource Center, Egypt

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 11:00 am–12:45 pm A312 (Omni) Enhancing Teaching Effectiveness Through Teachers’ Self-Efficacy Development Content and technical expertise are no longer sufficient for successful teaching in today’s complex classroom environments and must be accompanied by a teacher’s strong sense of professional self-efficacy. Through a series of experiential activities, participants explore an in-service model that integrates skills development with strategies for building teachers’ self-efficacy. Grazyna Dudney, Defense Language Institute, USA PD

Wednesday, 11:00 am–12:45 pm Magnolia (Omni) Envisioning TESOL Through a Translanguaging Lens In response to the multilingual turn in language education, a translanguaging lens challenges the monolingual, native-speakerism paradigm and aims to transform the TESOL profession in valuing learners’ full linguistic repertoires. This colloquium explores both the theoretical and pedagogical possibilities of translanguaging in instruction and assessment. Zhongfeng Tian, Boston College, USA Laila Aghai, University of North Dakota, USA Peter Sayer, The Ohio State University, USA Jamie L. Schissel, University of North Carolina at Greensboro, USA Sabrina Sembiante, Florida Atlantic University, USA Edwin N. León Jiménez, Universidad Autónoma Benito Juárez de Oaxaca, Mexico Julio Morales, Universidad Autónoma Benito Juárez de Oaxaca, Mexico Mario López-Gopar, Universidad Autónoma Benito Juárez de Oaxaca, Mexico Vilma Huerta Cordova, Universidad Autónoma Benito Juárez de Oaxaca, Mexico AL

Panel

PracticeOriented

ResearchOriented

Wednesday, 11:00 am–12:45 pm A405 (GWCC) Microcredentialing of EL Teaching Skills Through Digital Badges Digital badges are a promising innovative tool to support teacher candidates’ instructional skill development. This panel describes the process of developing a series of digital badges that focus on EL teaching skills. Participants leave with specific ideas on how to implement their own digital badging system. Kerry Purmensky, University of Central Florida, USA Charlene Xiong, University of Central Florida, USA Joyce Nutta, University of Central Florda, USA Florin Mihai, University of Central Florida, USA Leslie Davis Medez, University of Central Florida, USA Laura Monroe, University of Central Florida, USA DLT

Wednesday, 11:00 am–12:45 pm Dogwood A (Omni) To Plow the Sea: Linguistic Policy in South America South America is a vast and diverse continent within which interesting changes are occurring at the levels of policy making, teacher preparation, and professional practice. These had been circumscribed to individual countries. Recently, however, synergies began to surface, which are the focus of this panel of experts in the region. Gabriel Diaz Maggioli, The Catholic University of Uruguay, Uruguay Lía Kamhi-Stein, California State University, Los Angeles, USA Maria Matilde Olivero, Universidad Nacional de Rio Cuarto, Argentina ASJ

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 11:00 am–12:45 pm CLI A302 (GWCC) ESL and Math Teachers: A Shared Responsibility Attendees actively participate in several research-based strategies which make the English syntax and vocabulary of math accessible to ELs, especially those stalled at intermediate or with interrupted schooling. Resources to draft a collaboration packet for math colleagues, including scaffolding templates, strategies, and charts of structures and vocabulary, are provided. Elizabeth Hartung-Cole, NNETESOL, USA

Wednesday, 11:00 am–12:45 pm A304 (GWCC) Innovative CBI: Toward Strong Collaboration in Higher Education The complexity of assessment, writing, intercultural communication, pedagogical issues, and other areas make the case for strong, ongoing collaboration between content and TESOL experts in higher education. This panel presents viewpoints from administrators and faculty in an innovative CBI model designed for sustainability, student-centeredness, and equal positionality at a U.S. university. Sky Lantz-Wagner, University of Dayton, USA Olena Zastezhko, University of Dayton, USA Jeri Taylor, University of Dayton, USA Colleen Gallagher, University of Dayton, USA Jennifer Haan, University of Dayton, USA CLI

Workshop

www.tesolconvention.org

Wednesday, 11:00 am–12:45 pm International Ballroom E (Omni) We Did It Our Way! Self-Directed and Informal PD This panel reports on research and practice of second/foreign language teacher–directed and informal PD. The research findings concur with reports that self-directed, informal learning currently defines 80% of learning. The situation challenges traditional and formal PD models often criticized for being general, spotty, inflexible, and lacking in timeliness. Faridah Pawan, Indiana University, USA Ai-Chu Elisha Ding, Indiana University, USA Faishal Zakaria, Indiana University, USA Mika Mokko, Indiana University-Purdue University Indianapolis, USA PD

11:10 am Wednesday, 11:10 am–11:30 am Teaching Tip Theater #1, Expo Hall (GWCC) Cross-Cultural Perspectives on Academic Integrity in the University Classroom Through intercultural insights based on Asian and Western academic norms, the presenters offer effective strategies for dealing with issues of plagiarism, cheating, and challenges with classroom discussions. The presenters explore one aspect of culture—independence vs. interdependence—and discuss how differing worldviews lead to different attitudes toward ownership. Elizabeth Wentzel, Penn State University/York, USA Judy Sides, Penn State University York, USA Wednesday, 11:10 am–11:30 am Teaching Tip Theater #2, Expo Hall (GWCC) Working Smarter Not Harder: Avoiding Teacher Burnout and Improving Outcomes Working smarter not harder relates to how we approach our workload. In this session, the presenter discusses strategies that can increase efficiency, expedite feedback, and reduce teacher burnout. Using the strategies discussed, teachers feel less burdened by their workload and students receive faster, better, targeted feedback. Abigail Mason-Marshall, University of Iowa, USA ABSTRACTS WEDNESDAY

12:00 pm Wednesday, 12:00 pm–12:45 pm A402 (GWCC) 50 Years: English Language Fellows in East Asia Learn how the U.S. Department of State English Language Fellow program has spent 50 years working globally to sustain partnerships with English language professionals, promote PD, and enhance English language teaching in East Asia. Join to hear from Department of State staff, program alumni, and educators from East Asia. Jennifer Hodgson, The U.S. Department of State English Language Programs, USA Frances Westbrook, The U.S. Department of State English Language Programs, USA CIC

CIC

11:40 am Wednesday, 11:40 am–12:00 pm RWL Teaching Tip Theater #2, Expo Hall (GWCC) 10 Activities for Super Summarizing Summarizing is an essential academic skill. However, without plenty of practice, ESL students often find it very difficult to master. In this session, the speaker shares 10 fun, interactive activities that grab students’ attention and guide them to write summaries that are both accurate and concise. Tamara Jones, Howard Community College, USA

Academic Session

Wednesday, 11:40 am–12:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Unfamiliar Genre Project to Diversify Preservice Teachers’ Multilingual Writing Pedagogies The unfamiliar genre project is a tool that preservice ESL/EFL teachers can use to develop new curriculum that challenges them as educators as well as their students by integrating written genres that are atypical to the traditional multilingual academic classroom. This aids teacher empathy and diversifies their students’ writing abilities. Analeigh Horton, The University of Alabama, USA CLI

Conceptually Oriented Session

Wednesday, 12:00 pm–12:45 pm Redwood (Omni) Academic Word List in MA Linguistics/TESOL Theses by Arab Graduates This session examines a corpus-based study investigating text coverage of Coxhead’s Academic Word List (AWL) in theses written by MA linguistics and TESOL Arab graduates. Results revealed that 9.86% (76,201 words) of the text is covered by the AWL and the first three sublists represented 61.61% of the entire list. Abdulsamad Humaidan, Southern Illinois University Carbondale, USA Khalid Azzubaidi, King Saud University for Health Sciences, Saudi Arabia Ghanem Al Ghuwainem, King Saud University for Health Sciences, Saudi Arabia AL

Wednesday, 12:00 pm–12:45 pm A408 (GWCC) Balancing Between Student Engagement and Academic Rigor What leads to academic success? Students need content that engages, promotes critical thinking, and provides language skills necessary to communicate their ideas effectively. The presenters demonstrate how National Geographic content in Pathways 2e motivates students while equipping them with essential language and critical thinking skills needed for academic rigor. Laura LeDrean, National Geographic Learning, USA Tracy Bailie, National Geographic Learning, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 12:00 pm–12:45 pm Cottonwood B (Omni) Borrowing Words Legally: Expanding Options for Textual Borrowing via Corpora Incorporating sources in academic writing while avoiding inappropriate textual borrowing is an important lesson for many ESL writers. This presentation introduces COCA as a tool for multilingual writers to enrich their repertoire of reporting verbs, practice appropriate textual borrowing strategies, and develop skills to discover meaning and structures in context. Yu Tian, University of Arizona, USA Marino Fernandes, University of New Hampshire, USA AL

Wednesday, 12:00 pm–12:45 pm Sycamore (Omni) Change Is Hard! Challenges and Solutions for Language Program Administrators Program administrators must make rapid changes and tough decisions as the economic situation changes. The presenters share issues they’ve faced and discuss solutions, including innovating within resistant organizational cultures, motivating staff and instructors, and balancing priorities with limited resources. Attendees leave with practical ideas to use in their own IEPs. James Stakenburg, Pace University, USA Noga La’or, Long Island University, USA PA

Wednesday, 12:00 pm–12:45 pm Hickory (Omni) Combining Text and Visuals: Desirable Difficulty or Cognitive Overload? This session investigates the theory of cognitive load and considers the concept of desirable difficulty. Participants evaluate whether language teaching materials with both audio and visual support for learners really help learners to learn language or whether incompatibility between the language and the visuals makes the materials too difficult. Carol Lethaby, The New School, USA MD

Panel

PracticeOriented

ResearchOriented

Wednesday, 12:00 pm–12:45 pm A314 (GWCC) Hands-On Comprehension Strategies for All Students Many ELLs struggle to read and comprehend even basic texts. Evidencebased, hands-on comprehension strategies can change that. This is an interactive workshop in which participants learn proven activities and strategies to boost comprehension for all levels of ELLs. Jill Haney, Saddleback Educational Publishing, USA Wednesday, 12:00 pm–12:45 pm Grand Ballroom C (Omni) Help ELLs Succeed: Free PD Resources for Pre-K–12 Educators Since 2004, Colorín Colorado—a free online resource for Pre-K–12 educators of ELLs—has provided educators and parents with resources on literacy skills, academic content, and parent outreach. Whether you are a mainstream or veteran educator who wants to be up-to-date, this workshop is for you. Giselle Lundy-Ponce, American Federation of Teachers, USA PD

Wednesday, 12:00 pm–12:45 pm A303 (GWCC) Investigating Environmental Sustainability ThroughPBL This presentation demonstrates how first-year international students enrolled in a mid-sized, U.S. university benefited from PBL through exploring environmental sustainability. Attendees view assignment descriptions, student work, and results of student self-evaluation. They develop a draft plan and receive a list of resources to aid assignment design. Susan Huss-Lederman, University of Wisconsin–Whitewater, USA Brianna Deering, University of Wisconsin–Whitewater, USA CLI

Wednesday, 12:00 pm–12:45 pm A404 (GWCC) Investigating Novice ESL Teachers’ Advocacy Beliefs and Practices This presentation reports on findings of an investigation into seven novice ESL teachers’ advocacy beliefs and practices. Findings revealed that teachers acted as advocates in classroom and school settings, and their understandings of advocacy extended beyond the classroom and school into the community. Implications for teacher preparation are discussed. Stephanie Garrone-Shufran, Merrimack College, USA TE

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 12:00 pm–12:45 pm A407 (GWCC) Complement Your Curriculum With Content From ESL Library One of the biggest challenges for language teachers is finding affordable, professional resources that meet the needs of dynamic ELLs. Learn how ESL Library develops printable and digital lessons for all ages and levels to inspire conversation, debate, and interaction in your classroom. Ben Buckwold, ESL Library, Canada DLT

Wednesday, 12:00 pm–12:45 pm Grand Ballroom A (Omni) Enhancing Advocacy in the Age of Social Media Learn from TESOL staff about how to effectively utilize social media to enhance your advocacy efforts and campaigns and get some basic tips for using various channels. David Cutler, TESOL International Association, USA ASJ

Workshop

www.tesolconvention.org

Wednesday, 12:00 pm–12:45 pm A315 (GWCC) Looking at Refugee Children’s Language Learning and Funds of Knowledge This session discusses an ethnographic study conducted in two refugee households. Findings highlight that 1) there are four major categories of funds of knowledge in the participants’ households: cooking, religion, selling, and clothing; and 2) that this knowledge has potential for helping children’s English learning. Suggestions for educators are discussed. Aijuan Cun, SUNY–Buffalo, USA CIC

Wednesday, 12:00 pm–12:45 pm A401 (GWCC) Multimodal Writing Tasks for ESL Learners in Academic Contexts From the perspective of task-based language teaching, the mixed-methods study discussed investigates adult EAP learners’ needs and language use in the multimodal genres (e.g., presentation slides and posters). After identifying the types of multimodal writing assignments, evaluation criteria, and resources, the presenters suggest some pedagogical tasks for the EAP learners. Jungmin Lim, Michigan State University, USA Charlene Polio, Michigan State University, USA RWL

Wednesday, 12:00 pm–12:45 pm Cypress (Omni) Native and Nonnative Teachers’ Assessment of L2 Writing This session explores how and why native- and nonnative-English-speaking teachers’ assessment of L2 writing differs significantly at a Midwest U.S. university. The study participants evaluated the sample essay using an analytic rubric and then participated in semistructured interviews. Results and implications of the study are discussed. Padam Chauhan, Minnesota State University, Mankato, USA LA

Wednesday, 12:00 pm–12:45 pm International Ballroom B (Omni) Reflection-as-Action: Implementing Reflective Practice in TESOL This session outlines and discusses how reflective practice can be implemented in ELT that not only focuses on the intellectual, cognitive, and metacognitive aspects of practice that many other approaches suggest, but also the spiritual, moral, and emotional noncognitive aspects of reflection that acknowledges the inner life of teachers. Thomas S.C. Farrell, Brock University, Canada

ABSTRACTS WEDNESDAY

Academic Session

Conceptually Oriented Session

Wednesday, 12:00 pm–12:45 pm A316 (GWCC) Scholarship on L2 Writing in 2018: The Year in Review Having difficulty keeping up with the scholarship in your research area? Even in a relatively small field like L2 writing, staying abreast of the current literature can be challenging. To address this situation, this session provides an overview and synthesis of L2 writing scholarship published during 2018. Tony Silva, Purdue University, USA Yachao Sun, Purdue University, USA Kyle Lucas, Purdue University, USA Qiusi Zhang, Purdue University, USA Parva Panahi Lazarjani, Purdue University, USA RWL

Wednesday, 12:00 pm–12:45 pm Dogwood B (Omni) Technology Education for Adult ELLs: Local Collaborations for Global Connections This session highlights a collaborative initiative aimed to enhance the technology education available to immigrant and refugee-background adults. The presenters outline a range of community-based technology courses, pedagogical approaches, and key partners involved, including an MA TESOL program, local schools, nonprofit organizations, and private businesses. Bjorn Norstrom, Technology for Tomorrow, USA Raichle Farrelly, Saint Michael’s College, USA ASJ

Wednesday, 12:00 pm–12:45 pm Juniper (Omni) The Language Learning Needs of Learners With Refugee experience This presentation shares the outcomes of the first two phases of a multiyear project focusing on identifying the unique language learning needs of learners with refugee experiences using surveys, interviews, contrastive analysis of learner corpora, and learners’ oral production data to inform the design of pedagogical tasks and classroom materials. Li-Shih Huang, University of Victoria, Canada AL

Wednesday, 12:00 pm–12:45 pm A313 (GWCC) Updating Your Approach to Vocabulary: 4 Manageable, Research-Based Practices How can academic ELT instructors apply groundbreaking research on vocabulary to their teaching? The presenter explains paradigm-shifting findings on the lexicon and learners. Next, she demonstrates a manageable approach to vocabulary study based on those findings. Finally, for ongoing motivation, she shows a lecture excerpt highlighting intriguing aspects of English. Frances Boyd, Columbia University, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 12:00 pm–12:45 pm A406 (GWCC) Utilizing the Language Experience Approach With L2 Adult Emergent Readers This practice-oriented session review successful Language Experience Approach (LEA) lessons, and provide participants with a step-by-step routine for organizing and teaching LEA lessons for L2 adult emergent readers from refugee backgrounds. The session includes both classroombased and community-based LEA experiences. Jenna Altherr Flores, University of Arizona, USA RWL

Wednesday, 12:00 pm–12:45 pm A310 (GWCC) Wide Angle: Real Life Pragmatics Pragmatics involves a complex interplay among language, language users, and context of language use. The authors of “Wide Angle” provide insight into the hidden rules of social English by being the only course to deliver relatable and interactive pragmatic instruction within authentic, real-world context. Tamara Jones, Howard Community College, USA Naoko Taguchi, Carnegie Mellon University, USA

12:10 pm Wednesday, 12:10 pm–12:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) A Pop Music–Academic Nexus Achieved With a Paraphrasing Practicum An introduction to or a refresher of the rationales behind conscientious paraphrasing and citing, this practicum uses the universal appeal of pop music to highlight the importance of intellectual property rights. This assignment is easy to implement, requires minimal time, and produces valuable discussion on accurate and responsible paraphrasing. Wendy McBride, University of Arkansas, USA RWL

Panel

PracticeOriented

ResearchOriented

12:30 pm Wednesday, 12:30 pm–1:45 pm Poster Session Area, Expo Hall (GWCC) An Overview of TESOL Standards The TESOL Standards Professional Council (SPC) provides an overview of available TESOL standards publications. This includes the revised Standards for Initial TESOL Pre-K–12 Teacher Preparation Programs and older sets of standards. SPC members are available during the session to answer questions and point participants to these resources. DJ Kaiser, Webster University, USA

12:40 pm Wednesday, 12:40 pm–1:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) An Exercise in Empathy: Sociodrama in the ESL Writing Classroom Explore the possibilities of sociodrama in your classroom! Sociodrama is a powerful tool for examining social issues through dramatic role-play. Learn about the process of applying sociodrama to the ESL classroom as presenters demonstrate how they used this tool explore homelessness in a university composition course for multilingual speakers. Amanda Bent, San Francisco State University, USA Alexis Bloom, San Francisco State University, USA CIC

Wednesday, 12:40 pm–1:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Prosody and Politeness in 3 Dialog Acts In English, offers, suggestions, and corrections usually include a late pitch peak early in the utterance. To appear polite, learners performing these functions should also include this prosodic marker. This session overview the phonetics and pragmatics of late pitch peak, and then illustrate how these can be taught. Nigel Ward, University of Texas at El Paso, USA LSP

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 12:00 pm–1:45 pm International Ballroom A (Omni) Social Issues in the Classroom: Ideas From African Teachers A panel of African teachers share their strategies for incorporating pressing social issues, such as gender, human rights, and economic inequality, into their classes in compelling, locally contextualized ways. Learn how they design engaging lessons that help students practice their English and develop as world citizens at the same time. Riah Werner, National Pedagogical Institute for Technical and Professional Training, Côte d’Ivoire Kanda Ibrahim, American English Language Program, Niger Catherine Njau, Ministry of Education, Tanzania, United Republic of Adama Sidibe, Université Cheikh Anta Diop, Senegal Kathija Yassim, Nelson Mandela University, South Africa Aubain Adi, National Pedagogical Institute for Technical and Professional Training, Côte d’Ivoire ASJ

Wednesday, 12:10 pm–12:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) International Students’ Cultural Identity Construction in the USA This session present the findings of a study which used focus group discussion to investigate the influence of international students’ cultural identity construction at one of the U.S. Eastern universities. The results revealed that both life experiences and initial challenges affected international students’ cultural identity construction. Sukanto Roy, Indiana University of Pennsylvania, USA Said Al-Harthy, Indiana University of Pennsylvania, USA CIC

Workshop

www.tesolconvention.org

1:00 pm Wednesday, 1:00 pm–1:45 pm Hickory (Omni) Beginner’s Guide to Creating and Adapting Open Course Materials ESP, EAP, and IEP instructors often feel “off-the-shelf” textbooks are lacking and want to create their own course materials. Open textbooks may be a good option, but few are available for ESL students. Attendees learn how to create open course materials, find open resources, and adapt and publish them. Charity Davenport, University of Tennessee, Knoxville, USA MD

Wednesday, 1:00 pm–1:45 pm International Ballroom E (Omni) Bottoms Up: Reconceptualizing Academic Listening Pedagogy A shift in pedagogical focus to teaching bottom-up listening skills allows ELLs to anticipate and perceive the features of spoken English and therefore improve their ability to decipher meaning in the speech stream. This practice-oriented session highlights five strategies that English language teachers can use to reconceptualize their academic listening pedagogy. Abigail Mason-Marshall, University of Iowa, USA Jennifer Lacroix, Boston University, USA LSP

Wednesday, 1:00 pm–1:45 pm A401 (GWCC) Creating Authentic Open-Source Reading and Writing Materials Reading and writing become more timely and relevant when using opensource and authentic materials. This session tells the story of how one institution redeveloped advanced integrated reading and writing courses utilizing open-source and authentic materials. Learn how to create such materials for your course. Sarah Barnhardt, The Community College of Baltimore County, USA Danielle Aldawood, The Community College of Baltimore County, USA Sara Osman, The Community College of Baltimore County, USA ABSTRACTS WEDNESDAY

RWL

Wednesday, 1:00 pm–1:45 pm International Ballroom B (Omni) Development of EFL Teachers’ Pedagogical Content Knowledge Through Action Research This presentation explores the impact of action research on the development of the pedagogical content knowledge of a group of EFL in-service teachers from one master’s teacher education program in Colombia. The main features of this development are examined as well as the implications for in-service teachers and teacher education programs. Julio Gomez, Universidad Externado de Colombia, Colombia PD

Academic Session

Wednesday, 1:00 pm–1:45 pm A405 (GWCC) Digital Tools to Support ELs in Content Areas Participants learn about digital tools used to enhance instruction and assist ELs with social studies content. A lesson example is shared and participants interact with technology. Jennifer McGraner, Ohio TESOL, USA DLT

Conceptually Oriented Session

Wednesday, 1:00 pm–1:45 pm Cypress (Omni) Evaluating IEP Effectiveness: Comparing Student’s Level Advancement With Proficiency Development How do teachers, curriculum designers, and administrators know if their IEP is functioning well in developing student’s language proficiency as they advance through the program levels? This question is answered and shared for one IEP through proficiency testing data from 2014 and 2017, which provide a self-assessment of program effectiveness. Eddy White, University of Arizona, USA Dan Lesho, iTEP International, USA LA

Wednesday, 1:00 pm–1:45 pm A402 (GWCC) Everyone Should Understand: CBI Techniques to Teach U.S. Legal Rights Not understanding your legal rights has life-altering consequences. ESL instructors can help students by including real-world legal issue lessons. This session demonstrates CBI techniques using the Bill of Rights, the Miranda Warnings, and courtroom procedures. Participants leave with vocabulary lists, web-based resources, and increased knowledge of U.S. legal rights. Sherri Michalovic, Temple University, USA Elizabeth Hepford, Wesleyan University, USA Christina Tavella, Chester Community Charter School, USA ASJ

Wednesday, 1:00 pm–1:45 pm A407 (GWCC) Fulbright English Teaching Assistant Awards: Teach, Learn, and Inspire This session provides an overview of English Teaching Assistant awards and information for those seeking to apply. As the flagship international exchange program, sponsored by the U.S. Department of State-ECA, the program places college graduates and young professionals as English teaching assistants in primary and secondary schools or universities overseas. Karen Forsythe, Institute of International Education, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 1:00 pm–1:45 pm A313 (GWCC) Hidden Grammars and How to Teach Them Larsen-Freeman’s work with complex systems raises an important question in our field. What if there is not just one grammar, but many? This presentation identifies two hidden grammars—lexical grammar and discourse grammar—and explains how teachers can apply them in their teaching and materials. Colin Ward, Lone Star College–North Harris, USA Alice Savage, Lone Star College–North Harris, USA VG

Wednesday, 1:00 pm–1:45 pm A411 (GWCC) Humanizing the Refugee Experience: Story and Voice in Research The rhetoric surrounding refugee-background populations (e.g., swarm, invasion, crisis) demands that we embrace humanizing practices in our work as TESOL professionals to impact change and promote justice. This talk explores the valuable stories told through research and the increased power in research that gives voice to refugee-background individuals. Raichle Farrelly, Saint Michael’s College, USA ASJ

Wednesday, 1:00 pm–1:45 pm Cottonwood B (Omni) Identifying ELs With Special Needs: A Case Study Participants walk through the case of a new EL who is being assessed for a special need. The presenter stops at decision points and asks the audience to decide the next step. Finally, the presenter steps participants through what actually happened and the outcome at each point. Eleni Pappamihiel, University of North Carolina Wilmington, USA PD

Panel

PracticeOriented

ResearchOriented

Wednesday, 1:00 pm–1:45 pm A314 (GWCC) Integrating International Students Into a University Public Speaking Course This presentation reports on efforts to integrate local and international students into a global learning community in a university public speaking course focused on intercultural communication. Based on the presenters’ experience, they offer advice on preparing international students for university content courses and reaching out to professors working with this population. John Rothgerber, Indiana University, USA Debra Friedman, Indiana University, USA CIC

Wednesday, 1:00 pm–1:45 pm A309 (GWCC) Integrating Mixed-Reality Classrooms Into the TESOL Practicum: Possibilities and Challenges This presentation describes research focusing on the attitudes of student teachers and faculty toward the integration of mixed-reality classrooms (MRCs)—involving having student teachers teach simulated classes displayed on TV—in the teaching practicum. Presenters describe results and make recommendations for the implementation of MRCs in TESOL teacher preparation programs. Lía Kamhi-Stein, California State University, Los Angeles, USA Ravy Lao, California State University, Los Angeles, USA Nairi Issagholian, California State University, Los Angeles, USA TE

Wednesday, 1:00 pm–1:45 pm A404 (GWCC) Mitigation for Intersubjectivity: Dynamic Assessment and Analysis of Supervisory Discourse This presentation looks at the sociocultural domain of the supervisorteacher interaction throughout five postobservation conferences. In addition, the presenter shows how mitigation language is used to mediate intersubjectivity (between an experienced supervisor and a novice language teacher) to promote teacher development. David Chiesa, Georgia State University, USA TE

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 1:00 pm–1:45 pm A316 (GWCC) Improving Writing Instruction: Understanding EFL Students’ Self-Efficacy Revision Beliefs Students’ revision beliefs in EFL writing play a significant role in their decision-making for improving writing. Nonetheless, it is hard to completely understand how learners think of revision. The presenters discuss their “Student-writers’ Self-Efficacy Beliefs About Revision Questionnaire” and its potential classroom application for enhancing the teaching/learning of EFL writing. Lawrence Jun Zhang, The University of Auckland, New Zealand Jing Chen, The University of Auckland, New Zealand Donglan Zhang, The University of Auckland, New Zealand RWL

Wednesday, 1:00 pm–1:45 pm A304 (GWCC) Infusing Translanguaging Approaches in the Elementary Grades to Support ELs The presenter shares a project implemented in a teacher education program that engages preservice teachers from distinct programs in creating translanguaging spaces for elementary classrooms. Collaboratively, they design lessons that highlight exemplary and inclusive practices using dual language materials to support ELs’ language and content knowledge development. Solange Lopes Murphy, The College of New Jersey, USA CLI

Workshop

www.tesolconvention.org

Wednesday, 1:00 pm–1:45 pm A408 (GWCC) Nexus for Career Advancement: The Education Specialist Degree Education Specialist degrees (EdS) can empower leadership potential, enhance research competency, and enable career advancement. Several TESOL professionals from adult and K–12 settings share their online experiences completing an EdS-TESOL (30 credits, post-MA) at a university in the southeastern United States. Attendees explore weaving advanced studies into their busy lives. Josephine Prado, University of Alabama at Birmingham, USA Julia Austin, University of Alabama at Birmingham, USA Melissa Hawkins, University of Alabama at Birmingham, USA Monte Erwin, University of Alabama at Birmingham, USA Melinda Harrison, University of Montevallo, USA Holly Hubbard, Etowah County Board of Education, USA Gwyneth Dean-Fastnacht, South Dakota Title III & Migrant Consortia, Black Hills Special Serv. Coop., USA Hector Baeza, Gadsden City Schools, USA Michele Hawkins, Parent Teacher Resource Center, Gadsden City Schools, USA Emily Day, Gadsden City Schools, USA Stephanie Montiel, Baldwin County Board of Education, USA Tricia Merritt, The Literacy Council of Central Alabama, USA PD

ABSTRACTS WEDNESDAY

Wednesday, 1:00 pm–1:45 pm A310 (GWCC) The Play’s the Thing: An Academic-Theater Nexus This session presents a four-skill, academic module that mitigates intercultural gaps through an immersive experience in a theatrical production. By engaging in provocative research (previewing) and discussion activities (debriefing), students internalize an American cultural sound bite. Attendees leave with detailed plans and springboards for other cultural bridges that optimize campus resources. Wendy McBride, University of Arkansas, USA CIC

Wednesday, 1:00 pm–1:45 pm Grand Ballroom B (Omni) State WIOA Adult ESOL Initiatives and Innovations Presenters from diverse states describe one significant adult ESOL initiative they have instituted to address a particular requirement of the U.S. Workforce Innovation and Opportunity Act. These brief overviews from each state focus on a program, issue, or product that can be of value and benefit to other states. Susan Watson, Virginia Commonwealth University, USA Gaye Horne, Colorado Department of Education, USA Philip Anderson, Florida Department of Education, USA

Wednesday, 1:00 pm–1:45 pm Magnolia (Omni) Using Linguistic Landscape Projects to Increase Language Awareness and Learning Linguistic landscape projects examine the use of language in public space. This session presents a project that was conducted by university EFL learners in Japan and how the project can affect learning. Students’ challenges, conclusions, and perceptions of the project, as well as pedagogical effects and implications, are presented. Dawn Lucovich, The University of Nagano, Japan

Wednesday, 1:00 pm–1:45 pm Juniper (Omni) Strategies for Effective Communication in English as a Lingua Franca This session reports the findings from a larger study investigating the use of communication strategies in English as a lingua franca by international students in Australian higher education. Findings have resulted in an expended taxonomy of CSs and some implications for the teaching of spoken English and international education. Thu Nguyen, Macquarie University, Australia Lynda Yates, Macquarie University, Australia

Wednesday, 1:00 pm–1:45 pm Omni, International Ballroom C What Eye Tracking Can Tell Language Educators About the Learning Process: An Overview Eye tracking, the recording of participants’ eye movements, can provide detailed insight into language learners’ cognitive learning processes. The presenter reviews diverse applications of this technique and shows that learners who expend more cognitive effort (more attention, deeper processing) generally learn more vocabulary and grammar, at least in instructed settings. Aline Godfroid, Michigan State University, USA

Academic Session

Wednesday, 1:00 pm–1:45 pm Redwood (Omni) Students and Teachers’ Voices on Language Policy in Transnational University This presentation brings together the research findings on the implementation of the language policy at Westminster International University in Tashkent. The presenters highlight conflict of interests and opposing views of students and teachers discussing how these views shaped the policy. Suggestions for future research and implications for teaching are shared. Anastasiya Bezborodova, Westminster International University, Uzbekistan Saida Radjabzade, Westminster International University in Tashkent, Uzbekistan AL

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 1:00 pm–2:30 pm Grand Ballroom A (Omni)

ASJ

U.S. Federal Policy Update An in-depth look at the current federal policy landscape in the United States. Hear about the latest updates from Washington, DC, regarding the budget and the new laws impacting ELs at all levels. David Cutler, TESOL International Association, USA John Segota, TESOL International Asssociation, USA Wednesday, 1:00 pm–2:30 pm Grand Ballroom C (Omni) What’s the Word? Assessing Vocabulary Size and Depth Vocabulary knowledge is key to success in language learning. Therefore, it is important that teachers are able to diagnose and monitor students’ vocabulary development. In this workshop, participants have the opportunity to evaluate and create both integrated and discrete items for assessing vocabulary size and depth. Diane Schmitt, Nottingham Trent University, United Kingdom Norbert Schmitt, University of Nottingham, United Kingdom Benjamin Kremmel, University of Innsbruck, Austria Tziona Levy, Ministry of Education Israel, Israel LA

Wednesday, 1:00 pm–2:45 pm A303 (GWCC)

RWL

IS: Higher Education Academic Reading: Perspectives and Challenges Results of standard tests indicate that reading is a skill that needs attention in all levels of education. Sharing faculty perspectives and their researchbased practices can be a venue to explore limitations and recommendations to support students’ academic performance and increase the exit rates at undergraduate and graduate levels. Maria Rossana Ramirez Avila, Universidad Casa Grande, Ecuador Virak Chan, University of Texas San Antonio, USA

PracticeOriented

ResearchOriented

Wednesday, 1:00 pm–2:45 pm A301 (GWCC) Collaboration, Polyvocality, and Social Justice: Women of Color in Academia Building on 16 years of shared scholarship theorizing the institutional contexts in which women of color working in the TESOL academy operate, six established TESOL scholars share their evolving analysis of strategies for collaboration focusing particularly on how polyvocality can support social justice. Suhanthie Motha, University of Washington, USA Stephanie Vandrick, University of San Francisco, USA Rachel Grant, College of Staten Island, USA Ryuko Kubota, University of British Columbia, Canada Angel Lin, Simon Fraser Univerity, Canada Gertrude Tinker Sachs, Georgia State University, USA ASJ

Wednesday, 1:00 pm–2:45 pm Grand Ballroom E (Omni) Designing Activities and Programs for Teacher Learning: 5 Principles This workshop explores five elements that form a design theory for how ELT teacher education activities and programs operate and how they can impact teacher learning. Participants are introduced to the elements experientially and work with them through hands-on activities. They then apply them concretely to their own work situations. Donald Freeman, University of Michigan, USA TE

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Panel

Wednesday, 1:00 pm–2:45 pm A312 (GWCC) Brazilian Teachers Leading in Times of Change Brazilian educators are in the center of educational reforms including internationalization, public bilingual school pilots, increased English requirements, and new communicatively focused national curricula. This panel about teacher leadership gives voice to K–12 and university classroom teachers as local agents of change in their schools, highlighting both opportunities and challenges. Jennifer Uhler, U.S. Embassy Brazil, Brazil Gladys Quevedo Camargo, University of Brasilia, Brazil Veronica Barreto, Federal Institute of Espírito Santo, Brazil Lukas Murphy, English Language Fellow Program, Brazil Rosana Mariano, Centro Paula Souza, Brazil Thiago Magno de Carvalho Costa, Federal University of Paraíba, Brazil Giselle Lima Guimarães, Center for Languages Brasília, Brazil Helmara de Moraes, U.S. Embassy Brasília, Brazil TE

Workshop

www.tesolconvention.org

ASJ

Wednesday, 1:00 pm–2:45 pm A406 (GWCC)

IS: "Nonnative" English Speakers in TESOL Global TESOL Professionals of African Descent: Negotiating Identity and Inequity This panel explores the lived experiences of researcher-practitioners of African descent from diverse geographical and cultural backgrounds, with a focus on the contextualized struggles they encounter in and beyond their respective workplaces pertaining to their value, credentials, and legitimacy of their capabilities to bring insightful contributions to ELT. Ana Solano-Campos, University of Massachusetts, Boston, USA Ndeye Diallo, Providence Public School Department, USA Lavette Coney, The Fessenden School, USA Immaculée Harushimana, Lehman College–CUNY, USA Quanisha Charles, Kentucky Community and Technical College, USA Wednesday, 1:00 pm–2:45 pm A403 (GWCC) International Students Writing Across the Curriculum: Investigating Prompts and Interactions The increase in international freshmen entering universities in Englishspeaking countries has renewed interest in identifying writing required in general education courses, in learning how students respond to assignments, and in revising EAP curricula. Topics include analysis of writing prompts, interviews with students and instructors, and implications for EAP courses. Jan Frodesen, University of California, Santa Barbara, USA Amy Joy Lashmet, University of California, Santa Barbara, USA Judy Gough, University of California, Santa Barbara, USA RWL

ABSTRACTS WEDNESDAY

DLT

IS: Computer-Assisted Language Learning (CALL) SMALL: Research, Practice, Impact of Social Media– Assisted Language Learning Though CALL, computer-assisted language learning, provides the access portal for online learning, SMALL, social media–assisted language learning, furnishes the experience with research-based benefits and learning outcomes, engaging students through interactions in familiar social settings. Panelists present ways social media assists language learning, success stories, and SMALL’s growing impact on language education. Maria Tomeho-Palermino, Northeastern University, USA Sandra Wagner, Defense Language Institute, USA Susan Gaer, Santa Ana College, USA Elke Stappert, New York Public Library, USA Vance Stevens, Learning2gether, Malaysia Maria Tomeho-Palermino, Northeastern University, USA

Academic Session

Wednesday, 1:00 pm–2:45 pm A315 (GWCC)

Conceptually Oriented Session

Wednesday, 1:00 pm–2:45 pm A412 (GWCC)

IS: Teacher Education Socially Just Teacher Education Practices for Refugee-Background ELs This panel discussion begins with an overview of intersections between socially just teaching and preparing teachers to work with refugeebackground learners. Each panelist then provides a perspective on this theme: trauma-healing instructional practices, community participation and teacher learning through videovoice filming, relocation and language experiences of returning climate refugees as pedagogy. Faridah Pawan, Indiana University, USA T. Leo Schmitt, The New School, USA Roshii Jolly, The New School, USA Nancy Xiong, George Mason University, USA Andrea Lypka, University of South Florida, USA Sandra Soto-Santiago, University of Puerto Rico, USA Nicole Pettitt, Youngstown State University, USA Wednesday, 1:00 pm–2:45 pm A302 (GWCC) Transforming Grammar Instruction: Memes as a Means for Learner Engagement In this workshop, participants learn how to engage students in learning about relative and adverb clauses using internet memes. The presenter also demonstrates how this lesson can be adapted for low- and high-tech environments, different skills courses, and various ELL contexts. Becky Lawrence, Tokyo International University, Japan VG

Wednesday, 1:00 pm–2:45 pm A305 (GWCC) Universal Design for Learning: Supporting ELs With and Without Disabilities Universal Design for Learning (UDL) is a comprehensive framework to support ELs with and without disabilities. Description of the framework, K–12 and college examples, and participants’ hands-on application demonstrate how UDL can increase ELs’ access to curriculum and improve their opportunities for engagement and language development across all content areas. Caroline Torres, Kapi’olani Community College, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

CLI

Exhibitor Session

InterSection

Invited Speaker

1:10 pm

2:00 pm

Wednesday, 1:10 pm–1:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Culturally Responsive Teaching: Why and How? In today’s classrooms, culturally responsive teaching is not an option, but a vital practice to provide a learning platform that is conducive to the growth of all learners academically and culturally. In this presentation, the presenter breaks down this practice through multiple definitions and practical applications. Deniz Toker, Western Michigan University, USA CIC

Wednesday, 1:10 pm–1:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Intercultural Politeness for Writing Center Tutors How can politeness be incorporated in the feedback we give students? We present a summary of an intercultural pragmatics workshop for writing center tutors, helping them improve their interactions with native and nonnative English-speaking tutees. We hope these activities can help attendees incorporate pragmatics into their own contexts. Jack Hardy, Oxford College of Emory University, USA Eva Rothenberg, Oxford College of Emory University, USA RWL

1:40 pm Wednesday, 1:40 pm–2:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Heart vs. Brain in the Adult EFL Class Have you run out of teaching tips that infuse fun into your adult EFL class? This presentation enlightens you about how you can use the characters Heart and Brain of the webcomic The Awkward Yeti with adults. The tip motivates your adult learners and promote their pragmatic intelligence. Samira Chaibeddra, Royal School of Languages, Algeria CLI

Panel

PracticeOriented

ResearchOriented

Wednesday, 2:00 pm–2:45 pm A402 (GWCC) 50 Years: English Language Fellows in Africa Learn how the U.S. Department of State English Language Fellow Program has spent 50 years working globally to sustain partnerships with English language professionals, promote PD, and enhance English language teaching and learning in Africa. Attend to hear from the Department of State, program alumni, and educators from Africa. Jennifer Hodgson, The U.S. Department of State English Language Programs, USA Frances Westbrook, The U.S. Department of State English Language Programs, USA CIC

Wednesday, 2:00 pm–2:45 pm A314 (GWCC) Academic Word List: What Every Teacher Needs to Know The Academic Word List (AWL) is perhaps the most widely used word list in TESOL. Although AWL words occur with high frequency in academic texts, what should you know about this list? Advantages and disadvantages? What can teachers do with this list? This session includes specific teaching ideas for using the list. Kelly Sippell, University of Michigan Press, USA Keith Folse, University of Central Florida, USA VG

ABSTRACTS WEDNESDAY

Wednesday, 1:40 pm–2:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Using Dialoguing to Help Teachers Process Their Own Language Learning In this short, interactive teaching tip session geared for TESOL teacher educators, presenters demonstrate how they use the powerful technique of partner-dialoguing to help teachers—including both multilingual and monolingual teachers—to process their own language-learning experiences and to understand how those experiences shape their instruction of ELs. April Salerno, University of Virginia, USA Elena Andrei, Cleveland State University, USA TE

Wednesday, 2:00 pm–2:45 pm A316 (GWCC) “Learning to Argue” and “Arguing to Learn”: Teaching Argumentative Writing This practice-oriented session involves presentation and discussion of different approaches to teaching and assessing argumentative writing. The session revolves around two major categories of argumentative writing: “learning to argue” and “arguing to learn.” Models, materials, issues, challenges, and opportunities related to argumentative writing are reviewed. Alan Hirvela, Ohio State University, USA RWL

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

Wednesday, 2:00 pm–2:45 pm A405 (GWCC) Blended Learning Media Literacy Project Design and Implementation in Ukraine Media literacy is an essential 21st-century skill. This presentation discusses media literacy in an EFL context and outlines the steps of implementing a large-scale, media literacy project using massive online open courses (MOOCs), local teachers, and social media to reach the largest number of ELLs as possible. Joey Fordyce, Unalaska City School District, USA John Silver, U.S. Department of State, Regional English Language OfficeKyiv, Ukraine Olena Tanchyk, Donetsk State University of Management, Ukraine Alyona Sukhinina, U.S. Department of State, Regional English Language Office-Kyiv, Ukraine DLT

Wednesday, 2:00 pm–2:45 pm A304 (GWCC) Bringing Them Together: Integrating IEP Students With Mainstream University Classes By integrating IEP students into the greater university classroom, both populations of students benefit. The presenters introduce a framework for providing IEP students with authentic academic discourse experience in mainstream university classrooms, share methods used to scaffold the materials delivered, and discuss a model for preparing and facilitating experiences. Lynne Clark, University of Florida, USA Maya Shastri, University of Florida, USA Jennifer Schroeder, Bilkent University, Turkey CLI

Wednesday, 2:00 pm–2:45 pm A404 (GWCC) College Writing Teachers’ Perceptions of Multilingual Writers’ Presence and Needs This presentation reports on the results of a study at a small public university that examined writing teachers’ perceptions of presence and needs of multilingual writers. This presentation also looks at the professional preparedness of teachers working with multilingual writers and provides ideas for PD opportunities for writing teachers. Yukiho Yamaguchi, University of Idaho, USA Ibtesam Hussein, University of Idaho, USA Weiwei Huang, New College of Florida, USA Hanieh Nezakati Esmaeilzade, University of Idaho, USA

ABSTRACTS WEDNESDAY

Academic Session

Conceptually Oriented Session

Wednesday, 2:00 pm–2:45 pm International Ballroom E (Omni) Creating Bottom-Up and Top-Down Academic Listening Materials In addition to top-down listening strategies, intermediate learners in EAP and IEP programs also need guidance in bottom-up listening strategies. The presenter shares examples of teacher-created academic lectures and assessments that not only measure a student’s comprehension of a lecture, but also a student’s listening processes. Sharon Tjaden-Glass, University of Dayton, USA LSP

Wednesday, 2:00 pm–2:45 pm Magnolia (Omni) EFL Learners’ Perceptions of English Accents Imbued with social implications for L2 learners, accent is known to be more than a mere linguistic concept. Therefore, in this presentation, different aspects of accent are investigated to gain insight into EFL learners’ perceptions of it, along with a discussion of classroom implications. Oguzhan Tekin, Northern Arizona University, USA AL

Wednesday, 2:00 pm–2:45 pm A401 (GWCC) Engaging Emergent Bilinguals in Collaborative Writing Activities Across Genres Writing is a complex process for emergent to advanced bilinguals (EABs). Collaboration has been highlighted as one practice that teachers can utilize to effectively facilitate EABs’ writing development. Presenters describe a design-based study focused on collaborative writing in a diverse first-grade classroom, showcasing rich interactions and artifacts from focal EABs. Loren Jones, University of Maryland, USA Sharon Smith, University of Miami, USA RWL

Wednesday, 2:00 pm–2:45 pm Cypress (Omni) Expanding 21st-Century Assessment to Promote GenZ Learning Gen Z learners display distinct generational traits that require rethinking assessment strategies to respond effectively to their cognitive needs. This presentation reveals essential whys behind students’ collective performance, redefines the whens and hows of widely used assessment practices, and provides tips for designing innovative feedback to improve students’ learning. Silvia Breiburd, ARTESOL, Argentina

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 2:00 pm–2:45 pm A313 (GWCC)

Forget Those Words No More! Do your students struggle to retain words taught in class week to week (or day to day)? Grounded in the approach of spaced repetition, this pedagogically oriented presentation discusses five principles for effective vocabulary instruction and 12 techniques for teaching or reviewing vocabulary at any proficiency level. Jennifer Majorana, Saginaw Valley State University, USA Wednesday, 2:00 pm–2:45 pm Juniper (Omni) Peer Interaction During Multimodal Composing: Comparing Guided and Unguided Planning The study discussed compared students’ interaction during collaborative multimodal composing and the quality of multimodal writing between guided and unguided planning conditions. Sixty Korean high school students completed a multimodal composing project in pairs, focusing on the fourth industrial revolution. Pedagogical implications of collaborative task-based multimodal composing are discussed. YouJin Kim, Georgia State University, Republic of Korea Sanghee Kang, Georgia State University, USA Yunjung Nam, Georgia State University, USA AL

Wednesday, 2:00 pm–2:45 pm Sycamore (Omni) Validating Your English Language Program on a University Campus Led by two IEP directors, this practice-oriented session describes the steps that two university-based IEPs are taking to enhance the recognition and validity of their programs on their campuses. Participants are asked to share other ways their programs are reaching further into their campus communities. Jill Fox, Creighton University, USA Tracey McGee, Illinois Institute of Technology, USA PA

Wednesday, 2:00 pm–2:45 pm International Ballroom F (Omni)

ASJ

What I Wish My Teachers Knew Students have the right to social, emotional, and educational support and success. The more information we know about students, the more they feel supported and recognized. The complexity of issues surrounding identity, (like gender spectrum, TCK, EAL, learning differences), must be considered to improve learning environments. Alyssa Kolowrat, International School of Prague, Czechia Colleen Knutson, International School of Prague, Czechia

Wednesday, 2:00 pm–2:45 pm International Ballroom A (Omni) Reflecting on Professional Development The need for ongoing teacher development has been a recurring theme in language teaching in recent years in TESOL, and this is the theme of TESOL’s ELTD series. This interactive discussion examines how teachers can plan development opportunities using the ELTD series books. New series books are introduced. Thomas S.C. Farrell, Brock University, Canada

Wednesday, 2:00 pm–2:45 pm International Ballroom C (Omni) Workception: Planting Long-Lasting Ideas Your workshop was one of the best I’ve seen. Who wouldn’t want to hear such a compliment? Presenters share a checklist of necessary components for a successful workshop based on their own attendance at conferences. The list includes delivery, the agenda, the use of technology, and opportunities for application. Emily Wong, University of California, Irvine, USA Helen Nam, University of California, Irvine, USA

Wednesday, 2:00 pm–2:45 pm A309 (GWCC) Research on ELT in Myanmar: Recommendations for Teacher Education Myanmar is reemerging after decades of isolation and neglect in the education and economic sectors. English is key to Myanmar’s recovery and so are university programs that prepare English teachers. This session describes the results of a research study of teacher educators in Myanmar noting key challenges, possibilities, and recommendations. Mary Shepard Wong, Azusa Pacific University, USA

Wednesday, 2:00 pm–2:45 pm A408 (GWCC) Workshopping Ideas From TED With National Geographic Learning Join National Geographic Learning to explore how big ideas from TED help learners everywhere find their voice in English. Participants use National Geographic Learning materials to understand, think, and talk about fascinating ideas from TED so that they can share their own ideas in English. Caitlin Thomas, National Geographic Learning, USA

PracticeOriented

ResearchOriented

CIC

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Panel

Workshop

www.tesolconvention.org

Wednesday, 2:00 pm–3:45 pm International Ballroom D (Omni) Applying The 6 Principles for Exemplary Teaching of English Learners In this workshop, learn how different schools, districts, and universities are implementing The 6 Principles in a variety of K–12 contexts. Explore instructional design decision-making, teacher collaboration, and PD practices that can be applied to your settings. Deborah Short, Academic Language Research & Training, USA Linda New Levine, Consultant, USA Wednesday, 2:00 pm–3:45 pm Grand Ballroom B (Omni) Invoking Shared Leadership in K–12 Schools for ELs Leadership for ELs occurs at multiple levels in K–12 school districts and includes EL program leaders, principals, teacher leaders, and families. Expert panelists identify the leadership approaches each group employs and how their distinct qualities intertwine to create a comprehensive approach of K–12 leadership for ELs. Trish Morita-Mullaney, Purdue University, USA Andrea Honigsfeld, Molloy College, USA James Cohen, Northern Illinois University, USA Laura Baecher, Hunter College–CUNY, USA PA

ABSTRACTS WEDNESDAY

ASJ

IS: Refugee Concerns Launching Refugee-Background Students Into College and Career Late-entering refugee-background students with interrupted formal education should be afforded the same opportunities for higher education and optimal careers as those with rich educational backgrounds. This panel presents research on approaches and programs that empower these students to be successful as they transition into college and career. Raichle Farrelly, Saint Michael’s College, USA Kristin Kibler, University of Miami, USA Amy Pelissero, Global Village Project, USA Cassie Leymarie, Global Village Project, USA Dina Birman, University of Miami, USA

Academic Session

Wednesday, 2:00 pm–3:45 pm A310 (GWCC)

Conceptually Oriented Session

Wednesday, 2:00 pm–3:45 pm A411 (GWCC) Research Trends, Practices, and Trajectories in TESOL Recent recipients of the TESOL Award for Distinguished Research gather to discuss key research trends, practices, and trajectories in TESOL. They look ahead to suggest ways to enhance the relevance of empirical (both quantitative and qualitative) research in language teaching and learning and the PD of teachers. Yasuko Kanno, Boston University, USA Ron Darvin, University of British Columbia, Canada Laura Gurzynski-Weiss, Indiana University, USA Andrea Revesz, University College London, United Kingdom AL

Wednesday, 2:00 pm–4:00 pm International Ballroom B (Omni) How to Get Published in TESOL and Applied Linguistics Serials This session provides authors with advice on how to get published in academic journals. Editors from a number of journals discuss what they are looking for in submissions to their journals and answer audience questions. Peter De Costa, Michigan State University, USA Charlene Polio, Michigan State University, USA

2:10 pm Wednesday, 2:10 pm–2:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Eliminating the Unintended Side Effects of TESOL Recent research says the popularization of English may have been contributing to breakdowns in cross-cultural communication. The presenters examine the problem with the mastery-oriented approaches to language teaching and consider alternatives that can eliminate the unintended side effects of TESOL. Presenters consult Complex Systems Theory for clues. Jianfen Wang, Berea College, USA CIC

Wednesday, 2:10 pm–2:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Enhancing Cultural Literacy, Skimming Skills, and More ELLs generally lack Western cultural literacy often needed for inference and accurate reading comprehension. They also may lack sufficient skimming and summarizing skills imperative in reading. The presenter demonstrates an activity which helps students develop cultural literacy and skimming and summarizing skills by incorporating historical photos and Infographics. Takako Smith, University of Nebraska–Lincoln, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

RWL

Exhibitor Session

InterSection

Invited Speaker

2:40 pm

Wednesday, 3:00 pm–3:45 pm A403 (GWCC) Beyond Research Writing: Preparing Personal Statements and Teaching Philosophies The written genre repertoire of graduate students and professionals needs to include more than research genres. Also important are personal and “self-revealing” academic genres, such as the personal statement and teaching philosophy. This session focuses on how graduate students or practicing professionals can write successful personal statements and teaching philosophies. Christine Feak, University of Michigan, USA Ann Johns, San Diego State University, USA RWL

Wednesday, 2:40 pm–3:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Don’t Stop Being Polite: An ESL Lesson in Political Correctness Recently arrived immigrants often have difficulty navigating the issue of political correctness in the United States. In this session, the presenter shares a lesson that she has created and used that focuses on communicating without offending others and addressing the notion of free speech vs. hate speech. Noga Laor, Long Island University, Brooklyn, USA CIC

Wednesday, 2:40 pm–3:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Foreign Lecturers’ Perception and Implementation of Differentiated Instruction Modeling differentiated instruction is offered as one way to demonstrate how educators can incorporate instructional strategies to address students’ needs, interests, and learning styles. Teachers need to help students succeed in their learning regardless of their individual differences. Andy Cubalit, Walailak University, Thailand Ruth Leah Cubalit, Chalermkwansatree School, Thailand TE

3:00 pm Wednesday, 3:00 pm–3:45 pm A410 (GWCC) 2018 Revised Standards for TESOL Pre-K–12 Teacher Preparation Programs The performance-based Standards for TESOL Pre-K–12 Teacher Preparation Programs are used by the Council for the Accreditation of Educator Preparation (CAEP) for national recognition of ESL licensure programs. Presenters introduce the revised standards and the timeline for nationally recognized programs to begin using the revised standards. Anita Bright, Portland State University, USA

Wednesday, 3:00 pm–3:45 pm A315 (GWCC) Coexisting Cultures? Research Methodology Lessons From Mexican Language/Deaf Education In the United States, programs serving deaf and hard of hearing students often draw upon strategies used with ELLs.This presentation explores findings from the combined efforts of English-Spanish bilingual ESL researchers and an English-ASL deaf education researcher at a bilingual school for the deaf in Mexico. Sue Kasun, Georgia State University, USA Jessica Scott, Georgia State University, USA Jyoti Kaneria, Georgia State University, USA CIC

Panel

PracticeOriented

ResearchOriented

Wednesday, 3:00 pm–3:45 pm International Ballroom E (Omni) Creative Activities for Improving Public Speaking Skills Learn how role-plays, games, and drama techniques can all be used to enhance students’ public speaking skills and participate in several creative activities designed for intermediate to advanced EAP students. Lisa Leopold, Middlebury Institute of International Studies at Monterey, USA LSP

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 3:00 pm–3:45 pm A313 (GWCC) An Investigation of Writing Development in Upper Elementary Grades This presentation explores upper elementary writing development across different tasks. Through the use of lexical bundles, the presenters look at the impact of writing development and task on a variety of lexical and grammatical features as writers progress from fourth to sixth grade. Presenters discuss implications for writing instruction and assessment. Randi Reppen, Northern Arizona University, USA Brock Wojtalewicz, Bow Valley College, Canada

Wednesday, 3:00 pm–3:45 pm A405 (GWCC) Building a Digital Toolkit: Implications in Central Asia and Beyond As demands for blended learning resources increase in Kazakhstani higher learning, teachers throughout the country and the larger Central Asian region are eager for access to quality digital tools. This presentation illustrates user-friendly digital resources, their practical applications in Kazakhstan and Central Asia, and implications for use beyond the region. Benjamin Taylor, Saken Seifullin Kazakh Agrotechnical University, Kazakhstan DLT

Workshop

www.tesolconvention.org

Wednesday, 3:00 pm–3:45 pm A406 (GWCC) Digital Book Trailer Projects: Transforming ESL StoryReaders Into Storytellers Video technologies (VT) enable learners to present stories in a video format. When L2 reading is combined with VT, students can be motivated to practice English with a meaningful task. The presenters demonstrate a step-by-step tutorial on how to blend reading with a VT project to transform story-readers into storytellers. Shizhong Zhang, University of Central Florida, USA Ying Xiong, University of Central Florida, USA Devin Ferreira, UCF Global, USA DLT

Wednesday, 3:00 pm–3:45 pm CLI A304 (GWCC) Disciplinary and Interdisciplinary Practices for K–12 ELLs A growing body of literature highlights the importance of disciplinary and interdisciplinary language teaching for ELLs, and new college and career readiness standards emphasize the integration of language skills across content areas. This presentation provides empirical evidence of K–12 teachers effectively teaching ELLs through multiple disciplinary and interdisciplinary practices. Gretchen Oliver, SUNY–Albany, USA Kristen Wilcox, University at Albany, USA Karen Gregory, Clarkson University, USA Wednesday, 3:00 pm–3:45 pm Sycamore (Omni) Getting Ready for a New Group of ELs Sudden changes in the population of ELs can be a formidable challenge for schools. In this session, the presenters share a game plan for meeting such challenges proactively and elaborate the action steps with case studies. Participants gain a step-by-step guide with resources to support each action step. Andrea Hellman, Missouri State University, USA Ximena Uribe-Zarain, Missouri State University, USA Alexis Gonzalez, Missouri State University, USA Kristina M. Howlett, University of Arkansas, USA Aryelle Arnold, Neosho School District, USA

ABSTRACTS WEDNESDAY

Wednesday, 3:00 pm–3:45 pm International Ballroom F (Omni) Getting Stuck in ESL: Reclassification of ELs With Disabilities Based on an ethnographic study of ELs with disabilities, this session explores why these students were unable to exit ESL services. After identifying factors that prevented reclassification, this session offers recommendations for ways ESL teachers can advocate for their students during reclassification procedures and decisions. Sara Kangas, Lehigh University, USA ASJ

Academic Session

Conceptually Oriented Session

Wednesday, 3:00 pm–3:45 pm A407 (GWCC) Graduate Critical Scholarship: International Student Cognition and Critical Literacy Development This session explores the development of the beliefs and critical academic literacy skills of international students enrolled in a course on critical scholarship within a Master’s of education program. The impact of this course on student learning is analysed and implications for teacher education programs are discussed. Amanda Baker, University of Wollongong, Australia Erika Matruglio, University of Wollongong, Australia RWL

Wednesday, 3:00 pm–3:45 pm A402 (GWCC) Hi-Lo Books for Beginning Readers Educators and tutors find it challenging to find materials for beginning readers. This session introduces a large collection of culturally diverse photostories and biographies that are appropriate for teens and adults. Learn strategies that promote active reading and develop reading fluency. Sample books are distributed. Pat Campbell, Grass Roots Press, Canada RWL

Wednesday, 3:00 pm–3:45 pm A408 (GWCC) Integrating Career/Academic/Civics/Technology Skills: WIOA Challenges and Solutions New adult education standards are disrupting established ways we educate our students, as workplace skills, career readiness, academic preparation, civics, and digital technology skills must be integrated with basic language instruction. The presenter shares strategies and curricula to meet these challenges through a variety of Pearson course solutions. Bill Bliss, Language & Communication Workshop, USA CLI

Wednesday, 3:00 pm–3:45 pm A303 (GWCC) Language and Content Outcomes of International CBI: A Systematic Review This presentation presents the results of a systematic literature review examining the effect of CBI on language and content outcomes. Based on the mixed findings on the effectiveness of CBI on student outcomes, the presenters discuss limitations in our current knowledge of CBI and suggestions for future research. Keith Graham, Texas A&M University, USA Yunkyeong Choi, Texas A&M University, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

CLI

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 3:00 pm–3:45 pm Magnolia (Omni) Learners in Transition: Chinese Students in StudyAbroad Contexts Increasing numbers of PRC students are enrolled in ESL study-abroad contexts. What language support do they need for their degree programs? Based on the findings of a longitudinal study of seven Chinese undergraduate students in Singapore, the presenter draws pedagogical implications on supporting these students in their learning journeys. Yoke Sim Fong, The National University of Singapore, Singapore

Wednesday, 3:00 pm–3:45 pm Juniper (Omni) Publishing Research in English: Vietnamese Doctoral Students’ Perceptions and Experiences The dominance of English in academic publishing has raised concerns about linguistic disadvantage for authors using EAL. This session reports on an interview-based study that investigates Vietnamese doctoral students’ selfperceptions of publishing in English and their experiences gained through publishing research in English-medium refereed academic journals. Yen Hoang, Macquarie University, Australia

Wednesday, 3:00 pm–3:45 pm Grand Ballroom A (Omni) Locally Contextualized Continuing PD for African Teachers African teachers face steep challenges in accessing effective continuing PD opportunities. This session presents an innovative, locally contextualized continuing PD model that combines workshops, online videos, and conferences for in-service teachers in Cote d’Ivoire, and highlights how the project could be adapted for underresourced contexts around the world. Riah Werner, National Pedagogical Institute for Technical and Professional Training, Côte d’Ivoire Aubain Adi, National Pedagogical Institute for Technical and Professional Training, Côte d’Ivoire

Wednesday, 3:00 pm–3:45 pm A309 (GWCC) Reevaluating the Student/Teacher-Centered Paradigm in Actual Classroom Practice Many teachers praise student-centered teaching. However, classroom observations suggest teacher-centered classrooms are the rule. What causes this performance gap, and why do teachers use teacher-centered approaches? A survey examines teacher instructional responses (more student-centered or teacher-centered, and why?) to reevaluate assumptions regarding the centeredness paradigm. Brock Brady, U.S. Peace Corps, USA

Wednesday, 3:00 pm–3:45 pm Grand Ballroom C (Omni) Locating “What Matters” in Healthcare Communication The presenters discuss methods to become aware of the centrality of culture in healthcare practice, using as an example how research with health professionals into what they value in spoken and written clinical communication has informed the criteria used to evaluate performance on the Occupational English Test of healthcare communication. Tim McNamara, The University of Melbourne, Australia Barbara Hoekje, Drexel University, USA AL

Panel

PracticeOriented

ResearchOriented

Wednesday, 3:00 pm–3:45 pm A404 (Omni) Teaching Pragmatics Through Theatre Theatre offers a staging ground for developing conversational skills. Participants use plays to explore pragmatics elements of interactions including intonation, body language, backchanneling, conversation repair, transitions and expressions that signal intentions, emotions and other implicit meanings. Participants work with scripts and come away with lesson plan options and resources. Alice Savage, Lone Star College System, USA Walton Burns, Alphabet Publishing, USA LSP

Wednesday, 3:00 pm–3:45 pm Cypress (Omni) Unlocking Students’ Self-Efficacy in Self-Assessment for Improving EFL Writing Self-efficacy and self-assessment are two important strands in the EFL writing classrooms. However, little research has addressed how selfefficacious EFL students are in writing self-assessment. We review the relevant literature, report findings of a questionnaire study with 500 EFL students, and discuss the implications for EFL teachers and teaching. Xiaoyu Zhang, The University of Auckland, New Zealand Lawrence Jun Zhang, The University of Auckland, New Zealand LA

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 3:00 pm–3:45 pm A401 (GWCC) Passages Into Academic Writing: Helping International Students Succeed in College This session presents findings from a longitudinal study with undergraduate international students in the United States to address three issues: 1) students’ precollege writing experiences in English and other languages, 2) students’ self-reported writing challenges upon entering college, 3) strategies for first-year composition and IEP instructors to support international student writers. Jason Schneider, DePaul University, USA RWL

Workshop

www.tesolconvention.org

Wednesday, 3:00 pm–3:45 pm International Ballroom A (Omni) Whats and Hows of Visual Design in Teacher-Made Materials This presentation illustrates the importance of good document design for ELLs and gives basic information on the whats and hows of visually effective document design. It provides participants with practical suggestions for improving the comprehensibility and usability of teachermade materials to better serve ELLs. Gabriela Kleckova, University of West Bohemia, Czechia Wednesday, 3:00 pm–4:45 pm A312 (GWCC) A Multipronged PD Approach for Teachers of ELs This panel explores how embedded PD with coaching and coursework focused on academic language and outreach to families impacts preservice and in-service teachers’ professional learning and work with students. Dialogue around PD and diverse learners encourages attendees to make connections to their own practice. Monica Yoo, University of Colorado, Colorado Springs, USA Leslie Grant, University of Colorado, Colorado Springs, USA Mary Higgins, University of Colorado, Colorado Springs, USA Veronica Garza, University of Colorado, Colorado Springs, USA Stephanie Dewing, University of Colorado, Colorado Springs, USA Chris Hanson, University of Colorado, Colorado Springs, USA Anita Sepp, University of Colorado, Colorado Springs, USA Sharon Bronson-Sheehan, University of Colorado, Colorado Springs, USA TE

Wednesday, 3:00 pm–4:45 pm International Ballroom C (Omni) AERA at TESOL: Policy Impacts on TESOL Endorsements and Certifications In this colloquium, panelists who are active members of the Second Language Research Special Interest Group of the American Education Research Association (AERA) share the impact of macro level policies on the teaching practices of in-service teachers and the preparation of future educators graduating with a TESOL endorsement. Fares Karam, University of Nevada, Reno, USA Peter De Costa, University of Michigan, USA Ester de Jong, University of Florida, USA Guofang Li, University of British Columbia, Canada Hayriye Kayi-Aydar, University of Arizona, USA Laura Schall-Leckrone, Lesley University, USA Manka Varghese, University of Washington, USA Yasuko Kanno, Boston University, USA

ABSTRACTS WEDNESDAY

ASJ

Academic Session

Conceptually Oriented Session

Wednesday, 3:00 pm–4:45 pm Grand Ballroom E (Omni) Cocreation and the New Global Generations in ESL Settings. This workshop aims to create an awareness on the need to incorporate cocreation as a key factor to redesign ESL teaching practices for the new global generations entering universities. Particular emphasis are given to student-created rubrics and their impact in the teaching-learning process. Estrella Garcia-Calvo, University of South Florida, USA TE

Wednesday, 3:00 pm–4:45 pm A301 (GWCC) Developing Vocabulary and Word Knowledge Through Writing: Harnessing the Potential Strategic use of instructional time is key for academic language development, and intentional grammar/vocabulary-focused instruction can facilitate this development as writing students plan, draft, revise, and edit. In this colloquium, presenters discuss research-based considerations and strategies for integrating vocabulary (word knowledge and use) instruction into writing-focused classes. Margi Wald, University of California, Berkeley, USA Gena Bennett, Independent, USA Jan Frodesen, University of California, Santa Barbara, USA Diane Schmitt, Nottingham Trent University, United Kingdom VG

Wednesday, 3:00 pm–4:45 pm B404 (GWCC)

IS: Applied Linguistics Discourses of Representation for Refugee-Background Learners: Empowerment and Collaboration Amidst the current highly politicized discourse environment regarding refugees, this panel explores how refugee-background learners are represented in educational policies, curricula, and teaching materials, and in the stories and self-representations of students themselves. Panelists discuss how to foster our newcomers’ sense of belonging, engagement, and agency in their educational pursuits. Kathryn Howard, California State University, San Bernardino, USA Nicole Pettitt, Youngstown State University, USA Jenna Altherr Flores, University of Arizona, USA Fernanda Miñuz, Johns Hopkins–Bologna, Italy Doris Warriner, Arizona State University, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 3:00 pm–4:45 pm A316 (GWCC)

IS: International Teaching Assistants Enhancing Conditions for ITA Learning and Teaching: Applying TESOL Principles Using research and methods in ethnography, classroom observation frameworks, and Universal design in learning, the panel discusses ways to deepen our understanding of roles and lived experiences of ITA students as instructors. TESOL principles are reflected throughout this discussion of creating classroom culture that motivates learning. Morag (Mo) Burke, Georgia Institute of Technology, USA James Valentine, University of Southern California, USA Elise Geither, Case Western Reserve University, USA Wednesday, 3:00 pm–4:45 pm CLI A302 (GWCC) Improving Pragmatic Competence Through Explicit Teaching of Speech Acts Speech acts are a crucial aspect of pragmatic competence. The effectiveness of explicitly teaching speech acts are presented through a lesson plan template including learning outcomes, exercises, and assessment tools. Attendees practice activities that allow them to walk away with a tool for improving their students’ pragmatic competence. Hoda Zaki, Camden County College, USA Ildiko Porter-Szucs, Eastern Michigan University, USA Wednesday, 3:00 pm–4:45 pm A314 (GWCC)

LSP

Panel

PracticeOriented

ResearchOriented

Wednesday, 3:00 pm–4:45 pm A305 (GWCC)

CLI

IS: English for Specific Purposes Videos for the ESP Learner: Conceptualize, Create, and Adapt Finding suitable materials for teaching ESP can be a challenge. Research has shown that utilizing authentic video content has positive effects in all areas of language acquisition. This ESPIS–Video PLN panel focuses on finding content and creating videos for improved ESP teaching. Marvin Hoffland, Carinthia University of Applied Sciences: FH Kärnten, Austria Mark Krzanowski, Surrey International Institute at Dongbei University of Finance and Economics, China Tarana Patel, LearnEd LLC, USA Elke Stappert, The New York Public Library, USA Suzi Lee, Georgia Institute of Technology, USA

3:10 pm Wednesday, 3:10 pm–3:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) A Ready-to-Use Formula for Constructing Effective Language Objectives This session presents a teaching tip to formulate effective language objectives in content area classrooms. This research-based teaching tip equip teachers with critical awareness about language and provide them with a ready-to-use formula that they can apply across content areas and teaching contexts to construct language objectives. Alexandra Dema, Bridgewater State University, USA Emily Spitzman, Bridgewater State University, USA CLI

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

IS: Speech, Pronunciation, and Listening Instructional Models and Priorities for Teaching Pronunciation Revisited Three experts argue for a reevaluation of teaching priorities based on a well-documented model of English rhythm, an apprenticeship model that positively changes teachers’ agency, and a reconceptualization of pronunciation instruction toward an epistemological framework that recognizes the benefits of learning about the interplay among research, theory, and teachers’ craft/improvisation. Veronica Sardegna, University of Pittsburgh, USA Wayne Dickerson, University of Illinois at Urbana-Champaign, USA John Murphy, Georgia State University, USA

Wednesday, 3:00 pm–4:45 pm A412 (GWCC) L2 Reading Instruction and Curriculum Design Through a Task-Based Lens TBLT is often associated with oral skills and face-to-face communication, yet TBLT also offers much to reading instruction. This workshop applies TBLT-derived curriculum-design principles to interpretive skill instruction, noting the existing parallels between traditional reading tasks and the taskbased syllabus, and creating more purposeful, real-world-driven reading tasks. Rurik Tywoniw, Georgia State University, USA Hyejin Cho, Georgia State University, USA RWL

Workshop

www.tesolconvention.org

Wednesday, 3:10 pm–3:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Exploring and Encouraging Language Learning Through Dialogue Journals Using dialogue journals with adult ELLs can be made manageable and enhance learners’ personal journeys. How can ESL teachers incorporate journals into their classrooms to benefit students and teachers alike? Participants leave with an understanding of how dialogue journals reinforce self-esteem, benefit language learning, and conserve precious time. Robert Kelso, Miami Dade College, USA Steve Moir, Miami Dade College, USA TE

3:40 pm Wednesday, 3:40 pm–4:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Facilitating Student Vocabulary Enrichment Via Gamification Are you looking for an effective and fun way for your students to develop their vocabulary? This session provides you with a website where your students can have fun learning vocabulary. Attend the session, try the website out, and show your students how entertaining it is to learn new words. Thu Tran, Missouri University of Science and Technology, USA Wednesday, 3:40 pm–4:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Nearpod: Engaging Digital Content for a Global Classroom With the increasing roles of digital tools in the classroom, it has become harder to find one tool that has engaging and educational content. This presentation describes the online tool Nearpod, which provides high-quality digital content and allows teachers to engage students in various ESL classroom environments. Suzanne Bardasz, University of California, Davis, USA DLT

ABSTRACTS WEDNESDAY

4:00 pm

Wednesday, 4:00 pm–4:45 pm A406 (GWCC) Active Learning Online: Interactions and Feedback Online interactions and feedback, between peers and between teachers and students, can be aligned with activities and assessments through a variety of means, ranging from discussion boards to interactive video to social media. Participants gain ideas on how they can implement interactive methods in online and blended classes. Stacie Miller, Community College of Baltimore County, USA Sarah Barnhardt, Community College of Baltimore County, USA Chester Gates, Community College of Baltimore County, USA DLT

Wednesday, 4:00 pm–4:45 pm A411 (GWCC) Beyond the Rubric: Supporting Inclusive Approaches to Teacher Evaluation Practices Teacher evaluation systems for educators of ELs and students with disabilities need to be collaborative and applicable to various teaching contexts. This session presents ways to support more inclusive evaluation practices between evaluators and teachers with the goal of supporting and improving learning outcomes for students. Ayanna Cooper, ACooper Consulting, USA Peter Kozik, Keuka College, USA PA

Wednesday, 4:00 pm–4:45 pm A310 (GWCC) Connecting Teacher Education and Teaching Materials Drawing on research and practice, this presentation examines three areas in which teacher educators can prepare teachers to be critical evaluators, resourceful users, and competent developers of materials: evaluating ways materials exemplify (or don’t) disciplinary theories; understanding how beliefs and assumptions affect materials use; evaluating, adapting, and developing context-specific materials. Kathleen Graves, University of Michigan, USA TE

Wednesday, 4:00 pm–4:45 pm A405 (GWCC) “The Cultural Bridge”: Remote Teaching Between Peru and the USA This session discusses how a large language center in Peru and a U.S. university have come together to offer an integrated teaching–learning model for thousands of students that highlights remote teaching through videoconferencing as a centerpiece, with a focus on maximizing student participation and quality L2 output. Leonardo Mercado, Euroidiomas, Peru DLT

Academic Session

Wednesday, 4:00 pm–4:45 pm Grand Ballroom C (Omni) Action Agenda Actions for the Future of the Profession In this session, participants explore and discuss the Action Agenda for the Future of the TESOL Profession. Those familiar with the agenda can share their experience and stories from working with its framework so all participants can explore ways they can act on the agenda in their own contexts. Gabriela Kleckova, University of West Bohemia, Czechia Denise Murray, Macquarie University, Australia ASJ

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 4:00 pm–4:45 pm International Ballroom D (Omni) Do Talk to Strangers: Contact That Builds Confidence Talking to strangers is scary, but real life requires it. In fact, research shows that this kind of contact actually boosts L2 self-confidence. The presenters share four real-world interview activities for any level of EL and explain principles to follow when creating your own interview activities. Amy Tate, Lone Star College–Montgomery, USA Alice Llanos, Rice University, USA LSP

Wednesday, 4:00 pm–4:45 pm A309 (GWCC) Enacting Core Practices for Teaching ELLs: Examples From the Field What core practices should novice teachers master before entering the classroom? Drawing from a 3-year collaborative study between teacher educators and novice teachers in a TESOL MEd program, the presenters identify core practices for teaching ELLs and share examples of what they look like enacted in practice. Megan Madigan Peercy, University of Maryland, USA Tabitha Kidwell, University of Maryland, USA Johanna Tigert, University of Massachusetts, Lowell, USA Megan Lawyer, University of Maryland, USA Karen Feagin, University of Maryland, USA Wyatt Hall, University of Maryland, USA Daisy Fredricks, Grand Valley State University, USA Jennifer Himmel, University of Maryland, USA TE

Wednesday, 4:00 pm–4:45 pm A407 (GWCC)

CLI

ESPecially Interesting On the basis of available literature and current needs, participants take a closer look at the changes that have taken place over the last few years in teaching ESP and think about what this means for the classroom and the relationship between the teacher and the student. Steve Lever, Express Publishing, United Kingdom

Panel

PracticeOriented

ResearchOriented

Wednesday, 4:00 pm–4:45 pm A303 (GWCC)

CLI

Literacy Across the Curriculum The presenters demonstrate strategies for building academic reading and writing skills in content-area classes, including science, math, social studies, and language arts. These strategies were developed in collaboration with content-area teachers and have been successfully used by those teachers in their classes. Emily A. Thrush, University of Memphis, USA Teresa Dalle, University of Memphis, USA Angela Thevenot, University of Memphis, USA Wednesday, 4:00 pm–4:45 pm A403 (GWCC) Making Reading Visible: Graphic Novels in the EFL Classroom This presentation demonstrates how graphic novels can be used with adolescents as part of a pilot program to improve a plethora of skills: critical thinking, analytical thinking, inference. It offers an overview of the pre-, during- and postreading activities, followed by qualitative and quantitative data to support the program aims. Iskra Stamenkoska, FON University, Macedonia (the former Yugoslav Republic of) Aleksandra Popovski-Golubovikj, Private Language School Elite, Macedonia (the former Yugoslav Republic of) RWL

Wednesday, 4:00 pm–4:45 pm A304 (GWCC) Quick Arts-Based Activities to Enliven Your Classes The visual, literary, and performing arts can all serve as sources of inspiration for engaging classroom activities. In this session, teachers explore how a multidisciplinary approach to the arts can enhance language and literacy development, and they experience easy-to-implement arts activities they can use in their own classes. Riah Werner, National Pedagogical Institute for Technical and Professional Training, Côte d’Ivoire CLI

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 4:00 pm–4:45 pm Magnolia (Omni) Improving Reading and Writing with Free Microsoft Learning Tools Did you know Microsoft has created free, accessible AT to support students who struggle with reading and writing? This session showcases how these learning tools can support classroom engagement of reading and writing for users with learning differences or a combination of any of the broad range of unique student abilities. Rachel Berger, Microsoft, USA

Wednesday, 4:00 pm–4:45 pm A315 (GWCC) Independent Learning Through Hybrid Design in University Writing Courses Independent learning helps students become better thinkers and writers. This presentation shows that hybrid-design writing courses help first-year university students become independent learners, hence better thinkers and writers. Attendees learn how to create hybrid-design courses and independent learning tasks on BlackBoard and what results to expect from students. Stephanie Farah, Notre Dame University Louaize, Lebanon DLT

Workshop

www.tesolconvention.org

Wednesday, 4:00 pm–4:45 pm International Ballroom A (Omni) Reflective Speaking Activities for Overcoming Language Plateaus Help your IEP students overcome their speaking plateaus by implementing a series of critical reflection activities founded in course objectives. Tasks include Google surveys, self-evaluations, transcription exercises, peer observations, and targeted speaking activities. Attendees leave with examples of and adaptations to these reflective activities to implement in their classes. Summer Webb, University of Colorado, Boulder, USA Barbara Flocke, University of Colorado, Boulder, USA LSP

Wednesday, 4:00 pm–4:45 pm Grand Ballroom B (Omni) Setting Standards of Excellence: Creating Successful Instructor Performance Evaluation Systems This presentation explains how a large language institute designed and implemented a fair, consistent, and efficient instructor performance evaluation, including a standardized, criterion-based rubric of observable classroom practices that promotes continuous improvement. The presentation provides a customizable framework for creating evaluations tailored to specific goals of any language program. James Bergene, Defense Language Institute English Language Center, USA Leslie Valdes, Defense Language Institute, USA PA

Wednesday, 4:00 pm–4:45 pm A401 (GWCC) Speaking Skills and Scripts: Using Plays in Class Because plays are written to simulate natural conversation in realistic settings, they’re a wonderful resource to teach speaking. Plays let students practice using intonation, voice, rhetorical devices, and conversational strategies to make meaning. Experience activities from the Integrated Skills Through Drama series that exploit plays to improve students’ communication skills. Walton Burns, Alphabet Publishing, USA Alice Savage, Lone Star College, USA ABSTRACTS WEDNESDAY

