Category: 1: featured sessions

* Keynote Speaker *

Transforming Teaching and Learning: The Dynamic Quality of Language

One of the ways that teaching and learning can be transformed is if we learn to think differently about what it is that we teach.  At one point in the history of the field, the goal was for learners to master the grammatical structures of the language.  At a subsequent point in time, it was the functional language used in communication that was taught.  In this presentation, I will offer a new way of conceiving of our subject matter—language as a dynamic system.  I will maintain that the dynamism of language has been unappreciated and that recognizing its dynamic quality has the potential to transform teaching and learning.

Diane Larsen-Freeman (Ph.D. in Linguistics, University of Michigan, 1975) is Professor of Education, Professor of Linguistics, Research Scientist at the English Language Institute, and Faculty Associate at the Center for the Study of Complex Systems at the University of Michigan, Ann Arbor. She is also a Distinguished Senior Faculty Fellow at the Graduate SIT Institute in Brattleboro, Vermont.  Dr. Larsen-Freeman has been a conference speaker in over 65 countries of the world and has published over 100 articles in her areas of interest: second language acquisition, language teacher education, applied linguistics, language teaching methodology, and complexity theory.

McCone Building, Irvine Auditorium (60 minutes)


* Featured Panel *

Getting Past Perceptions: Transformative Teaching by Nonnative-Speaking English Teachers

An important “changing tide” in our profession involves the roles and status of non-native English speaking teachers (NNESTs). This panel examines NNESTs’ situations from the perspective of a program administrator, a teacher educator, and three NNESTs, who will discuss the rewards and challenges of employing, educating, and being NNESTs.

Kathleen M. Bailey (panel moderator) received her MA and PhD from UCLA. She teaches at the Monterey Institute of International Studies and in the online TESOL program at Anaheim University. From 1998-1999, she was the president of TESOL. She is currently the President of The International Research Foundation for English Language Education (TIRF), a non-profit organization which supports research in our field.

Adalyat Akbarova received her BA in teaching English and Turkish at the University of International Relations and World Languages, Kazakhstan. She taught General English to university level students in her alma mater for 4 years. She is a recipient of the Presidential Scholarship and is currently pursuing her MA degree in TESOL at the Monterey Institute of International Studies.

Yulia Nikolskaya taught English as a foreign language in Moscow, Russia, from 2003 – 2009. She currently works as an instructor of English as a second language in the Intensive English Programs at the Monterey Institute of International Studies and is completing her MA in TESOL at the Institute.

Hwabok Oh is from South Korea and is an MA candidate in TESOL at MIIS. She taught English in Korea from 2001 to 2009 for elementary through college level students. Her last job was teaching the grammar section of TEPS (Test of English Proficiency, developed by Seoul National University).

Patricia Szasz is the Director of Intensive English Programs at the Monterey Institute. An alumna of the Institute’s MA TESOL program, Patricia serves as the Chair for the Intensive English Program level of CATESOL. Her academic interests include program administration, project-based learning, and intercultural communication issues.

* Featured Speaker *

Changing Tides:  Metaphors for Teaching

As tides rise and fall, so too do approaches to teaching and learning. To prepare learners for the 21st century, we need to change our metaphors for teaching– from an industrial model of education to a networked model. The essential element of such an approach is collaboration—among teachers and among learners, and between teacher and learner. This collaboration needs to be grounded in explorations of classroom practice and in the cycle of reflection/action. This presentation will outline what such collaboration looks like in practice, giving participants opportunities to engage in their own explorations.

Denise E. Murray is Emeritus Professor at Macquarie University, Sydney, Australia and San José State University, California. She was founding Chair of the Department of Linguistics and Language Development at San José State for 9 years, and Executive Director of the National Centre for English Language Teaching and Research and the AMEP Research Centre at Macquarie University for 6 years. She served on the TESOL Board of Directors for 7 years, being President in 1996-7. Her publications include What English language Teachers Need to Know I & II (with MaryAnn Christison, Routledge); Leadership in English Language Teaching (with MaryAnn Christison, Routledge); Planning Change; Changing Plans (University of Michigan Press); and Knowledge Machines: Language and Society in a Digital Era (Longman). Her research interests include CALL, leadership, crosscultural literacy, and language diversity.

* Featured Speaker *

Eddies of Hope: How ESL Teachers are Changing the Tide in Health Literacy

A growing body of evidence links limited English proficiency and health literacy to poor health status, inadequate quality of care, higher rates of chronic disease, and excess health care costs. Given these persistent links between language/literacy and health disparities in at-risk immigrant communities, it is unsettling that there are not more established routes to interchange and collaboration between adult ESL educators and health professionals. Moreover, although many current definitions of health literacy have moved beyond a narrow focus on reading/writing skills, both educators and health professionals continue to struggle to identify and account for the unique circumstances that define the health literacy needs of immigrant communities. This interactive talk aims to stimulate reflection and action in response to two broad questions: What are ways we can use our L2 pedagogical expertise to support health literacy initiatives? Can our classroom practices in fact help to promote positive health outcomes in high-risk immigrant communities?

Maricel Santos is Assistant Professor of English at San Francisco State University, where she teaches in the M.A. in TESOL Program and the Ed.D. Program in Educational Leadership. She also is a research scholar supported by a Research Infrastructure in Minority Institutions (RIMI) grant from the National Center for Minority Health and Health Disparities, National Institutes of Health.  Her research interests include L2 vocabulary acquisition, adult ESL learners in transitional programs, and L2 reading engagement. Her health literacy research explores adult ESL participation as a health-protective factor in transnational immigrant communities.  She has an Ed.D. in Language and Literacy from the Harvard Graduate School of Education, and an M.A. in TESOL from the Monterey Institute of International Studies.