Empowering ELLs: Equity, Engagement, Enrichment

Transcription

New York State Teachers of English to Speakers of Other Languages
44th Annual Conference
Empowering ELLs:
Equity, Engagement, Enrichment
November 14-15, 2014
Hilton Albany
Albany, NY
#NYSTESOLAC14
TABLE OF CONTENTS
NYS TESOL LEADERSHIP TEAM
2013-2014
2013-2014 NYS TESOL Leadership &
Conference Information............................................................1
2014 Conference Team.............................................................3
NYS TESOL President’s Letter................................................5
NYSABE President’s Letter.....................................................6
Friday Award’s Dinner Information..........................................7
2014 Featured Keynote Speakers........................................ 9-10
Friday At-a-Glance............................................................ 11-14
Saturday At-a-Glance........................................................ 15-18
Friday Concurrent Sessions.............................................. 21-32
Friday Poster Sessions...................................................... 27-29
Saturday Concurrent Sessions........................................... 33-44
Saturday Poster Sessions.................................................. 39-42
Virtual Presentations...............................................................44
Student Essay Contest Winners &
Honorable Mention Essays............................................... 45-49
Thank You to our Supporters..................................................50
Past Presidents & Conferences...............................................52
Index of Presenters...................................................................54-57
Hotel Plan....................................................... Inside back cover/59
Susanne Marcus, President
Robin Finnan-Jones, First Vice President
Sarah Elia, Second Vice President/Conference Chair
Valentina Portnov, Second Vice President-Elect
Rebekah Johnson, Immediate Past President
Catherine Box & Tilla Alexander, SIG Co-Coordinators
Christine Jacknick, Regions Coordinator
Julie McCarthy, Assistant Regions Coordinator
Maureen P. Edmonds, Membership Chair
Angie Kassab, Assistant Membership Chair
Kate Johnson & Juliet Luther,
Curriculum and Standards Co-Chairs
Alexandria Wolochuk, Professional Concerns Chair
Melodie Valenciano, Assistant Professional Concerns Chair
Fran Olmos, Publications Committee Chair
Cara Tuzzolino Werben, Elizabeth Fonseca,
Ann Wintergerst, Ceil Goldman,
Idiom Editors
Rebekah Johnson, Laura Baecher, Lubie Grujicic-Alatriste,
NYS TESOL Journal Co-Editors
Mark Aaron Polger, Technical Support Specialist
Jedediah Palmer, Promotions Manager & Exhibitor Liaison
L. Jeanie Faulkner,
Treasurer/Director of Marketing and Outreach
Cynthia Wiseman, Business Manager
GENERAL CONFERENCE
INFORMATION
Region Leaders
Registration Badges must be visible at all times. They indicate
that you are a paid conference attendee, as well as the date(s) of
your participation.
Elaine Roberts, NYC Region Co-Chair
Tamara Kirson, NYC Region Co-Chair
Adrienne Viscardi, Hudson Valley Chair
Denise Góñez-Santos, Buffalo Chair
Katherine Pazmiño, Rochester/Syracuse Co-Chair
Laura Stevens, Rochester/Syracuse Co-Chair
Aristea Lucas, Long Island Chair
Jacqueline Nenchin, Long Island Assistant Chair
Liz Allen, Capital District Co-Chair
Anne Heupel, Capital District Co-Chair
Concurrent Sessions are indicated in the At a Glance Schedules
and the Concurrent Sessions Description pages. These pages
include the exact times and rooms of the sessions, the
presenters, as well as the abstracts of the presentations. A map
of the hotel is located on the last page of this program. As a
courtesy to both the presenters and the participants, please
arrive promptly to the sessions.
Exhibitors consist of a variety of publishers or companies
who will be displaying their educational materials and/or
instructional aids. They will be located on the lower level of the
hotel...The Exhibit area will be open from 8:00am-5:00pm.
SIG Leaders
Ravneet Parmar, Adult Education Co-Chair
Bernadette Forward, Adult Education Co-Chair
Meghan Odsliv Bratkovich, Applied Linguistics Chair
Laura Kaplan, Bilingual Education Chair
Lisa Wittek, Elementary Education Chair
Lubie Grujicic-Alatriste, Higher Education Co-Chair
Ashley Fifer, Higher Education Co-Chair
Christine Susskind, Secondary Education Chair
Carmen Luciano, Special Education Chair
Laura Baecher, Teacher Education Chair
Melissa Duquette, Teaching English Internationally Chair
Meal Tickets are included with your Pre-Registration Package,
if purchased. A limited number of meal tickets, if available,
may be purchased at the Registration Desk at the Conference.