LSP

Academic Session

Conceptually Oriented Session

Wednesday, 4:00 pm–4:45 pm International Ballroom F (Omni) Systemic Considerations for Cultural Inclusion: Becoming a School Cultural Broker Systemic cultural inclusion is a critical step in ensuring equitable educational opportunities for ELLs in U.S. public schools. This presentation provides a framework to train teachers and students to serve as cultural brokers in their school communities. Resources are provided to highlight procedures and potential pitfalls. Jennifer Raponi, Mid-West Regional Bilingual Education Resource Network, USA Kristen Hallagan, Brighton Central School District, USA Jill Harris, Rochester City School District, USA Cassie Danglis, Geneseo Central School, USA ASJ

Wednesday, 4:00 pm–4:45 pm A402 (GWCC) Teach Abroad With the English Language Fellow Program Learn how you can enhance English language teaching capacity abroad through 10-month paid teaching fellowships designed by U.S. Embassies for experienced U.S. TESOL professionals. As an English Language Fellow, you can provide English language instruction, conduct teacher training, and develop resources. Join us to hear from program staff and alumni. Jennifer Hodgson, The U.S. Department of State English Language Programs, USA Frances Westbrook, The U.S. Department of State English Language Programs, USA CIC

Wednesday, 4:00 pm–4:45 pm International Ballroom B (Omni) Teacher Training: What Is Needed for Exemplary Teaching of ELs? The purpose of this presentation is to share the results of a study on the extent to which school professionals misidentify ELs’ behaviors as indicators of learning disabilities. Recommendations on professional training to discriminate struggles in acquiring an L2 from those originated from a learning disability are provided. Solange Lopes Murphy, The College of New Jersey, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Wednesday, 4:00 pm–4:45 pm A313 (GWCC) Teaching Vocabulary and Grammar Through Mentor Texts in Diverse Contexts Teaching the numerous elements of writing in elementary classrooms is a daunting task. Drawing on a case study, presenters describe how a teacher utilized a mentor text to prepare culturally and linguistically diverse firstgrade students for writing by explicitly teaching and modeling the use of grammar and vocabulary in context. Sharon Smith, University of Miami, USA Loren Jones, University of Maryland, College Park, USA Edgar Díaz, University of Miami, USA VG

Wednesday, 4:00 pm–4:45 pm A408 (GWCC) The Grammar You Need for Academic Writing: Beginning Through Advanced The authors of the new Grammar You Need series of fold-out cards, free workbooks, and just-released free mobile apps demonstrate methods of teaching core grammar structures at basic, intermediate, and advanced levels. The approach is visual, corpus-based, and flexible. Participants leave with practical techniques and useful plug-and-play materials. Michael Berman, Montgomery College, USA Henry Caballero, Montgomery College, USA Mark Alves, Montgomery College, USA

4:10 pm Wednesday, 4:10 pm–4:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Greek and Latin Roots: A Way to Support Language Acquisition This presentation explore practical strategies for integrating Greek and Latin roots into language arts instruction in a way that is beneficial for both ELs and native speakers across multiple content areas. Anna Logan, Jefferson County Board of Education, USA VG

Wednesday, 4:10 pm–4:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Kahoot! and TED-Ed: Gamification and Academic Listening Activity for EAP EAP learners need academic listening practice, and activities should be tailored to student interests while being engaging to the whole class. See a step-by-step tutorial on how to implement free resources from TED-Ed videos and Kahoot! quiz games to engage students in academic listening with relevant vocabulary and discussion opportunities. Christina Torres, University of Central Florida, USA Shizhong Zhang, University of Central Florida, USA DLT

4:40 pm Wednesday, 4:40 pm–5:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Helping Students Embrace the Emotion of Vocabulary Through Verbpathy What happens when you allow your students to expand beyond the borders of everyday vocabulary lessons and plunge into the emotional universe of vocabulary? This teaching tip shows how teachers can help students learn vocabulary with the help of developing and analyzing their emotional connection and visceral relationship with words. Patrick T. Randolph, University of Nebraska-Lincoln, USA VG

Wednesday, 4:00 pm–4:45 pm Juniper (Omni) When Scammers Target Your Students: Tips and Tools for Teachers From fake IRS calls to people promising student loan forgiveness, your students see scams almost every day. Come learn from the Federal Trade Commission about the most common scams, what to tell your students, and how to get free print and online resources from the FTC. And bring your questions! Cindy Liebes, Federal Trade Commission, USA Cristina Miranda, Federal Trade Commission, USA

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PracticeOriented

ResearchOriented

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 4:00 pm–5:45 pm A410 (GWCC) Teaching Students How to Think, Not What to Think Join us in this workshop for various fun and engaging activities that demonstrate how teachers can encourage students in underprivileged and politically unstable contexts to think critically, hence become active and responsible citizens. Practical solutions to potential challenges in implementing these activities are also discussed. Yllke Pacarizi, University of Prishtina, Albania Blerta Mustafa, University of Prishtina, Albania Zinaide Gruda, University of Prishtina, Albania ASJ

Wednesday, 4:40 pm–5:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Hey Class, It’s TOEFL Tuesday! Many ESL/EFL students want more TOEFL practice. While teachers and administrators recognize that good instruction that increases proficiency will impact TOEFL scores, some students just want some practice that is directly linked to the TOEFL. The presenter demonstrates creating and implementing regular TOEFL instruction in the classroom. Ben McMurry, Brigham Young University, USA LA

Workshop

www.tesolconvention.org

5:00 pm Wednesday, 5:00 pm–5:45 pm A404 (GWCC) Changing Preservice Content Teacher Beliefs about ELs This study explores changes in preservice teacher beliefs about their self-competency, their sense of responsibility for language and academic achievement, and the nature of instructional support in supporting ELs after completing a state-mandated course designed to prepare content-area teachers for the inclusion of ELs in mainstream U.S. Pre-K–12 schools. Laura Mahalingappa, Duquesne University, USA Nihat Polat, Duquesne University, USA TE

Wednesday, 5:00 pm–5:45 pm A302 (GWCC) Deixis Use in Intercultural Communication: Insights Into Students’ Communicative Competence ELT in higher education serves students coming from different cultural backgrounds. Therefore, the pedagogical methods aim not only to equip students with linguistic competence but also with intercultural communicative competence. The paper discussed in this session reveals the heart of intercultural communication and suggests an innovative approach for teaching it. Hanh Dinh, University at Albany, USA Beverly Beaudette, University at Albany, USA CIC

Wednesday, 5:00 pm–5:45 pm A314 (GWCC) East Meets West: Intercultural Competence for Teaching Asians and Arabs Developing intercultural competence is essential for teachers to bring out the best in their students. This presentation elucidates the cultural and educational backgrounds of Asians and Arabs, the two largest populations of international students in American higher education, and provides practical ideas for navigating cultural challenges in the classroom. Lisa Craven, Rice University, USA Neda Zafaranian, Rice University, USA ABSTRACTS WEDNESDAY

CIC

Wednesday, 5:00 pm–5:45 pm International Ballroom D (Omni) Engaging Undergraduates in ITA Programs: PD and Community Impacts ITA programs often employ undergraduates to support ITAs’ proficiency development, usually as language partners. Presenters explore how these interactions benefit not only the ITAs, but also the engaged undergraduates and the larger undergraduate student body. How can we deepen these benefits to undergraduates and their peers? Elizabeth Wittner, University of Virginia, USA Sarah Emory, Harvard University, USA PD

Academic Session

Wednesday, 5:00 pm–5:45 pm A315 (GWCC) Enhancing Postgraduate Thesis Writing Using a Disciplinary Data-Driven Learning Approach This session describes a multidisciplinary online corpus for postgraduate thesis writing. The presenter shows its design and functionality, demonstrates the accompanying learning and teaching materials, analyzes student usage habits, evaluates students’ and teachers’ perceptions, and discusses implications for enhancing postgraduate thesis writing using a disciplinary data-driven learning approach. Lillian L.C. Wong, The University of Hong Kong, Hong Kong DLT

Conceptually Oriented Session

Wednesday, 5:00 pm–5:45 pm A401 (GWCC) Family Matters: Examining Bilingualism and Biliteracy in Homes and Communities Schools often perceive emergent bilinguals as becoming “English dominant,” overlooking the rich benefits of bilingual and biliteracy practices in homes and communities. In the comprehensive statewide study discussed, findings show that parents and children are tackling complex texts and invoking sustained “hopeful wait time” to support linguistic connections. Jennifer Renn, Purdue University, USA Trish Morita-Mullaney, Purdue University, USA RWL

Wednesday, 5:00 pm–5:45 pm A408 (GWCC) Gamified High-Frequency Vocabulary for General English, TOEFL, SAT, and More Introducing WordEngine, a gamified learning app where students win by completing thousands of pair-associate rehearsals. Lexical content automatically adjusts to each learner’s specific needs. Offers 18,000 words ranked by frequency and covering 99.5% of all general English, plus special courses for TOEFL, TOEIC, IELTS, and SAT/GRE. Free trials for attendees. Guy Cihi, Lexxica R&D, Japan VG

Wednesday, 5:00 pm–5:45 pm A316 (GWCC) Graduate Writing Support Beyond the Classroom: Initiating L2 Writing Groups Administrators from two universities that successfully support L2 graduate writing groups explain how these groups function and walk participants through the stages of creating, running, and evaluating groups. The presenters share strategic advice for logistical and pedagogical issues and group members’ feedback on perceived benefits and challenges. Tetyana Bychkovska, George Mason University, USA Susan Lawrence, George Mason University, USA Gigi Taylor, The University of North Carolina at Chapel Hill, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

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Wednesday, 5:00 pm–5:45 pm International Ballroom C (Omni) Japanese Lesson Study as a Method for Improving Instructional Practice In this session, participants are introduced to Japanese lesson study, a method of lesson analysis with the goal of improving instructional practice and student learning. Using video vignettes, attendees learn ways in which to apply this tool to evaluate and improve instructional practice in their respective ESOL settings. Sarina Molina, University of San Diego, USA PD

Wednesday, 5:00 pm–5:45 pm A303 (GWCC) Medical English: Strengthening Communication Between Professionals Around the World This ESP presentation showcases a medical English program that was originally developed for Turkmen medical specialists by an EL Fellow and then adapted for Mexican Navy cadets at an IEP in Colorado. Attendees leave with easily adaptable lesson plans and activities for beginning-toadvanced English levels and various medical professions. Kendra Staley, University of Colorado, Boulder, USA Carolyn Allen, University of Colorado, Boulder, USA Anna Hamp, University of Colorado, Boulder, USA CLI

Wednesday, 5:00 pm–5:45 pm A402 (GWCC) Preparing Students for Success in the 21st Century English in Action, 3rd Edition, combines its hallmark listening and grammar with authentic National Geographic content, connecting learners to issues that affect their communities and worlds, preparing them for success in the 21st century. Authors share the book’s story and how it can bring the world to your classroom. Elizabeth Neblett, National Geographic Learning, USA Barbara Foley, National Geographic Learning, USA Joy MacFarland, National Geographic Learning, USA VG

Panel

PracticeOriented

ResearchOriented

Wednesday, 5:00 pm–5:45 pm Grand Ballroom C (Omni) Race and TESOL: Having Difficult Conversations in Challenging Times ESL teachers with diverse classrooms are afforded valuable opportunities to engage in dialogues about race, identity, and social justice. In this presentation, the presenters invite participants to explore their own perspectives and experiences and share practices that help establish a classroom culture where teachers and students can negotiate race and racism. Beth Clark-Gareca, SUNY–New Paltz, USA David Mumper, Southern Westchester BOCES, USA ASJ

Wednesday, 5:00 pm–5:45 pm A403 (GWCC) Refugee-Background ELs: Resistance and Agentic Engagement in Literacy Tasks The study discussed examines the experiences of two adolescent refugeebackground ELs and how they enact their resistance or agentic engagement in literacy tasks. Findings reveal that agentic engagement is a particularly promising approach. Theoretical implications and pedagogical suggestions to increase the engagement of ELs are shared. Fares Karam, University of Nevada, Reno, USA Amanda Kibler, University of Virginia, USA RWL

Wednesday, 5:00 pm–5:45 pm A310 (GWCC) Reimagining Global Learning: Transcultural Interaction in the Era of Internationalization This session presents a pilot study that seeks to leverage the transcultural experience of multilingual students in the internationalization efforts of American education. The presentation highlights successful instructional strategies as well as issues and challenges for utilizing transcultural experiences in increasingly globalized classrooms. Ching-Ching Lin, Adelphi University, USA CIC

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS WEDNESDAY

Wednesday, 5:00 pm–5:45 pm A312 (GWCC) Preparing to Work With ELLs: Promoting Preservice Teachers’ Imagined Identities The study discussed addresses current elementary preservice teachers’ preparedness to work with ELLs in mainstream classrooms through an analysis of their reflection about ESL-specific field experiences and course work. Findings of this study reveal the importance of promoting imagined future teacher identities to prepare teachers to work with ELLs. Hyunjin Jinna Kim, University of Florida, USA Ester de Jong, University of Florida, USA Yong Jik Lee, University of Florida, USA TE

Wednesday, 5:00 pm–5:45 pm International Ballroom A (Omni) Pronunciation Teaching Approaches: Considering the Options Pronunciation teaching approaches are reviewed contrastively as: microoriented (segmental/bottom-up) vs. macro-oriented (suprasegmental/ top-down); meaning-focused vs. form-focused; explicit (metacognitive) vs. implicit (cognitive); technological vs. nontechnological; and secondlanguage vs. multilingual (plurilingual). Recommendations are made for teaching and experimentation with different methodologies and techniques in teachers’ own contexts of practice. Martha C. Pennington, University of London, United Kingdom LSP

Workshop

www.tesolconvention.org

Wednesday, 5:00 pm–5:45 pm A305 (GWCC) Reviewing the Situation: Hedging and Boosting in Academic Writing International students attending American universities are expected to be able to effectively communicate in written English; positioning through use of hedging and boosting language is a vital skill in both EAP and ESP settings. This practical session highlights writing tasks using positioning language based on a variety of authentic sources. Eric Roth, University of Southern California, USA Richard Jones, University of Southern California, USA CLI

Wednesday, 5:00 pm–5:45 pm DLT A406 (GWCC) Task Engagement in a Massively Multiplayer Online Game This ethnographic case study examines the affordances of a massively multiplayer online game (MMOG) in supporting the principles of task engagement for L2 learning. Seyed Abdollah Shahrokni, Washington State University, USA Wednesday, 5:00 pm–5:45 pm A405 (GWCC) Technology-Enhanced Curriculum Development: A Focus on the ESP Tertiary Context This presentation focuses on a study regarding ESP first-year students accustomed to a course book-based learning environment. The curriculum was developed to tailor students’ academic needs in a technologyenhanced environment. The presenter aspires to share a curriculum overview, and how various tools can enhance ESP courses. Christina Giannikas, Cyprus University of Technology, Cyprus DLT

Wednesday, 5:00 pm–5:45 pm A309 (GWCC) This Project Shows Who I Am and What I Think This presentation reports findings from a qualitative multiple case study of three Saudi English preservice teachers. The findings include the participants’ experiences and meaning-making methods when completing a digital storytelling project. The presenter discusses cultural and instructional implications and challenges of integrating digital storytelling into teacher education. Ho-Ryong Park, Murray State University, USA

ABSTRACTS WEDNESDAY

Academic Session

Conceptually Oriented Session

Wednesday, 5:00 pm–5:45 pm A407 (GWCC) Transitioning EAP Learners: Engage, Equip, and Excel With Critical Thinking Transitioning EAP learners into academic programs requires building critical thinking both in the cognitive and affective domains. Using engaging content and solid pedagogy plays a key role. Learn how prism reading can help support better learning through more effective lessons that help prepare your students for mainstream academic classes. Christina Cavage, Florida Atlantic University, USA Wednesday, 5:00 pm–5:45 pm International Ballroom B (Omni) Writing a Teaching Philosophy Statement: ResearchBased Tips and Recommendations Have you been asked to write your teaching philosophy statement for an employer and realized that you have a vague understanding of this genre? In this research-based session, we discuss important topics included in this genre and provide guidelines to help you craft your own statement. Caroline Payant, Université du Québec à Montréal, Canada Eliana Hirano, Berry College, USA PD

5:10 pm Wednesday, 5:10 pm–5:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Here’s What You Do: Clear Writing Prompts for ELLs Constructing an effective writing prompt, especially for ELLs, requires planning and attention to detail. This workshop for instructors of writingintensive courses (undergraduate or upper-secondary level) provides insights into helping students navigate that first, crucial step of the writing process: understanding the assignment. Specifically, textual enhancements and checklists are examined. Emily Sharma, Southern Methodist University, USA RWL

Wednesday, 5:10 pm–5:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Teaching Discussion Skills to Japanese Science and Engineering Students Scientists and engineers in Japan need specific English speaking skills. Learn how a semester-long course teaches undergraduates how to prepare for and participate in discussions related to their fields of study for academia and future careers. Byron O’Neill, Ritsumeikan University, Japan

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

LSP

Exhibitor Session

InterSection

Invited Speaker

THURSDAY, 14 MARCH 2019 For the location of a ticketed session, please check your ticket.

7:00 am Thursday, 7:00 am–7:20 am Cottonwood B (Omni) From Accuracy to Fluency: Journal Writing With Graphic Organizers Writing is often challenging: the sheer range of micro-skills involved in writing a text can be overwhelming, and the high-stakes often associated with writing assignments can be anxiety-inducing. Learn how to build writing confidence, develop accuracy and fluency, and enhance motivation with the help of journal writing and graphic organizers. Olga Orehhova, University of Tartu, Estonia RWL

Thursday, 7:00 am–7:20 am Hickory (Omni) Kahoot: The Ultimate Engaging and Powerful Tool forELs Integrating effective educational technology can be challenging and time-consuming for TESOL educators. This presentation demonstrates how educators can utilize Kahoot! for English language learning in higher education. The attendees learn how to use Kahoot! for assessment, review of materials, comprehension checks, warm-up activities, surveys, and class discussions. Mariam Alamyar, Purdue University, USA Hannah Bush, Purdue University, USA DLT

Thursday, 7:00 am–7:20 am Walnut (Omni) Studying English With Variety and History In this presentation, the speaker discuss his experience teaching an advanced EFL course which focuses on the appreciation of the different forms of English that exist in the world and argue how language change is an aspect that motivates students to love English beyond the need. Nico Wiersema, Tecnológico de Monterrey, Mexico CIC

Thursday, 7:00 am–7:20 am RWL A401 (GWCC) Teaching Problem Definitions Within the Discipline Drawing upon conceptual frameworks from students’ discipline and using clips of three-minute thesis competitions and examples of authentic, professional writing, the presenter explains how she adopted an integrated skills and genre-based approach to teach international graduate students of public policy to define a problem in their discipline. Lisa Leopold, Middlebury Institute of International Studies at Monterey, USA

PracticeOriented

ResearchOriented

Thursday, 7:00 am–7:45 am Dogwood A (Omni) Analyzing Science Read-Aloud Texts for Cultural and Linguistic Diversity The study discussed investigates the range and variability of cultural and linguistic diversity as represented in interdisciplinary text sets for science read-alouds in Grades K–3. Presenters share their analysis, discuss implications, and offer alternatives for locating texts that include culturally and linguistically relevant depictions of target topics. Natalia Ward, East Tennessee State University, USA Amber Warren, University of Nevada, Reno, USA Amber Rountree, University of Tennessee, Knoxville, USA Maria Dias, East Tennessee State University, USA ASJ

Thursday, 7:00 am–7:45 am A310 (GWCC) Building a Bridge for 1st-Year International Student Academic Success This presentation reports on the success of a 2017–2018 first-year program for international university students with the goal to increase academic success, promote adjustment to social and cultural life, and improve student time to degree. Developing and delivering extended orientation and support programs for international university students is also discussed. Thomas Tasker, University of Oregon, USA Angela Dornbusch, University of Oregon, USA PA

Thursday, 7:00 am–7:45 am A404 (GWCC) Decolonizing ELL Teacher Identities: Testimonies From Teachers of Color This presentation explores how a study abroad program, one that engages indigenous knowledge in Mexico, helped decolonize the identities of ELL teachers. Two ELL teachers who participated describe impacts on their practice as teachers of ELLs in U.S. public schools. Sue Kasun, Georgia State University, USA Ethan Trinh, Georgia State University, USA Brittney Caldwell, Georgia State University, USA TE

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS THURSDAY

Panel

Thursday, 7:00 am–7:20 am Cypress (Omni) Written Code-Switching in the Classroom: Creating Lessons That Work Wondering how to incorporate code-switching or code-meshing into your college writing classes? Learn key strategies based on two decades of sociolinguistic research that ensure your assignments are in line with what is known about code-switching. Successful lessons using these strategies are also presented. Kay Losey, Grand Valley State University, USA RWL

Workshop

www.tesolconvention.org

Thursday, 7:00 am–7:45 am Sycamore (Omni) Directed Self-Placement for ESL/Multilingual Students in Writing Programs Instead of a single timed writing test to place students into university writing courses, directed self-placement (DSP), an alternate writing placement process, is being used successfully in many college writing programs. The study discussed investigates the usefulness of DSP in relation to ESL/multilingual students in writing courses. Priyanvada Abeywickrama, San Francisco State University, USA LA

Thursday, 7:00 am–7:45 am A405 (GWCC) edTPA Task 2: Meaningful Content-Based Instruction Strategies for Teacher Candidates ed TPA EAL Task 2 for preservice teachers can pose pitfalls for the inexperienced and be a stumbling block to public school certification. This presentation unpacks Task 2 and provides strategies for attendees to take back to their own teacher education programs. Rachel Adams Goertel, Roberts Wesleyan College, USA TE

Thursday, 7:00 am–7:45 am International Ballroom A (Omni) Empowering Learners by Using Wikis to Develop Critical Consciousness In this presentation, the presenters demonstrate how wikis can be used to develop critical text interrogation techniques, thus supporting the development of critical thinking skills. The role of these skills is examined and what the implications are for learners studying in the “soundbite generation.” Lesley Painter-Farrell, The New School, USA Kerri Rizzotto, The New School, USA DLT

Thursday, 7:00 am–7:45 am Dogwood B (Omni) Engaging Students With Augmented Reality in Authentic Local Contexts After the success of interactive virtual worlds, like Pokémon Go, augmented reality (AR) apps have gained popularity in education, including ESL. The presenters demonstrate the creative power of AR apps, explain practical ideas for classroom use, and share lesson plans they have used to engage students in authentic local contexts. Rachel Kraut, Rice University, USA Alice Llanos, Rice University, USA

Thursday, 7:00 am–7:45 am Redwood (Omni) Immigrant Youth Developing Language Through Narrative and Advocacy This session focuses on a year-long, advocacy-oriented, multimodal literacy project about the writing and sharing of immigration narratives and the opportunities for language and identity development it afforded to students at a newcomer high school. Findings reveal the factors that fostered and enhanced students’ English learning, plus their concomitant challenges. Andrés García, University of Maryland, College Park, USA Melinda Martin-Beltrán, University of Maryland, College Park, USA Angélica Montoya-Ávila, University of Maryland, College Park, USA ASJ

Thursday, 7:00 am–7:45 am A406 (GWCC) Math: The Not-So-Universal Language for ELs Participants engage in two research-based strategies that make the academic English syntax and vocabulary of math accessible to ELs, especially those stalled at the intermediate level or with interrupted schooling. Specific resources for collaboration with math colleagues, including scaffolding templates and charts of key syntactical structures and problematic vocabulary, are provided. Elizabeth Hartung-Cole, NNETESOL, USA CLI

Thursday, 7:00 am–7:45 am International Ballroom D (Omni) Meeting Students’ Needs: Exploring UniversitySchool District Partnerships in TESOL School-university partnerships hold great promise for meeting the needs of ELs in public schools. The presenters describe a successful partnership between a university TESOL program and a school district in 2017–18. Key features of the partnership are discussed, including logistics, staffing, and clear articulation of goals and expectations. Beth Clark-Gareca, SUNY–New Paltz, USA Kim Fontana, Pawling Central School Disrict, USA PD

ABSTRACTS THURSDAY

DLT

Thursday, 7:00 am–7:45 am A407 (GWCC) Get Your Students Speaking With “Let’s Talk!” English Multimedia Curriculum Curriculum meets technology! The Let’s Talk! English system offers a complete multimedia solution to get your students speaking English more often, in less time and with more accuracy; it could be what you have been searching for as a one-stop resource for all of your teaching needs. Lindsey Klein, Robotel, USA CLI

Academic Session

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 7:00 am–7:45 am A313 (GWCC) New Activities for Recycling Vocabulary Attendees are introduced to vocabulary acquisition theory and some resources they can use to make their own vocabulary recycling activities. These activities can be used with all ages and levels as warmers, bridges between classroom tasks such as reading and listening, and end-of-class activities. Melanie Gobert, Higher Colleges of Technology, United Arab Emirates VG

Thursday, 7:00 am–7:45 am International Ballroom E (Omni) Notetaking Strategies for the Age of PowerPoint As a result of multitasking while notetaking, advanced students often miss evaluations of lecture material. Participants learn about common evaluation forms in lecture speech, identify evaluations in video lecture segments, and practice taking notes. A resource for adopting the approach for class or workshops is provided along with suggested materials. Julia Salehzadeh, Duquesne University, USA LSP

Thursday, 7:00 am–7:45 am A403 (GWCC) Nurturing Critical Minds: Introducing the 1-Point Multiskills Analysis This hands-on session introduces participants to a practical, useful, and effective multifaceted critical analysis that is a refreshing alternative to the research paper. Participants are carefully guided through the six steps of the analysis and provided with helpful student examples for each step. Analysis guidelines and grading rubrics are available. Patrick T. Randolph, University of Nebraska-Lincoln, USA RWL

Thursday, 7:00 am–7:45 am A315 (GWCC) Paired Reading: Developing Critical Literacy and Cross-Cultural Awareness High-interest, paired readings help adult ELs better develop their critical literacy and cross-cultural awareness while expanding their reading strategies—important elements of college and career readiness. Participants explore the key steps in creating, preparing, and teaching paired reading lessons. Sample readings and lesson plans provided. Lori Howard, CASAS, USA Jayme Adelson-Goldstein, Lighthearted Learning, USA RWL

Thursday, 7:00 am–7:45 am Juniper (Omni) Recontextualization in Academic Communication: From Research Articles to Oral Presentations This presentation reports on a qualitative study that tracked 10 international graduate students over a 1-year period to examine how they recontextualized their research articles to oral academic presentations. The study found four main strategies, which are demonstrated through recordings from the data. Naseh Nasrollahi Shahri, The Pennsylvania State University, USA AL

Thursday, 7:00 am–7:45 am Magnolia (Omni) Semantic Prosody of Reporting Verbs in University Student Writing This presentation reports findings of a comparative analysis of the semantic prosody (or affective meaning) of reporting verbs used in high-rated, sourcebased L1 and L2 university student argumentative essays. Implications for L2 composition instruction are discussed. Brett A. Diaz, The Pennsylvania State University, USA J. Elliott Casal, The Pennsylvania State University, USA Joseph Lee, Ohio University, USA AL

Thursday, 7:00 am–7:45 am International Ballroom F (Omni) Stressing Stress in the Academic ESL Classroom Pronunciation instruction enhances all language skills. However, busy teachers may wonder what aspects to introduce. For the greatest impact, put the stress on stress! The presenters discuss the relationship of word and sentence stress to comprehension and comprehensibility, demonstrating activities that efficiently and effectively connect stress to all skills. Holly Gray, Prince George’s Community College, USA Marilyn Guekguezian, Strong Museum, USA Brenan Swartz, Prince George’s Community College, USA LSP

Thursday, 7:00 am–7:45 am A402 (GWCC) Teaching Inferences Easily: A How-To Guide for EAP Instructors Making inferences is a skill which is challenging to master for many international students. This presentation outlines an easily adaptable framework for teaching inferences, discusses effective strategies, and provides examples of classroom-tested activities. The materials shared can easily be adapted to any EAP curriculum. Olena Zastezhko, University of Dayton, USA RWL

ABSTRACTS THURSDAY

Panel

PracticeOriented

ResearchOriented

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

Thursday, 7:00 am–7:45 am A316 (GWCC) The Efficacy of Delivering Comprehensive Corrective Feedback via Google Docs This study investigates the efficacy of Written Corrective Feedback (WCF), provided via Google Docs, on the writing proficiency of ten international, undergraduate students at a U.S. university. Findings revealed a main effect of WCF on the writing proficiency of those ten students. Implications for teaching ESL academic writing are discussed. Maad El-Gali, The University of South Carolina, USA RWL

Thursday, 7:00 am–7:45 am A314 (GWCC) The Game’s Afoot: ELLs, Libraries, and Escape Rooms This session presents the results of a collaboration between IEP and library faculty to create an escape room based on information literacy fundamentals which resulted in reduced library anxiety and increased research confidence. Presenters discuss strategies and methods to create the escape room and walk participants through clue creation. Jessica Riedmueller, University of Central Arkansas, USA Amber Wilson, University of Central Arkansas, USA CIC

Thursday, 7:00 am–7:45 am International Ballroom C (Omni) The Successful Student in a Blended/Hybrid English Language Program Blended and hybrid English language programs present various opportunities and challenges that students need to deal with efficiently in order to succeed. This session presents the attitudes and dispositions that were identified after interviewing 10 highly successful hybrid students together with recommendations for teacher interventions that can foster success. Silvia Laborde, Alianza Cultural Uruguay-Estados Unidos, Uruguay DLT

Thursday, 7:00 am–7:45 am A312 (GWCC) Using Educative Curriculum Materials to Support Rural EFL PD Educative curriculum materials can support PD in rural EFL contexts. Drawing upon their work with teachers in Nicaragua, the presenters share the iterative process that participants can use to develop materials in their own EFL contexts, example materials, as well as access to an app developed to share materials. Gina Mikel Petrie, Eastern Washington University, USA Janine J. Darragh, University of Idaho, USA Alejandra Guzman, ACCESS, Nicaragua Stan Pichinevskiy, Eastern Washington University, USA ABSTRACTS THURSDAY

Academic Session

Conceptually Oriented Session

8:00 am Thursday, 8:00 am–9:00 am Hall A2 (GWCC) Everyday Teaching, Everyday Liberation: Building the Beloved Community as Educators Now more than ever, educators are faced with opportunities to challenge everyday injustice both within and outside of their classrooms. Dr. Singh shares how to make words like diversity, equity, and inclusion really matter in our teaching and connect these efforts to larger liberation movements around the world. Anneliese A. Singh, University of Georgia, USA

8:40 am Thursday, 8:40 am–9:00 am Teaching Tip Theater #1, Expo Hall (GWCC) Memorable Moderator Introductions Based on analyses of numerous online panel presentations, the presenter shows how she used authentic models for raising international graduate students’ awareness of the discourse conventions of moderator introductions and for enhancing their language and register to help them become competent members of their discourse communities. Lisa Leopold, Middlebury Institute of International Studies at Monterey, USA CLI

Thursday, 8:40 am–9:00 am Teaching Tip Theater #2, Expo Hall (GWCC) Structuring Extensive Listening With Listening Circles The presenters share their course-long extensive listening project, which reinforces academic listening skills and discussion strategies introduced in class through out-of-class assignments and in-class discussions. Presenters also address how to find and evaluate appropriate authentic listening materials. Attendees leave with access to the activity lesson plan and suggested sources. Megan Wright, University of Iowa, USA Kristin Ho, University of Iowa, USA LSP

9:10 am Thursday, 9:10 am–9:30 am Teaching Tip Theater #1, Expo Hall (GWCC) Improving Self-Editing With TurnItIn Self-editing poses a challenge for ESL learners, who frequently admit that they are not aware of making mistakes. Learn how the grammar feature of TurnItIn allows students to correct their errors before the instructor grades the assignment. This increases learner accountability for editing and the quality of final drafts. Anna-Maria Cornell, The University of Iowa, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

DLT

Exhibitor Session

InterSection

Invited Speaker

Thursday, 9:10 am–9:30 am Teaching Tip Theater #2, Expo Hall (GWCC) Technology-Enhanced Collaborative Foreign Language Learning Using Communication Robots This presentation examines whether Communication Robots (CR) can be effective tandem partners in foreign language learning for Japanese university students. Students using CR as partners showed some progress in standardized speaking tests and readability levels. Furthermore, they mentioned they were reduced language anxiety when they talk with CR. Mari Katori, Aomori Public University, Japan DLT

9:30 am Thursday, 9:30 am–10:15 am A314 (GWCC) “Am I a Good Student?”: Participation Expectations and Student Identity The considerable change in participation expectations across cultures can cause a dramatic shift in how international students view themselves as learners. The presenters demonstrate how differences in participation expectations can alter student identity and present methods that teachers can use to facilitate participation in a culturally sensitive manner. Julie Michel, University of Washington, Seattle, USA Kelsea Groves, University of Washington, USA CIC

Thursday, 9:30 am–10:15 am A402 (GWCC) 50 Years: English Language Fellows in Europe Learn how the U.S. Department of State English Language Fellow program has spent 50 years working globally to sustain partnerships with English language professionals, promote PD, and enhance English language teaching and learning in Europe. Attend to hear from the Department of State, program alumni, and educators from Europe. Jennifer Hodgson, The U.S. Department of State English Language Programs, USA Frances Westbrook, The U.S. Department of State English Language Programs, USA CIC

Panel

PracticeOriented

ResearchOriented

Thursday, 9:30 am–10:15 am A407 (GWCC) Blueprint for Teaching Adult ESL: Research and Insights What does recent research on teaching language tell us about adult ESL instruction? In this session, the presenters identify key findings from research that support communicatively based approaches, scaffolds for the development of academic language, close reading, and writing for multiple purposes, with practical examples for instructional activities for each. Betsy Parrish, Hamline University, USA Lynn Savage, Cambridge University Press, USA Thursday, 9:30 am–10:15 am International Ballroom E (Omni) Building Academic Discussion Skills With and for Lower Level ELLs In this session, the presenters share strategies that have worked and those that have been less effective in moving lower level ELLs toward successful academic discussions. Through hands-on activities, participants review ways to effectively scaffold discussions and leave with time-saving assessment tools. Tamara Smith, Tokyo International University of America, USA Ann Glazer, Tokyo International University of America, USA LSP

Thursday, 9:30 am–10:15 am Cypress (Omni) Developing a Bilingual Thematic Vocabulary Workbook In settings where teachers and students have limited language skills and few or no books, finding materials to support all needs can be challenging. This presentation provides a model for EFL teachers in low-resource contexts to develop their own bilingual, thematic vocabulary workbooks. Genevieve Balderston, Indiana State University, USA Sahondranirina Rakotoarisoa, University of Antananarivo, Madagascar MD

ABSTRACTS THURSDAY

Thursday, 9:30 am–10:15 am Dogwood A (Omni) A New Audience: Developing ESL Courses for Graduate Students Developing new initiatives is one way to combat declining IEP enrollment. Presenters outline five steps they followed to develop Foundational Graduate English courses, sharing details of their backward design approach and aspects of the curriculum, including student learning outcomes. Insights gleaned from the piloting process are also discussed. Jennifer Majorana, Saginaw Valley State University, USA Kate Scott, Saginaw Valley State University, USA Amy Cook, Saginaw Valley State University, USA PA

Thursday, 9:30 am–10:15 am A404 (GWCC) Arts-Based Pedagogy: Linguistics Reimagined This sessions demonstrates how visual arts, creative nonfiction, and drama can be used for teacher training (ESOL, English teachers) to make connections between classroom linguistics and real life. Participants discuss the benefits and limitations of arts-based teaching pedagogy, receive four ready-to-go assignments, and examine student samples and reflections. Anastasiia Kryzhanivska, Bowling Green State University, USA TE

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

Thursday, 9:30 am–10:15 am A304 (GWCC) Developing Career Pathway Courses: Integrating Job Training With English Instruction Changes in federal funding requirements have prompted programs that serve ELs to integrate workforce development into their course offerings. This session highlights one community college’s experience with this challenging transition and aims to enable participants to create their own such classes or programs. Katie Edwards, Howard Community College, USA Rosie Verratti, Howard Community College, USA Tamara Jones, Howard Community College, USA CLI

Thursday, 9:30 am–10:15 am Grand Ballroom B (Omni) Ensuring Academic Success for ELs Through Collaborative District Efforts Participants engage with ESOL personnel from a large Georgia school district to learn what they are doing to improve English language skills, academic success, and graduation rates for ELs. Collaborative efforts between district departments and schools are shared. Participants receive new ideas to ensure academic success for ELs. Barbara Beaverson, Fulton County Schools, USA Wendy Newbold, Fulton County Schools, USA ASJ

Thursday, 9:30 am–10:15 am Dogwood B (Omni) Gamifying Language Instruction for More BrainFriendly Learning This presentation reports the findings from a comparative study of two EFL classes in Ecuador to test the congruence of gamified language instruction and best practice principles from mind, brain, and education science (MBE) research. Principles from MBE most affected by gamified instruction compared to traditional delivery are presented. Daniel Rueckert, California State University, Fullerton, USA Karina Pico, California State University, Fullerton, USA DLT

Thursday, 9:30 am–10:15 am Sycamore (Omni) Grading Group Work and Other Real-world Assessment Challenges This presentation explores the real-world assessment challenges of halo bias, grading group work, and assessing interactive listening-speaking activities. Presenters examine the three challenges and share suggested strategies for dealing with each one in ways that are consistent with principles and best practices in L2 assessment. Heather Gregg Zitlau, Georgetown University, USA Heather Weger, Georgetown University, USA Stephanie Gallop, Georgetown University, USA

ABSTRACTS THURSDAY

Academic Session

100

Conceptually Oriented Session

Thursday, 9:30 am–10:15 am Grand Ballroom C (Omni) High-Level Content for All ELLs: Primary Sources Join us to learn strategies to engage students in the analysis of evidence, increase comprehensible input, and promote content learning and student engagement. The presenter shares strategies on analyzing primary sources to enhance the development of critical and analytical thinking skills. Participants discuss strategies for teaching with primary sources. Areli Schermerhorn, American Federation of Teachers, USA RWL

Thursday, 9:30 am–10:15 am Grand Ballroom A (Omni) Hot Topics and Policy Updates From SEVP Representatives from the Student and Exchange Visitor Program within the U.S. Department of Homeland Security provide policy and program updates. Representatives, U.S. Department of Homeland Security, Student and Exchange Visitor Program, USA Frances Westbrook, The U.S. Department of State English Language Programs, USA ASJ

Thursday, 9:30 am–10:15 am A411 (GWCC) Language-Related Challenges of English-Medium Instruction and CLIL Students This session presents issues emerging from three studies exploring the effects of English-medium instruction (EMI) and CLIL on 1,000+ students’ language and content learning. Examining challenges associated with EMI, alongside key stakeholder attitudes, the presenters make recommendations for English instructors, who are in a key position to prepare students for content learning. Heath Rose, The University of Oxford, United Kingdom Nicola Galloway, The University of Edinburgh, United Kingdom Jim McKinley, University College London, United Kingdom CLI

Thursday, 9:30 am–10:15 am Redwood (Omni) Mapa de Las Memorias: A Transnational Perspective on Learning English In an increasingly globalized world, transnational students are being influenced by, and moving through, different and at times conflicting contexts. Using of the online platform Siftr, transnational adults create multimodal representations of their languaging memories, providing insight into the complex ways space, mobility, and affect impact language learning and use. Lisa Velarde, University of Wisconsin–Madison, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

ASJ

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Thursday, 9:30 am–10:15 am A310 (GWCC) Open Educational Resources: Unlocking New Opportunities for Teacher Development In this session, the presenters share open educational resources (OER) designed for global online PD courses and demonstrate how they can be remixed and repurposed to meet the needs of teachers and teacher educators in diverse local contexts. Participants receive access to OERs created by World Learning. Kara McBride, World Learning, Inc., USA Andrew Noonan, World Learning, Inc., USA Radmila Popovic, World Learning, Inc., USA

Thursday, 9:30 am–10:15 am A313 (GWCC) Teaching Collocations: The Effect of Spaced Versus Massed Repetitions This presentation examines the effect of spaced vs. massed repetitions of collocations on their retention. Four experimental conditions (massedexplicit, spaced-explicit, massed-incidental, spaced-incidental) and a control condition were included. The results suggest that teaching collocations explicitly in spaced sessions lead to durable learning gains. New insights into teaching collocations are discussed. Marijana Macis, Manchester Metropolitan University, United Kingdom Suhad Sonbul, Umm Al-Qura University, Saudi Arabia

Thursday, 9:30 am–10:15 am Juniper (Omni) Pedagogical Inquiry in English as an International Language: A Synthesis Despite a number of EIL-inspired teaching volumes, pedagogical EIL proposals have remained primarily theoretical, with limited practical level research. The presenters review more than 60 empirical studies across major journals. Following the review of empirical EIL scholarship, they provide suggestions for future research with practical classroom applications. Dustin Crowther, Oklahoma State University, USA Jeffrey Maloney, Northeastern State University, USA Peter De Costa, Michigan State University, USA

Thursday, 9:30 am–10:15 am International Ballroom F (Omni) Teaching Pronunciation With Picture Books This presentation aims to demonstrate how picture books can be used as tools for teaching pronunciation. Specifically, performing stories promotes the development of phonological awareness, stress, and intonation in ELLs. In addition, teachers learn instruction techniques, which can be used with both children and adults. Adrienne Seo, Eastern Michigan University, USA

Thursday, 9:30 am–10:15 am A408 (GWCC) Supporting ELLs in the K–12 Classroom With Authentic Content Help your ELLs maximize their language development in all four domains and meet the same academic content and achievement standards that all students need to meet. In this session, attendees explore how real-world National Geographic photographs, nonfiction texts, and cross-curricular topics can bridge the gap for students. David Spain, National Geographic Learning, USA Anders Bylund, National Geographic Learning, USA CLI

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ResearchOriented

LSP

Thursday, 9:30 am–10:15 am International Ballroom B (Omni) The Humanizing Power of Counterstories: Understanding ELLs in Rural Settings The study discussed explores how counterstories of migration and daily life for immigrants in the United States, advocated in critical race pedagogy, can transform mainstream teachers’ understandings of the ELs in their classrooms in a high-poverty, rural setting while enrolled in a hybrid university PD course. Paula Golombek, University of Florida, USA Maria Coady, University of Florida, USA Aleksandra Olszewska, University of Florida, USA Nidza Marichal, University of Florida, USA PD

Thursday, 9:30 am–11:15 am A301 (GWCC)

ASJ

IS: Adult Education Advocacy in Adult Education It is imperative that adult educators advocate for our students and our field. Participants get a snapshot of the state of adult education in the United States, understand why teachers are well positioned to serve as advocates, and learn concrete steps to begin advocating both inside the classroom and out. Rob Sheppard, Ginseng English, USA John Segota, TESOL International Association, USA Heather Linville, University of Wisconsin, La Crosse, USA Yilin Sun, Seattle Colleges, USA Jennifer Dalzell, Carlos Rosario International Public Charter School, USA Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS THURSDAY

Thursday, 9:30 am–10:15 am TE A405 (GWCC) Teacher Retention and Agency: Narratives of Teachers Who Leave K–12 This session reports the findings of a study that examined the decisions and agentic actions of former K–12 teachers who, after a period of teaching K–12, chose to become adult ESL instructors. It provides implications for TESOL teacher education programs, which receive many former K–12 teachers every year. Hayriye Kayi-Aydar, University of Arizona, USA Angel Steadman, University of Arizona, USA

Workshop

www.tesolconvention.org

101

Thursday, 9:30 am–11:15 am International Ballroom D (Omni) Building an E-Partnership for ELs’ Transition and Success An online collaborative partnership between a large urban community college and the local school district has been conceived, designed, and implemented to facilitate students’ smooth transition and success. Panelists share the impetus for this online partnership, its evolution, e-content, challenges, and expected outcomes. Girija Nagaswami, Community College of Philadelphia, USA Kristi Bergman, Community College of Philadelphia, USA Talar Kaloustian, Community College of Philadelphia, USA Christos Theodoropulos, Community College of Philadelphia, USA Donna Shrarer, School District of Philadelphia, USA Patricia Ryan, School District of Philadelphia, USA PD

Thursday, 9:30 am–11:15 am A305 (GWCC) Embedding International Experience in Any Course This workshop explore models for making international experience part of any course. Throughout the workshop, participants reflect on their own teaching contexts, work together to begin planning educational opportunities for their students, and explore the profound insights linked to short-term study abroad and international virtual exchange projects. Sarah Dietrich, Southeast Missouri State University, USA CIC

Thursday, 9:30 am–11:15 am A403 (GWCC) Empowering Learning and Local and Global Citizenships Through Translanguaging What is translanguaging, and how can it empower emergent bilingual learners in their growth as students, communicators, and democratic citizens? In this session, the presenters frame translanguaging through personal examples, examine bilingual practice and the effects of silencing non-English voices and identities, and offer examples and recommendations for classroom practice. Xenia Hadjioannou, Penn State University, Harrisburg Campus, USA Danling Fu, University of Florida, USA Xiaodi Zhou, Georgia Southwestern State University, USA

Thursday, 9:30 am–11:15 am A316 (GWCC)

IS: Bilingual-Multilingual Education Global Experiences With Multilingualism and Multilingual Education This session highlights research and practice from global multilingual contexts: New Zealand, Cambodia, Russia, Spain, Germany, the UK, Puerto Rico, Canada, and the USA. The presenters describe what multilingual (migrant, international, ESL, “new speakers”) students in K–12 or university classrooms need to succeed academically, socially, and cross-culturally in their contexts. Alsu Gilmetdinova, Kazan National Research Technical University Named After A.N.Tupolev-KAI, Russian Federation Juliet Luther, Fordham University, USA Wayne Wright, Purdue University, USA Sovicheth Boun Boun, Salem State University, USA Stephen May, The University of Auckland, New Zealand Antje Hansen, Hamburg University, Germany Sarah McMonagle, Hamburg University, Germany Constantine Iannou, Ottawa-Carleton Education Network, Canada Aida Nevarez-Torre, Fordham University, USA Bernadette O’Rourke, Heriot-Watt University, United Kingdom Alsu Gilmetdinova, Kazan National Research Technical University named after A.N.Tupolev-KAI, Russian Federation Ching-Ching Lin, Touro College, USA DLT

RWL

Thursday, 9:30 am–11:15 am A406 (GWCC)

ABSTRACTS THURSDAY

IS: International Teaching Assistants Instructional Technology Tools for Developing ITAs’ Oral Skills This panel highlights instructional technology tools for use within the ITA training classroom. In this session, ITA instructors learn about various activities and apps that can be used to practice mirroring (YouGlish) and shadowing (YouGlish, Audacity, Blue Canoe). In addition, presenters demonstrate how to use these tools to teach pronunciation. Lara Wallace, Ohio University, USA Edna Lima, Ohio University, USA Jennifer Foote, University of Alberta, Canada Colleen Meyers, University of Minnesota, USA

Academic Session

102

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 9:30 am–11:15 am A312 (GWCC) Integrating Culturally Sustaining Practices in Teacher Education Programs Adopting culturally sustaining practices is more critical than ever. The contexts that surround ELs have become increasingly varied and challenging; therefore, greater pluralism in teaching practices is urgent. This colloquium presents practices in teacher education programs that emphasize a culturally sustaining pedagogy and social-emotional learning. Solange Lopes Murphy, The College of New Jersey, USA Colleen Gallagher, University of Dayton, USA Gwendolyn Williams, Auburn University, USA TE

Thursday, 9:30 am–11:15 am Grand Ballroom E (Omni) Integrating PD Opportunities: Overcoming Obstacles and Strategizing for Success Collaborate with teacher trainer administrators, troubleshooting common barriers to integrating effective PD within your unique institutional context. Hear about the facilitator’s experience implementing a PD pilot program in an EAP setting. Receive a curated resource toolkit for 2 PD models: Structured Peer Observations and Lesson Study. Janna Rice, Silicon Valley Center, USA TE

Thursday, 9:30 am–11:15 am A303 (GWCC)

CIC

IS: English as a Foreign Language Intercultural Communication and Competence Education Models in the EFL Context Teaching EFL goes beyond the linguistic competence to include intercultural communication competence (ICC). Curriculum design, pedagogy, and assessment are integral parts of this teaching process. In this presentation, the presenters explore different models of integrating ICC in teaching English in Colombia, Canada, Vietnam, and South Korea. Shahid Abrar-ul-Hassan, University of British Columbia, Canada Mauricio Arango, Universidad de Caldas, Colombia Thao Quoc Tran, Ho Chi Minh City University of Technology, Viet Nam Tom Randolph, Sookmyung Women’s University, Republic of Korea

Thursday, 9:30 am–11:15 am A315 (GWCC)

DLT

IS: Computer-Assisted Language Learning (CALL) Open Educational Resources in K–12 Education The draw of Open Educational Resources (OER) is impossible to resist in the age of diminishing budgets and the increasing digitization of knowledge. This panel explores OER implementation strategies in the K–12 setting by evaluating and demonstrating key OER products for instruction and collaboration. Jennifer Meyer, Williamson County Schools, USA Johnna Paraiso, Rutherford County Schools, USA Christel Broady, Georgetown College, USA Kevin Belleau, Williamson County Schools, USA Jennifer Ponder, University of Alabama at Birmingham, USA Jennifer Summerlin, University of Alabama at Birmingham, USA Thursday, 9:30 am–11:15 am A412 (GWCC) Planning PBL With ESOL/Literacy Students This workshop explores methods to create level-appropriate and authentic class projects with beginner speakers of English with limited literacy. Participants explore community-based texts that support curriculum and assessment. The presenter discusses selecting projects and scaffolding assignments that empower beginner level learners both in and out of the classroom. Emily Skalet, New York Public Library, USA RWL

Thursday, 9:30 am–11:15 am A401 (GWCC)

ASJ

IS: Social Responsibility Preserving the Tower of Babel: Language Diversity as Social Justice TESOL professionals in both ESL and EFL contexts have critical roles to play as advocates, researchers, and practitioners in the preservation of linguistic diversity. From the conservation and revitalization of indigenous languages to the embrace of World Englishes and translanguaging in the classroom, session panelists share their perspectives and propositions. Anastasia Khawaja, University of South Florida, USA Riah Werner, National Pedagogical Institute for Technical and Professional Training, Côte d’Ivoire Chadia Mansour, Athabasca University, Canada Zohreh Eslami, Texas A&M University at Qatar, Qatar Keith Graham, Texas A&M University, USA David Freeman, University of Texas Rio Grande Valkey, USA Sandra Murcuri, Sandra Mercuri Educational Consultants, USA Jessica Guarrera, University of Wisconsin-Superior, USA ABSTRACTS THURSDAY

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ResearchOriented

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TESOL in Focus

Ticketed Event

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www.tesolconvention.org

103

Thursday, 9:30 am–11:15 am A309 (GWCC) Racialization of Teachers in Asia: Research and Action for Change Current practices in ELT are influenced by raciolinguistic ideology, privileging White native speakers while marginalizing others. Focusing on Asia-Pacific contexts, this panel presents qualitative research to examine how this ideology influences EFL teachers’ identities, desires of multiple players, and teaching practices. It explores actions for raciolinguistic equity and social justice. Yuya Takeda, University of British Columbia, Canada Ryuko Kubota, The University of British Columbia, Canada Ena Lee, Simon Fraser University, Canada Liz T. Chiang, The University of British Columbia, Canada Youngjoo Seo, Indiana University Bloomington, USA

Thursday, 9:30 am–11:15 am A302 (GWCC) Toward Purposeful Education: Best Practices in Science CLIL Classrooms What can language educators learn from existing best practices in science education to help them build scientific knowledge while simultaneously supporting linguistic development? In this session, attendees explore scaffolding techniques for CLIL lessons, using the CLIL matrix and a communicative approach framework developed in science educational research. Raul Oliveira Albuquerque Paraná, University of Jyväskylä, Finland Jonathan Kilpelä, Jyväskylän Lyseon Lukio High School, Finland

Thursday, 9:30 am–11:15 am Magnolia (Omni) TESOL Research Fair: TESOL Research Agenda and Future Research Priorities The Research Fair focuses on the impact of the TESOL Research Agenda by highlighting the research studies of recipients of the 2018 TESOL Research Mini-Grant Award. Grantees share and discuss their research. Building on their work, participants are engaged in identifying hot topics and future research priorities. Lucilla Lopriore, Roma Tre University, Italy Fauzia Shamim, Institute of Business Management, Pakistan Kathleen Graves, University of Michigan, Ann Arbor, USA Judy Sharkey, University of New Hampshire, Durham, USA Leah Shephard-Carey, University of Minnesota, USA David Tasker, Northern Arizona University, USA Zhongfeng Tian, Boston College, USA Mariam Abdelaziz, The University of North Carolina at Greensboro, USA

Thursday, 9:40 am–10:00 am Teaching Tip Theater #2, Expo Hall (GWCC) Brain Breaks in ELL: Increasing Students’ Productivity, Energy and Motivation I always try to look for activities that give my students, and me, a break from the routine. Join me in this hands-on session to learn about a technique which has proven to be highly effective in helping students regain focus and energy during class. Laura Giacomini, Florida Day School, Argentina

ASJ

ABSTRACTS THURSDAY

Thursday, 9:30 am–11:15 am International Ballroom A (Omni) The 6 Principles for Adult Learners Join us for a panel presentation on the newest 6 Principles books. Authors of The 6 Principles: Adult Literacy and Workforce Development and The 6 Principles: English for Academic and Specific Purposes share insights and practices into how The 6 Principles can be implemented in various adult settings. Deborah Short, Academic Language Research & Training, USA Andrea Hellman, Missouri State University, USA Kathy Harris, Portland State University, USA Amea Wilbur, University of the Fraser Valley, Canada Sherry Blok, Concordia University, Canada Robyn Brinks Lockwood, Stanford University, USA Georgios Kormpas, Al Yamamah University, Saudi Arabia

Academic Session

104

Conceptually Oriented Session

CLI

9:40 am TE

Thursday, 9:40 am–10:00 am Teaching Tip Theater #1, Expo Hall (GWCC) New to Online Teaching? Check Out This Checklist Instructors venturing into distance education often do so without much experience or training and without knowing the basic elements of an effective e-learning environment. This presentation offers a simple yet comprehensive checklist new online instructors can use to guarantee no integral part of their online courses is overlooked or forgotten. Helen Nam, University of California, Irvine, USA Emily Wong, University of California, Irvine, USA DLT

10:10 am Thursday, 10:10 am–10:30 am Teaching Tip Theater #1, Expo Hall (GWCC) Songs and Stories as Meaningful Input for Young EFL Learners Songs and stories can be the ultimate learning partners in the English language classroom. From acquiring key vocabulary to experimenting interactions with the surrounding culture, others and the world, young learners explore language in a natural manner and gain confidence in their communicative skills through meaningful input and playful learning. María San Cristóbal, Universidad de Talca, Chile

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

CLI

Exhibitor Session

InterSection

Invited Speaker

Thursday, 10:10 am–10:30 am Teaching Tip Theater #2, Expo Hall (GWCC) Visualizing Spoken English With Schwa’d Sentences and Mysterious Phrases Comprehending spoken English in connected speech is a difficult task for ELs. Often students listen for the English they’ve studied in written modes. To highlight the difference between expected pronunciation and actual connected speech, a strategy is presented that visualizes spoken language using schwa and reduced syllables. Donna Brown, University of New Hampshire, USA LSP

10:30 am Thursday, 10:30 am–11:15 am A408 (GWCC) Academic Literacy for ELs: What Teachers Need to Know Explore CAL’s wide range of professional services and online courses informed by the release of What Teachers Need to Know About Language. Learn effective strategies and get practical tools to expand understanding of academic language and improve instruction. Enter to win a free copy of the publication. Annie Laurie Duguay, Center for Applied Linguistics, USA RWL

Thursday, 10:30 am–11:15 am Sycamore (Omni) Crafting Authentic Reading Assessments: From Passage Selection to Test Design Creating valid reading assessments that measure student preparedness for university reading demands is vital. Presenters discuss online metrics and in-house methods used to vet authentic reading passages for integrated skills assessment tasks. Attendees acquire useful resources for both formative and summative reading assessment. Katie Mitchell, University of Colorado, Boulder, USA Olivia Livneh, University of Colorado, Boulder, USA Nick Einterz, University of Colorado, Boulder, USA LA

Thursday, 10:30 am–11:15 am Dogwood B (Omni) Design Thinking Tools to Revamp Online Teacher Education Courses In this session, the presenters share a novel way of designing online teacher education courses through the application of the principles of situated teacher education together with elements of design thinking. Examples of courses taught and actual student teachers’ participation are shared. Gabriel Diaz Maggioli, The Catholic University of Uruguay, Uruguay DLT

PracticeOriented

ResearchOriented

Thursday, 10:30 am–11:15 am International Ballroom B (Omni) Emotional Labor and Language Teacher Identity: Taking an Affective Turn Adopting a poststructuralist approach, the longitudinal case study discussed explores the language teacher identity construction of two novice NESTs during their first year in an EFL context. The results present the ways emotional labor is interwoven with notions of investment, burnout/attrition, communities of practices, and language teacher identity at large. Deniz Ortactepe, Middlebury Institute of International Studies at Monterey, USA Pinar Kocabas-Gedik, Yildiz Technical University, Turkey PD

Thursday, 10:30 am–11:15 am A313 (GWCC) Form-Focused Grammar Instruction: Effects on Oral and Writing Proficiency The study discussed explores the effectiveness of form-focused grammar instruction (FFGI) on grammar accuracy and oral and writing proficiency in English. Findings reveal that FFGI can improve grammar accuracy. However, knowledge of grammar rules does not automatically result in oral and writing proficiency. Further research and improvement on pedagogical grammar are discussed. Richard Oandasan, University of the Philippines, Philippines VG

Thursday, 10:30 am–11:15 am Grand Ballroom C (Omni)

ASJ

Lead Powerful Learning Our best advocacy is empowering ourselves to be proactive in creating powerful learning. Focus on how to guide language learning, support every learner, and showcase learners’ gains in proficiency. Apply high-leverage teaching strategies to boost learners’ performance. Learn from successful examples of guiding learners to make global connections. Lisa Lilley Ritter, American Council on the Teaching of Foreign Languages, USA

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS THURSDAY

Panel

Thursday, 10:30 am–11:15 am A314 (GWCC) Developing Teacher Interculturality Through Telecollaboration: A Critical Approach to Discourse The study discussed aims to contribute to the knowledge base of intercultural competence in teacher education by incorporating an intercultural telecollaboration project between ESL teacher candidates at a U.S. university and EFL teacher candidates at a Turkish university. The implications include a call for focusing on language in telecollaboration projects. Baburhan Uzum, Sam Houston State University, USA Netta Avineri, Middlebury Institute of International Studies at Monterey, USA Sedat Akayoglu, Abant Izzet Baysal University, Turkey CIC

Workshop

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Thursday, 10:30 am–11:15 am Redwood (Omni) Learning in EFL vs. Learning EFL: Reproduction vs. Transformation Primarily building on ethnographic data from Nepal, this presentation uses the presenter’s reflections from Norway to offer a comparison on how EFL is taught in schools. Then, the presenter shows if using EFL as a language of instruction can offer better language learning compared to teaching English as a subject. Lekh Baral, Namsskogan Skole, Norway

Thursday, 10:30 am–11:15 am A407 (GWCC) Supporting Higher Order Academic Skills We’ve learned that academic ELLs thrive on materials rooted in engaging topics, integrated skills, and critical thinking. But what can materials do to further support study skills? The editors of NorthStar demonstrate activities that develop note-taking, visual literacy, and application of grammar and vocabulary to varied academic tasks. Frances Boyd, Columbia University, USA Carol Numrich, Columbia University, USA

Thursday, 10:30 am–11:15 am A402 (GWCC) Mastering the Vocabulary of School: Insights From Research and Practice Teaching ELLs the vocabulary they need can seem overwhelming. This presentation focuses on making classroom vocabulary learning efficient and effective. The presenter discusses ways of selecting high-value words, then draws on classroom research to answer how we can empower our students with strategies for advancing their own vocabulary learning. Marlise Horst, Concordia University, Canada

Thursday, 10:30 am–11:15 am Grand Ballroom A (Omni) Supporting the Academic Success of ELs The deputy director of the U.S. Department of Education’s Office of English Language Acquisition (OELA) presents a national profile of ELs using the latest data, including demographics, academic performance and graduation rates, and data from Every Student Succeeds Act state plans and the Civil Rights Data Collection. Supreet Anand, U.S. Department of Education, USA

ASJ

Thursday, 10:30 am–11:15 am AL Juniper (Omni) Meeting of Change Agents: Bridging Between EFL Learners and Teachers Meeting of Change Agents is a unique platform aiming at giving equal voice to the students and teachers of the English Preparatory Class in Turkey. The presenter provides information on the aims, procedures, and outcomes of these nationwide gatherings introduced to construct new spaces for learner and teacher collaboration. Tugba Yegin, Ege University, Turkey Thursday, 10:30 am–11:15 am A310 (GWCC) Peace Corps TEFL: Strengthening Instruction Through Teacher Communities of Practice There are 2,400 Peace Corps TEFL volunteers working in 36 countries in Asia, Eastern Europe, Africa Latin America, and the Pacific. Their primary focus is strengthening counterpart teaching skills through teacher communities of practice to provide lasting PD. Learn about these efforts and the latest on Peace Corps’ TEFL Certificate program. Brock Brady, Peace Corp, USA

Thursday, 10:30 am–11:15 am A304 (GWCC) Teaching Discipline-Specific Concepts From an EAP Perspective This presentation uses a Swalesian moves analysis framework to help students acquire and discuss discipline-specific concepts in undergraduate Gen Ed textbooks for the EAP classroom. No specialized knowledge of Gen Ed subject matter is required. Marcellino Berardo, University of Kansas, USA CLI

Thursday, 10:30 am–11:15 am Dogwood A (Omni) The Refugee Experience: Embracing Diversity and Capitalizing on Community Involvement The session focuses on supporting refugee students as they bridge the gap between life in the United States and academic expectations at school. Presenters share strategies and experiences in working with refugee youth and invite participants’ insights in creating culturally competent learning environments. Brenda Morales, School District of Lancaster, USA Jennifer Stum, School District of Lancaster, USA ASJ

ABSTRACTS THURSDAY

ASJ

CLI

Academic Session

106

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

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InterSection

Invited Speaker

Thursday, 10:30 am–11:15 am International Ballroom E (Omni) The World’s a Stage: Gaining Speaking Confidence Through Virtual Reality As participants travel the world through a virtual reality headset, they experience firsthand the influence of virtual reality on developing ELLs’ speaking confidence and eliminating speech anxiety. Presenters discuss classroom applications of Google Earth VR and Speech Trainer and share assignment descriptions, student testimonials, and class videos. Elena Reiss, Lehigh University, USA Teresa Cusumano, Lehigh University, USA LSP

Thursday, 10:30 am–11:15 am A405 (GWCC) Translanguaging in English-Medium Instruction Classrooms in Nepal The presentation reports on a qualitative case study of translanguaging in K–12 English-medium instruction classrooms in Nepal. Drawing on a discourse analysis on content-area lessons that challenge an uncritical celebration of translanguaging in international contexts, the session engages the audience in a discussion on the cautionary use of translanguaging. Pramod Sah, University of British Columbia, Canada CLI

Thursday, 10:30 am–11:15 am A404 (GWCC) Using iTEP as a Gate-Keeping Test Stressed on English placement test day with your nonnative speakers? Widely known for their ease of use, strong validity, and cost-effectiveness, iTEP tests are the preferred choice of programs looking for a practical, norm-based English language assessment tool. Come learn about the tests and their potential for your programs. Cerise Santoro, iTEP International, USA Dan Lesho, iTEP International, USA Thursday, 10:30 am–12:15 pm Grand Ballroom B (Omni)

Panel

PracticeOriented

ResearchOriented

Thursday, 10:40 am–11:00 am Teaching Tip Theater #2, Expo Hall (GWCC) Exploring Movies to Enhance Enjoyment, Empathy, and Understanding Movies add to the classroom experience in various content areas. This presentation shares how exploration of specific movies in a Foundations of Teaching English as a New Language course assisted in promoting compassion and cultural understanding. Heidi Sackreiter, Augustana University, USA TE

Thursday, 10:40 am–11:00 am Teaching Tip Theater #1, Expo Hall (GWCC) Maximize Students’ Participation Through Informal Assessments Informal assessment is an integral part of the lesson plan, but using assessments appropriately with variety is vital, enabling teachers to provide positive feedback for students and to adjust the phase. In this session, the presenter demonstrates multiple strategies to assess students effectively, on daily basis. Renuka Karunaratne, University of South Florida, USA LA

11:10 am Thursday, 11:10 am–11:30 am Teaching Tip Theater #2, Expo Hall (GWCC) A Grammar of Thrones: Engaging Students With Popular Culture Using the popular first novel from George R. R. Martin’s series A Song of Ice and Fire, language learners practice core grammar structures through sentence production, cloze activities, error identification, and listening activities adapted from the series. Attendees leave with sample exercises to supplement their courses. Molly Kelley, The University of Iowa, USA VG

Thursday, 11:10 am–11:30 am Teaching Tip Theater #1, Expo Hall (GWCC) Planned Participation and Strategic Grouping: Strategies for the Mixed-Proficiency Class The presenter shares planned grouping and strategic participation techniques to address the mixed-proficiency level class. Each of these techniques is subdivided into three different strategies. The presenter shares a brief description of each strategy and participants discuss the practicality and feasibility of the techniques. Lena Barrantes, University of Calgary, Canada AL

ABSTRACTS THURSDAY

Current Trends in ELT Publishing A panel of leading editors discuss trends in ESL/EFL publishing and answer questions from participants. Topics include the respective roles of authors and editors, the impact of technology and of L2 research, and changes in U.S. and global markets. Joe McVeigh, Independent Consultant, USA Janet Aitchison, Oxford University Press, USA Jeff Krum, Cambridge University Press, USA Andy Burrows, Pro Lingua Associates, USA Laura LeDrean, National Geographic Learning, USA Pietro Alongi, Pearson, USA

10:40 am

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

107

11:15 am

Thursday, 11:30 am–12:15 pm A304 (GWCC) An Alternative Pedagogical Approach for Internationally Trained Healthcare Practitioners With the changing theorization of migration as transnational, traditional cross-cultural classroom instructions are now called into question. The presenters describe the details of an alternative pedagogical approach designed around the tenets of intercultural rhetoric and translingualism to support the needs of internationally trained healthcare practitioners in today’s transnational world. Esen Gokpinar-Shelton, Indiana University, USA CLI

Thursday, 11:15 am–12:45 pm International Ballroom C (Omni) The Influence of Collaboration Initiatives on TESOL Communities Professional collaboration is a subject most TESOL affiliates have focused on since they were conceived. The 2019 TESOL Affiliate Colloquium shares successful collaboration initiatives from a wide array of affiliates that have influenced the future of diverse TESOL communities worldwide. Ana Rocca, Argentina TESOL, Argentina Mary Allegra, VenTESOL, Bolivarian Republic of Venezuela Omaima Ayoub, NileTESOL, Egypt Susan Spezzini, SETESOL, USA Christina Chorianopoulou, TESOL Greece, Greece Georgios Vlasios Kormpas, Affiliate Network Professional Council, Saudi Arabia

11:30 am Thursday, 11:30 am–12:15 pm International Ballroom A (Omni) 2 Extensive Reading Platforms Merged: MoodleReader and MReader After demonstrating these free quiz programs for extensive reading, the presenters describe how the Moodle Reader module and MReader have been integrated so that all quizzes are now served to students via a single secure database. The implications are addressed. Discussion from the participants is welcome. Thomas Robb, Kyoto Sangyo University, Japan Gordon Bateson, Kochi Institute of Technology, Japan DLT

Thursday, 11:30 am–12:15 pm International Ballroom B (Omni) 6 Principles, 3 Perspectives: Adopting-Adapting in an EFL Context The 6 Principles for Exemplary Teaching of English Learners made its grand entrance with a K–12 focus. In this session, the presenters aim to shed some light on how to transfer these precepts into an EFL context for preservice and in-service teacher development as well as for staff selection. Silvia Laborde, Alianza Cultural Uruguay–Estados Unidos, Uruguay Rosario Giraldez, Alianza Cultural Uruguay–Estados Unidos, Uruguay Victoria Dieste, Alianza Cultural Uruguay–Estados Unidos, Uruguay

Thursday, 11:30 am–12:15 pm A316 (GWCC) Becoming a Publishing Writer: Early-Career Scholars Writing for Publication The study discussed examines how early-career academics navigated their transition from being graduate students to becoming publishing writers. The authors discuss factors that affected these scholars’ publishing endeavors and difficulties that they experienced in writing for publication. Reflecting on the results, the authors offer implications for graduate students and educators. Elena Shvidko, Utah State University, USA Dwight Atkinson, University of Arizona, USA RWL

Thursday, 11:30 am–12:15 pm A315 (GWCC) Breaking Down Borders: Linking ESL Classes to Content Credit Classes The coteachers of an ESL-sociology paired class that was thematically designed and grounded in a community share their collaborative process in developing course content and integrating outcomes, assignments, and assessments. Participants take away strategies for identifying good coteacher matches and integrating their ESL classes with content classes. Jeff Ellenbird, Bunker Hill Community College, USA Aurora Bautista, Bunker Hill Community College, USA CLI

ABSTRACTS THURSDAY

Thursday, 11:30 am–12:15 pm Magnolia (Omni) Applying Corpora Both Directly and Indirectly to ELT This presentation describes an indirect application of corpora through the creation of a learner corpus and a direct application in which students used online corpus websites. Participants walk away with examples and suggestions of how they can start applying corpus linguistics both directly and indirectly to their own classes. Amanda Hilliard, Arizona State University, USA AL

Academic Session

108

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 11:30 am–12:15 pm A401 (GWCC) Developing a Word-Study Approach to Teaching Spelling How can IEP/university instructors teach spelling using word study? Word study allows students to discover patterns and manipulate features rather than memorize rules. Participants learn about five spelling stages, view pretests/posttests, observe how spelling connects with pronunciation, and examine materials developed for student discovery in an intermediate spelling class. Julie George, Pennsylvania State University, USA RWL

Thursday, 11:30 am–12:15 pm Sycamore (Omni) Does Interviewer Behavior Affect ITA Self-Perception During Oral Assessment? The study discussed investigates the extent to which examiner behaviors affect prospective ITAs’ self-perceptions of English language proficiency during oral assessment interviews. Findings are used to illuminate best practices for examiners in conducting interviews. Implications for examinee preparation for high-stakes oral assessments in consideration of these behaviors are discussed. Sue Ingels, University of Illinois at Urbana-Champaign, USA Eric Chen Pei Ho, University of Illinois at Urbana-Champaign, USA Colin Anderson, Central High School, USA LA

Thursday, 11:30 am–12:15 pm A314 (GWCC) Driving the English on Wheels Bus Project The U.S. Embassy together with the Sri Lanka English Language Teachers Association provides the English on Wheels Bus Program, which focuses on Grade 4 students in 12 underserved regions throughout Sri Lanka. This program motivates students to learn English by introducing them to American culture through fun, hands-on activities. Ramona Stowe, English Language Fellow, Sri Lanka Aruni Peiris, U.S. Embassy, Sri Lanka Chapa Welagedara, Sri Lanka English Language Teachers Association, Sri Lanka CIC

Panel

PracticeOriented

ResearchOriented

Thursday, 11:30 am–12:15 pm A408 (GWCC) Grammar, Vocabulary, and Reading: Meaningful Strategies for All Learners In this highly practical session, learn teaching methods that are impactful without being overwhelming. First, learn a meaningful way to help students understand how all grammar concepts connect at the sentence level. Then, learn effective strategies that allow students to improve vocabulary and reading comprehension skills in a cross-curricular context. Dawn Burnette, McIntosh High School, USA VG

Thursday, 11:30 am–12:15 pm A309 (GWCC) Hands-On Comprehension Strategies for All Students Many ELLs struggle to read and comprehend even basic texts. Evidencebased, hands-on comprehension strategies can change that. This is an interactive workshop in which participants learn proven activities and strategies to boost comprehension for all levels of ELLs. Jill Haney, Saddleback Educational Publishing, USA Thursday, 11:30 am–12:15 pm Grand Ballroom A (Omni) Hot Topics: Enrollments and Advocacy for English Language Programs This session provides updates on trends in enrollments, visa issuance, SEVP policy, and advocacy efforts for IEPs and pathway programs. Teachers and administrators gain insight on latest advocacy efforts and how they can assist the industry and their own programs. Cheryl Delk-Le Good, EnglishUSA, USA Bill Wallace, University of Alabama, USA Nadine Baladi, ILSC Education, Global Foundations, Canada Mark Algren, University of Missouri, USA PA

ABSTRACTS THURSDAY

Thursday, 11:30 am–12:15 pm Dogwood B (Omni) Effective PD in Adult ESOL Education: Application IsKey Instructors in adult ESOL programs are often hired with little prior training. They frequently undergo subsequent PD with minimal effect on their teaching. The presenter demonstrates an innovative and effective training model that incorporates required activities through which teachers apply training content to their classrooms, resulting in improved instruction. Catherine Porter, Adult Learning Resource Center, USA PD

Thursday, 11:30 am–12:15 pm A406 (GWCC) From Data to Decisions: EMI Lecturer Language Assessment and Support This presentation focuses on a common framework for EMI quality assurance and support in the adaptation of local EMI training and assessment instruments for transnational uses. Elements of a handbook for training language skills and teaching competencies needed to facilitate teaching and learning in EMI are presented. Joyce Kling, University of Copenhagen, Denmark Slobodanka Dimova, University of Copenhagen, Denmark Sanne Larsen, Universitiy of Copenhagen, Denmark CLI

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

109

Thursday, 11:30 am–12:15 pm Juniper (Omni) Internationalization of Korean Universities: Translingual Practices in Localized EMI Courses The study discussed examines internationalization of Korean universities and relevant linguistic practices. In-depth interviews and university policies reveal emergent translingual practices in English literacy and Korean orality, which reinforces hierarchical sociolinguistic orders. The study discusses uneven ownership of English and racial and linguistic inequality in higher education in non-English-speaking countries. . Juyoung Song, Murray State University, USA AL

Thursday, 11:30 am–12:15 pm A405 (GWCC) Investigating Chinese TOEFL/IELTS Test-Preparation Teachers’ Beliefs: Insights and Impacts This presentation reports on findings from an investigation into the beliefs of Chinese TOEFL/IELTS test-preparation teachers and the factors underpinning these beliefs. Findings revealed these teachers’ main objective on optimizing students’ test performance and their conflicting thoughts toward teaching methods. Implications for these teachers’ continuing PD are discussed. Jing Guo, New Oriental Education and Technology Group, China Weixian Huang, New Oriental Education and Technology Group, China Fang Lan, New Oriental Education and Technology Group, China TE

Thursday, 11:30 am–12:15 pm A303 (GWCC) Needs-Based Instruction and Learner Engagement: Improving Outcomes With Online Data Learners pay more attention to educational materials they find interesting, but this has been hard to accomplish at scale. This presentation considers the effect of online English courses tailored to learners’ interests, including a discussion of engagement and performance patterns before and after the introduction of personalized language learning content. Katie Nielson, Voxy, USA Thursday, 11:30 am–12:15 pm A404 (GWCC) Preservice EFL Teachers’ Reflective Writing Assessed Through e-Portfolios In this presentation on one Chilean university’s e-portfolio assessment, the presenters analyze EFL teacher candidates’ reflective writing, focusing on their teaching philosophy statements. The presenters conclude that program-wide e-portfolios are valuable for assessing L2 teacher education students’ writing development and their progress across the program. Betsy Gilliland, University of Hawai’i at Ma¯noa, USA Katterine Pavez Bravo, Universidad de Atacama, Chile Andrea Munoz Galleguillos, Universidad de Atacama, Chile

ABSTRACTS THURSDAY

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110

Conceptually Oriented Session

Thursday, 11:30 am–12:15 pm Redwood (Omni) Promoting Equity Through Authentic Materials and Open Educational Resources This session links the choice of course materials to issues of equity and describes the benefits of using authentic materials and open educational resources to improve access in college courses. The presenters share their development of a textbook-free course with social justice topics using this approach. Sara Osman, Community College of Baltimore County, USA Sarah Barnhardt, Community College of Baltimore County, USA Danielle Aldawood, Community College of Baltimore County, USA ASJ

Thursday, 11:30 am–12:15 pm International Ballroom F (Omni) Reductions, Trimming, Blending, Oh My: Online Tools to Improve Listening Fast speech is challenging for university students, but explicitly teaching reduced forms can increase listening comprehension. The presenter demonstrates new online videos that explain reductions, including trimming, blending, and linking. Try out the accompanying interactive quizzes to practice and assess comprehension, then discuss applications for self-study and in-class use. Stephanie Hanson, University of Minnesota, USA LSP

Thursday, 11:30 am–12:15 pm Grand Ballroom C (Omni) Regulatory Resources and Tools for IEP Administrators IEP administrators juggle a myriad of responsibilities daily, ranging from teaching and dealing with student conduct to regulatory compliance. Who has time to stay informed of regulatory changes? Join us for this session and hear seasoned IEP administrators share their tried and true sources of information and resources. Joann Ng Hartmann, NAFSA: Association of International Educators, USA PA

Thursday, 11:30 am–12:15 pm International Ballroom E (Omni) Review of Current Theory and Research on L2 Pronunciation Pedagogy This presentation describes how current theory and research have informed the pedagogy of L2 pronunciation. After offering a historical overview of recent developments, the presenters critically review the main theoretical frameworks on L2 pronunciation development and 10 seminal research articles, summarizing their implications for pedagogy by segmental, prosodic, and voice-setting features. Nihat Polat, Duquesne University, USA Laura Mahalingappa, Duquesne University, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

LSP

Exhibitor Session

InterSection

Invited Speaker

Thursday, 11:30 am–12:15 pm A302 (GWCC) Scaffolding Access to Complex Content Across Modalities Experience scaffolded techniques that help students engage in receptive and productive language around analyzing complex texts. Participate in a variety of activities that address reading, writing, and speaking about primary sources, and learn how students at all proficiency levels can succeed in accessing classroom content. Sandy Strock, Capital District Regional Bilingual Resource Network @ Questar III BOCES, USA Jessa Waterhouse, Capital District Regional Bilingual Education Resource Network at Questar III BOCES, USA CLI

Thursday, 11:30 am–12:15 pm RWL A407 (GWCC) Stories Without End: Engaging Students With Creative Writing Open-ended stories are a powerful, innovative way to engage students with reading and creative writing. Students read an intriguing short story that ends on a cliff-hanger that they have to resolve. Participants experience activities that use unfinished stories to get students writing creatively and walk away with sample stories. Walton Burns, Alphabet Publishing, USA Taylor Sapp, ELS Portland, USA Thursday, 11:30 am–12:15 pm CIC A402 (GWCC) Teach Abroad With the English Language Fellow Program Learn how you can enhance English language teaching capacity abroad through 10-month paid teaching fellowships designed by U.S. Embassies for experienced U.S. TESOL professionals. As an English Language Fellow, you can provide English language instruction, conduct teacher training, and develop resources. Join us to hear from program staff and alumni. Jennifer Hodgson, The U.S. Department of State English Language Programs, USA Frances Westbrook, The U.S. Department of State English Language Programs, USA

Thursday, 11:30 am–12:15 pm A310 (GWCC) Transforming High School LIFE (Leadership, Instruction, Family Engagement) for ELs EL teacher training programs can have limited impact if school structures, policies, and climate are holistically not supportive of their linguistically diverse student population. This presentation introduces a new model and online tool used by administrators to systematically evaluate and improve the experiences and outcomes of ELs attending their schools. Tamara Sniad, Temple University, USA Megeara Glah Mabry, Temple University, USA Mark Emerick, Temple University, USA PA

