Category: 2:30-3:15


* 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 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.

Kareen Kjelstrup, Cambridge University Press

The ESL classroom often contains both academic-track and non-academic track students whose needs must equally be met. This presentation will show how a brand-new reading series from Cambridge University Press engages both types of students and helps them develop their reading skills and build their vocabulary.

Publisher Presentation (45 minutes)
CC, S, IEP, A, TELL

Casa Fuente Building, Room 434

Jessica Gunther, St. Mary’s College, Moraga

Research shows that many adult ESOL students respond favorably to using technology in language learning.  It further indicates that many language teachers lack the support and resources necessary to facilitate such integration.  This master’s project presents a possible solution by describing the research, resulting handbook and results of classroom implementation.

Paper Presentation (45 minutes)
CC, C/U, IEP, A, TELL

Morse Building, Room B206

Emily Quade, Monterey Institute of International Studies

This workshop for the elementary classroom will provide fun, hands-on, practical, center ideas and materials that are easily made (make & takes) and shared. These center ideas can be differentiated to a variety of abilities and ages. They are strategies to keep students engaged, on task and productive.

Demonstration Presentation (45 minutes)
E

Morse Building, Room B104

 

Resources

Quade 1_handout (.docx)

Quade 2_apples to apples green cards (.docx)

Quade 3_Apples to Apples green (.docx)

Quade 4_apples to apples red cards (.docx)

Quade 5_Apples to Apples red (.docx)

Quade 6_center reading log (.doc)

Quade 7_guided_reading_ring_SP (.doc)

Quade 8_leer con reloj (.pdf)

Quade 9_letter tiles palabra magica (.doc)

Quade 10_listening center ws ENG (.pdf)

Quade 11_ring cards (.doc)

Quade 12_Scattergories letter tiles (.docx)

Quade 13_Scattergories lists (.docx)

Jennifer Bixby, Oxford University Press

English Language Learners at the secondary and community college level can achieve more success by instruction that blends language skills and academic skills.  We will suggest ways that ESL teachers can promote critical thinking and language skills with a learner centered approach using student learning outcomes (SLO).

Publisher Presentation (45 minutes)
E

Morse Building, Room B105

Session Resources

Bixby 1c_Success_Skills_Oxford_Q-Series_CATESOL_11-13-10 (.pdf) NOTE: 15 MB

Bixby slide 1

Bixby 1c_slide 1

Wing Cheung, Monterey Institute of International Studies
Philip J.  Standlee, Monterey Institute of International Studies

This collaborative action research project investigated what two teachers could do to raise their Japanese university students’ willingness to communicate in an English immersion program. Four phases of interventions were undertaken, involving task types and management of group settings, to get students interacting not only in the classroom, but also in their local community.

Paper Presentation (45 minutes)
S, CC, C/U, IEP, A, IC

Morse Building, Room B209

Sumanee Pinweha, Chulalongkorn University, Thailand

This study investigates the effects of Differentiated Instruction via Computer Mediated Oral Communication on Thai undergraduate students’ English speaking proficiency and communication strategies. Data obtained from oral pretests and posttests and analyses of students’ voice chats and audioblogs reveal significant improvement and extensive use of communication strategies.

Paper Presentation (45 minutes)
C/U, TELL

Morse Building, Room A203

Joan Polster, CASAS
Susana van Bezooijen

Current funding initiatives require that we more fully prepare ELL students for transition to employment and postsecondary education. New assessment tools identify both soft and academic skills that help ELL students get entry level jobs. Participants will learn about the current transition initiatives and implementation strategies.

Demonstration Presentation (45 minutes)
CC, A
Morse Building, Room B108

Xueting Wang, Monterey Institute of International Studies

Technology, especially web 2.0, has brought all kinds of possibilities to language classrooms. This presentation will introduce the use and the pedagogical implications of 8 multimedia tools in teaching ESL/EFL speaking, including using images, videos, online open sources and online social network.

Paper Presentation (45 minutes)
C/U, TELL

Morse Building, Room A203

Resources