Conference attendees without meal tickets may dine at the
hotel’s restaurant or restaurants nearby.
Evaluations provide us with valuable information that helps
NYS TESOL in the planning of future conferences. Your
feedback is important to us. Please complete the evaluation
forms found in your conference bag, and deposit in the box
located at the Registration Table.
Special Committees
The Annual NYS TESOL Membership/Executive Board Meeting
will be held on Saturday at 5:00pm. All participants are
welcome and encouraged to attend.
Meredith Van Schuyler, Awards Committee Chair
Linda A. Pelc, Nominating Committee Chair
Joanne Beard, James E. Weaver, Annual Fund Manager
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NYS TESOL
NYS TESOL
New York State Teachers of English to
Speakers of Other Languages
is New York State’s leading authority on best practices
and professional development for ESOL practitioners. We
devote our energy to helping you be as successful as you
can be with your students.
Pass the word on to your colleagues and friends about how
NYS TESOL has helped you and encourage them to join today!
http://www.nystesol.org
NYS TESOL
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2014 CONFERENCE TEAM
Sarah Elia
Conference Chair
Tilla Alexander
Catherine Box
Christine Jacknick
Julie McCarthy
SIG/Region Social Hour Chairs
Valentina Portnov
Assistant Conference Chair
Teale LaBarbera
Proposal Chair
Mario Rimoldi
Superior Audio Visual
Audiovisual/Technology
Melodie Valenciano
Scheduling Chair
Maureen P. Edmonds
Dale Edmonds
Sarah Elia
Christine Jacknick
Scheduling Committee
Jessica Dvorscak
Director of Group Sales /Meetings Manager,
Hilton Albany
Staples
Print Management
Maureen Edmonds
Virtual Presentation Chair
Jedediah Palmer
Exhibitors, Sponsorships, Advertisements
Julio Batista
Jody Sperling
J-Unit Karaoke
Alexandria Wolochuk
Volunteers Chair /Evaluations
Mark Aaron Polger
Web, Email, & Listserv Administration
Fran Olmos
Registration Chair
44th Annual NYS TESOL Conference
Proposal Review Committee
Maureen P. Edmonds
Cynthia Wiseman
Onsite Registration
Teale LaBarbera
Proposal Chair
Barbara K. Slocum
Conference Program Book
Patty Barry
Joanne Beard
Amy Chapman
Joy Daniels
Maureen P. Edmonds
Sarah Elia
Robin Finnan-Jones
Kate Johnson
Angie Kassab
Anne LaBarbera
AudreyMurphy
Fran Olmos
Aiko Pletch
Eileen Rogers
Jen Scully
Denise Toia-Kramer
CynthiaWiseman
Proposal Readers
Sarah Elia
Conference Book Cover
Mayra Vendramim
Logo Graphic Designer
Tilla Alexander
Catherine Box
Student Essay Contest
Patty Barry
Amy Chapman
Sarah Elia
Christine Jacknick
JulieMcCarthy
Cara Tuzzolino-Werben
Student Essay Readers
Meredith Van Schuyler
Awards
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L. Jeanie Faulkner
Fran Olmos
Advisors
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NYS TESOL
Keep the
Conversation
Going!
Colleagues!
Let the NYS TESOL Annual Conference be the start of a year-long conversation on
how to improve and strengthen ESL education in New York State. Stay connected
throughout the school year (and over the summer)!
There are many ways to
get involved in the conversation!
NYS TESOL E-list
Need a quick answer to a pressing
issue? Share your ideas and questions
about ESL education via our public
listserv. Great ideas from those who
know ESL!
[email protected]
Discussion Circles
Members can create their own or join
existing topic specific discussions on
the Members Only Website.
www.nystesol.org
This is your one-stop-shop for all
things NYS TESOL. Upcoming
events, job vacancies and membership
benefits are all available at the click of
your mouse.