Thursday, 11:30 am–12:15 pm A313 (GWCC) Using Embodied Semantics to Cheerfully Help ELLs Acquire Vocabulary This interactive session introduces embodied semantics as a new way to teach vocabulary. This method helps ELLs personalize and internalize lexical items so that they forge permanent pathways in their long-term memory. Participants learn the six-step method and practice mindfulness in pronunciation, mind-body gestures, visualization techniques, and reflective writing. Patrick T. Randolph, University of Nebraska-Lincoln, USA VG

Thursday, 11:30 am–12:15 pm A301 (GWCC) Using Learner Needs to Reduce the Teaching of Fake Grammar Which grammar do student need? Are you teaching necessary grammar or fake grammar? Results from a corpus analysis of student papers written by native-speaking university students show how three commonly taught grammar points, namely verb tenses, gerunds, and prenominal adjectives, are actually used in native student writing. Keith Folse, University of Central Florida, USA VG

Thursday, 11:30 am–12:15 pm A411 (GWCC) World Englishes and SLA: Establishing a Common Research Agenda Working on the premise and promise of greater collaboration between World Englishes and SLA, the presenter argues that we need to look beyond native speakerism and focus instead on possible synergies between these two fields of research to better account for the multilingual realities of language learners today. Peter De Costa, Michigan State University, USA AL

ABSTRACTS THURSDAY

Panel

PracticeOriented

ResearchOriented

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

111

Thursday, 11:30 am–1:15 pm International Ballroom D (Omni) Infusing Career Preparation Into Teacher Education Programs This panel addresses ways TESOL teacher preparation programs have developed to infuse career-related topics into their courses and programs. Topics include career development in all contexts and ways to navigate complex employment issues. Eileen Ariza, Florida Atlantic University, USA Andy Halvorsen, University of Oregon, USA Kate Mastruserio Reynolds, Central Washington University, USA Jodi Crandall, University of Maryland, Baltimore County, USA PD

Thursday, 11:30 am–1:15 pm A312 (GWCC) Interrupted Education in Diverse Migration Contexts: A 21st-Century Challenge This panel addresses issues related to students with interrupted formal education (SIFEs) from Latin American socioeconomic migration, Arab and African refugee migration, and refugee migration in countries of asylum. Attendees gain insight into the factors that cause interrupted education and how understanding SIFEs’ needs can inform their teaching and advocacy. Kara Mac Donald, Defense Language Institute, USA Judy O’Loughlin, Language Matters Education Consultants, LLC, USA Brenda Custodio, Columbus City Schools (Retired), USA Jose Franco, Universidad de Los Andes, Trujillo State, Bolivarian Republic of Venezuela Orangel Abreu, Universidad de Los Andes, Trujillo State, Bolivarian Republic of Venezuela Ahmed Kadhum Fahad, Thir Qar University, Iraq ASJ

Thursday, 11:30 am–1:15 pm A403 (GWCC) Scaffolding Student Argumentative Writing Across the Disciplines Through Explicit Instruction This colloquium reports on classroom-based projects conducted by EAP instructors working alongside disciplinary instructors from multiple universities and showcases examples of pedagogical interventions aimed at supporting learners’ ability to write effective argumentative texts. Sandra Zappa-Hollman, University of British Columbia, Canada Silvia Pessoa, Carnegie Mellon University in Qatar, Qatar Maria Pia Gomez-Laich, Carnegie Mellon University in Qatar, Qatar Thomas D. Mitchell, Carnegie Mellon University in Qatar, Qatar Ryan T. Miller, Kent State University, USA

ABSTRACTS THURSDAY

RWL

Academic Session

112

Conceptually Oriented Session

Thursday, 11:30 am–1:15 pm Grand Ballroom E (Omni) Training TESOL Practicum Students Using Theatre Teaching is a lot like acting, and while actors receive extensive training, teachers are expected to pick up essential performance skills on the go. This workshop provide participants with strategies that can be used to incorporate theatre (movement, voice projection and improvisation) into a TESOL practicum course. Jaydene Elvin, California State University, Fresno, USA Cheryl Chair, California State University, Fresno, USA TE

Thursday, 11:30 am–1:15 pm A305 (GWCC) Using Listening Standards to Plan Instruction Adult ESL practitioners have access to listening standards from the U.S. Department of Education, the National Reporting System, and CASAS. Participants in this workshop explore the standards and their correlation to listening skills and strategies, then employ them in planning instruction and assessment. Standards and planning tools are provided. Lori Howard, CASAS, USA Jayme Adelson-Goldstein, Lighthearted Learning, USA Sylvia Ramirez, MiraCosta College, USA LSP

Thursday, 11:30 am–1:15 pm A412 (GWCC) IS: Applied Linguistics Verbing Out With Cognitive Linguistics and Sociocultural Theory This session explores the promise that cognitive linguistics and sociocultural theory hold for effective L2 English instruction. Andrea Tyler, Natalia Dolgova, James Lantolf, and Benjamin White share techniques and materials for teaching traditionally challenging areas of English—including phrasal verbs; conditionals; make, take, do, get, and have; and tense-aspect. Benjamin White, Saint Michael’s College, USA Andrea Tyler, Georgetown University, USA Natalia Dolgova, George Washington University, USA James Lantolf, The Pennsylvania State University, USA

11:40 am Thursday, 11:40 am–12:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) But They Said It Best: Paraphrasing in University EAP Classes For emergent multilinguals, paraphrasing requires not only a command of the English language, but also an understanding of the content. In this presentation, we explain how research into paraphrasing instruction and issues of plagiarism informed our instruction and present a comprehensive lesson to help emergent multilinguals practice paraphrasing skills. Heather Lyn Reichmuth, Michigan State University, USA Laura M. Kennedy, Michigan State University, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

RWL

Exhibitor Session

InterSection

Invited Speaker

Thursday, 11:40 am–12:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Research-Based Proposal to Enhance Student Assessment Literacy This session is designed to support novice teachers in communicating learning- and assessment-related topics to their students. The speaker gleaned the tips from her recent study in which students’ assessment literacy needs were explored. The aim is to help teachers to share clear verbal and written assessment-related information. Samar Almoossa, Umm Alqura University, Saudi Arabia LA

12:10 pm Thursday, 12:10 pm–12:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Choosing Vocabulary for Explicit Instruction in ESP Courses ESL students in university settings must develop the discipline-specific vocabulary as understanding the ideas and concepts in their classes is closely tied to knowledge of this language. Presenters share a principlebased approach to selecting specialized vocabulary for instruction from course texts in an ESP course. Shalle Leeming, California College of the Arts, USA VG

Thursday, 12:10 pm–12:30 pm See Addendum Hats Off to Teaching Critical Thinking Skills More Effectively Experience wearing a colored hat based upon Edward de Bono’s Six Thinking Hats tool to critically analyze a problem and come up with solutions. Use this technique in your own classrooms to enliven discussions and to teach critical thinking skills more creatively. Amy Christensen, Central New Mexico Community College, USA CLI

Thursday, 12:10 pm–12:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Teaching the Prosody of Positive Assessments Learners wishing to praise, encourage, or compliment need to use appropriate prosody to sound warm and sincere. For this English native speakers unconsciously use an intricate prosodic configuration. This is easy to describe and fun to teach; this session will explain how. Nigel Ward, University of Texas at El Paso, USA LSP

PracticeOriented

ResearchOriented

Thursday, 12:30 pm–1:45 pm See Addendum Collaborative Diagnostic Writing, Involving Student Dilemmas, and Critical Thinking The presenter demonstrates her diagnostic writing assessment, which uniquely provokes student participation, critical thinking, and collaboration. Students (session participants) are given a unique and provocative tale, requiring them to experience some uncomfortable realities of grading, as teachers often do. The participants’ conclusions are compared with that of past students. Sheila Mayne, University of Pennsylvania, USA LA

12:40 pm Thursday, 12:40 pm–1:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Awareness and Attitudes Toward Intercultural Competence in EAP Policies/Practices This presentation shares findings from a mixed-methods investigation into the policies and practices of EAP programs concerning the component of intercultural competence. Findings revealed multiple stakeholders’ emerging awareness and varying attitudes toward international students’ linguistic and cultural capitals. Implications for developing intercultural competence for institutions, instructors, and students are presented. Le Chen, University of Western Ontario, Canada CIC

Thursday, 12:40 pm–1:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Task-Based Pronunciation Instruction: Word Stress and Beyond It can often feel like a struggle to teach pronunciation in a way that leads to improvements in spontaneous speech. To remedy this, the presenter demonstrates the use of a meaning-focused, outcome-based task targeting word stress that can be adapted to other aspects of pronunciation. John Rothgerber, Indiana University, USA LSP

1:00 pm Thursday, 1:00 pm–1:45 pm Magnolia (Omni) Arts Integration Methodology: Changing the Face of Learning This presentation shows evidence of the uncontested positive effect of arts integration methodology on the performance of EFL learners. Experienced in one of the poor villages of Tunisia, the arts integration methodology was a successful step to changing the fate of low-income learners. Maaouia Haj Mabrouk, Ministry of Education, Tunisia AL

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS THURSDAY

Panel

12:30 pm

Workshop

www.tesolconvention.org

113

Thursday, 1:00 pm–1:45 pm A401 (GWCC) Authors’ Tools, ELs, and the Power of Language Many high school students see no value in traditional literature and composition classes. In this practice-oriented session, the presenter shares the approach and activities she uses to engage high school ELs in examining, identifying, analyzing, and practicing the tools that authors use to wield the power of language. Sarah Mantegna, Fulton County Schools, USA RWL

Thursday, 1:00 pm–1:45 pm Grand Ballroom C (Omni) Benefits of Accreditation: Analysis of 20 Years of Data CEA-accredited sites must report the benefits of the accreditation initiative as part of the required self-study report. Through a qualitative research design, these benefits have been analyzed to determine the actual benefits of accreditation over the 20 years since CEA began accrediting English language programs in 1999. Heidi Vellenga, Commission on English Language Program Accreditation, USA Mary Reeves, Commission on English Language Program Accreditation, USA PA

Thursday, 1:00 pm–1:45 pm Sycamore (Omni) Context-Based Lesson Plans for Teaching TOEFL andSAT International test takers often skip reading sections with unfamiliar subject matter. How can we facilitate students’ ability to work with authentic texts on topics they perceive as irrelevant to their majors and/or lives? The presenters share context-based lesson plans for reading in literature, science, and social studies. Eileen Kramer, Boston University, USA Amelia Onorato, Boston University, USA Timothy Doyle, Boston University, USA LA

Thursday, 1:00 pm–1:45 pm Cypress (Omni) Creating ELT Materials Using Open Educational Resources Corpora In this session, attendees learn how to use open educational resources (OER) spoken and written corpora for creating a variety of authentic ELT materials. Presenters share examples of both high- and low-tech OER classroom teaching and assessment materials. Brent Green, Brigham Young University, Hawai’i, USA Veronica Wright, Brigham Young University–Hawai’i, USA MD

Thursday, 1:00 pm–1:45 pm International Ballroom C (Omni) Building Capacity From Within: The Nexus of Administration and Faculty Ever wonder how you can positively affect your workplace environment as an instructor, part or full time, or administrator? An administrator and teachers discuss different ways both can work together to maximize teachers’ impact on the program and overall culture. Versatility and resourcefulness are the keys to move forward successfully. Amy Pascucci, UC San Diego Extension, USA Sakeena Ali, Independent, USA Cerise Santoro, California State Polytechnic Pomona, USA

Thursday, 1:00 pm–1:45 pm A402 (GWCC) Defense Language Institute English Language Center Information Session Instructors at the Defense Language Institute English Language Center (DLIELC) have provided English language training domestically and internationally to students from more than 120 countries. Working under the U.S. Air Force, DLIELC’s mission is to train individuals to speak/teach English to promote peace and understanding through an international security cooperation. Sarah M. Martin, Defense Language Institute English Language Center, USA Jossilyn Montano, Defense Language Institute, USA

Thursday, 1:00 pm–1:45 pm A407 (GWCC) Complement Your Curriculum With Content From ESLlibrary.com One of the biggest challenges for language teachers is finding affordable, professional resources that meet the needs of dynamic ELLs. Learn how ESLlibrary.com develops printable and digital lessons for all ages and levels to inspire conversation, debate, and interaction in your classroom. Ben Buckwold, ESL Library, Canada

Thursday, 1:00 pm–1:45 pm A406 (GWCC) Developing Learners’ Responsibility and Autonomy in the ELT Classroom Have you ever felt your students do not contribute as much as you would like them to? In this presentation, activities to promote responsibility and autonomy in students are shared, focusing on raising awareness, changing attitudes, and transferring roles between teachers and learners. María del Carmen Pérez, Escuela Normal de Estudios Superiores del Magisterio Potosino, Mexico

CLI

ABSTRACTS THURSDAY

DLT

Academic Session

114

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 1:00 pm–1:45 pm A304 (GWCC) English, Culture, and Communicating Science: A Pilot Course for ITAs ITA curricula typically focus on language, culture, and pedagogy, and classes often include students from various disciplines. This session presents an alternative: One ITA program piloted an oral proficiency course focused on science communication tailored for STEM students. Presenters share lessons learned and explore potential benefits of disciplined-focused curricula. Pamela Pollock, Harvard University, USA Pauline Carpenter, Independent, USA CLI

Thursday, 1:00 pm–1:45 pm Redwood (Omni) Faculty as Legislative Advocates for ELLs: Challenges, Triumphs, and Opportunities What happens when a potential law poses a threat to ELLs? Three community college faculty discuss their path to advocacy for ESL in California. Learn how they developed a partnership, worked to leverage their state organization (CATESOL), and managed to amend the law, making gains for the field. Kathryn Wada, Cypress College, USA Sydney Rice, Imperial Valley College, USA Leigh Anne Shaw, Skyline College, USA ASJ

Thursday, 1:00 pm–1:45 pm A314 (GWCC) Helping IEP Students Communicate Openness to Future U.S. Classroom Diversity How can instructors help students communicate openness to perspectives different from their own? Participants learn how this concept was integrated into an IEP advanced speaking/listening class through Chimamanda Adichie’s popular TED Talk, several “hands-on” exercises, steps on how to verbally/nonverbally communicate openness, and guest speakers representing different viewpoints. Julie George, Pennsylvania State University, USA CIC

Panel

PracticeOriented

ResearchOriented

Thursday, 1:00 pm–1:45 pm Grand Ballroom A (Omni) Naturalization 101: Overview of the Naturalization Process This session includes information about the process and requirements for adults from other countries to apply to the U.S. Department of Homeland Security to become American citizens. The session focuses on questions often asked by resident aliens and their families and provides sources for reliable information from USCIS. Kelton Williams, U.S. Citizenship and Immigration Services, Office of Citizenship, USA LSP

Thursday, 1:00 pm–1:45 pm International Ballroom B (Omni) Professionalizing Your English Language Teaching Being a teaching professional is more than having the right qualifications; it involves being professional at work/in the classroom. Presenters explore the literature and characteristics of what it means to be a professional. Other content covered includes professionalism challenges educators face and general and field-specific strategies for improving one’s professionalism. Christine Coombe, Dubai Men’s College, United Arab Emirates Neil J Anderson, Brigham Young University–Hawai’i, USA Lauren Stephenson, Australian Catholic University, Australia Jacqueline Stephen, Mercer University, USA Christine Sabieh, Notre Dame University, Lebanon Christel Broady, Georgetown College, USA PD

Thursday, 1:00 pm–1:45 pm International Ballroom E (Omni) Pronunciation Teacher Education: Developing a Rubric to Track Teacher Learning Based on research from an innovative 4-year longitudinal study, this presentation showcases the development of a rubric used to track the progression of teachers learning to teach pronunciation. Following a presentation of the overall study and the subsequent design of the rubric, implications for language teacher education are discussed. Michael Burri, University of Wollongong, Australia Amanda Baker, University of Wollongong, Australia LSP

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS THURSDAY

Thursday, 1:00 pm–1:45 pm Juniper (Omni) Incorporating Global Englishes and EIL Into Pedagogical Practice The growth of English as an international language has transformed the language, including how it should be taught. This presentation synthesizes a body of classroom-based research where the presenters have experimented with incorporating Global Englishes into language classrooms and teacher training programs, highlighting challenges of putting theory into teaching practice. Heath Rose, University of Oxford, United Kingdom Nicola Galloway, University of Edinburgh, United Kingdom AL

Thursday, 1:00 pm–1:45 pm A405 (GWCC) Language or Disability: Distinguishing the Struggles of Dual Needs Students When your dual needs students struggle, do you ever wonder whether what you are seeing is a language problem versus a learning disability? Do you struggle to identify the source of your students’ difficulties? Learn keys to properly discerning student needs to help them succeed in the classroom. Jana Moore, Moanalua High School, USA Trudy Moore, Moanalua High School, USA TE

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Thursday, 1:00 pm–1:45 pm A408 (GWCC) Revised Michigan English Test: Considerations for the Higher Education Sector Since its launch in 2009, the Michigan English Test (MET) has been used by a variety of stakeholders. Following extensive consultation, Michigan Language Assessment undertook a full revision of MET. This presentation looks at the key updates and discusses its suitability for higher education institutions. Renee Saulter, Michigan Language Assessment, USA LA

Thursday, 1:00 pm–1:45 pm International Ballroom F (Omni) Teaching Intonation Through Discourse in the Adult ESL Classroom The intonation system in English is much easier to understand through discourse contexts as opposed to isolated or partial utterances. This practice session demonstrates an accessible introduction to teaching intonation with materials that can be adapted to fit different teaching contexts. Lucy Pickering, Texas A&M–Commerce, USA LSP

Thursday, 1:00 pm–1:45 pm A316 (GWCC) Unpacking Language Conventions in DisciplineSpecific Writing Assignments Many EAP writing programs focus on general rather than discipline-specific writing, leaving L2 writers ill-prepared to meet the demands of universitylevel writing assignments. This session includes practical activities that help students engage with different corpus-selected language conventions in various academic disciplines, resulting in better equipped L2 writers. Susanne Rizzo, The American University in Cairo, Egypt Alissa Nostas, Arizona State University, USA Mariah Fairley, The American University in Cairo, Egypt RWL

ABSTRACTS THURSDAY

Thursday, 1:00 pm–1:45 pm International Ballroom A (Omni) What School Leaders Need to Know About The 6 Principles Principals play a vital role in establishing a positive multilingual and multicultural climate. To help them, this session aligns the content in TESOL’s What School Leaders Need to Know about English Learners with The 6 Principles for Exemplary Teaching of English Learners. Jan Dormer, Messiah College, USA

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116

Conceptually Oriented Session

Thursday, 1:00 pm–2:45 pm A411 (GWCC) A Turn to Self: Illuminating Teacher Educators’ Identities and Pedagogies Although language teacher education has explored the critical importance of teachers’ identities, little has been done to illuminate the identities and practices of teacher educators. Panelists argue that when teacher educators examine their professional and social identities and pedagogies, their findings can positively impact teacher candidates and program design. Megan Madigan Peercy, University of Maryland, USA Laura Baecher, Hunter College–CUNY, USA Suhanthie Motha, University of Washington, USA Judy Sharkey, University of New Hampshire, USA Manka Varghese, University of Washington, USA PD

Thursday, 1:00 pm–2:45 pm A303 (GWCC)

CLI

IS: English for Specific Purposes ESP and EAP in a Globalized World: Prospects and Possibilities ESP (and EAP being its subfield) has emerged as a widespread language teaching approach in an interconnected and globalized world. To map this emerging scenario, this academic session presents how ESP programs tackle new challenges locally and what practitioners can learn from the new developments in the field. Ismaeil Fazel, Simon Fraser University, Canada Jean Tuner, Middlebury Institute of International Studies at Monterey, USA Hossein Nassaji, University of Victoria, Canada Jeon Jihyeon, Ewha Womans University, Republic of Korea Tariq Elyas, King Abdulaziz University, Saudi Arabia Thursday, 1:00 pm–2:45 pm A404 (GWCC)

IS: Program Administration Promoting Education Equity for ELLs Finding ways to promote the success of more vulnerable/underserved ESL/ EFL student populations (e.g., disabled, LGBTQ, financially disadvantaged) is a challenge for program administrators and educators. This panel discusses the obstacles these students encounter and the development and implementation of policies and practices that could lead to improved retention and success. Thomas Tasker, University of Oregon, USA Maiko Hata, University of Oregon, USA Mauricio Arango, Universidad de Caldas, Colombia Rosario Giraldez, Alianza Cultural Uruguay–Estados Unidos, Uruguay Alexandra Guilamo, TaJu Educational Solutions, USA Fatiha Makloufi, Makloufi Language Solutions, USA Lara Ravitch, University of Oregon, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 1:00 pm–2:45 pm A310 (GWCC)

RWL

IS: Refugee Concerns Refugee Writing Across The Lifespan This InterSection examines L2 writing of and with refugee-background ELs of different stages of life and learning. Panelists discuss and explore L2 writing research and practice with refugee-background high school youth, college students, and adult emergent writers (i.e., learning to write for the first time in their lives). Nicole Pettitt, Youngstown State University, USA Eliana Hirano, Berry College, USA Lisa Gonzalves, University of California, Davis, USA Bryan Crandall, Fairfield University, USA Thursday, 1:00 pm–2:45 pm A301 (GWCC) Response to Writing: Enduring Issues and New Frontiers IS: Second Language Writing RWL

The presenters examine enduring issues and new areas of research in response to L2 writing. Presentations cover methodological synthesis of L2 written corrective feedback; timing of global vs. language feedback; and response practices for graduate student writing, including peer reviews and writing groups, and electronic forms of response. Betsy Gilliland, University of Hawai’i at Ma¯noa, USA Qiandi Liu, University of South Carolina, USA Dan Brown, Grand Valley State University, USA Carol Severino, University of Iowa, USA Kate Mangelsdorf, University of Texas at El Paso, USA Todd Ruecker, University of New Mexico, USA Estela Ene, Indiana University-Purdue University Indianapolis, USA Thomas Upton, Indiana University-Purdue University Indianapolis, USA Thursday, 1:00 pm–2:45 pm A315 (GWCC) Translanguaging for Teaching and Learning in Early Childhood and Elementary Translanguaging helps young emergent bilingual learners embrace their bilingual identities and is an academic asset. This panel explores why teachers should use translanguaging pedagogy, describes how to implement translanguaging in a variety of settings, and highlights what practices can be implemented in both bilingual and English only settings. Kelly Hill, University of Alabama at Birmingham, USA Jennifer Ponder, University of Alabama at Birmingham, USA Jennifer Summerlin, University of Alabama at Birmingham, USA Helen Berg, Sam Houston State University at Huntsville, USA Diana Prutzman, Alabama Public Schools, USA

PracticeOriented

ResearchOriented

1:10 pm Thursday, 1:10 pm–1:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Grammar Through Music Music is often overlooked as a tool for teaching grammar. Not only can “lyrics be used like literature to analyze structure,” (Lems, 2005), its Earworm effect, also utilizes more primitive areas of the brain associated with “motivation, reward, emotion” (Levitin, 2006). Leave this session with activities you can implement immediately. Jolene Jaquays, University of Michigan–Flint, USA VG

Thursday, 1:10 pm–1:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Leveraging Translanguaging in Role-Plays This presentation examines translanguaging pedagogies in interactive roleplays to engage students in people of historical importance. The strategic use of students’ home languages in their research and preparation stages helped learners live their thoughts and increase their comprehension and comfort. Recommendations for effective use of translanguaging are provided. Zhongfeng Tian, Boston College, USA Katja Davidoff, Boston University, USA AL

1:40 pm Thursday, 1:40 pm–2:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Creating Synergy: Practical Steps for Working With Your Coteacher Coteaching can be a thorny relationship to manage in addition to many teaching responsibilities. However, when done right, coteaching can lead to extremely productive partnerships, ones with many benefits to ELs. This session provides useful tips that teachers can use immediately to foster synergy in their coteaching contexts. Jarrod Armour, Academy of Art University, USA Hilaire Fong, Academy of Art University, USA TE

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS THURSDAY

Panel

Thursday, 1:00 pm–2:45 pm A309 (GWCC) U.S. University Academic Language Socialization: Problems and Possibilities Panelists explore how international students are socialized by and through their L2 English, and how their English academic learning trajectories developed as they negotiated their identities and socioacademic knowledge within their respective communities, such as their L1 ethnic groups and study groups. Peter De Costa, Michigan State University, USA Jongbong Lee, Michigan State University, USA Wendy Li, Michigan State University, USA Joseph Cheatle, Michigan State University, USA Hima Rawal, Michigan State University, USA Myeongeun Son, Michigan State University, USA CIC

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Thursday, 1:40 pm–2:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Moana and Beyoncé Teach ESL: Designing Pop Culture Theme Semesters Ever wanted to use Moana in your academically focused ESL classroom? What about The Avengers? Beyonce’s Lemonade? T. Swift? This session discuss how to use pop culture content, such as single movies or albums, as a central theme for a semester-long course to promote cultural understanding and improve academic English. Ashley Jennings, University of Iowa, USA Sarah E. Lowen, University of Iowa, USA CIC

2:00 pm Thursday, 2:00 pm–2:45 pm A402 (GWCC) 50 Years: English Language Fellows in the Middle East Learn how the U.S. Department of State English Language Fellow program has spent 50 years working globally to sustain partnerships with English language professionals, promote PD, and enhance English language teaching and learning in the Middle East. Attend to hear from the Department of State, program alumni, and educators. Jennifer Hodgson, The U.S. Department of State English Language Programs, USA Frances Westbrook, The U.S. Department of State English Language Programs, USA CIC

Thursday, 2:00 pm–2:45 pm International Ballroom E (Omni) A Study Circle to Improve Adult ESL Teachers’ Pronunciation Expertise The presenters share a study-circle model on pronunciation instruction for PD with adult ESL teachers. Teacher participants increased their ability to diagnose pronunciation issues affecting intelligibility, apply researchinformed classroom practices, and prioritize instruction. Outcomes suggest the power of PD that is extended over time with collaboration among teachers. Betsy Parrish, Hamline University, USA Andrea Echelberger, Minnesota Literacy Council, USA Suzanne McCurdy, University of Minnesota, USA

Thursday, 2:00 pm–2:45 pm A313 (GWCC) Creating Activities for the Academic English Classroom From TOEFL® Resources Use TOEFL’s free online resources to create classroom activities that will help your students improve their academic English. By adapting actual TOEFL materials, you can increase students’ ability to succeed in the higher education classroom. Attendees review sample activities and discuss the use of rubrics to reinforce learning objectives. Marian Crandall, Educational Testing Service, USA Thursday, 2:00 pm–2:45 pm A412 (GWCC) Critical and Creative Thinking With National Geographic Learning National Geographic Learning author John Hughes demonstrates how to challenge learners at all levels to think critically and creatively using examples from the new editions of World English and Life. Attendees learn to incorporate activities into their teaching that develop learner autonomy, increase motivation, and improve productive skills. John Hughes, National Geographic Learning, USA CIC

Thursday, 2:00 pm–2:45 pm A408 (GWCC) Extensive Reading: The Approach Less Taken There is a lack of empirical research on the reasons why extensive reading remains an approach less used. The study discussed employed questionnaires and interviews with 81 students and 30 professors in China and revealed their misinterpretations on the nature of extensive reading despite a general positive attitude. Hongli Fan, SUNY–Cortland, USA Bin Li, City University of Hong Kong, China RWL

ABSTRACTS THURSDAY

LSP

Thursday, 2:00 pm–2:45 pm A316 (GWCC) Action Research: A Means to Better Understand Our Reading Instruction Teachers can judge the effectiveness of their L2 reading instruction and then take steps to improve it through action research. In this presentation, an easily adaptable seven-step action research process is introduced, followed by an exploration of sample action research projects focused on the teaching of reading. Fredricka L. Stoller, Northern Arizona University, USA William Grabe, Northern Arizona University, USA RWL

Academic Session

118

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 2:00 pm–2:45 pm A406 (GWCC) Hiring and Onboarding Instructors for ESP in an Academic Setting Even trained, experienced ESL instructors face challenges when transitioning to teaching ESP. In this session, a program administrator, an experienced ESP instructor, and a newer ESP instructor share a model for hiring, training, and supporting new ESP instructors in a university setting with attention to effective ESP practices and recent research. Karen Schwelle, Washington University in St. Louis, USA Pamela Dzunu, Washington University in St. Louis, USA Elizabeth Burke, Saint Louis University, USA CLI

Thursday, 2:00 pm–2:45 pm Grand Ballroom C (Omni) IATEFL: Introduction and Networking IATEFL and TESOL are both global teachers’ organizations. We have much in common, including members, affiliates, and associates around the world. IATEFL’s mission is to “link, develop and support English Language Teaching professionals” worldwide. Come learn about IATEFL and bond. Susan Barduhn, IATEFL, United Kingdom PD

Thursday, 2:00 pm–2:45 pm Magnolia (Omni) L1 and L2 Reading Attitudes Among ChineseAmerican Children Approximately 1.85 million Asian-American children speak a language other than English in the home, with Chinese most commonly spoken. Yet, there is a paucity of language research among Chinese-American children. Fifty-eight Chinese-English bilinguals aged 10–18 completed a survey of language attitudes and motivations. Results can inform teachers, schools, and parents. Sara A. Smith, University of South Florida, USA Jessica Briggs, University of Oxford, United Kingdom Zhengjie Li, University of South Florida, USA AL

Thursday, 2:00 pm–2:45 pm A405 (GWCC) Language Learning Projects: The ClassroomAutonomy Nexus Language learning projects (LLPs) are an excellent way to make the connection between classroom and autonomous learning. The presenters share their experiences incorporating LLPs in ESL and EFL contexts, involving both students and NNESTs. Examples of projects and practical guidelines for creating them are included. Sharon Graham, Fort Hays State University, USA Deborah Pfeifer, Fort Hays State University, USA TE

PracticeOriented

ResearchOriented

Newcomers: In Their Shoes Come and encounter the zero-English newcomers’ experience in the allEnglish speaking classroom by reliving every minute of it. Through this immersion experience, you observe firsthand the impact of Sheltered Instruction Observation Protocol strategies. You will never see newcomers with the same eyes after you have been in their shoes yourself. Evgenija Kuka, Carolina TESOL, USA Thursday, 2:00 pm–2:45 pm Sycamore (Omni) NYT Series Presentations and Rubric: Empowerment Tools for International Students EAP courses develop international students’ speaking and presentation skills. Learn about a presentation series, based on New York Times (NYT) articles, and how a detailed rubric empowers students to be informed about worldwide current events while creating professional presentations meeting assignment criteria. Aimee Schoonmaker, University of Central Florida, USA Christina Torres, University of Central Florida, USA LA

Thursday, 2:00 pm–2:45 pm A403 (GWCC) Teaching About Plagiarism: Activities to Support Global Student Writers With the use of the internet to find source material and as a platform of expression, it is increasingly important for educators to teach plagiarism explicitly. This presentation reviews current issues and provides attendees with activities that strengthen students’ voices in the local classroom and in more global platforms. Felicia Potter, University of Pennsylvania, USA RWL

Thursday, 2:00 pm–2:45 pm International Ballroom A (Omni) Technology on Education in Iraqi Kurdistan Region Sulaimaniyah Province Schools This presentation examines the Impact of Technology on Education in Iraqi Kurdistan Region Sulaimaniyah Province Schools. Jamal Taha, Sulaimani University, Iraq DLT

Thursday, 2:00 pm–2:45 pm A401 (GWCC) The EFL Writing Class: When Content Becomes a Double-Edged Sword Including a heavy reading load in the EFL writing class may not always be helpful. Results from a series of small-scale studies at university suggest students may experience more difficulties to write coherent texts about course content than when they write about a topic of general interest Susana Tuero, Universidad Nacional de Mar del Plata, Argentina Carlos Machado, Universidad Nacional de Mar del Plata, Argentina RWL

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS THURSDAY

Panel

Thursday, 2:00 pm–2:45 pm Cypress (Omni)

CLI

Workshop

www.tesolconvention.org

119

Thursday, 2:00 pm–2:45 pm A410 (GWCC) The Local-Global Nexus With Collaborative Online International Learning This presentation shares the experience of a collaborative online international learning partnership that took place between students from two universities in Egypt and the United States. The presenter highlights the steps followed in the online collaboration, focusing on the successes, challenges, and opportunities for both the teachers and students. Yasmine Salah El-Din, The American University in Cairo, Egypt ASJ

Thursday, 2:00 pm–2:45 pm Juniper (Omni) The Value of Corpus Linguistics for ESP Writing Instruction The lack of field-specific writing instruction leads new practitioners to experience difficulties in the workplace when writing is required. Doing linguistic analysis of authentic workplace documents with CL tools can help improve writing instruction and develop materials that match real-life demands. This in turn results in better prepared professionals. Santiago Gustin, Portland State University, USA Naila Bairamova, Portland State University, USA AL

Thursday, 2:00 pm–2:45 pm A407 (GWCC) Vocabulary Gamification: Uncertain Rewards and Dopamine This session reviews the research on how uncertain rewards increase the brain’s production of dopamine, a neurotransmitter associated with motivation and long-term memory. The presenters introduce Words and Monsters, a free mobile game integrating uncertain rewards with paired associate tasks for learning high-frequency vocabulary for general English, TOEFL, SAT, and more. Guy Cihi, Lexxica R&D, Japan VG

Thursday, 2:00 pm–2:45 pm A312 (GWCC) White Preservice Teachers’ Self-Reflections About Their Own Counterproductive Thoughts Using the concept racial microaggressions as an analytical tool, this research-oriented presentation reports the findings from what White monolingual preservice teachers self-identify as linguistic microaggressions by exploring both attitudinal and affective responses. The participants in this session have the opportunity to reflect on their own perspectives about their students. Jenna Shim, University of Wyoming, Afghanistan ABSTRACTS THURSDAY

ASJ

Academic Session

120

Conceptually Oriented Session

Thursday, 2:00 pm–3:45 pm A305 (GWCC) Basic Haptic Pronunciation Teaching This workshop presents a set of haptic-based, (movement + touch), instructional techniques for presenting and correcting English L2 pronunciation, applicable for intermediate ELLs and above. Guided by recent research on kinesthetic approaches to L2 pronunciation instruction, participants are prepared to use the instructional techniques in their classrooms William Acton, Trinity Western University, Canada Michael Burri, University of Wollongong, Australia Amanda Baker, University of Wollongong, Australia Shine Hong, Trinity Western University, Canada LSP

Thursday, 2:00 pm–3:45 pm Grand Ballroom B (Omni) Closing the Achievement Gap for Elementary ELLs: One District’s Journey As the number of elementary ELLs in U.S. schools increases, the achievement gap between them and their non-ELL peers widens. This panel discusses how one Missouri district closed this achievement gap through strategic planning, innovative programming, and scaffolded grade-level instruction. Panelists share data and insights from diverse perspectives. Laura Lukens, North Kansas City Schools, USA Linda New Levine, Independent, USA Lezlie Paden, North Kansas City Schools, USA Deyrle Wallace, North Kansas City Schools, USA Haley Powell, North Kansas City Schools, USA Brooke Wiens, North Kansas City Schools, USA PA

Thursday, 2:00 pm–3:45 pm International Ballroom D (Omni) Distance Learning: Taking Global Training Into the Local Classroom Distance education via MOOCs, webinars, and other online courses open countless possibilities for professional and personal development. Panelists discuss real results of distance learning courses on classroom practices and their personal development through concrete examples of how they integrated what they learned in their classrooms, schools, and communities. Maria Snarski, U.S. Embassy New Delhi, USA Abdul Majeed, U.S. Embassy, Islamabad, Pakistan Umer Farooq, U.S. Embassy, Islamabad, Pakistan Quratulain Rauf Khan, University of Karachi, Pakistan Muhammad Safdar, National University of Medical Sciences–Rawalpindi, Pakistan Nazish Kanwal, Beaconhouse School System–Wah Cantt, Pakistan Samina Rana, Higher Education Commission, Punjab, Pakistan Noreen Mirza, National University of Medical Sciences–Rawalpindi, Pakistan

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 2:00 pm–3:45 pm A302 (GWCC) Helping Students Move From Dependence to Independence Through Peer-To-Peer Teaching EAP students often struggle to understand and explain disciplinary content from university textbooks. This workshop explores how peer-to-peer teaching techniques can be used to help students gain independence in this area. Participants discuss the benefits of this approach and leave with a variety of transferable peer-to-peer teaching activities. Carolyn Heacock, University of Kansas, USA Eric Kolkmeier, Kansas City, Kansas Public Schools, USA Diane Taveggia, University of Kansas, USA

Thursday, 2:00 pm–3:45 pm Grand Ballroom E (Omni) The Magic of Exercise: Energizing ELLs’ Brains, Enlivening Language Classes This high-energy workshop examines physical exercise’s powerful effects on the brain. Language learning benefits are discussed and participants practice eight engaging and effective exercises guaranteed to help strengthen their ELLs’ attention and memory. Two academic-based activities are offered that focus on a metacognitive awareness of exercise’s impact on learning. Patrick T. Randolph, University of Nebraska-Lincoln, USA Michael Berman, Montgomery College, USA

Thursday, 2:00 pm–3:45 pm International Ballroom B (Omni) Perspectives on Teacher Research: Processes and IATEFL at TESOL Teacher research has recently gained a lot of attention in TESOL. This colloquium brings together different stakeholders, such as teacherresearchers, researchers, and teacher educators from varied educational settings to discuss the processes and consequences of teacher research. The insights gained would provide future directions for practicing teacher research. Fauzia Shamim, Institute of Business Management, Pakistan Daniel Xerri, University of Malta, Malta Lesley Painter-Farrell, New School University, USA Lucilla Lopriore, Roma Tre University, Italy David Nunan, University of Hong Kong, Hong Kong Amol Padwad, Ambedkar University, India Krishna Dixit, Ambedkar University, India

Thursday, 2:00 pm–5:00 pm Grand Ballroom A (Omni) ELLs, Immigrant Students, and U.S. Law Immigrant children and ELLs often face barriers in receiving an equal education and participating in activities in U.S. schools. This session discusses the rights of students and responsibilities in schools under current U.S. law and what schools can and cannot require of immigrant children and ELLs. Roger Rosenthal, Migrant Legal Action Program, USA

CLI

Thursday, 2:00 pm–3:45 pm International Ballroom F (Omni) Standards-Based Assessment for ESL/EFL Program Accreditation This session provides teachers and program administrators with practical insights on how they can adapt classroom assessment so students can meet standards as required for ESL/EFL program accreditation. Personal experiences from previously successful as well as new accreditation efforts, (CEA and EAQUALS), are shared. Leonardo Mercado, Euroidiomas, Peru LA

ASJ

2:10 pm Thursday, 2:10 pm–2:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) ESL Students’ Peer Relations: Agent-Based Modeling and Network Analytics This session presents a study on ESL students’ peer relations and the effects in the United States. Based on agent-based modeling and social network analytics, the findings demonstrate the flowing dynamics and complexities of ESL students’ relations and social capitals. The study provides implications for the ESL education research and practice. Lei Jiang, The University of Georgia, USA CIC

Thursday, 2:10 pm–2:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Readers Theater and Pronunciation Skills Development: Experiencing the Nexus Readers Theater is a dynamic way of involving ESL/EFL learners in their development of oral skills, creating a nexus between conversational interaction and pronunciation skills development. This teaching tip engages participants in experiencing the benefits of this classroom technique in developing learners’ fluency, accuracy, and self-confidence. Mark Tanner, Brigham Young University, USA LSP

ABSTRACTS THURSDAY

Panel

PracticeOriented

ResearchOriented

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

121

2:40 pm Thursday, 2:40 pm–3:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) A Symphony of Intelligences: Book Soundtracks for Reading Class This presentation uses research to briefly present the benefits of using music in language classes. It focuses on practice with how to incorporate music into a reading class, specifically with an activity called a book soundtrack. After showing example book soundtracks, the presentation ends with possible modifications. Elizabeth Alezetes, Ball State University, USA CLI

Thursday, 2:40 pm–3:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Corpora in Adult Writing Instruction: Inspiring Autonomous Learning Allowing adult ELs autonomy while providing sufficient support as they transition to a near native level of writing can be challenging. One teacher supplemented writing with the use of corpora to inspire independent learning and exposure to linguistic diversity and complexity in business writing scenarios. Rebecca Graham, Instituto Tecnológico y de Estudios Superiores de Monterrey, Mexico RWL

3:00 pm Thursday, 3:00 pm–3:45 pm A310 (GWCC) Academic ESL and the “Co-requisite Model”: Good Fit or Crisis Academic ESL programs, especially in community colleges, face new challenges from the growing national movement for developmental education reform. This presentation discusses the implications for ESL arising from the adoption in Texas of replacement of developmental classes with a “co-requisite model” connecting college-credit classes with “support classes.” David Ross, Houston Community College, USA Kathy Najafi, Houston Community College, USA PA

Thursday, 3:00 pm–3:45 pm Sycamore (Omni) Assessing ELs With Significant Cognitive Disabilities Little is known about the characteristics of ELs with the most significant cognitive disabilities and how these students perform on assessments. This session presents findings from the Individual Characteristics Questionnaire, which was distributed nationally to K–12 teachers in 29 states. Recommendations for teachers and stakeholders are discussed. Laurene Christensen, University of Wisconsin–Madison, USA Vitaliy Shyyan, The Alternate English Language Learning Assessment Project, USA James Mitchell, University of Wisconsin-Madison, USA

ABSTRACTS THURSDAY

Academic Session

122

Thursday, 3:00 pm–3:45 pm A314 (GWCC) Combating the Legacy of the Native Speaker Myth This presentation attempts to demystify notions of native-like competence. Preliminary findings reveal that both ELT practitioners still aspire to emulate native-speaker norms, though doubts remain regarding the role of intelligibility and pedagogical competence in language education. Implications on addressing English as an international language and culture in education are discussed. Jermaine McDougald, Universidad de La Sabana, Colombia CIC

Conceptually Oriented Session

Thursday, 3:00 pm–3:45 pm A408 (GWCC) Communication Card Games Promote Listening, Pronunciation, Grammar, and Vocabulary Games can motivate students, make repetitive exercises fun, provide instant feedback, and let players fail without penalty. Participants experience a variety of activities with Look in the Lake Pronunciation Cards for individuals, pairs, small groups, and class teams, adaptable for different levels and learning objectives. Ready? Listen! Speak! Discounts! Marsha Chan, Sunburst Media, USA LSP

Thursday, 3:00 pm–3:45 pm Cypress (Omni) Creating e-Coursebooks for Teaching Area Studies This presentation demonstrates main stages and principles of developing teaching materials on regional studies in EFL in a digital edition. The speaker focuses on creating digital teaching materials for increasing students’ motivation, enhancing their autonomous work and exam preparation. The experience can be implemented in any project of the kind. Eugene Kolyadin, Yamalia English Language Teachers’ Association, Russian Federation MD

Thursday, 3:00 pm–3:45 pm A402 (GWCC) Fast Facts and Updates About IEPs and EnglishUSA Membership Panelists present comprehensive information from 400+ IEPs, including industry statistics and overviews of enrollment, length and structure, staffing, and curriculum. In addition, panelists discuss the role of EnglishUSA both domestically and internationally, including membership benefits and how to get programs and staff engaged in the industry. Cheryl Delk-Le Good, EnglishUSA, USA Joy MacFarland, National Geographic Learning, USA Nadine Baladi, EnglishUSA, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 3:00 pm–3:45 pm A301 (GWCC) Happy Together: Integrating Grammar With Academic Skills Meaningful activities engage students and help them see the valuable role grammar plays across all skill areas. Join author Randi Reppen as she shares practical ideas for integrating grammar with writing, speaking, and reading and teaching tips and ideas on how grammar can support learning outcomes. Randi Reppen, Northern Arizona University, USA

Thursday, 3:00 pm–3:45 pm Juniper (Omni) Neoliberal Language Policy as Cultural Reproduction: A Case of Nepal This session presents a critical case study underlining the English in the medium of instruction policy in Nepal and illustrates the ways neoliberal language policy has become a form of cultural reproduction. Attendees reflect critically on their own practices of cultural reproduction in language education. Pramod Sah, University of British Columbia, Canada

Thursday, 3:00 pm–3:45 pm Magnolia (Omni) Identity and Investment in English for “Plus-Ones”: Initiating, Sustaining, Transforming Expanding on individual networks of practice, this research presentation provides attendees with data and strategies for successfully connecting linguistically and socially isolated immigrant spouses (“plus-ones”) to local communities and language resources in ways that will sustain and encourage investment and language growth. Kellianne Bennett, University of Washington, USA Ashley Kim, University of Washington, USA Joshua Guernsey, University of Washington, USA Mary Ann Dahle, University of Washington, USA

Thursday, 3:00 pm–3:45 pm International Ballroom C (Omni) Peer Observation and Feedback: A Collegial Approach to Teacher Learning Peer observation can help English language teachers improve their teaching, but sometimes teachers lack the incentive or preparation to get started. This presentation shows that peer observation is a collegial approach to teacher learning and equips participants with skills, tools, and confidence to hone their teaching through collaborative observation partnerships. Sara Hadfield, University of Alaska Anchorage, USA

Thursday, 3:00 pm–3:45 pm A303 (GWCC) Increase ELL Success and Graduation Outlook: Fostering Empowerment Early On How do we prepare students for transition to high school with success strategies, behaviors, skills, and English language and cultural supports? This session explores examples from the IDEAS for College and Career Readiness Plans program that engage, inform, and empower students on their continuum to graduation and postsecondary opportunities. Sylvia Fumero, Vista School Resources, Inc., USA PA

Thursday, 3:00 pm–3:45 pm Dogwood B (Omni) MOOCs, Social Media, Meaningful Communication, and Language Learning What opportunities do MOOCs offer ELLs and teachers? This talk reflects on the British Council’s experience of developing MOOCs and how their course design has evolved through experimentation and experience to embrace a more communicative approach to online learning. Chris Cavey, British Council, United Kingdom Neil McLaren, British Council, United Kingdom DLT

PracticeOriented

ResearchOriented

Thursday, 3:00 pm–3:45 pm A316 (GWCC) Promoting Genre Awareness: Beyond the 5-Paragraph Essay Reliance on the five-paragraph essay in many EAP programs may leave L2 writers ill-equipped to transfer skills to the variety of writing tasks they will encounter across university courses. This session includes activities to raise student awareness of “metagenre” patterns, helping them become more effective university-level writers in various disciplines. Mariah Fairley, American University in Cairo, Egypt Susanne Rizzo, American University in Cairo, Egypt Alissa Nostas, Arizona State University, USA RWL

Thursday, 3:00 pm–3:45 pm International Ballroom E (Omni) Six Instrumental Strategies to Revolutionize Academic Listening Pedagogy In this presentation, the presenters, one practitioner and one researcher, share discoveries from their collaborative case study about what helps ELLs process multidirectional discussions and academic lectures more accurately as they listen. Participants leave the session with six ready-touse strategies that will enhance their listening instruction. Jennifer Lacroix, Boston University, USA William C. Cole-French, Massachusetts College of Pharmacy and Health Science, USA LSP

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Thursday, 3:00 pm–3:45 pm A405 (GWCC) Standing up to Performativity: Teacher Identity, Authenticity, and Vision How can teachers grow their professional identity when education policy is driven by external standardization? In this presentation, participants look inward for new meaning in their practice. Through dialogue and reflective activities, they explore ways to mitigate the negative effects of performativity and gain insight into their authentic teaching selves. Bernadine Clark, Independent, USA Kenneth Clark, Independent, USA

Thursday, 3:00 pm–3:45 pm A315 (GWCC) Translingual Transcultural Competence Among Chinese College Students This presentation explores the development of translingual transcultural competence among Chinese college students before and after taking an English class focusing on intercultural communication based on questionnaire and interview data and provide both theory and data-driven suggestions on how to facilitate this development through in-class and extra-curricular activities. Claudia Kunschak, Ritsumeikan University, Japan

Thursday, 3:00 pm–3:45 pm A313 (GWCC) Teach Phrasal Verbs Efficiently With Collocations ELLs often struggle with phrasal verbs. However, corpus-based research reveals the most common phrasal verbs to teach and the most common collocations, which act as clues to meaning. This session presents a sequence of activities that help teacher choose, and help students master, the most common 25-100 phrasal verbs. Nancy Overman, Georgetown University, USA Heather Weger, Georgetown University, USA

Thursday, 3:00 pm–3:45 pm International Ballroom A (Omni) Using Google Docs Mobile Application to Promote Autonomous Pronunciation Practice The presenters share data from a semester-long research project that highlights how the speech-to-text function in the Google Docs mobile application can facilitate improvement in students’ pronunciation, learner autonomy, and self-efficacy beliefs. The presenters also share tips for how to incorporate this approach in various ELL contexts. Becky Lawrence, Tokyo International University, Japan Donald Hansen, Tokyo International University, Japan

Thursday, 3:00 pm–3:45 pm A403 (GWCC) Teaching Academic Citation Practices as MeaningMaking Activity Teaching writing as meaning-making activity positions learners as meaningmakers with agency over and critical awareness of their writing practices. Grounded in language as a semiotic system, this session shares two EAP writing activities that teachers can use to highlight the meaning-making potential of academic citation practices. Eleanor Sweeney, Pennsylvania State University, USA Nicolas Doyle, Pennsylvania State University, USA Seyma Toker, Georgetown University, USA RWL

Thursday, 3:00 pm–3:45 pm Cottonwood B (Omni) Together or Apart: Dilemmas in High School Newcomer Program Models Participants discuss decision-making around a fundamental dilemma in high school program models: integrating newcomer ELs in general education or providing separate, targeted services. With no single “best” model, this session examines what works in particular contexts and how administrators weigh circumstantial constraints and resource capacity against effective pedagogy. Julie Sugarman, Migration Policy Institute, USA

DLT

Thursday, 3:00 pm–4:45 pm A411 (GWCC) Demystifying the Academic Publishing and Review Process Mentoring journal editors explain the ins and outs of academic publishing and reviewing. Editors discuss audience and editor expectations, submissions policies, approaches to feedback, and review and revision processes. Anyone interested in entering the world of scholarly publishing as a reviewer or author is encouraged to attend. Margi Wald, CATESOL, USA Mary Clark, MATSOL, USA Scott Douglas, BC Teal, Canada Lubie Grujicic, NYS TESOL, USA JoAnn Miller, MEXTESOL, Mexico PD

ABSTRACTS THURSDAY

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2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

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Thursday, 3:00 pm–4:45 pm A401 (GWCC)

Thursday, 3:00 pm–4:45 pm A309 (GWCC)

CIC

IS: Materials Writers Developing Materials for Social Responsibility, Equity, and Social Justice The development of teaching and learning materials cannot be separated from issues of power, representation, context, or content. This panel of materials writers shares global perspectives on the development and contextualization of English teaching materials for equity and social justice with a lens on social responsibility, reconciliation, and representation. Jan Dormer, Messiah College–Pennsylvania, USA Mauricio Arango, Universidad de Caldas in Manizales, Colombia Judith Boyle, The NO Project, Greece Adama Sidibe, Université Cheikh Anta Diop, Senegal Kendra Staley, University of Colorado, Boulder, USA Rhiannon Ball, Silva Education Inc., Brazil

IS: Intercultural Communication Reflexive Practice in Intercultural Learning: 4 Views This panel is inspired by a growing recognition of the value that reflexivity adds to language teaching in the context of intercultural communication. The four speakers address reflexivity as 1) a strengthening practice in research, 2) a transformative intercultural learning, 3) a challenging of concepts, and 4) a contextualized practice. Barbara Lapornik, Liceo Scientifico Statale “France Pre_eren”, Italy Natalya Balyasnikova, University of British Columbia, Vancouver, Canada Roxanna M. Senyshyn, Pennsylvania State University, Abington College, USA Amy Alice Chastain, The University of Iowa, USA

Thursday, 3:00 pm–4:45 pm A412 (GWCC)

Thursday, 3:10 pm–3:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Comics, Poetry, Storytelling: Engaging Students Through Creative Writing Language Play Providing students an opportunity to engage in low-stakes, experimental language play is not often a priority in EAP writing classrooms. This session explores the advantages of language play through adaptable creative writing activities and discusses the benefits for EAP students in a university pathway program. Moriah Kent, Auburn Global at Auburn University, USA Ashley Ekers, Auburn University, USA

IS: English as a Foreign Language Differentiated Instruction and Assessment in EFL Contexts: Research, Practice, Recommendations This session is an inquiry into the feasibility of differentiated instruction in EFL settings, the potential factors impacting its success, and the underlying principles that ensure its success. The session features multiple perspectives from panelists with strong research background and extensive teaching experience in ESL or EFL settings. Yilin Sun, South Seattle College, USA Carolina R. Buitrago, Institucion Universitaria Colombo Americana-Unica, Bogota-Colombia, Colombia Deborah Short, Academic Language Research & Training, USA Jodi Crandall, University of Maryland, Baltimore County, USA Eddy White, University of Arizona, USA Ke Xu, City University of New York, USA Thursday, 3:00 pm–4:45 pm Grand Ballroom C (Omni) Pronunciation, Intelligibility, and Comprehensibility: Dealing With Accent Prejudice This panel addresses accent prejudice, using insights from scholarship in language attitudes, World Englishes, translanguaging, and more to ask urgent questions, propose solutions, and highlight empowering classroom practice. Attendees complete a survey and have the opportunity to comment, ask questions, and discuss. Hemamalini Ramachandran, INTO University of South Florida, USA Nancy Elliott, University of Oregon, USA Kurtis Foster, Missouri State University, USA LSP

3:10 pm RWL

Thursday, 3:10 pm–3:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Student Generated Documentaries: Community Engagement Projects Student generated documentaries require ESL students to actively communicate with people outside of their language institute world. Forced to explore activities and subjects that they would not naturally be inclined to seek out, students integrate themselves into the greater community while working on their language skills in spontaneous ways. Scott Duarte, University of Delaware, USA CIC

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www.tesolconvention.org

125

3:40 pm Thursday, 3:40 pm–4:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Improving Visual Design: Tips for Creating and Using Effective Materials Despite the clear benefits of using effective visuals and digital materials in the classroom, these materials often fall short of engaging and inspiring students. Presenters offer practical tips on designing visually appealing digital materials that not only address learning goals but also save teacher time and promote faculty collaboration. Stephanie Gallop, Georgetown University, USA Kelly Hill-Zirker, Diplomatic Language Services, USA MD

Thursday, 3:40 pm–4:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) The Degree of Importance of Communication in Business The purpose of the presentation is to examine the degree of importance of communication in industry and business-situation differences within the framework of sociocultural theory and activity theory and to provide pedagogical suggestions for English for Specific Purposes, particularly business based on the result of the empirical study. Manami Suzuki, Hosei University, Japan Naoki Ando, Hosei University, Japan Hidehiko Nishikawa, Hosei University, Japan CIC

4:00 pm Thursday, 4:00 pm–4:45 pm A402 (GWCC) 12 Tips for Better Grammar Practice Advances in cognitive science are shedding new light on the importance of practice. Spaced practice, working memory, automatization, pattern seeking, and testing are among the areas that can inform the way grammar is practiced. Included in this presentation are practical suggestions for a variety of exercise types. Stacy Hagen, Azar Associates, USA VG

Thursday, 4:00 pm–4:45 pm A310 (GWCC) A Comparison of Direct Admit and IEP Student Academic Achievement It is generally assumed that IEPs are effective at preparing international students for university, yet there is little evidence of their impact on student achievement. This session presents findings from a research project comparing IEP and directly admitted international students. Implications for evaluation, stakeholders, and researchers are discussed. Anthony Schmidt, University of Tennessee, Knoxville, USA

ABSTRACTS THURSDAY

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126

Thursday, 4:00 pm–4:45 pm Juniper (Omni) Accents and Workplace Listening Comprehension of Thai Undergraduates This presentation reports on the effects of American, Chinese, Japanese, and Thai accents on Thai undergraduates’ listening comprehension. The role of accent familiarity and attitudes on listening comprehension are also investigated. Expected positive washback to stakeholders as well as implications for teaching and testing listening with accents are addressed. Panjanit Chaipuapae, Northern Arizona University, USA AL

Conceptually Oriented Session

Thursday, 4:00 pm–4:45 pm Dogwood B (Omni) Accuracy and Accessibility: Developments in Speech Recognition Technology Presenters show how free speech-to-text and text-to-speech technologies have become more accurate and accessible for language learning. Attendees take away specific techniques that repurpose these technologies to enhance students’ accurate production of syllable stress and prosodic patterns, increase reading speed, expand vocabulary, and improve listening comprehension. Nick Einterz, University of Colorado Boulder, USA Matt Morley, University of Colorado Boulder, USA DLT

Thursday, 4:00 pm-4:45 pm Omni Hotel, International Ballroom C Am I Teaching Well? Effective EL teachers excel in self-evaluation and relationship-building with and advocacy for students and families. This presentation highlights elements of these areas and provides specific activities that the audience can incorporate into their self-evaluation, relationship-building practices, and advocacy, and help them answer the question with confidence, “Am I teaching well?” Tünde Csepelyi, Sparks High School (Nevada), USA Thursday, 4:00 pm–4:45 pm International Ballroom B (Omni) An Exercise in Humility: Spanish 301 This presentation reports on an autoethnographic study that focused on the observations of the presenter upon returning to the Spanish classroom as a language learner after nearly 40 years as an English language teacher. Tentative conclusions drawn primarily address affect, process, and context, as opposed to linguistic features. Tony Silva, Purdue University, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 4:00 pm–4:45 pm A304 (GWCC) Applying The 6 Principles to ESP Course Design and Delivery This session demonstrates how The 6 principles for Exemplary Teaching of English Learners are applied to the design and development of ESP courses to produce positive outcomes. Examples from the health and medical field are given with pre- and post-erm reflections that offer suggestions for improved delivery. Carol Pineiro, Boston University, USA Michelle Smith, Boston University, USA CLI

Thursday, 4:00 pm–4:45 pm International Ballroom A (Omni) Challenges in EAP: Incorporating Independent Learning Into the Curriculum Facing the daunting task of teaching a compulsory one-credit hour English Conversation course to university undergraduates in South Korea, the presenter decided to make independent learning a central component of the curriculum. This presentation describes the context, procedure, and results, using both qualitative and quantitative data. Alex Lowry, Hankyong National University, Republic of Korea DLT

Thursday, 4:00 pm–4:45 pm LSP A408 (GWCC) Color It Out!: A Compelling Pronunciation Literacy Game for Everyone Color It Out! bridges the gap between spoken and written English. Based on the Color Vowel Chart, the game brilliantly scaffolds learners to succeed with sight words and long words. See how this teacher-created game is connecting schools with families and learners of all ages and levels for improved confidence. Laura McIndoo, Central New Mexico Community College, USA Karen Taylor, ELTS/ Color Vowel Chart, USA Thursday, 4:00 pm–4:45 pm A404 (GWCC) Critiquing Critical Pedagogy for L2 Acquisition: English Teaching–Learning in Nicaragua Freire’s liberation pedagogy for L1 literacy has been used for L2 ELT. The presenter discusses a case study of three Nicaraguan English teachers and their critical dialogue and practice with the researcher. Results indicate that critical pedagogy for L2 ELT must be critiqued as a tool in complex sociopolitical circumstances. Katherine Masters, Pennsylvania State University, USA TE

Thursday, 4:00 pm–4:45 pm A407 (GWCC) Digital Literacy: Bringing the World Together Digital literacy includes foundational skills, but it also encompasses how we use technology to create and communicate information. One of the authors of Q: Skills for Success demonstrates how students can find and evaluate digital information and how teachers can prepare students to perform in a digital world. Colin Ward, Lone Star College, USA Thursday, 4:00 pm–4:45 pm International Ballroom E (Omni) Diverse Voices of Advocacy: In Conversation With the TESOL Community As a TESOL profession, we continue to strive to develop a common understanding of what we mean and do as advocates. Here, the presenters share results of interviews with diverse TESOLers and offer insights into how power and contextual factors impact professional beliefs about advocacy for ELs. Polina Vinogradova, American University, USA Heather Linville, University of Wisconsin, La Crosse, USA ASJ

Thursday, 4:00 pm–4:45 pm A316 (GWCC) ELL Text Processing Across L1s: Patterns and Instructional Recommendations This presentation provides ELT professionals with an understanding of the basics of text processing and literacy in ELLs, how they are influenced by ELLs’ L1 literacy experiences, and how they impact other high-level literacy skills, such as reading comprehension. Research-based recommendations for instruction, practice, and assessment are provided. Katherine Martin, Southern Illinois University Carbondale, USA RWL

Thursday, 4:00 pm–4:45 pm A313 (GWCC) Games: The Key to English Fluency and Accuracy Let’s leave the workbooks and teach English fluency and accuracy through games! Your students will not notice they are learning while competing and having fun. English grammar is difficult only if it’s not practiced in context. Participants try out the games that will help them achieve their language aims. Regina Szuszkiewicz, REGIPIO, Poland VG

ABSTRACTS THURSDAY

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TESOL in Focus

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www.tesolconvention.org

127

Thursday, 4:00 pm–4:45 pm A314 (GWCC) How to Create an Award-Winning English Language Teaching Innovation Each year, the British Council finds the most original ways to teach and learn English around the world, through the ELTons Innovation Awards. Join this session to find out what makes an award-winning innovation and how you, too, can become an ELTons’ award winner. Rebecca Maher, British Council, United Kingdom Nasia Nikolova, British Council, United Kingdom

Thursday, 4:00 pm–4:45 pm Sycamore (Omni) Single-Point Rubrics: Why Less Is So Much More This session examines aspects of rubrics and offers the rationale for embracing a modified single-point rubric over the popular analytic rubric. Single-point rubrics require less time to craft, provide quality feedback, and are instructor friendly. Attendees gain insight into rubric design and learn how to build single-point rubrics. Rich Hahn, INTO-Oregon State University, USA Lauren Funderburg, INTO Oregon State University, USA

Thursday, 4:00 pm–4:45 pm A303 (GWCC) International Student Understanding and Use of Disability Resources, Higher Education This panel explores the use of disability resources and counseling by international students at U.S. universities. Panelists look at the adjustment issues for these students, why students underutilize services, and the barriers to use of services. They then provide an overview of suggestions for responsive practices. Elise Geither, Case Western Reserve University, USA Maiko Hata, University of Oregon, USA Liyao Zhang, SNTAS International Education, China

Thursday, 4:00 pm–4:45 pm Magnolia (Omni) Teaching Critical Thinking Using Semantic Hedges Linguistic hedges have been proven to help build critical thinking. This presentation focuses on semantic hedges, abstract words used to help speakers/writers avoid taking any responsibility regarding the truth of their statements, and provides teachers with tips and lesson plans to help highschool/university students build critical thinking using them. Stephanie Farah, Notre Dame University, Lebanon

CIC

Thursday, 4:00 pm–4:45 pm Cypress (Omni) Online Resources and Strategies to Build Confidence in Academic Study International undergraduates sometimes express low confidence in their English, which hinders their participation in class and the greater campus community. The presenter demonstrates online resources (self-assessment, videos, and strategies) to help students build linguistic confidence in both academic and social situations. Future needs and materials development are also discussed. Stephanie Hanson, University of Minnesota, USA DLT

Thursday, 4:00 pm–4:45 pm A403 (GWCC) Reimagining Academic Identities Through Graduate Research in a Pathway Program There is an increasing need for multifaceted communication support for international students matriculating at U.S. graduate schools. Learn how ESL learners in a graduate writing course transform their academic and language learner identity while completing a research project by exploring linguistic, cognitive, pragmatic, and sociocultural demands of academic discourse communities. Veronika Maliborska, Northeastern University, USA Natalya Watson, Northeastern University, USA

ABSTRACTS THURSDAY

RWL

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Thursday, 4:00 pm–4:45 pm A406 (GWCC) The 6 Principles at Work at a Community College See The 6 Principles for Exemplary Teaching of English Learners at work at a community college. Presenters showcase how they apply and put into practice The 6 Principles in all aspects of the program: placement, curriculum, assessment, field trips, support services, extracurricular activities, clubs, and creative faculty connection activities. Gabriela Cambiasso, Harold Washington College, USA Brigitte Maronde, Harold Washington College–City Colleges of Chicago, USA Karen Smith, Harold Washington College–City Colleges of Chicago, USA CLI

Thursday, 4:00 pm–5:45 pm International Ballroom D (Omni) Being a Reflective Practitioner and Scholar in TESOL: Methodological Considerations Presenters explore the methodological questions, dilemmas, and processes of TESOL practitioners and scholars engaged in reflective inquiry. Arguing for more rigorous and robust approaches to this line of teacher education scholarship, panelists illuminate the challenges and opportunities inherent in methodologies such as autoethnography, critical friends, mixed-methods, and empirical-conceptual hybrids. Judy Sharkey, University of New Hampshire, USA Margaret Hawkins, University of Wisconsin, Madison, USA Megan Madigan Peercy, University of Maryland, USA Laura Schall-Leckrone, Lesley University, USA Ana Solano-Campos, University of Massachusetts, Boston, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 4:00 pm–5:45 pm A301 (GWCC) CBI for Mathematics and Science Teachers: PD in Tanzania This panel, composed of the Regional English Language Teaching Office, an American teacher educator, and teachers from the Tanzanian English Language Teachers Association, describes a PD program for secondary mathematics and science teachers that dealt with the principles and practices of CBI in an English-medium instructional setting. Ann Snow, California State University, Los Angeles, USA George Chinnery, U.S. Department of State, United Republic of Tanzania William Mwinuka, Tanzanian English Language Teachers Association, United Republic of Tanzania Godwin Kaaya, Mount Meru University, United Republic of Tanzania Laura Shayo, U.S. Department of State, United Republic of Tanzania Mwanakombo Martin, Tanzanian English Language Teachers Association, United Republic of Tanzania CLI

Thursday, 4:00 pm–5:45 pm A405 (GWCC) Chinese ELs’ Digital Tools for Autonomous Learning: What Works? Insights into digital learning tools to develop research, writing, and vocabulary skills through the use of Grammarly, Zotero, WeChat, QQ, Quizlet, and COCA are shared. Resulting in highly motivated students at globally connected English-medium Sino-U.S. partnership, Wenzhou-Kean University, technology use connects students’ inside-class learning with outside-class experiences. Jill Robbins, Wenzhou-Kean University, China Dolores Gephart, Wenzhou-Kean University, China Jane Hoelker, Wenzhou-Kean University, China Svetlana Vikhnevich, Wenzhou-Kean University, China DLT

Thursday, 4:00 pm–5:45 pm A305 (GWCC) Disrupting and Recentering ELL Teachers: Developing Critical Study Abroad Programs This panel explores critical study abroad programs designed for ELL teachers to better understand their students. The presenters developed critically framed programs to decenter participants’ backgrounds and engage host countries’ populations’ ways of knowing. They researched the profound impacts on participants and provide insights toward extending criticality in ELL teacher preparation. Sue Kasun, Georgia State University, USA Manka Varghese, The University of Washington, USA Melisa Cahnmann-Taylor, The University of Georgia, USA Rhia Moreno Kilpatrick, The University of Georgia, USA TE

PracticeOriented

ResearchOriented

Thursday, 4:00 pm–5:45 pm International Ballroom F (Omni) Incorporating Technology Into ESOL Writing Rubrics This workshop demonstrates one method for addressing digital literacy in ESL writing assessments. Participants develop adaptable rubrics using writing assessment research. The workshop focuses on easily available technological resources (particularly mobile technology), that students frequently use for daily communication, as well as multimodal compositions in academic contexts. Miriam Moore, Language Institute of Texas, USA LA

Thursday, 4:00 pm–5:45 pm A302 (GWCC) More Self-Competence, Less Anxiety: Going Maker With Young Learners Maker-centered learning (MCL) is an effective pedagogical approach to help young learners develop self-competence, fight anxiety and acquire vocabulary. In this workshop, participants experience maker activities and discuss principles behind them. Presenters share examples drawn from consistent implementation of MCL for EFL instruction as reference, so participants create their own. Ivna Rolim, Casa Thomas Jefferson, Brazil Leonardo Sampaio, Casa Thomas Jefferson, Brazil VG

Thursday, 4:00 pm–5:45 pm A312 (GWCC) Online Language Teacher Education: What Does the Research Tell Us? This panel explores the research in online language teacher education (OLTE) in three areas: 1) building communities of practice online, 2) supervising the teaching practicum, and 3) preparing teacher educators for OLTE. Each presentation is followed by a brief discussion and time is allotted for general discussion. MaryAnn Christison, University of Utah, USA Denise Murray, Macquarie University, Australia Nicky Hockly, The Consultants-e, Spain Deborah Healey, University of Oregon, USA TE

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS THURSDAY

Panel

Thursday, 4:00 pm–5:45 pm Cottonwood B (Omni) Historically Black Universities: Exemplifying the Local-Global Nexus in TESOL This colloquium highlights the challenges and success of three Historically Black Colleges and Universities as they implement capacity-building strategies, promote learning beyond the classroom, and create intrauniversity partnerships to establish and strengthen ESL programs that best serve students and internationalize campuses. Kisha C. Bryan, Tennessee State University, USA Brody Bluemel, Delaware State University, USA Engin Ayvaz, Tennessee State University, USA Ying (Nancy) Liu, Jackson State University, USA PA

Workshop

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Thursday, 4:00 pm–5:45 pm Grand Ballroom E (Omni) Rigor, the Nexus of Adult ESOL Instruction and PD The ongoing shift to rigorous instruction for adult ESOL students requires equally rigorous learning for their instructors. Using several PD tasks and tools, participants explore how the same collaborative and reflective processes and scaffolds can support instructors’ PD and their adult learners’ language development. Link to materials provided. Jayme Adelson-Goldstein, Independent, USA Lori Howard, CASAS, USA Sylvia Ramirez, MiraCosta College, USA TE

Thursday, 4:00 pm–5:45 pm A315 (GWCC)

DLT

IS: Adult Education The Blended Learning Classroom and the ESL Teacher A panel of experts from AEIS, CALL-IS, and Video PLN explore the concept of blended learning by first looking at its origin and then explaining best practices in multiple adult education settings. Video PLN shows video clips of students giving testimonials about how blended learning has affected their learning. Nicholas Hadden, Independent, USA Bryan Woerner, Carlos Rosario International Public Charter School, USA Christine Sabieh, Notre Dame University, USA Christine Bauer-Ramazani, Saint Michael’s College, USA Suzi Lee, Georgia Institute of Technology, USA

4:10 pm Thursday, 4:10 pm–4:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Making the Most of Textbook for College-Level EFL Learners The presenter demonstrates how to make the most of a listening and speaking textbook and adapt it into various activities. The integration of activity with textbook materials can make students feel imperative to co-complete tasks and practice linguistic items rather than doing the exercise alone under the teacher’s surveillance. I-Chen Huang, Wenzao Ursuline University of Languages, Taiwan PD

Thursday, 4:10 pm–4:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Strangers in a Stranger Land: Creating Supportive Classroom Communities ELLs face increasing challenges as they seek to join societies that may seem less than welcoming, but the classroom is one place where these learners should feel at home. This presentation explores simple, powerful techniques for fostering positive group dynamics that can make classes into supportive communities that facilitate growth. Christopher Stillwell, College of the Sequoias, USA CIC

4:40 pm Thursday, 4:40 pm–5:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Conferencing: Narrowing the Gap Between StudentTeacher Perceptions Mismatched expectations and perceptions between students and teachers exist in many language classrooms, but well structured and effective conferencing can develop both students and teachers to become more confident, efficient, and focused on learning. Udambor Bumandalai, Snow College, USA Diane Ogden, Snow College, USA TE

Thursday, 4:00 pm–5:45 pm Dogwood A (Omni) The TESOL Practicum Around the World Around the world, the TESOL practicum is a core element of TESOL preparation. In this session, TESOL faculty from diverse settings share their theoretical orientations, practices, challenges, and successes as they respond to their local contexts in preparing the next generation of EFL/ESL teachers. Laura Baecher, Hunter College–CUNY, USA Andy Cirocki, University of York, United Kingdom Irshat Madyarov, American University of Armenia, Armenia Daniel Xerri, University of Malta, Malta Anna Filipi, Monash University, Australia Xinia Rodriguez-Ramirez, University of Costa Rica, Costa Rica

ABSTRACTS THURSDAY

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Conceptually Oriented Session

Thursday, 4:40 pm–5:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Exploiting Contextualised Role-Plays to Raise Young Learners’ Cultural Awareness Ever aspired to promote tolerance and understanding in your classroom? This session introduces you to a highly engaging method that guarantees both fostering learners’ autonomy and delivering a cross-cultural message that promotes understanding of the Other. This is achieved through encouraging learners to participate in contextualised narratives from different cultures. Nermine Kotb, British Council, Egypt

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

CIC

Exhibitor Session

InterSection

Invited Speaker

5:00 pm Thursday, 5:00 pm–5:45 pm A313 (GWCC) “Yes, and…”: Improv for Vocabulary Activation and Retention How can language educators move beyond vocabulary drills? This interactive session shares improv games that encourage language play and provide enough salience and review for students to remember the vocabulary featured. The presenter highlights thoughtful pre- and postplay exercises and lesson plans that suit various proficiency levels. Abby Mack, New York University, USA Mary Ritter, New York University, USA VG

Thursday, 5:00 pm–5:45 pm International Ballroom B (Omni) A Practical Guide to Creating Collaborative Mini-PD Conferences This insightful session offers IEP instructors and administrators a model for low-budget collaborative mini-conference days to present and share valuable teaching activities. The presenters discuss the benefits of cooperative PD, share tips for collaborating and utilizing local resources, and offer an easy-to-follow method for other institutes to implement. Patrick T. Randolph, University of Nebraska-Lincoln, USA Elizabeth Musil, Kansas State University, USA PD

Thursday, 5:00 pm–5:45 pm A314 (GWCC) Bridging Gaps: Academic Help-Seeking as First Step to Critical Thinking Academic help-seeking is a critical learning strategy. This session presents common challenges (e.g., fear of embarrassment, cultural etiquettes) and proposes ways to encourage student receptivity to help-seeking behavior. It also presents personalized action plans of students in need of various support services and tips on teaching help-seeking language. Nina Kang, University of Southern California, USA Anastassia Tzoytzoyrakos, University of Southern California, USA CIC

Thursday, 5:00 pm–5:45 pm Magnolia (Omni) Building Bridges: Language and Play in the Classroom This presentation reports on a study examining how play acts as a tool for bridging home and school discourses for young ELLs. The analysis reveals the role of language within play, the effects of play on ELLs’ social and academic development, and strategies for teachers to support play in classrooms. Patricia Ratanapraphart, University of Wisconsin-Madison, USA AL

PracticeOriented

ResearchOriented

Thursday, 5:00 pm–5:45 pm A404 (GWCC) Critical Autoethnography as an Identity-Focused Teacher Learning Activity This presentation responds to Reeves’ call to incorporate “explicit, guided teacher identity work” in teacher education and describes and discusses the presenter’s practices using critical autoethnography as a language teacher learning tool that provides teacher candidates with a discursive space to discuss their experiences within the sociocultural and political contexts. Bedrettin Yazan, The University of Alabama, USA TE

Thursday, 5:00 pm–5:45 pm A310 (GWCC) Engage Your Long-Term ELLs for Language Success Many long-term ELLs are not engaged in and do not progress in their language learning. How can program administrators and teachers successfully engage them and promote their learning? This session provides practical tools to increase the engagement and performance of long-term ELLs in secondary schools. Stella Dubish, Independent, USA Nereida Cheney, Boston Prep, USA PA

Thursday, 5:00 pm–5:45 pm A411 (GWCC) English Language Fellows: 50 Years of Impact Around the Globe For 50 years, the U.S. State Department has sent TESOL professionals on cultural exchange assignments worldwide. In celebration, hear from U.S. State Department officials and participants on how individual lives were changed, understand the impact this program has had globally, and become inspired to participate as they begin their next 50 years. Joseph Bookbinder, U.S. Department of State Office of English Language Programs, USA Paul Kei Matsuda, Arizona State University, USA Donald Freeman, University of Michigan, USA Crystal Bock Thiessen, University of Nebraska–Lincoln, USA Jaclyn Gishbaugher, The Ohio State University, USA

Teaching Tip

TESOL in Focus

Ticketed Event

ABSTRACTS THURSDAY

Panel

Thursday, 5:00 pm–5:45 pm A403 (GWCC) Building Knowledge: Scaffolding Informational Text for SLIFE Accessing informational texts can be an insurmountable obstacle for students with limited or interrupted formal education (SLIFE) who often lack prior exposure to this genre. This session aims to demonstrate easyto-implement strategies that have proven to be effective with SLIFE at the secondary level. Christi Cartwright, Lawrence Public Schools, USA Nicoleta Filimon, International High School, Lawrence Public Schools, USA RWL

Workshop

www.tesolconvention.org

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Thursday, 5:00 pm–5:45 pm A401 (GWCC) Examining Language Politics Through Agency and Awareness in Translingual Writing More must be done to recognize and value linguistic varieties outside of Standard English in university writing classrooms. Aiming to increase agency and awareness in teachers and writers, the presenters’ reflective materials utilize a variety of communicative modes and semiotic resources to integrate linguistic differences into specific writing skills instruction. Kimberly Specht, New York University Abu Dhabi, United Arab Emirates Trisha Dowling, University of Michigan, USA RWL

Thursday, 5:00 pm–5:45 pm A303 (GWCC) From Physical Neighborhoods to Virtual Communities: A Linguistic Landscape Project The presenter describes a linguistic landscape project conducted with secondary students in Panama. As the project progressed, instead of restricting themselves to analyses of physical public signs in their neighborhoods, students began exploring uses of English within the internet and social media, which were more relevant to their everyday lives. Maria Dantas-Whitney, Western Oregon University, USA CIC

Thursday, 5:00 pm–5:45 pm AL Juniper (Omni) Interweaving Teaching and Student-Centeredness Within Small-Group Activities This presentation uncovers what teaching entails within student-led, student-responsible small-group interactions by examining why one ESOL teacher chooses to enter small-group talk without being invited to do so, what actions the teacher accomplishes when she does enter the discourse, and what effects those actions have on students’ subsequent interactions. Drew Fagan, University of Maryland, College Park, USA Thursday, 5:00 pm–5:45 pm Dogwood B (Omni) Language Education Meets Technology: Affordances and Limitations of Augmented Reality Advances in technology have changed the form of language education. Augmented reality (AR) is a technology harnessed in language education. Investigating both affordances and limitations of AR in language education, the presenter details the challenges of language education and how educators can employ AR to facilitate the process. Babak Khoshnevisan, University of South Florida, USA

Thursday, 5:00 pm–5:45 pm International Ballroom A (Omni) Making Language Detectives: Corpus Tools in the Writing Classroom Although most ESL instructors are aware that corpora can be powerful tools for students, many feel unsure about how best to utilize them. Attendees of this session leave with new ideas for using free corpus tools to provide authentic language materials and foster student agency for writing instruction. Sarah Adams, Savannah College of Art and Design, USA Sharon (Seongshin) Kim, Georgia State University, USA DLT

Thursday, 5:00 pm–5:45 pm Sycamore (Omni) Maximizing Student and Teacher Agency Through Equitable Formative Assessment Practices In today’s high-stakes testing environment, the role of teachers and students as decision-makers is often diminished. How can we elevate the status of classroom assessment practices and implement effective assessment for learning through student and teacher engagement? Participants discuss and apply high-leverage assessment strategies critical to multilingual learners’ development. Margo Gottlieb, WIDA, University of Wisconsin-Madison, USA Diep Nguyen, WIDA, University of Wisconsin-Madison, USA LA

Thursday, 5:00 pm–5:45 pm A304 (GWCC) Page to Stage: Dramatizing Literature for Language and Life Skills Literature and drama engage ELLs in authentic language. Integrating them doubly instills language and life skills for 21st-century communication, collaboration, and cultural/self-awareness. This session presents live footage of students dramatizing a novel; techniques for staging poems, lyrics, and stories; and rubrics for easy grading. Alison Larkin Koushki, American University of Kuwait, Kuwait CLI

ABSTRACTS THURSDAY

DLT

Thursday, 5:00 pm–5:45 pm A402 (GWCC) Literacy Tools: Beginner to Launched Beginner Pro Lingua has published several texts that deal with literacy, from the basic level (From Sound to Sentence) to launched beginners (A to Z Picture Activities, Coloring In English, and emergent readers, e.g., the Hopes and Dreams readers). The presenters explain and demonstrate the material, provide handouts, and feature a raffle. Raymond C. Clark, Pro Lingua Associates, USA RWL

Academic Session

132

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Thursday, 5:00 pm–5:45 pm A406 (GWCC) Perceptions of Lecturers and Students Toward EMI in Higher Education This qualitative study examines the perceptions of teachers and students toward the policy of English as a medium of instruction in Higher Education. The study is informed by critical language policy and translanguaging in academic settings. The findings contribute to theorising and research in EMI and language policy. Palwasha Sajjad, University of Southampton, United Kingdom Ayaz Ahmad, Abdul Wali Khan University, Mardan, Khyber Pukhtoonkhwa, Pakistan CLI

Thursday, 5:00 pm–5:45 pm A407 (GWCC) Preparing Students to Speak in Academic and Professional Contexts Despite many years of study, students often find themselves overwhelmed or rendered speechless when they must converse in English in academic and professional settings. This session shares new print and digital materials designed to better prepare students for the language and structure of common interactions in English-speaking settings. Kelly Sippell, University of Michigan Press, USA Robyn Brinks Lockwood, Stanford University, USA LSP

Thursday, 5:00 pm–5:45 pm A309 (GWCC) Teaching Teamwork Skills for Successful Group Work Group work projects are common in the classroom. However, students sometimes lack teamwork skills and need to be taught how to work as part of a team to ensure success. This session demonstrates some classroomtested team building activities that will help students succeed in group work assignments. Walton Burns, Alphabet Publishing, USA Patrice Palmer, Teacher to Teacherpreneur, Canada CIC

Thursday, 5:00 pm–5:45 pm A412 (GWCC) The Effect of Choice on Motivation and Reading Performance The methodology and results of a longitudinal mixed-methods study on the effects of choice on a number of motivational variables and reading performance are discussed in this presentation. Pedagogical implications and contributions to the field of L2 acquisition are also discussed. Fergus Hann, Tokai University, Japan RWL

Thursday, 5:00 pm–5:45 pm A316 (GWCC) Using Oral Reading in Upper Level and Academic Reading Classes Interactive read-aloud tasks are a promising way to improve upper level students’ reading fluency and comprehension. This presentation highlights the potential benefits of oral reading and demonstrates the most effective techniques for use with advanced learners. Teachers have an opportunity to join the dialogue and get tools for immediate implementation. Sarah Bauer, Portland Community College, USA Linda Rountree, Portland Literacy Council, USA RWL

5:10 pm Thursday, 5:10 pm–5:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Preparing Preservice Teachers for Linguistic Diversity: Translanguaging in Children’s Books This session explore translanguaging and its implications in children’s literature. Although there are recent efforts for fair representation, ELLs often do not see themselves in children’s literature. We present a pedagogical activity through which teachers can create stories with translanguaging and illustrating ELLs from various proficiency levels. Baburhan Uzum, Sam Houston State University, USA Mary Petron, Sam Houston State University, USA Alma Contreras-Vanegas, Sam Houston State University, USA CLI

Thursday, 5:00 pm–5:45 pm A408 (GWCC) The Color Vowel Approach: Sound Strategies for Every Classroom The Color Vowel Chart is a simple visual tool that powerfully supports listening, pronunciation, vocabulary, reading, and spelling in ESL/EFL classrooms for all ages and levels. Learn how the chart is revolutionizing TESOL around the world as you discover the Color Vowel Approach through multimodal participation and technique practice. Karen Taylor, The Color Vowel Chart, USA Shirley Thompson, The Color Vowel Chart, USA Rebecca Wilner, American University, USA RWL

PracticeOriented

ResearchOriented

ABSTRACTS THURSDAY

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FRIDAY, 15 MARCH 2019 ABSTRACTS FRIDAY

7:00 am Friday, 7:00 am–7:20 am Cypress (Omni) Student-Led Literacy Day: ELLs Teaching ELLs In this teaching tip, we share how a student-initiated and student-led Literacy Day was planned and implemented at an ELL newcomers’ academy. Lessons learned and tips on how to make such a student-initiated and student-led Literacy Day a success are shared. Elena Andrei, Cleveland State University, USA Bekah Harper, Thomas Jefferson International Newcomers’ Academy, USA Yesenia Pacheco, Thomas Jefferson International Newcomers’ Academy, USA Yedreyshka Ramos Gomez, Thomas Jefferson International Newcomers’ Academy, USA RWL

Friday, 7:00 am–7:20 am Chestnut (Omni) "Teacher, It's Me": Email Writing Etiquette for ELLs Email communication has become increasingly important, however due to cultural differences, ELLs may not know proper English email etiquette. Thus, ELLs may misrepresent themselves when communicating with authority figures. This presentation offer one approach to teaching ELLs email etiquette that has worked well within a university EAP classroom. Heather Lyn Reichmuth, Michigan State University, USA RWL

Friday, 7:00 am–7:20 am Walnut (Omni) Using Podcasts to Enhance Intercultural Communicative Competence in EFL Students In 21st English language teaching, in addition to linguistic competence, there is a call for developing Intercultural Communicative Competence (ICC) for EFL students. This demonstration introduces a theoretical framework for teaching ICC and highlights the practical use of podcast as an authentic teaching tool to help students develop their ICC. Hanh Dinh, University at Albany, USA Tung Vu, Concordia University Chicago, USA CIC

Friday, 7:00 am–7:20 am Sycamore (Omni) Using Truth or Lie? Icebreakers to Introduce Critical Reading Strategies As many ELLs still consider reading to be a passive skill, it is vital to immediately demonstrate that reading classes can also be active and collaborative. The presenter demonstrates how a truth or lie icebreaker can introduce reading strategies necessary to progress from being passive to active, critical readers. John Rucynski, Jr., Okayama University, Japan RWL

Academic Session

134

Conceptually Oriented Session

Friday, 7:00 am–7:45 am Juniper (Omni) “Could You Maybe...?”: Indirect Communication in the L2 Classroom Why don’t students follow instructions? It may not be out of defiance. They may misinterpret the speech act, causing them to act incorrectly, to everyone’s frustration. This presentation explores students’ understanding of indirect and direct speech acts from teachers and discusses best practices for helping students succeed in the classroom. Caitlin King, University of Iowa, USA Katy Meren Fuchtman, University of Iowa, USA AL

For the location of a ticketed session, please check your ticket.