[email protected]
NYS TESOL
Idiom
This quarterly professional NYS TESOL publication
now online, presents articles on a number of topics
related to TESOL educators.
[email protected]
http://idiom.nystesol.org/Fall2014.html
NYS TESOL Journal
The NYS TESOL Journal is the official journal of
the New York Association of Teachers of English to
Speakers of Other Languages (NYS TESOL). It is a
refereed academic journal published biannually each
winter and summer.
Articles focus on theory, research, pedagogy, and
educational policy related to the teaching of English
to speakers of other languages, including U.S.-born
bilinguals, “generation 1.5” students, immigrants, and
international students. Articles may focus on any educational level, from kindergarten to university, as well
as on adult school and workplace literacy settings.
http://journal.nystesol.org
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November 14, 2014
Dear NYS TESOL Members, Colleagues, and Friends,
Welcome to NYS TESOL’s 44th Annual Conference! The theme of this year’s conference is Empowering ELLs: Equity, Engagement, Enrichment. This past year has been one of empowerment of our ELLs in
educational settings. This was due, in part, to the new Blueprint for ELL Success and the newly published
amendments to Part 154. We are hopeful that these changes will help us to achieve our goals. Ensuring
equity in education for our ELLs is vital to a successful learning environment for every student, teacher,
parent and administrator.
Coordinating a statewide conference is a team effort. It could not have been achieved without the competent leadership of our conference chair, Sarah Elia, and her outstanding team. Conference committee
members have worked for the past year to develop a successful event, and I am deeply grateful for their
volunteer efforts. Thank you also to Linda Pelc, Nominations Chair, and Meredith Van Schulyer, Awards
Chair.
As my second year as President comes to an end, I wish to express my gratitude to all for entrusting me
to guide NYS TESOL. This extra year of my presidency has enabled me to grow both professionally and
personally. I have witnessed the move from paper to online-voting, the print version of Idiom to digital,
and the launch of the peer-reviewed NYS TESOL Journal. Also, the increased collaboration with NYSABE
and other like-minded advocacy organizations has strengthened NYS TESOL’s advocacy efforts. Key for all
of us is to collaborate and communicate with one another. We are each enriched when we give the time to
engage with others. My past two years as president are nicely summed up in our 2014 Conference theme
-- Equity, Engagement and Enrichment!
Enjoy the conference!
Yours in NYS TESOL,
Susanne Marcus
President
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NYS TESOL
NEW YORK STATE ASSOCIATION FOR BILINGUAL EDUCATION
New York University
Metropolitan Center for Research on Equity and the Transformation of Schools
726 Broadway, 5th Floor
New York, NY 10003
Tel: 212-998-5104 Fax: 212-995-4199
www.nysabe.net
Executive Director
Nancy Villarreal de Adler
2014-2015
EXECUTIVE BOARD
President
Dr. Tatyana Kleyn
First Vice-President
Evelyn Arent
Second Vice-President
Dr. Marguerite Lukes
Secretary
Dr. Bahar Otcu-Grillman
Treasurer
Dr. Rosa Lien
Past President
Yazmín Torres
DELEGATE ASSEMBLY
Regional Delegates
Region I/Long Island
Iraida Bodré
Dr. Rosa Lien
Region II/ New York City
Vivian Bueno
Dr. Kate Menken
Region III/Mid-Hudson
Dr. Zoila Tazi
Region IV/Capital District
Janet Quiñónez-Eatman
Region V/Rochester
María Encarnación
Rose Mary Villarrubia-Izzo
Region VI/Western New York
Evelyn Arent
David Báez
Delegates-at-Large
Rosemarie Colón
Gregory Halzen
Dr. Marguerite Lukes
Dr. Maite Sánchez
Dr. Claire Sylvan
Parent-at-Large
Maria Kot
Language Delegates
Dr. Immaculee Harushimana,
African Languages
Md. Abdul Azad, Bengali
Monalisa Jean-Ferrari,
Haitian
Dr. Ved Malhotra, Hindi
Eva García, Spanish
Dr. Bahar Otcu-Grillman,
Turkish
NYS TESOL
November 14, 2014
Dear NYS TESOL Members,
On behalf of your sister organization, NYSABE, I wish you a productive and
powerful 44th annual conference! The theme of Empowering ELLs: Equity, Engagement,
Enrichment could not be more timely as we are at a place where students’ home
languages and resources must be viewed as an asset. I am certain the speakers,
breakout sessions, and networking opportunities will empower and inspire everyone
to work towards the three E's: Equity, Engagement, and Enrichment.