Friday, 7:00 am–7:45 am A405 (GWCC) “Yes, You Can!” Lifting French Primary Teachers’ EFL Teaching Burden French primary teachers-to-be have always been reluctant to teach a foreign language (FL). Institutional pressure is very high on their own personal performance in the FL while they get very little professional training. A master’s degree EFL ‘workshop’ with be presented, that helps them positively reconnect to this subject. Jeanny Prat, ESPE de l’Ain, Université Lyon 1, France TE

Friday, 7:00 am–7:45 am B401 (GWCC) Arab Learners’ Perceptions of Plagiarism and Source Use in Writing Plagiarism is prevalent among Arab learners. This session reports the findings of a study exploring Arab learners’ difficulty in academic writing and research and possible instructional interventions beyond definition, detection, and deterrence. Implications of Arab learners’ perceptions are presented to develop an appropriate pedagogy of writing in the Middle East. Yogesh Kumar Sinha, Sohar University, Oman Manisha Rajhansh Sinha, Sohar University, Oman RWL

Friday, 7:00 am–7:45 am Magnolia (Omni) Assessing EL Language Proficiency Using Personal Narratives The presenters share the results of a study to develop an oral language progress monitoring tool for ELs. The English Learners’ Oral Narrative Scale was used to assess the narrative skills of ELs. English and Spanish narratives were rated and compared to reading achievement and measures of reading performance. Linda Cavazos, American Institutes for Research, USA Alba Ortiz, University of Texas at Austin, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Friday, 7:00 am–7:45 am A407 (GWCC) Dialogue Journals: Teachers Engaging Students Socially and Academically Dialogue journals can provide teachers opportunities to communicate with students over time and to know about their students better socially and academically. Participants learn how the presenters implemented dialogue journals across grade levels using different formats and digital tools and how students, including recently exited students, benefit from journaling. Holly Hubbard, Etowah County Schools, USA Amanda Foss, Madison County Schools, USA DeAnna Buhl, Etowah County Schools, USA RWL

Friday, 7:00 am–7:45 am International Ballroom D (Omni) Enhancing the Authenticity of Oral Skills Instruction With Pragmatics How can we enhance social communication skills within our existing oral skills courses? This presentation shares the design, development process, and examples of pragmatics projects developed in an MA TESOL graduate course, each designed to enhance pragmatics skills where most useful. David Olsher, San Francisco State University, USA LSP

Friday, 7:00 am–7:45 am Dogwood B (Omni) Fostering Dynamic Collaboration Through ELLs’ Use of Online Resources This presentation shares how ELLs collaborated using tools such as Instagram and YouTube. The projects included creating documentaries and short films and using social media to prompt discussion and vocabulary acquisition. The session includes learners’ work and feedback regarding using online resources in an academic setting. Lori Fredricks, University of Maryland, USA DLT

Panel

PracticeOriented

ResearchOriented

Friday, 7:00 am–7:45 am A406 (GWCC) Guiding Students to Become English Readers Through ESL Book Club Book clubs provide a context for students to continue developing reading skills during and after ESL reading courses. This presentation discusses the presenters’ motivation for starting an ESL-sponsored club, logistical considerations, and outcomes and observations. Attendees leave with ideas and resources for starting their own book clubs. Ashley Jennings, University of Iowa, USA Andrew Lewis, University of Iowa, USA RWL

ABSTRACTS FRIDAY

Friday, 7:00 am–7:45 am International Ballroom C (Omni) Critical Multimodal Analysis on ESL Educational Apps This session critically examines the multimodal components in educational apps for ELLs. The analysis reveals that many apps contain representational codes that perpetuate stereotypical messages, and that complex sociocultural and literacy practices are overlooked. Attendees learn to scrutinize these apps, empower students, and enrich their teaching on diversity. Hsiao-Chin Kuo, Northeastern Illinois University, USA Yin Lam Lee-Johnson, Webster University, USA DLT

Friday, 7:00 am–7:45 am International Ballroom E (Omni) High-Variability Phonetic Training: The Missing Block in Teaching Oral Communication Phonemic perception skill is a cornerstone of fluent listening comprehension. Unfortunately, high-variability phonetic training (HVPT), the best available method of teaching perception, is virtually ignored by ESL teachers. This presentation overviews the research behind HVPT, surveys technology that implements HVPT, and culminates with practical tips for teaching listening. Evgeny Chukharev-Hudilainen, Iowa State University, USA LSP

Friday, 7:00 am–7:45 am A302 (GWCC) How a Content Teacher Becomes a Language Teacher for ELLs Embedding language development in CBI requires teachers’ cognizance of the linguistic demands of their lessons. Participants examine a lesson, observe a content teacher’s thought processes in scaffolding the lesson for ELLs, and look at student work to see what the technique yielded for ELLs in a science class. Alicia Van Borssum, University of Rochester, USA Alicia Cheng, Rochester City School District, USA CLI

Friday, 7:00 am–7:45 am A304 (GWCC) Individual vs. Group PBL: A UAE Case Study This presentation reports findings from an investigation of the impact of individual vs. group PBL on students’ achievement and their perspectives on the learning environment. Results showed that students completing the group project achieved significantly higher than those who did individual projects. Implications of the study are discussed. Sadiq Midraj, Zayed University, United Arab Emirates Jessica Midraj, Khalifa University, United Arab Emirates CLI

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135

Friday, 7:00 am–7:45 am Hickory (Omni) Instructor-Generated Orthographic Assessments in Intensive English Classes Orthographic knowledge is crucial for L2 literacy but receives relatively little instructional or research attention. This presentation describes a study investigating orthographic instruction and assessments by IEP faculty and teaching assistants. Results reveal a wide range of teacher beliefs and practices regarding orthography. Recommendations and strategies are highlighted. Abdulsamad Humaidan, Southern Illinois University Carbondale, USA Katherine Martin, Southern Illinois University Carbondale, USA

ABSTRACTS FRIDAY

Friday, 7:00 am–7:45 am A303 (GWCC) Leveraging English Language Skills for Ugandan Youth Socioeconomic Empowerment One way to enhance employability and entrepreneurial capacity of students in Uganda is to create and sustain English clubs with a focus on small business skills. This presentation highlights the efforts of a yearlong initiative to implement micro projects in 25 schools while developing authentic English language experience and ability. Rogers Ssemogerere, Uganda National English Language Teachers’ Association, Uganda Aida Birabwa, Uganda National English Language Teachers’ Association, Uganda Catherine Nansobya, Uganda National English Language Teachers’ Association, Uganda CLI

Friday, 7:00 am–7:45 am ASJ A310 (GWCC) LGBTQ+ Identities in English Education: Insight From Vietnamese Classrooms LGBTQ+ in EFL Vietnamese classrooms still remains a barren field to cultivate, with the total exclusion of queer issues. This presentation attempts to gain an insight into the dilemma by addressing heteronormativity domination, queer theory in education, and teachers’ perspectives. Recommendations for queer contents inclusion and further research are made. Vu Tran-Thanh, Phu Hoa High School, Viet Nam Friday, 7:00 am–7:45 am ASJ A316 (GWCC) Local and Global Stories of Peacebuilding Through ELT Are you interested in peacebuilding through ELT, but struggle to envision what that looks like? This session provides a glimpse into peacebuilding classrooms, through the genre of story. Hear stories from diverse ESL, EFL, K–12, refugee, and university settings, and engage in discussion and application to your own context. Jan Dormer, Messiah College, USA

Academic Session

136

Conceptually Oriented Session

Friday, 7:00 am–7:45 am A312 (GWCC) Moving Beyond the Ordinary: Community-Engaged Language Teacher Preparation This presentation describes a variety of community-engaged language teacher preparation initiatives. In addition to sharing objectives, concrete examples (candidate mind maps, collaborative learning activities), and outcomes, the presenters engage participants in a discussion of ways traditional systems of teacher preparation can be reimagined to be more community responsive. Karla Stone, University of Minnesota, Twin Cities, USA Sam David, University of Minnesota, Twin Cities, USA Shelly Bertrand, Washington Technology Magnet High School, USA TE

Friday, 7:00 am–7:45 am A314 (GWCC) Negotiating the Discursive Intersections of Intercultural Communication: Preparing Critical Teacher-Scholars This presentation discusses the conflicts teacher candidates face as they develop their own intercultural knowledge and identities as critical teacherscholars during undergraduate coursework and induction into teaching. The findings and implications of this multiple case study illuminate pathways to addressing critical intercultural communication at the nexus of praxis and preparation. Amanda Swearingen, University of Minnesota, USA Yi-Ju Lai, University of Minnesota, USA CIC

Friday, 7:00 am–7:45 am A412 (GWCC) Pitfalls and Potentials of Digital Storytelling Projects for L2 Writers This study explores the potentials of integrating different modalities in L2 writing through digital storytelling projects. The participants included 30 non-English-majored undergraduates in an English writing course at a medical university in Taiwan. Pedagogical implications of curriculum design, instructional strategies, and assessment of multimodal projects are discussed. Yu-Shan Fan, Taipei Medical University, Taiwan RWL

Friday, 7:00 am–7:45 am A404 (GWCC) Politics of Language Teacher Identity in Rural Settings Teachers of ELs face unique challenges in rural areas. This presentation demonstrates case studies of two teachers who (re)construct language teacher identities by retelling their lived experiences of teaching ELs in contemporary rural America. Stories that reveal these teachers’ identities have implications for teacher education and advocacy. Shuzhan Li, University of Florida, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Friday, 7:00 am–7:45 am A403 (GWCC) Preparing for University Writing: Integrating Skills, Authentic Texts, Assessing Writing The presenter describes a large EAP writing program at a Canadian university taken by 800+ students annually, where students are taught critical thinking, active/critical reading, sentence structure, vocabulary, and style integrated around authentic texts. The presenter also addresses challenges that come with assessing students’ writing via in-class writing and take-home research. Steve Marshall, Simon Fraser University, Canada

Friday, 7:00 am–7:45 am International Ballroom B (Omni) Strategies to Help Shy and Introverted Teachers Thrive As educators, we are sensitive to the needs of shy or introverted students when planning lessons, but how do we negotiate our own shyness or introversion in the workplace? This presentation provides shy or introverted professionals with effective coping strategies for both inside and outside the classroom. Lynn Schaefer, University of Central Arkansas, USA Amanda Bruce, University of Central Arkansas, USA

Friday, 7:00 am–7:45 am A309 (GWCC) Redefining ELT in the Context of Educational Reforms The presenters introduce a successful major TESOL affiliate’s project aimed at fostering community collaboration to redefine ELT practice at a school and university level, embedding nonformal education tools within the formal system. Participants take away ideas for how to manage change caused by the educational reforms advocating for the whole ELT community. Natalia Komissarova, Moscow Metropolitan Governance University, Russian Federation Tatiana Margaryan, Bauman Moscow State Technical University, Russian Federation

Friday, 7:00 am–7:45 am A402 (GWCC) Taking Critical Reading to the Next Level With Scaffolding This presentation focuses on helping advanced-level language learners become critical readers through careful scaffolding. The presenters show how they have built scaffolding into reading curricula via student learning outcomes, course content, and teaching-learning activities. A presentation website with links to resources and sample activities is provided. Susanne McLaughlin, Roosevelt University, USA Jane Curtis, Roosevelt University, USA

RWL

Friday, 7:00 am–7:45 am RWL A408 (GWCC) Research and Writing Consultations in a LanguageAssisted Associate’s Degree Program Designing effective, individualized disciplinary research and writing consultations for bilingual undergraduates in a 2-year language-assisted associate’s degree program requires structure, flexibility, and creativity. This presentation discusses using the methodology, teaching English in academic disciplines, in bilingual research consultations to develop reading, writing, information literacy, and inquiry-based thinking skills. Bernadette M. López-Fitzsimmons, Manhattan College, USA Friday, 7:00 am–7:45 am A315 (GWCC) Restorative Narration for Survivors of Trauma Writing is a promising tool for mitigating the effects of trauma. This presentation explores one college’s use of restorative narration with ELLs. It offers resources, prompts, and active learning activities; shares information about initiatives that use transformative storytelling; and facilitates a hands-on activity that illustrates the power of narration. Allanté Johnson-Taylor, Sinclair Community College, USA Heather Johnson-Taylor, Sinclair Community College, USA ASJ

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ResearchOriented

ABSTRACTS FRIDAY

ASJ

RWL

Friday, 7:00 am–7:45 am A313 (GWCC) The Place of Grammar in Standards-Based Adult ESL Grammar can be taught in adult ESL through the use of content-rich, rigorous instructional tasks (e.g. analysis of real-world data; problemsolving, jigsaw). Learner output that naturally emerges while completing a task becomes the basis for the grammar instruction; the content and tasks drive the choice of grammar to teach. Betsy Parrish, Hamline University, USA VG

Friday, 7:00 am–7:45 am Dogwood A (Omni) To Stay or Not to Stay? Student Perspectives on Retention The presenters share the findings of a qualitative study on retention focusing on the students’ experiences in a community college as an international student, including their motivations, barriers, and self-efficacy. Applications of the research findings to program policies and practices are discussed among the presenters and audience members. Jessica Weimer, Cascadia College, USA Sofia Marshak, Cascadia College, USA Leah Schubert, Cascadia College, USA PA

Teaching Tip

TESOL in Focus

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www.tesolconvention.org

137

ABSTRACTS FRIDAY

8:00 am Friday, 8:00 am–9:00 am Hall A2 (GWCC) The Power of Language, the Language of Power This presentation examines the ways immigrant students and ELLs are being affected by the current political climate, and it explores what educators can do to promote peace and pluralism as we attempt to prepare our students for the uncertainties of life in the 21st century. Pedro Noguera, University of California, Los Angeles, USA

8:40 am

9:30 am

Friday, 8:40 am–9:00 am Teaching Tip Theater #2, Expo Hall (GWCC) Find Your Partner! Formative Assessment by Getting Into Groups How many times have you said “talk to your partner” or “ask your neighbor”? Discover a classroom routine for six or more students that is engaging, facilitates new groups and pairs for subsequent classwork, and reveals knowledge gaps to the instructor as well as the students. Abigail Carrigan, University of Tennessee Knoxville, USA Lauren Wood, University of Tennessee Knoxville, USA

Friday, 9:30 am–10:15 am A303 (GWCC) Adapting the Human Library™ to Foster Cultural Exchanges International learners studying in the United States often lack a platform to share their culture with others. The presenter details her Human Library™ curriculum project and collaborations with non-ESOL faculty, staff, and community members. Participants brainstorm ideas for similar projects. Link to all materials provided. Maya Ramirez, Army and Navy Academy, USA

Friday, 8:40 am–9:00 am Teaching Tip Theater #1, Expo Hall (GWCC) Let’s Guide Our Students to Writing Proper Emails How do you react when you receive an inappropriate or impolite email from your L2 student? Although email communication is ubiquitous in academic settings, explicit email writing instruction is rarely applied. This session presents three common L2 student-faculty emails and demonstrates a proven way to teach email structure and formality. Lobar Glenn, Southern New Hampshire University, USA

Friday, 9:30 am–10:15 am A316 (GWCC) Artificial Intelligence in the Real World This presentation focuses on how the fundamental concepts and tools of artificial intelligence have been applied by instructors in blended-learning settings, leading to predictable, optimized, and measurable results for students. Alfonso Lara, Independent, USA Kevin McClure, Independent, USA

9:10 am Friday, 9:10 am–9:30 am Teaching Tip Theater #2, Expo Hall (GWCC) The Sweet Spot: Oral Feedback That Prompts Changes (and Smiles) How can we give our students the corrective feedback they desire in the midst of class discussions and activities without disrupting the flow of communication? This session introduces innovative metalinguistic cue cards that provide light-hearted but effective opportunities for students to quickly correct themselves and to solidify their language skills. William C. Cole-French, MCPHS University, USA

Academic Session

CLI

DLT

Friday, 9:30 am–10:15 am Cottonwood B (Omni) Awareness and Intervention: The Frustrated Learner and Teacher This presentation examines the causes and characteristics of frustration as it manifests itself in ELLs and English language teachers, including appropriate intervention strategies. Utilizing a cross-disciplinary approach, this presentation also argues for frustration to be treated as a more serious topic of research and inquiry in the field of SLA. Arthur Huber, Konan University, Japan AL

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Friday, 9:10 am–9:30 am Teaching Tip Theater #1, Expo Hall (GWCC) Transcultural and Intertextual Meme Analysis/ Creation in ELT Classroom This teaching tip session is designed to demonstrate a meme analysis/ creation activity to facilitate adult ELLs’ transcultural and Intertextual competence. Participants experience the activity and discuss what learning potential it has. Meme analysis/creation tools and lesson plans are available. Yu Jung Han, University or Rochester, USA CLI

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Friday, 9:30 am–10:15 am A401 (GWCC) Common CLIL (Mis)conceptions: Fact or Fiction? In CLIL implementation, we have moved from a celebratory educational rhetoric that saw CLIL as a near-panacea to dwelling almost exclusively on the problematic issues of CLIL. The presenter discusses both positions by fostering debate on 10 key CLIL (mis)conceptions and shares experiences, results, and solutions. María Luisa Pérez-Cañado, University of Jaén, Spain CLI

Friday, 9:30 am–10:15 am International Ballroom C (Omni) Coteaching Online: Benefits and Challenges The presenters share the lessons learned from coteaching college ESL courses online. They review the best practices for coteaching online, outline key decisions to be discussed by the instructors, and discuss the advantages and challenges to coteaching described in research and observed in their own practice. Nataliya Schetchikova, Northern Virginia Community College, USA Leslie Sheen, Northern Virginia Community College, USA DLT

Friday, 9:30 am–10:15 am Grand Ballroom A (Omni) Creating Engaging Content for Online Teaching Contexts: Design and Use As more teachers transition to an online teaching environment, the need to exchange ideas for best practices grows. What activities work well in the virtual classroom? What tools help online teachers design and execute those activities? Three experienced teachers share their tips for creating and using engaging content. Jennifer Lebedev, Independent, USA Pamela Vittorio, New School University, USA Annemarie Fowler, Independent, USA MD

Panel

PracticeOriented

ResearchOriented

Friday, 9:30 am–10:15 am A405 (GWCC) Differentiated Instruction: Recognising Diversity in EFL Classes In any classroom there are similarities and differences among students. To identify the differences and individual abilities among students, instruction must be adapted to each student. The presenters share findings about differentiated instruction strategy and its benefits to meet each student’s strengths and needs in language classes. Nilufar Jamoliddinova, Namangan State University, Uzbekistan Yana Kuchkarova, Namangan State University, Uzbekistan Guzal Eshchanova, Tashkent Chemical Technology Institution, Uzbekistan TE

ABSTRACTS FRIDAY

Friday, 9:30 am–10:15 am A408 (GWCC) BEST Assessments Family Updates: BEST Plus 3.0/ BEST Literacy 2.0 Join CAL for updates and launch plans of BEST Plus 3.0 and BEST Literacy 2.0, CAL’s ongoing operational testing program designed to support assessments for adult ELs. Attendees learn about key enhancements to the BEST assessments family. Enter to win free CAL resources. Katie Beckman-Götrich, Center for Applied Linguistics, USA Jorge Rivera, Center for Applied Linguistics, USA LA

Friday, 9:30 am–10:15 am A314 (GWCC) Engaging University IEP Students as Partners to Advance Cross-Cultural Understanding University-based IEPs provide rich opportunities for cross-cultural dialogues among domestic and international students. This presentation explores how engaging visiting language learners as resources can not only broaden their opportunities for L2 practice, but also support the global awareness and learning across the university. Jackie McCafferty, Temple University, USA Tamara Sniad, Temple University, USA CIC

Friday, 9:30 am–10:15 am Juniper (Omni) Impact of Elite Class Performance on L2 Identity Reconstruction The longitudinal qualitative study discussed reports on research exploring how intersubjective performance of elite identity reconstructions of 10 international undergraduate Turkish students in a global university contact zone have been shaped in 2 years’ time. Hatice Altun, Pamukkale University, Turkey AL

Friday, 9:30 am–10:15 am A315 (GWCC) Key Concepts in SLA for Classroom Teachers What are the key concepts in SLA? How can they help us better plan our courses and classroom interaction to help students learn better? In this informative and interactive session, participants receive an overview of key concepts in SLA with links to practical classroom application. Joe McVeigh, Saint Michael’s College, USA PD

Teaching Tip

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www.tesolconvention.org

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Friday, 9:30 am–10:15 am A403 (GWCC) Measuring ER Effectiveness and Efficiency at Developing Reading Rates This presentation reports on an experimental study with random assignment designed to address limitations in previous research examining reading rate development through extensive reading (ER). In addition to providing guidelines for researchers, the study and findings support implications for the broader inclusion of ER by administrators and EFL teachers. Greg Rouault, Tezukayama Gakuin University, Japan

Friday, 9:30 am–10:15 am Hickory (Omni) Support of Learning via Online Formative Assessment Techniques This presentation reports on findings from an investigation into the use of online formative assessment tools that support development of student learning. The initial findings resulted in student feedback that was positive. The detailed findings are revealed and implications for future research are discussed. Connie Mitchell, Prince Sultan University, Saudi Arabia

Friday, 9:30 am–10:15 am Dogwood B (Omni) My Story Matters: The Digital Storytelling Project Digital storytelling empowers adult ESL learners to counter harmful dominant narratives, increase their engagement and motivation in learning, and cultivate empathy, all while improving their emerging language skills. Participants leave this session with helpful resources and a framework for implementing digital storytelling projects in their own classroom. Rita Van Dyke-Kao, Mt. San Antonio College, USA Marina McLaughlin, Mt. San Antonio College, USA

Friday, 9:30 am–10:15 am A301 (GWCC) The Importance of Appropriate Words and Sentences in Student Writing Whether well-written paragraphs or essays are the target of your writing course, students need solid sentences composed of appropriate words. Many writing textbooks make huge assumptions about students’ ability to compose with accurate sentence structure. In this session, attendees look at practical activities to improve vocabulary and sentences in paragraphs/ essays. Keith Folse, National Geographic Learning, USA April Muchmore-Vokoun, National Geographic Learning, USA

ABSTRACTS FRIDAY

RWL

DLT

Friday, 9:30 am–10:15 am A404 (GWCC) Preservice ESL Teacher Education: How Reflective Seminars Can Contribute Using reflective practice, the presenter examines a series of reflective seminar courses he leads for undergraduate TESOL licensure candidates— sharing course components and data related to candidates’ own reflective practices—and invites participants to dialogue about the positioning, function, impact, and investigation of their own preservice teacher education work with candidates. Steven Wisnor, The Ohio State University, USA TE

Friday, 9:30 am–10:15 am International Ballroom B (Omni) Reflective Conversation Model of Language Teacher Identity Development This session examines the reflective conversation model of language teacher identity development resulting from a study on knowledge and identity construction in preservice education programs. By examining the teachers’ interplay between language teacher cognition and teacher learning, insights are gained about their teacher identity development during and after the program. Vesna Dimitrieska, Indiana University Bloomington, USA PD

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RWL

Friday, 9:30 am–10:15 am Grand Ballroom C (Omni) TIRF: Where Global Meets Local in International Research and Publications For the past 20 years, TIRF has served as a nexus between research and practice among language researchers worldwide via its research-support programs and publications. In this session, the presenters highlight TIRF’s collaborative efforts and demonstrate how the foundation helps connect local and global needs in international language education. Andy Curtis, Anaheim University, USA Kathleen Bailey, Middlebury Institute of International Studies at Monterey, USA AL

Friday, 9:30 am–10:15 am Dogwood A (Omni) Training Tutors to Help Students Become SelfDirected Learners High-achieving ELLs are often keenly self-directed. Other ELLs usually need help in learning to become self-directed. One intensive English program explicitly trained tutors on the basics of self-directed learning and how to transmit this information to tutees. Findings are presented regarding the effect of this training. Melissa Williamson Hawkins, University of Alabama, USA Meghan Gilliland, University of Alabama at Birmingham, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Friday, 9:30 am–10:15 am VG A313 (GWCC) Using Frequency-Based Word Lists in IEPs: A Novel Framework This session outlines the results of doctoral research done on the use of word lists in five university IEPs. The result of the research is a novel framework showing how the lists were utilized in four areas: course planning, assessment, teaching and learning, and materials development, with examples of each. Theodore Burkett, Khalifa University, United Arab Emirates Friday, 9:30 am–10:15 am DLT A407 (GWCC) Video Dramas for Language Learning Videos are a powerful tool for language learning because they engage and motivate students, reach beyond the classroom context, and provide rich verbal and nonverbal input. Learn about a new video and coursebook series, about a private investigator with a mysterious past, that teaches language, particularly pragmatics and communication skills. Walton Burns, Alphabet Publishing, USA Friday, 9:30 am–10:30 am A402 (GWCC) Computers in Our Pockets: Using Smartphones for Learning English Smartphones have become an important part of students’ lives and can be a tremendous learning tool when used and managed properly. In this session, participants discuss reasons for using smartphones in the classroom, methods of managing use in the classroom, and tools for the smartphone from Cambridge University Press. Glenn Mathes, Cambridge University Press, USA

Panel

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ResearchOriented

Friday, 9:30 am–11:15 am Grand Ballroom E (Omni) Audio-Video and Narrative for Extrinsic and Intrinsic Motivational Practices óThe percentage of trainees entering such workshop with interrupted education is estimated to be up to 20%, while the requirements and rigors involved in integration are ever increasing. It needs to provide opportunities for participants to share the issues they are facing and meet other professionals to share solutions. Jayshreee Singh, Bhupal Nobles’ University, India PD

ABSTRACTS FRIDAY

Friday, 9:30 am–10:15 am International Ballroom D (Omni) Tutoring: Empowering for Both Preservice Teachers and ESL Learners This presentation investigated the effectiveness of an approach that incorporated a supported pronunciation tutoring intervention in a MATESL teaching pronunciation course, and explored its effects on preservice teachers’ expert knowledge and agency. The presenter identifies the factors that contributed to a successful intervention, and discusses pedagogical implications. Veronica Sardegna, University of Pittsburgh, USA LSP

Friday, 9:30 am–11:15 am International Ballroom F (Omni) Badges: A Complement to or Replacement for Traditional Grading Badges can make outcomes more accessible and motivating to language learners. Design badge systems that fit student or teacher development goals. Learn how to transform existing outcomes into accessible badges and how to use those badges to evaluate students and programs. Robb McCollum, Southern Utah University, USA Ben McMurry, Brigham Young University, USA PA

Friday, 9:30 am–11:15 am A412 (GWCC) Bridging the Spoken and Written Word Creating meaningful connections among spoken and written words supports student learning but can be a challenge for ESOL teachers. This workshop explores Language Experience Approach and its creative method of drawing on the students’ words and experiences to build literacy for all levels of language learners from beginning to college. Christopher Vasquez, University at Buffalo, USA RWL

Friday, 9:30 am–11:15 am A305 (GWCC) Drama in Language Teaching for All Levels of Teacher Expertise Explore how drama has and can be used in the language classroom to promote proficiency in the five skills as well as cross-cultural communication. Teachers with and without drama experience are invited to participate in interactive dramatic activities and evaluate their strengths, challenges, and adaptable applications through collaborative discussion. Kathleen McGovern, The University of Georgia, USA Melisa Cahnmann-Taylor, The University of Georgia, USA CIC

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Friday, 9:30 am–11:15 am International Ballroom E (Omni) ELT in Romania: What Can We Learn? In Romania today, more students learn English than French or Russian. What are the problems and possibilities for improving ELT in Romania? What are the implications for ELT in countries that encourage their citizens to learn English? Learn from Romanians—share ideas for supporting the expansion of English worldwide. Kathleen Malu, William Paterson University, USA Mariana Andone, Colegiul National Vasile Alecsandri, Romania Gabriel Leahu, Grigore Ta˘ba˘caru Teacher Training House, Romania

ABSTRACTS FRIDAY

Friday, 9:30 am–11:15 am A310 (GWCC) Engage and Empower: Promoting Family Literacy Connect research and practice to promote family literacy. Panelists share experiences, including parent letters, home visits, parent and child together time, and family education nights. Ideas for providing teachers with opportunities to work with diverse families are explored. Participants see pictures and videos of family empowerment. Kelly Hill, University of Alabama at Birmingham, USA Julie Paul, University of Alabama at Birmingham, USA Maria Weber, University of Alabama at Birmingham, USA RWL

Friday, 9:30 am–11:15 am A312 (GWCC) English-for-Teaching: How Teacher Language Contributes to Classroom Methodology Drawing from experiences in several countries promoting teacher use of classroom English, this panel examines how a languages-for-specificpurposes training model, English-for-Teaching, connects teacher classroom language and methodology. Sample participant responses to the training are discussed, and how the approach contributes to national ELT reforms is considered. Donald Freeman, University of Michigan, USA Anne Katz, Independent, USA Lois Scott-Conley, World Learning, USA Richard Boyum, Independent, USA Anne Burns, University of New South Wales, Australia TE

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Conceptually Oriented Session

Friday, 9:30 am–11:15 am A309 (GWCC)

IS: Program Administration Establishing Credibility Among Stakeholders for English Language Programs and Services Building credibility among stakeholders is foundational to language program success. From students to partners and investors, stakeholders bring unique priorities. This panel brings together program administrators from a range of contexts to share strategies for promoting language programs and services within higher education, private industry, adult education, and refugee services. Erin O’Reilly, Defense Language Institute Foreign Language Center, USA Sherry Warren, University of South Carolina, USA Deborah Kennedy, Key Words, USA Monica Leong, Independent, Canada Mimi Ritzema, English Studies Institute, USA Scott Stevens, University of Delaware, USA Friday, 9:30 am–11:15 am A410 (GWCC) IS: Social Responsibility From Talk to Action: Putting Social Responsibility Into Practice Social responsibility, equity, and diversity aren’t just buzzwords; they’re values that we can enact in our work. Join a panel of scholars and teachers from around the world as they share how they bring social issues into their practice and engage with these concepts in meaningful ways. Anastasia Khawaja, University of South Florida, USA Riah Werner, Institut Pédagogique National de l’Enseignement Technique et Professionnel, Côte d’Ivoire Gertrude Tinker Sachs, Georgia State University, USA Suhanthie Motha, University of Washington, USA Sameh Marzouki, Tunisian Ministry of Education, Tunisia Christopher Hastings, Southwest Tennessee Community College, USA Laura Jacob, Mt. San Antonio College, USA Friday, 9:30 am–11:15 am Redwood (Omni) Integrated Performance Assessment for EFL learners This session introduces participants to strategies to develop authentic integrated performance assessments (IPA) for ELLs. A sequence of assessment tasks is implemented over the course of teaching, instead of submitting students to paper-and-pencil tests. IPAs enhance motivation, and allow teachers to redirect teaching at the point of need. Gabriel Diaz Maggioli, The Catholic University of Uruguay, Uruguay

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Friday, 9:30 am–11:15 am A406 (GWCC) L2 Writing Pedagogy in Global Contexts: Challenges and Possibilities This panel explores challenges and possibilities in L2 writing teacher preparation as a result of the globalization of English and the decline of a native-speaker model as the preferred standard. Discussion of various global contexts and implications of multicompenent users of English are considered. Gena Bennett, Independent Consultant, USA Ditlev Larsen, Winona State University, USA Lisya Seloni, Illinois State University, USA Betsy Gilliland, University of Hawai’i at Ma¯noa, USA Umida Boltaeva, US Embassy, Tashkent, Uzbekistan RWL

Friday, 9:30 am–11:15 am Magnolia (Omni) Language Assessment Literacy Development: Current Status and Future Directions Interest in the area of language assessment literacy is growing rapidly as education systems place increasing importance on developing a globally mobile, linguistically proficient workforce. This panel presents current work being done globally to support classroom practitioners through resources and projects in this area and looks at possible new directions. Mina Patel, British Council, United Kingdom Barry O’Sullivan, British Council, United Kingdom Christine Coombe, Dubai Men’s College, United Arab Emirates Benjamin Kremmel, University of Innsbruck, Austria Salome Villa Larenas, Lancaster University, United Kingdom LA

Panel

PracticeOriented

ResearchOriented

Friday, 9:30 am–11:15 am A411 (GWCC) Research in International Rural English Learning Settings: Challenges and Perspectives Rural teachers of ELs are underrepresented in TESOL research, despite the growing number of ELs in rural settings. Barriers, including a lack of resources and geographic isolation, often prevent rural TESOL professionals from conducting and presenting research. This colloquium explores ways rural educators can contribute to TESOL’s Research Agenda. Lottie Baker, The George Washington University, USA Holly Hansen-Thomas, Texas Woman’s University, USA Naziha Ali Raza, Lahore University of Management Sciences, Pakistan Maria Coady, University of Florida, USA Amy Fenning, University of Tennessee, Martin, USA Elizabeth Hughes Karnes, Texas Woman’s University, USA Joan Johnston Nelson, Independent, USA

ABSTRACTS FRIDAY

Friday, 9:30 am–11:15 am A304 (GWCC) International Collaboration Meets PBL in East Africa This panel details the collaborative production of a 2-year PBL curriculum for use in community-based after-school English classes across seven countries in East Africa. The efforts of the 54-person team offer a useful case study for how PBL can create bridges between classrooms around the world. Sarah Sanderson, U.S. Department of State English Language Fellows Program, Uganda John Whalen, U.S. Department of State English Language Fellows Program, United Republic of Tanzania Petro Okoth, U.S. Department of State English Access Microscholarship Program, United Republic of Tanzania Jean Rwirangira, U.S. Department of State English Access Microscholarship Program, Rwanda Lawrence Baya, U.S. Department of State English Access Microscholarship Program, Kenya Margo Goll, U.S. Department of State English Access Microscholarship Program, Burundi CLI

Friday, 9:30 am–11:15 am A302 (Omni) The GO TO Strategies: Applying TESOL’s 6 Principles in K–12 Teachers of ELs in K–12 classrooms can benefit from specific teaching and learning strategies that support TESOL’s 6 Principles. The GO TO Strategies facilitate academic language development in content classrooms, and are aligned with The 6 Principles. Presenters lead participants through practical demonstrations and share the strategies resource handbook. Linda New Levine, Independent, USA Laura Lukens, North Kansas City Schools, USA Betty Ansin Smallwood, Succeeding with ELLs, USA PD

9:40 am Friday, 9:40 am–10:00 am Teaching Tip Theater #1, Expo Hall (GWCC) Culture Chat: Using Facilitated Discussions to Unite Students on Campus International students often feel disconnected from campus life. To alleviate this situation, one university’s academic and student affairs units use culture chats, where students can meet, connect, and share culture. Leadership from the Academic Resource Center, Multicultural Center and ESL Program share techniques and pitfalls in creating this cultural connection. Carolyn Trachtova, Webster University, USA Carolyn Brown, Webster University, USA Bethany Keller, Webster University, USA CIC

Teaching Tip

TESOL in Focus

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www.tesolconvention.org

143

Friday, 9:40 am–10:00 am Teaching Tip Theater #2, Expo Hall (GWCC) How and Why We Can Queer the Adult ESOL Classroom There are few places more inclusive than an adult English language classroom. Or, are there? In this session, presenters model two strategies designed to establish inclusive environments for all sexual and gender identities, leaving participants with tools to address this aspect of cultural identity in a wholly inclusive approach. Christy Rhodes, East Carolina University, USA James Coda, University of Georgia, USA

ABSTRACTS FRIDAY

10:00 am Friday, 10:00 am–10:45 am Cypress (Omni) PD Exploration for New and Seasoned TESOL Professionals The field of TESOL is diverse in both teaching and PD opportunities. As TESOL professionals, it is our job to orient ourselves to these different teaching, learning, leadership, volunteering, and traveling possibilities. This presentation provides such scaffolding to new professionals as well as seasoned educators. Stephanie Brown, Northern New England TESOL, USA Friday, 10:00 am–10:45 am International Ballroom A (Omni) Supporting ELs With Exceptional Needs This session introduces promising practices for instructing and supporting ELs who may have disabilities. Participants discuss collaborative models for integrating these practices into multitiered systems of support and review specific challenges in identifying ELs who may have disabilities and in designing appropriate programs and services for those students. Patricia Rice Doran, Towson University, USA June Lucas Zillich, Scottsdale Unified School District, USA

10:10 am

Friday, 10:30 am–11:15 am A402 (GWCC) 50 Years: English Language Fellows in South and Central Asia Learn how the U.S. Department of State English Language Fellow program has spent 50 years working globally to sustain partnerships with English language professionals, promote PD, and enhance English language teaching and learning in Asia. Attend to hear from the Department of State, program alumni, and educators from Asia. Jennifer Hodgson, The U.S. Department of State English Language Programs, USA Frances Westbrook, The U.S. Department of State English Language Programs, USA Friday, 10:30 am–11:15 am A408 (GWCC) Complement Your Curriculum With Content From ESLlibrary.com One of the biggest challenges for language teachers is finding affordable, professional resources that meet the needs of dynamic ELLs. Learn how ESLlibrary.com develops printable and digital lessons for all ages and levels to inspire conversation, debate, and interaction in your classroom. Ben Buckwold, ESLlibrary.com, Canada DLT

Friday, 10:30 am–11:15 am A314 (GWCC) Creating a Culturally Responsive Curriculum for Effective Language Learning As classrooms become increasingly diverse, teachers can utilize students’ strengths by integrating students’ cultures into the curriculum. Such personal resources are not only authentic, but have an effect on how well students participate in lessons. The presenters share ideas of a culturally responsive curriculum and teaching strategies suitable with the context. Alexandra Patty, Eastern Michigan University, USA Patricia Ribeiro, Eastern Michigan University, USA CIC

Friday, 10:10 am–10:30 am Teaching Tip Theater #2, Expo Hall (GWCC) 2 Putative Confronting Forces: Enhancing English and Maintaining Thai Identity A set of instructional innovations, including lessons and accompanying multimedia materials, was constructed based on prominent characteristics of the community. Significant gain scores assessed by pre/posttests revealed that the students were increasingly aware of community identity. Students’ success in executing a tour guide simulation task showed their competence in practical English. Budsaba Kanoksilapatham, Silpakorn University, Thailand MD

144

10:30 am CIC

Academic Session

Friday, 10:10 am–10:30 am Teaching Tip Theater #1, Expo Hall (GWCC) Holy Cow! Time to Teach Swearing in ESL Classrooms Time to talk about the elephant in ESL classrooms. There is a significant aspect of language that instructors often neglect: swearing. Avoidance of swearing is a great disservice to students. This session opens the door to this complex and ubiquitous facet of English for the benefit of ESL students. Ryan Kaduce, University of Iowa, USA Dakota J. Thomas-Wilhelm, University of Iowa, USA CIC

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Friday, 10:30 am–11:15 am A403 (GWCC) Disciplinary Writing Practices: Negotiating Writer Intentions and Reader Expectations The study discussed examines undergraduate multilingual writers’ disciplinary writing practices by exploring the composition strategies that they used (consciously or unconsciously) to meet faculty expectations. The findings reveal that the participants’ disciplinary writing practices were influenced by their authorial identity, task representation, transfer of learning, and the transparency of faculty expectations. Dora Cheng, University of Cincinnati, USA RWL

Friday, 10:30 am–11:15 am Dogwood B (Omni) Effects of Cell Phone Usage on ESL Classroom Interaction This presentation examines the effects of the use of personal electronic devices, predominately cell phones, on peer interaction among adult ESL students of different language backgrounds during class group work in a U.S. IEP. Video data is screened with invitations for audience discussion. Katherine Fair, Independent, USA DLT

Friday, 10:30 am–11:15 am A301 (GWCC) Equity Through Taking a Juntos Stance in Dual Language Programs After first distinguishing between equality and equity, the presenters use PowerPoint, video, and story to demonstrate how dual language schools have taken a juntos stance by providing cultural equity in school environments, linguistic equity through translanguaging, curricular equity in planning, and access equity in materials and parental involvement. Yvonne Freeman, The University of Texas Río Grande Valley, USA David Freeman, The University of Texas Río Grande Valley, USA ASJ

Panel

PracticeOriented

ResearchOriented

Friday, 10:30 am–11:15 am Cottonwood B (Omni) Flow Experience During Group Work in the Japanese EFL Classroom This session reports on a joint research project in which researchers in applied linguistics and in neuroscience at universities in Japan explore new ways to investigate flow in EFL classrooms. The researchers also tested the potential utility of interpersonal synchrony of brain activities measured by NIRS as a quantitative measurement for flow. Mutsumi Kondo, Kyoto University of Foreign Studies, Japan Takayuki Nozawa, Tokyo Institute of Technology, Japan Hyeonjeong Jeong, Tohoku University, Japan Shigeyuki Ikeda, Tohoku University, Japan Reiko Yamamoto, Kyoto University of Foreign Studies, Japan Yasushige Ishikawa, Kyoto University of Foreign Studies, Japan Ryuta Kawashima, Tohoku University, Japan AL

ABSTRACTS FRIDAY

Friday, 10:30 am–11:15 am Walnut (Omni) Developing Effective Item Analysis: Focusing on Item Difficulty Performing item analysis doesn’t need to be cumbersome and timeconsuming. This session introduces an item difficulty analysis—a protocol to identify and review problematic test items without complicated formulas. Participants learn fundamentals of analysis and procedures that don’t require a spreadsheet. Rich Hahn, INTO Oregon State University, USA Erich Cutler, INTO Oregon State University, USA LA

Friday, 10:30 am–11:15 am A407 (GWCC) How to Cocreate and Use Stories for Optimal Acquisition Languages are best acquired through exposure to extensive amounts of comprehensible input. This input can be provided through stories, which are powerful vehicles for embedding vocabulary and grammar. Participants learn how to cocreate personalized stories with their students to provide endless hours of compelling comprehensible input. Contee Seely, Command Performance Language Institute, USA Lisa Horvath, Öröm Hír Altalanos Iskola, Hungary LSP

Friday, 10:30 am–11:15 am A315 (GWCC) Immersion Is Not Enough: Vocabulary Development in IEPs How many words can IEP students realistically learn in two semesters from incidental exposure? The longitudinal study discussed investigates vocabulary development in the first 5,000 words of English using a pretest/ posttest design. Presenters discuss findings and implications for IEP instruction and curricula, including setting targets for vocabulary growth. Jennifer Majorana, Saginaw Valley State University, USA Aaron Ohlrogge, Michigan State University, USA Lawrence Zwier, Michigan State University, USA Dan Reed, Michigan State University, USA Aline Godfroid, Michigan State University, USA VG

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

145

Friday, 10:30 am–11:15 am A404 (GWCC) Implementing a Remote Site Practicum Placement for Preservice Teachers In the summer of 2017, two Midwestern universities collaborated to create the right platform for an online practicum class. The participants relate their experiences (base and host institutions and the students’ perspectives) from the implementation of the program to its development and the final outcomes. Gabriela Castaneda-Gleason, Ohio University, USA Laura Thomas, The Ohio State University, USA Joel Keefer, Ohio University, USA

Friday, 10:30 am–11:15 am Dogwood A (Omni) Reinventing the Bridge: Multiple Perspectives on Integrating ESL University Students The case study discussed evaluates an ESL bridge program using data from online surveys, GPAs, retention rates, and transcriptions of focus group interviews with students and faculty across the university. The findings reveal areas for curricular and extracurricular intervention. They also indicate the need for a broader mission for the program. C. Joseph Sorell, Miami University of Ohio, USA Jessica Downey, Miami University of Ohio, USA Richmond Dzekoe, Marietta College, USA

Friday, 10:30 am–11:15 am A405 (GWCC) Intersectional Identities of Bilingual Latinx Preservice Teachers The presenters share the results of a study that explored the experiences of four Latinx bilingual preservice teachers in Texas. Using intersectionality as their theoretical framework, they examined how Latinx bilingual preservice teachers construct and narrate their teaching philosophies/attitudes and practices as future teachers. Burcu Ates, Sam Houston State University, USA Helen Berg, Sam Houston State University, USA Abdelilah Sehlaoui, Sam Houston State University, USA

Friday, 10:30 am–11:15 am A401 (GWCC) Skills-Focused Volunteering and Fundraising Projects Volunteering and fundraising projects allow students to hone and practice their skills. Presenters describe four successful projects and share guidelines for helping students take best advantage of their experience. Attendees share their experiences and explore how to build in pre- and postevent activities to maximize language-learning outcomes. Nancy Overman, Georgetown University, USA Heather Weger, Georgetown University, USA

ABSTRACTS FRIDAY

Friday, 10:30 am–11:15 am International Ballroom B (Omni) Motivation, Emotion, and Meaning: Affective Engagement for Effective Teaching Contemporary educational research increasingly links learning and achievement to motivation, emotion, and personal meaning-making within the social-affective domain. Excellent teachers can design L2 activities to include interventions aimed at a learner’s social-emotional functioning by using motivational psychology principles and the “four pillars of meaning”: belonging, purpose, storytelling, and transcendence. Michael Bowen, University of Illinois Urbana-Champaign, USA Erik Seversen, Language Linq, USA PD

Friday, 10:30 am–11:15 am International Ballroom C (Omni) Online Tools Can Enhance ELLs’ Performance in Paraphrasing CALL research studies have found that technology use can support and enhance ELLs’ performance in paraphrasing. In this session, different online paraphrasing tools are introduced to show how these tools can support ELLs in their performance of paraphrasing. Intissar Ahmed Omar Yahia, Washington State University, USA Mohamed Elhees, University of Idaho, USA Rachida Labbas, Washington State University, USA DLT

Academic Session

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Conceptually Oriented Session

CLI

Friday, 10:30 am–11:15 am Juniper (Omni) Student-Professor Role-Plays: Transferring Skills to the Broader Nexus IEP students often graduate to academic courses without the skills for effective student-professor encounters. This session explores narrative role-play projects from a university transition class that presents students with real-life student-professor problems. Participants learn how to prepare students for the pragmatics of effective encounters. Matt Kaeiser, University of Miami, USA AL

Friday, 10:30 am–11:15 am A313 (GWCC) Task-Based Language Teaching in the Grammar Classroom This presentation describe an ongoing effort to incorporate task-based language teaching (TBLT) into the IEP of a public R1 university. The presenters explain the key ideas of TBLT, showcase some example activities, and explore best practices. Zachary Meyer, University of Iowa, USA Emma House, University of Iowa, USA Megan Wright, University of Iowa, USA Jennifer Brown, University of Iowa, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

11:10 am

10:40 am Friday, 10:40 am–11:00 am Teaching Tip Theater #1, Expo Hall (GWCC) Designing Drama-Based Instruction to Promote Content-Area and Language Learning Objectives Drama-based instruction can be challenging to design, implement, and assess in K–12 standards-based learning environments, but with targeted instruction using a set of defined procedures, ESL and content-area teachers can design effective lessons. Learn step-by-step instructions to develop drama-based instruction that complements existing standardsbased curricula while discussing potential pedagogical challenges. Timothy Vetere, University of Florida, USA CLI

Friday, 10:40 am–11:00 am TE Teaching Tip Theater #2, Expo Hall (GWCC) Practicing ESL Methods With Preservice Teachers Using Drama Based on the results of two years of implementation, this teaching tip includes strategies for teacher trainers to benefit from using drama as a means of practicing ESL methods with preservice teachers. Also, as an example, a short part of an ESL method is performed. Amin Davoodi, Texas A&M University, USA Shakiba Razmeh, Texas A&M University, USA

11:00 am Friday, 11:00 am–11:45 am International Ballroom A (Omni) Navigating the Intercultural Classroom: Culture as Awareness and Practice The session introduces teachers to concepts related to intercultural communicative competence (ICC) development and practical strategies for integrating ICC into the classroom. Issues of cultural identity and the need for teachers to reflect on their own cultural values and their effect on their teaching are also addressed. Tuula Lindholm, Collège Boréal, Canada

Panel

Friday, 11:00 am–12:45 pm Grand Ballroom C (Omni) From Practice to Publication: Guiding Teachers and Graduate Students Daily teaching practice can lead to opportunities for PD through publication. This workshop unpacks this process for teachers and graduate students by demonstrating how the presenters have used it to convert their daily teaching and their personal and professional interests into articles for publication. Geoffrey Butler, University of North Carolina Greensboro, USA Lara Kurth, University of North Carolina Greensboro, USA Soonhyang Kim, University of North Florida, USA PD

ABSTRACTS FRIDAY

Friday, 10:30 am–11:15 am Hickory (Omni) Using Rubrics to Evaluate and Improve Students’ ESP Writing Rubrics are an established practice for effective writing instruction and practice, though understanding exactly what the research says and how findings may be applied in a classroom setting are important for maximum effectiveness. This presentation discusses recent findings, then provides practical research-based activities for classroom use, particular for ESP contexts. Khasan Akhmadjonov, University of World Economy and Diplomacy, Uzbekistan LA

PracticeOriented

ResearchOriented

Friday, 11:10 am–11:30 am Teaching Tip Theater #1, Expo Hall (GWCC) Living in America: ESL Student Perspectives on Controversial Social Issues This presentation discusses how ESL students perceive a number of social issues important in American society. The presenter provides a review of the data from a 2-year-long survey. He also demonstrates how the students’ perceptions can be utilized by teachers to facilitate language learning and cultural understanding. John Stasinopoulos, College of DuPage, USA CIC

Friday, 11:10 am–11:30 am Teaching Tip Theater #2, Expo Hall (GWCC) The Power of Prompts: 4 Prompt Points for Pronunciation Learn the importance of empowering students to make their own corrections through prompts. Encouraging students to generate their own answers and to self-correct through prompts gives them the opportunity to engage in higher-order thinking tasks. Teachers are shown why prompts may strengthen memory and lead to automaticity in students. Jenelle Cox, Brigham Young University, USA LSP

11:30 am Friday, 11:30 am–12:15 pm A315 (GWCC) A New Trend in the Turkish EFL Market: Pseudo-Native-Speakerism There is a growing trend in Turkey’s private schools for pseudo-nativespeakerism: to present local nonnative-English-speaking teachers as nativeEnglish-speaking teachers. This session tells the stories of alienation, frustration, and survival strategies of pseudo-native-speaker teachers of English in Turkey interpreting their dehumanizing condition from a critical perspective. Yasemin Tezgiden Cakcak, Middle East Technical University, Northern Cyprus Campus, Turkey ASJ

Teaching Tip

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www.tesolconvention.org

147

Friday, 11:30 am–12:15 pm Magnolia (Omni) Alliances With ELs: Goal-Setting as a Tool for Empowerment Collaborate with students to create a goal-setting pact. In this session, teachers become allies by defining learning targets with students. Throughout the process, students become empowered as they reflect on their own learning. The goal-setting pact is effective with long-term ELs, SLIFE, and ELs with strong native literacy. Sara Hamerla, Newton Public Schools, USA Leah Richardson, Newton Public Schools, USA Tracey Spence, Newton Public Schools, USA

ABSTRACTS FRIDAY

Friday, 11:30 am–12:15 pm AL A411 (GWCC) Corpus Linguistics and TESOL: Doing What Works This session focuses on corpus linguistics and its many relevant, creative, and engaging applications to language teaching and learning for teachers and practitioners in TESOL. Specifically, the critical role of the English teacher as a corpus-based researcher is highlighted to show what works in the classroom and beyond. Eric Friginal, Georgia State University, USA Friday, 11:30 am–12:15 pm A402 (GWCC) Digital Classroom Observation: Learn English With TED Talks TED Talks are often used to bring powerful ideas and authentic language into the classroom. In this workshop, participants use video of real lessons to explore how the Learn English with TED Talks mobile app can lead to a more engaging experience for all learners in any classroom. Anders Bylund, National Geographic Learning, USA DLT

Friday, 11:30 am–12:15 pm International Ballroom C (Omni) Elements of a Successful Program Blog In this session, the presenters shift the discussion of blogging from the language classroom to the language program. Participants take away strategies and techniques for developing a blog that engages students and serves a variety of program needs. A presentation website with links to resources is provided. Susanne McLaughlin, Roosevelt University, USA Jane Curtis, Roosevelt University, USA DLT

Academic Session

148

Conceptually Oriented Session

Friday, 11:30 am–12:15 pm Hickory (Omni) Exploring the Reliability and Predictive Power of ELL Assessment Tools The presenters discuss a study that explores the constructive validity and predictive power of four different assessment tools designed to measure ELLs’ academic proficiency. A multiple regression analysis showed that only vocabulary assessments (r=0.001) and assessments of reading fluency (r=0.004) were statistically significant predictors of academic proficiency. Gavin Brooks, Doshisha University, Japan Jon Clenton, Hiroshima University, Japan LA

Friday, 11:30 am–12:15 pm International Ballroom B (Omni) From Local Teacher to Global Trainer: PD Opportunities Online This presentation explores an opportunity for English language teachers to become teacher trainers by facilitating massive open online courses (MOOCs). Attendees of this session come away with techniques to train and support teachers and see what this role looks like in the context of an EFL methodology MOOC. Bee Jenkins, FHI 360, USA Amy Nunamaker, FHI 360, USA Kate Bain, U.S. Department of State, USA Kimberly Becker, Iowa State University, USA PD

Friday, 11:30 am–12:15 pm Cottonwood B (Omni) Instructed SLA and Universal Grammar: Acquiring Articles and Noun Types The study discussed seeks to develop the theoretical underpinnings of GenSLA and the feature reassembly hypothesis into linguistically informed instruction for use in the ESL grammar classroom. Preliminary results show a positive effect of intervention from pretest to immediate posttest in most article and noun contexts. Dakota J. Thomas-Wilhelm, Universitat Autònoma de Barcelona, Spain AL

Friday, 11:30 am–12:15 pm A303 (GWCC) Integrating Mental Health and Self-Care Skills Into General ESL Instruction This presentation makes the case for incorporating mental health and self-care skills into ESL curricula. The presenters discuss how this kind of instruction enhances student learning by drawing on the sociocultural model. To do this, a case study is examined. The presentation concludes with a discussion of best practices. Marie Puccio, University of North Carolina Wilmington, USA Athena Kolbe, University of North Carolina Wilmington, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

CLI

Exhibitor Session

InterSection

Invited Speaker

Friday, 11:30 am–12:15 pm Juniper (Omni) Learner Engagement and Subjective Responses to Tasks in EFL Contexts This presentation reports the effects of learner-generated vs. teachergenerated tasks on learner engagement and subjective responses in a study involving 24 Thai university students. The study found that the learnergenerated task resulted in greater behavioral, cognitive, and affective engagement. The presentation offers suggestions on developing engaging tasks for language learners. Linh Phung, Chatham University, USA Hayo Reinders, Innovation in Teaching, New Zealand Sachiko Nakamura, King Mongkut’s University of Technology, Thailand AL

Friday, 11:30 am–12:15 pm A404 (GWCC) Learning Through Action Research With Migrant Education Students This presentation demonstrates how one TESOL graduate program incorporates action research into the SLA course, and how preservice teachers apply the principles of action research to their practicum with migrant education students. The principles, steps of action research, and findings are shared along with insights for improving this experience. Katya Koubek, James Madison University, USA TE

Friday, 11:30 am–12:15 pm Dogwood B (Omni) Mobile Messaging Systems in 21st-Century EAP Classrooms This presentation reports findings of a study investigating the effects of WhatsApp for acquisition of academic vocabulary and lexical bundles to support the development of academic writing skills. Findings were positive, particularly toward technology use for vocabulary acquisition and lower anxiety throughout the writing process. Teaching implications are discussed. Raisa Ankeny, Santa Fe College, USA DLT

Panel

PracticeOriented

ResearchOriented

Friday, 11:30 am–12:15 pm Cypress (Omni) Teacher-Created Course Packets Combat ESL Students’ Lack of Textbooks College-level ESL teachers are challenged by students who lack required textbooks. Teacher-created course packets can be a viable, affordable option or supplement to a traditional textbook. The presenter shows example materials and discusses her experience with developing, publishing, and utilizing course packets in various ESL classes. Elizabeth Holloway, Missouri Valley College, USA MD

ABSTRACTS FRIDAY

Friday, 11:30 am–12:15 pm A314 (GWCC) Interculturality, Intercultural Dialogue, and Cultural Proficiency in Colombia This session reports findings from investigations of ELT Colombian teachers and U.S.-sponsored culture exchange program administrators on the compelling need to develop cultural proficiency and intercultural communicative competence to implement 21st-century skills for global citizenship. Strategies for action to develop a more progressive profile and effective ELT programs are discussed. Talibah Sun, U.S. Department of State English Language Program, USA Beatriz Pena-Dix, Universidad de Los Andes Bogota, Colombia, Colombia Talibah Sun, U.S. Department of State English Language Program, USA CIC

Friday, 11:30 am–12:15 pm A407 (GWCC) The Future Is Here: Rigor in English Language Instruction What skills do adult ELLs need to develop to attain personal, academic, and career goals? How can those rigorous skills be integrated into English language instruction? In this session, participants engage in dynamic English communication activities, contextualized reading content, and critical thinking activities leading to college and workplace readiness. Sarah Lynn, Pearson ELT, USA Ronna Magy, Pearson, USA RWL

Friday, 11:30 am–12:15 pm A408 (GWCC) The Importance of Grammar in EAP English is largely a syntactic language, with meaning being conveyed in most cases by word order. However, there is generally a focus on tense formation and usage in the ESL classroom. This session explores the importance of teaching competence in syntax to improve academic reading and writing. Terry Phillips, Innova Press, United Kingdom VG

Friday, 11:30 am–12:15 pm Dogwood A (Omni) The Role of IEPs in Students’ Paths to University Admittance IEPs frequently serve to support students’ transitions to undergraduate or graduate degree programs at American universities, but how successful are these programs? The presenter shares qualitative study results examining one university-based IEP’s preparation of its academically bound students; discussing lessons learned and strategies participants can implement within their respective institutions. Sarah Grosik, University of Pennsylvania, USA PA

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

149

Friday, 11:30 am–12:15 pm Grand Ballroom A (Omni) The U.S. Naturalization Test: Teaching Objectives This session provides an overview of the U.S. naturalization test and related teaching objectives. It reviews the content knowledge and the specific listening, speaking, reading, and writing skills needed to complete all sections of the naturalization test developed by the U.S. Citizenship and Immigration Services Office of Citizenship. Domminick McParland, U.S. Citizenship and Immigration Services, Office of Citizenship, USA

ABSTRACTS FRIDAY

LSP

Friday, 11:30 am–12:15 pm A405 (GWCC) Video-Mediated Critical Friendship for ESL Teacher Education This presentation discusses a video-mediated reflection practice that includes critical friendship as a way to promote undergraduate teacher candidates’ reflections on ESL instruction. Five critical friendship moves are presented to recommend a conversation framework that ESL teacher educators can use to guide video-mediated ESL lesson feedback sessions with teacher candidates. Monica Gonzalez Smith, University of Hawai’i at Ma¯noa, USA TE

Friday, 11:30 am–12:15 pm A401 (GWCC) What Are Current Best Strategies for Working With Content Specialists? Despite available theory, principles, and research on how to teach multilingual students, language specialists often encounter difficulties when working with content instructors. This session provides opportunities for participants to share their experiences working with content instructors to build a community resource on effective interpersonal communication strategies. Tamara Milbourn, University of Colorado, Boulder, USA Colin Hueston, University of Colorado, Denver, USA CLI

Academic Session

150

Conceptually Oriented Session

Friday, 11:30 am–1:15 pm A316 (GWCC)

CLI

IS: Bilingual-Multilingual Education Academic Writing Instruction for Bilingual/ Multilingual Students This presentation provides a holistic review of academic language, genres, and strategies for teaching writing to multilingual learners. Presenters provide various perspectives on academic language, characteristics, and ways to teach academic registers; authentic compositing approaches for writing across curricula; and examples of writing support for firstgeneration advanced bilingual students. Alsu Gilmetdinova, Kazan National Research Technical University named after A.N.Tupolev-KAI, Russian Federation Juliet Luther, Fordham University, USA Betsy Gilliland, University of Hawai’i, USA Tanita Saenkhum, The University of Tennessee at Knoxville, USA Andres Ramirez, Florida Atlantic University, USA David Freeman, The University of Texas Rio Grande Valley, USA Yvonne Freeman, The University of Texas at Rio Grande, USA Mayra Daniel, Northern Illinois University, USA Maria Brisk, Boston College, USA Sulushash Kerimkulova, Nazarbaev University, Kazakhstan Bridget Goodman, Nazarbaev University, Kazakhstan Friday, 11:30 am–1:15 pm A312 (GWCC) Challenges in Global Online PD for English Teachers Online PD is a powerful means for English teachers worldwide to enhance their classroom practice and connect with other teachers. However, engaging globally dispersed teachers in virtual space comes with challenges. This panel includes both researcher and practitioner perspectives to advance discussions about effective global online TESOL PD. Joan Kang Shin, George Mason University, USA Anna Evmenova, George Mason University, USA Jered Borup, George Mason University, USA Woomee Kim, George Mason University, USA Nora El-Bilawi, Hood College, USA John Mark King, The American University, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Friday, 11:30 am–1:15 pm A305 (Omni) Deepening Teachers’ Reflection Through Explicit Instruction and Practice The better teachers can reflect on their classroom practice, the more likely they are to continue improving their teaching and ability to aid student learning. In this workshop, we practice activities using a reflection rubric for promoting depth, quality, and purposefulness in teachers’ reflective practice. Lois Scott-Conley, World Learning, USA Kara McBride, World Learning, USA TE

Friday, 11:30 am–1:15 pm Grand Ballroom E (Omni) DIAL (Design Instructional and Academic Language) in Your Message In this session, participants analyze real-world teacher talk, identify features that merit re-design for clarity, and take home a toolkit to share with colleagues who are struggling to reach ELs at the lower proficiency levels in content area classrooms in elementary and secondary schools across the United States. Andrea Word, The University of Alabama in Huntsville, USA Derek Koehl, The University of Alabama in Huntsville, USA Evdoxia Tsimika-Chronis, The University of Alabama in Huntsville, USA TE

Panel

PracticeOriented

ResearchOriented

Friday, 11:30 am–1:15 pm Grand Ballroom B (Omni) ELT PD in Latin America: Challenges and Opportunities Countries in Latin America have incorporated EFL into the curriculum at progressively earlier ages. This creates challenges in both teacher preparation and PD. Presenters showcase success stories related to PD in the region through country case studies. Participants leave with clear alternatives applicable to their contexts. Gabriel Diaz Maggioli, The Catholic University of Uruguay, Uruguay Mary Scholl, Centro Espiral Maná, Costa Rica Mauricio Arango, Universidad de Antioquia, Colombia Araceli Salas, Benemérita Universidad Autónoma de Puebla, Mexico Grazzia Maria Mendoza, Honduras English Language Teaching Association, Honduras PD

ABSTRACTS FRIDAY

Friday, 11:30 am–1:15 pm A309 (GWCC) Decolonizing, Re-imagining, and Transforming ELT in Latin America The four studies presented in this colloquium illustrate how teacher educators, teachers, and student teachers in Colombia, Chile, and Mexico respond to the dominant ideologies present in ELT. The diverse accounts introduced in this panel provide multiple examples of how teachers re-imagine and transform ELT as a more inclusive profession. Marlon Valencia, Sheridan College Institute for Advanced Learning and Technology, Canada Manka Varghese, University of Washington, USA Harold Castañeda-Peña, Universidad Distrital Francisco José de Caldas, Colombia Michel Riquelme Sanderson, University of Washington, USA Mario López-Gopar, Universidad Autónoma Benito Juárez de Oaxaca, Mexico Vilma Huerta Cordova, Universidad Autónoma Benito Juárez de Oaxaca, Mexico Edwin N. León Jiménez, Universidad Autónoma Benito Juárez de Oaxaca, Mexico ASJ

Friday, 11:30 am–1:15 pm A302 (GWCC) Practical Teaching Activities for the International English Language Testing System This workshop is about how to keep your exam preparation classes engaging and interesting and, at the same time, practise the skills needed for the test. The presenter and participants share practical, tried and tested classroom activities for International English Language Testing System (IELTS) classes. Mina Patel, British Council, United Kingdom LA

Friday, 11:30 am–1:15 pm A406 (GWCC) Promoting Translanguaging in Writers’ Workshop for Young Emergent Bilinguals Learn how translanguaging pedagogy can be applied in writing workshop to help young emergent bilinguals use their full language repertoire in writing. Presenters share how teachers used mentor text to promote translanguaging. Student work samples are shared, analyzed, and discussed. A list of mentor texts is distributed. Kelly Hill, University of Alabama at Birmingham, USA Jennifer Ponder, University of Alabama at Birmingham, USA Jennifer Summerlin, University of Alabama at Birmingham, USA Diana Prutzman, University of Alabama at Birmingham, USA Kathleen Watkins, University of Alabama at Birmingham, USA Kaitlyn Allen, University of Alabama at Birmingham, USA Jessica Smith, University of Alabama at Birmingham, USA RWL

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

151

Friday, 11:30 am–1:15 pm International Ballroom F (Omni) RTI Implementation Identifying and Supporting EL Academic Achievement When linguistically diverse students struggle academically, schools/districts need to assess whether it is due to language differences or a disability. This session shares approaches and resources for successful implementation of the RTI process to ensure that ELs receive appropriate intervention to maximize their academic achievement and language acquisition. Marybelle Marrero-Colon, Center for Applied Linguistics, USA Tatyana Vdovina, Center for Applied Linguistics, USA Annie Duguay, Center for Applied Linguistics, USA

ABSTRACTS FRIDAY

Friday, 11:30 am–1:15 pm A304 (GWCC)

CIC

IS: Intercultural Communication The Assessment of Intercultural Competence This three-member panel (ICIS, TEIS, Assessment PLN) targets the assessment of intercultural competence, involving teacher education. The first panelist bases her approach on Mezirow’s transformative learning theory, the second approaches assessment using Deardorff’s Process Model, and the third panelist interactively presents the survey tool Intercultural Effectiveness Scale. Roxanna M. Senyshyn, Pennsylvania State University, Abington College, USA Ramin Yazdanpanah, English Language Fellow Program, Viet Nam Lynne Diaz-Rico, California State University, San Bernardino, USA Friday, 11:30 am–1:15 pm A410 (GWCC)

IS: Teacher Education Translanguaging in TESOL: Perspectives and Possibilities Translanguaging research and pedagogy bear promise for TESOL practitioners seeking to implement such practices in content-based, bilingual, EAL, EFL, and ESL settings. Panelists describe current research on translanguaging in multiple contexts, connecting theory to ways teacher education programs can better prepare pre- and inservice teachers to implement translanguaging pedagogy. Kristen Lindahl, University of Texas at San Antonio, USA Wayne Wright, Purdue University, USA Peter Sayer, The Ohio State University, USA Angel Lin, Simon Fraser University, Canada Jamie L. Schissel, University of North Carolina at Greensboro, USA Suzanne García-Mateus, Southwestern University, USA

Academic Session

152

Conceptually Oriented Session

11:40 am Friday, 11:40 am–12:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Chinese and American Early Childhood Preservice Teachers’ Attitudes Toward Bilingualism This presentation explores differences in preservice teachers’ attitudes toward bilingual education in Early Childhood Education (ECE) between China and the United States. Findings reveal key factors such as curriculum design, career opportunities, and bicultural awareness that influence the attitudes toward bilingual education. Implications for promoting crosscultural communication via WeChat are discussed. Zhengjie Li, University of South Florida, USA Wenwei Luo, University of South Florida, USA Ilene Berson, University of South Florida, USA CIC

Friday, 11:40 am–12:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Transparent Teaching With a Critical Stance This teaching-oriented presentation showcase Critical Transparent Pedagogy in the contexts of teacher education and elementary classrooms with ELs. Three tenets of Critical Transparent Pedagogy are discussed, the tenets of Transparency, Translatability, and Criticality. The target audience include both teacher educators and teaching practitioners. Shuzhan Li, University of Florida, USA TE

12:10 pm Friday, 12:10 pm–12:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Marketing and Promotion for Materials Writers Materials writers put hours and hours into writing our books. But we often don’t put the same amount of effort into helping them to sell. How can we be more publicity savvy? Join us to discuss marketing strategies that authors can use to promote our work after publication. Joe McVeigh, Saint Michael’s College, USA Christina Cavage, Florida Atlantic University, USA MD

Friday, 12:10 pm–12:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Using Student Poster Presentations in Any Classroom Create a perfect learning union with graphics and text using poster presentations with students in any classroom. This presentation shows how to help students design, draft, and present effective and impressive poster presentations. The presenter focuses on combining design content with any skill an instructor might be teaching. Carly Vogelsang, Université des Montagnes, Cameroon

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

CLI

Exhibitor Session

InterSection

Invited Speaker

12:40 pm Friday, 12:40 pm–1:00 pm Teaching Tip Theater #2, Expo Hall (GWCC)

Finding Found Poetry When most students hear the word poetry, they immediately shut down. Learn how found poetry allows students to use a variety of texts as the foundation for producing thoughtful and meaningful self expression. Presenters model this technique, discuss various classroom applications, and guide participants in producing a found poem. Amy Pascucci, UC San Diego Extension, USA Ellen Mann, UC San Diego Extension, USA Friday, 12:40 pm–1:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Promoting L2 Socialization Through Course Projects This session presents an approach that teachers can implement to promote students’ language socialization. The presenter describes several examples illustrating how course projects and activities can encourage learners’ participation in social interaction with other members of the environment (instructional contexts and naturalistic settings), allowing them to acquire new linguistic forms. Elena Shvidko, Utah State University, USA CIC

1:00 pm Friday, 1:00 pm–1:45 pm A402 (GWCC) 50 years: English Language Fellows in the Americas Learn how the U.S. Department of State English Language Fellow program has spent 50 years working globally to sustain partnerships with English language professionals, promote PD, and enhance English language teaching and learning in the Americas. Attend to hear from Department of State, alumni, and educators from the Americas. Jennifer Hodgson, The U.S. Department of State English Language Programs, USA Frances Westbrook, The U.S. Department of State English Language Programs, USA CIC

Friday, 1:00 pm–1:45 pm A301 (GWCC) Best Practices in Teaching Vocabulary in the Academic Speaking Class One challenge of teaching EAP speaking is that teaching skills and strategies isn’t sufficient. Students need more vocabulary to confidently participate in discussions, express opinions, and counter claims. How do you teach vocabulary when the content is context dependent? What vocabulary is most needed to successfully communicate? What can teachers do? Kelly Sippell, University of Michigan Press, USA Keith Folse, University of Central Florida, USA Robyn Brinks Lockwood, Stanford University, USA LSP

Panel

PracticeOriented

ResearchOriented

ABSTRACTS FRIDAY

RWL

Friday, 1:00 pm–1:45 pm Grand Ballroom A (Omni) Building a High-Quality Adult Citizenship Education Program This session outlines the components of and process for developing a highquality adult citizenship education program. It highlights each phase in building an adult citizenship program, including USCIS resources that can be used at each step of the process. Shawn Chakrabarti, U.S. Citizenship and Immigration Services, Office of Citizenship, USA PA

Friday, 1:00 pm–1:45 pm International Ballroom B (Omni) Capacitating EL Teachers in Rural Contexts The study discussed presents findings based on a formative design study in a low-incidence rural county in the New Destination South. It describes how researchers worked with teachers to achieve the pedagogical goal of modifying instruction and assessment practices to support the academic achievement of emergent ELs in their classrooms. Alisa Leckie, Georgia Southern University, USA Amanda Wall, Georgia Southern University, USA PD

Friday, 1:00 pm–1:45 pm Cypress (Omni) Creating Materials With a Focus on the Students’ Native Culture One overlooked aspect of intercultural communication is the ability to describe one’s native culture in English. Because many EFL textbooks are marketed globally, this aspect of cultural instruction is often missing. The presenter introduces one framework for designing materials and tasks that focus on the students’ native culture. John Rucynski, Jr., Okayama University, Japan MD

Friday, 1:00 pm–1:45 pm Magnolia (Omni) Developing Rubrics for an Outcomes-Based Curriculum CEA curriculum standards call for an outcome-based curriculum, but at times creating rubrics to guide written and spoken assessment with this curriculum can be difficult. Attendees learn how the presenter used her program’s outcome-based curriculum to create detailed and manageable rubrics that adhere to the CEA standards. Carrie Stewart, English as a Second Language International, USA LA

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

153

Friday, 1:00 pm–1:45 pm Juniper (Omni) Effect of Bullying-Victimization on EL Attitudes and Motivational Self-System The study discussed investigates the relationship between bullyingvictimization, attitudes toward L2 community, and the L2 motivational self-system. The presenters interact with participants through an audiovisual activity and guide them through mini-drama scenarios to create anti-bullying strategies for ELs with negative attitudes toward their L2 community as a result of bullying-victimization. Hilal Peker, Bilkent University, Turkey Jeungeun Kim, Florida State University, USA