The revisions of Part 154, which NYS TESOL worked tirelessly to advocate for in
collaboration with other organizations, sets the stage for greater equity for all
ELLs/bilingual learners. We must now continue to join forces to ensure
implementation on the ground level. And having just completed our joint
celebration of the 40th anniversary of the Lau vs. Nichols court decisions – in
collaboration with St. John’s – I am hearted by the renewed commitment to
ensuring that this piece of legislation is enacted as it was originally intended.
I wish you a wonderful conference and look forward to our continued collaboration
and advocacy efforts to better educate our students who populate ESL and bilingual
programs across NY State!
Sincerely,
Tatyana Kleyn
President, NYSABE
Centered on Bilingual Learners
March 12-14, 2015 - Crowne Plaza Hotel - White Plains, New York
www.nysabeconference.net
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NYS TESOL Awards Presentation
Exceptional
NYS TESOL
Teachers &
2014 Professionals
Friday Dinner • 7pm-11pm
The James A. Lydon Distinguished Service Award
Honors a member with a distinguished record of service to NYSTESOL as exemplified by
the late James A. Lydon, our 17th president. The recipient must be one who has rendered
long term service to NYSTESOL in a variety of capacities beyond the duties of an office.
Presented to:
Dianne Matos Craig
Outstanding Teacher Award
Honors an excellent teacher in our profession who engages students in productive learning and promotes their social emotional needs inside and outside the classroom.
Presented to:
Nora Upton
Guilderland Elementary School
Lifetime Achievement Award
Honors a NYS TESOL member who is retiring after a long established career
in ESOL teaching and dedication to the profession.
Presented to:
Gay Brookes
Borough of Manhattan Community College
James E. Weaver Memorial Award
Honors students in pursuit of a teaching degree in TESOL who have demonstrated
excellence in coursework and commitment to the field.
Presented to:
Cassi Park
Teachers College, Columbia University
Entertainment by J-Unit Karaoke
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NYS TESOL
NYS TESOL
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Dr. Helaine W. Marshall (Friday lunch) is Director of Language Education
Programs and Associate Professor of Education, Long Island University- Hudson,
at Rockland and Westchester Campuses. She teaches courses in T SOL, Linguistics,
and Multicultural Education in face-to-face, online, and flipped learning formats.
Dr.Marshall wrote and directed a National Institute for Literacy Bilingual Adult Literacy Grant and has developed programs for secondary and adult students with
limited or interrupted formal education. She is the co-author of Making the Transition: Culturally Responsive Teaching for Struggling Language Learners and Breaking
New Ground: Teaching Students with Limited or Interrupted Formal Education. Her
other research interests include nontraditional approaches to the teaching of grammar and the incorporation of instructional technology in language teaching. She has
published in Preventing School Failure, Urban Review, and TESOL Journal among
others. Dr. Marshall serves on the boards of the NYS TESOL Journal and the Flipped
Learning Network.
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Friday
Angelica Infante (Friday morning) is the Associate Commissioner for
Bilingual Education and Foreign Language Studies at NYS Education Department. Her office provides guidance to over 625 districts, Charter Schools and
Non-Public Schools, and implements educational programs and services for over
300,000 LEP/ELL students in New York State. Prior to her position she was the
Chief Executive Officer of the NYCDOE’s Office of English Language Learners
(ELLs) in the Division of Students with Disabilities and ELLs, setting policies
and implementing programs that have an impact on more than 150,000 ELLs
each year. She also served the Department in a variety of instructional leadership
positions, including Deputy Director in the Office of ELLs, and Region 10 ELL
Regional Instructional Specialist in professional development, instruction, and
compliance. Ms. Infante began her career as a bilingual classroom teacher in the
South Bronx before moving to Community School District 6 in the heart of Washington Heights in 1995. As a dual language teacher, she worked to maintain and
expand students’ native language and culture. As a dual language project director, she worked to create a curriculum in two languages that met the specialized
learning needs of the Dominican community. She has also served as Director of
the Early Childhood Center located at The George Washington High School Campus, Assistant Principal, and Bilingual Coordinator. Ms. Infante created a middle
school for SIFE and newly arrived ELLs. Under her leadership more than 100
bilingual programs were opened in NYC.Ms. Infante has also served as an adjunct
professor, and she also holds an M.A. in Education and in School Administration
& Supervision from Mercy College. She is currently serving on Stanford University’s Understanding Language – a committee which guides the work on ELLs and
the Common Core.