ABSTRACTS FRIDAY

Friday, 1:00 pm–1:45 pm A313 (GWCC) Hi-Lo Fiction and Nonfiction for Newcomers Adapting to a new country, its systems, and its cultural expectations is one of the greatest challenges facing newcomers. This session highlights fiction and nonfiction books developed around topics critical to newcomers. Strategies for using these books in middle and high school classrooms are explored. Jill Haney, Saddleback Educational Publishing, USA Friday, 1:00 pm–1:45 pm TE A404 (GWCC) International Teacher Training: Principles, Best Practices, and Recommendations The presenters are teacher educators currently working with Panama’s national bilingual education initiative, which has a strong emphasis on PD. Based on their successes and challenges, as well as a review of the literature, presenters articulate principles, best practices, and recommendations for fellow international teacher trainers involved in similar partnerships. Maria Dantas-Whitney, Western Oregon University, USA Kayla Devenburg, Duval County Public Schools, USA Rebecca Wilner, American University, USA Friday, 1:00 pm–1:45 pm A303 (GWCC) Modern-Day Fairy Tales: A Nexus for Language, Content, and Culture Modern-day fairy tales offer a rich context for language learning, critical thinking, and cultural reflection. This session focuses on using fairy tales in the classroom, including stories from fanfiction, a Roald Dahl poem, and a Monty Python clip. Participants leave with activities for using these stories in their own classrooms. Marilyn Ponder, Kennesaw State University, USA CLI

Academic Session

154

Conceptually Oriented Session

Friday, 1:00 pm–1:45 pm Dogwood B (Omni) Multimodal Design: Supporting ELs’ Translocal and Transnational Learning Through Technology Multimodal design embraces orchestration of language with diverse semiotic resources in representation and communication, which highlights learners’ agentive roles in meaning making. Drawing on this concept, the study discussed analyzes how ELs invest in their semiotic resources to (re)design their learning through digitally and technologically mediated engagement in transnational spaces. Rui Li, University of Wisconsin, USA DLT

Friday, 1:00 pm–1:45 pm Dogwood A (Omni) Organizing a Successful and Sustainable State-Wide EL Leadership Group In 2007, Massachusetts Pre-K–12 EL directors asked their TESOL affiliate to provide a member group for networking and support. Today, the group has gone beyond that initial goal, becoming a forum for PD and input on state policy initiatives. Learn about strategies for organizing this type of group. Ann Feldman, Massachusetts Educators of English Language Learners, USA PA

Friday, 1:00 pm–1:45 pm International Ballroom A (Omni) Panama Language Reform: Success Stories From a Changing Environment Educational reforms are transforming English language learning in Latin America. This session presents mixed-method research into the impact of a reform project in Panama on learners, teachers, and institutions. The presenters discuss the challenges facing teachers, the new competencies they need, and present best-practice examples for successful implementation of education reform. Rosalia Valero, Cambridge Assessment English, United Kingdom Enedina Lopez, Panamá Bilingüe, Panama PD

Friday, 1:00 pm–1:45 pm A405 (GWCC) PD in a Digital World: Networking Through Social Media Are time constraints and lack of access to like-minded educators preventing you from developing professionally? Social media offers access to professional learning within communities of practice. This session provides ways to maximize the use of social media to connect and collaborate while minimizing barriers. Ilene Winokur, Gulf University for Science and Technology, Kuwait

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Friday, 1:00 pm–1:45 pm A403 (GWCC) Teaching L2 Writing for Transfer: A Systematic Review of Research A 9-dimension analytic framework for assessing research on learning transfer was used to review 50 studies of L2 writing instruction. Findings revealed teaching techniques that can effectively promote transfer of various L2 writing abilities, where this transfer can be expected to occur, and important questions for future research. Mark James, Arizona State University, USA

Friday, 1:00 pm–1:45 pm International Ballroom D (Omni) Themed Discussions Led by Student Teams: Enhance Motivation and Confidence Student-led discussions based on thematic units in an IEP setting allow students to present material from their unique perspectives and are a motivating way to learn for both those who are leading the discussions and their classmates. This session details the steps to follow for successful student-led classroom discussions. Ashley Fifer, Nassau Community College, USA

Friday, 1:00 pm–1:45 pm International Ballroom C (Omni) Teaching Lower Level Research and Presentation Skills by Creating Infographics Research skills in the IEP are often not taught until the higher levels, which can lead to academic disadvantages and inadvertent plagiarism. This presentation demonstrates activities and lessons for using and making infographics in order to teach basic research and presentation skills to lower level ELs. Crystal Bock Thiessen, University of Nebraska, USA

Friday, 1:00 pm–1:45 pm A407 (GWCC) WITS®: Training the Brain and Building Communication Skills A set of manipulatives, WITS®, captures foundational language elements (5WS) in symbolic icons. How teaching, text, touch, and visual icons assimilate to engage neural networks is demonstrated. The fit of this manipulative-method into the brain’s neural pathways trains students’ brains and enables strong comprehension and retention of communication skills. Judy Rhodes, Write Minded Education, Inc., USA

RWL

Friday, 1:00 pm–1:45 pm Hickory (Omni) The Bilingual Dictionary Accommodation for English-Language Learners in Elementary Schools This presentation questions whether the use of paperback bilingual dictionaries during standardized testing in U.S. public elementary schools benefits ELLs. There is no curriculum for teaching use of bilingual dictionaries to elementary ELLs and little research to show that their use of a bilingual dictionary improves L2 reading comprehension. Susan Nerlinger, Independent, USA LA

Friday, 1:00 pm–1:45 pm A314 (GWCC) The Evolution of Culture in 2 Language Teacher Education Textbooks This study examined the discursive construction of culture across all the editions of two popular language teaching methods textbooks by Brown. The findings indicate the dominant conceptualization of culture as decontextualized from everyday life and political struggle, and as inseparable from language learning processes, but not necessarily a teaching component. Behzad Mansouri Mansouri, University of Alabama, USA Baburhan Uzum, Sam Houston State University, USA CIC

Panel

PracticeOriented

ResearchOriented

ABSTRACTS FRIDAY

DLT

LSP

Friday, 1:00 pm–2:45 pm A412 (GWCC) IS: Intensive English Programs IEP? How Will English Language Programs Look in the Future? IEP is used as short-hand for English language programming writ large and disguises the surprising range of program missions. The first part of this session profiles 300+ accredited IEPs and English language programs. In the second part of the session, the future of English language programs is considered. Jodi Nelms, University of Houston, USA Heidi Vellenga, CEA, USA Mary Reeves, CEA, USA Mark Algren, University of Missouri, Columbia, USA

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

155

Friday, 1:00 pm–2:45 pm A411 (GWCC) Imagining Multilingual TESOL Revisited: Where Are We Now? Over a decade ago, international scholars assembled at the convention in New York to identify how to pave the way to a more multilingual TESOL. This session reunites these scholars and introduces new voices to revisit and illustrate needs with the continued goal of matching TESOL’s multilingual reality with its vision. Shelley K. Taylor, Western University, Canada Ofelia García, City University of New York, USA Nelson Flores, University of Pennsylvania, USA Robert Phillipson, Copenhagen Business School, Denmark David Schwarzer, Montclair State University, USA Kasun Gajasinghe, Montclair State University, USA Rita Elaine Silver, National Institute of Education, Singapore Ying Wu, National Institute of Education, Singapore Tove Skutnabb-Kangas, www.tove-skutnabb-kangas.org, Sweden Joan Wink, California State University, Stanislaus, USA Ruthie Wienk, Lee University, USA

ABSTRACTS FRIDAY

ASJ

Friday, 1:00 pm–2:45 pm A310 (GWCC)

IS: Materials Writers Materials Writers Are Entrepreneurs This panel has been designed to meet the needs of TESOL professionals at all career stages. Teachers, teacher trainers, materials writers, and administrators have many skills that can be utilized to assure career growth. Learn from the panelists as they discuss how to develop and use your professional skills. Lizabeth England, Liz England Associates, USA Walton Burns, Alphabet Publishing, USA Teresa X. Nguyen, ESL Garage, USA Annemarie Fowler, Speak Confident English, USA Jennifer Lebedev, English with Jennifer, USA Friday, 1:00 pm–2:45 pm A401 (GWCC)

ASJ

IS: Social Responsibility Voices From Within the Margins of TESOL: AnEthnodramatic Performance Through research-based ethnodramatic performance, this InterSection provides ELT panelists the opportunity to share critical incidents owing to their membership(s) in marginalized identity groups within the arguably marginalized profession of ELT vis-à-vis their race, nationality, sexuality, gender or gender expression, nonnative speaker status, culture, disability, or religious affiliation. Carter Winkle, Barry University, USA Kendra Castelow, Houston County Board of Education, USA Quanisha Charles, Jefferson Community and Technical College, USA Juan Antonio Torres Gonzalez, Universiad Autonoma de Aguascalentes, Mexico Academic Session

156

Conceptually Oriented Session

1:10 pm Friday, 1:10 pm–1:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) From Culture to Classroom: Queer Eye Discussion Circles In an effort to be more effective instructors of culture, current social issues, and to our LGBTQIA+ students, we present an interactive activity using Queer Eye (2018) in the ESL classroom while keeping the focus on language development. Sarah E. Lowen, University of Iowa, USA Dakota J. Thomas-Wilhelm, University of Iowa, USA Andrew Lewis, University of Iowa, USA CIC

Friday, 1:10 pm–1:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Teaching With CROW: L2 Writers and Reporting VerbUse Appropriate reporting verb use is a key component in mastering proper citation practices in undergraduate academic contexts, and is equally difficult to teach. Learn how two L2 writing instructors are using corpusbased instruction to heighten their students’ understanding of reporting verb function when attributing information to academic sources. Ashley J. Velázquez, Purdue University, USA AL

1:40 pm Friday, 1:40 pm–2:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) Drama Imitative Techniques Using Video Clips in the Pronunciation Classroom The value of imitating a dramatic scene is that communication competence can be illustrated, rehearsed, and improved. Learn how instructors use video clips from popular films and situation comedies to teach intelligibility through pragmatic awareness, nonverbal communication, and discourse competence. Marietta Bradinova, Virginia International University, USA LSP

Friday, 1:40 pm–2:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) Teaching ESP When You Are Not a Specific Purpose Expert This session details practical ways for ESL educators to feel more comfortable teaching needs-driven ESP courses, such as Business English and Legal English. Attendees leave with advice on how to create manageable curriculum and relevant lesson plans and activities for daunting, unfamiliar ESP courses. Clarissa Moorhead, University of Miami, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

CLI

Exhibitor Session

InterSection

Invited Speaker

2:00 pm

Friday, 2:00 pm–2:45 pm A316 (GWCC) Academic Socialization of Russian MA TESL Students at U.S.-Based Universities Informed by identity theory and the discourse socialization framework, this session explores four Russian students’ experiences in U.S.-based MA TESL programs. The data stem from interviews and reflective journals. Findings reveal a complex picture of the Russian students’ socialization process as they resisted, negotiated, and modified means to construct identity. Marina Lepekhova, University of Massachusetts Boston, USA Natalya Watson, Northeastern University, USA CIC

Friday, 2:00 pm–2:45 pm A314 (GWCC) Assessing Intercultural Competency in Your Context Intercultural competence is needed to be able to fully understand a target language, but it is also something that teachers need to know how to teach and assess. Participants leave this session with a better understanding of intercultural communicative competence and how to incorporate and assess it in their classes. Christina Kitson, University of Central Missouri, USA CIC

Friday, 2:00 pm–2:45 pm CLI A304 (GWCC) Collaboration and Coteaching Partnerships: Teaming Up to Serve ELs The need for mainstream and ESL educators to work collaboratively has been documented as an essential component for the linguistic and academic progress of ELs. This interactive session addresses key elements of a comprehensive team approach to ESL services: partnership building, collaborative instructional cycle, coordinating instructional strategies, and collaboration protocols. Andrea Honigsfeld, Molloy College, USA Audrey Cohan, Molloy College, USA

PracticeOriented

ResearchOriented

ABSTRACTS FRIDAY

Friday, 2:00 pm–2:45 pm International Ballroom B (Omni) “The Change Makers”: Investigating Teachers’ Implementation of Curriculum Change This study presents the roles of agency and structure in teachers’ implementation of English language curriculum change at the undergraduate level in Pakistan. It highlights the teachers’ beliefs, perceptions, and challenges in the practical execution of change, thus providing significant implications and useful messages for curriculum developers, teachers, and policy makers. Farwa Shah, University of Exeter, United Kingdom PD

Panel

Friday, 2:00 pm–2:45 pm International Ballroom D (Omni) Creating Community Through Communication Strategies for Adult Learners One important function of adult ESL programs is to promote learners’ social interaction and community engagement beyond the classroom. This presentation highlights principles, original lessons, and performance-based assessments—including a field trip and a community video project—for developing learners’ communication strategies and sense of belonging. Jennifer Musser, Washtenaw Literacy, USA LSP

Friday, 2:00 pm–2:45 pm Hickory (Omni) Empowering Learners Through Effective Assessment and Feedback Techniques Effective assessment of students’ performance and proper feedback empower students to keep track of their own learning processes and foster long-lasting learning. In this interactive session, participants learn a wide range of proven assessment tools and practical appraisal and feedback techniques to enhance learners’ overall performance. Esther Vazquez, Independent, Argentina Nacamuli Klebs, IES Lenguas Vivas, Argentina LA

Friday, 2:00 pm–2:45 pm A404 (GWCC) Evaluating Students’ Understanding of Grammar Metalanguage in Writing Feedback Though graduate-level writing teachers find grammar metalanguage useful for providing feedback, it is unclear the extent to which students understand this grammar terminology. This presentation equips teachers with a reflective process to assess and adapt to their students’ perception and understanding of grammar metalanguage. Rebekah Callari-Kaczmarczyk, Duke University, USA Andrew Davis, Duke University, USA RWL

Friday, 2:00 pm–2:45 pm Juniper (Omni) How Can Japanese EFL Learners Change Their Study Habits? The study discussed qualitatively explored the process of self-regulated learning by Japanese EFL students over time. The presenter traced three students’ self-study for 3 months to observe their goal-setting and selfreflection through interviews. Goal-setting was strongly related to learners’ affective condition. Implications for the deep understanding of selfregulated learning are discussed. Akiko Fukuda, Rikkyo University, Japan AL

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

157

Friday, 2:00 pm–2:45 pm International Ballroom C (Omni) New Hopes and New Dreams: The Future of Online Education In education, online classrooms replacing traditional classrooms has been an ongoing debate. However, a momentous breakthrough with online teaching, using interactive interface with live instructors, is successfully providing quality ELT to underprivileged students and public-school classrooms across the globe. This innovation is transforming the future of education. Michelle Tsai, VIPKID, China Kim Fortner, VIPKID, China Brittney Phillips, VIPKID, China

ABSTRACTS FRIDAY

DLT

Friday, 2:00 pm–2:45 pm PA Dogwood A (Omni) One Size Does Not Fit All: Strategies for Microclasses As international enrollments at American universities continue to decline, teachers find themselves with drastically smaller classes than in the past. Though small classes are desirable, microclasses of six or fewer students present unique challenges. The presenters provide techniques for teaching microclasses and overcoming difficulties that arise with them. Amy Roither, Webster University, USA Carolyn Trachtova, Webster University, USA Adelia Mazzella Chace, Webster University, USA Friday, 2:00 pm–2:45 pm Cottonwood B (Omni) Peer Review in L2 Writing Instruction: Noticing, Metalanguage, and Accuracy The study discussed analyzes oral peer review data from 14 advanced L2 learners in a first-year college writing course. The data reveal differences in how students attend to issues in language, content, and organization of peers’ essays. The data also illustrate students’ ability to use metalanguage and high accuracy of grammar-focused feedback. Hoa Nguyen, Teachers College Columbia University, USA Anna Ciriani-Dean, Fordham University, USA Hector Gonzalez Alvarez, Pearson, USA Ying Jia, Teachers College, Columbia University, USA AL

Friday, 2:00 pm–2:45 pm A303 (GWCC)

CLI

Preparing for the Future in Palestine This presentation is based on successful collaborations with in-country experts in the design of a content-based career development curriculum for high school students in Palestine. The curriculum includes interactive learning tasks that can be used independently or to supplement existing textbooks. Internet resources and sample lesson plans are provided. Gena Rhoades, Monash University, Australia Reema Awadallah, AmidEast, Palestinan Territory

Academic Session

158

Conceptually Oriented Session

Friday, 2:00 pm–2:45 pm A309 (GWCC) Reflecting Immigrant Learners in Literature: Creating Thematic Global Bibliographies An English language specialist and a librarian, working in programs with immigrant children and families of poverty, collaborate to develop thematic bibliographies of children’s literature selected for those populations. They share their online, thematically organized, and indexed lists, and invite participants to both use and continue development of these resources. Mary Lou McCloskey, The Global Village Project, USA Allison Taylor, Children’s Health Care of Atlanta Hughes Spalding Hospital, USA ASJ

Friday, 2:00 pm–2:45 pm A405 (GWCC) Relational Dynamics and Experiences of Teachers in ESL Cotaught Classrooms Coteaching can be a successful model for ESL instruction, but success starts with the teaching team. This session allows attendees to share experiences from ESL and general education coteaching teams and raise awareness of what successful coteaching can look like. Christina Simmons, Independent, USA TE

Friday, 2:00 pm–2:45 pm A407 (GWCC) Revising and Aligning Curriculum to International Scales to Drive Progress Using the Global Scale of English and CEFR, the presenters began to explore the potential for review, revision, and development of curriculum for the purpose of improved student placement and measurable progress. In this session, attendees explore the necessary tools, processes, and practices to evaluate or create a high-quality curriculum. Alla Schlate, Sacred Heart University, USA Shawn Wolfe, Salem State University, USA Sara Davila, Pearson, USA LA

Friday, 2:00 pm–2:45 pm A406 (GWCC) So That’s How You Score TOEFL iBT® Writing Items This session gives an overview of the two writing tasks on the TOEFL iBT® test and provides an explanation of the official rubrics used to score testtaker responses. The presenters review benchmark responses for a specific independent writing task, and participants practice scoring additional responses using the rubrics. Marian Crandall, Educational Testing Service, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Friday, 2:00 pm–2:45 pm Dogwood B (Omni) Teaching English for Academic Purposes With Hyperdocs HyperDocs are defined as transformative and interactive teaching materials. In this session, the presenter describes experiences using and creating HyperDocs in a newly revised English foundations course at a tertiary level. The presentation includes Google Docs examples and feedback on HyperDocs’ strengths and limitations. Suzan Stamper, Yew Chung College, Hong Kong DLT

Friday, 2:00 pm–2:45 pm International Ballroom A (Omni) Transitioning From ESL to Degree: University Faculty Perspectives This presentation reports on survey results examining the PD needs of higher education faculty who have newly transitioned ELLs in their mainstream degree courses. The results explore university faculty perceptions of these students’ academic and language skills and perceived needs. Kevin Martin, Virginia International University, USA PD

Friday, 2:00 pm–2:45 pm A408 (GWCC) Vocab Victor: Word Learning App to Improve Students’ Vocabulary Learn how these word learning games can help students improve their English vocabulary. See a live demonstration of the smartphone app, Vocab Victor, which helps learners by teaching them new words and strengthening their knowledge of the words they already know. The presenters discuss the software’s linguistic and pedagogical underpinnings. Heidi Brumbaugh, Vocabulary Systems, Inc., USA VG

Panel

PracticeOriented

ResearchOriented

Friday, 2:00 pm–3:45 pm A410 (GWCC) Attaining Social Justice Through Language Advocacy Campaign Skill Development The Seal of Biliteracy is an excellent example of positive language policy starting off as a spark and spreading across the nation. The presenters, advocates from California and Hawai’i, share their behind the scenes stories and their advocacy tools/templates for participants to plan a campaign on an advocacy issue. Elizabeth Jimenez Salinas, Independent, USA Patricia Espiritu Halagao, University of Hawai’i at Ma¯noa, USA E. Brook Chapman De Sousa, University of Hawai’i at Ma¯noa, USA ASJ

ABSTRACTS FRIDAY

Friday, 2:00 pm–2:45 pm A315 (GWCC) Social Identity Theory: Implications for Social Justice in TESOL With the intersections of identities that converge in an ESOL classroom, TESOL professionals face conflict and require a wide range of tools to foster intercultural competence and culturally sustaining pedagogy. Experience concepts from social identity theory through practical examples that redefine the source of conflict, leading to new viable solutions. Elisabeth Chan, Northern Virginia Community College, USA ASJ

Friday, 2:00 pm–3:45 pm International Ballroom E (Omni) Emergence and Growth of Leadership in Language Teacher Associations The emergence of leaders within a language teachers association (LTA) may take different paths. This panel examines an LTA as a learning organisation, provides an autoethnography of leadership development, and discusses a cycle of the emergence and development of leaders and how LTAs promote leadership skills. Okon Effiong, Qatar University, Qatar Araceli Serrano, Benemérita Universidad Autónoma de Puebla, Mexico, Mexico Mick King, Community College of Qatar, Qatar Dudley Reynolds, Carnegie Mellon University in Qatar, Qatar Rosa Aronson, Consultant, USA Tanya Tercero, University of Arizona at Ocean University in China, China PD

Friday, 2:00 pm–3:45 pm A313 (GWCC)

LSP

IS: Speech, Pronunciation, and Listening Helping Young Learners Overcome English Pronunciation Challenges Young ELs often face pronunciation challenges that can produce negative outcomes. This panel explores why elementary teachers should be aware of their ELs’ pronunciation difficulties, describes how communication breakdowns can negatively affect ELs’ academic development, and highlights what can be done to help young ELs improve their pronunciation. Susan Spezzini, University of Alabama at Birmingham, USA Kelly Hill, University of Alabama at Birmingham, USA Tamara Jones, Howard Community College, USA

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

159

Friday, 2:00 pm–3:45 pm Grand Ballroom C (Omni) Just Do It! Creating Your First YouTube Video Lesson Instructors who want to flip their classrooms are often intimidated to film their own lessons. In this workshop for beginners, you’ll overcome that roadblock by creating your first short video lesson and uploading it to YouTube. Bring an internet-connected smartphone with the YouTube app, and a valid Gmail account. Diana Lease, Portland Community College, USA Davida Jordan, Portland Community College, USA

ABSTRACTS FRIDAY

DLT

Friday, 2:00 pm–3:45 pm Grand Ballroom E (Omni) Making Adjustments: Creating a Classroom That Works The challenges teachers face in today’s classroom are diverse. Teachers must stay current on best practices for professional growth to address these challenges. Presenters explore classroom scenarios, demonstrate best practice regarding adaptation applying TESOL’s 6 Principles, and create useable frameworks to put these principles into practice. Summer Peixoto, The University of Kansas, USA Emily Clark, The University of Kansas, USA TE

Friday, 2:00 pm–3:45 pm A305 (GWCC) Mitigating Culturally Sensitive Student Trauma This session explores significant stress with regard to refugee and immigrant Newcomer students. Participants learn how transition shock (including culture shock, high-level stress and trauma) can impact brain development and learning. Practitioners also gain essential tools to mitigate the influences of trauma in the school setting. Louise El Yaafouri, Refugee Classroom, USA CIC

Friday, 2:00 pm–3:45 pm A302 (GWCC)

Reflecting on Assessment Teachers often have little training in assessment, while assessment ends up being a big part of their job. This workshop is for teachers to upskill their expertise in assessment and give them practical tools for use in assessing students such as rubrics, alternative assessment forms and descriptors. Melanie Gobert, Higher Colleges of Technology, United Arab Emirates Gehan Wheeler, Higher Colleges of Technology, United Arab Emirates

Academic Session

160

Conceptually Oriented Session

Friday, 2:00 pm–3:45 pm International Ballroom F (Omni) Searching for Motivation: Autonomy Practices in Adult EFL Workplace Program This presentation discusses motivational challenges faced by adult EFL learners in a workplace program and suggests a set of autonomous practices to boost learners’ motivation through raising self-awareness and goal setting. Iuliia Galichanina, EPAM Systems Inc., Russian Federation PA

Friday, 2:00 pm–3:45 pm A312 (GWCC) So You Think You’re an ESL Specialist: Refugees and TESOL Two professors and four graduate students share their experiences working with refugee-background students, recounting key moments that shifted their thinking about language learning and TESOL teacher training. Panelists discuss key issues in refugee education (e.g., interrupted schooling and trauma) that must be addressed in teacher education programs. Casey Keck, Boise State University, USA Gail Shuck, Boise State University, USA Desiree Midby, University of Arizona, USA Mark Horton, Boise State University, USA Allie Qiu, Boise State University, USA Tucker Grimshaw, Boise State University, USA TE

2:10 pm Friday, 2:10 pm–2:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) No Second Chance for First Impressions: Creating Culturally Responsive Classrooms Culturally responsive teachers are keen to diagnose and utilize the subtle differences of each student. They learn from students and learn about their cultures with respect. In this session, participants learn that putting in a slight effort can lead to significant transformations, making positive firstday impressions on students. Renuka Karunaratne, University of South Florida, USA CIC

Friday, 2:10 pm–2:30 pm Teaching Tip Theater #2, Expo Hall (GWCC) Teaching Pronunciation: Sequencing Prosodic Features Within Authentic Tasks In this presentation, participants learn how to teach and assess the control of salient prosodic features through tasks and activities that have broad communicative purposes while focusing narrowly on particular features of pronunciation. Paul Quaintance, University of Chicago, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

LSP

Exhibitor Session

InterSection

Invited Speaker

2:40 pm

Friday, 2:40 pm–3:00 pm Teaching Tip Theater #2, Expo Hall (GWCC) More Than a Face: Assessing Students’ Needs on the Get-Go This session of a teaching tip intends to provide audience with an interactive approach to assessing students’ language needs on the first day of the ESL class. The presenter shares what has worked in her ESL classrooms to better plan instructions for unique and diverse student populations. (Joyce) Yi-Ying Crawford, Independent instructor, USA LA

3:00 pm Friday, 3:00 pm–3:45 pm A314 (GWCC) A Literacy of Race, Culture, and Identity for ESL Classrooms Questions of language, culture, and race dominate popular political discourse inside and outside of classrooms. This session bridges theory and practice to consider how multiple identity positions are co-constructed in the ESL classroom, and the implications teacher-student interactions have on identity formation and academic development through critical practices. Tyler Glodjo, Indiana University of Pennsylvania, USA CIC

Friday, 3:00 pm–3:45 pm A404 (GWCC) Adapting to University: Academic Literacy Development in L2 English Users This project traces the academic literacy development of five undergraduates, including L2 English users from the United States and internationally. This session helps ESL writing instructors understand students’ multifaceted, multicultural lives and how they affect academic performance. The audience receives tips for facilitating student success through explicit instruction. Rachel LaMance, University of Arizona, USA RWL

PracticeOriented

ResearchOriented

ABSTRACTS FRIDAY

Friday, 2:40 pm–3:00 pm Teaching Tip Theater #1, Expo Hall (GWCC) A College-Level Writing Project That Incorporates Automatic Essay Feedback Automatic (computer-generated) essay feedback can provide immediate and actionable revision ideas to student writers. This makes it a valuable editing tool, especially when accompanied by peer and instructor feedback. Learn about a college-level essay project that incorporates automatic essay feedback in a multistage revision process. Eliot Friesen-Meyers, Magoosh, USA DLT

Panel

Friday, 3:00 pm–3:45 pm Hickory (Omni) Comparing Text Difficulty for Reading Assessments This presentation explains methods for comparing reading text difficulty for assessments (specifically large entrance or placement exams). The discussion focuses on freely available tools, the advantages and disadvantages of each, and the decision guidelines created for the presenters’ exam development process. Zachary Meyer, University of Iowa, USA Rebecca Yeager, University of Iowa, USA LA

Friday, 3:00 pm–3:45 pm A407 (GWCC) Complement Your Curriculum With Content From ESLLibrary One of the biggest challenges for language teachers is finding affordable, professional resources that meet the needs of dynamic ELLs. Learn how ESL Library develops printable and digital lessons for all ages and levels to inspire conversation, debate, and interaction in your classroom. Ben Buckwold, ESLlibrary.com, Canada DLT

Friday, 3:00 pm–3:45 pm A405 (GWCC) Flexible and Accessible Learning: Lessons From an Online Certificate Program Presenters showcase a K–12 teacher education program that has increased the number of ELT specialists in one Canadian province. A 10-course online certificate program allows experienced teachers to become ELT specialists while living and working in their home communities. Participants discuss applicability of this program model to other locations. Nadia Prokopchuk, College of Education, University of Saskatchewan, Canada Jay Wilson, University of Saskatchewan, Canada TE

Friday, 3:00 pm–3:45 pm International Ballroom A (Omni) Fostering Communication During Service-Learning: Goals, Strategies, and Outcomes This session describes a research study that examined undergraduate ESL students’ communication-related goals and strategies during servicelearning, focusing on the use of metacognitive wrappers to enhance reflection. Findings indicate that students used a range of strategies to meet their communication goals. Pedagogical implications and future research possibilities are discussed. Ilka Kostka, Northeastern University, USA Lucy Bunning, Northeastern University, USA LSP

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

161

Friday, 3:00 pm–3:45 pm A315 (GWCC) How Can Educators Connect When Facing Occupation and Repression? Involvement in TESOL can be a challenge in a country where expression and mobility are restrained. This session provides insight into many of the difficulties that these educators experience and gives attendees an opportunity to form alliances to better connect these colleagues in global collaboration and partnerships. Anastasia Khawaja, University of South Florida, USA Liana Smith, Independent, USA

ABSTRACTS FRIDAY

ASJ

Friday, 3:00 pm–3:45 pm DLT Dogwood B (Omni) iWeb Corpus: One-Stop Shop for Vocabulary Teaching and Learning When introducing new vocabulary, teachers must consider a range of elements from meaning and usage to translation and pronunciation. This presentation introduces a new web-based tool, the iWeb Corpus, that can aid in the holistic teaching of vocabulary with applications for classroom instruction, materials design, and student-guided learning. Peter Dye, Oglethorpe University, USA Friday, 3:00 pm–3:45 pm PD International Ballroom B (Omni) Keeping Up Conference Momentum: Managing Your Own Ongoing PD This interactive presentation explores research-based, low-investment practices for teachers looking to extend their PD after the TESOL convention and share what they have learned at TESOL with colleagues. Find ideas, resources, and inspiration to keep learning and growing as a professional all year long. Stacey Johnson, Vanderbilt University, USA Friday, 3:00 pm–3:45 pm A304 (GWCC) Newcomer ELs in Mainstream Classrooms: Discussing Problems and Brainstorming Solutions Schools are increasingly pushing all levels of ELs into mainstream classrooms. Though this trend may benefit many ELs, it may leave newcomers, those ELs with little to no English, poorly served. This session provides space for airing problems resulting from increased mainstreaming of newcomers, with opportunities to brainstorm solutions. Jan Dormer, Messiah College, USA CLI

Academic Session

162

Conceptually Oriented Session

Friday, 3:00 pm–3:45 pm A316 (GWCC) Perceptions, Policy, and Practice: IEPs in the Global Market This presentation compares IEP curricula with recent student satisfaction surveys and reports from the OECD and World Bank, noting major differences in the language ideologies of each group. Potential strategies to address these differences are presented from both pedagogical and administrative perspectives. Brendan DeCoster, University of Maryland, USA CIC

Friday, 3:00 pm–3:45 pm A411 (GWCC) Preparing for the Future: Collaboration, Creativity, and Community Through Computing The presenter explores the changing nature of language teaching, including creative ways to focus on social communication, collaboration, and community while designing instructional experiences. He shares numerous recent developments related to technology and language teaching and encourages teachers to create meaningful social experiences for learning. Greg Kessler, Ohio University, USA Friday, 3:00 pm–3:45 pm A402 (GWCC) Rethinking Teaching–Learning Relationships in an MATESOL Hybrid Program This presentation explores innovations and enduring principles in the MATESOL Program at SIT Graduate Institute. The presenter describes three program components (peer mentoring, supervision, and guided seminars) and faculty-student roles within each. The presenter examines how these components support development of a coherent program based on facultystudent mutual learning. Leslie Turpin, SIT Graduate Institute, USA Friday, 3:00 pm–3:45 pm International Ballroom D (Omni) Shared Opportunities for ITA Trainees and ESL Listening Students ITA trainees and ESL listening students have complementary needs. ITAs need practice using language for teaching situations. Listening students need exposure to authentic accents, content, and note-taking situations. The presenters have met both needs by conducting crossover sessions between the groups. Learn about the challenges, feedback, and opportunities for refinement. Sue Almén-Whittaker, The University of Iowa, USA Alicia Ambler, The University of Iowa, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

LSP

Exhibitor Session

InterSection

Invited Speaker

Friday, 3:00 pm–3:45 pm A408 (GWCC)

Friday, 3:00 pm–3:45 pm Dogwood A (Omni) The Challenges of Language Program Administration During Political Conflict (Yemen) In this policy-oriented session, participants understand the challenges of language program administration in a foreign country where political conflict and instability are present. Participants are provided with a checklist of key management issues which program administrators need to address to maintain program integrity, viability, effectiveness, and sustainability. Aziz Alhadi, Yemen-America Language Institute, Yemen PA

Friday, 3:00 pm–3:45 pm Juniper (Omni) The Market Value of English: A Focus on Job Advertisements By surveying the job advertisements listed in the oldest and largest online job repository in Turkey, this session offers comprehensive insights into the current role, status and market value as well as the undisputed importance of the English language in the local sociolinguistic and professional context. Bengu Caliskan Selvi, Middle East Technical University, Northern Cyprus Campus, Turkey AL

Friday, 3:00 pm–3:45 pm Cottonwood B (Omni) Translanguaging: A Russian-American Experience In response to the growing recognition of multilingualism, this presentation examines the possible outcomes of translanguaging grounded in the Dynamic Systems Theory, while applying process-based emergentism principles. Data gathered from a focus group of local Russian-American students illustrates that the practice of translanguaging simulates knowledge over language acquisition. Nora Vralsted, Eastern Washington University, USA AL

Panel

PracticeOriented

ResearchOriented

ABSTRACTS FRIDAY

Teach the Learners—Not the Book! The author of the Oxford Picture Dictionary demonstrates how the visuals, text-dependent questions, and meaningful tasks in materials can help instructors meet the diverse needs of their beginning- and intermediatelevel learners. Participants explore five engaging tasks that develop learners’ language strategies while requiring them to collaborate and think critically. Jayme Adelson-Goldstein, Oxford University Press, USA

Friday, 3:00 pm–3:45 pm International Ballroom C (Omni) Using Slack to Build Community in Online Language Learning Slack is a digital tool that helps both instructors and learners create a sense of belonging to a community in online language learning environments. It is designed to enhance in and outside classroom communication between instructors and learners in an interactive way using a user-friendly and professional layout. Manuel Medrano, Universidad Tecnologica de Torreon, Mexico DLT

Friday, 3:00 pm–4:45 pm A309 (GWCC) Enhancing Teachers’ Cultural, Linguistic, and Pedagogical Knowledge Through Study Abroad This panel presents the goals, activities, and outcomes of four instructor-led study abroad programs in Costa Rica, the Dominican Republic, and Mexico for U.S. pre- and in-service teachers to enhance their cultural, linguistic, and pedagogical skills, expanding the scope of teacher learning and development in experiential, critical, and transformative ways. Shondel Nero, New York University, USA Laura Baecher, Hunter College–CUNY, USA Kristen Lindahl, University of Texas at San Antonio, USA Holly Hansen-Thomas, Texas Woman’s University, USA TE

Friday, 3:00 pm–4:45 pm A303 (GWCC)

ASJ

IS: "Nonnative" English Speakers in TESOL Identities, Marginalization, and Intersectionality in ELT The presenters discuss the importance of applying intersectionality to challenge linguistic discrimination in ESL/EFL classrooms. They explore how native speakersim and linguicism are deeply connected to other forms of marginalization and unpack the role of English students and teachers in dismantling systems of discrimination and disadvantage in English learning environments. Ana Solano-Campos, University of Massachusetts, Boston, USA Ryuko Kubota, The University of British Columbia, Canada Suhanthie Motha, University of Washington, USA Anne Marie Gurretaz, Washington State University, USA Seyma Toker, Georgetown University, USA

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

163

Friday, 3:00 pm–4:45 pm A310 (GWCC) Sustaining Dialogues on Race and Gender in the Gulf The Gulf offers attractive TESOL jobs, but also a reputation for overt racism and sexism. This panel shares personal experiences as South and Southeast Asians and women working and considering work in the Gulf. Panelists share insights into the highs and lows of race and gender in the Gulf. Yogesh Kumar Sinha, Sohar University, Oman T. Leo Schmitt, The New School, USA Madhav Kafle, Penn State, USA Jenifah Abu Hassan, American University of Sharjah, United Arab Emirates Manisha Rajhansh Sinha, Sohar University, Oman Sherry Ward, Texas A&M University at Qatar, Qatar

ABSTRACTS FRIDAY

ASJ

Friday, 3:00 pm–4:45 pm A412 (GWCC) Using Listening Content Standards to Enhance ESL Instruction In this workshop, participants become familiar with the new Listening Standards developed by the National Consortium Language Standards Project. Participants review the standards, practice using them, and learn how extremely useful they can be in planning ESL listening instruction and assessing ESL listening skills. Linda Taylor, CASAS, USA Lori Howard, CASAS, USA LSP

3:10 pm Friday, 3:10 pm–3:30 pm Teaching Tip Theater #1, Expo Hall (GWCC) Arts-Based Interviews Mapping Personal Narratives of Movements Inspired by artist Bouchra Khalili’s (2018) migrant movements depicted as constellation maps representing the short and long-term locations mentioned in interviews from migrants, I propose a similar mapping activity that is based on an interview of fellow classmates or others who have migrated through and to various locations. Julie Dell-Jones, St. Petersburg College, USA CLI

4:00 pm Friday, 4:00 pm–4:45 pm A406 (GWCC) 9 Activities to Enhance Writing Processes Through Community Building When L2 university students are valued by their classmates and instructors, they are more likely to willingly engage in the writing process. This practice-oriented presentation introduces nine hands-on activities that help build a tight-knit classroom community where students respect each other’s writing and express themselves comfortably Maria Kostromitina, Northern Arizona University, USA Dannae Campbell, Flagstaff Literacy Center, USA RWL

Friday, 4:00 pm–4:45 pm International Ballroom B (Omni) Coteaching in the Context of English Language Development Instruction This presentation reports findings from an integrative literature review on coteaching in the English language development (ELD) and special education fields. Findings suggest that leaders and practitioners experience similar challenges and opportunities. The presentation connects these findings with practitioners’ experiences across Oregon and offers suggestions for improving coteaching in ELD. Jamey Burho, Oregon State University, USA Marcianne Koetje, Oregon State University, USA Karrie Woodruff, Oregon State University, USA PD

Friday, 4:00 pm–4:45 pm A314 (GWCC) Cover Letter Pragmatics and Genre Analysis for International Students This presentation explores the professional writing needs of international students. It begins with a cover letter workshop and then presents analyses of STEM-field-related professional texts highlighting discipline-specific rhetorical moves. The presentation concludes by exploring the identity work international students engage in as they develop professionally. Juval Racelis, Wentworth Institute of Technology, USA CIC

Friday, 4:00 pm–4:45 pm Dogwood A (Omni) Curriculum Review: The How, Not the Why Most literature on curriculum review focuses on why it is important to conduct curricular review; however, the practical components are often forgotten. Come learn the hows of curricular review and implementation in this presentation and leave with approaches, tools, and techniques to conduct a full review of your curriculum. Dawn Winters, English as a Second Language International, USA Carrie Stewart, English as a Second Language International, USA PA

Academic Session

164

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Friday, 4:00 pm–4:45 pm Cottonwood B (Omni) Disentangling Strategies From Self-Directed Learning: Introducing a New Model By aligning language learning strategies with self-regulation, we may have lost the ability to explore how strategies are taught, scaffolded, and influenced by others. This presentation posits a need to disentangle the broader concept of self-directed learning from strategies and introduces a new model for conceptualizing strategy usage over time. Nathan Thomas, The University of Oxford, United Kingdom Heath Rose, The University of Oxford, United Kingdom AL

Friday, 4:00 pm–4:45 pm Dogwood B (Omni) Experiencing Gamification Through Technology in the Sheltered ELL Newcomer Classroom A growing trend in research and practice advocates for gamification techniques in language classrooms. This session defines five characteristics of effective gamification techniques, presents video vignettes of newcomers at play with the techniques, and concludes with an interactive game for participants to experience. Ryan Max Ocampo, Clark County School District, USA DLT

Friday, 4:00 pm–4:45 pm International Ballroom C (Omni) Fostering Digital Environments to Engage ELs in Generative Learning In this session, the presenters discuss the need for meaningful student engagement with technology to promote language development and content-area learning that leverages students’ funds of knowledge (González, Moll, & Amanti, 2005). Participants leave with ideas for using technology that engage ELs as significant in their learning. Tatiana Oliveira, Furman University, USA Bobbi Siefert, Furman University, USA Katie Kelly, Furman University, USA DLT

Panel

PracticeOriented

ResearchOriented

Friday, 4:00 pm–4:45 pm A402 (GWCC) Literature Circles 2.0: Building Literacy in the 21st-Century TESOL Classroom “Literature Circles 2.0” updates a classic technique. The new version builds students’ literacy skills while supporting their use of technology to detect bias, mediate conflict, and connect beyond the classroom. In this session, participants learn about the updated strategy before discussing and reflecting upon its implementation in their classrooms. Tabitha Kidwell, University of Maryland, College Park, USA Luis Javier Pentón Herrera, Prince George’s County Public Schools, USA RWL

ABSTRACTS FRIDAY

Friday, 4:00 pm–4:45 pm A316 (GWCC) Developing Higher Order Thinking Skills Through Multimodal Analysis To examine the role of social media and mass media as, respectively, culture-jammer and culture-spammer, a multimodal analysis was conducted on data from Humans of New York and Newsweek regarding the representation of Pakistan. Such analysis can help students develop higher order thinking skills to recognize wordplay-biased texts. Saiqa Imtiaz Asif, Bahauddin Zakariya University, Multan, Pakistan CIC

Friday, 4:00 pm–4:45 pm Hickory (Omni) Measuring Learners’ Reading Levels Through Vocabulary Aligned With ER Central Determining ELs’ reading levels and their congruence with course reading materials is a challenge in traditional IEPs. Given that reading ability correlates highly with vocabulary knowledge, the research presented investigates the viability of using a list of academic vocabulary aligned with Extensive Reading Central to measure learners’ reading levels. Steven Carter, Brigham Young University-Hawai’i, USA Emily Crandell, Independent, USA LA

Friday, 4:00 pm–4:45 pm A404 (GWCC) Overcoming Hidden Cultural Barriers: Chinese Undergraduate Students’ Understanding of Paraphrasing This presentation reports findings of a classroom-based study of how a group of Chinese undergraduate students attempted to make sense of paraphrasing and how their L1 Chinese cultural background directly influenced their understanding. Pedagogical implications on how to overcome hidden cultural barriers in the teaching of paraphrasing are shared. Qian Du, University of California Irvine, USA RWL

Friday, 4:00 pm–4:45 pm International Ballroom A (Omni) Pedagogy and Technology Nexus: Teaching NoteTaking in 21st-Century Classrooms Note-taking remains essential for success in U.S. universities. However, conflicting research results on the efficacy of handwritten or technologically generated notes confuses classroom practitioners about best practices in teaching note-taking skills. Combining high-tech classroom tools with strategy-based instruction, presenters provide models to enhance listening and note-taking competencies using both modalities. Cynthia Lennox, Duquesne University, USA Jeanette Clement, Duquesne University, USA LSP

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

165

ABSTRACTS FRIDAY

Friday, 4:00 pm–4:45 pm A407 (GWCC) Peer Power: Exploring the Importance of Peers in Language Learning The greatest classroom resource can often be the students themselves, and this session explores how students can benefit from each other. Referencing current research and an action research project, it also provides practical examples of how peer learning has been integrated into Evolve, a new course for adults. Kathryn O’Dell, Cambridge University Press, USA

Friday, 4:00 pm–4:45 pm International Ballroom D (Omni) The Say Mold Story: Coaxing the Emma Cross the Border Spoken words bounded together in phrases are altered by phonological processes. Connecting speech through linking may escape learners of English, particularly those who have learned the language through writing. This session presents creative visual and kinesthetic tricks to help learners link final /m/, /n/, and /l/ to the following words. Marsha Chan, Sunburst Media and Mission College, USA

Friday, 4:00 pm–4:45 pm A405 (GWCC) Preparing Educators to Connect With EL Families As the number of ELs in U.S. K–12 schools rises, the need for effective family engagement with culturally and linguistically diverse caregivers becomes pivotal. This session provides educators with strategies to construct comprehensive family engagement for EL families on the framework of Epstein’s six types of involvement. Angela Bell, Missouri State University, USA Alexis Gonzalez, Missouri State University, USA Andrea Hellman, Missouri State University, USA Ximena Uribe-Zarain, Missouri State University, USA

Friday, 4:00 pm–4:45 pm A411 (GWCC) The Superpowers of ESL Teachers in Today’s Adult Education Landscape Adult education has changed dramatically in recent years. One constant is the critical role of language teachers. What do adult ESL professionals bring to today’s adult education landscape? Attendees consider how we leverage cultural knowledge, language expertise, and skills in scaffolding rigorous content for adult ELs. Betsy Parrish, Hamline University, USA Patsy Egan, Hamline University, USA

Friday, 4:00 pm–4:45 pm ASJ A315 (GWCC) Responding to ESL Decision-Makers Who Consider Social Justice Taboo This session engages participants in sharing the challenges they face from administration, reviewers, board members, editors, and other authorities when they seek to explore topics of social justice in their classrooms and our field. Participants create a plan of action to respond to the pushback they receive. Molly Kelley, The University of Iowa, USA Friday, 4:00 pm–4:45 pm RWL A403 (GWCC) Supporting ELLs Through Multilingual Storytelling and Writing Activities In this session, participants learn research-based multilingual teaching approaches that support the language development of ELLs in primary and secondary classrooms. Through a variety of modes including interactive media, hands-on demonstrations and discussions, participants engage with multilingual storytelling and writing activities that develop ELLs’ written communication skills. Shakina Rajendram, University of Toronto, Canada Wales Wong, University of Toronto, Canada Jennifer Burton, University of Toronto, Canada

Academic Session

166

Conceptually Oriented Session

LSP

CLI

Friday, 4:00 pm–4:45 pm Juniper (Omni) Thinking Beyond the Boundaries of Native Speaker in Language Learning The word, native speaker, is often used in language classrooms as a source of motivation and measurement for language learners. This presentation aims to debunks the notion and caution ESOL educators in using the term by drawing from personal and professional experience as a nonnative speaker of English. Ikuko Fujiwara, Richland College, USA AL

Friday, 4:00 pm–4:45 pm International Ballroom E (Omni) Using Mindfulness Strategies to Lessen Foreign Language Speaking Anxiety Foreign language speaking anxiety (FLSA) impacts thousands of ELLs across the globe, and though there are coping strategies learners can employ, rarely has mindfulness been employed in this specific context. In this session, learn and experience two easily implemented mindfulness strategies to address the FLSA of your learners. Penelope Wong, Berea College, USA

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

LSP

Exhibitor Session

InterSection

Invited Speaker

Friday, 4:00 pm–5:45 pm A312 (GWCC) EL Teacher Preparation for Immigrant Youth: Scaffolding Discomfort ELs who are immigrants have distinct needs that differ from domestic students. Teacher educator panelists address how they intentionally construct a “zone of discomfort” among their teachers, including study of current and historic immigration policies, perspective-taking, and critical dialogue. Participants contextualize the zone of discomfort to their teacherpreparation settings. Trish Morita-Mullaney, Purdue University, USA Michelle Banegas, Hamline University, USA Jenna Cushing-Leubner, University of Wisconsin, Whitewater, USA Michelle Greene, Indiana University-Purdue University Indianapolis, USA Karla Stone, University of Minnesota, USA

Friday, 4:00 pm–5:45 pm A304 (GWCC) Language Training for Disaster Relief: A Case Study in CBI Can language training help to save lives? When a CBI approach is applied to a PD curriculum, learners can solve real-world problems through authentic communication. Panelists present a case study of a CBI hybrid course to train disaster relief officials in effective communication strategies when lives are at stake. Lisa Donohoe, Middlebury Institute of International Studies at Monterey, USA Bradley Horn, U.S. Department of State, USA Alicia Brent, Middlebury Institute of International Studies at Monterey, USA Shweta Khanna, U.S. Department of State, India Curtis Chan, U.S. Department of State, USA

Friday, 4:00 pm–5:45 pm Grand Ballroom E (Omni) Evaluating Student Teacher Performance: Using Rubrics, Rating Scales, and Checklists Participants are engaged in drafting scoring tools (rubrics, rating scales, and checklists) to use for evaluating teacher interns. All scoring tools provided can be used as guides and tailored to meet a range of settings (elementary, middle, secondary) and national accreditation needs in both U.S. and international settings. Lorraine Valdez Pierce, George Mason University, USA

Friday, 4:00 pm–5:45 pm A410 (GWCC) Scaffolding Learners to Perfecting Language: Judgmental Versus Constructive Evaluation The feedback we give language learners while grading their work determines their improvement actions. We may decisively judge their competence or express willingness to scaffold them to perfection. During this session, participants grade and comment on students’ work and predict reactions. Approaches to constructive, rather than judgmental evaluation, are shared. Amoni Kitooke, Uganda National English Language Teachers’ Association, Uganda

Friday, 4:00 pm–5:45 pm Grand Ballroom C (Omni) Language Teacher Associations: Challenges and Opportunities It is important to research teacher associations and investigate the fulfillment of promises of providing effective and sustainable PD to their members. Based on recent empirical and reflective research, this panel discusses the challenges these associations face and the valuable PD opportunities they offer to their members. Aymen Elsheikh, Texas A&M University at Qatar, Qatar Laxman Gnawali, University of Kathmandu, Nepal Fauzia Shamim, Institute of Business Management, Pakistan Kashif Raza, Qatar University, Qatar Nikki Ashcraft, University of Missouri, USA Lizabeth England, Independent, USA PD

Panel

PracticeOriented

ResearchOriented

ABSTRACTS FRIDAY

CLI

Friday, 4:00 pm–5:45 pm A305 (GWCC) Sustaining Conversations: Creating Opportunities to Say More With Less Initiating and sustaining conversations is difficult for ESL students; however, students do not necessarily need to be advanced or have great speaking and listening skills to participate in authentic conversations. This presentation provides teachers with pragmatic games/activities that help students at all levels communicate successfully with fewer words. Cheryl Bucholtz-Magallon, Orange Coast College, USA Catherine Moore, Independent, USA LSP

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

167

Friday, 4:00 pm–5:45 pm A302 (Omni) Task Cards for Coteaching With ESL Professionals: Performance-Based PD ESL and mainstream teachers need to collaborate in elementary classrooms to meet language and academic needs of a growing number of ELLs. However, they do not feel prepared for effective collaborative partnerships. This workshop engages participants in reenactment of situations with task cards activities to resolve issues of coteaching. Maya Lane, School District of Manatee County, USA

Friday, 5:00 pm–5:45 pm International Ballroom E (Omni) Cracking the Fossil: Helping ITAs Who Don’t Succeed ITA trainers regularly encounter students whose language doesn’t improve. In this dialogue, presenters discuss how they handle this situation, both administratively and as instructors. Then, participants have the opportunity to share the practices at their universities to figure out together how best to deal with this problem. Barbara Beers, University of Minnesota, USA Miki Mendelsohn, Princeton University, USA

Friday, 4:00 pm–5:45 pm International Ballroom F (Omni) Transitioning to an Administrative Position This workshop is designed for ESL instructors or staff who wish to transition to an administrative position. Participants engage in a series of reflective and interactive exercises as preparation for the competitive process of attaining an administrative position and succeeding as a leader. Marilynn Spaventa, Independent, USA

Friday, 5:00 pm–5:45 pm Hickory (Omni) Designing Flexible Placement Tests for Adult ELLs Adult literacy centers tailor their ESL services for adults who need English for vocational and social purposes. This presentation describes the process of designing a placement test to identify adults’ entry-level language proficiency that is easily administered and suitable for the unique context of teaching everyday English skills. Maria Kostromitina, Northern Arizona University, USA Dannae Campbell, Northern Arizona University, USA

ABSTRACTS FRIDAY

5:00 pm Friday, 5:00 pm–5:45 pm A412 (GWCC) “Parachute Kids,” Literacy, and 1st-Year College Writing “Parachute kids” arrive as teens in the United States, perform well in high school, and enter universities and colleges. With language abilities similar to traditional “just-arrived” ESL students but officially unidentifiable, these students present particular challenges in first-year writing programs. Here, participants discuss their literate lives. Stefan Frazier, San Jose State University, USA Cindy Baer, San Jose State University, USA RWL

Friday, 5:00 pm–5:45 pm A408 (GWCC) A Collaborative Autoethnography of Dissertation Mentoring: Voices of Transnational Women This presentation offers a collaborative autoethnographic study of dissertation mentoring during the initial stages of a multilingual graduate student dissertation writing. Through a thematic analysis, the authors report on how their shared otherness influences their mentoring relationship during the mentee’s dissertation writing. Cristina Sanchez-Martin, Indiana University of Pennsylvania, USA Lisya Seloni, Illinois State University, USA RWL

Academic Session

168

Conceptually Oriented Session

LSP

Friday, 5:00 pm–5:45 pm A303 (GWCC) EL Participatory Practices in More or Less Linguistically Integrated Classrooms The mixed-methods study discussed explores ways in which ELs’ contentarea classroom participation varies according to the extent to which classroom peer networks are linguistically integrated across EL and non-EL status. Focusing on EL students, the presenters identify peer and teacher exchanges that foster or impede student participation and engagement. Alexis Rutt, University of Virginia, USA Amanda Kibler, University of Virginia, USA Vonna Hemmler, University of Virginia, USA Betina Fuentes, University of Virginia, USA CLI

Friday, 5:00 pm–5:45 pm International Ballroom C (Omni) From Papers to Pictures: Mentoring ESL Students With Multimodal Projects Though many ELT first-year composition instructors would like to assign multimodal projects instead of papers, doing so can seem intimidating. A writing studies instructor and writing centre director explain why and how to “go multimodal,” showing how it helps students gain diverse communicative skills they need for university. Christina Grant, University of Alberta, Canada Lucie Moussu, University of Alberta, Canada

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

DLT

Exhibitor Session

InterSection

Invited Speaker

Friday, 5:00 pm–5:45 pm Juniper (Omni) Improving Community College EL Outcomes: From Placement to Transfer As U.S. ELs increasingly attend community colleges, the effect of ESL programs on student outcomes remains mixed. This session provides participants a forum for discussing challenges in improving student outcomes. Topics for dialogue include placement and course offerings, and helping students transition to college and transfer to 4-year universities. Nick David, Boston University, USA Kuang Li, Boston University, USA AL

Friday, 5:00 pm–5:45 pm A309 (GWCC) Linguistic Landscape and Language Ideology: Implications for Philippine Multilingual Education The study discussed provides a new perspective about the linguistic landscape in Philippine school settings. Findings reveal a preponderance of signs in English. This suggests an ideological act of putting a premium on globalization. Conversely, this might manifest the vulnerability of the mother tongue in multilingual education. Policy and research implications are discussed. Richard Oandasan, University of the Philippines, Philippines ASJ

Friday, 5:00 pm–5:45 pm A404 (GWCC) Multimedia in an L2 Writing Classroom: Possibilities and Challenges This presentation introduces a study of college ESL student remediations from argumentative essays into digital multimedia. The presentation examines students’ videos and design processes, focusing on multimodal affordances, contextual factors, and students’ learning experiences. It discusses effective L2 writing instruction through student videos and curricular materials. Dong-shin Shin, University of Cincinnati, USA RWL

Panel

PracticeOriented

ResearchOriented

Friday, 5:00 pm–5:45 pm A313 (GWCC) Passive Voice Usage in Undergraduate STEM Textbooks This presentation reports on findings from an investigation into the passive voice usage in undergraduate STEM textbooks. More than 1 million running words were analyzed in this study. Findings revealed that passive voice is heavily used in these fields. Pedagogical implications of the findings are discussed. Tia Luo, University of Central Florida, USA Florin Mihai, University of Central Florida, USA VG

ABSTRACTS FRIDAY

Friday, 5:00 pm–5:45 pm A407 (GWCC) How Can the New School’s MA TESOL Enhance Your Career? Alumni from the New School’s MA TESOL program present their research as inspired by their graduate studies. Research areas include motivation in the classroom, language and social justice, and the impact of current anti-immigrant rhetoric on adult ESOL education. Presenters describe what inspired them and how the program supported their research. Lesley Painter-Farrell, The New School, USA TE

Friday, 5:00 pm–5:45 pm A310 (GWCC) Plurilingual and Indigenous Pedagogies for Lifelong (English Language) Learning Language teaching in line with global linguistic and cultural diversity is needed to prevent linguistic loss and cultural homogenization. This presentation explores the potential of a unique pedagogical model that fuses Indigenous and Western approaches into a digital environment for lifelong plurilingual English language teaching and learning. Enrica Piccardo, University of Toronto, Canada Jayson Moore, University of Toronto, Canada ASJ

Friday, 5:00 pm–5:45 pm A316 (GWCC) Poem Project Connects International ESLs to the Local Community Participants learn about a “Where I’m From” poem writing project that helped to connect first-year international ELLs in an American university to the local campus and community. The presentation shares research that supports the activity, methodologies used, samples of students’ work, and inspiration and ideas for similar projects. Rossitza Ivanova, University of Wisconsin-Whitewater, USA Natalija Krsteva, University of Wisconsin-Whitewater, USA CIC

Friday, 5:00 pm–5:45 pm Dogwood A (Omni) Reframing ESL: Strategies to Normalize Seeking Language Support When referring nonnative English speakers to language support, university faculty and staff report barriers from students, staff, and institutional policies. After summarizing these challenges, the presenters share various strategies they have implemented on their campus to promote resource awareness, normalize utilization of resources, and positively reframe perceptions about language development. Bethany Peters, University of Minnesota, USA Michael Anderson, University of Minnesota, USA Stephanie Hanson, University of Minnesota, USA PA

Teaching Tip

TESOL in Focus

Ticketed Event

Workshop

www.tesolconvention.org

169

Friday, 5:00 pm–5:45 pm A405 (GWCC) Self-Care as Professional Practice: From the Individual to the World Teaching is both exceedingly challenging and exceedingly rewarding. There seems to be an inherent tension between being a devoted teacher and practicing self-care. Participants explore current research and discuss how organizations and institutions like TESOL can help mitigate this issue through endorsing self-care as a practice of PD. Alicia Ambler, University of Iowa, USA

ABSTRACTS FRIDAY

Friday, 5:00 pm–5:45 pm A314 (GWCC) What Happens in a Week? Prearrival Training for International Undergraduates This session presents the effects of a week-long prearrival course for international undergraduates at a U.S. university. Data on the participants’ writing and perceptions of the program are compared with data from peers who did not participate in the course. The findings and implications for learning programs are discussed. Jon Smart, Wake Forest University, USA CIC

Friday, 5:00 pm–5:45 pm A403 (GWCC) The Uses of Poetry in the ESL Classroom In this session, carefully selected poems are seen as exciting and engaging reading materials that can challenge learners in ways often overlooked in run-of-the-mill ESL textbooks. Participants learn how to use poems in multiple ways to facilitate vocabulary building, increase reading fluency, and appeal to students’ creativity. Janusz Solarz, Indiana University, USA RWL

Academic Session

170

Conceptually Oriented Session

Dialogue

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Exhibitor Session

InterSection

Invited Speaker

Creating an MA TESOL Program in a New South Africa

Miranda Gouws, University of the Free State, South Africa Jillian Haeseler, North Carolina State University, USA Susan Brokensha, University of the Free State, South Africa PD

Cross-Cultural Collaboration in ELT: From One Georgiato the Other

Melanie Baker Robbins, Western Carolina University, USA Lana Lominadze, Gori State Teaching University, Georgia

Barbara Pinter, Durham Tech Community College, USA Irina Logvinova, INTO University of South Florida, USA CIC

CLI

A Study of Content and Language Integrated Learning in Taiwan A System for Evaluating Computer-Assisted Pronunciation Teaching Software

Lynn Henrichsen, Brigham Young University, USA PD

Activate Your IEP Classroom: 6 Ideas to Promote Student Engagement

Amy Friedman, The American Language Institute, USA AL

Beyond Large Classrooms: 1-on-1 Small Group Conferencing

Mir Abdullah Miri, Herat University, Afghanistan Ziaaddin Khamoosh, Herat University, Afghanistan AL

Bridging Academic Literacy Between Home Country and Host Institute

Yalun Zhou, Rensselaer Polytechnic Institute, USA Michael Wei, University of Missouri, Kansas City, USA CLI

CIC

Bridging CLIL With Math Standards Through Instructional Practices

RWL

EFL Students’ Perceptions and Willingness of Writing Poetry in English

Sukanto Roy, Indiana University of Pennsylvania, USA PD

Empowering Students’ Autonomy in Secondary and Postsecondary ELL Classrooms

Renuka Karunaratne, University of South Florida, USA LSP

Building Intercultural Competence Through Innovative Uses of VoiceThread

Mark Tanner, Brigham Young University, USA Jared Sell, North Cedar Academy, USA

Dynamic and Collaborative Writing: Making Academic Writing Process Amicable

Beatriz Erazo, Bolivian English Teachers Association TESOL, Plurinational State of Bolivia

Michele Haberlach, Washington State University, USA Samya Matouk, Washington State University, USA Steven Morrison, Washington State University, USA David Slavit, Washington State University, USA

Communication Anxiety In The ESL Classroom: From Noticing to Coping

Developing Learner Autonomy in an Academic EFL Writing Course

Javid Rasooly, American University of Afghanistan, Afghanistan

Extensive Practice Logs: Beating Routine and Increasing Complexity

Vit Vanicek, University of Illinois at Chicago, USA Megan Gier, University of Illinois at Chicago, USA Globally Networked Learning in ELL Teacher Preparation

Laura Quaynor, Lewis University, USA Berenice Diaz, Lewis University, USA

Sharon Tjaden-Glass, University of Dayton, USA AL

Developing a Strengths-Based Model for Dual-Language Certification in North Carolina

Jamie L. Schissel, University of North Carolina at Greensboro, USA Ye He, University of North Carolina at Greensboro, USA Melody Zoch, University of North Carolina at Greensboro, USA Jeannette Alarcón, University of Houston, USA

Wen-Hsing Luo, National Tsing Hua University, Taiwan LSP

Designing and Implementing an Interculturally Competent Flipped Classroom

Heather Smyser, Defense Language Institute English Language Center, USA

WEDNESDAY, 13 MARCH 2019 9:30 am–10:45 am

Cultural Immersion Inside and Outside of the Language Classroom

POSTER SESSIONS

CIC

Holidays: A Valuable Cultural Tool in ELT

Jorge Torres Almazán, The American School of Tampico, Mexico Ana Maria Ramirez, Universidad Autónoma de Tamaulipas, Mexico

www.tesolconvention.org

171

How Ability Grouping Affects the Borderline Students in EFL Classes

Yukie Aoyagi, Seitoku University, Japan PD

Increasing Female Teachers’ Participation in Training Sessions

Ishwor PrasadKadel, Surya Bhakta Patanadevi Memorial College, Nepal

POSTER SESSIONS

DLT

Investigating the Effects of Dual-Language Subtitles on EFL Vocabulary Learning

Tao Hao, Washington State University, USA Yuliya Ardasheva, Washington State University, USA LA

Language Learning Assessment: Bloom’s TaxonomyRevision

Ken Cranker, University of Delaware English Language Institute, USA CIC

Localizing Speaking and Listening Pedagogy: Lessons and Activities That Work

Zuzana Tomaš, Eastern Michigan University, USA Margita Vojtkul’áková, Eastern Michigan University, USA Trisha Dowling, Eastern Michigan University, USA Silvija Marnikovic, ´ Eastern Michigan University, USA Kelsey Carbonell, Eastern Michigan University, USA CIC

Mode-Shift: Changing Roles of Instructors in Global Education Environments

Narrowing Achievement Gaps: ESOL Infusion 1 Plus Teacher Education Model

LSP

Retooling Your Reading Curriculum With Critical Analysis

LSP

CLI

CIC

ASJ

A Comparative Study of 2 Models in Teaching Phrasal Verbs

Nagham Majeed, University of Central Florida, USA Mais Al-Jabbawi, University of Central Florida, USA VG

Advice Columns as Authentic Sources for Teaching Vocabulary, Grammar, Culture

DJ Kaiser, Webster University, USA

How to Create Turkish Semi-Independent EFL Learners Through Language Advising

Birsen Tutunis, Istanbul Kultur University, Turkey Dogus Aydin, Independent, Turkey PD

Implementing Spectrum-Scaled Assessment Into EFL Courses: An Action Research Project

Craig Gamble, Kwansei Gakuin University, Japan Joan Kuroda, Kwansei Gakuin University, Japan AL

Incorporating Humor Competence Training Into the Language Learning Curriculum

John Rucynski, Jr., Okayama University, Japan Caleb Prichard, Okayama University, Japan CIC

Collaborative Concepts: Musical Approaches to RWL ESL Learning

Haley Vickers, University of Oklahoma, USA Jace Vickers, East Central University, USA

172

Global Accessibility Principles for Online Content Development

Bee Jenkins, FHI 360, USA Amy Nunamaker, FHI 360, USA Kate Bain, U.S. Department of State, USA Radmila Popovic, World Learning, USA

John Stasinopoulos, College of DuPage, USA An Overview of TESOL Standards

Examining K–12 School Policies: ELs and Avoiding Inherent Discrimination

Emma G.Everson, Indiana University-Bloomington, USA

Monica Maxwell-Paegle, Georgetown University, USA

English for Campus and Community Engagement: Class Design and Implementation

Crystal BockThiessen, University of Nebraska-Lincoln, USA

Nina Ito, University of Southern California, USA

12:30 pm–1:45 pm

Empowering Nonnative Elementary School Teachers: An In-Service Teacher Training Kit

Tomohisa Machida, Akita International University, Japan

STEAM: Adding Art to a STEM Curriculum Using Artworks in Building Language and Analytical Skills

Empowering ITAs to Build Oral Communication Skills and Confidence

Maria BeatrizMendoza, Florida State University, USA Jennifer Grill, Florida State University, USA

Kate Gleeson, MCPHS University, USA CLI

Effect of Online Peer Feedback on Intelligibility of Same-L1 Speakers

Suzanne Yonesaka, Hokkai-Gakuen University, Japan

Nirmal Ghimire, University of Central Florida, USA RWL

Effect of Eclectic Educational Psychology at EFL Classroom in Bangladesh

Sushmita Rani, Daffodil International University, Bangladesh

Carol Farneda, Virginia Commonwealth University, USA Jessica Wakelyn, Virginia Commonwealth University, USA TE

Developing Student Resourcefulness and a Global Mindset Through Community Interactions

Clarissa Codrington, Eastern Michigan University, USA Trisha Dowling, Eastern Michigan University, USA

Iryna SemeniukZumrutdal, Piri Reis University, Turkey LSP

Comparisons Are More Than Comparatives for Academic Communicators

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Integrating Rhetorical and Discourse Strategies Into L2 Writing Courses

Elena Sokolova, Russian State Social University, Russian Federation Elena Bazanova, Russian State Social University, Russian Federation

RWL

Interactive Picture-Book Read-Alouds With Struggling EFL College Students

Chia-Ho Sun, Kainan University, Taiwan AL

Intonation Tune Assignment By Nigerian English Language Teachers

Judy Ma, Brigham Young University, USA CLI

Mary OluyemisiAina, Federal College Of Education, Abeokuta, Nigeria PD

Language Literacy Autobiography: Helping Novice Researchers to Choose a Topic

DLT

Randall Davis, University of Utah, USA CIC

Parental Language Ideologies and English-Only Family Language Policy

Youngjoo Seo, Indiana University Bloomington, USA TE

ASJ

PA TE

Supporting Immigrant Students as an Institutional Agent: Is This Enough?

Thomas E. Bieri, Nanzan University, Japan PA

RWL

Survey Validation Through Vocabulary Analysis

12:30 pm–1:45 pm

Reginald Gentry, University of Fukui, Japan

An Overview of TESOL Standards

Teacher Candidates’ Questioning Techniques With ELs of Varying Proficiencies

Teaching EFL Through Project Work in the Algerian Secondary Education

Teaching English as Lingua Franca Through Folktales and Nursery Rhymes

DJ Kaiser, Webster University, USA TE

Teaching to EFL Independent Writing Task Through Concept-Based Instruction Tender Topics:Reading Children’s Literature Helps Learners Address Life Challenges

The Impact of Assessment on EFL Learning: A Case Study

Yunier PerezSarduy, Shantou University, China Yanqui Luo, Shantou University, China

Bringing Egyptian and U.S. EFL Teachers Together Through Virtual Exchange

Christopher Stillwell, College of the Sequoias, Egypt LSP

Building Aural, Oral, and Cultural Competency: Field-Study Journeys Into History

Susan Todhunter, Duquesne University, USA Cynthia Lennox, Duquesne University, USA LA

Classroom-Based Assessment Practices in the Saudi Higher Education Context

Samar Almoossa, Umm Alqura University, Saudi Arabia LSP

Communicating STEM to Nonexperts: Discourse Activities for ITAs

Jennifer Grill, Florida State University, USA Maria BeatrizMendoza, Florida State University, USA CIC

Marsha Chan, Sunburst Media and Mission College, USA Julaine Rosner, Mission College, USA LA

Writing Self-Efficacy: Effective Methods and Resources to Foster Writing

Jawad Golzar, Indiana University of Pennsylvania, USA

Tianzhi Zhang, Independent, USA CLI

What Factors Matter Most in Students Choice of IEP

Mark Tanner, Brigham Young University, USA Katie Blanco, Brigham Young University, USA James Hartshorn, Brigham Young University, USA

Aanchal Arya, Learning Links Foundation, India AL

What EdTech to Use? Preferences of Japanese Business Majors

THURSDAY, 14 MARCH 2019

Samah Benzerroug, Ecole Normale Superieure de Bouzareah, Algeria Imane Benzerroug, Abdesslam Habbachi Secondary School, Algiers, Algeria AL

DLT

Elena King, Greensboro College, USA

Alex Davies, Portland State University, USA Michele Regalla, University of Central Florida, USA CLI

Oliver Hadingham, Rikkyo University, Japan Joe Garner, International Christian University, Japan

Successfully Implementing a Standardized Blended Teacher-Certification Program in South Asia

Shweta Khanna, U.S. Department of State, New Delhi, India Clover Bolton, U.S. State Department, India

Using Technology to Reinvigorate L2 Journal Writing POSTER SESSIONS

Making Sense of Online Assessment and Engagement Tools

Turning CSI Into CBI: True Crime for the ESL Classroom

Jennifer Grode, University of Southern California, USA Jessica Mathers, University of Southern California, USA

Mir Abdullah Miri, Herat University, Afghanistan LA

Toward Detailed Feedback: Creating Cognitive Diagnostic Tests

Cultivating an Identity in Teaching: The Teaching Experiences of ITAs

Hailan Wang, Florida State University, USA ASJ

Cultivating Sociable Curiosity: A Conversation Project

Rachel Herman, City College of San Francisco, USA Daphne Powell, City College of San Francisco, USA

www.tesolconvention.org

173

Developing a Multinational Cadre of Language Proficiency Testers

DLT

Peggy Garza, Partner Language Training Center Europe, Germany TE

Effective Collaboration Between Preservice Teacher Training Programs and IEPs

Peter Sakura, Western Washington University, USA Lisa Brisbois, Western Washington University, USA

POSTER SESSIONS

Amber Scroggs, University of Central Missouri, USA VG

CLI

Christine Esche, Waukesha County Technical College, USA ESP Protecting World Heritage: Park Rangers at Cambodian Temples

CIC

Flipping the Classroom to Improve Intercultural Competence in Large Classes

Nino Chachanidze, Center for English Teaching Excellence, Georgia CIC

Global Buddies: Intercultural Communication Competence for International and Domestic Students

Googling Dynamic Written Corrective Feedback in the ESL Classroom

Immigration: Exploring the Past to Understand the Present

CIC

Incorporating Social Media in the Language Classroom

Jennifer Parker, University of Southern California, USA

Jiunn-Ying Kung, University of Florida, USA Mother Tongue Barrier for Bangladeshi Manipuri Community in Learning ESL

CIC

Jeongbin HannahPark, University of Texas at San Antonio, USA Hilal Peker, Florida State University, USA RWL

1-on-1:Writing Conferences With Writers With Limited Proficiency

Anna Adams, Kent State University, USA

174

The English That Makes Teenage War Survivors Laugh and Play

Understanding Aircraft Maintenance Manuals in Aviation: Training Applications in TESOL

Using Student Evaluations to Improve a Study Abroad Program

Reginald Gentry, University of Fukui, Japan

Pranab KantiDeb, Sylhet International University, Bangladesh Negotiating Identities: ESL Adult Students’ RWL Language Practices in Online Journals

TESOL Preparation for Mathematics Teachers: Fostering Cultural Awareness and Empathy

Eric Friginal, Georgia State University, USA Genggeng Zhang, Georgia State University, USA Jennifer Roberts, Embry-Riddle Aeronautical University, USA

Investigating Learning Experience of Asian ASJ American Using Asian Critical Theory

Teaching Critical Thinking Skills in the EFL/ESL Classroom

Olesia Dmytriieva, Donbas State Pedagogical University, Ukraine John Silver, U.S.Embassy in Kyiv, Ukraine

Michal Eskayo, Harold Washington College, USA DLT

Tapping Into Potential ofIntangible Cultural Heritage in ESL Classrooms

Laura M. Kennedy, Michigan State University, USA Sandra Crespo, Michigan State University, USA

Michael Garnett, The University of Southern California, USA Ezra Vasquez, The University of Southern California, USA CLI

Timothy Hall, The College of New Jersey, USA

Tracy Koslowski, The University of Mississippi, USA Dinorah Sapp, The University of Mississippi, USA Silvia Miriam MorganScott, Universidad de Guantánamo, Cuba

Soyoung Burke, Saint Francis University, USA Morgan Kelly, Independent, USA Sarah Wood, Independent, USA RWL

Success for ELLs: ESL Certification in New Jersey

Kunjarmani Gautam, Nepal English Language Teachers’ Association, Nepal Tilakram Gautam, Tribhuvan Secondary School, Gulmi, Nepal Hari Prasad Gautam, Suntala Cahur Secondary School, Baglung, Nepal Anu Adhikari, Nepal English Language Teachers’ Association, Nepal

Kitty Johnson, English Language Fellow Program, USA CIC

Starting at the End: BackwardCurriculum Design for Pathway Programs

William Lewis, Oglethorpe University, USA Peter Dye, Oglethorpe University, USA

Mitsuko Tanaka, Osaka University, Japan CLI

Shifting the Paradigm of Vocabulary Instruction From Telling to Discovering

Long Peng, State University of New York at Oswego, USA

Effects of Group Work Environment on Motivation and Learning Outcomes ESP in the Low-Level ELF Context: A Case Study

Re-creating the Cockpit: Designing an Aviation English Online Program

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

What Chinese International Students Think About English Names

T. Leo Schmitt, The New School, USA Clarissa Codrington, Eastern Michigan University, USA Trisha Dowling, Eastern Michigan University, USA

FRIDAY, 15 MARCH 2019

12:30 pm–1:45 pm ASJ

An Educator in Palestine: Collaboration Under Occupation

Abdul HabibKhalid, Indiana University of Pennsylvania, USA RWL

Curriculum Proposal for Using Memoir to Build Community

Kyongson Park, Purdue University, USA MD

Directions in Materials Design: The Local/Global Dichotomy

Lilia Savova, Indiana University of Pennsylvania, USA PA

Discipline Faculty Insight Into What Skills University ELs Need

Sunnia KoDavis, Massachusetts College of Pharmacy and Health Sciences, USA CIC

Elevating Older Adult Learners as Cultural Informants

Genggeng Zhang, Georgia State University, USA PD

Empowering Nepalese Female EFL Teachers Through PD Opportunities

EncouragingAdult ELs to Help Children Become Bilingual

Julaine Rosner, Mission College, USA Marsha Chan, Sunburst Media and Mission College, USA LSP

Engaging Metacognitive Listening Comprehension Through Podcasts

Reginald Gentry, University of Fukui, Japan ASJ

English Through Theatre: Overcoming Challenges Teaching Young Students in Syria

Eileen Ariza, Florida Atlantic University, USA Ammar Saleh, University of Glasgow, United Kingdom Aida Ali, Ministry of Education, Syrian Arab Republic PD

DLT

ESOL Teacher Development in Fellowship Abroad Programs

Keep the Conversation Going: Effective Home Study for the Classroom

Lynn Fuller, Madison County Schools, USA CIC

Korean Immigrant Women’s Perspective Changes Over Phillipson’s 5 Fallacies

Seungku Park, Slippery Rock University of Pennsylvania, USA AL

Language Attitude of Siraiki Ethnolinguistic Community and the Future Predictions

Furrakh Abbas, Universiti Utara Malaysia, Malaysia Jamilah Bidin, Universiti Utara Malaysia, Malaysia

Rajmi Aryal, Nepal English Language Teachers’ Association, Nepal CLI

International Teachers’ Beliefs About Language Learning

Rochelle Keogh, Life Thought Foundation, USA

Jennifer Musser, Washtenaw Literacy, USA PD

Intercultural Communication Training for Chinese Aviation Students

Lesson Study in Chinese University EFL: Local Implementation, Global Implications

Sharon Graham, Fort Hays State University, USA CIC

Making Contact! 3 Approaches to ESL/ Mainstream Combined Classes

Denise Desrosiers, University of New Hampshire, USA TE

Native or Nonnative? Voices From American Students Learning French

Khalid AhmadSiddiq, Herat University, Afghanistan Shagofah Noor, Herat University, Afghanistan CLI

Not Just Green, But Global: Education for Sustainability in ESL

Melissa Aberle-Grasse, Georgia Institute of Technology, USA

Jamila Barton, Georgia State University, USA

Exam Wrappers: Effective Tool to Promote Language Learner Autonomy

Personal Practical Knowledge in ELL Teacher PD

Liping Wei, University of Houston-Victoria, USA

Aimee Leisy, Wichita State University, USA

Phenomenological Approach to Reflective Practice: Examining Internal Struggles of Teachers

Finally! An Easier-to-Use Corpus to Transform Your Teaching

Joan Kuroda, Kwansei Gakuin University, Japan Craig Gamble, Kwansei Gakuin University, Japan

Jennifer Grode, University of Southern California, USA Michael Garnett, University of Southern California, USA

POSTER SESSIONS

Developing Global Students: Intercultural Competence

Graphs in the IEP: Making Learning Meaningful With Authentic Materials

Michelle Bland, Principia School, USA Carla Buchheit, University of Kansas, USA

Marie Parrish, Independent, USA CIC

Global vs. Local Errors: Rethinking Writing Pedagogy for L2 Students

Kristin Homuth, College for Creative Studies, USA Clarissa Codrington, Eastern Michigan University, USA

Anastasia Khawaja, University of South Florida, USA Liana Smith, Independent, USA CIC

Fostering Quality Teaching Education in TESOL Programs Using Asynchronous Communication

RWL

Push-In and Pull-Out: Success Challenges for ENG 101 International Students

Mohamed Yacoub, Indiana University of Pennsylvania, USA www.tesolconvention.org

175

CLI

Self-Efficacy and Goal Orientations of CollegeLevel ELLs in STEM Majors

RWL

Hong Shi, China University of Petroleum-Beijing, China LSP

Social Justice, Stereotypes, and Taboos: Topics in Oral Communication

Rashad Ahmed, University of Memphis, USA DLT

Margareta Larsson, Georgia State University, USA Debra Snell, Georgia State University, USA Margareta Larsson, Georgia State University, USA

POSTER SESSIONS

TE TE

Stop Plagiarism Before It Starts

Jessica Mathers, University of Southern California, USA Nina Ito, University of Southern California, USA

RWL

Variability Meets Variation: Exposure to Multiple Accents Improves Listening Comprehension

Kurtis Foster, Missouri State University, USA PD

Teacher Preparation for Emergent Bilinguals With a Community-Based Service-Learning Project

Tuba Arabaci Atlamaz, Abdullah Gul University, Kayseri, Turkey

176

Using Media Literacy in a College EFL Class in China

Qingqing Chen, Baylor University, USA Aman Qi, Xijing University, China

Teacher Narratives of Heritage Language Learning as Inspiration and Motivation

Julie Dell-Jones, St. Petersburg College, USA

Using and Assessing Digital Storytelling in the TESOL Classroom

Yurimi Grigsby, Concordia University at Chicago, USA Carolyn Theard-Griggs, Concordia University at Chicago, USA Vi Le (Le Thi Yen Vi), Kien Giang Vocational College, Viet Nam

Success for ELLs: ESL Certification in New Jersey

Timothy Hall, The College of New Jersey, USA

Toward Effective Use of Peer Review in Academic Writing Classes

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Who Is a Modern ESP Teacher: A National Survey

Tatiana Margaryan, Bauman Moscow State Technical University, Russian Federation Natalia Komissarova, Moscow Metropolitan Governance University, Russian Federation

EXHIBIT FLOOR PLAN

GEORGIA WORLD CONGRESS CENTER | HEADQUARTERS HOTEL – OMNI ATLANTA HOTEL AT CNN

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Teaching Tips Theater #2

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Electronic Village

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EXHIBITORS

Teaching Tips Theater #1

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KEYNOTE

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Revised: 5/31/2018

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File: 2342_04_19_tes

Every effort has been the accuracy of all in contained on this floo no warranties, either implied are made wit floor plan. If the locat columns, utilities or o components of the fa consideration in the c exhibit, it is the sole r the exhibitor to physi facility to verify all dim locations.

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EXHIBITOR HOURS Wednesday, 13 March Ribbon Cutting: 9:10 am Dedicated Exhibit Time: 9:10–11:00 am Hall Closes: 5:30 pm

Thursday, 14 March 8:30 am–5 30 pm Friday, 15 March 8:30 am–3:30 pm

www.tesolconvention.org

177

EXHIBITOR BOOTH NUMBERS

EXHIBITORS

These exhibitors are current as of 11 January 2019. Please check the addendum for additions and changes.

178

21st Century English Education Media, China Daily . . . . . . . . . . . . . . . . . 512

Istation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1226

Alelo, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1108

iTEP International. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430

Alliant International University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 839

Kaeden Publishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307

Alphabet Publishing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 939

Language Arts Press . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332

Anaheim University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 638

Lexxica R&D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 919

Barron’s Educational Series, Inc.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 608

Linguatorium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1006

Benchmark Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439

Little Sponges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539

Black Cat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438

Manifesto Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1035

British Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406

Michigan Language Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 713

Cambridge University Press. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516

MM Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 537

campusSIMs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1014

Multilingual Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1009

CASAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

National Background CK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1120

Caslon Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643

National Geographic Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Center for Applied Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519

Oxford University Press . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326

Command Performance Language Institute . . . . . . . . . . . . . . . . . . . . . . . . 624

Pearson ELT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333

Compass Publishing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 607

Pro Lingua Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310

Continental. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 739

Project Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 712

Corwin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 740

Reading Horizons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1023

Crossworld . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 838

REGIPIO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1015

Defense Language Institute English Language Center (DLIELC) . . . . . . . . 331

Research & Education Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1019

DGP Publishing, Inc.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 809

Robotel, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426

Dodge Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 741

Routledge, Taylor & Francis Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 921

Educational Testing Service. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413

Saddleback Educational Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 618

Ellevation Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1018

SIT Graduate Institute/World Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 938

ELS Educational Services Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 709

Sunburst Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 624

ELTS/Color Vowel Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Super Duper Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 808

English Central Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 913

The New School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1128

English Language Products / Kid-Inspired Products . . . . . . . . . . . . . . . . . . 944

Townsend Press . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1020

EnglishUSA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 506

UCSD Extension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 908

ESL Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321

University of Alabama at Birmingham . . . . . . . . . . . . . . . . . . . . . . . . . . . . 639

Express Publishing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 813

University of Michigan Press. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507

Extempore, The Speaking Practice App . . . . . . . . . . . . . . . . . . . . . . . . . . 1029

University of San Francisco School of Education . . . . . . . . . . . . . . . . . . . . 538

Federal Trade Commission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1134

University of Wollongong, School of Education . . . . . . . . . . . . . . . . . . . . 1122

Get This Write, LLC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 738

U.S. Department of State English Language Programs . . . . . . . . . . . . . . . 112

gogokid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 923

Velazquez Press . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 613

Grass Roots Press . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

Vista School Resources, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437

Heinemann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409

Vocabulary Systems, Inc.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1112

IELTS USA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 523

Voxy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508

IIE–Fulbright U.S. Student Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1022

Wiley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

IPEVO Inc.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1118

Write Minded Education, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

EXHIBITOR LISTINGS BOOTH #512 21st Century English Education Media, China Daily No. 15 Huixin Dongjie Chaoyang District, Beijing 1000029 China +86 10 64995598 Contact: Fang Han Website: tesol.i21st.cn 21st Century English Education Media is a well-known multimedia educational company under the China Daily group. We produce a range of print and new media content geared toward educational research, brand activities, and research training. Our weekly circulation exceeds 3 million, with 5 millions of additional subscribers on online platforms.

6171 W. Century Blvd, Ste 360 Los Angeles, CA 90045 USA +1 310.574.7508 Contact: W. Lewis Johnson Website: www.alelo.com Alelo’s new Enskill platform helps learners develop communication skills in conversations with artificially intelligent interactive characters. Enskill supports unscripted conversation instead of reading or selecting screen prompts. The system automatically evaluates learner performance and feedback, relieving teachers of the burden of rating student speech.

BOOTH #608 Barron’s Educational Series, Inc.

1204 Main St #172 Branford, CT 06405 USA +1 203.912.2634 Contact: Walton Burns Website: www.alphabetpublishingbooks. com

250 Wireless Blvd Hauppauge, NY 11788 USA +1 800.645.3476 Contact: Frederick Glasser Website: www.barronseduc.com

Alphabet Publishing is an independent publishing company that specializes in innovative materials, such as drama for the classroom, narrative video serials for learners, and activity books that focus on teamwork and community building. Come check out our creative tools for creative teachers!

BOOTH #638 Anaheim University 1240 S. State College Blvd Admissions Office Rm 110 Anahem, CA 92806 USA +1 714.772.3330 Contact: Kate Strauss Website: www.anaheim.edu Anaheim University offers accredited online doctoral, master’s, graduate/undergraduate diploma and certificate programs in TESOL as well as an Online Certificate in Teaching English to Young Learners. World acclaimed TESOL faculty (including four former TESOL presidents) teach live weekly HD webcam classes.

Barron’s is a publisher of TOEFL, IELTS, TOEIC, and ESL supplementary materials, as well as bilingual and Spanish books for children.

BOOTH #439 Benchmark Education 145 Huguenot St New Rochelle, NY 10801 USA +1 914.637.7255 Contact: Kristin DeMarco Website: www.benchmarkeducation.com Benchmark Education publishes ESL resources that help ELs meet standards for literacy, language, and content knowledge. Resources include Advance ALL, our high-interest, lowlevel text sets; Advancing Language Learning, a new English Development Program for K–6; and RIGOR, an intervention series for older ELs reading at primary levels.

EXHIBITORS

BOOTH #1108 Alelo, Inc.

BOOTH #939 Alphabet Publishing

BOOTH #839 Alliant International University 10455 Pomerado Rd San Diego, CA 92131 USA +1 866.825.5426 Contact: Ken Kelch Website: tesol.alliant.edu Alliant International University is a WASCaccredited institution offering certificate, master’s, and doctoral programs in TESOL. Alliant offers on-campus, hybrid, and online learning formats. Visit Alliant’s website for scholarship and program details.

www.tesolconvention.org

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BOOTH #438 Black Cat

BOOTH #516 Cambridge University Press

BOOTH #329 CASAS

Via Inverigo 2 De Agostini Scuola SpA Milano, 20151 Italy +39 337 150 3550 Contact: Roberta Vinetti Website: www.blackcat-cideb.com

1 Liberty Plaza New York, NY 10006 USA +1 212.337.6561 Contact: Drew Newgent Website: cambridge.org/cambridgeenglish

5151 Murphy Canyon Rd, Ste 220 San Diego, CA 92129 USA +1 858.292.2900 Contact: Jane Eguez Website: www.casas.org

The mission of Cambridge University Press is to unlock people’s potential with the best learning and research solutions. Through continually improved content and experiences, we extend our reputation for high quality to meet the needs of learners across the globe and to ensure success in the classroom.

CASAS, an independent not-for-profit organization, offers the most widely used system for assessing the basic language skills of youth and adults in common life and work situations. CASAS provides resources to build a curriculum framework for implementing quality programs with a built-in standardized accountability system.

Black Cat, a world leader in the production of beautifully designed, innovative, and dynamic teaching materials, is part of the De Agostini Publishing Group. Black Cat provides high-quality teaching materials for students of English. Materials include graded readers, grammar books, courses, exam preparation books, and cultural books.

EXHIBITORS

BOOTH #406 British Council 10 Spring Gardens London, SW1A 2BN UK +44 (0) 20 7389 3005 Contact: Rebecca Maher Website: www.britishcouncil.org The British Council is the United Kingdom’s cultural relations organisation. We are on the ground in more than 100 countries, with a remit to widen the knowledge and use of the English language across the world. We work in the following areas: language policy, English language teaching and training, and qualifications.

BOOTH #1014 campusSIMs 51 Grove St Somerville, MA 2144 USA +1 781.330.1305 Contact: Colin Fahey Website: www.campusSIMs.com campusSIMs is a mobile service designed for international students studying in the United States. We partner directly with organizations and provide them with free SIM cards to distribute to their students. Our plans are US$15/ month for 2GB of data plus unlimited talk and text.

BOOTH #643 Caslon Inc. 825 N. 27th St Philadelphia, PA 19130 USA +1 215.765.3260 Contact: Rebecca Field Website: www.caslonpublishing.com Caslon is an independent publisher that makes books and electronic resources for preservice and practicing administrators and teachers who work with ELLs/bilingual learners in their classes, schools, and districts.

BOOTH #519 Center for Applied Linguistics 4646 40th St, NW Washington, DC 20016 USA +1 202.362.0700 Contact: Sophia Birdas Website: www.cal.org The Center for Applied Linguistics (CAL) promotes language learning and cultural understanding by serving as a trusted source for research, resources, and policy analysis. Through its work, CAL seeks solutions to issues involving language and culture as they relate to access and equity in education and society around the globe.

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BOOTH #624 Command Performance Language Institute 28 Hopkins Court Berkeley, CA 94706 USA +1 510.524.1191 Contact: Contee Seely Website: www.cpli.net Efficient proficiency-building products. Real acquisition with effective comprehensible input (CI) techniques: 8th edition of Fluency Through TPR Storytelling, new “Story Soup” CI-based book/workbook for elementary school, two dynamic interactive TPR software programs, Live Action English TPR book. Conversation via quickdraw symbols. Bingo for vocabulary, grammar, and sound discrimination. Easy readers.

BOOTH #607 Compass Publishing

Compass Publishing is an international ELT publishing and media company. Compass provides a full list of English language learning materials, including course books, supplemental, skill books, readers, test preparation materials, ESP, and digital content. Today’s educators use Compass to find direction in education. Inspired to teach. Inspired to learn.

BOOTH #739 Continental 520 E. Bainbridge St Elizabethtown, PA 17022 USA +1 800.233.0759 Contact: Eric Beck Website: www.continentalpress.com Continental’s K–12 ELL materials cover phonics, assessment, and academic literacy programs. We offer more than 300 leveled readers along with our popular Finish Line for ELLs 2.0. Visit us to see the new TEAM Kits for Academic Literacy and Exploring English Grammar.

BOOTH #809 DGP Publishing, Inc.

2455 Teller Rd Thousand Oaks, CA 91320 USA +1 603.343.8592 Contact: Maura Sullivan Website: www.corwin.com

630 Becky Rd Blairsville, GA 30512 USA +1 706.745.1005 Contact: Rodney Burnette Website: www.dgppublishing.com

Corwin is the premier publisher of PD resources that equip Pre-K–12 educators with innovative tools to improve teaching and learning so all children can succeed. Our books and on-site consulting offer practical, research-based strategies created by experts. Visit our website for resources on language development, reading, literacy coaching, and more.

We are proud to offer innovative resources for teaching grammar, reading comprehension, vocabulary, spelling, and writing for all grade levels. Our high-interest materials are challenging without being overwhelming for ELs. Visit us to see why teachers, students, and parents all around the world love our simple yet meaningful products.

BOOTH #838 Crossworld

BOOTH #741 Dodge Learning Resources

10000 N. Oak Trfwy Kansas City, MO 64119 USA +1 816.479.7324 Contact: Eric Mattson Website: crossworld.org

P O Box 1150 Tyrone, GA 30290 USA +1 678.216.0566 Contact: Allen Dodge Website: dodgelearning.com

Disciple-makers from all professions bringing God’s love to life in the world’s least-reached marketplaces.

Dodge Learning Resources offers the best in children’s literature and professional resources from dozens of materials suppliers. We have the newest and greatest ideas for teachers who use mini-charts with small groups of students. Come see the latest items chosen for your browsing or buying at this conference!

BOOTH #331 Defense Language Institute English Language Center (DLIELC) 2235 Andrews Ave Lackland AFB San Antonio, TX 78236 USA +1 304.840.2096 Contact: Sarah M. Martin Website: www.dlielc.edu An innovative, world-class military organization providing effective English language training and maximizing resources to enable U.S. and international students to communicate proficiently in support of U.S. Department of Defense Security Cooperation goals around the globe.

EXHIBITORS

306 El Divisadero Ave Walnut Creek, CA 94598 USA +1 562.698.9023 Contact: Albert Chiang Website: www.compasspub.com

BOOTH #740 Corwin

BOOTH #413 Educational Testing Service 660 Rosedale Rd Princeton, NJ 08541 USA +1 609.683.2726 Contact: Laura Plemenik Website: www.ets.org/toefl The TOEFL® tests for student success! Provide your students with more opportunities worldwide. From admissions to placement and progress monitoring, you get the accurate and comprehensive information you need to confidently guide your students in English language learning. The TOEFL tests: TOEFL iBT®, TOEFL® ITP, and TOEFL® Junior™.

www.tesolconvention.org

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BOOTH #1018 Ellevation Education

BOOTH #913 English Central Inc.

BOOTH #321 ESL Library

38 Chauncy St, Fl 9 Boston, MA 02111 USA +1 617.307.5755 Contact: Ellevation Education Website: www.ellevationeducation.com

60 St Clair Ave East, Ste 102 Toronto, ON M4T 1N5 Canada +1 866.518.4170 Contact: Nicole Graham Website: www.englishcentral.net

777-70 Arthur St Winnipeg, MB R3G 1B7 Canada +1 204.452.8241 Contact: Ben Buckwold Website: ESLlibrary.com

Ellevation is a software company focused exclusively on ELLs and the educators who serve them. Our data management, compliance, and instructional platform is used by nearly 700 school districts to streamline program management, enable effective collaboration among all stakeholders in a district, and differentiate and improve instruction.

English Central specializes in books for learning and teaching the English language. As the distributor of several innovative, award-winning, independent publishers, English Central boasts a catalog full of fantastic titles for both general and specialist teaching contexts.

ESL Library is a subscription-based resource site for English language teachers. For less than US$5 per month, teachers receive access to 900+ professionally made lessons and 2,000+ flashcards. Download, print, and photocopy whatever you need, whenever you need it. New materials added monthly! Sign up at the booth or online.

EXHIBITORS

BOOTH #709 ELS Educational Services Inc. 7 Roszel Rd Princeton, NJ 08540 USA +1 609.759.5541 Contact: Ward Morrow Website: www.els.edu Since 1961, ELS Language Centers has helped more than 1.2 million international students from 147+ countries learn English quickly and effectively, creating world citizens in the process. ELS has the largest network of campus-based English language instruction centers in the world, offering 50+ study locations in Australia, India, and North America.

BOOTH #127 ELTS/Color Vowel Chart 1107 Lancaster Rd Takoma Park, MD 20912 USA +1 301.219.6297 Contact: Karen Taylor Website: www.colorvowelchart.org ELTS is a teacher-made training and publishing company dedicated to bridging the gap between spoken and written English through brain-based instructional techniques and learning tools. ELTS is home to the Color Vowel Chart, Color it out!, and the revolutionary Color Vowel Approach.

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BOOTH #944 English Language Products / KidInspired Products 1107 Mason Ave #A Austin, TX 78721-2017 USA +1 512.476.4161 Contact: Curt Reese Website: kid-inspired.com English Language Products provides teachercreated and teacher-tested games for the classroom. The Kid-Inspired Classroom is an online resource for elementary ELL teachers providing helpful articles and teacher-tested materials.

BOOTH #506 EnglishUSA 1827 Powers Ferry Rd Bldg 14, Ste 100 Atlanta, GA 30339 USA +1 404.567.6875 Contact: Cheryl Delk-Le Good Website: englishusa.org EnglishUSA is the largest organization of IEPs in the United States. There are more than 400 members that include university-governed programs, proprietary companies, and private language schools. Our mission is to provide support, standards, and advocacy for English language programs in the USA.

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

BOOTH #813 Express Publishing Liberty House, Greenham Business Park Newbury, RG19 6HW UK +30 21.0212.0841 Contact: Steven Lever Website: www.expresspublishing.co.uk Express Publishing is an independent U.K. publisher specializing in English language learning and teaching. With a presence in more than 90 countries and a variety of more than 3,500 teaching materials as well as ministerial adoptions in many countries, it has been nominated multiple times by the British Council Innovation Awards.

BOOTH #1029 Extempore, The Speaking Practice App PO Box 14226 St. Paul, MN 55114 USA +1 651.492.7299 Contact: Carlos Seoane Website: extemporeapp.com Extempore is the first all-in, purpose-built speaking platform: nothing to install; create speaking assignments in minutes. Your students can answer on the phone or on the web, and you can grade and provide feedback (audio or written) on your computer or on the go.

BOOTH #227 Grass Roots Press

BOOTH #523 IELTS USA

600 Pennsylvania Ave NW CC10402 Washington, DC 20580 USA +1 202.326.3266 Contact: Bridget Small Website: consumer.gov

6520 82 Ave Edmonton, AB T6B 0E7 Canada +1 780.413.6491 Contact: Pat Campbell Website: www.grassrootsbooks.net

825 Colorado Blvd, Ste 221 Los Angeles, CA 90041 USA +1 323.255.2771 Contact: Kate McKeen Website: www.ielts.org/usa

Grass Roots Press, established in 1997, specializes in hi-lo books for teens and adults. Our publication line includes biographies, photostories, chapter books, workbooks, audiobooks, and ebooks. The majority of our publications are at a Grades 1–2 reading level. Free supplementary material can be downloaded from our website.

IELTS is an English language proficiency test designed to test the communicative abilities of nonnative speakers who want to study or work in English-speaking environments. It is accepted by more than 10,000 organizations worldwide, including more than 3,000 U.S. institutions, and includes standard varieties of English— American, Australian, and British.

BOOTH #409 Heinemann

BOOTH #1022 IIE–Fulbright U.S. Student Program

361 Hanover St Portsmouth, NH 03801 USA +1 800.541.2086 Contact: McKenna DeMelo Website: www.heinemann.com

809 UN Plaza New York, NY 10017 USA +1 832.369.3488 Contact: Lee Rivers Website: www.us.fulbrightonline.org

Heinemann is a publisher of professional resources and a provider of educational services for K–12 educators, including resources for math and science. Our commitment to our work and customers’ enthusiastic response to our offerings has made us a leading publisher.

Sponsored by the U.S. Department of State’s Bureau of Educational & Cultural Affairs, the Fulbright U.S. Student Program offers more than 2,000 fellowships abroad for one academic year to U.S. graduating college seniors, graduate students, young professionals, scientists, and artists.

Consumer.gov and Consumidor.gov provide plain language information about financial literacy. The Federal Trade Commission websites explain how to manage and use money wisely, use credit and loans carefully, and protect your identity and money.

BOOTH #738 Get This Write, LLC PO Box 258 Milwaukee, WI 53201-0258 USA +1 414.533.5080 Contact: JoEllen Christians Website: www.GetThisWrite.com Get This Write is a unique online sentencewriting program for intermediate through advanced learners. This self-paced, self-checking program provides clear grammar explanations and extensive controlled practice. Get This Write can be used in class or independently on any device. It helps learners gain confidence and skill in writing sentences correctly.

EXHIBITORS

BOOTH #1134 Federal Trade Commission

BOOTH #923 gogokid 56 N. 4th Ring Rd West Haidian District, Beijing 100080 China +86 15 718877113 Contact: Tianchi Cheng Website: https://teacher.gogokid.com Gogokid creates a connection between children in China and the world by providing a global learning experience. Our mission is to foster our students to learn the English language as a tool, not as a goal, and to become individuals with creative and critical thinking skills.

www.tesolconvention.org

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BOOTH #1118 IPEVO Inc.

BOOTH #307 Kaeden Publishing

BOOTH #1006 Linguatorium

440 N. Wolfe Rd Sunnyvale, CA 94085 USA +1 408.490.3085 Contact: Michael Pai Website: www.ipevo.com

PO Box 16190 Rocky River, OH 44116 USA +1 440.617.1400 Contact: Grant Urmston Website: www.kaeden.com

215 Sinclair Ave, Unit 118 Ames, IA 50014 USA +1 515.337.0877 x 140 Contact: Brody Dingel Website: http://linguatorium.com

IPEVO is a whole new approach to classroom technology. We go beyond the usual conventions of classroom technology—large, expensive, specialized, and complex—to rethink simple and flexible solutions for interactive teaching in today’s classrooms.

Kaeden is a publisher and distributor of educational content for grades K–6. We work with schools to design custom collections for guided reading. We are the sole source for the K–2 books to support the Teachers College Reading & Writing Project Assessment by Lucy Calkins.

Linguatorium is a project striving to turn research findings into practice by creating innovative computer-assisted language learning technologies. We offer vocabulary and pronunciation learning tools that are grounded in cutting-edge research and are thus highly effective in helping students attain their learning goals while saving teachers’ time.

EXHIBITORS

BOOTH #1226 Istation 8150 N. Central Expressway, Ste 2000 Dallas, TX 75206 USA +1 214.292.4904 Contact: Molly Bryan Website: www.istation.com Istation has become one of the nation’s leading providers of richly animated, gamelike educational technology. The Istation program puts more instructional time in the classroom through small-group and collaborative instruction. Istation’s innovative reading, math, and Spanish programs immerse students in an engaging and interactive environment and inspire them to learn.

BOOTH #430 iTEP International 22048 Sherman Way, Ste 210 Canoga Park, CA 91304 USA +1 818.887.3888 Contact: Dan Lesho Website: www.iTEPexam.com iTEP International provides online, on-demand English proficiency tests to schools and institutions. iTEP tests assess the four language skills, are easy to administer, and return scores within hours. iTEP products are used extensively by IEPs, pathway programs, and high schools in the United States and abroad.

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BOOTH #332 Language Arts Press PO Box 4467 Rockville, MD 20849 USA +1 301.424.8900 Contact: Michael Berman Website: www.LanguageArtsPress.com Language Arts Press is dedicated to higher ed ESL teachers and students. We understand that we must keep one foot firmly rooted in teaching to be a truly relevant publisher. Come see the results! We have developed exciting materials and mobile apps for pronunciation, grammar, academic writing, and vocabulary.

BOOTH #919 Lexxica R&D 2-7-8 Shibuya 5F Shibuya-ku, Tokyo, 150 0002 Japan +81 35 766 5916 Contact: Guy Cihi Website: www.wordsandmonsters.com Lexxica produces vocabulary game apps that automatically adjust to the lexical needs of each player. Teachers receive free goal setting, weekly progress reports, and PDF tests for use in class. Research shows that studying with these game apps rapidly increases average test scores on TOEFL, TOIEC, and IELTS.

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

BOOTH #539 Little Sponges Woodstock Office Woodstock, GA 30188-2006 USA +1 513.739.6246 Contact: Natalya Seals Website: www.little-sponges.com Little Sponges® is the first and only bilingual curriculum that leverages the power of real-life videos and interactive games to teach young students listening, speaking, and reading skills in English, Spanish, Chinese, French, German, and Russian. It is proven to close the ELL achievement gap by 85% in one school year.

BOOTH #1035 Manifesto Games Rua do Apolo, 181 Bairro do Recife Recife, Pernambuco 50030220 Brazil +55 81 3224 0320 Contact: Vicente Vieira Website: www.manifestogames.com Manifesto Games is an edtech company with 13 years of experience in the development of gamified educational platforms. We have been helping partners all over the world, such as Pearson, Santillana, Macmillan, and Somos Educação to create fun, engaging, and efficient ELT digital environments used for more than 100,000 students.

BOOTH #713 Michigan Language Assessment

BOOTH #1120 National Background CK

BOOTH #333 Pearson ELT

535 W. William St Argus 1, Ste 310 Ann Arbor, MI 48103 USA +1 734.260.8340 Contact: Renee Woolley Website: www.michiganassessment.org

4140 Executive Pkwy, Ste 119 Westerville, OH 43081 USA +1 614.461.3356 Contact: Scott Montgomery Website: www.nationalbackgroundcheck. com

221 River St Hoboken, NJ 07030 USA +1 770.403.2804 Contact: Staci Castleberry Website: pearsoneltusa.com

Michigan Language Assessment helps people achieve their education and career goals by providing trusted English language exams that draw on the expertise of two of the world’s leading universities.

National Background Check Inc. is an FBI approved channeler for expedited fingerprint background checks. Approved reasons for an FBI background check include working, traveling or visiting overseas, adopting a child, personal reasons, and reviewing or challenging information in your own record.

BOOTH #537 MM Publications

MM Publications is an international publishing house specialising in the production of ELT books and e-learning material. It was established in 1993 and has developed rapidly since then. MM Publications can be found on all continents, with offices, distributors, and agents in more than 100 countries.

BOOTH #1009 Multilingual Matters St Nicholas House 31-34 High St Bristol, BS1 2AW UK +44 1173 158562 Contact: Elinor Robertson Website: www.multilingual-matters.com Multilingual Matters is dedicated to publishing the very best textbooks and research monographs in the fields of applied linguistics, literacy education, multicultural education, and immigrant language learning.

BOOTH #217 National Geographic Learning 20 Channel Center St Boston, MA 02210 USA +1 617.289.7812 Contact: Beth Leonard Website: NGL.Cengage.com/ELT National Geographic Learning brings the world to the classroom and the classroom to life. With our English language programs, students learn about their world by experiencing it. Through our partnerships with National Geographic and TED, students develop the language and skills they need to be successful global citizens and leaders.

BOOTH #326 Oxford University Press 198 Madison Ave New York, NY 10016 USA +1 212.726.6307 Contact: Bobby Brinson Website: www.oup.com/elt Oxford University Press is the world’s authority on the English language. As part of the University of Oxford, we are committed to furthering English language learning worldwide. We continuously bring together our experience, expertise, and research to create resources, helping millions of English learners to achieve their potential.

BOOTH #310 Pro Lingua Associates 74 Cotton Mill Hill, Ste A315 Brattleboro, VT 05301 USA +1 802.257.7779 Contact: Andy Burrows Website: ProLinguaAssociates.com Pro Lingua Associates is a publisher of ELL texts and teacher resource materials (mostly photocopyable) designed to foster studentcentered language learning by students of all ages and proficiency levels anywhere. We are celebrating support for and by the TESOL community since 1980! Thank you!

EXHIBITORS

129 Colney Hatch Ln, Muswell Hill London, N10 1HD UK +30 6981 464042 Contact: Vassilis Vlachokyriakos Website: www.mmpublications.com

Pearson ELT is the leading publisher of English language learning materials for adult and higher education. We focus on innovative ways of combining content, assessment, technology, and services to help teachers and students achieve their English teaching and learning goals.

BOOTH #712 Project Education PO BOX 941766 Plano, TX 75094 USA +1 469.878.8923 Contact: Steve Navarre Website: projecteducation.co The Project Education mission is simple: Provide the tools that districts need to make students successful. We have created a total solution for school districts by combining the only customizable data management platform with PD and consulting services: Data that goes beyond compliance, so educators can make it actionable.

www.tesolconvention.org

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EXHIBITORS

BOOTH #1023 Reading Horizons

BOOTH #1019 Research & Education Association

BOOTH #921 Routledge, Taylor & Francis Group

1194 Flint Meadow Dr Kaysville, UT 84037-9564 USA +1 800.333.0054 Contact: Cameron Divis Website: www.readinghorizons.com

258 Prospect Plains Rd Cranbury, NJ 08512 USA +1 609.395.6283 Contact: John Cording Website: www.rea.com

530 Walnut St, Ste 850 Philadelphia, PA 19106 USA +1 917.351.7125 Contact: Karen Adler Website: www.routledge.com

Reading Horizons has worked for more than 30 years to provide interactive software, direct instruction materials, and PD that empowers teachers to empower ELLs with research-based strategies for learning to read the English language.

Founded in 1959, Research & Education Association is dedicated to publishing the finest and most effective educational materials— including study guides, test preps, and ESL guides—for students of all ages. Visit our website for a complete catalog of our titles.

Routledge publishes professional and scholarly books, textbooks, and journals in the field of education, including bilingual education, ESL, multicultural education, and educational studies. Routledge is a member of Taylor & Francis Group, an informa business.

BOOTH #1015 REGIPIO

BOOTH #426 Robotel, Inc.

BOOTH #618 Saddleback Educational Inc.

ul. Polankowa 11 Legionowo, 05-120 Poland +48 604 296 264 Contact: Regina Szuszkiewicz Website: www.regipio.com

3185 rue Delaunay Laval, QC H7L 5A4 Canada +1 450.680.1448 Contact: Gerry Sullivan Website: www.robotel.com

3120A Pullman St Costa Mesa, CA 92626 USA +1 714.640.5233 Contact: Tim McHugh Website: www.sdlback.com

The idea of REGIPIO educational games is to stimulate language development, facilitate the educational process, and make it both natural and fun. The games foster language learning, and the teachers confirm that their students become high achievers. They are the games to make your lessons exciting and your students happy!

Let’s Talk! English is a new ESL/ELL/EFL allelectronic curriculum using our award-winning SmartClass+ Language Teaching Platform. Let’s Talk! English follows the CEFR format and includes A1, A2, B1, and B2 courses with 380+ activities per course. Courses include reading, writing, listening, and speaking activities and support for AI-based speech recognition.

Saddleback is the leader in high-interest, lowreadability curriculum solutions and quality readers for struggling and at-risk learners in Grades 4–12. We create relevant and engaging materials that will actively involve and immerse students at reading levels where they can achieve success in the 21st century.

BOOTH #938 SIT Graduate Institute/World Learning PO Box 676 Brattleboro, VT 05302 USA +1 802.258.3103 Contact: Mary Kay Sigda Website: graduate.sit.edu World Learning and its School for International Training (SIT) offer graduate degrees, certificates, PD, study abroad opportunities, and development programs. SIT’s TESOL master’s degrees and certificate programs have engaged students in experiential, cohort-based teacher education for more than 50 years and is the oldest and largest of its kind.

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BOOTH #624 Sunburst Media

BOOTH #1020 Townsend Press

BOOTH #507 University of Michigan Press

PO Box 2572 Sunnyvale, CA 94087-0572 USA +1 408.245.8514 Contact: Marsha Chan Website: www.sunburstmedia.com

439 Kelley Dr West Berlin, NJ 08091-9284 USA +1 888.752.6410 Contact: George Henry Website: www.TownsendPress.com

839 Greene St Ann Arbor, MI 48104 USA +1 866.804.0002 Contact: Kelly Sippell Website: www.press.umich.edu/elt

Books, software, videos, games for classrooms, labs, resource centers, libraries; beginning– advanced. AmEnglish Online Learning, Pronunciation Power, Connected Speech, Look in the Lake Pronunciation-Phonics Cards, Kiss Your Accent Goodbye, Phrase by Phrase Pronunciation and Listening, English for Child Care, English for Child Development, Spelling Fusion, Issues in English, The Alphabet.

Townsend Press publishes vocabulary texts/ workbooks available in both print and electronic format and reading textbooks and original and classic paperbacks for Reading Levels 5–12 and above. Also available is the King Series, 85 titles for Grades K–2. Townsend Press: terrific value at affordable prices, always.

The University of Michigan Press has a rich tradition of publishing EAP textbooks and leading-edge teacher training textbooks, including digital singles. We are the publisher of Academic Writing for Graduate Students, Reader’s Choice, The ESL Writer’s Handbook, and the Myths research-to-practice volumes.

BOOTH #908 UCSD Extension

BOOTH #538 University of San Francisco School of Education

BOOTH #808 Super Duper Publications

Super Duper Publications creates, publishes, and sells educational materials, RTI programs, e-Learning software, mobile applications, print books, games, card decks, and supplies for children with special needs and language and learning delays.

UCSD Extension’s Professional Certificate in Teaching English to Speakers of Other Languages (TESOL) offers coursework online. This program allows participants to acquire the specialized training and skills needed for a successful career teaching English as a second language, either in the United States or in another country.

BOOTH #1128 The New School

BOOTH #639 University of Alabama at Birmingham

72 Fifth Ave New York, NY 10011 USA +1 212.229.5372 Contact: Lesley Painter-Farrell Website: www.newschool.edu/matesol

1720 2nd Ave South School of Education, Rm 100 Birmingham, AL 35294-1250 USA +1 205.934.8357 Contact: Susan Spezzini Website: www.uab.edu/education/esl

The New School MA TESOL is a 30-credit graduate degree program that is completed entirely online or through a combination of on-campus and online courses. The program can be completed part time or full time and offers concentrations in teaching and curriculum development.

The University of Alabama at Birmingham offers an educational specialist degree in TESOL for educators who hold a master’s degree in TESOL or a related area. With online courses plus a 2-week summer residency, this 30-credit program prepares educators to assume mentorship and leadership roles and hones research skills.

2130 Fulton St San Francisco, CA 94117 USA +1 415.422.4212 Contact: Lisa Klope Website: usfca.edu/education The University of San Francisco School of Education offers credential and graduate programs designed to meet the needs of aspiring and practicing educators, counselors, and leaders. Our programs focus on social justice, equity, and community involvement. Program options include MA TESOL, TESOL certificate, and MA TESOL + teaching credential.

EXHIBITORS

5201 Pelham Rd Greenville, SC 29615-5723 USA +1 864.284.4540 Contact: Kevin Stuckey Website: www.superduperinc.com

9500 Gilman Dr La Jolla, CA 92093 USA +1 858.534.9274 Contact: Lee Larosa Website: http://extension.ucsd.edu/ education

BOOTH #1122 University of Wollongong, School of Education Northfields Ave Wollongong, 2522 Australia +61 2 4298 1254 Contact: Amanda Baker Website: www.uow.edu.au The University of Wollongong’s School of Education has a reputation for practical programs and flexible learning strategies that produce highly employable educators. It is founded on the expertise of our staff and our strong ties with community organizations and government bodies.

www.tesolconvention.org

187

BOOTH #112 U.S. Department of State English Language Programs 3300 Whitehaven St NW Ste 1000 Washington, DC 20007 USA +1 800.308.7649 Contact: Maggie Steingraeber Website: elprograms.org

EXHIBITORS

The U.S. Department of State promotes English language learning abroad by offering teaching resources at americanenglish.state.gov, publishing the English Teaching Forum magazine, and hosting cultural exchange programs. Visit our booth to learn about English Language Fellow Program opportunities for experienced U.S. TESOL professionals to complete 10-month paid teaching projects overseas.

BOOTH #613 Velazquez Press 9682 Telstar Ave Ste 110 El Monte, CA 91731 USA +1 626.448.3448 Contact: Jonathan Ruiz Website: www.VelazquezPress.com Velazquez Press promotes educational equity through academic language development, biliteracy, and family engagement. We provide word-to-word dictionaries/glossaries in 100 languages, an interactive biliteracy reading program based in authentic literature, and asset-based family and community engagement programs for ESL families.

BOOTH #437 Vista School Resources, Inc. 12973 SW 112th St #272 Miami, FL 33186 USA +1 866.380.9820 Contact: Sylvia Fumero Website: www.vistaschoolresources.com The IDEAS for College & Career Readiness Plans is the curriculum to support the transition to high school that links the foundational skills for students’ college and career paths. Students proceed on their College and Career Readiness Continuum and activate their academic and personalized goals and secondary and postsecondary paths.

188

BOOTH #1112 Vocabulary Systems, Inc.

BOOTH #237 Write Minded Education, Inc.

5733 Hollister Ave, Ste 7 Goleta, CA 93117 USA +1 831.247.1379 Contact: Heidi Brumbaugh Website: vocabvictor.com

PO Box 687 Oakton, VA 22124 USA +1 703.477.3303 Contact: Judy Rhodes Website: www.WriteMindedEducation. com

Vocabulary Systems is the maker of Vocab Victor, an innovative word-learning app for smartphones. Students learn by playing a series of word games; each game teaches a different type of word knowledge. The app is customized to each learner’s level to generate fresh, new games every time they play.

BOOTH #508 Voxy 632 Broadway Ste 702 New York, NY 10012 USA +1 559.970.8578 Contact: Scott Lichtenstein Website: www.voxy.com Voxy provides truly personalized English language instruction to corporations, educational institutions, and governments across the globe. Based on more than 30 years of academic research, Voxy’s solution meets the needs of each user by combining patented technology that adapts lessons in real time with personalized live instruction.

BOOTH #407 Wiley 111 River St Medford, MA 02155 USA +1 781.388.8361 Contact: Taryn Walsh Website: www.wiley.com Wiley helps people and organizations develop the skills and knowledge they need to succeed. Our online scientific, technical, medical, and scholarly journals, combined with our digital learning, assessment, and certification solutions, help universities, learned societies, businesses, governments, and individuals increase the academic and professional impact of their work.

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

WITS, sensory-packed manipulatives called Writing Idea TileS®, are visual/tactile guides for teaching communication skills. All ages use this company’s patented tools for developing multineural connections with vocabulary, sentences, the 5Ws, sequencing, paragraphs, and compositions. WITS also function as graphic organizers and bridge cultural/language barriers. Amazing learning results from using WITS.

PRESENTER INDEX A

Baecher, Laura . . . . . . . 26, 55, 82, 116, 130, 163 Baer, Cindy . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Baeza, Hector . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Bailey, Kathleen . . . . . . . . . . . . . . . . . . . . 37, 140 Bailie, Tracy . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Bain, Kate . . . . . . . . . . . . . . . . . . . . . 66, 148, 172 Bairamova, Naila . . . . . . . . . . . . . . . . . . . . . . 120 Baker Robbins, Melanie . . . . . . . . . . . . . . . . 171 Baker, Amanda . . . . . . . . . . . . . . . . . 84, 115, 120 Baker, Lottie . . . . . . . . . . . . . . . . . 26, 33, 58, 143 Baladi, Nadine . . . . . . . . . . . . . . . . . . . . 109, 122 Balderston, Genevieve . . . . . . . . . . . . . . . . . . . 99 Ball, Rhiannon . . . . . . . . . . . . . . . . . . . . . . . . 125 Balyasnikova, Natalya . . . . . . . . . . . . . . . . . . 125 Banegas, Michelle . . . . . . . . . . . . . . . . . . . . . 167 Baral, Lekh . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Bardasz, Suzanne . . . . . . . . . . . . . . . . . . . . . . . 88 Barduhn, Susan . . . . . . . . . . . . . . . . . . . . 37, 119

Barnhardt, Sarah . . . . . . . . . . . . . . . . 74, 88, 110 Barrantes, Lena . . . . . . . . . . . . . . . . . . . . . . . 107 Barreto, Veronica . . . . . . . . . . . . . . . . . . . . . . . 77 Barton, Jamila . . . . . . . . . . . . . . . . . . . . . . . . 175 Bateson, Gordon . . . . . . . . . . . . . . . . . . . . . . 108 Batson, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Bauer, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Bauer-Ramazani, Christine . . . . . . . . . . . . . . 130 Bautista, Aurora . . . . . . . . . . . . . . . . . . . . . . . 108 Baya, Lawrence . . . . . . . . . . . . . . . . . . . . . . . 143 Bazanova, Elena . . . . . . . . . . . . . . . . . . . . . . . 172 Beatriz Mendoza, Maria . . . . . . . . . . . . 172, 173 Beatty, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Beaudette, Beverly . . . . . . . . . . . . . . . . . . . . . 92 Beaverson, Barbara . . . . . . . . . . . . . . . . . . . . 100 Beck, Eric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Becker, Kimberly . . . . . . . . . . . . . . . . . . . . . . 148 Beckman-Götrich, Katie . . . . . . . . . . . . . . . . . 139 Beers, Barbara . . . . . . . . . . . . . . . . . . . . . . . . 168 Bell, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Belleau, Kevin . . . . . . . . . . . . . . . . . . . . . . . . 103 Benegas, Michelle . . . . . . . . . . . . . . . . . . . . . . 67 Bennett, Gena . . . . . . . . . . . . . . . . . . . . . 86, 143 Bennett, Kellianne . . . . . . . . . . . . . . . . . . . . . 123 Bent, Amanda . . . . . . . . . . . . . . . . . . . . . . . . . 73 Benzerroug, Imane . . . . . . . . . . . . . . . . . . . . . 173 Benzerroug, Samah . . . . . . . . . . . . . . . . . . . . 173 Berardo, Marcellino . . . . . . . . . . . . . . . . . . . . 106 Berg, Helen . . . . . . . . . . . . . . . . . . . . . . 117, 146 Bergene, James . . . . . . . . . . . . . . . . . . . . . . . . 90 Berger, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . 89 Bergman, Kristi . . . . . . . . . . . . . . . . . . . . . . . 102 Berman, Michael . . . . . . . . . . . . . . . . . . . 91, 121 Berson, Ilene . . . . . . . . . . . . . . . . . . . . . . . . . 152 Bertrand, Shelly . . . . . . . . . . . . . . . . . . . . . . . 136 Bezborodova, Anastasiya . . . . . . . . . . . . . . . . 76 Bidin, Jamilah . . . . . . . . . . . . . . . . . . . . . . . . 175 Bieri, Thomas E. . . . . . . . . . . . . . . . . . . . . . . . 173 Birabwa, Aida . . . . . . . . . . . . . . . . . . . . . . . . 136 Birman, Dina . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Blanco, Katie . . . . . . . . . . . . . . . . . . . . . . . . . 173 Bland, Michelle . . . . . . . . . . . . . . . . . . . . . . . 175 Bleyle, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Bliss, Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Blok, Sherry . . . . . . . . . . . . . . . . . . . . . . . 17, 104 Bloom, Alexis . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Bluemel, Brody . . . . . . . . . . . . . . . . . . . . . . . . 129 Bock Thiessen, Crystal . . . . . . . . . . 131, 155, 172 Boltaeva, Umida . . . . . . . . . . . . . . . . . . . . . . . 143 Bolton, Clover . . . . . . . . . . . . . . . . . . . . . . . . . 173 Bookbinder, Joseph . . . . . . . . . . . . . . . . . 26, 131 www.tesolconvention.org

PRESENTER INDEX

Abbas, Furrakh . . . . . . . . . . . . . . . . . . . . . . . . 175 Abdelaziz, Mariam . . . . . . . . . . . . . . . . . . 33, 104 Abdollah Shahrokni, Seyed . . . . . . . . . . . . . . . 94 Abdullah Miri, Mir . . . . . . . . . . . . . . . . . . . . . 171 Aberle-Grasse, Melissa . . . . . . . . . . . . . . . . . 175 Abeywickrama, Priyanvada . . . . . . . . . . . . . . . 96 Abrar-ul-Hassan, Shahid . . . . . . . . . . . . . . . . 103 Abreu, Orangel . . . . . . . . . . . . . . . . . . . . . . . . 112 Abu Hassan, Jenifah . . . . . . . . . . . . . . . . . . . 164 Acton, William . . . . . . . . . . . . . . . . . . . . . . . . 120 Adams Goertel, Rachel . . . . . . . . . . . . . . . . . . 96 Adams, Anna . . . . . . . . . . . . . . . . . . . . . . . . . 174 Adams, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . 132 Adelson-Goldstein, Jayme . . . 97, 112, 130, 163 Adhikari, Anu . . . . . . . . . . . . . . . . . . . . . . . . . 174 Adi, Aubain . . . . . . . . . . . . . . . . . . . . . . . . 73, 85 Aghai, Laila . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Ahmad Siddiq, Khalid . . . . . . . . . . . . . . . . . . 175 Ahmad, Ayaz . . . . . . . . . . . . . . . . . . . . . . . . . 133 Ahmed, Rashad . . . . . . . . . . . . . . . . . . . . . . . 176 Aitchison, Janet . . . . . . . . . . . . . . . . . . . . . . . 107 Akayoglu, Sedat . . . . . . . . . . . . . . . . . . . . . . . 105 Akhmadjonov, Khasan . . . . . . . . . . . . . . . . . . 147 Al Ghuwainem, Ghanem . . . . . . . . . . . . . . . . . 70 Al-Hamly, Mashael . . . . . . . . . . . . . . . . . . . . . 41 Al-Harthy, Said . . . . . . . . . . . . . . . . . . . . . . . . . 73 Al-Jabbawi, Mais . . . . . . . . . . . . . . . . . . . . . 172 Alamyar, Mariam . . . . . . . . . . . . . . . . . . . . . . . 95 Alarcón, Jeannette . . . . . . . . . . . . . . . . . . . . 171 Aldawood, Danielle . . . . . . . . . . . . . . . . . 74, 110 Alexandrova, Anjelika . . . . . . . . . . . . . . . . . . . 61 Alezetes, Elizabeth . . . . . . . . . . . . . . . . . . . . . 122 Algren, Mark . . . . . . . . . . . . . . . . . . . . . 109, 155 Alhadi, Aziz . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Ali Raza, Naziha . . . . . . . . . . . . . . . . . . . . 26, 143 Ali, Aida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Ali, Sakeena . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Allegra, Mary . . . . . . . . . . . . . . . . . . . . . . 35, 108 Allen, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Allen, Kaitlyn . . . . . . . . . . . . . . . . . . . . . . . . . 151 Almén-Whittaker, Sue . . . . . . . . . . . . . . . . . . 162 Almoossa, Samar . . . . . . . . . . . . . . . . . . 113, 173 Alongi, Pietro . . . . . . . . . . . . . . . . . . . . . . . . . 107 Alshammari, Ahmed . . . . . . . . . . . . . . . . . . . . 64 Altherr Flores, Jenna . . . . . . . . . . . . . . 57, 73, 86 Altun, Hatice . . . . . . . . . . . . . . . . . . . . . . . . . 139 Alvarez-Ortiz, Lourdes . . . . . . . . . . . . . . . . . . . 58 Alves, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Ambler, Alicia . . . . . . . . . . . . . . . . . . . . . 162, 170

Anand, Supreet . . . . . . . . . . . . . . . . . . . . . . . 106 Anderson, Colin . . . . . . . . . . . . . . . . . . . . . . . 109 Anderson, Michael . . . . . . . . . . . . . . . . . . . . 169 Anderson, Neil J . . . . . . . . . . . . . . . . . . . 40, 115 Anderson, Philip . . . . . . . . . . . . . . . . . . . . . . . . 76 Ando, Naoki . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Andone, Mariana . . . . . . . . . . . . . . . . . . . . . . 142 Andrei, Elena . . . . . . . . . . . . . . . . . . . . . . 79, 134 Ankeny, Raisa . . . . . . . . . . . . . . . . . . . . . . . . . 149 Aoyagi, Yukie . . . . . . . . . . . . . . . . . . . . . . . . . 172 Arabaci Atlamaz, Tuba . . . . . . . . . . . . . . . . . . 176 Arango, Mauricio . . . . . . . . . . 103, 116, 125, 151 Ardasheva, Yuliya . . . . . . . . . . . . . . . . . . . . . 172 Ariza, Eileen . . . . . . . . . . . . . . . . . . . . . . 112, 175 Armour, Jarrod . . . . . . . . . . . . . . . . . . . . . . . . 117 Arnold, Aryelle . . . . . . . . . . . . . . . . . . . . . . . . . 84 Aronson, Rosa . . . . . . . . . . . . . . . . . . . . . . . . 159 Arya, Aanchal . . . . . . . . . . . . . . . . . . . . . . . . . 173 Arya, Rajmi . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Ashcraft, Nikki . . . . . . . . . . . . . . . . . . . . . . . . 167 Asif, Saiqa Imtiaz . . . . . . . . . . . . . . . . . . . . . . 165 Asplin, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . 40 Ates, Burcu . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Atkinson, Dwight . . . . . . . . . . . . . . . . . . . . . . 108 Austin, Julia . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Avineri, Netta . . . . . . . . . . . . . . . . . . . . . . . . . 105 Awadallah, Reema . . . . . . . . . . . . . . . . . . . . . 158 Aydin, Dogus . . . . . . . . . . . . . . . . . . . . . . . . . 172 Ayoub, Omaima . . . . . . . . . . . . . . . . . . . . 35, 108 Ayvaz, Engin . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Azzubaidi, Khalid . . . . . . . . . . . . . . . . . . . . . . . 70

189

PRESENTER INDEX

Borch, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . 68 Borup, Jered . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Boun, Sovicheth Boun . . . . . . . . . . . . . . . . . . 102 Bowen, Michael . . . . . . . . . . . . . . . . . . . . . . . 146 Boyd, Frances . . . . . . . . . . . . . . . . . . . . . . 72, 106 Boyle, Judith . . . . . . . . . . . . . . . . . . . . . . . . . 125 Boyum, Richard . . . . . . . . . . . . . . . . . . . . . . . 142 Bradinova, Marietta . . . . . . . . . . . . . . . . . . . . 156 Brady, Brock . . . . . . . . . . . . . . . . . . . . . . . 85, 106 Breiburd, Silvia . . . . . . . . . . . . . . . . . . . . . . . . . 80 Brent, Alicia . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Briggs, Jessica . . . . . . . . . . . . . . . . . . . . . . . . 119 Bright, Anita . . . . . . . . . . . . . . . . . . . . . 17, 63, 83 Brinks Lockwood, Robyn . . . . . 17, 104, 133, 153 Brinton, Donna . . . . . . . . . . . . . . . . . . . . . . . . . 57 Brisbois, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . 174 Brisk, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Broady, Christel . . . . . . . . . . . . . . . . . . . 103, 115 Brokensha, Susan . . . . . . . . . . . . . . . . . . . . . 171 Bronson-Sheehan, Sharon . . . . . . . . . . . . . . . . 86 Brooks, Gavin . . . . . . . . . . . . . . . . . . . . . . . . . 148 Brown, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . 143 Brown, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Brown, Donna . . . . . . . . . . . . . . . . . . . . . . . . 105 Brown, Jennifer . . . . . . . . . . . . . . . . . . . . . . . 146 Brown, Stephanie . . . . . . . . . . . . . . . . . . 35, 144 Bruce, Amanda . . . . . . . . . . . . . . . . . . . . . . . . 137 Brumbaugh, Heidi . . . . . . . . . . . . . . . . . . . . . 159 Bryan, Kisha C. . . . . . . . . . . . . . . . . . . . . . . . . 129 Buchheit, Carla . . . . . . . . . . . . . . . . . . . . . . . . 175 Bucholtz-Magallon, Cheryl . . . . . . . . . . . . . . 167 Buckwold, Ben . . . . . . . . . . . . . 71, 114, 144, 161 Buhl, DeAnna . . . . . . . . . . . . . . . . . . . . . . . . . 135 Buitrago, Carolina R. . . . . . . . . . . . . . . . . . . . 125 Bumandalai, Udambor . . . . . . . . . . . . . . . . . . 130 Bunning, Lucy . . . . . . . . . . . . . . . . . . . . . . . . . 161 Burghardt, Beatrix . . . . . . . . . . . . . . . . . . . . . . 58 Burho, Jamey . . . . . . . . . . . . . . . . . . . . . . . . . 164 Burke, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . 119 Burke, Morag (Mo) . . . . . . . . . . . . . . . . . . . . . . 87 Burke, Soyoung . . . . . . . . . . . . . . . . . . . . . . . 174 Burkett, Theodore . . . . . . . . . . . . . . . . . . . . . 141 Burnette, Dawn . . . . . . . . . . . . . . . . . . . . . . . 109 Burns, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Burns, Walton . . . . . . 85, 90, 111, 133, 141, 156 Burri, Michael . . . . . . . . . . . . . . . . . . . . 115, 120 Burrows, Andy . . . . . . . . . . . . . . . . . . . . . . . . 107 Burton, Jennifer . . . . . . . . . . . . . . . . . . . . . . . 166 Bush, Hannah . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Butler, Geoffrey . . . . . . . . . . . . . . . . . . . . . . . 147 Bychkovska, Tetyana . . . . . . . . . . . . . . . . . . . . 92 Bylund, Anders . . . . . . . . . . . . . . . . . . . . 101, 148

Caballero, Henry . . . . . . . . . . . . . . . . . . . . . . . 91 Cahnmann-Taylor, Melisa . . . . . . . . 63, 141, 142 Caldwell, Brittney . . . . . . . . . . . . . . . . . . . . . . 95 Caliskan Selvi, Bengu . . . . . . . . . . . . . . . . . . 163 Callari-Kaczmarczyk, Rebekah . . . . . . . . . . . . 157

190

Cambiasso, Gabriela . . . . . . . . . . . . . . . . . . . 128 Campbell, Dannae . . . . . . . . . . . . . . . . . 164, 168 Campbell, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Carbonell, Kelsey . . . . . . . . . . . . . . . . . . . . . . 172 Carkin, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Carpenter, Pauline . . . . . . . . . . . . . . . . . . 60, 115 Carrigan, Abigail . . . . . . . . . . . . . . . . . . . . . . 138 Carter, Steven . . . . . . . . . . . . . . . . . . . . . . . . 165 Cartwright, Christi . . . . . . . . . . . . . . . . . . . . . 131 Castaneda-Gleason, Gabriela . . . . . . . . . . . . 146 Castañeda-Peña, Harold . . . . . . . . . . . . . . . . 151 Castelow, Kendra . . . . . . . . . . . . . . . . . . . . . . 156 Cavage, Christina . . . . . . . . . . . . . . . . . . . 94, 152 Cavazos, Linda . . . . . . . . . . . . . . . . . . . . . . . . 134 Cavey, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Chachanidze, Nino . . . . . . . . . . . . . . . . . . . . . 174 Chaibeddra, Samira . . . . . . . . . . . . . . . . . . . . . 79 Chaipuapae, Panjanit . . . . . . . . . . . . . . . . . . . 126 Chair, Cheryl . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Chakrabarti, Shawn . . . . . . . . . . . . . . . . . . . . 153 Chamberlin, Carla . . . . . . . . . . . . . . . . . . . . . . 62 Chan, Curtis . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Chan, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Chan, Elisabeth . . . . . . . . . . . . . . . . . . . . . . . 159 Chan, Marsha . . . . . . . . . . . . . 122, 166, 173, 175 Chan, Virak . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Chapman De Sousa, E. Brook . . . . . . . . . . . . 159 Charity Davenport . . . . . . . . . . . . . . . . . . . . . . 74 Charles, Quanisha . . . . . . . . . . . . . . . . . . 78, 156 Chastain, Amy Alice . . . . . . . . . . . . . . . . . . . 125 Chauhan, Padam . . . . . . . . . . . . . . . . . . . . . . . 72 Cheatle, Joseph . . . . . . . . . . . . . . . . . . . . . . . 117 Chen, Jing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Chen, Le . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Chen, Qingqing . . . . . . . . . . . . . . . . . . . . . . . . 176 Cheney, Nereida . . . . . . . . . . . . . . . . . . . . . . . 131 Cheng, Alicia . . . . . . . . . . . . . . . . . . . . . . . . . 135 Cheng, Dora . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Chiang, Liz T. . . . . . . . . . . . . . . . . . . . . . . . . . 104 Chiesa, David . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Childs, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . 62 Chiles, Shaquavia . . . . . . . . . . . . . . . . . . . . . . 55 Chilmonik, Kimberly . . . . . . . . . . . . . . . . . . . . . 68 Chinnery, George . . . . . . . . . . . . . . . . . . . . . . 129 Cho, Hyejin . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Choi, Yunkyeong . . . . . . . . . . . . . . . . . . . . . . . . 84 Chorianopoulou, Christina . . . . . . . . . . . . 35, 108 Christensen, Amy . . . . . . . . . . . . . . . . . . . . . . 113 Christensen, Laurene . . . . . . . . . . . . . . . . . . . 122 Christison, MaryAnn . . . . . . . . . . . . 33, 129, 130 Chukharev-Hudilainen, Evgeny . . . . . . . . . . . 135 Cihi, Guy . . . . . . . . . . . . . . . . . . . . . . . . . . 92, 120 Ciriani-Dean, Anna . . . . . . . . . . . . . . . . . . . . 158 Cirocki, Andy . . . . . . . . . . . . . . . . . . . . . . . . . 130 Clark, Bernadine . . . . . . . . . . . . . . . . . . . . . . . 124 Clark, Emily . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Clark, Kenneth . . . . . . . . . . . . . . . . . . . . . . . . 124 Clark, Lynne . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Clark, Mary . . . . . . . . . . . . . . . . . . . . . . . . 26, 124

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Clark, Raymond C. . . . . . . . . . . . . . . . . . . 67, 132 Clark-Gareca, Beth . . . . . . . . . . . . . . . . . . . 93, 96 Clement, Jeanette . . . . . . . . . . . . . . . . . . . . . 165 Clenton, Jon . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Coady, Maria . . . . . . . . . . . . . . . . . . 26, 101, 143 Coda, James . . . . . . . . . . . . . . . . . . . . . . . . . 144 Codrington, Clarissa . . . . . . . . . . . 172, 174, 175 Cohan, Audrey . . . . . . . . . . . . . . . . . . . . . . . . 157 Cohen, James . . . . . . . . . . . . . . . . . . . . . . . . . 82 Cole-French, William C. . . . . . . . . . . . . . 123, 124 Coney, Lavette . . . . . . . . . . . . . . . . . . . . . . . . . 78 Conner, A. Aleathea . . . . . . . . . . . . . . . . . . . . . 65 Contreras-Vanegas, Alma . . . . . . . . . . . . . . . 133 Cook, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Coombe, Christine . . . . . . . . . . . 40, 41, 115, 143 Cooper, Ayanna . . . . . . . . . . . . . . . . . . . . . 26, 88 Cornell, Anna-Maria . . . . . . . . . . . . . . . . . . . . 98 Coro, Christopher . . . . . . . . . . . . . . . . . . . . . . . 65 Costa, Peter De . . . . . . . . . . . . . . . . . . . . . . . . 26 Cox, Jenelle . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Crandall, Bryan . . . . . . . . . . . . . . . . . . . . . . . . 117 Crandall, Jodi . . . . . . . . . . . . . . . . . . . . . 112, 125 Crandall, Marian . . . . . . . . . . . . . . . . . . 118, 158 Crandell, Emily . . . . . . . . . . . . . . . . . . . . . . . . 165 Cranker, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Craven, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Crawford, (Joyce) Yi-Ying . . . . . . . . . . . . . . . 161 Crespo, Sandra . . . . . . . . . . . . . . . . . . . . . . . . 174 Crosby, Cate . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Crowther, Dustin . . . . . . . . . . . . . . . . . . . . . . 101 Csepelyi, Tünde . . . . . . . . . . . . . . . . . . . . . . . 126 Cubalit, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Cubalit, Ruth Leah . . . . . . . . . . . . . . . . . . . . . . 83 Cun, Aijuan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Curtis, Andy . . . . . . . . . . . . . . . . . . . . . . . 37, 140 Curtis, Jane . . . . . . . . . . . . . . . . . . . . . . 137, 148 Cushing-Leubner, Jenna . . . . . . . . . . . . . . . . 167 Custodio, Brenda . . . . . . . . . . . . . . . . . . . 54, 112 Cusumano, Teresa . . . . . . . . . . . . . . . . . . . . . 107 Cutler, David . . . . . . . . . . . . . . . . . . . . . . . . 71, 77 Cutler, Erich . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Dahle, Mary Ann . . . . . . . . . . . . . . . . . . . . . . 123 Dalle, Teresa . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Dalzell, Jennifer . . . . . . . . . . . . . . . . . . . . . . . 101 Danglis, Cassie . . . . . . . . . . . . . . . . . . . . . . . . 90 Daniel, Mayra . . . . . . . . . . . . . . . . . . . . . . . . 150 Dantas-Whitney, Maria . . . . . . . . . . . . . 132, 154 Darragh, Janine J. . . . . . . . . . . . . . . . . . . . 62, 98 Darvin, Ron . . . . . . . . . . . . . . . . . . . . . . . . . 26, 82 David, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 David, Sam . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Davidoff, Katja . . . . . . . . . . . . . . . . . . . . . . . . 117 Davies, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Davila, Sara . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Davis Medez, Leslie . . . . . . . . . . . . . . . . . . . . . 69 Davis, Andrew . . . . . . . . . . . . . . . . . . . . . . . . 157 Davis, Randall . . . . . . . . . . . . . . . . . . . . . . . . 173

Echelberger, Andrea . . . . . . . . . . . . . . . . . . . . 118 Edmunds, Kimberly . . . . . . . . . . . . . . . . . . . . . 67 Edwards, Katie . . . . . . . . . . . . . . . . . . . . . . . . 100 Effiong, Okon . . . . . . . . . . . . . . . . . . . . . . . . . 159

Egan, Patsy . . . . . . . . . . . . . . . . . . . . . . . . 26, 166 Einterz, Nick . . . . . . . . . . . . . . . . . . . . . . 105, 126 Ekers, Ashley . . . . . . . . . . . . . . . . . . . . . . . . . 125 El Yaafouri, Louise . . . . . . . . . . . . . . . . . . . . . 160 El-Bilawi, Nora . . . . . . . . . . . . . . . . . . . . . . . . 150 El-Gali, Maad . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Elhees, Mohamed . . . . . . . . . . . . . . . . . . . . . 146 Ellenbird, Jeff . . . . . . . . . . . . . . . . . . . . . . . . . 108 Elliott, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . 125 Elsheikh, Aymen . . . . . . . . . . . . . . . . . . . . . . . 167 Elturki, Eman . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Elvin, Jaydene . . . . . . . . . . . . . . . . . . . . . . . . 112 Elyas, Tariq . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Emerick, Mark . . . . . . . . . . . . . . . . . . . . . . . . 111 Emory, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Ene, Estela . . . . . . . . . . . . . . . . . . . . . . . . 55, 117 England, Lizabeth . . . . . . . . . . . . . . . . . . 156, 167 Epperson, Martha . . . . . . . . . . . . . . . . 26, 65, 68 Erazo, Beatriz . . . . . . . . . . . . . . . . . . . . . . . . . 171 Erwin, Monte . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Esche, Christine . . . . . . . . . . . . . . . . . . . . . . . 174 Eshchanova, Guzal . . . . . . . . . . . . . . . . . . . . . 139 Eskayo, Michal . . . . . . . . . . . . . . . . . . . . . . . . 174 Eslami, Zohreh . . . . . . . . . . . . . . . . . . . . . . . . 103 Espiritu Halagao, Patricia . . . . . . . . . . . . . . . 159 Evans, Beth . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Evans, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . 40 Evmenova, Anna . . . . . . . . . . . . . . . . . . . . . . 150

Fagan, Drew . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Fair, Katherine . . . . . . . . . . . . . . . . . . . . . . . . 145 Fairley, Mariah . . . . . . . . . . . . . . . . . . . . 116, 123 Fan, Hongli . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Fan, Yu-Shan . . . . . . . . . . . . . . . . . . . . . . . . . 136 Farah, Stephanie . . . . . . . . . . . . . . . . . . . 89, 128 Farneda, Carol . . . . . . . . . . . . . . . . . . . . . . . . 172 Farooq, Umer . . . . . . . . . . . . . . . . . . . . . . . . . 120 Farrell, Thomas S.C. . . . . . . . . . . . . . . . 17, 72, 81 Farrelly, Raichle . . . . . . . . . . . . . . . 26, 72, 75, 82 Fazel, Ismaeil . . . . . . . . . . . . . . . . . . . . . . . . . 116 Feagin, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Feak, Christine . . . . . . . . . . . . . . . . . . . . . . . . . 83 Feldman, Ann . . . . . . . . . . . . . . . . . . . . . . 17, 154 Fenning, Amy . . . . . . . . . . . . . . . . . . . . . . 26, 143 Fernandes, Marino . . . . . . . . . . . . . . . . . . . . . . 71 Ferreira, Devin . . . . . . . . . . . . . . . . . . . . . . . . . 84 Fifer, Ashley . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Filimon, Nicoleta . . . . . . . . . . . . . . . . . . . . . . 131 Filipi, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Fleurquin, Fernando . . . . . . . . . . . . . . . . . . . . . 40 Flocke, Barbara . . . . . . . . . . . . . . . . . . . . . 60, 90 Flores, Nelson . . . . . . . . . . . . . . . . . . . . . 26, 156 Fogel, Lissa . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Foley, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . 93 Folse, Keith . . . . . . . . . . . . . . . 79, 111, 140, 153 Fong, Hilaire . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Fong, Yoke Sim . . . . . . . . . . . . . . . . . . . . . . . . . 85 Fontana, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Foote, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . 102 Fordyce, Joey . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Forsythe, Karen . . . . . . . . . . . . . . . . . . . . . . . . 74 Fortner, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Foss, Amanda . . . . . . . . . . . . . . . . . . . . . . . . . 135 Foster, Kurtis . . . . . . . . . . . . . . . . . . . . . 125, 176 Fowler, Annemarie . . . . . . . . . . . . . . . . . 139, 156 Fox, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Franco, Jose . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Frazier, Stefan . . . . . . . . . . . . . . . . . . . . . . . . 168 Fredricks, Daisy . . . . . . . . . . . . . . . . . . . . . . . . 89 Fredricks, Lori . . . . . . . . . . . . . . . . . . . . . . . . . 135 Freeman, David . . . . . . . . . . . . . . . 103, 145, 150 Freeman, Donald . . . . . . . . . 26, 65, 77, 131, 142 Freeman, Yvonne . . . . . . . . . . . . . . . . . . 145, 150 Friedman, Amy . . . . . . . . . . . . . . . . . . . . . . . . 171 Friedman, Debra . . . . . . . . . . . . . . . . . . . . . . . . 75 Friesen-Meyers, Eliot . . . . . . . . . . . . . . . . . . . 161 Friginal, Eric . . . . . . . . . . . . . . . . . . . 26, 148, 174 Frodesen, Jan . . . . . . . . . . . . . . . . . . . . . . . 78, 86 Fu, Danling . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Fuentes, Betina . . . . . . . . . . . . . . . . . . . . . . . 168 Fujiwara, Ikuko . . . . . . . . . . . . . . . . . . . . . . . . 166 Fukuda, Akiko . . . . . . . . . . . . . . . . . . . . . . . . . 157 Fuller, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Fumero, Sylvia . . . . . . . . . . . . . . . . . . . . . . . . 123 Funderburg, Lauren . . . . . . . . . . . . . . . . . . . . 128

G. Everson, Emma . . . . . . . . . . . . . . . . . . . . . 172 Gaer, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Gajasinghe, Kasun . . . . . . . . . . . . . . . . . . 26, 156 Galichanina, Iuliia . . . . . . . . . . . . . . . . . . . . . 160 Gallagher, Colleen . . . . . . . . . . . . . . . . . . 69, 103 Gallop, Stephanie . . . . . . . . . . . . . . . . . 100, 126 Galloway, Nicola . . . . . . . . . . . . . . . 26, 100, 115 Gamble, Craig . . . . . . . . . . . . . . . . . . . . 172, 175 García, Andrés . . . . . . . . . . . . . . . . . . . . . . . . . 96 García, Ofelia . . . . . . . . . . . . . . . . . . . . . . . . . 156 Garcia, Ofelia . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Garner, Joe . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Garcia-Calvo, Estrella . . . . . . . . . . . . . . . . . . . 86 García-Mateus, Suzanne . . . . . . . . . . . . . . . . 152 Garnett, Michael . . . . . . . . . . . . . . . . . . 174, 175 Garrone-Shufran, Stephanie . . . . . . . . . . . . . . 71 Garza, Peggy . . . . . . . . . . . . . . . . . . . . . . . . . 174 Garza, Veronica . . . . . . . . . . . . . . . . . . . . . . . . 86 Gates, Chester . . . . . . . . . . . . . . . . . . . . . . . . . 88 Gautam, Hari Prasad . . . . . . . . . . . . . . . . . . . 174 Gautam, Kunjarmani . . . . . . . . . . . . . . . . . . . 174 Gautam, Tilakram . . . . . . . . . . . . . . . . . . . . . . 174 Geither, Elise . . . . . . . . . . . . . . . . . . . . . . 87, 128 Gentry, Reginald . . . . . . . . . . . . . . . 173, 174, 175 George, Julie . . . . . . . . . . . . . . . . . . . . . 109, 115 Gephart, Dolores . . . . . . . . . . . . . . . . . . . . . . 129 Ghimire, Nirmal . . . . . . . . . . . . . . . . . . . . . . . 172 Giacomini, Laura . . . . . . . . . . . . . . . . . . . . . . 104 Giannikas, Christina . . . . . . . . . . . . . . . . . . . . . 94 Gier, Megan . . . . . . . . . . . . . . . . . . . . . . . . . . 171 www.tesolconvention.org

PRESENTER INDEX

Davoodi, Amin . . . . . . . . . . . . . . . . . . . . . . . . 147 Day, Emily . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 de Carvalho Costa, Thiago Magno . . . . . . . . . 77 De Costa, Peter . . . . . . . . . . 17, 33, 82, 101, 111, 112, 117 de Jong, Ester . . . . . . . . . . . . . . . . . . . 33, 86, 93 de Moraes, Helmara . . . . . . . . . . . . . . . . . . . . 77 de Oliveira, Luciana C. . . . . . . . . . . . . . . . . 13, 63 Dean-Fastnacht, Gwyneth . . . . . . . . . . . . . . . . 76 DeCoster, Brendan . . . . . . . . . . . . . . . . . . . . . 162 Deering, Brianna . . . . . . . . . . . . . . . . . . . . . . . 71 Delk-Le Good, Cheryl . . . . . . . . . . . . . . . 109, 122 Dell-Jones, Julie . . . . . . . . . . . . . . . . . . 164, 176 Dema, Alexandra . . . . . . . . . . . . . . . . . . . . . . . 87 Denne-Bolton, Sara . . . . . . . . . . . . . . . . . . . . . 67 Desrosiers, Denise . . . . . . . . . . . . . . . . . . . . . 175 Devenburg, Kayla . . . . . . . . . . . . . . . . . . . . . . 154 Devine, Geraldine . . . . . . . . . . . . . . . . . . . . . . 54 Dewing, Stephanie . . . . . . . . . . . . . . . . . . . . . 86 Diallo, Ndeye . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Dias, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Diaz Maggioli, Gabriel . . . . 57, 69, 105, 142, 151 Diaz, Berenice . . . . . . . . . . . . . . . . . . . . . . . . 171 Díaz, Edgar . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Diaz-Rico, Lynne . . . . . . . . . . . . . . . . . . . . . . . 152 Dickerson, Wayne . . . . . . . . . . . . . . . . . . . . . . 87 Dieste, Victoria . . . . . . . . . . . . . . . . . . . . . . . 108 Dietrich, Sarah . . . . . . . . . . . . . . . . . . . . . . . . 102 Dimitrieska, Vesna . . . . . . . . . . . . . . . . . . . . . 140 Dimova, Slobodanka . . . . . . . . . . . . . . . . . . . 109 Ding, Ai-Chu Elisha . . . . . . . . . . . . . . . . . . . . . 70 Dinh, Hanh . . . . . . . . . . . . . . . . . . . . . . . . 92, 134 Dixit, Krishna . . . . . . . . . . . . . . . . . . . . . . 33, 121 Dmytriieva, Olesia . . . . . . . . . . . . . . . . . . . . . 174 Dolgova, Natalia . . . . . . . . . . . . . . . . . . . . . . 112 Doman, Evelyn . . . . . . . . . . . . . . . . . . . . . . . . . 64 Donohoe, Lisa . . . . . . . . . . . . . . . . . . . . . . . . 167 Doran, Patricia Rice . . . . . . . . . . . . . . . . . . . . . 17 Dormer, Jan . . . . . . . . 17, 54, 116, 125, 136, 162 Dornbusch, Angela . . . . . . . . . . . . . . . . . . . . . 95 Douglas, Scott . . . . . . . . . . . . . . . . . . . . . 26, 124 Dowling, Trisha . . . . . . . . . . . . . . . 132, 172, 174 Downey, Jessica . . . . . . . . . . . . . . . . . . . . . . 146 Doyle, Nicolas . . . . . . . . . . . . . . . . . . . . . . . . 124 Doyle, Timothy . . . . . . . . . . . . . . . . . . . . . . . . 114 Du, Qian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Duarte, Scott . . . . . . . . . . . . . . . . . . . . . . . . . 125 Dubish, Stella . . . . . . . . . . . . . . . . . . . . . . . . . 131 Dudney, Grazyna . . . . . . . . . . . . . . . . . . . . . . . 69 Duguay, Annie . . . . . . . . . . . . . . . . . . . . . . . . 152 Dye, Peter . . . . . . . . . . . . . . . . . . . . . . . . 162, 174 Dzekoe, Richmond . . . . . . . . . . . . . . . . . . . . . 146 Dzunu, Pamela . . . . . . . . . . . . . . . . . . . . . . . . 119

191

PRESENTER INDEX

192

Gilliland, Betsy . . . . . . . . . . . . 110, 117, 143, 150 Gilliland, Meghan . . . . . . . . . . . . . . . . . . . . . 140 Gilmetdinova, Alsu . . . . . . . . . . . . . 61, 102, 150 Giraldez, Rosario . . . . . . . . . . . . . . . . . . 108, 116 Gishbaugher, Jaclyn . . . . . . . . . . . . . . . . . 26, 131 Glah Mabry, Megeara . . . . . . . . . . . . . . . . . . 111 Glazer, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Gleeson, Kate . . . . . . . . . . . . . . . . . . . . . . . . . 172 Glenn, Lobar . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Glodjo, Tyler . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Gnawali, Laxman . . . . . . . . . . . . . . . . . . . . . . 167 Gobert, Melanie . . . . . . . . . . . . . . . . . . . . 97, 160 Godfroid, Aline . . . . . . . . . . . . . . . . . . 33, 76, 145 Gokpinar-Shelton, Esen . . . . . . . . . . . . . . . . . 108 Goll, Margo . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Golombek, Paula . . . . . . . . . . . . . . . . . . . 62, 101 Golzar, Jawad . . . . . . . . . . . . . . . . . . . . . . . . 173 Gomez, Julio . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Gomez-Laich, Maria Pia . . . . . . . . . . . . . . . . . 112 Gonzalez Alvarez, Hector . . . . . . . . . . . . . . . . 158 Gonzalez Smith, Monica . . . . . . . . . . . . . . . . 150 Gonzalez, Alexis . . . . . . . . . . . . . . . . . . . . 84, 166 Gonzalves, Lisa . . . . . . . . . . . . . . . . . . . . . . . 117 Goodman, Bridget . . . . . . . . . . . . . . . . . . . . . 150 Gottlieb, Margo . . . . . . . . . . . . . . . . . . . . . . . 132 Gough, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Gouws, Miranda . . . . . . . . . . . . . . . . . . . . . . 171 Govoni, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Grabe, William . . . . . . . . . . . . . . . . . . . . . . . . 118 Graham, Keith . . . . . . . . . . . . . . . . . . . . . 84, 103 Graham, Nicole . . . . . . . . . . . . . . . . . . . . . . . . 62 Graham, Rebecca . . . . . . . . . . . . . . . . . . . . . . 122 Graham, Sharon . . . . . . . . . . . . . . . . . . . 119, 175 Grant, Christina . . . . . . . . . . . . . . . . . . . . . . . 168 Grant, Leslie . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Grant, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Graves, Kathleen . . . . . . . . . . . . . . . . 33, 88, 104 Gray, Holly . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Green, Brent . . . . . . . . . . . . . . . . . . . . . . . 66, 114 Greene, Michelle . . . . . . . . . . . . . . . . . . . . . . 167 Gregg Zitlau, Heather . . . . . . . . . . . . . . . . . . 100 Gregory, Karen . . . . . . . . . . . . . . . . . . . . . . . . . 84 Grigsby, Yurimi . . . . . . . . . . . . . . . . . . . . . . . . 176 Grill, Jennifer . . . . . . . . . . . . . . . . . . . . . 172, 173 Grimshaw, Tucker . . . . . . . . . . . . . . . . . . . . . . 160 Grode, Jennifer . . . . . . . . . . . . . . . . . . . 173, 175 Grosik, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . 149 Groves, Kelsea . . . . . . . . . . . . . . . . . . . . . . . . . 99 Gruda, Zinaide . . . . . . . . . . . . . . . . . . . . . . . . . 91 Grujicic, Lubie . . . . . . . . . . . . . . . . . . . . . 26, 124 Guarrera, Jessica . . . . . . . . . . . . . . . . . . . . . . 103 Guekguezian, Marilyn . . . . . . . . . . . . . . . . . . . 97 Guernsey, Joshua . . . . . . . . . . . . . . . . . . . . . 123 Guilamo, Alexandra . . . . . . . . . . . . . . . . . . . . 116 Guo, Jing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Gurretaz, Anne Marie . . . . . . . . . . . . . . . . . . 163 Gurzynski-Weiss, Laura . . . . . . . . . . . . . . . 26, 82 Gustin, Santiago . . . . . . . . . . . . . . . . . . . . . . 120 Guzman, Alejandra . . . . . . . . . . . . . . . . . . . . . 98