Plenary & Keynote Speaker
Friday Plenary & Keynote Speakers
NYS TESOL
Saturday Plenary & Keynote Speakers
Keynote Speaker
Saturday
NYS TESOL
Connie Perdreau (Saturday morning) is the Director of the Haggerty
English Language Program at the State University of New York (SUNY) in New
Paltz, a position she has held since 2008. She is the Director Emerita of Education Abroad at Ohio University, where she served in international education
for more than 30 years prior to returning to her hometown of Beacon. Connie
is one of the founders of Ohio TESOL and served as its president in 1978-79. In
addition, she was a founder of Black Professionals and Friends in TESOL. She
is past national Chair of Administrators and Teachers in English as a Second
Language, and she is a past president of NAFSA: Association of International
Educators (1996-97), the first African American and first person of color to
hold this distinction in America. Connie has made more than 100 academic
presentations in ESL, Study Abroad, and International Education.
Dr. Carol Numrich (Saturday lunch) is Senior Lecturer and Associate Director for Faculty Search, Development and Review at the American
Language Program, Columbia University. Over the years, she has led many
teaching teams in the ALP’s Intensive Program, taught many part-time English
courses at the university and traveled internationally to train and consult with
language teachers.
From 1993 to 1996, Numrich was Visiting Professor at Columbia’s Teachers
College, where she directed the M.A. Program in TESOL and taught graduate courses in pedagogy. She helped to develop and coordinate the International Teaching Assistant Program at Columbia, in which she taught doctoral
students in the sciences for several years. She also helped design the summer
TESOL Certificate Program, in which she taught two of the required courses.
Numrich has chaired and helped organize several committees for TESOL as
well as coedited a column from the TESOL Journal. She is the author of Face
the Issues, Consider the Issues, Raise the Issues, textbooks written in cooperation with National Public Radio, and Tuning In. She is also the co-editor for
NorthStar series (Pearson Longman), which is now in its 4th edition. Numrich
holds an Ed.D. and M.A. from Teachers College, Columbia University and a
B.A. from S.U.N.Y at Buffalo.
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Friday
Event
Room
Conference Registration
Continental Breakfast co-sponsored by
Governor AB
7:30am-9:30am
Elizabeth Claire/Easy English News
8:30am-5:00pm
Exhibitors/Publishers
East/West Gallery
Welcome & Plenary : Angelica Infante – Associate
8:30am-9:20am
Commissioner for Bilingual Education and Foreign
Governor AB
Languages Studies: NYS Department of Education
Fiction Reading with a Twist: Maximizing Student Engagement and
Governor C
8:45am-9:20am
Comprehension; Elaine Soffer/HE
How College Professors Construct the ELL Experience;
Governor D
8:45am-9:20am
John Beaumont/HE
The World is Your Classroom – Teach with U.S. Embassies
Governor E
8:45am-9:20am
Worldwide; Benjamin Perdue/HE
Homework that Works! Creating Learner Autonomy;
Hudson Ballroom
8:45am-9:20am
Judy Trupin/HE
Fostering Chinese ESL Learning in China
Chambers
8:45am-9:20am
Through New Teaching Strategies; Yue Liu/TEI
9:20am-9:30am
BREAK
Writing and Reading at the Core – A Tool for ELLs;
Governor E
9:30am-10:40am
Madeline Franco-DeFaria/BE
9:30am-10:40am Making Reading Workshop Work for ELLs; Denise Toia-Kramer/EE