Haan, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . 69 Haberlach, Michele . . . . . . . . . . . . . . . . . . . . 171 Habib Khalid, Abdul . . . . . . . . . . . . . . . . . . . . 175 Hadden, Nicholas . . . . . . . . . . . . . . . . . . . . . 130 Hadfield, Sara . . . . . . . . . . . . . . . . . . . . . . . . 123 Hadingham, Oliver . . . . . . . . . . . . . . . . . . . . . 173 Hadjioannou, Xenia . . . . . . . . . . . . . . . . . . . . 102 Haeseler, Jillian . . . . . . . . . . . . . . . . . . . . . . . 171 Hagen, Stacy . . . . . . . . . . . . . . . . . . . . . . . . . 126 Hahn, Rich . . . . . . . . . . . . . . . . . . . . . . . 128, 145 Haj Mabrouk, Maaouia . . . . . . . . . . . . . . . . . 113 Hall, Timothy . . . . . . . . . . . . . . . . . . . . . 174, 176 Hall, Wyatt . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Hallagan, Kristen . . . . . . . . . . . . . . . . . . . . . . . 90 Halvorsen, Andy . . . . . . . . . . . . . . . . . . . . . . . 112 Hamerla, Sara . . . . . . . . . . . . . . . . . . . . . . . . 148 Hamp, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Haney, Jill . . . . . . . . . . . . . . . . . . . . 71, 109, 154 Hann, Fergus . . . . . . . . . . . . . . . . . . . . . . . . . 133 Hannah Park, Jeongbin . . . . . . . . . . . . . . . . . 174 Hansen, Antje . . . . . . . . . . . . . . . . . . . . . . . . 102 Hansen-Thomas, Holly . . . . . . . . . . . 26, 143, 163 Hansen, Donald . . . . . . . . . . . . . . . . . . . . . . . 124 Hanson, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Hanson, Stephanie . . . . . . . . . . . . 110, 128, 169 Hao, Tao . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Hardy, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Harklau, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 68 Harper, Bekah . . . . . . . . . . . . . . . . . . . . . . . . . 134 Harris, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Harris, Kathy . . . . . . . . . . . . . . . . . . . . . . 17, 104 Harrison, K. David . . . . . . . . . . . . . . . . . . . 13, 58 Harrison, Melinda . . . . . . . . . . . . . . . . . . . . . . 76 Hartmann, Joann Ng . . . . . . . . . . . . . . . . . . . . 37 Hartshorn, James . . . . . . . . . . . . . . . . . . . . . 173 Hartung-Cole, Elizabeth . . . . . . . . . . . . 58, 69, 96 Harushimana, Immaculée . . . . . . . . . . . . . . . . 78 Hastings, Christopher . . . . . . . . . . . . . . . 65, 142 Hata, Maiko . . . . . . . . . . . . . . . . . . . . . . 116, 128 Hawkins, Margaret . . . . . . . . . . . . . . . . . . . . 128 Hawkins, Melissa . . . . . . . . . . . . . . . . . . . . . . 76 Hawkins, Michele . . . . . . . . . . . . . . . . . . . . . . 76 Haynes, Judie . . . . . . . . . . . . . . . . . . . . . . . . . 58 He, Ye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Heacock, Carolyn . . . . . . . . . . . . . . . . . . . . . . 121 Healey, Deborah . . . . . . . . . . . . . . . . . . . . . . . 129 Hedgcock, John . . . . . . . . . . . . . . . . . . . . . . . . 65 Hellman, Andrea . . . . . . . . . . . . 17, 84, 104, 166 Hemmler, Vonna . . . . . . . . . . . . . . . . . . . . . . . 168 Henrichsen, Lynn . . . . . . . . . . . . . . . . . . . 57, 171 Hepford, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 74 Herman, Rachel . . . . . . . . . . . . . . . . . . . . . . . 173 Higgins, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Hill, Kelly . . . . . . . . . . . . . . . . 117, 142, 151, 159 Hill-Zirker, Kelly . . . . . . . . . . . . . . . . . . . . . . . 126 Hilliard, Amanda . . . . . . . . . . . . . . . . . . . . . . 108 Himmel, Jennifer . . . . . . . . . . . . . . . . . . . . . . . 89

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Hinkel, Eli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Hirano, Eliana . . . . . . . . . . . . . . . . . . . . . . 94, 117 Hirvela, Alan . . . . . . . . . . . . . . . . . . . . . . . 67, 79 Ho, Eric Chen Pei . . . . . . . . . . . . . . . . . . . . . . 109 Ho, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Hoang, Yen . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Hockly, Nicky . . . . . . . . . . . . . . . . . . . . . . . . . 129 Hodgson, Jennifer . . . . . . . . . 70, 79, 90, 99, 111, 118, 144, 153 Hoekje, Barbara . . . . . . . . . . . . . . . . . . . . . 37, 85 Hoelker, Jane . . . . . . . . . . . . . . . . . . . . . . . . . 129 Hoffland, Marvin . . . . . . . . . . . . . . . . . . . . . . . 87 Holguin, Vicky . . . . . . . . . . . . . . . . . . . . . . . . . 54 Holloway, Elizabeth . . . . . . . . . . . . . . . . . . . . 149 Homuth, Kristin . . . . . . . . . . . . . . . . . . . . . . . 175 Hong, Shine . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Honigsfeld, Andrea . . . . . . . . . . . . . . . . . 82, 157 Horn, Bradley . . . . . . . . . . . . . . . . . . . . . . . . . 167 Horne, Gaye . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Horst, Marlise . . . . . . . . . . . . . . . . . . . . . . . . 106 Horton, Analeigh . . . . . . . . . . . . . . . . . . . . . . . 70 Horton, Mark . . . . . . . . . . . . . . . . . . . . . . . . . 160 Horvath, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . 145 House, Emma . . . . . . . . . . . . . . . . . . . . . . . . . 146 Howard, Kathryn . . . . . . . . . . . . . . . . . . . . . . . 86 Howard, Lori . . . . . . . . . . . . . . . 97, 112, 130, 164 Howlett, Kristina M. . . . . . . . . . . . . . . . . . . . . 84 Huang, I-Chen . . . . . . . . . . . . . . . . . . . . . . . . 130 Huang, Jiuhan . . . . . . . . . . . . . . . . . . . . . . . . . 60 Huang, Li-Shih . . . . . . . . . . . . . . . . . . . . . . . . . 72 Huang, Weiwei . . . . . . . . . . . . . . . . . . . . . . . . 80 Huang, Weixian . . . . . . . . . . . . . . . . . . . . . . . 110 Hubbard, Holly . . . . . . . . . . . . . . . . . . . . . 76, 135 Huber, Arthur . . . . . . . . . . . . . . . . . . . . . . . . . 138 Huerta Cordova, Vilma . . . . . . . . . . . . . . . 69, 151 Hueston, Colin . . . . . . . . . . . . . . . . . . . . . . . . 150 Hughes Karnes, Elizabeth . . . . . . . . . . . . 26, 143 Hughes, John . . . . . . . . . . . . . . . . . . . . . . . . . 118 Humaidan, Abdulsamad . . . . . . . . . . 64, 70, 136 Hung, Yu-ju . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Huss-Lederman, Susan . . . . . . . . . . . . . . . . . . 71 Hussein, Ibtesam . . . . . . . . . . . . . . . . . . . . . . . 80

Iannou, Constantine . . . . . . . . . . . . . . . . . . . . 102 Ibrahim, Kanda . . . . . . . . . . . . . . . . . . . . . . . . . 73 Ikeda, Shigeyuki . . . . . . . . . . . . . . . . . . . . . . . 145 Ingels, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Ishikawa, Yasushige . . . . . . . . . . . . . . . . . . . 145 Issagholian, Nairi . . . . . . . . . . . . . . . . . . . . . . . 75 Ito, Nina . . . . . . . . . . . . . . . . . . . . . . . . . 172, 176 Ivanova, Rossitza . . . . . . . . . . . . . . . . . . . . . . 169 Iwamoto, Noriko . . . . . . . . . . . . . . . . . . . . . . . 64

Jacob, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Jambalsuren, Serdamba . . . . . . . . . . . . . . . . . 68 James, Mark . . . . . . . . . . . . . . . . . . . . . . . . . 155 Jamoliddinova, Nilufar . . . . . . . . . . . . . . . . . 139

Jaquays, Jolene . . . . . . . . . . . . . . . . . . . . . . . 117 Jenkins, Bee . . . . . . . . . . . . . . . . . . . 66, 148, 172 Jennings, Ashley . . . . . . . . . . . . . . . . . . 118, 135 Jensen, Shawn . . . . . . . . . . . . . . . . . . . . . . . . 68 Jeong, Hyeonjeong . . . . . . . . . . . . . . . . . . . . 145 Jia, Ying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Jiang, Lei . . . . . . . . . . . . . . . . . . . . . . . . . 68, 121 Jihyeon, Jeon . . . . . . . . . . . . . . . . . . . . . . . . . 116 Jimenez Salinas, Elizabeth . . . . . . . . . . . . . . 159 Johns, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Johns, Ann M. . . . . . . . . . . . . . . . . . . . . . . . . . 67 Johnson, Karen . . . . . . . . . . . . . . . . . . 26, 62, 65 Johnson, Kitty . . . . . . . . . . . . . . . . . . . . . . . . 174 Johnson, Stacey . . . . . . . . . . . . . . . . . . . . . . . 162 Johnson-Taylor, Allanté . . . . . . . . . . . . . . . . . 137 Johnson-Taylor, Heather . . . . . . . . . . . . . . . . 137 Johnston Nelson, Joan . . . . . . . . . . . . . . 26, 143 Jolly, Roshii . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Jones, Loren . . . . . . . . . . . . . . . . . . . . . . . . 80, 91 Jones, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 94 Jones, Tamara . . . . . . . . . . . 57, 70, 73, 100, 159 Jordan, Davida . . . . . . . . . . . . . . . . . . . . . . . . 160 Jung Han, Yu . . . . . . . . . . . . . . . . . . . . . . . . . 138

Kuka, Evgenija . . . . . . . . . . . . . . . . . . . . . 35, 119 Kung, Jiunn-Ying . . . . . . . . . . . . . . . . . . . . . . 174 Kunschak, Claudia . . . . . . . . . . . . . . . . . . . . . 124 Kuo, Hsiao-Chin . . . . . . . . . . . . . . . . . . . . . . . 135 Kuroda, Joan . . . . . . . . . . . . . . . . . . . . . 172, 175 Kurth, Lara . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

La’or, Noga . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Labbas, Rachida . . . . . . . . . . . . . . . . . . . . . . . 146 Laborde, Silvia . . . . . . . . . . . . . . . . . . . . . 98, 108 Lacroix, Jennifer . . . . . . . . . . . . . . . . . . . 74, 123 Lai, Yi-Ju . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 LaMance, Rachel . . . . . . . . . . . . . . . . . . . . . . 161 Lan, Fang . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Lane, Maya . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Lantolf, James . . . . . . . . . . . . . . . . . . . . . . . . 112 Lantz-Wagner, Sky . . . . . . . . . . . . . . . . . . . . . . 69 Lao, Emma . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Lao, Ravy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Laor, Noga . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Laoriandee, Wutthiphong . . . . . . . . . . . . . . . . 62 Lapornik, Barbara . . . . . . . . . . . . . . . . . . . . . . 125 Lara, Alfonso . . . . . . . . . . . . . . . . . . . . . . . . . 138 Larsen, Ditlev . . . . . . . . . . . . . . . . . . . . . . . . . 143 Larsen, Sanne . . . . . . . . . . . . . . . . . . . . . . . . 109 Larsson, Margareta . . . . . . . . . . . . . . . . . . . . 176 Lashmet, Amy Joy . . . . . . . . . . . . . . . . . . . . . . 78 Laurie Duguay, Annie . . . . . . . . . . . . . . . . . . . 105 Lawrence, Becky . . . . . . . . . . . . . . . . . . . 78, 124 Lawrence, Susan . . . . . . . . . . . . . . . . . . . . . . . 92 Lawyer, Megan . . . . . . . . . . . . . . . . . . . . . . . . 89 Le, Vi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Leahu, Gabriel . . . . . . . . . . . . . . . . . . . . . . . . 142 Lease, Diana . . . . . . . . . . . . . . . . . . . . . . . . . 160 Lebedev, Jennifer . . . . . . . . . . . . . . . . . . 139, 156 Leckie, Alisa . . . . . . . . . . . . . . . . . . . . . . . . . . 153 LeDrean, Laura . . . . . . . . . . . . . . . . . . . . . 70, 107 Lee, Ena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Lee, Jongbong . . . . . . . . . . . . . . . . . . . . . . . . 117 Lee, Shelley . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Lee, Sherise . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Lee, Suzi . . . . . . . . . . . . . . . . . . . . . . . . . . 87, 130 Lee, Yong Jik . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Lee-Johnson, Yin Lam . . . . . . . . . . . . . . . . . . 135 Leeming, Shalle . . . . . . . . . . . . . . . . . . . . . . . 113 Leisy, Aimee . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Lems, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Lennox, Cynthia . . . . . . . . . . . . . . . . . . . 165, 173 León Jiménez, Edwin N. . . . . . . . . . . . . . 69, 151 Leong, Monica . . . . . . . . . . . . . . . . . . . . . . . . 142 Leopold, Lisa . . . . . . . . . . . . . . . . . . . . 83, 95, 98 Lepekhova, Marina . . . . . . . . . . . . . . . . . . . . 157 Lesho, Dan . . . . . . . . . . . . . . . . . . . . . . . . 74, 107 Leske, Vivian . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Lethaby, Carol . . . . . . . . . . . . . . . . . . . . . . . . . 71 Lever, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Levine, Linda New . . . . . . . . . . . . . . . 55, 56, 120 Levy, Tziona . . . . . . . . . . . . . . . . . . . . . . . . 37, 77 www.tesolconvention.org

PRESENTER INDEX

Kaaya, Godwin . . . . . . . . . . . . . . . . . . . . . . . . 129 Kadhum Fahad, Ahmed . . . . . . . . . . . . . . . . . 112 Kaduce, Ryan . . . . . . . . . . . . . . . . . . . . . . . . . 144 Kaeiser, Matt . . . . . . . . . . . . . . . . . . . . . . . . . 146 Kafle, Madhav . . . . . . . . . . . . . . . . . . . . . . . . 164 Kaiser, DJ . . . . . . . . . . . . . . . . . . 54, 73, 172, 173 Kaloustian, Talar . . . . . . . . . . . . . . . . . . . . . . 102 Kamhi-Stein, Lía . . . . . . . . . . . . . . . . . . . . . 69, 75 Kaneria, Jyoti . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Kang, Areum . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Kang, Nina . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Kang, Sanghee . . . . . . . . . . . . . . . . . . . . . . . . . 81 Kangas, Sara . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Kanno, Yasuko . . . . . . . . . . . . . . . . 26, 33, 82, 86 Kanoksilapatham, Budsaba . . . . . . . . . . . . . . 144 Kanti Deb, Pranab . . . . . . . . . . . . . . . . . . . . . 174 Kanwal, Nazish . . . . . . . . . . . . . . . . . . . . . . . 120 Karam, Fares . . . . . . . . . . . . . . . . . 33, 58, 86, 93 Karunaratne, Renuka . . . . . . . . . . . 107, 160, 171 Kasun, Sue . . . . . . . . . . . . . . . . . . . . . 83, 95, 129 Katori, Mari . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Katz, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Kawashima, Ryuta . . . . . . . . . . . . . . . . . . . . . 145 Kayi-Aydar, Hayriye . . . . . . . . . . . . . . 33, 86, 101 Keck, Casey . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Keefer, Joel . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Keller, Bethany . . . . . . . . . . . . . . . . . . . . . . . . 143 Kelley, Molly . . . . . . . . . . . . . . . . . . . . . 107, 166 Kelly, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Kelly, Morgan . . . . . . . . . . . . . . . . . . . . . . . . . 174 Kelso, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Kennedy, Deborah . . . . . . . . . . . . . . . . . . . . . 142 Kennedy, Laura M. . . . . . . . . . . . . . . . . . 112, 174 Kent, Moriah . . . . . . . . . . . . . . . . . . . . . . . . . 125

Keog, Rochelle . . . . . . . . . . . . . . . . . . . . . . . . 175 Kerimkulova, Sulushash . . . . . . . . . . . . . . . . 150 Kessler, Greg . . . . . . . . . . . . . . . . . . . . . . 26, 162 Khamoosh, Ziaaddin . . . . . . . . . . . . . . . . . . . 171 Khanna, Shweta . . . . . . . . . . . . . . . . . . 167, 173 Khawaja, Anastasia . . . . . . . . 103, 142, 162, 175 Khoshnevisan, Babak . . . . . . . . . . . . . . . . . . . 132 Kibler, Amanda . . . . . . . . . . . . . . . . . . . . . 93, 168 Kibler, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Kidwell, Tabitha . . . . . . . . . . . . . . . . . 60, 89, 165 Kilpelä, Jonathan . . . . . . . . . . . . . . . . . . . . . . 104 Kim, Ashley . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Kim, Hyunjin Jinna . . . . . . . . . . . . . . . . . . . . . . 93 Kim, Jeungeun . . . . . . . . . . . . . . . . . . . . . . . . 154 Kim, Sharon (Seongshin) . . . . . . . . . . . . . . . . 132 Kim, Soonhyang . . . . . . . . . . . . . . . . . . . . . . . 147 Kim, Woomee . . . . . . . . . . . . . . . . . . . . . . . . 150 Kim, YouJin . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 King, Caitlin . . . . . . . . . . . . . . . . . . . . . . . . . . 134 King, Elena . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 King, John Mark . . . . . . . . . . . . . . . . . . . . . . . 150 King, Mick . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 King, Nicole . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 King, Rochelle . . . . . . . . . . . . . . . . . . . . . . . . . 64 Kitooke, Amoni . . . . . . . . . . . . . . . . . . . . . . . . 167 Kitson, Christina . . . . . . . . . . . . . . . . . . . . . . . 157 Klebs, Nacamuli . . . . . . . . . . . . . . . . . . . . . . . 157 Kleckova, Gabriela . . . . . . . . . . . . . . . . 17, 86, 88 Klein, Lindsey . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Kling, Joyce . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Knieriem, Bradley . . . . . . . . . . . . . . . . . . . . . . . 61 Knutson, Colleen . . . . . . . . . . . . . . . . . . . . . . . 81 Ko Davis, Sunnia . . . . . . . . . . . . . . . . . . . . . . 175 Kocabas-Gedik, Pinar . . . . . . . . . . . . . . . . . . . 105 Koehl, Derek . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Koetje, Marcianne . . . . . . . . . . . . . . . . . . . . . 164 Kolbe, Athena . . . . . . . . . . . . . . . . . . . . . . . . 148 Kolkmeier, Eric . . . . . . . . . . . . . . . . . . . . . . . . 121 Kolowrat, Alyssa . . . . . . . . . . . . . . . . . . . . . . . 81 Kolyadin, Eugene . . . . . . . . . . . . . . . . . . . . . . 122 Komissarova, Natalia . . . . . . . . . . . . . . 137, 176 Kondo, Mutsumi . . . . . . . . . . . . . . . . . . . . . . 145 Kormpas, Georgios . . . . . . . . . . . . . . 17, 35, 104 Koslowski, Tracy . . . . . . . . . . . . . . . . . . . . . . 174 Kostka, Ilka . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Kostromitina, Maria . . . . . . . . . . . . . . . . 164, 168 Kotb, Nermine . . . . . . . . . . . . . . . . . . . . . . . . 130 Koubek, Katya . . . . . . . . . . . . . . . . . . . . . . . . 149 Koushki, Alison Larkin . . . . . . . . . . . . . . . . . . 132 Kozik, Peter . . . . . . . . . . . . . . . . . . . . . . . . 26, 88 Kramer, Eileen . . . . . . . . . . . . . . . . . . . . . . . . 114 Kraut, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Kremmel, Benjamin . . . . . . . . . . . . . . 37, 77, 143 Krsteva, Natalija . . . . . . . . . . . . . . . . . . . . . . 169 Krum, Jeff . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Kryzhanivska, Anastasiia . . . . . . . . . . . . . . . . . 99 Krzanowski, Mark . . . . . . . . . . . . . . . . . . . . . . 87 Kubota, Ryuko . . . . . . . . . . . . . . . . . 77, 104, 163 Kuchkarova, Yana . . . . . . . . . . . . . . . . . . . . . . 139

193

PRESENTER INDEX

Lewis, Andrew . . . . . . . . . . . . . . . . . . . . 135, 156 Leymarie, Cassie . . . . . . . . . . . . . . . . . . . . . . . 82 Li, Bin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Li, Guofang . . . . . . . . . . . . . . . . . . . . . . . . . 33, 86 Li, Kuang . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Li, Rui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Li, Shuzhan . . . . . . . . . . . . . . . . . . . . . . . 136, 152 Li, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Li, Zhengjie . . . . . . . . . . . . . . . . . . . . . . . 119, 152 Liebes, Cindy . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Lilley Ritter, Lisa . . . . . . . . . . . . . . . . . . . . 65, 105 Lim, Jungmin . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Lima Guimarães, Giselle . . . . . . . . . . . . . . . . . 77 Lima, Edna . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Lin, Angel . . . . . . . . . . . . . . . . . . . . . . . . . 77, 152 Lin, Ching-Ching . . . . . . . . . . . . . . . . . . . . 93, 102 Lindahl, Kristen . . . . . . . . . . . . . . . . . . . 152, 163 Lindholm, Tuula . . . . . . . . . . . . . . . . . . . . 17, 147 Linville, Heather . . . . . . . . . . . . . . . . . . . 101, 127 Liu, Qiandi . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Liu, Ying (Nancy) . . . . . . . . . . . . . . . . . . . . . . 129 Livneh, Olivia . . . . . . . . . . . . . . . . . . . . . . . . . 105 Llanos, Alice . . . . . . . . . . . . . . . . . . . . . . . . 89, 96 Loewenberg Ball, Deborah . . . . . . . . . . . . 26, 65 Logan, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Logvinova, Irina . . . . . . . . . . . . . . . . . . . . . . . 171 Lominadze, Lana . . . . . . . . . . . . . . . . . . . . . . 171 Loper Maxwell, Marie . . . . . . . . . . . . . . . . . . . 56 Loper, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Lopes Murphy, Solange . . . . . . . . . . . 75, 90, 103 Lopez, Enedina . . . . . . . . . . . . . . . . . . . . . . . . 154 López-Fitzsimmons, Bernadette M. . . . . . . . . 137 López-Gopar, Mario . . . . . . . . . . . . . . . . . 69, 151 Lopriore, Lucilla . . . . . . . . . . . . . 33, 58, 104, 121 Losey, Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Lowen, Sarah E. . . . . . . . . . . . . . . . . . . . 156, 157 Lowry, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Lucas Zillich, June . . . . . . . . . . . . . . . . . . . . . 144 Lucas, Kyle . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Lucovich, Dawn . . . . . . . . . . . . . . . . . . . . . . . . 76 Lukacs, Karrin . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Lukens, Laura . . . . . . . . . . . . . . . . . . 56, 120, 143 Lundy-Ponce, Giselle . . . . . . . . . . . . . . 37, 57, 71 Luo, Tia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Luo, Wen-Hsing . . . . . . . . . . . . . . . . . . . . . . . 171 Luo, Wenwei . . . . . . . . . . . . . . . . . . . . . . . . . 152 Luo, Yanqui . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Luther, Juliet . . . . . . . . . . . . . . . . . . . . . 102, 150 Lyn Reichmuth, Heather . . . . . . . . . . . . . 112, 134 Lynch, Jena . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Lynn, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Lypka, Andrea . . . . . . . . . . . . . . . . . . . . . . . . . 78

Ma, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Mac Donald, Kara . . . . . . . . . . . . . . . . . . . . . 112 MacFarland, Joy . . . . . . . . . . . . . . . . . . . 93, 122 Machado, Carlos . . . . . . . . . . . . . . . . . . . . . . 119 Machida, Tomohisa . . . . . . . . . . . . . . . . . . . . 172

194

Macis, Marijana . . . . . . . . . . . . . . . . . . . . . . . 101 Mack, Abby . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Madigan Peercy, Megan . . . . . . 26, 89, 116, 128 Madyarov, Irshat . . . . . . . . . . . . . . . . . . . . . . 130 Magy, Ronna . . . . . . . . . . . . . . . . . . . . . . . . . 149 Mahalingappa, Laura . . . . . . . . . . . . . . . . 92, 110 Maher, Rebecca . . . . . . . . . . . . . . . . . . . . . . . 128 Majeed, Abdul . . . . . . . . . . . . . . . . . . . . . . . . 120 Majeed, Nagham . . . . . . . . . . . . . . . . . . . . . . 172 Majorana, Jennifer . . . . . . . . . . . . . . 81, 99, 145 Makloufi, Fatiha . . . . . . . . . . . . . . . . . . . . . . . 116 Maliborska, Veronika . . . . . . . . . . . . . . . . . . . 128 Maloney, Jeffrey . . . . . . . . . . . . . . . . . . . . . . 101 Malu, Kathleen . . . . . . . . . . . . . . . . . . . . . . . 142 Malupa, Mira . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Mancuso, Greer . . . . . . . . . . . . . . . . . . . . . . . . 66 Mangelsdorf, Kate . . . . . . . . . . . . . . . . . . . . . 117 Mann, Ellen . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Mansour, Chadia . . . . . . . . . . . . . . . . . . . . . . 103 Mansouri Mansouri, Behzad . . . . . . . . . . . . . 155 Mantegna, Sarah . . . . . . . . . . . . . . . . . . . . . . 114 Margaryan, Tatiana . . . . . . . . . . . . . . . . 137, 176 Mariano, Rosana . . . . . . . . . . . . . . . . . . . . . . . 77 Marichal, Nidza . . . . . . . . . . . . . . . . . . . . . . . 101 Marnikovic´, Silvija . . . . . . . . . . . . . . . . . . . . . 172 Maronde, Brigitte . . . . . . . . . . . . . . . . . . . . . . 128 Marrero-Colon, Marybelle . . . . . . . . . . . . . . . 152 Marshak, Sofia . . . . . . . . . . . . . . . . . . . . . . . . 137 Marshall, Helaine . . . . . . . . . . . . . . . . . . . 56, 60 Marshall, Steve . . . . . . . . . . . . . . . . . . . . . . . 137 Martin, Katherine . . . . . . . . . . . . . . . . . . 127, 136 Martin, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . 159 Martin, Mwanakombo . . . . . . . . . . . . . . . . . . 129 Martin, Sarah M. . . . . . . . . . . . . . . . . . . . . . . 114 Martin-Beltrán, Melinda . . . . . . . . . . . . . . . . . 96 Marzouki, Sameh . . . . . . . . . . . . . . . . . . . . . . 142 Mason, Andrea . . . . . . . . . . . . . . . . . . . . . . . . 66 Mason-Marshall, Abigail . . . . . . . . . . . . . . 70, 74 Masters, Katherine . . . . . . . . . . . . . . . . . . . . 127 Mathers, Jessica . . . . . . . . . . . . . . . . . . 173, 176 Mathes, Glenn . . . . . . . . . . . . . . . . . . . . . . . . 141 Mathews, Connie . . . . . . . . . . . . . . . . . . . . . . 59 Matouk, Samya . . . . . . . . . . . . . . . . . . . . . . . 171 Matruglio, Erika . . . . . . . . . . . . . . . . . . . . . . . . 84 Matsuda, Paul Kei . . . . . . . . . . . . . . . . . . 26, 131 Matula, Suzanne . . . . . . . . . . . . . . . . . . . . . . . 41 Maxwell-Paegle, Monica . . . . . . . . . . . . . . . 172 May, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . 102 Mayne, Sheila . . . . . . . . . . . . . . . . . . . . . . . . 113 Mazzella Chace, Adelia . . . . . . . . . . . . . . . . . 158 McBride, Kara . . . . . . . . . . . . . . . . . . . . 101, 151 McBride, Wendy . . . . . . . . . . . . . . . . . . . . 73, 76 McCafferty, Jackie . . . . . . . . . . . . . . . . . . . . . 139 McCallum, Lee . . . . . . . . . . . . . . . . . . . . . . . . . 66 McCloskey, Mary Lou . . . . . . . . . . . . . . . . . . 158 McClure, Kevin . . . . . . . . . . . . . . . . . . . . . 64, 138 McCollum, Robb . . . . . . . . . . . . . . . . . . . . . . 141 McCormick, Dawn . . . . . . . . . . . . . . . . . . . 54, 61 McCurdy, Suzanne . . . . . . . . . . . . . . . . . . . . . 118

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

McDougald, Jermaine . . . . . . . . . . . . . . . . . . 122 McGee, Tracey . . . . . . . . . . . . . . . . . . . . . . . . . 81 McGovern, Kathleen . . . . . . . . . . . . . . . . 68, 141 McGraner, Jennifer . . . . . . . . . . . . . . . . . . . . . 74 McIndoo, Laura . . . . . . . . . . . . . . . . . . . . . . . 127 McKinley, Jim . . . . . . . . . . . . . . . . . . . . . 26, 100 McLaren, Neil . . . . . . . . . . . . . . . . . . . . . . . . 123 McLaughlin, Marina . . . . . . . . . . . . . . . . . . . 140 McLaughlin, Susanne . . . . . . . . . . . . . . 137, 148 McMonagle, Sarah . . . . . . . . . . . . . . . . . . . . 102 McMurry, Ben . . . . . . . . . . . . . . . . . . . . . 91, 141 McNamara, Tim . . . . . . . . . . . . . . . . . . . . . 37, 85 McNish, Deric . . . . . . . . . . . . . . . . . . . . . . 35, 67 McParland, Domminick . . . . . . . . . . . . . . . . . 150 McVeigh, Joe . . . . . . . . . . . . . . . . . 107, 139, 152 Meadows, Bryan . . . . . . . . . . . . . . . . . . . . . . . 62 Medrano, Manuel . . . . . . . . . . . . . . . . . . . . . 163 Melnyk Brandt, Adriana . . . . . . . . . . . . . . . . . . 63 Mendelsohn, Miki . . . . . . . . . . . . . . . . . . . . . 168 Mendoza, Grazzia Maria . . . . . . . . . . . . . . . . 151 Mercado, Leonardo . . . . . . . . . . . . . . . . . 88, 121 Meren Fuchtman, Katy . . . . . . . . . . . . . . . . . 134 Merritt, Tricia . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Meyer, Jennifer . . . . . . . . . . . . . . . . . . . . . . . 103 Meyer, Zachary . . . . . . . . . . . . . . . . . . . 146, 161 Meyers, Colleen . . . . . . . . . . . . . . . . . . . . 57, 102 Michalovic, Sherri . . . . . . . . . . . . . . . . . . . . . . 74 Michel, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Midby, Desiree . . . . . . . . . . . . . . . . . . . . . . . . 160 Midraj, Jessica . . . . . . . . . . . . . . . . . . . . . . . 135 Midraj, Sadiq . . . . . . . . . . . . . . . . . . . . . . . . . 135 Mihai, Florin . . . . . . . . . . . . . . . . . . . . . . . 69, 169 Mikel Petrie, Gina . . . . . . . . . . . . . . . . . . . . . . 98 Milbourn, Tamara . . . . . . . . . . . . . . . . . . . . . . 150 Miller, JoAnn . . . . . . . . . . . . . . . . . . . . . . . . . 124 Miller, Ryan T. . . . . . . . . . . . . . . . . . . . . . . . . 112 Miller, Stacie . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Miñuz, Fernanda . . . . . . . . . . . . . . . . . . . . . . . 86 Miranda, Cristina . . . . . . . . . . . . . . . . . . . . . . . 91 Miri, Mir Abdullah . . . . . . . . . . . . . . . . . . . . . 173 Mirza, Noreen . . . . . . . . . . . . . . . . . . . . . . . . 120 Mitchell, Connie . . . . . . . . . . . . . . . . . . . . . . . 140 Mitchell, James . . . . . . . . . . . . . . . . . . . . . . . 122 Mitchell, Katie . . . . . . . . . . . . . . . . . . . . . 59, 105 Mitchell, Thomas D. . . . . . . . . . . . . . . . . . . . 112 Moafa, Ruqayyah . . . . . . . . . . . . . . . . . . . . . . . 61 Moir, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Mokko, Mika . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Molina, Sarina . . . . . . . . . . . . . . . . . . . . . . . . . 93 Monh, Sarina . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Monroe, Laura . . . . . . . . . . . . . . . . . . . . . . . . . 69 Montano, Jossilyn . . . . . . . . . . . . . . . . . . . . . 114 Montiel, Stephanie . . . . . . . . . . . . . . . . . . . . . 76 Montoya-Ávila, Angélica . . . . . . . . . . . . . . . . . 96 Mooney, Angela . . . . . . . . . . . . . . . . . . . . . . . . 61 Moore, Catherine . . . . . . . . . . . . . . . . . . . . . . 167 Moore, Jana . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Moore, Jayson . . . . . . . . . . . . . . . . . . . . . . . . 169 Moore, Miriam . . . . . . . . . . . . . . . . . . . . . . . . 129

Moore, Trudy . . . . . . . . . . . . . . . . . . . . . . . . . 115 Moorhead, Clarissa . . . . . . . . . . . . . . . . . . . . 156 Morales, Brenda . . . . . . . . . . . . . . . . . . . . . . 106 Morales, Julio . . . . . . . . . . . . . . . . . . . . . . . . . 69 Moreno Kilpatrick, Rhia . . . . . . . . . . . . . . . . . 129 Morgan Scott, Silvia Miriam . . . . . . . . . . . . . 174 Morgan, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Morita-Mullaney, Trish . . . . . . . . . . . 82, 92, 167 Morley, Matt . . . . . . . . . . . . . . . . . . . . . . . . . 126 Morrison, Steven . . . . . . . . . . . . . . . . . . . . . . 171 Motha, Suhanthie . . . . . . . 26, 77, 116, 142, 163 Moussu, Lucie . . . . . . . . . . . . . . . . . . . . . . . . 168 Muchmore-Vokoun, April . . . . . . . . . . . . . . . . 140 Mumper, David . . . . . . . . . . . . . . . . . . . . . . . . . 93 Munoz Galleguillos, Andrea . . . . . . . . . . . . . 110 Murcuri, Sandra . . . . . . . . . . . . . . . . . . . . . . . 103 Murphy, John . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Murphy, Josiah . . . . . . . . . . . . . . . . . . . . . . . . 59 Murphy, Lukas . . . . . . . . . . . . . . . . . . . . . . . . . 77 Murray, Denise . . . . . . . . . . . . . . . . . . . . . 88, 129 Musil, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . 131 Musser, Jennifer . . . . . . . . . . . . . . . . . . 157, 175 Mustafa, Blerta . . . . . . . . . . . . . . . . . . . . . . . . 91 Mwinuka, William . . . . . . . . . . . . . . . . . . . . . 129

O’Dell, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . 166 O’Loughlin, Judith . . . . . . . . . . . . . . . . . . . . . . 54 O’Loughlin, Judy . . . . . . . . . . . . . . . . . . . . . . 112 O’Neill, Byron . . . . . . . . . . . . . . . . . . . . . . . . . . 94 O’Reilly, Erin . . . . . . . . . . . . . . . . . . . . . . . . . . 142 O’Rourke, Bernadette . . . . . . . . . . . . . . . . . . 102 O’Sullivan, Barry . . . . . . . . . . . . . . . . . . . . . . 143 Oandasan, Richard . . . . . . . . . . . . . . . . . 105, 169 Ocampo, Ryan Max . . . . . . . . . . . . . . . . . . . . 165 Ogden, Diane . . . . . . . . . . . . . . . . . . . . . . . . . 130 Ohlrogge, Aaron . . . . . . . . . . . . . . . . . . . . . . . 145 Okoth, Petro . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Oliveira Albuquerque Paraná, Raul . . . . . . . . 104 Oliveira, Tatiana . . . . . . . . . . . . . . . . . . . . . . . 165 Oliver, Gretchen . . . . . . . . . . . . . . . . . . . . . . . . 84 Olivero, Maria Matilde . . . . . . . . . . . . . . . . . . 69 Olsher, David . . . . . . . . . . . . . . . . . . . . . . . . . 135 Olszewska, Aleksandra . . . . . . . . . . . . . . . . . 101 Oluyemisi Aina, Mary . . . . . . . . . . . . . . . . . . 173 Onorato, Amelia . . . . . . . . . . . . . . . . . . . . . . . 114 Orehhova, Olga . . . . . . . . . . . . . . . . . . . . . . . . 95 Orlando, Honnor . . . . . . . . . . . . . . . . . . . . . . . . 55 Ortactepe, Deniz . . . . . . . . . . . . . . . . . . . . . . 105 Ortiz, Alba . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Osman, Sara . . . . . . . . . . . . . . . . . . . . . . . 74, 110 Overman, Nancy . . . . . . . . . . . . . . . . . . 124, 146

Pacarizi, Yllke . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Pacheco, Yesenia . . . . . . . . . . . . . . . . . . . . . . 134 Paden, Lezlie . . . . . . . . . . . . . . . . . . . . . . . . . 120 Padwad, Amol . . . . . . . . . . . . . . . . . . . . . 33, 121 Pagcaliwagan, Lorene . . . . . . . . . . . . . . . . . . . 55 Painter-Farrell, Lesley . . . . . . . . 33, 96, 121, 122 Palmer, Patrice . . . . . . . . . . . . . . . . . . . . . . . . 133 Panahi Lazarjani, Parva . . . . . . . . . . . . . . . . . . 72 Pappamihiel, Eleni . . . . . . . . . . . . . . . . . . . . . . 75 Paraiso, Johnna . . . . . . . . . . . . . . . . . . . . . . . 103 Park, Ho-Ryong . . . . . . . . . . . . . . . . . . . . . . . . . 94 Park, Kyongson . . . . . . . . . . . . . . . . . . . . . . . . 175 Park, Seungku . . . . . . . . . . . . . . . . . . . . . . . . 175 Park, Yeoeun . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Parke, Josiah . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Parker, Jennifer . . . . . . . . . . . . . . . . . . . . . . . 174 Parris, Heather . . . . . . . . . . . . . . . . . . . . . . . . . 56 Parrish, Betsy . . . . . . . . . . . 26, 99, 118, 137, 166 Parrish, Marie . . . . . . . . . . . . . . . . . . . . . . . . 175 Pascucci, Amy . . . . . . . . . . . . . . . . . . . . 114, 153 Patel, Mina . . . . . . . . . . . . . . . . . . . . . . . 143, 151 Patel, Tarana . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Patterson, Andy . . . . . . . . . . . . . . . . . . . . . . . . 55

Patton, MaryLynn . . . . . . . . . . . . . . . . . . . . . . . 63 Patty, Alexandra . . . . . . . . . . . . . . . . . . . . . . . 144 Paul, Faya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Paul, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Pavez Bravo, Katterine . . . . . . . . . . . . . . . . . . 110 Pawan, Faridah . . . . . . . . . . . . . . . . . . . . . 70, 78 Payant, Caroline . . . . . . . . . . . . . . . . . . . . . . . . 94 Peiris, Aruni . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Peixoto, Summer . . . . . . . . . . . . . . . . . . . . . . 160 Peker, Hilal . . . . . . . . . . . . . . . . . . . . . . . 154, 174 Pelissero, Amy . . . . . . . . . . . . . . . . . . . . . . . . . 82 Pena-Dix, Beatriz . . . . . . . . . . . . . . . . . . . . . . 149 Peng, Long . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Pennington, Martha C. . . . . . . . . . . . . . . . . . . . 93 Pentón Herrera, Luis Javier . . . . . . . . . . . 64, 165 Perez Sarduy, Yunier . . . . . . . . . . . . . . . . . . . 173 Pérez-Cañado, María Luisa . . . . . . . . . . . . . . 139 Pérez, María del Carmen . . . . . . . . . . . . . . . . 114 Pessoa, Silvia . . . . . . . . . . . . . . . . . . . . . . . . . 112 Peters, Bethany . . . . . . . . . . . . . . . . . . . . . . . 169 Petrie, Gina . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Petron, Mary . . . . . . . . . . . . . . . . . . . . . . . . . 133 Pettitt, Nicole . . . . . . . . . . . . . . . . . . . 78, 86, 117 Pfeifer, Deborah . . . . . . . . . . . . . . . . . . . . . . . 119 Phillips, Brittney . . . . . . . . . . . . . . . . . . . . . . . 158 Phillips, Terry . . . . . . . . . . . . . . . . . . . . . . . . . 149 Phillipson, Robert . . . . . . . . . . . . . . . . . . . 26, 156 Phung, Linh . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Piccardo, Enrica . . . . . . . . . . . . . . . . . . . . . . . 169 Pichinevskiy, Stan . . . . . . . . . . . . . . . . . . . . . . 98 Pickering, Lucy . . . . . . . . . . . . . . . . . . . . . . . . 116 Pico, Karina . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Pineiro, Carol . . . . . . . . . . . . . . . . . . . . . . . . . 127 Pinter, Barbara . . . . . . . . . . . . . . . . . . . . . . . . 171 Plaisance, Michelle . . . . . . . . . . . . . . . . . . . . . 54 Polat, Nihat . . . . . . . . . . . . . . . . . . . . . . . 92, 110 Polio, Charlene . . . . . . . . . . . . . . . . . . . 17, 72, 82 Pollock, Pamela . . . . . . . . . . . . . . . . . . . . . . . 115 Ponder, Jennifer . . . . . . . . . . . . . . . 103, 117, 151 Ponder, Marilyn . . . . . . . . . . . . . . . . . . . . . . . 154 Popovic, Radmila . . . . . . . . . . . . . . . . . . 101, 172 Popovski-Golubovikj, Aleksandra . . . . . . . . . . 89 Porter, Catherine . . . . . . . . . . . . . . . . . . . . . . 109 Porter-Szucs, Ildiko . . . . . . . . . . . . . . . . . . . . . 87 Portnoy, Lindsay . . . . . . . . . . . . . . . . . . . . . . . . 54 Potter, Felicia . . . . . . . . . . . . . . . . . . . . . . . . . 119 Powell, Daphne . . . . . . . . . . . . . . . . . . . . . . . 173 Powell, Haley . . . . . . . . . . . . . . . . . . . . . . . . . 120 Prado, Josephine . . . . . . . . . . . . . . . . . . . . . . . 76 Prasad Kadel, Ishwor . . . . . . . . . . . . . . . . . . . 172 Prat, Jeanny . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Prichard, Caleb . . . . . . . . . . . . . . . . . . . . . . . . 172 Prokopchuk, Nadia . . . . . . . . . . . . . . . . . . . . . 161 Prutzman, Diana . . . . . . . . . . . . . . . . . . . 117, 151 Puccio, Marie . . . . . . . . . . . . . . . . . . . . . . . . . 148 Purgason, Kitty . . . . . . . . . . . . . . . . . . . . . . . . . 68 Purmensky, Kerry . . . . . . . . . . . . . . . . . . . . . . . 69 www.tesolconvention.org

PRESENTER INDEX

Nagaswami, Girija . . . . . . . . . . . . . . . . . . . . . 102 Naismith, Ben . . . . . . . . . . . . . . . . . . . . . . . . . 66 Najafi, Kathy . . . . . . . . . . . . . . . . . . . . . . . . . 122 Nakamura, Sachiko . . . . . . . . . . . . . . . . . . . . 149 Nam, Helen . . . . . . . . . . . . . . . . . . . . . . . 81, 104 Nam, Yunjung . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Nansobya, Catherine . . . . . . . . . . . . . . . . . . . 136 Nason, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . 68 Nasrollahi Shahri, Naseh . . . . . . . . . . . . . . . . 97 Nassaji, Hossein . . . . . . . . . . . . . . . . . . . . . . 116 Neblett, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 93 Nelms, Jodi . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Nerlinger, Susan . . . . . . . . . . . . . . . . . . . . . . 155 Nero, Shondel . . . . . . . . . . . . . . . . . . . . . . . . 163 Nevarez-Torre, Aida . . . . . . . . . . . . . . . . . . . . 102 New Levine, Linda . . . . . . . . . . . . . . . 17, 82, 143 Newbold, Wendy . . . . . . . . . . . . . . . . . . . . . . 100 Nezakati Esmaeilzade, Hanieh . . . . . . . . . . . . 80 Ng Hartmann, Joann . . . . . . . . . . . . . . . . . . . 110 Nguyen, Diep . . . . . . . . . . . . . . . . . . . . . . . . . 132 Nguyen, Hoa . . . . . . . . . . . . . . . . . . . . . . . . . 158 Nguyen, Teresa X. . . . . . . . . . . . . . . . . . . . . . 156 Nguyen, Thu . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Nielson, Katie . . . . . . . . . . . . . . . . . . . . . . . . 110 Nikolova, Nasia . . . . . . . . . . . . . . . . . . . . . . . 128 Nisbet, Deanna . . . . . . . . . . . . . . . . . . . . . . . . 60 Nishikawa, Hidehiko . . . . . . . . . . . . . . . . . . . 126 Njau, Catherine . . . . . . . . . . . . . . . . . . . . . . . . 73 Noguera, Pedro . . . . . . . . . . . . . . . . . . . . 14, 138 Noonan, Andrew . . . . . . . . . . . . . . . . . . . . . . 101 Noor, Shagofah . . . . . . . . . . . . . . . . . . . . . . . 175 Norstrom, Bjorn . . . . . . . . . . . . . . . . . . . . . . . . 72 Nostas, Alissa . . . . . . . . . . . . . . . . . . . . 116, 123

Nozawa, Takayuki . . . . . . . . . . . . . . . . . . . . . 145 Numrich, Carol . . . . . . . . . . . . . . . . . . . . . . . . 106 Nunamaker, Amy . . . . . . . . . . . . . . . 66, 148, 172 Nunan, David . . . . . . . . . . . . . . . . . . . . . . 33, 121 Nuruddin, Sharon . . . . . . . . . . . . . . . . . . . . . . . 63 Nutta, Joyce . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

195

Qi, Aman . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Qiu, Allie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Qiu, Tairan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Quaintance, Paul . . . . . . . . . . . . . . . . . . . . . . 160 Quarterman, Carolyn . . . . . . . . . . . . . . . . . . . . 57 Quaynor, Laura . . . . . . . . . . . . . . . . . . . . . . . . 171 Quevedo Camargo, Gladys . . . . . . . . . . . . . . . 77

PRESENTER INDEX

196

Racelis, Juval . . . . . . . . . . . . . . . . . . . . . . . . . 164 Radjabzade, Saida . . . . . . . . . . . . . . . . . . . . . . 76 Rajendram, Shakina . . . . . . . . . . . . . . . . . . . . 166 Rakotoarisoa, Sahondranirina . . . . . . . . . . . . . 99 Ramachandran, Hemamalini . . . . . . . . . . . . . 125 Ramirez, Ana Maria . . . . . . . . . . . . . . . . . . . . 171 Ramirez, Andres . . . . . . . . . . . . . . . . . . . . . . . 150 Ramirez, Maya . . . . . . . . . . . . . . . . . . . . . . . . 138 Ramirez, Sylvia . . . . . . . . . . . . . . . . . . . . 112, 130 Ramirez Avila, Maria Rossana . . . . . . . . . . . . 77 Ramos Gomez, Yedreyshka . . . . . . . . . . . . . . 134 Rana, Samina . . . . . . . . . . . . . . . . . . . . . . . . . 120 Randolph, Patrick T. . . . . . . 91, 97, 111, 121, 131 Randolph, Tom . . . . . . . . . . . . . . . . . . . . . . . . 103 Rani, Sushmita . . . . . . . . . . . . . . . . . . . . . . . . 172 Raponi, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . 90 Rasooly, Javid . . . . . . . . . . . . . . . . . . . . . . . . 171 Ratanapraphart, Patricia . . . . . . . . . . . . . . . . 131 Rauf Khan, Quratulain . . . . . . . . . . . . . . . . . . 120 Ravitch, Lara . . . . . . . . . . . . . . . . . . . . . . . . . 116 Rawal, Hima . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Raza, Kashif . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Razmeh, Shakiba . . . . . . . . . . . . . . . . . . . . . . 147 Reed, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Reese, Curt . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Reeves, Mary . . . . . . . . . . . . . . . . . . 37, 114, 155 Regalla, Michele . . . . . . . . . . . . . . . . . . . . . . 173 Reinders, Hayo . . . . . . . . . . . . . . . . . . . . . . . . 149 Reiss, Elena . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Renn, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . 92 Reppen, Randi . . . . . . . . . . . . . . . . . . . . . 83, 123 Revesz, Andrea . . . . . . . . . . . . . . . . . . . . . 26, 82 Reynolds, Dudley . . . . . . . . . . . . . . . . . . . . . . 159 Reynolds, Kate Mastruserio . . . . . . . . . . . 67, 68 Rhoades, Gena . . . . . . . . . . . . . . . . . . . . . . . . 158 Rhodes, Christy . . . . . . . . . . . . . . . . . . . . . . . 144 Rhodes, Judy . . . . . . . . . . . . . . . . . . . . . . . . . 155 Ribeiro, Patricia . . . . . . . . . . . . . . . . . . . . . . . 144 Rice Doran, Patricia . . . . . . . . . . . . . . . . . . . . 144 Rice, Janna . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Rice, Sydney . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Richardson, Leah . . . . . . . . . . . . . . . . . . . . . . 148 Ridley, Jackie . . . . . . . . . . . . . . . . . . . . . . . 57, 62 Riedmueller, Jessica . . . . . . . . . . . . . . . . . . . . 98 Riquelme Sanderson, Michel . . . . . . . . . . . . 151 Ritter, Lisa Lilley . . . . . . . . . . . . . . . . . . . . . . . . 37 Ritter, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Ritzema, Mimi . . . . . . . . . . . . . . . . . . . . . . . . 142

Rivera, Jorge . . . . . . . . . . . . . . . . . . . . . . . . . 139 Rizzo, Susanne . . . . . . . . . . . . . . . . . . . . 116, 123 Rizzotto, Kerri . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Robb, Thomas . . . . . . . . . . . . . . . . . . . . . . . . 108 Robbins, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Roberts, Jennifer . . . . . . . . . . . . . . . . . . . . . . 174 Robison, Richard . . . . . . . . . . . . . . . . . . . . . . . 40 Rocca, Ana . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Rockenhaus, Melanie . . . . . . . . . . . . . . . . . . . 56 Rodriguez-Ramirez, Xinia . . . . . . . . . . . . . . . . 130 Rogier, Dawn . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Roither, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Rolim, Ivna . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Romano Gillette, Carmela . . . . . . . . . . . . . 35, 67 Romero, Deborah . . . . . . . . . . . . . . . . . . . . . . . 55 Rosalia, Christine . . . . . . . . . . . . . . . . . . . . . . . 54 Rose, Heath . . . . . . . . . . . . . . . 26, 100, 115, 165 Rose-Wainstock, Crystal . . . . . . . . . . . . . . . . . 60 Rosenthal, Roger . . . . . . . . . . . . . . . . . . . . . . 121 Rosner, Julaine . . . . . . . . . . . . . . . . . . . 173, 175 Ross, David . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Roth, Eric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Rothenberg, Eva . . . . . . . . . . . . . . . . . . . . . . . . 79 Rothgerber, John . . . . . . . . . . . . . . . . . . . 75, 113 Rouault, Greg . . . . . . . . . . . . . . . . . . . . . . . . . 140 Rountree, Amber . . . . . . . . . . . . . . . . . . . . . . . 95 Rountree, Linda . . . . . . . . . . . . . . . . . . . . . . . 133 Roy, Sukanto . . . . . . . . . . . . . . . . . . . . . . 73, 171 Rucynski, John . . . . . . . . . . . . . . . . 134, 153, 172 Ruecker, Todd . . . . . . . . . . . . . . . . . . . . . . . . . 117 Rueckert, Daniel . . . . . . . . . . . . . . . . . . . . . . . 100 Rutt, Alexis . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Rwirangira, Jean . . . . . . . . . . . . . . . . . . . . . . 143 Ryan, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . 102

Sabieh, Christine . . . . . . . . . . . . . . . . . . 115, 130 Sackreiter, Heidi . . . . . . . . . . . . . . . . . . . . . . . 107 Saenkhum, Tanita . . . . . . . . . . . . . . . . . . 67, 150 Safdar, Muhammad . . . . . . . . . . . . . . . . . . . . 120 Sagdic, Aysenur . . . . . . . . . . . . . . . . . . . . . . . . 61 Sah, Pramod . . . . . . . . . . . . . . . . . . . . . . 107, 123 Sajjad, Palwasha . . . . . . . . . . . . . . . . . . . . . . 133 Sakura, Peter . . . . . . . . . . . . . . . . . . . . . . . . . 174 Salah El-Din, Yasmine . . . . . . . . . . . . . . . . . . 120 Salas, Araceli . . . . . . . . . . . . . . . . . . . . . . . . . 151 Saleh, Ammar . . . . . . . . . . . . . . . . . . . . . . . . 175 Salehzadeh, Julia . . . . . . . . . . . . . . . . . . . . . . . 97 Salerno, April . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Sallam, Heba . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Sampaio, Leonardo . . . . . . . . . . . . . . . . . . . . 129 San Cristóbal, María . . . . . . . . . . . . . . . . . . . 104 Sanchez-Martin, Cristina . . . . . . . . . . . . . . . . 168 Sanderson, Sarah . . . . . . . . . . . . . . . . . . . . . 143 Sandhu, Harisimran . . . . . . . . . . . . . . . . . . . . . 62 Santoro, Cerise . . . . . . . . . . . . . . . . . . . 107, 114 Sapp, Dinorah . . . . . . . . . . . . . . . . . . . . . . . . 174 Sapp, Leslie . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Sapp, Taylor . . . . . . . . . . . . . . . . . . . . . . . . . . 111

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Sardegna, Veronica . . . . . . . . . . . . . . . . . 87, 141 Saulter, Renee . . . . . . . . . . . . . . . . . . . . . . . . 116 Savage, Alice . . . . . . . . . . . . . . . . . . . . 75, 85, 90 Savage, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Savova, Lilia . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Sayer, Peter . . . . . . . . . . . . . . . . . . . . . . . 69, 152 Schaefer, Lynn . . . . . . . . . . . . . . . . . . . . . . . . 137 Schall-Leckrone, Laura . . . . . . . . . . . 33, 86, 128 Schermerhorn, Areli . . . . . . . . . . . . . . . . . 37, 100 Schetchikova, Nataliya . . . . . . . . . . . . . . . . . 139 Schissel, Jamie L. . . . . . . . . . . . . . . . . . . 69, 152 Schlate, Alla . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Schmidt, Anthony . . . . . . . . . . . . . . . . . . . . . 126 Schmitt, Diane . . . . . . . . . . . . . . . . 37, 67, 77, 86 Schmitt, Norbert . . . . . . . . . . . . . . . . . . . . 37, 77 Schmitt, T. Leo . . . . . . . . . . . . . . . . . 78, 164, 174 Schneider, Jason . . . . . . . . . . . . . . . . . . . . . . . 85 Scholl, Mary . . . . . . . . . . . . . . . . . . . . . . . 55, 151 Schoonmaker, Aimee . . . . . . . . . . . . . . . . . . . 119 Schroeder, Jennifer . . . . . . . . . . . . . . . . . . . . . 80 Schubert, Leah . . . . . . . . . . . . . . . . . . . . . . . . 137 Schwarzer, David . . . . . . . . . . . . . . . . . . . 26, 156 Schwelle, Karen . . . . . . . . . . . . . . . . . . . . . . . 119 Scott, Jessica . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Scott, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Scott-Conley, Lois . . . . . . . . . . . . . . . . . 142, 151 Scroggs, Amber . . . . . . . . . . . . . . . . . . . . . . . 174 Seely, Contee . . . . . . . . . . . . . . . . . . . . . . . . . 145 Segota, John . . . . . . . . . . . . . . . . . . . . . . 77, 101 Sehlaoui, Abdelilah . . . . . . . . . . . . . . . . . . . . 146 Selec, Anita . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Sell, Jared . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Seloni, Lisya . . . . . . . . . . . . . . . . . . . . . . 143, 168 Sembiante, Sabrina . . . . . . . . . . . . . . . . . . . . . 69 Semeniuk Zumrutdal, Iryna . . . . . . . . . . . . . . 172 Senyshyn, Roxanna M. . . . . . . . . . . . . . 125, 152 Seo, Adrienne . . . . . . . . . . . . . . . . . . . . . . . . 101 Seo, Youngjoo . . . . . . . . . . . . . . . . . 60, 104, 173 Sepp, Anita . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Serrano, Araceli . . . . . . . . . . . . . . . . . . . . . . . 159 Servais, Nicole . . . . . . . . . . . . . . . . . . . . . . . . . 64 Severino, Carol . . . . . . . . . . . . . . . . . . . . . . . . 117 Seversen, Erik . . . . . . . . . . . . . . . . . . . . . . . . 146 Shah, Farwa . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Shamim, Fauzia . . . . . . . . . . . . 33, 104, 121, 122 Sharkey, Judy . . . . . . . . . . . 26, 33, 104, 116, 128 Sharma, Bal Krishna . . . . . . . . . . . . . . . . . . . . 66 Sharma, Emily . . . . . . . . . . . . . . . . . . . . . . . . . 94 Shastri, Maya . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Shaw, Leigh Anne . . . . . . . . . . . . . . . . . . . . . 115 Shayo, Laura . . . . . . . . . . . . . . . . . . . . . . . . . 129 Sheen, Leslie . . . . . . . . . . . . . . . . . . . . . . . . . 139 Shephard-Carey, Leah . . . . . . . . . . . . . . . 33, 104 Sheppard, Rob . . . . . . . . . . . . . . . . . . . . . . . . 101 Shewell, Justin . . . . . . . . . . . . . . . . . . . . . . . . 41 Shi, Hong . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Shim, Jenna . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Shin, Dong-shin . . . . . . . . . . . . . . . . . . . . . . . 169 Shin, Joan Kang . . . . . . . . . . . . . . . . . . . 150, 151

Stappert, Elke . . . . . . . . . . . . . . . . . . . . . . . 78, 87 Stasinopoulos, John . . . . . . . . . . . . . . . 147, 172 Steadman, Angel . . . . . . . . . . . . . . . . . . . . . . 101 Steeley, Sherry . . . . . . . . . . . . . . . . . . . . . . . . . 59 Stein, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . 59 Stephen, Jacqueline . . . . . . . . . . . . . . . . . . . 115 Stephenson, Lauren . . . . . . . . . . . . . . . . . . . . 115 Stevens, Scott . . . . . . . . . . . . . . . . . . . . . . . . 142 Stevens, Vance . . . . . . . . . . . . . . . . . . . . . . . . . 78 Stewart, Carrie . . . . . . . . . . . . . . . . . . . . 153, 164 Stillwell, Christopher . . . . . . . . . . . . . . . 130, 173 Stoff, Barbara Williams . . . . . . . . . . . . . . . . . . 68 Stoller, Fredricka L. . . . . . . . . . . . . . . . . . . . . 118 Stolpestad, Amy . . . . . . . . . . . . . . . . . . . . . . . . 67 Stone, Karla . . . . . . . . . . . . . . . . . . . . . . 136, 167 Stowe, Ramona . . . . . . . . . . . . . . . . . . . . . . . 109 Strock, Sandy . . . . . . . . . . . . . . . . . . . . . . . . . 111 Stum, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . 106 Subry, Muhammad . . . . . . . . . . . . . . . . . . . . . . 68 Sugarman, Julie . . . . . . . . . . . . . . . . . . . . . . . 124 Sukhinina, Alyona . . . . . . . . . . . . . . . . . . . . . . 80 Summerlin, Jennifer . . . . . . . . . . . 103, 117, 151 Sun, Chia-Ho . . . . . . . . . . . . . . . . . . . . . . . . . 173 Sun, Talibah . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Sun, Yachao . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Sun, Yilin . . . . . . . . . . . . . . . . . . . . . . . . 101, 125 Suzuki, Manami . . . . . . . . . . . . . . . . . . . . . . . 126 Swartz, Brenan . . . . . . . . . . . . . . . . . . . . . . . . . 97 Swearingen, Amanda . . . . . . . . . . . . . . . . . . 136 Sweeney, Eleanor . . . . . . . . . . . . . . . . . . . . . 124 Szuszkiewicz, Regina . . . . . . . . . . . . . . . . . . . 127

Taguchi, Naoko . . . . . . . . . . . . . . . . . . . . . . . . 73 Taha, Jamal . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Taha, Mohamed . . . . . . . . . . . . . . . . . . . . . . . . 68 Takeda, Yuya . . . . . . . . . . . . . . . . . . . . . . . . . 104 Tanaka, Mitsuko . . . . . . . . . . . . . . . . . . . . . . . 174 Tanchyk, Olena . . . . . . . . . . . . . . . . . . . . . . . . . 80 Tanner, Mark . . . . . . . . . . . . . . . . . 121, 171, 173 Tarabrina, Sofya . . . . . . . . . . . . . . . . . . . . . . . . 59 Tasker, David . . . . . . . . . . . . . . . . . . . . . . 33, 104 Tasker, Thomas . . . . . . . . . . . . . . . . . . . . . 95, 116 Tate, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Taveggia, Diane . . . . . . . . . . . . . . . . . . . . . . . 121 Tavella, Christina . . . . . . . . . . . . . . . . . . . . . . . 74 Taylor, Allison . . . . . . . . . . . . . . . . . . . . . . . . . 158 Taylor, Benjamin . . . . . . . . . . . . . . . . . . . . . . . . 83 Taylor, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . 61 Taylor, Gigi . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Taylor, Jeri . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Taylor, Karen . . . . . . . . . . . . . . . . . . . . . . 127, 133 Taylor, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Taylor, Shelley K. . . . . . . . . . . . . . . . . . . . 26, 156 Tekin, Oguzhan . . . . . . . . . . . . . . . . . . . . . . . . . 80 Tercero, Tanya . . . . . . . . . . . . . . . . . . . . . . . . 159 Tezgiden Cakcak, Yasemin . . . . . . . . . . . . . . . 147 Thai, Kimteang . . . . . . . . . . . . . . . . . . . . . . . . . 68 Theard-Griggs, Carolyn . . . . . . . . . . . . . . . . . 176

Theodoropulos, Christos . . . . . . . . . . . . . . . . 102 Thevenot, Angela . . . . . . . . . . . . . . . . . . . . . . . 89 Thiessen, Crystal Bock . . . . . . . . . . . . . . . . . . . 26 Thomas, Caitlin . . . . . . . . . . . . . . . . . . . . . . . . 81 Thomas, Laura . . . . . . . . . . . . . . . . . . . . . . . . 146 Thomas, Nathan . . . . . . . . . . . . . . . . . . . . . . 165 Thomas-Wilhelm, Dakota J. . . . . . 144, 148, 156 Thompson, Shirley . . . . . . . . . . . . . . . . . . . . . 133 Thorne, Tristan . . . . . . . . . . . . . . . . . . . . . . . . . 67 Thrush, Emily A. . . . . . . . . . . . . . . . . . . . . . . . . 89 Tian, Yu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Tian, Zhongfeng . . . . . . . . . . . . . 33, 69, 104, 117 Tigert, Johanna . . . . . . . . . . . . . . . . . . . . . . . . 89 Tinker Sachs, Gertrude . . . . . . . . . . . . . . . 77, 142 Tjaden-Glass, Sharon . . . . . . . . . . . . . . . 80, 171 Todhunter, Susan . . . . . . . . . . . . . . . . . . . . . . 173 Toker, Deniz . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Toker, Seyma . . . . . . . . . . . . . . . . . . 61, 124, 163 Tomaš, Zuzana . . . . . . . . . . . . . . . . . . . . . . . . 172 Tomeho-Palermino, Maria . . . . . . . . . . . . . . . . 78 Toncelli, Rachel . . . . . . . . . . . . . . . . . . . . . . . . 61 Toohey, Suzanne . . . . . . . . . . . . . . . . . . . . . . . 54 Torres, Brendaly . . . . . . . . . . . . . . . . . . . . . . . . 54 Torres, Caroline . . . . . . . . . . . . . . . . . . . . . . . . 78 Torres, Christina . . . . . . . . . . . . . . . . . . . . 91, 119 Torres Almazán, Jorge . . . . . . . . . . . . . . . . . . 171 Torres Gonzalez, Juan Antonio . . . . . . . . . . . 156 Trachtova, Carolyn . . . . . . . . . . . . . . . . . 143, 158 Tran, Thao Quoc . . . . . . . . . . . . . . . . . . . . . . . 103 Tran, Thu . . . . . . . . . . . . . . . . . . . . . . . . . . . 59, 88 Tran-Thanh, Vu . . . . . . . . . . . . . . . . . . . . . . . . 136 Trinh, Ethan . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Trupin, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Tsai, Michelle . . . . . . . . . . . . . . . . . . . . . . . . . 158 Tsimika-Chronis, Evdoxia . . . . . . . . . . . . . . . . 151 Tuero, Susana . . . . . . . . . . . . . . . . . . . . . . . . 119 Tumnekhishig, Altantsetseq . . . . . . . . . . . . . . 68 Tuner, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Turpin, Leslie . . . . . . . . . . . . . . . . . . . . . . . . . 162 Tutunis, Birsen . . . . . . . . . . . . . . . . . . . . . . . . 172 Tyler, Andrea . . . . . . . . . . . . . . . . . . . . . . . . . 112 Tywoniw, Rurik . . . . . . . . . . . . . . . . . . . . . . . . . 87 Tzoytzoyrakos, Anastassia . . . . . . . . . . . . . . . 131

PRESENTER INDEX

Short, Deborah . . . . . . . . . . . . . . 17, 82, 104, 125 Shrarer, Donna . . . . . . . . . . . . . . . . . . . . . . . . 102 Shuck, Gail . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Shufflebarger Snell, Amanda . . . . . . . . . . . . . 57 Shvidko, Elena . . . . . . . . . . . . . . . . . . . . 108, 153 Shyyan, Vitaliy . . . . . . . . . . . . . . . . . . . . . . . . 122 Sides, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Sidibe, Adama . . . . . . . . . . . . . . . . . . . . . 73, 125 Siefert, Bobbi . . . . . . . . . . . . . . . . . . . . . . . . . 165 Silberg, Richard . . . . . . . . . . . . . . . . . . . . . . . . 68 Silva, Tony . . . . . . . . . . . . . . . . . . . . . . . . 72, 126 Silver, John . . . . . . . . . . . . . . . . . . . . . . . 80, 174 Silver, Rita Elaine . . . . . . . . . . . . . . . . . . . 26, 156 Simmons, Christina . . . . . . . . . . . . . . . . . . . . 158 Singh, Anneliese A. . . . . . . . . . . . . . . . . . . . . . 14 Singh, Jayshreee . . . . . . . . . . . . . . . . . . . . . . 141 Sinha, Manisha Rajhansh . . . . . . . . . . . 134, 135 Sinha, Yogesh Kumar . . . . . . . . . . . . . . . 134, 135 Sippell, Kelly . . . . . . . . . . . . . . . 67, 79, 133, 153 Skalet, Emily . . . . . . . . . . . . . . . . . . . . . . . . . 103 Skutnabb-Kangas, Tove . . . . . . . . . . . . . . 26, 156 Slater, Lindsay . . . . . . . . . . . . . . . . . . . . . . . . . 57 Slavit, David . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Smallwood, Betty Ansin . . . . . . . . . . . . . 56, 143 Smart, Jon . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Smith, Jessica . . . . . . . . . . . . . . . . . . . . . . . . 151 Smith, Karen . . . . . . . . . . . . . . . . . . . . . . . . . 128 Smith, Liana . . . . . . . . . . . . . . . . . . . . . . 162, 175 Smith, Michelle . . . . . . . . . . . . . . . . . . . . . . . 127 Smith, Sara A. . . . . . . . . . . . . . . . . . . . . . . . . 119 Smith, Sharon . . . . . . . . . . . . . . . . . . . . . . 80, 91 Smith, Takako . . . . . . . . . . . . . . . . . . . . . . . 59, 82 Smith, Tamara . . . . . . . . . . . . . . . . . . . . . . . . . 99 Smith-Dixon, Zelphine . . . . . . . . . . . . . . . . . . . 65 Smyser, Heather . . . . . . . . . . . . . . . . . . . . . . . 171 Snarski, Maria . . . . . . . . . . . . . . . . . . . . . 67, 120 Snell, Debra . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Sniad, Tamara . . . . . . . . . . . . . . . . . . . . 111, 139 Snow, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Sokolova, Elena . . . . . . . . . . . . . . . . . . . . . . . 172 Solano-Campos, Ana . . . . . . . . . . . . 78, 128, 163 Solarz, Janusz . . . . . . . . . . . . . . . . . . . . . . . . 170 Son, Myeongeun . . . . . . . . . . . . . . . . . . . . . . 117 Sonbul, Suhad . . . . . . . . . . . . . . . . . . . . . . . . 101 Song, Juyoung . . . . . . . . . . . . . . . . . . . . . . . . 110 Sorell, C. Joseph . . . . . . . . . . . . . . . . . . . . . . 146 Sorensen, Robert . . . . . . . . . . . . . . . . . . . . . . . 54 Soto-Santiago, Sandra . . . . . . . . . . . . . . . . . . 78 Spain, David . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Spaventa, Marilynn . . . . . . . . . . . . . . . . . . . . 168 Specht, Kimberly . . . . . . . . . . . . . . . . . . . . . . 132 Spence, Tracey . . . . . . . . . . . . . . . . . . . . . . . . 148 Spezzini, Susan . . . . . . . . . . . . . . . . 35, 108, 159 Spitzman, Emily . . . . . . . . . . . . . . . . . . . . . . . . 87 Ssemogerere, Rogers . . . . . . . . . . . . . . . . . . 136 Stakenburg, James . . . . . . . . . . . . . . . . . . . . . 71 Staley, Kendra . . . . . . . . . . . . . . . . . . 63, 93, 125 Stamenkoska, Iskra . . . . . . . . . . . . . . . . . . . . . 89 Stamper, Suzan . . . . . . . . . . . . . . . . . . . . . . . 159

Uhler, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . 77 Upton, Thomas . . . . . . . . . . . . . . . . . . . . . . . . 117 Uribe-Zarain, Ximena . . . . . . . . . . . . . . . . 84, 166 Uzum, Baburhan . . . . . . . . . . . . . . . 105, 133, 155

Valdes, Leslie . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Valdez Pierce, Lorraine . . . . . . . . . . . . . . . . . 167 Valencia, Marlon . . . . . . . . . . . . . . . . . . . . . . 151 Valentine, James . . . . . . . . . . . . . . . . . . . . . . . 87 Valero, Rosalia . . . . . . . . . . . . . . . . . . . . . . . . 154 Van Borssum, Alicia . . . . . . . . . . . . . . . . . . . . 135 Van Dyke-Kao, Rita . . . . . . . . . . . . . . . . . . . . 140 Van Roekel, Kate . . . . . . . . . . . . . . . . . . . . . . . 57 www.tesolconvention.org

197

Vandrick, Stephanie . . . . . . . . . . . . . . . . . . . . . 77 Vanicek, Vit . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Varghese, Manka . . . . . 26, 33, 86, 116, 129, 151 Vasquez, Christopher . . . . . . . . . . . . . . . . . . . 141 Vasquez, Ezra . . . . . . . . . . . . . . . . . . . . . . . . . 174 Vasquez, Victoria . . . . . . . . . . . . . . . . . . . . . . . 54 Vazquez, Esther . . . . . . . . . . . . . . . . . . . . . . . 157 Vdovina, Tatyana . . . . . . . . . . . . . . . . . . . . . . 152 Velarde, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Velázquez, Ashley J. . . . . . . . . . . . . . . . . . . . 156 Vellenga, Heidi . . . . . . . . . . . . . . . . . 37, 114, 155 Vercellotti, Mary Lou . . . . . . . . . . . . . . . . . 54, 61 Verity, Deryn . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Verratti, Rosie . . . . . . . . . . . . . . . . . . . . . . . . 100 Vetere, Timothy . . . . . . . . . . . . . . . . . . . . . . . 147 Vickers, Haley . . . . . . . . . . . . . . . . . . . . . . . . 172 Vickers, Jace . . . . . . . . . . . . . . . . . . . . . . . . . 172 Vikhnevich, Svetlana . . . . . . . . . . . . . . . . . . . 129 Villa Larenas, Salome . . . . . . . . . . . . . . . . . . 143 Vinogradova, Polina . . . . . . . . . . . . . . . . . . . . 127 Vittorio, Pamela . . . . . . . . . . . . . . . . . . . . . . . 139 Vlasios Kormpas, Georgios . . . . . . . . . . . . . . 108 Vogelsang, Carly . . . . . . . . . . . . . . . . . . . . . . 152 Vojtkul’áková, Margita . . . . . . . . . . . . . . . . . . 172 Vralsted, Nora . . . . . . . . . . . . . . . . . . . . . . . . 163 Vu, Tung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

PRESENTER INDEX

198

Wada, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . 115 Wagner, Sandra . . . . . . . . . . . . . . . . . . . . . . . . 78 Wakelyn, Jessica . . . . . . . . . . . . . . . . . . . . . . 172 Wald, Margi . . . . . . . . . . . . . . . . . . . . 26, 86, 124 Walker, Dana . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Wall, Amanda . . . . . . . . . . . . . . . . . . . . . . . . 153 Wallace, Bill . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Wallace, Deyrle . . . . . . . . . . . . . . . . . . . . . . . 120 Wallace, Lara . . . . . . . . . . . . . . . . . . . . . . . . . 102 Wang, Hailan . . . . . . . . . . . . . . . . . . . . . . . . . 173 Wang, Jianfen . . . . . . . . . . . . . . . . . . . . . . . . . 82 Wang, Yixuan . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Ward, Colin . . . . . . . . . . . . . . . . . . . . . . . 75, 127 Ward, Natalia . . . . . . . . . . . . . . . . . . . . . . . . . 95 Ward, Nigel . . . . . . . . . . . . . . . . . . . . . . . 73, 113 Ward, Sherry . . . . . . . . . . . . . . . . . . . . . . . . . 164 Warren, Amber . . . . . . . . . . . . . . . . . . . . . . . . 95 Warren, Sherry . . . . . . . . . . . . . . . . . . . . . . . . 142 Warriner, Doris . . . . . . . . . . . . . . . . . . . . . . . . . 86 Waterhouse, Jessa . . . . . . . . . . . . . . . . . . . . 111 Watkins, Kathleen . . . . . . . . . . . . . . . . . . . . . 151 Watson, Natalya . . . . . . . . . . . . . . . . . . 128, 157 Watson, Susan . . . . . . . . . . . . . . . . . . . . . . . . . 76 Webb, Summer . . . . . . . . . . . . . . . . . . . . . 60, 90 Weber, Maria . . . . . . . . . . . . . . . . . . . . . . . . . 142 Weger, Heather . . . . . . . . . . . . . . . 100, 124, 146 Wei, Liping . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Wei, Michael . . . . . . . . . . . . . . . . . . . . . . . . . 171 Weimer, Jessica . . . . . . . . . . . . . . . . . . . . . . 137 Welagedara, Chapa . . . . . . . . . . . . . . . . . . . . 109 Wentzel, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 70

Werner, Riah . . . . . . . . . . . . 73, 85, 89, 103, 142 Westbrook, Frances . . . . . . . . 70, 79, 90, 99, 100, 111, 118, 144, 153 Whalen, John . . . . . . . . . . . . . . . . . . . . . . . . . 143 Wheeler, Gehan . . . . . . . . . . . . . . . . . . . . . . . 160 White, Benjamin . . . . . . . . . . . . . . . . . . . . . . 112 White, Eddy . . . . . . . . . . . . . . . . . . . . . . . 74, 125 Wienk, Ruthie . . . . . . . . . . . . . . . . . . . . . 26, 156 Wiens, Brooke . . . . . . . . . . . . . . . . . . . . . . . . 120 Wiersema, Nico . . . . . . . . . . . . . . . . . . . . . . . . 95 Wilbur, Amea . . . . . . . . . . . . . . . . . . . . . . 17, 104 Wilcox, Kristen . . . . . . . . . . . . . . . . . . . . . . . . . 84 Wilder, Paula . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Williams, Gwendolyn . . . . . . . . . . . . . . . . . . 103 Williams, Howard . . . . . . . . . . . . . . . . . . . . . . 59 Williams, Kelton . . . . . . . . . . . . . . . . . . . . . . 115 Williamson Hawkins, Melissa . . . . . . . . . . . . 140 Wilner, Rebecca . . . . . . . . . . . . . . . . . . . 133, 154 Wilson, Amber . . . . . . . . . . . . . . . . . . . . . . . . . 98 Wilson, Jay . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Wilson-Patton, Mary Elizabeth . . . . . . . . . . . . 59 Wink, Joan . . . . . . . . . . . . . . . . . . . . . . . . 26, 156 Winkle, Carter . . . . . . . . . . . . . . . . . . . . . . . . 156 Winokur, Ilene . . . . . . . . . . . . . . . . . . . . . . . . 154 Winters, Dawn . . . . . . . . . . . . . . . . . . . . . . . . 164 Wisnor, Steven . . . . . . . . . . . . . . . . . . . . . . . . 140 Wittner, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 92 Woerner, Bryan . . . . . . . . . . . . . . . . . . . . . . . 130 Wojtalewicz, Brock . . . . . . . . . . . . . . . . . . . . . 83 Wolfe, Shawn . . . . . . . . . . . . . . . . . . . . . . . . 158 Wong, Emily . . . . . . . . . . . . . . . . . . . . . . . 81, 104 Wong, Lillian L.C. . . . . . . . . . . . . . . . . . 33, 58, 92 Wong, Mary Shepard . . . . . . . . . . . . . . . . . . . 81 Wong, Matthew . . . . . . . . . . . . . . . . . . . . . . . . 59 Wong, Penelope . . . . . . . . . . . . . . . . . . . . . . . 166 Wong, Wales . . . . . . . . . . . . . . . . . . . . . . . . . 166 Wood, Lauren . . . . . . . . . . . . . . . . . . . . . . . . . 138 Wood, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . 174 Woodruff, Karrie . . . . . . . . . . . . . . . . . . . . . . 164 Woods, Christienne . . . . . . . . . . . . . . . . . . . . . 64 Word, Andrea . . . . . . . . . . . . . . . . . . . . . . . . . 151 Wray, Christina . . . . . . . . . . . . . . . . . . . . . . . . 58 Wright, John . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Wright, Megan . . . . . . . . . . . . . . . . . . . . . 98, 146 Wright, Veronica . . . . . . . . . . . . . . . . . . . . . . 114 Wright, Wayne . . . . . . . . . . . . . . . . . . . . 102, 152 Wu, Ying . . . . . . . . . . . . . . . . . . . . . . . . . . 26, 156

Xerri, Daniel . . . . . . . . . . . . . . . . . . . 33, 121, 130 Xiong, Charlene . . . . . . . . . . . . . . . . . . . . . . . . 69 Xiong, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Xiong, Ying . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Xu, Ke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Yacoub, Mohamed . . . . . . . . . . . . . . . . . . . . . 175 Yahia, Intissar Ahmed Omar . . . . . . . . . . . . . 146 Yakhina, Ruzilya . . . . . . . . . . . . . . . . . . . . . . . . 61

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Yamaguchi, Yukiho . . . . . . . . . . . . . . . . . . . . . . 80 Yamamoto, Reiko . . . . . . . . . . . . . . . . . . . . . . 145 Yassim, Kathija . . . . . . . . . . . . . . . . . . . . . . . . 73 Yates, Lynda . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Yazan, Bedrettin . . . . . . . . . . . . . . . . . . . . . . . 131 Yazdanpanah, Ramin . . . . . . . . . . . . . . . . . . . 152 Yeager, Rebecca . . . . . . . . . . . . . . . . . . . . . . . 161 Yegin, Tugba . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Yonesaka, Suzanne . . . . . . . . . . . . . . . . . . . . 172 Yoo, Monica . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Zacarian, Debbie . . . . . . . . . . . . . . . . . . . . . . . 58 Zafaranian, Neda . . . . . . . . . . . . . . . . . . . . . . . 92 Zakaria, Faishal . . . . . . . . . . . . . . . . . . . . . . . . 70 Zaki, Hoda . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Zappa-Hollman, Sandra . . . . . . . . . . . . . . . . . 112 Zastezhko, Olena . . . . . . . . . . . . . . . . . . . . 69, 97 Zhang, Donglan . . . . . . . . . . . . . . . . . . . . . . . . 75 Zhang, Genggeng . . . . . . . . . . . . . . . . . . 174, 175 Zhang, Lawrence Jun . . . . . . . . . . . . . . . . 75, 85 Zhang, Liyao . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Zhang, Qiusi . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Zhang, Shizhong . . . . . . . . . . . . . . . . . . . . . 84, 91 Zhang, Tianzhi . . . . . . . . . . . . . . . . . . . . . . . . 173 Zhang, Xiaoyu . . . . . . . . . . . . . . . . . . . . . . . . . 85 Zhang-Wu, Qianqian . . . . . . . . . . . . . . . . . . . . 65 Zhou, Xiaodi . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Zhou, Yalun . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Zillich, June Lucas . . . . . . . . . . . . . . . . . . . . . . 17 Zoch, Melody . . . . . . . . . . . . . . . . . . . . . . . . . 171 Zwier, Lawrence . . . . . . . . . . . . . . . . . . . . . . . 145

ADVOCACY AND SOCIAL JUSTICE WEDNESDAY 7:00 am–7:45 am

Linguistic Landscapes: Harnessing Home Language for Inclusive School Ecologies Advocacy 101: Improving IEP Meetings for Culturally and Linguistically Diverse Students Researching With Multilingual Students and Teachers: A Participant Solidarity Lens

9:10 am–9:30 am

The N-Word: How to Engage ELLS’ Sociocultural Understanding

11:00 am–11:45 am Federal Update: ELLs in Adult Education Georgia’s Systems of Continuous Improvement: Coordinating Programs to Support the Whole Child Bilingualism and Language Revitalization in Guam and Micronesia To Plow the Sea: Linguistic Policy in South America Enhancing Advocacy in the Age of Social Media

STRAND INDEX To search by interest section, type of session, or keyword, please use the Convention Itinerary Planner at www.tesolconvention.org.

Technology Education for Adult ELLs: Local Collaborations for Global Connections Social Issues in the Classroom: Ideas From African Teachers Supporting Immigrant Students as an Institutional Agent: Is this Enough? Examining K-12 School Policies: ELs & Avoiding Inherent Discrimination Humanizing the Refugee Experience: Story and Voice in Research

ASJ

Advocacy and Social Justice . . . . . . . . . . . . 199

Applied Linguistics . . . . . . . . . . . . . . . . . . . . 200

CLI

Content- and Language-Integrated Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

CIC

Culture and Intercultural Communication . . . . . . . . . . . . . . . . . . . . . . . 204

Collaboration, Polyvocality, and Social Justice: Women of Color in Academia

DLT

Digital Learning and Technologies . . . . . . 205

What I Wish My Teachers Knew

Language Assessment . . . . . . . . . . . . . . . . . . 207

Launching Refugee-Background Students Into College and Career

LSP

Listening, Speaking, and Pronunciation . 208

Materials Development and Publishing . . 209

Personal/Professional Development and Continuing Teacher Learning . . . . . . . . 210 Program Administration and Evaluation . . . 212

RWL Reading, Writing, and Literacy . . . . . . . . . . 212 TE VG

Teacher Education and Teacher Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Vocabulary and Grammar . . . . . . . . . . . . . . . 217

U.S. Federal Policy Update Global TESOL Professionals of African Descent: Negotiating Identity and Inequity

Getting Stuck in ESL: Reclassification of ELs With Disabilities AERA at TESOL: Policy Impacts on TESOL Endorsements and Certifications

STRAND INDEX

Everyone Should Understand: CBI Techniques to Teach U.S. Legal Rights

Systemic Considerations for Cultural Inclusion: Becoming a School Cultural Broker Action Agenda Actions for the Future of the Profession Teaching Students How to Think, Not What to Think Race and TESOL: Having Difficult Conversations in Challenging Times

No Strand Assigned . . . . . . . . . . . . . . . . . . . . 219 www.tesolconvention.org

199

THURSDAY 7:00 am–7:45 am

12:30 pm–1:45 pm Immigrant Youth Developing Language Through Narrative and Advocacy Analyzing Science Read-Aloud Texts for Cultural and Linguistic Diversity

9:30 am–10:15 am

An educator in Palestine: Collaboration Under Occupation 1:00 pm–2:45 pm

Hot Topics and Policy Updates From SEVP

Reflecting Immigrant Learners in Literature: Creating Thematic Global Bibliographies

Mapa de Las Memorias: A Transnational Perspective on Learning English

Social Identity Theory: Implications for Social Justice in TESOL

Advocacy in Adult Education Preserving the Tower of Babel: Language Diversity as Social Justice

Attaining Social Justice Through Language Advocacy Campaign Skill Development

Racialization of Teachers in Asia: Research and Action for Change

How Can Educators Connect When Facing Occupation and Repression?

Peace Corps TEFL: Strengthening Instruction Through Teacher Communities of Practice

Identities, Marginalization, and Intersectionality in ELT Sustaining Dialogues on Race and Gender in the Gulf

Lead Powerful Learning

Learning in EFL vs. Learning EFL: Reproduction vs. Transformation

Responding to ESL Decision-Makers Who Consider Social Justice Taboo 5:00 pm–5:45 pm

Interrupted Education in Diverse Migration Contexts: A 21st-Century Challenge

APPLIED LINGUISTICS

Cultivating Sociable Curiosity: A Conversation Project

WEDNESDAY

Investigating learning experience of Asian American using Asian Critical Theory

7:00 am–7:20 am

White Preservice Teachers’ Self-Reflections About Their Own Counterproductive Thoughts

STRAND INDEX

The Local-Global Nexus With Collaborative Online International Learning ELLs, Immigrant Students, and U.S. Law 4:00 pm–4:45 pm

Does Nonnativeness Still Matter in Your Academic Writing Course? 9:10 am–9:30 am

Rhetorical Moves in Research Papers: A CorpusBased Lesson

9:30 am–10:45 am

Communication Anxiety In The ESL Classroom: From Noticing To Coping

Diverse Voices of Advocacy: In Conversation With the TESOL Community

Bridging Academic Literacy Between Home Country and Host Institute

Redefining ELT in the Context of Educational Reforms

Beyond Large Classrooms: One-on-One Small Group Conferencing

FRIDAY 7:00 am–7:45 am

LGBTQ+ Identities in English Education: Insight From Vietnamese Classrooms Local and Global Stories of Peacebuilding Through ELT Restorative Narration for Survivors of Trauma

10:10 am–10:30 am Possible L2 Selves and Career Education Exercises in English Classes 11:00 am–11:45 am Conceptualizations and Misconceptualizations: Cultural Linguistics in the English Language Classroom

10:30 am–11:15 am Equity Through Taking a Juntos Stance in Dual Language Programs 11:30 am–12:15 pm A New Trend in the Turkish EFL Market: Pseudo-Native-Speakerism Decolonizing, Re-imagining, and Transforming ELT in Latin America

200

Teaching Contrast Expressions Storyscapes: Situating Individual Language Learning Within Local and Global Narratives

Faculty as Legislative Advocates for ELLs: Challenges, Triumphs, and Opportunities 2:00 pm–2:45 pm

Linguistic Landscape and Language Ideology: Implications for Philippine Multilingual Education Plurilingual and Indigenous Pedagogies for Lifelong (English Language) Learning

11:30 am–12:15 pm Promoting Equity Through Authentic Materials and Open Educational Resources

12:30 pm–1:45 pm

Voices From Within the Margins of TESOL: An Ethnodramatic Performance Imagining Multilingual TESOL Revisited: Where Are We Now?

Ensuring Academic Success for ELs Through Collaborative District Efforts

The Refugee Experience: Embracing Diversity and Capitalizing on Community Involvement

English through theatre: overcoming challenges teaching young students in Syria.

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Lexical Sophistication Measurements: Applications in Teaching and Assessment Exploring EFL-ESL Transition: First-Semester Linguistic Experiences of Chinese International Students Envisioning TESOL Through a Translanguaging Lens

Academic Word List in MA Linguistics/TESOL Theses by Arab Graduates

12:30 pm–1:45 pm

Borrowing Words Legally: Expanding Options for Textual Borrowing via Corpora

Mother Tongue Barrier for Bangladeshi Manipuri Community in Learning ESL

The Language Learning Needs of Learners With Refugee experience

Arts Integration Methodology: Changing the Face of Learning

Intonation Tune Assignment by Nigerian English Language Teachers

Incorporating Global Englishes and EIL Into Pedagogical Practice

Teaching TOEFL Independent Writing Task through Concept-Based Instruction

1:10 pm–1:30 pm

Leveraging Translanguaging in Role-Plays

2:00 pm–2:45 pm

L1 and L2 Reading Attitudes Among ChineseAmerican Children

Teaching English as Lingua Franca Through Folktales and Nursery Rhymes Incorporating Humor Competence Training into the Language Learning Curriculum

The Value of Corpus Linguistics for ESP Writing Instruction 3:00 pm–3:45 pm

Students and Teachers’ Voices on Language Policy in Transnational University Using Linguistic Landscape Projects to Increase Language Awareness and Learning

EFL Learners’ Perceptions of English Accents

4:00 pm–4:45 pm

Locating “What Matters” in Healthcare Communication Learners in Transition: Chinese Students in StudyAbroad Contexts Publishing Research in English: Vietnamese Doctoral Students’ Perceptions and Experiences

5:00 pm–5:45 pm

FRIDAY 7:00 am–7:45 am

“Could You Maybe...?”: Indirect Communication in the L2 Classroom

8:40 am–9:00 am

Let’s Guide Our Students to Writing Proper Emails

9:30 am–10:15 am

Awareness and Intervention: The Frustrated Learner and Teacher Impact of Elite Class Performance on L2 Identity Reconstruction TIRF: Where Global Meets Local in International Research and Publications

THURSDAY Semantic Prosody of Reporting Verbs in University Student Writing

10:30 am–11:15 am Flow Experience During Group Work in the Japanese EFL Classroom

Pedagogical Inquiry in English as an International Language: A Synthesis

Student-Professor Role-Plays: Transferring Skills to the Broader Nexus 11:30 am–12:15 pm Corpus Linguistics and TESOL: Doing What Works Instructed SLA and Universal Grammar: Acquiring Articles and Noun Types

Global Experiences With Multilingualism and Multilingual Education Meeting of Change Agents: Bridging Between EFL Learners and Teachers 11:10 am–11:30 am Planned Participation and Strategic Grouping: Strategies for the Mixed-Proficiency Class 11:30 am–12:15 pm World Englishes and SLA: Establishing a Common Research Agenda

STRAND INDEX

Recontextualization in Academic Communication: From Research Articles to Oral Presentations 9:30 am–10:15 am

Building Bridges: Language and Play in the Classroom Interweaving Teaching and Student-Centeredness Within Small-Group Activities

Discourses of Representation for Refugee-Background Learners: Empowerment and Collaboration 7:00 am–7:45 am

Teaching Critical Thinking Using Semantic Hedges Accents and Workplace Listening Comprehension of Thai Undergraduates

Peer Interaction During Multimodal Composing: Comparing Guided and Unguided Planning Research Trends, Practices, and Trajectories in TESOL

Identity and Investment in English for “Plus-Ones”: Initiating, Sustaining, Transforming Neoliberal Language Policy as Cultural Reproduction: A Case of Nepal

Strategies for Effective Communication in English as a Lingua Franca 2:00 pm–2:45 pm

Effects of Group Work Environment on Motivation and Learning Outcomes

Learner Engagement and Subjective Responses to Tasks in EFL Contexts 12:30 pm–1:45 pm

Intercultural Communication Training for Chinese Aviation Students Variability Meets Variation: Exposure to Multiple Accents Improves Listening Comprehension

Applying Corpora Both Directly and Indirectly to ELT

Language Attitude of Siraiki Ethnolinguistic Community and the Future Predictions

Internationalization of Korean Universities: Translingual Practices in Localized EMI Courses

Effect of Bullying-Victimization on EL Attitudes and Motivational Self-System www.tesolconvention.org

201

1:10 pm–1:30 pm

Teaching With CROW: L2 Writers and Reporting Verb Use

9:40 am–10:00 am

2:00 pm–2:45 pm

Peer Review in L2 Writing Instruction: Noticing, Metalanguage, and Accuracy

11:00 am–11:45 am Engaging and Empowering Language Learners

3:00 pm–3:45 pm

4:00 pm–4:45 pm

Pairing Up Language and Content Courses

How Can Japanese EFL Learners Change Their Study Habits?

Innovative CBI: Toward Strong Collaboration in Higher Education

Translanguaging: A Russian-American Experience

ESL and Math Teachers: A Shared Responsibility

The Market Value of English: A Focus on Job Advertisements

11:40 am–12:00 pm Unfamiliar Genre Project to Diversify Preservice Teachers’ Multilingual Writing Pedagogies

Disentangling Strategies From Self-Directed Learning: Introducing a New Model

12:00 pm–12:45 pm Investigating Environmental Sustainability Through PBL

Thinking Beyond the Boundaries of Native Speaker in Language Learning 5:00 pm–5:45 pm

12:30 pm–1:45 pm

Tender Topics: Reading Children’s Literature Helps Learners Address Life Challenges Infusing Translanguaging Approaches in the Elementary Grades to Support ELs Universal Design for Learning: Supporting ELs With and Without Disabilities

MONDAY

5:00 pm–9:00 pm

Integrative Language Skills Development Through Games, Activities, and Discussions

1:40 pm–2:00 pm

Heart vs. Brain in the Adult EFL Class

Designing High-Quality Mathematics Lessons for Language and Content Development

2:00 pm–2:45 pm

Bringing Them Together: Integrating IEP Students With Mainstream University Classes

Creating Service Learning–Enhanced EAP Courses: The Process From A–Z

3:00 pm–3:45 pm

Language and Content Outcomes of International CBI: A Systematic Review Disciplinary and Interdisciplinary Practices for K–12 ELLs

TUESDAY 9:00 am–4:00 pm

Planning for the Success of ELLs in Academic Content Classes: What Works?

1:00 pm–5:00 pm

Teaching to Strengths: Supporting Students Living With Trauma and Stress

Integrating Career/Academic/Civics/Technology Skills: WIOA Challenges and Solutions Videos for the ESP Learner: Conceptualize, Create, and Adapt

Long-Term ELs: Strategies for Shared Responsibility Across Content Areas

WEDNESDAY STRAND INDEX

7:00 am–7:20 am

Sell Snake Oil and Enhance Fluency Listening and Speaking

Improving Pragmatic Competence Through Explicit Teaching of Speech Acts 3:10 pm–3:30 pm

A Ready-to-Use Formula for Constructing Effective Language Objectives

4:00 pm–4:45 pm

Literacy Across the Curriculum

Understanding the English Side of Dual Language/ Bilingual Immersion Student Input on Activities and Excursions in English for Tourism

Quick Arts-Based Activities to Enliven Your Classes ESPecially Interesting 5:00 pm–5:45 pm

How to Motivate Reluctant Adult Learners to Speak English The Skillful Approach to Teaching Critical Thinking 9:30 am–10:45 am

Bridging CLIL with Math Standards through Instructional Practices. Using Artworks in Building Language and Analytical Skills STEAM: Adding Art to a STEM Curriculum

Medical English: Strengthening Communication Between Professionals Around the World Reviewing the Situation: Hedging and Boosting in Academic Writing

THURSDAY 7:00 am–7:45 am

Math: The Not-So-Universal Language for ELs Get Your Students Speaking With “Let’s Talk!” English Multimedia Curriculum

8:40 am–9:00 am

A Study of Content and Language Integrated Learning in Taiwan

202

Teaching EFL Through Project Work in the Algerian Secondary Education Turning CSI into CBI: True Crime for the ESL Classroom

Improving Community College EL Outcomes: From Placement to Transfer

CONTENT- AND LANGUAGE-INTEGRATED APPROACHES 9:00 am–4:00 pm

Scaffolding Heard Content for Paraphrasing: From Understanding to Production

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Memorable Moderator Introductions

9:30 am–10:15 am

Perceptions of Lecturers and Students Toward EMI in Higher Education

Language-Related Challenges of English-Medium Instruction and CLIL Students Developing Career Pathway Courses: Integrating Job Training With English Instruction

5:10 pm–5:30 pm

Supporting ELLs in the K–12 Classroom With Authentic Content

FRIDAY

Toward Purposeful Education: Best Practices in Science CLIL Classrooms

7:00 am–7:45 am

Translanguaging in English-Medium Instruction Classrooms in Nepal

Individual vs. Group PBL: A UAE Case Study 9:10 am–9:30 am

Transcultural and Intertextual Meme Analysis/ Creation in ELT Classroom

9:30 am–10:15 am

Adapting the Human Library™ to Foster Cultural Exchanges

Supporting Higher Order Academic Skills

Common CLIL (Mis)conceptions: Fact or Fiction?

11:30 am–12:15 pm Breaking Down Borders: Linking ESL Classes to Content Credit Classes An Alternative Pedagogical Approach for Internationally Trained Healthcare Practitioners From Data to Decisions: EMI Lecturer Language Assessment and Support Scaffolding Access to Complex Content Across Modalities

International Collaboration Meets PBL in East Africa Skills-Focused Volunteering and Fundraising Projects 10:40 am–11:00 am Designing Drama-Based Instruction to Promote Content-Area and Language Learning Objectives 11:30 am–12:15 pm Integrating Mental Health and Self-Care Skills Into General ESL Instruction What Are Current Best Strategies for Working With Content Specialists?

12:10 pm–12:30 pm Hats Off to Teaching Critical Thinking Skills More Effectively 12:30 pm–1:45 pm

ESP Protecting World Heritage: Park Rangers at Cambodian Temples Immigration: Exploring the Past to Understand the Present

Academic Writing Instruction for Bilingual/ Multilingual Students 12:10 pm–12:30 pm Using Student Poster Presentations in Any Classroom 12:30 pm–1:45 pm

English, Culture, and Communicating Science: A Pilot Course for ITAs

Self-efficacy and Goal Orientations of College-level ELLs in STEM Majors

Developing Learners’ Responsibility and Autonomy in the ELT Classroom

Hiring and Onboarding Instructors for ESP in an Academic Setting

Modern-Day Fairy Tales: A Nexus for Language, Content, and Culture 1:40 pm–2:00 pm

Teaching ESP When You Are Not a Specific Purpose Expert

2:00 pm–2:45 pm

Preparing for the Future in Palestine Collaboration and Coteaching Partnerships: Teaming Up to Serve ELs

Helping Students Move From Dependence to Independence Through Peer-To-Peer Teaching

3:00 pm–3:45 pm

2:40 pm–3:00 pm

A Symphony of Intelligences: Book Soundtracks for Reading Class

Newcomer ELs in Mainstream Classrooms: Discussing Problems and Brainstorming Solutions

3:10 pm–3:30 pm

4:00 pm–4:45 pm

Applying The 6 Principles to ESP Course Design and Delivery

Arts-Based Interviews Mapping Personal Narratives of Movements

4:00 pm–4:45 pm

The Superpowers of ESL Teachers in Today’s Adult Education Landscape

The 6 Principles at Work at a Community College CBI for Mathematics and Science Teachers: PD in Tanzania Page to Stage: Dramatizing Literature for Language and Life Skills

STRAND INDEX

Newcomers: In Their Shoes

Encouraging Adult English Learners to Help Children Become Bilingual Not Just Green, but Global: Education for Sustainability in ESL

ESP in the Low-Level ELF Context: A Case Study

ESP and EAP in a Globalized World: Prospects and Possibilities

How a Content Teacher Becomes a Language Teacher for ELLs Leveraging English Language Skills for Ugandan Youth Socioeconomic Empowerment

10:10 am–10:30 am Songs and Stories as Meaningful Input for Young EFL Learners 10:30 am–11:15 am Teaching Discipline-Specific Concepts From an EAP Perspective

Preparing Preservice Teachers for Linguistic Diversity: Translanguaging in Children’s Books

Language Training for Disaster Relief: A Case Study in CBI EL Participatory Practices in More or Less Linguistically Integrated Classrooms

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203

Integrating International Students Into a University Public Speaking Course

CULTURE AND INTERCULTURAL COMMUNICATION

1:10 pm–1:30 pm

Culturally Responsive Teaching: Why and How?

MONDAY

2:00 pm–2:45 pm

50 Years: English Language Fellows in Africa

Cinderella Rocks! Fairy Tales in Low-Tech, Economical PBL

Workshopping Ideas From TED With National Geographic Learning

Intercultural Competence: A Toolbox to Go Global and Live Local

2:10 pm–2:30 pm

Eliminating the Unintended Side Effects of TESOL

2:40 pm–3:00 pm

Don’t Stop Being Polite: An ESL Lesson in Political Correctness

Learners as Ethnographers: Promoting Critical Intercultural Awareness in Academic Socialization

3:00 pm–3:45 pm

Coexisting Cultures? Research Methodology Lessons From Mexican Language/Deaf Education

Investigating Interculturality Development of Student Sojourners in the Academic Environment

4:00 pm–4:45 pm

Teach Abroad With the English Language Fellow Program

Translingual Literary Public Pedagogy: Learned Limits and Limitlessness

5:00 pm–5:45 pm

Deixis Use in Intercultural Communication: Insights Into Students’ Communicative Competence

WEDNESDAY 7:00 am–7:20 am

9:30 am–10:45 am

Beyond Cross-Cultural Understanding: Preparing Tomorrow’s Language and Culture Educators

East Meets West: Intercultural Competence for Teaching Asians and Arabs

Holidays, a Valuable Cultural Tool in ELT

Reimagining Global Learning: Transcultural Interaction in the Era of Internationalization

Mode-Shift: Changing Roles of Instructors in Global Education Environments

THURSDAY

Building Intercultural Competence through Innovative Uses of VoiceThread

7:00 am–7:20 am

Cultural Immersion Inside and Outside of the Language Classroom

9:30 am–10:15 am

The Game’s Afoot: ELLs, Libraries, and Escape Rooms

Intercultural Communication and Competence Education Models in the EFL Context

10:40 am–11:00 am The Power of Languages in the Newcomer ESOL Classroom

Embedding International Experience in Any Course

11:00 am–11:45 am Small Talk Adds Value to the L2 Classroom

11:10 am–11:30 am Cross-Cultural Perspectives on Academic Integrity in the University Classroom

STRAND INDEX

12:00 pm–12:45 pm 50 Years: English Language Fellows in East Asia Looking at Refugee Children’s Language Learning and Funds of Knowledge

Developing Teacher Interculturality Through Telecollaboration: A Critical Approach to Discourse 11:30 am–12:15 pm Teach Abroad With the English Language Fellow Program Driving the English on Wheels Bus Project 12:30 pm–1:45 pm

The English That Makes Teenage War Survivors Laugh and Play

Integrating Rhetorical and Discourse strategies into Second-Language Writing Courses

Cultivating an Identity in Teaching: The Teaching Experiences of ITAs

English for Campus and Community Engagement: Class Design and Implementation

Flipping the Classroom to Improve Intercultural Competence in Large Classes

Parental Language Ideologies and English-Only Family Language Policy Developing Student Resourcefulness and a Global Mindset through Community Interactions

204

12:40 pm–1:00 pm

An Exercise in Empathy: Sociodrama in the ESL Writing Classroom

1:00 pm–1:45 pm

The Play’s the Thing: An Academic-Theater Nexus

What Chinese International Students Think about English Names Tapping into Potential of Intangible Cultural Heritage(ICH) in ESL Classroom

12:10 pm–12:30 pm International Students’ Cultural Identity Construction in the USA 12:30 pm–1:45 pm

50 Years: English Language Fellows in Europe “Am I a Good Student?”: Participation Expectations and Student Identity

Designing and implementing an interculturally competent flipped classroom

Supporting Linguistic Inclusivity in Higher Education: Implementing Strategic Initiatives

Studying English With Variety and History

Global Buddies: Intercultural Communication Competence for International and Domestic Students 12:40 pm–1:00 pm

Awareness and Attitudes Toward Intercultural Competence in EAP Policies/Practices

1:00 pm–1:45 pm

Helping IEP Students Communicate Openness to Future U.S. Classroom Diversity

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

U.S. University Academic Language Socialization: Problems and Possibilities

The Assessment of Intercultural Competence 11:40 am–12:00 pm Chinese and American Early Childhood Preservice Teachers’ Attitudes Toward Bilingualism

1:40 pm–2:00 pm

Moana and Beyoncé Teach ESL: Designing Pop Culture Theme Semesters

2:00 pm–2:45 pm

50 Years: English Language Fellows in the Middle East

Curriculum Proposal for Using Memoir to Build Community

Critical and Creative Thinking With National Geographic Learning

Korean immigrant women’s perspective changes over Phillipson’s five fallacies

2:10 pm–2:30 pm

ESL Students’ Peer Relations: Agent-Based Modeling and Network Analytics

Making Contact! Three Approaches to ESL/ Mainstream Combined Classes

3:00 pm–3:45 pm

Combating the Legacy of the Native Speaker Myth

Developing Global students: Intercultural Competence

Translingual Transcultural Competence Among Chinese College Students Reflexive Practice in Intercultural Learning: 4 Views 3:10 pm–3:30 pm

Student Generated Documentaries: Community Engagement Projects

3:40 pm–4:00 pm

The Degree of Importance of Communication in Business

4:00 pm–4:45 pm

International Student Understanding and Use of Disability Resources, Higher Education

4:10 pm–4:30 pm

Strangers in a Stranger Land: Creating Supportive Classroom Communities

4:40 pm–5:00 pm

Exploiting Contextualised Role-Plays to Raise Young Learners’ Cultural Awareness

5:00 pm–5:45 pm

Teaching Teamwork Skills for Successful Group Work

12:30 pm–1:45 pm

12:40 pm–1:00 pm

Promoting L2 Socialization Through Course Projects

1:00 pm–1:45 pm

50 years: English Language Fellows in the Americas The Evolution of Culture in 2 Language Teacher Education Textbooks

1:10 pm–1:30 pm

From Culture to Classroom: Queer Eye Discussion Circles

2:00 pm–2:45 pm

Academic Socialization of Russian MA TESL Students at U.S.-Based Universities Assessing Intercultural Competency In Your Context Mitigating Culturally Sensitive Student Trauma

2:10 pm–2:30 pm

No Second Chance for First Impressions: Creating Culturally Responsive Classrooms

3:00 pm–3:45 pm

A Literacy of Race, Culture, and Identity for ESL Classrooms

Bridging Gaps: Academic Help-Seeking as First Step to Critical Thinking From Physical Neighborhoods to Virtual Communities: A Linguistic Landscape Project

Perceptions, Policy, and Practice: IEPs in the Global Market 4:00 pm–4:45 pm

FRIDAY 7:00 am–7:20 am

Using Podcasts to Enhance Intercultural Communicative Competence in EFL Students

5:00 pm–5:45 pm

Drama in Language Teaching for All Levels of Teacher Expertise 9:40 am–10:00 am

Culture Chat: Using Facilitated Discussions to Unite Students on Campus

Poem Project Connects International ESLs to the Local Community

DIGITAL LEARNING AND TECHNOLOGIES MONDAY 1:00 pm–5:00 pm

50 Years: English Language Fellows in South and Central Asia 11:10 am–11:30 am Living in America: ESL Student Perspectives on Controversial Social Issues

Incorporating Extended Reality Into Language Learning for Older Learners Learning Local, Going Global: Engaging Multilingual Students Through Youth Media

10:10 am–10:30 am Holy Cow! Time to Teach Swearing in ESL Classrooms 10:30 am–11:15 am Creating a Culturally Responsive Curriculum for Effective Language Learning

What Happens in a Week? Prearrival Training for International Undergraduates

STRAND INDEX

Engaging University IEP Students as Partners to Advance Cross-Cultural Understanding

Developing Higher Order Thinking Skills Through Multimodal Analysis Cover Letter Pragmatics and Genre Analysis for International Students

Negotiating the Discursive Intersections of Intercultural Communication: Preparing Critical Teacher-Scholars 9:30 am–10:15 am

Elevating Older Adult Learners as Cultural Informants

TUESDAY 8:00 am–12:00 pm

Jump-Start Flipped Learning: From Nuts ‘n Bolts to Creative Implementation

1:00 pm–5:00 pm

Scaffolding Information Literacy Skills by Flipping in the EAP

11:30 am–12:15 pm Interculturality, Intercultural Dialogue, and Cultural Proficiency in Colombia www.tesolconvention.org

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WEDNESDAY 7:00 am–7:45 am

Digging Into Computer-Based Research With Newcomers Building Oral English Proficiency Online: A Self-Study Pilot for ITAs

9:30 am–10:45 am

Empowering Learners by Using Wikis to Develop Critical Consciousness The Successful Student in a Blended/Hybrid English Language Program 9:10 am–9:30 am

Technology-Enhanced Collaborative Foreign Language Learning Using Communication Robots

Investigating the Effects of Dual-Language Subtitles on EFL Vocabulary Learning

11:00 am–11:45 am Artificial Intelligence for Teachers: Theory Into Practice

9:30 am–10:15 am

Instructional Technology Tools for Developing ITAs’ Oral Skills

Embracing Social Media to Engage Students and Teach Narrative Writing

9:40 am–10:00 am

Microcredentialing of EL Teaching Skills Through Digital Badges

10:30 am–11:15 am Design Thinking Tools to Revamp Online Teacher Education Courses

Complement Your Curriculum With Content From ESL Library

11:30 am–12:15 pm 2 Extensive Reading Platforms Merged: MoodleReader and MReader

What edtech to use? Preferences of Japanese business majors

12:30 pm–1:45 pm

Using technology to reinvigorate L2 journal writing

3:00 pm–3:45 pm

New to Online Teaching? Check Out This Checklist

Recreating the Cockpit: Designing an Aviation English Online Program

Digital Tools to Support ELs in Content Areas

Incorporating Social Media in the Language Classroom

SMALL: Research, Practice, Impact of Social Media– Assisted Language Learning

Complement Your Curriculum With Content From ESLlibrary.com

Blended Learning Media Literacy Project Design and Implementation in Ukraine

2:00 pm–2:45 pm

Technology on Education in Iraqi Kurdistan Region Sulaimaniyah Province Schools

Building a Digital Toolkit: Implications in Central Asia and Beyond

3:00 pm–3:45 pm

MOOCs, Social Media, Meaningful Communication, and Language Learning Using Google Docs Mobile Application to Promote Autonomous Pronunciation Practice

Digital Book Trailer Projects: Transforming ESL StoryReaders Into Storytellers

STRAND INDEX

Gamifying Language Instruction for More BrainFriendly Learning Open Educational Resources in K–12 Education

Personal and Persuasive: Engaging the Flipped Learner With StartUp

12:30 pm–1:45 pm

Improving Self-Editing With TurnItIn

4:00 pm–4:45 pm

Online Resources and Strategies to Build Confidence in Academic Study

3:40 pm–4:00 pm

Nearpod: Engaging Digital Content for a Global Classroom

4:00 pm–4:45 pm

“The Cultural Bridge”: Remote Teaching Between Peru and the USA

Accuracy and Accessibility: Developments in Speech Recognition Technology

Active Learning Online: Interactions and Feedback

Challenges in EAP: Incorporating Independent Learning Into the Curriculum

Independent Learning Through Hybrid Design in University Writing Courses

The Blended Learning Classroom and the ESL Teacher

4:10 pm–4:30 pm

Kahoot! and TED-Ed: Gamification and Academic Listening Activity for EAP

Chinese ELs’ Digital Tools for Autonomous Learning: What Works?

5:00 pm–5:45 pm

Technology-Enhanced Curriculum Development: A Focus on the ESP Tertiary Context

Language Education Meets Technology: Affordances and Limitations of Augmented Reality

Task Engagement in a Massively Multiplayer Online Game

Making Language Detectives: Corpus Tools in the Writing Classroom

Enhancing Postgraduate Thesis Writing Using a Disciplinary Data-Driven Learning Approach

FRIDAY 7:00 am–7:45 am

THURSDAY 7:00 am–7:20 am

Kahoot: The Ultimate Engaging and Powerful Tool for ELs

Fostering Dynamic Collaboration Through ELLs’ Use of Online Resources Critical Multimodal Analysis on ESL Educational Apps

9:30 am–10:15 am

Engaging Students With Augmented Reality in Authentic Local Contexts

Video Dramas for Language Learning Artificial Intelligence in the Real World My Story Matters: The Digital Storytelling Project Coteaching Online: Benefits and Challenges

206

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

10:30 am–11:15 am Complement Your Curriculum With Content From ESLlibrary.com Effects of Cell Phone Usage on ESL Classroom Interaction

9:40 am–10:00 am

11:00 am–11:45 am Sophisticated Lexical Collocation Use in a 1st-Year Composition Programme Empowering Learners Through Effective Assessment and Feedback Techniques

Online Tools Can Enhance ELLs’ Performance in Paraphrasing 11:30 am–12:15 pm Digital Classroom Observation: Learn English With TED Talks Mobile Messaging Systems in 21st-Century EAP Classrooms

12:00 pm–12:45 pm Native and Nonnative Teachers’ Assessment of L2 Writing 12:30 pm–1:45 pm

Finally! An Easier-to-Use Corpus to Transform your Teaching

Evaluating IEP Effectiveness: Comparing Student’s Level Advancement With Proficiency Development

Using and Assessing Digital Storytelling in the TESOL Classroom

2:00 pm–2:45 pm

Toward detailed feedback: Creating cognitive diagnostic tests Making Sense of Online Assessment and Engagement Tools

Elements of a Successful Program Blog 12:30 pm–1:45 pm

Mobile-Assisted Language Learning: Self-Assessment Activities in EFL Classes

What’s the Word? Assessing Vocabulary Size and Depth

Multimodal Design: Supporting ELs’ Translocal and Transnational Learning Through Technology

2:00 pm–2:45 pm

Teaching Lower Level Research and Presentation Skills by Creating Infographics

Expanding 21st-Century Assessment to Promote Gen Z Learning

3:00 pm–3:45 pm

Teaching English for Academic Purposes With Hyperdocs

Unlocking Students’ Self-Efficacy in Self-Assessment for Improving EFL Writing

4:40 pm–5:00 pm

Hey Class, It’s TOEFL Tuesday!

New Hopes and New Dreams: The Future of Online Education Just Do It! Creating Your First YouTube Video Lesson

THURSDAY 7:00 am–7:45 am

Directed Self-Placement for ESL/Multilingual Students in Writing Programs Grading Group Work and Other Real-world Assessment Challenges

2:40 pm–3:00 pm

A College-Level Writing Project That Incorporates Automatic Essay Feedback

9:30 am–10:15 am

3:00 pm–3:45 pm

Complement Your Curriculum With Content From ESL Library

10:30 am–11:15 am Crafting Authentic Reading Assessments: From Passage Selection to Test Design

iWeb Corpus: One-Stop Shop for Vocabulary Teaching and Learning

10:40 am–11:00 am Maximize Students’ Participation Through Informal Assessments

Using Slack to Build Community in Online Language Learning

11:30 am–12:15 pm Does Interviewer Behavior Affect ITA Self-Perception During Oral Assessment?

Experiencing Gamification Through Technology in the Sheltered ELL Newcomer Classroom

11:40 am–12:00 pm Research-Based Proposal to Enhance Student Assessment Literacy

Fostering Digital Environments to Engage ELs in Generative Learning

12:30 pm–1:45 pm

4:00 pm–4:45 pm

From Papers to Pictures: Mentoring ESL Students With Multimodal Projects

Developing a multinational cadre of language proficiency testers Collaborative Diagnostic Writing, Involving Student Dilemmas, and Critical Thinking

LANGUAGE ASSESSMENT

Revised Michigan English Test: Considerations for the Higher Education Sector

MONDAY 9:00 am–4:00 pm

Creating Rubrics for Assessing Language Performance in the TESOL Classroom

5:00 pm–9:00 pm

Time-Saving Techniques in Assessing Recorded Oral Production

WEDNESDAY 7:00 am–7:45 am

Assessing Experiential Learning Using Guided Student Reflection

9:30 am–10:45 am

Language Learning Assessment: Bloom’s Taxonomy Revision.

STRAND INDEX

5:00 pm–5:45 pm

Classroom-Based Assessment Practices in the Saudi Higher Education Context.

Context-Based Lesson Plans for Teaching TOEFL and SAT 2:00 pm–2:45 pm

NYT Series Presentations and Rubric: Empowerment Tools for International Students Standards-Based Assessment for ESL/EFL Program Accreditation Assessing ELs With Significant Cognitive Disabilities

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4:00 pm–4:45 pm

Single-Point Rubrics: Why Less Is So Much More Incorporating Technology Into ESOL Writing Rubrics Maximizing Student and Teacher Agency Through Equitable Formative Assessment Practices

MONDAY 9:00 am–4:00 pm

FRIDAY 7:00 am–7:45 am

LISTENING, SPEAKING, AND PRONUNCIATION

Assessing EL Language Proficiency Using Personal Narratives Instructor-Generated Orthographic Assessments in Intensive English Classes

8:40 am–9:00 am

Find Your Partner! Formative Assessment by Getting Into Groups

9:30 am–10:15 am

BEST Assessments Family Updates: BEST Plus 3.0/ BEST Literacy 2.0 Support of Learning via Online Formative Assessment Techniques

TUESDAY 8:00 am–12:00 pm

Get Them Talking: Using Cooperative Learning to Increase Academic Language

9:00 am–4:00 pm

Essentials of Pronunciation Teaching and Learning Motivation, Participation, and Ongoing All-Skills Practice via Process-Drama

WEDNESDAY 7:00 am–7:20 am

Assessing Speaking With Flipgrid

Language Assessment Literacy Development: Current Status and Future Directions

IEP Learners’ Self-Correction Profiles During an Oral Production Task

Developing Effective Item Analysis: Focusing on Item Difficulty

An Exploration of Listening Strategy Use and Proficiency in China 9:30 am–10:45 am

11:30 am–12:15 pm Alliances With ELs: Goal-Setting as a Tool for Empowerment

12:30 pm–1:45 pm

Exam Wrappers: Effective Tool to Promote Language Learner Autonomy

Localizing Speaking and Listening Pedagogy: Lessons and Activities that Work 10:10 am–10:30 am Preparing Pathway Students for Academic Discourse: Structured Group Share Projects 12:30 pm–1:45 pm

Developing Rubrics for an Outcomes-Based Curriculum The Bilingual Dictionary Accommodation for EnglishLanguage Learners in Elementary Schools

Effect of Online Peer Feedback on Intelligibility of Same-L1 Speakers Empowering ITAs to Build Oral Communication Skills and Confidence

12:40 pm–1:00 pm

Prosody and Politeness in 3 Dialog Acts

Revising and Aligning Curriculum to International Scales to Drive Progress

1:00 pm–1:45 pm

Bottoms Up: Reconceptualizing Academic Listening Pedagogy

Reflecting on Assessment

2:00 pm–2:45 pm

2:40 pm–3:00 pm

More Than a Face: Assessing Students’ Needs on the Get-Go

Creating Bottom-Up and Top-Down Academic Listening Materials

3:00 pm–3:45 pm

Teaching Pragmatics Through Theatre

3:00 pm–3:45 pm

Comparing Text Difficulty for Reading Assessments

Creative Activities for Improving Public Speaking Skills

4:00 pm–4:45 pm

Measuring Learners’ Reading Levels Through Vocabulary Aligned With ER Central

Instructional Models and Priorities for Teaching Pronunciation Revisited

Scaffolding Learners to Perfecting Language: Judgmental Versus Constructive Evaluation

Speaking Skills and Scripts: Using Plays in Class

2:00 pm–2:45 pm STRAND INDEX

A System for Evaluating Computer-Assisted Pronunciation Teaching Software Extensive practice logs: beating routine and increasing complexity

Exploring the Reliability and Predictive Power of ELL Assessment Tools Practical Teaching Activities for the International English Language Testing System

Surprises Make Listening and Speaking Fun and Engaging Oral Error Correction in the Classroom: What Works

Integrated Performance Assessment for EFL learners

Using Rubrics to Evaluate and Improve Students’ ESP Writing

Practical Approaches to Teaching Pronunciation

Reflective Speaking Activities for Overcoming Language Plateaus

Designing Flexible Placement Tests for Adult ELLs

Do Talk to Strangers: Contact That Builds Confidence

208

5:00 pm–5:45 pm

Pronunciation Teaching Approaches: Considering the Options

5:10 pm–5:30 pm

Teaching Discussion Skills to Japanese Science and Engineering Students

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

THURSDAY 7:00 am–7:45 am

9:30 am–10:15 am Notetaking Strategies for the Age of PowerPoint Stressing Stress in the Academic ESL Classroom

8:40 am–9:00 am

Structuring Extensive Listening With Listening Circles

9:30 am–10:15 am

Building Academic Discussion Skills With and for Lower Level ELLs Teaching Pronunciation With Picture Books

10:10 am–10:30 am Visualizing Spoken English With Schwa’d Sentences and Mysterious Phrases

10:30 am–11:15 am How to Cocreate and Use Stories for Optimal Acquisition 11:10 am–11:30 am The Power of Prompts: 4 Prompt Points for Pronunciation 11:30 am–12:15 pm The U.S. Naturalization Test: Teaching Objectives 12:30 pm–1:45 pm

Social Justice, Stereotypes and Taboos: Topics in Oral Communication

11:30 am–12:15 pm Review of Current Theory and Research on L2 Pronunciation Pedagogy

Best Practices in Teaching Vocabulary in the Academic Speaking Class

Reductions, Trimming, Blending, Oh My: Online Tools to Improve Listening

Themed Discussions Led by Student Teams: Enhance Motivation and Confidence

Using Listening Standards to Plan Instruction 12:30 pm–1:45 pm

Communicating STEM to Non-Experts: Discourse Activities for ITAs

12:40 pm–1:00 pm

Task-Based Pronunciation Instruction: Word Stress and Beyond

1:00 pm–1:45 pm

Naturalization 101: Overview of the Naturalization Process Pronunciation Teacher Education: Developing a Rubric to Track Teacher Learning Teaching Intonation Through Discourse in the Adult ESL Classroom

2:00 pm–2:45 pm

Engaging Metacognitive Listening Comprehension through Podcasts Building Aural, Oral and Cultural Competency: Fieldstudy Journeys into History

10:30 am–11:15 am The World’s a Stage: Gaining Speaking Confidence Through Virtual Reality

12:10 pm–12:30 pm Teaching the Prosody of Positive Assessments

Tutoring: Empowering for Both Preservice Teachers and ESL Learners

1:40 pm–2:00 pm

Drama Imitative Techniques Using Video Clips in the Pronunciation Classroom

2:00 pm–2:45 pm

Creating Community Through Communication Strategies for Adult Learners Helping Young Learners Overcome English Pronunciation Challenges

2:10 pm–2:30 pm

Teaching Pronunciation: Sequencing Prosodic Features Within Authentic Tasks

3:00 pm–3:45 pm

Fostering Communication During Service-Learning: Goals, Strategies, and Outcomes Shared Opportunities for ITA Trainees and ESL Listening Students

A Study Circle to Improve Adult ESL Teachers’ Pronunciation Expertise

Using Listening Content Standards to Enhance ESL Instruction

2:10 pm–2:30 pm

Readers Theater and Pronunciation Skills Development: Experiencing the Nexus

Pedagogy and Technology Nexus: Teaching NoteTaking in 21st-Century Classrooms

3:00 pm–3:45 pm

Communication Card Games Promote Listening, Pronunciation, Grammar, and Vocabulary

The Say Mold Story: Coaxing the Emma Cross the Border

Six Instrumental Strategies to Revolutionize Academic Listening Pedagogy

Using Mindfulness Strategies to Lessen Foreign Language Speaking Anxiety

Pronunciation, Intelligibility, and Comprehensibility: Dealing With Accent Prejudice

Sustaining Conversations: Creating Opportunities to Say More With Less

Color It Out!: A Compelling Pronunciation Literacy Game for Everyone

Cracking the Fossil: Helping ITAs Who Don’t Succeed

5:00 pm–5:45 pm

Preparing Students to Speak in Academic and Professional Contexts

FRIDAY 7:00 am–7:45 am

Enhancing the Authenticity of Oral Skills Instruction With Pragmatics High-Variability Phonetic Training: The Missing Block in Teaching Oral Communication

9:10 am–9:30 am

The Sweet Spot: Oral Feedback That Prompts Changes (and Smiles)

STRAND INDEX

Basic Haptic Pronunciation Teaching

MATERIALS DEVELOPMENT AND PUBLISHING WEDNESDAY 10:40 am–11:00 am Homework Packets That Extend and Motivate Student Learning 11:00 am–11:45 am Making Global Open Educational Resources Locally Adaptable 12:00 pm–12:45 pm Combining Text and Visuals: Desirable Difficulty or Cognitive Overload? www.tesolconvention.org

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12:30 pm–1:45 pm

Global Accessibility Principles for Online Content Development Beginner’s Guide to Creating and Adapting Open Course Materials

WEDNESDAY 7:00 am–7:45 am

Learning How to Lead EL Family and School Engagement

9:30 am–10:45 am

Activate Your IEP Classroom: 6 Ideas to Promote Student Engagement

THURSDAY 9:30 am–10:15 am

Increasing Female Teachers’ Participation in Training Sessions

Developing a Bilingual Thematic Vocabulary Workbook

Cross-Cultural Collaboration in ELT: From One Georgia to the Other

10:30 am–12:15 pm Current Trends in ELT Publishing 12:30 pm–1:45 pm

Understanding Aircraft Maintenance Manuals in Aviation: Training Applications in TESOL Creating ELT Materials Using Open Educational Resources Corpora

3:00 pm–3:45 pm

Creating e-Coursebooks for Teaching Area Studies

Empowering Students’ Autonomy in Secondary and Post-Secondary ELL Classrooms. 11:00 am–11:45 am The Local-Global Nexus: Increasing Accountability in Webinars Developing English Teacher Mentor Programs: A Global Perspective

Developing Materials for Social Responsibility, Equity, and Social Justice 3:40 pm–4:00 pm

We Did It Our Way! Self-Directed and Informal PD

Improving Visual Design: Tips for Creating and Using Effective Materials

Enhancing Teaching Effectiveness Through Teachers’ Self-Efficacy Development

FRIDAY 9:30 am–10:15 am

Creating Engaging Content for Online Teaching Contexts: Design and Use

10:10 am–10:30 am 2 Putative Confronting Forces: Enhancing English and Maintaining Thai Identity 11:30 am–12:15 pm Teacher-Created Course Packets Combat ESL Students’ Lack of Textbooks 12:10 pm–12:30 pm Marketing and Promotion for Materials Writers 12:30 pm–1:45 pm

Directions in Materials Design: The Local/Global Dichotomy

Empowering Global TESOL Leaders in a Local Context 11:10 am–11:30 am Working Smarter Not Harder: Avoiding Teacher Burnout and Improving Outcomes 12:00 pm–12:45 pm Help ELLs Succeed: Free PD Resources for Pre-K–12 Educators Reflection-as-Action: Implementing Reflective Practice in TESOL 12:30 pm–1:45 pm

How to Create Turkish Semi-Independent EFL Learners Through Language Advising

Creating Materials With a Focus on the Students’ Native Culture

Implementing Spectrum-scaled Assessment into EFL Courses: An Action Research Project

Materials Writers Are Entrepreneurs

Fulbright English Teaching Assistant Awards: Teach, Learn, and Inspire

STRAND INDEX

PERSONAL/PROFESSIONAL DEVELOPMENT AND CONTINUING TEACHER LEARNING

Nexus for Career Advancement: The Education Specialist Degree Development of EFL Teachers’ Pedagogical Content Knowledge Through Action Research

MONDAY Reflective Supervision for Teacher and Supervisor Learning

TUESDAY 8:00 am–12:00 pm

The GO TO Strategies: Guiding Teachers to Scaffold Content Language

Identifying ELs With Special Needs: A Case Study 2:00 pm–2:45 pm

Workception: Planting Long-Lasting Ideas

3:00 pm–3:45 pm

Locally Contextualized Continuing PD for African Teachers Enhancing Conditions for ITA Learning and Teaching: Applying TESOL Principles

Teachers’ Narratives: Sharing Classroom Experiences as PD 9:00 am–4:00 pm

Teaching and Tutoring Emergent Readers With Refugee Backgrounds

1:00 pm–5:00 pm

Research Mentoring Workshop for Novice Researchers: Connecting Teaching and Research

Language Literacy Autobiography: Helping Novice Researchers to Choose a Topic

Teacher Training: What Is Needed for Exemplary Teaching of ELs? 5:00 pm–5:45 pm

Effective Lesson Observation: More Than Meets the Eye

Writing a Teaching Philosophy Statement: ResearchBased Tips and Recommendations Japanese Lesson Study as a Method for Improving Instructional Practice Engaging Undergraduates in ITA Programs: PD and Community Impacts

210

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

THURSDAY

FRIDAY

7:00 am–7:45 am

Meeting Students’ Needs: Exploring UniversitySchool District Partnerships in TESOL

9:30 am–10:15 am

The Humanizing Power of Counterstories: Understanding ELLs in Rural Settings

7:00 am–7:45 am

Strategies to Help Shy and Introverted Teachers Thrive

9:30 am–10:15 am

Reflective Conversation Model of Language Teacher Identity Development Key Concepts in SLA for Classroom Teachers

TESOL Research Fair: TESOL Research Agenda and Future Research Priorities

ELT in Romania: What Can We Learn? The GO TO Strategies: Applying TESOL’s 6 Principles in K–12

Building an E-Partnership for ELs’ Transition and Success Mastering the Vocabulary of School: Insights From Research and Practice Emotional Labor and Language Teacher Identity: Taking an Affective Turn 11:30 am–12:15 pm Effective PD in Adult ESOL Education: Application Is Key 6 Principles, 3 Perspectives: Adopting-Adapting in an EFL Context Infusing Career Preparation Into Teacher Education Programs 12:30 pm–1:45 pm

Teaching Critical Thinking Skills in the EFL/ESL Classroom Defense Language Institute English Language Center Information Session

Audio-Video and Narrative for Extrinsic and Intrinsic Motivational Practices 9:40 am–10:00 am

How and Why We Can Queer the Adult ESOL Classroom

10:30 am–11:15 am Motivation, Emotion, and Meaning: Affective Engagement for Effective Teaching 11:00 am–12:45 pm From Practice to Publication: Guiding Teachers and Graduate Students 11:30 am–12:15 pm From Local Teacher to Global Trainer: PD Opportunities Online ELT PD in Latin America: Challenges and Opportunities 12:30 pm–1:45 pm

Who is a Modern ESP Teacher: a National Survey Phenomenological Approach to Reflective Practice: Examining Internal Struggles of Teachers

Professionalizing Your English Language Teaching

Personal Practical Knowledge in ELL Teacher Professional Development

Building Capacity From Within: The Nexus of Administration and Faculty

Empowering Nepalese Female EFL Teachers through Professional Development Opportunities

A Turn to Self: Illuminating Teacher Educators’ Identities and Pedagogies IATEFL: Introduction and Networking

International Teachers’ Beliefs about Language Learning

Perspectives on Teacher Research: Processes and IATEFL at TESOL

ESOL Teacher Development in Fellowship Abroad Programs

Distance Learning: Taking Global Training Into the Local Classroom

Panama Language Reform: Success Stories From a Changing Environment

Peer Observation and Feedback: A Collegial Approach to Teacher Learning

Capacitating EL Teachers in Rural Contexts 2:00 pm–2:45 pm

Transitioning From ESL to Degree: University Faculty Perspectives

An Exercise in Humility: Spanish 301

“The Change Makers”: Investigating Teachers’ Implementation of Curriculum Change

Being a Reflective Practitioner and Scholar in TESOL: Methodological Considerations

Emergence and Growth of Leadership in Language Teacher Associations

4:10 pm–4:30 pm

Making the Most of Textbook for College-Level EFL Learners

Keeping Up Conference Momentum: Managing Your Own Ongoing PD

5:00 pm–5:45 pm

A Practical Guide to Creating Collaborative Mini-PD Conferences

4:00 pm–4:45 pm

STRAND INDEX

Demystifying the Academic Publishing and Review Process

Coteaching in the Context of English Language Development Instruction Language Teacher Associations: Challenges and Opportunities Transitioning to an Administrative Position Task Cards for Coteaching With ESL Professionals: Performance-Based PD

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PROGRAM ADMINISTRATION AND EVALUATION

4:00 pm–4:45 pm

Historically Black Universities: Exemplifying the LocalGlobal Nexus in TESOL

WEDNESDAY 9:30 am–10:45 am

11:00 am–11:45 am 20 Years Later: How Are the U.S. MATESOL Programs Doing? 12:00 pm–12:45 pm Change Is Hard! Challenges and Solutions for Language Program Administrators 12:30 pm–1:45 pm

Engage Your Long-Term ELLs for Language Success

Creating an MA TESOL Program in a New South Africa How Ability Grouping Affects the Borderline Students in EFL Classes

FRIDAY 7:00 am–7:45 am

To Stay or Not to Stay? Student Perspectives on Retention

9:30 am–10:15 am

Training Tutors to Help Students Become SelfDirected Learners Establishing Credibility Among Stakeholders for English Language Programs and Services

What Factors Matter Most in Students Choice of IEP? Survey Validation through Vocabulary Analysis

2:00 pm–2:45 pm

Badges: A Complement to or Replacement for Traditional Grading

Validating Your English Language Program on a University Campus

Reinventing the Bridge: Multiple Perspectives on Integrating ESL University Students

Invoking Shared Leadership in K–12 Schools for ELs Getting Ready for a New Group of ELs 4:00 pm–4:45 pm

Beyond the Rubric: Supporting Inclusive Approaches to Teacher Evaluation Practices Setting Standards of Excellence: Creating Successful Instructor Performance Evaluation Systems

11:30 am–12:15 pm The Role of IEPs in Students’ Paths to University Admittance RTI Implementation Identifying and Supporting EL Academic Achievement 12:30 pm–1:45 pm

THURSDAY 7:00 am–7:45 am

Building a Bridge for 1st-Year International Student Academic Success

9:30 am–10:15 am

A New Audience: Developing ESL Courses for Graduate Students

11:30 am–12:15 pm Hot Topics: Enrollments and Advocacy for English Language Programs Regulatory Resources and Tools for IEP Administrators

Using Student Evaluations to Improve a Study Abroad Program

STRAND INDEX

Starting at the end: backward curriculum design for pathway programs

Building a High-Quality Adult Citizenship Education Program Organizing a Successful and Sustainable State-Wide EL Leadership Group 2:00 pm–2:45 pm

Closing the Achievement Gap for Elementary ELLs: One District’s Journey Fast Facts and Updates About IEPs and EnglishUSA Membership Increase ELL Success and Graduation Outlook: Fostering Empowerment Early On Academic ESL and the “Co-requisite Model”: Good Fit or Crisis

One Size Does Not Fit All: Strategies for Microclasses Searching for Motivation: Autonomy Practices in Adult EFL Workplace Program The Challenges of Language Program Administration During Political Conflict (Yemen)

4:00 pm–4:45 pm

Curriculum Review: The How, Not the Why

5:00 pm–5:45 pm

Reframing ESL: Strategies to Normalize Seeking Language Support

Benefits of Accreditation: Analysis of 20 Years of Data Promoting Education Equity for ELLs

Teacher Preparation for Emergent Bilinguals with a Community-Based Service-Learning Project Discipline Faculty Insight into What Skills University ELs Need

Transforming High School LIFE (Leadership, Instruction, Family Engagement) for ELs 12:30 pm–1:45 pm

A Comparison of Direct Admit and IEP Student Academic Achievement

READING, WRITING, AND LITERACY MONDAY 9:00 am–4:00 pm

Supporting Students With Interrupted Education

1:00 pm–5:00 pm

Teaching Beginning Literacy: Essential Principles and Practices for Deep Learning

WEDNESDAY 7:00 am–7:20 am

Together or Apart: Dilemmas in High School Newcomer Program Models

Power Issues in Linguistically and Culturally Diverse Peer Learning Groups Engaging Activities That Teach Students to Write Summaries Activities to Increase Comprehension of Reading Passages

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Using Critical Literacy in Resistance Readings and Counternarratives

9:30 am–10:45 am

3:00 pm–3:45 pm

Passages Into Academic Writing: Helping International Students Succeed in College

Adapting Corequisite Remediation Reading and Writing Courses for ESL Students

Beyond Research Writing: Preparing Personal Statements and Teaching Philosophies

EFL Students’ Perceptions and Willingness of Writing Poetry in English

Hi-Lo Books for Beginning Readers Graduate Critical Scholarship: International Student Cognition and Critical Literacy Development

Developing Learner Autonomy in an Academic EFL Writing Course

L2 Reading Instruction and Curriculum Design Through a Task-Based Lens

Dynamic and Collaborative Writing: Making Academic Writing Process Amicable Retooling Your Reading Curriculum With Critical Analysis

Making Reading Visible: Graphic Novels in the EFL Classroom 5:00 pm–5:45 pm

11:00 am–11:45 am Developing Extensive Readers in the EAP Classroom

Graduate Writing Support Beyond the Classroom: Initiating L2 Writing Groups

Enriching L2 Reading, Writing, and Vocabulary Development With Genre-Based Tools

Family Matters: Examining Bilingualism and Biliteracy in Homes and Communities

Beyond 5-Paragraph Essays: Why Don’t Writing Textbooks Reflect Current Research?

Refugee-Background ELs: Resistance and Agentic Engagement in Literacy Tasks

Eliminating ESL in Georgia Higher Education

5:10 pm–5:30 pm

Drama Techniques to Access Complex Texts and Vocabulary

THURSDAY

11:40 am–12:00 pm 10 Activities for Super Summarizing

7:00 am–7:20 am

12:00 pm–12:45 pm Scholarship on L2 Writing in 2018: The Year in Review

Here’s What You Do: Clear Writing Prompts for ELLs Written Code-Switching in the Classroom: Creating Lessons That Work From Accuracy to Fluency: Journal Writing With Graphic Organizers

Multimodal Writing Tasks for ESL Learners in Academic Contexts

Teaching Problem Definitions Within the Discipline

Utilizing the Language Experience Approach With L2 Adult Emergent Readers

The Efficacy of Delivering Comprehensive Corrective Feedback via Google Docs

12:10 pm–12:30 pm A Pop Music–Academic Nexus Achieved With a Paraphrasing Practicum

Nurturing Critical Minds: Introducing the 1-Point Multiskills Analysis

12:30 pm–1:45 pm

Writing Self-efficacy: Effective Methods and Resources to Foster Writing

Teaching Inferences Easily: A How-To Guide for EAP Instructors

Interactive Picture-Book Read-Alouds with Struggling EFL College Students

Paired Reading: Developing Critical Literacy and Cross-Cultural Awareness

Collaborative Concepts: Musical Approaches to ESL Learning

Creating Authentic Open-Source Reading and Writing Materials Academic Reading: Perspectives and Challenges International Students Writing Across the Curriculum: Investigating Prompts and Interactions

High-Level Content for All ELLs: Primary Sources Empowering Learning and Local and Global Citizenships Through Translanguaging Planning PBL With ESOL/Literacy Students Academic Literacy for ELs: What Teachers Need to Know

11:30 am–12:15 pm Becoming a Publishing Writer: Early-Career Scholars Writing for Publication

1:10 pm–1:30 pm

Intercultural Politeness for Writing Center Tutors

Developing a Word-Study Approach to Teaching Spelling

2:00 pm–2:45 pm

“Learning to Argue” and “Arguing to Learn”: Teaching Argumentative Writing

Stories Without End: Engaging Students With Creative Writing

Engaging Emergent Bilinguals in Collaborative Writing Activities Across Genres

Scaffolding Student Argumentative Writing Across the Disciplines Through Explicit Instruction

2:10 pm–2:30 pm

Enhancing Cultural Literacy, Skimming Skills, and More

STRAND INDEX

Improving Writing Instruction: Understanding EFL Students’ Self-Efficacy Revision Beliefs

9:30 am–10:15 am

11:40 am–12:00 pm But They Said It Best: Paraphrasing in University EAP Classes

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12:30 pm–1:45 pm

Googling Dynamic Written Corrective Feedback in the ESL Classroom

Taking Critical Reading to the Next Level With Scaffolding

One on One: Writing Conferences with Writers with Limited Proficiency

Dialogue Journals: Teachers Engaging Students Socially and Academically

Negotiating Identities: ESL Adult Students’ Language Practices in Online Journals

Guiding Students to Become English Readers Through ESL Book Club

Unpacking Language Conventions in DisciplineSpecific Writing Assignments

Research and Writing Consultations in a LanguageAssisted Associate’s Degree Program

Authors’ Tools, ELs, and the Power of Language

Arab Learners’ Perceptions of Plagiarism and Source Use in Writing

Response to Writing: Enduring Issues and New Frontiers

Pitfalls and Potentials of Digital Storytelling Projects for L2 Writers

Refugee Writing Across The Lifespan Action Research: A Means to Better Understand Our Reading Instruction

2:40 pm–3:00 pm 3:00 pm–3:45 pm

4:00 pm–4:45 pm

The Importance of Appropriate Words and Sentences in Student Writing

Teaching About Plagiarism: Activities to Support Global Student Writers

L2 Writing Pedagogy in Global Contexts: Challenges and Possibilities

Extensive Reading: The Approach Less Taken

Engage and Empower: Promoting Family Literacy

Corpora in Adult Writing Instruction: Inspiring Autonomous Learning

Bridging the Spoken and Written Word

Promoting Genre Awareness: Beyond the 5-Paragraph Essay

Comics, Poetry, Storytelling: Engaging Students Through Creative Writing Language Play

Disciplinary Writing Practices: Negotiating Writer Intentions and Reader Expectations 11:30 am–12:15 pm The Future Is Here: Rigor in English Language Instruction Promoting Translanguaging in Writers’ Workshop for Young Emergent Bilinguals 12:30 pm–1:45 pm

ELL Text Processing Across L1s: Patterns and Instructional Recommendations

STRAND INDEX

Using Media Literacy in a College EFL Class in China

Using Oral Reading in Upper Level and Academic Reading Classes Examining Language Politics Through Agency and Awareness in Translingual Writing

Push-In and Pull-Out: Success Challenges for ENG 101 International Students 12:40 pm–1:00 pm

Finding Found Poetry

1:00 pm–1:45 pm

Building Knowledge: Scaffolding Informational Text for SLIFE

Teaching L2 Writing for Transfer: A Systematic Review of Research

2:00 pm–2:45 pm

The Effect of Choice on Motivation and Reading Performance

Evaluating Students’ Understanding of Grammar Metalanguage in Writing Feedback

3:00 pm–3:45 pm

Adapting to University: Academic Literacy Development in L2 English Users

4:00 pm–4:45 pm

Literature Circles 2.0: Building Literacy in the 21st-Century TESOL Classroom

Literacy Tools: Beginner to Launched Beginner The Color Vowel Approach: Sound Strategies for Every Classroom

FRIDAY 7:00 am–7:20 am

Student-Led Literacy Day: ELLs Teaching ELLs Using Truth or Lie? Icebreakers to Introduce Critical Reading Strategies “Teacher, It’s Me.”: Email Writing Etiquette for ELLs Preparing for University Writing: Integrating Skills, Authentic Texts, Assessing Writing

214

Global vs. Local Errors: Rethinking Writing Pedagogy for L2 Students Towards Effective Use of Peer Review in Academic Writing Classes

Reimagining Academic Identities Through Graduate Research in a Pathway Program 5:00 pm–5:45 pm

Measuring ER Effectiveness and Efficiency at Developing Reading Rates

The EFL Writing Class: When Content Becomes a Double-Edged Sword

Teaching Academic Citation Practices as MeaningMaking Activity 3:10 pm–3:30 pm

9:30 am–10:15 am

2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Supporting ELLs Through Multilingual Storytelling and Writing Activities Overcoming Hidden Cultural Barriers: Chinese Undergraduate Students’ Understanding of Paraphrasing 9 Activities to Enhance Writing Processes Through Community Building

5:00 pm–5:45 pm

Integrating Mixed-Reality Classrooms Into the TESOL Practicum: Possibilities and Challenges

The Uses of Poetry in the ESL Classroom Multimedia in an L2 Writing Classroom: Possibilities and Challenges

Mitigation for Intersubjectivity: Dynamic Assessment and Analysis of Supervisory Discourse

A Collaborative Autoethnography of Dissertation Mentoring: Voices of Transnational Women

Socially Just Teacher Education Practices for Refugee-Background ELs

“Parachute Kids,” Literacy, and 1st-Year College Writing

TEACHER EDUCATION AND TEACHER LEARNING MONDAY 1:00 pm–5:00 pm

Correcting the Misconceptions That Mainstream Educators Have About Language

Brazilian Teachers Leading in Times of Change Designing Activities and Programs for Teacher Learning: 5 Principles 1:40 pm–2:00 pm

Using Dialoguing to Help Teachers Process Their Own Language Learning

2:00 pm–2:45 pm

Research on ELT in Myanmar: Recommendations for Teacher Education College Writing Teachers’ Perceptions of Multilingual Writers’ Presence and Needs

TUESDAY 8:00 am–12:00 pm

Using Song and Music to Teach ESL/EFL

2:40 pm–3:00 pm

9:00 am–4:00 pm

More Than “Making It Work”: Coteaching in Multilingual Elementary Classrooms

Foreign Lecturers’ Perception and Implementation of Differentiated Instruction

3:00 pm–3:45 pm

Reevaluating the Student/Teacher-Centered Paradigm in Actual Classroom Practice

WEDNESDAY 7:00 am–7:45 am

A Multipronged PD Approach for Teachers of ELs

Preparing Teachers for Culture Teaching: Lessons Learned from Global Practitioners

Cocreation and the New Global Generations in ESL Settings.

Tracing the Developmental Trajectory of L2 Novice Teacher/Teaching Expertise

3:10 pm–3:30 pm

Analyzing Text Complexity for ELs in the K–12 Classroom

Exploring and Encouraging Language Learning Through Dialogue Journals

4:00 pm–4:45 pm

Enacting Core Practices for Teaching ELLs: Examples From the Field

Teaching ELLs in the Context of Political Trauma 9:30 am–10:45 am

Developing a Strengths-based Model for Duallanguage Certification in North Carolina

Connecting Teacher Education and Teaching Materials 5:00 pm–5:45 pm

Preparing to Work With ELLs: Promoting Preservice Teachers’ Imagined Identities

Globally Networked Learning in ELL Teacher Preparation

Changing Preservice Content Teacher Beliefs about ELs

Narrowing Achievement Gaps: ESOL Infusion One Plus Teacher Education Model 11:00 am–11:45 am Teaching Language Skills With Drama: Practical Activities for All Classrooms

THURSDAY 7:00 am–7:45 am

Decolonizing ELL Teacher Identities: Testimonies From Teachers of Color

Changing Lanes: Preparing K–12 ESL Teachers to Provide Resources

12:30 pm–1:45 pm

Using Educative Curriculum Materials to Support Rural EFL PD

edTPA Task 2: Meaningful Content-Based Instruction Strategies for Teacher Candidates 9:30 am–10:15 am

Arts-Based Pedagogy: Linguistics Reimagined

Investigating Novice ESL Teachers’ Advocacy Beliefs and Practices

Teacher Retention and Agency: Narratives of Teachers Who Leave K–12

Successfully Implementing a Standardized Blended Teacher-Certification Program in South Asia

Integrating Culturally Sustaining Practices in Teacher Education Programs

Effect of Eclectic Educational Psychology at EFL Classroom in Bangladesh

Integrating PD Opportunities: Overcoming Obstacles and Strategizing for Success

Empowering Nonnative Elementary School Teachers: An In-Service Teacher Training Kit

9:40 am–10:00 am

Teacher Candidates’ Questioning Techniques with English Learners of Varying Proficiencies

10:40 am–11:00 am Exploring Movies to Enhance Enjoyment, Empathy, and Understanding

STRAND INDEX

Students With Interrupted Formal Education in ESOL Classrooms

Connecting Adult ELLs To Their Goals Through Increased Rigor

This Project Shows Who I Am and What I Think

Brain Breaks in ELL: Increasing Students’ Productivity, Energy and Motivation

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11:30 am–12:15 pm Preservice EFL Teachers’ Reflective Writing Assessed Through e-Portfolios Investigating Chinese TOEFL/IELTS Test-Preparation Teachers’ Beliefs: Insights and Impacts

10:00 am–10:45 am PD Exploration for New and Seasoned TESOL Professionals 10:30 am–11:15 am Implementing a Remote Site Practicum Placement for Preservice Teachers Intersectional Identities of Bilingual Latinx Preservice Teachers

Training TESOL Practicum Students Using Theatre 12:30 pm–1:45 pm

TESOL Preparation for Mathematics Teachers: Fostering Cultural Awareness and Empathy Bringing Egyptian and U.S. EFL Teachers Together Through Virtual Exchange Effective Collaboration between Pre-service Teacher Training Programs and IEPs

10:40 am–11:00 am Practicing ESL Methods With Preservice Teachers Using Drama 11:30 am–12:15 pm Learning Through Action Research With Migrant Education Students Video-Mediated Critical Friendship for ESL Teacher Education

Success for English Language Learners: ESL Certification in New Jersey

Challenges in Global Online PD for English Teachers

Language or Disability: Distinguishing the Struggles of Dual Needs Students

Deepening Teachers’ Reflection Through Explicit Instruction and Practice

1:40 pm–2:00 pm

Creating Synergy: Practical Steps for Working With Your Coteacher

DIAL (Design Instructional and Academic Language) in Your Message

2:00 pm–2:45 pm

Language Learning Projects: The ClassroomAutonomy Nexus

Translanguaging in TESOL: Perspectives and Possibilities

The Magic of Exercise: Energizing ELLs’ Brains, Enlivening Language Classes

11:40 am–12:00 pm Transparent Teaching With a Critical Stance 12:30 pm–1:45 pm

Standing up to Performativity: Teacher Identity, Authenticity, and Vision

Fostering Quality Teaching Education in TESOL Programs Using Asynchronous Communication

Differentiated Instruction and Assessment in EFL Contexts: Research, Practice, Recommendations

Teacher Narratives of Heritage Language Learning as Inspiration and Motivation

Critiquing Critical Pedagogy for L2 Acquisition: English Teaching–Learning in Nicaragua

Stop Plagiarism Before It Starts

The TESOL Practicum Around the World

Success for English Language Learners: ESL Certification in New Jersey

Disrupting and Recentering ELL Teachers: Developing Critical Study Abroad Programs

International Teacher Training: Principles, Best Practices, and Recommendations

Online Language Teacher Education: What Does the Research Tell Us?

PD in a Digital World: Networking Through Social Media

STRAND INDEX

Rigor, the Nexus of Adult ESOL Instruction and PD 4:40 pm–5:00 pm

Conferencing: Narrowing the Gap Between StudentTeacher Perceptions

5:00 pm–5:45 pm

Critical Autoethnography as an Identity-Focused Teacher Learning Activity

2:00 pm–2:45 pm

So You Think You’re an ESL Specialist: Refugees and TESOL

Moving Beyond the Ordinary: Community-Engaged Language Teacher Preparation

Flexible and Accessible Learning: Lessons From an Online Certificate Program

Politics of Language Teacher Identity in Rural Settings

Enhancing Teachers’ Cultural, Linguistic, and Pedagogical Knowledge Through Study Abroad

“Yes, You Can!” Lifting French Primary Teachers’ EFL Teaching Burden 9:30 am–10:15 am

Relational Dynamics and Experiences of Teachers in ESL Cotaught Classrooms

Making Adjustments: Creating a Classroom That Works

FRIDAY 7:00 am–7:45 am

Native or Nonnative? Voices From American Students Learning French

Preparing Educators to Connect With EL Families

Preservice ESL Teacher Education: How Reflective Seminars Can Contribute

EL Teacher Preparation for Immigrant Youth: Scaffolding Discomfort

Differentiated Instruction: Recognising Diversity in EFL Classes

Evaluating Student Teacher Performance: Using Rubrics, Rating Scales, and Checklists

English-for-Teaching: How Teacher Language Contributes to Classroom Methodology

Self-Care as Professional Practice: From the Individual to the World How Can the New School’s MA TESOL Enhance Your Career?

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2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

VOCABULARY AND GRAMMAR TUESDAY 1:00 pm–5:00 pm

A Systematic Approach to Teaching Vocabulary and Lexical Chunks

11:10 am–11:30 am A Grammar of Thrones: Engaging Students With Popular Culture 11:30 am–12:15 pm Using Learner Needs to Reduce the Teaching of Fake Grammar Using Embodied Semantics to Cheerfully Help ELLs Acquire Vocabulary

WEDNESDAY 7:00 am–7:45 am

Spaced Repetition Systems: The Neuroscientific Approach to Vocabulary Acquisition

9:30 am–10:45 am

Contributors to Science Achievement of Students with Varied English Proficiency

Grammar, Vocabulary, and Reading: Meaningful Strategies for All Learners 12:10 pm–12:30 pm Choosing Vocabulary for Explicit Instruction in ESP Courses 12:30 pm–1:45 pm

Shifting the Paradigm of Vocabulary Instruction from “Telling” to “Discovering”

1:10 pm–1:30 pm

Grammar Through Music

2:00 pm–2:45 pm

12:00 pm–12:45 pm Updating Your Approach to Vocabulary: 4 Manageable, Research-Based Practices

Vocabulary Gamification: Uncertain Rewards and Dopamine

3:00 pm–3:45 pm

Teach Phrasal Verbs Efficiently With Collocations

12:30 pm–1:45 pm

4:00 pm–4:45 pm

Games: The Key to English Fluency and Accuracy

11:00 am–11:45 am Pedagogical Approaches to Teaching and Learning Multiword Expressions Teaching Vocabulary With Semantic Fields and Lexical Sets

Comparisons Are More than Comparatives for Academic Communicators A Comparative Study of Two Models in Teaching Phrasal Verbs

More Self-Competence, Less Anxiety: Going Maker With Young Learners

Advice Columns as Authentic Sources for Teaching Vocabulary, Grammar, Culture

“Yes, and…”: Improv for Vocabulary Activation and Retention

Hidden Grammars and How to Teach Them Transforming Grammar Instruction: Memes as a Means for Learner Engagement Forget Those Words No More! Academic Word List: What Every Teacher Needs to Know 3:00 pm–3:45 pm

12 Tips for Better Grammar Practice

FRIDAY 7:00 am–7:45 am

The Place of Grammar in Standards-Based Adult ESL

9:30 am–10:15 am

Using Frequency-Based Word Lists in IEPs: A Novel Framework

10:30 am–11:15 am Immersion Is Not Enough: Vocabulary Development in IEPs

An Investigation of Writing Development in Upper Elementary Grades Developing Vocabulary and Word Knowledge Through Writing: Harnessing the Potential Facilitating Student Vocabulary Enrichment Via Gamification

4:00 pm–4:45 pm

Teaching Vocabulary and Grammar Through Mentor Texts in Diverse Contexts

4:10 pm–4:30 pm

Greek and Latin Roots: A Way to Support Language Acquisition

4:40 pm–5:00 pm

Helping Students Embrace the Emotion of Vocabulary Through Verbpathy

5:00 pm–5:45 pm

Preparing Students for Success in the 21st Century

11:30 am–12:15 pm The Importance of Grammar in EAP 12:30 pm–1:45 pm

Keep the conversation going: effective home study for the classroom Graphs in the IEP: Making Learning Meaningful with Authentic Materials

2:00 pm–2:45 pm

Vocab Victor: Word Learning App to Improve Students’ Vocabulary

5:00 pm–5:45 pm

Passive Voice Usage in Undergraduate STEM Textbooks

STRAND INDEX

3:40 pm–4:00 pm

Task-Based Language Teaching in the Grammar Classroom

Gamified High-Frequency Vocabulary for General English, TOEFL, SAT, and More

THURSDAY 7:00 am–7:45 am

New Activities for Recycling Vocabulary

9:30 am–10:15 am

Teaching Collocations: The Effect of Spaced Versus Massed Repetitions

10:30 am–11:15 am Form-Focused Grammar Instruction: Effects on Oral and Writing Proficiency

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Wednesday, 13 March, 2:00 pm–3:45 pm, Omni-International Ballroom D Join us to learn how different schools, districts and universities are implementing The 6 Principles in a variety of K-12 contexts. Explore instructional decision-making, teacher collaboration, and professional development practices that can be applied to your setting.

Thursday, 14 March, 9:30 am–11:15 am, Omni-International Ballroom A Join us for a panel presentation on the newest books in the6 Principlesseries. Authors ofThe 6 Principles: Adult Literacy and Workforce DevelopmentandThe 6 Principles: English for Academic and Specific Purposesshare insights and practices into how the principles can be implemented in various adult settings.

Thursday, 14 March, 1:00 pm–1:45 pm, Omni-International Ballroom A Principals play a vital role in establishing a positive multilingual and multicultural climate. To help them, this session aligns the content in TESOL’s What School Leaders Need to Know about English Learners with The 6 Principles for Exemplary Teaching of English Learners. Participants receive a handout that draws from each text.

View these and more at the TESOL Press Bookstore on level 3.

NO STRAND ASSIGNED

11:30 am–12:15 pm Needs-Based Instruction and Learner Engagement: Improving Outcomes With Online Data

MONDAY 1:00 pm–5:00 pm

Hands-On Comprehension Strategies for All Students The 6 Principles: Training of Trainers

TUESDAY 5:30 pm–7:00 pm

Endangered Languages

Verbing Out With Cognitive Linguistics and Sociocultural Theory 12:30 pm–1:45 pm

An Overview of TESOL Standards What School Leaders Need to Know About The 6 Principles

WEDNESDAY 8:00 am–9:00 am

Developing Expertise in TESOL: Local-Global Considerations

Translanguaging for Teaching and Learning in Early Childhood and Elementary

9:00 am–10:00 am

TESOL National Recognition Through CAEP

Creating Activities for the Academic English Classroom From TOEFL® Resources

11:00 am–11:45 am How Is Language Teaching Different? Conversing About the Knowledge Base

Happy Together: Integrating Grammar With Academic Skills

Your TEAM for Teaching ELLs Academic Language 12:00 pm–12:45 pm Balancing Between Student Engagement and Academic Rigor

4:00 pm–4:45 pm

How to Create an Award-Winning English Language Teaching Innovation

Wide Angle: Real Life Pragmatics Hands-On Comprehension Strategies for All Students 12:30 pm–1:45 pm 2:00 pm–2:45 pm

3:00 pm–3:45 pm

English Language Fellows: 50 Years of Impact Around the Globe

State WIOA Adult ESOL Initiatives and Innovations

FRIDAY

Reflecting on Professional Development

8:00 am–9:00 am

The Power of Language, the Language of Power

Applying The 6 Principles for Exemplary Teaching of English Learners

9:30 am–10:30 am

Computers in Our Pockets: Using Smartphones for Learning English

How to Get Published in TESOL and Applied Linguistics Serials

From Talk to Action: Putting Social Responsibility Into Practice

Whats and Hows of Visual Design in Teacher-Made Materials

Research in International Rural English Learning Settings: Challenges and Perspectives

The Grammar You Need for Academic Writing: Beginning Through Advanced

10:00 am–10:45 am Supporting ELs With Exceptional Needs 11:00 am–11:45 am Navigating the Intercultural Classroom: Culture as Awareness and Practice 1:00 pm–1:45 pm

Hi-Lo Fiction and Nonfiction for Newcomers

Improving Reading and Writing with Free Microsoft Learning Tools

WITS®: Training the Brain and Building Communication Skills

When Scammers Target Your Students: Tips and Tools for Teachers

IEP? How Will English Language Programs Look in the Future?

Transitioning EAP Learners: Engage, Equip, and Excel With Critical Thinking

So That’s How You Score TOEFL iBT® Writing Items

THURSDAY

3:00 pm–3:45 pm

Preparing for the Future: Collaboration, Creativity, and Community Through Computing

8:00 am–9:00 am

Everyday Teaching, Everyday Liberation: Building the Beloved Community as Educators

Rethinking Teaching–Learning Relationships in an MATESOL Hybrid Program

9:30 am–10:15 am

Blueprint for Teaching Adult ESL: Research and Insights

Teach the Learners—Not the Book!

Open Educational Resources: Unlocking New Opportunities for Teacher Development

4:00 pm–4:45 pm

STRAND INDEX

5:00 pm–5:45 pm

An Overview of TESOL Standards

2018 Revised Standards for TESOL Pre-K–12 Teacher Preparation Programs 4:00 pm–4:45 pm

Digital Literacy: Bringing the World Together

Peer Power: Exploring the Importance of Peers in Language Learning

The 6 Principles for Adult Learners Supporting the Academic Success of ELs Using iTEP as a Gate-Keeping Test 11:15 am–12:45 pm The Influence of Collaboration Initiatives on TESOL Communities

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W H E R E T H E WO R L D CO M E S TO G E T H E R

Denver, Colorado, USA • March 31–April 3, 2020

EARLY REGISTRATION DISCOUNTS END 1 FEBRUARY 2020 www.tesolconvention.org

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References