Chambers
9:30am-10:40am Secondary ELLs and Engagement with the CC; Pam Knittel/SE
Hudson Ballroom
Academic Vocabulary in Ells
9:30am-10:40am Developing
Governor C
through Task-Focused Instruction; Michael Perrone/TE
“Making Learning Visible: Environmental Immersion
Governor D
9:30am-10:40am
and ELLS”; Christine Pearsall/EE
X-Word Grammar: Engaging our Students in the Basics;
Anteroom
9:30am-10:40am
Tamara Kirson/HE
Enriching Teachers: Strategies for Guiding Teachers
State A
9:30am-10:40am
to Deeper Reflection; James Stakenburg/TE
Adding Experiential Learning to Empower ELLs Outside the ELL
State B
9:30am-10:40am
Classroom; Regina Dahlgren Ardini/HE
"Trauma-informed" Teaching: Lessons in Engagement
Capital A
9:30am-10:40am
from Survivors of Torture; Meghan Holtzman/TE
Differentiated Instruction and the Common Core
Capital B
9:30am-10:40am
for Adult ESOL; Thomas Dare/C/HE
Implementing Culturally Responsive Teaching and Critical Pedagogy
Empire B
9:30am-10:05am
for Adult Learners; Nan Frydland/TE
10:40am-10:50am
BREAK
10:50am-12:00pm Empowering ELLs through Acceleration Options; Nancy Silvestro/HE
Empire A
Fluency: Classroom Practices for Promoting L2 Speaker
10:50am-12:00pm Instructed
Empire B
Identity; Bede McCormack/AL
At-a-glance
Time
7:30am-4:00pm
NYS TESOL
Time
10:50am-12:00pm
10:50am-12:00pm
At-a-glance
10:50am-12:00pm
10:50am-12:00pm
10:50am-12:00pm
10:50am-12:00pm
10:50am-11:25am
10:50am-11:25am
10:50am-11:25am
10:50am-12:00pm
12:00pm-12:10pm
12:10pm-1:35pm
1:35pm-1:45pm
1:45pm-2:20pm
1:45pm-2:20pm
1:45pm-2:20pm
Friday
1:45pm-2:20pm
1:45pm-2:20pm
1:45pm-2:20pm
1:45pm-2:20pm
1:45pm-2:20pm
1:45pm-2:20pm
1:45pm-2:20pm
NYS TESOL
Event
Room
Implementing a SIFE Program at the Secondary Level;
Capital A
Elizabeth Reveiz/SE
Co-Teaching Partnerships: Moving Beyond the Basics;
Chambers
Maria Dove/EE
How to Tailor Activities to Different Proficiency Levels;
State A
Ravneet Parmar/TE
Coaching Content Area Teachers: Infusing Academic Language
Hudson Ballroom
Painlessly!; Cynthia Carlson/TE
A Historical Overview of New York State Education Department
Policies, Mandates and Initiatives on the Education of English
Governor C
Language Learners; Laura Kaplan/BE
Hosting a Salon: Laugh and Learn, Sip and Chat; Tamara Kirson/TE
Anteroom
K-12 Session Geared toward Using Technology in the Classroom;
Governor E
David Svedlow/SE
Adapting Texts for Secondary Emergent Bilingual Students;
Governor D
Jennifer Daddino/SE
Technology-Enhanced Mathematics Teaching and Learning for High
Capital B
School ELLs; Karen Gregory/TE
The Transcultural Development of Dual Language Graduates:
A Reciprocal Relationship between Language, Culture & Civic
State B
Identity Development; Ann Dealy/BE
BREAK
Plenary Luncheon, 9th Annual Student Essay Contest,
Keynote Speaker: Dr. Helaine Marshall, Equity Pedagogy through
Ballroom AB
Culturally Responsive Teaching and the Mutually Adaptive
Learning Paradigm - MALPTM
BREAK
Evaluating the Impact of Blended Learning on Performance and
Empire B
Engagement; Rebecca Jee/CAL
Pathways to a HS Diploma for ELLs; Abja Midha/SE
Empire A
Technology: Enrich Your Courses and Engage Your Students;
Governor D
Jessica Marchi/SE
Awareness of Teacher Power Dynamics in Memoir Writing Unit;
Governor E
Amanda Stessen-Blevins/SE
Learn about using McGraw-Hill Education’s LAS Links Benchmark
Assessments for Interim Assessments between NYSESLAT
Hudson Ballroom
Administrations.; Robert Starr/C
Strategies for Balancing Teacher Control and Exploratory Talk in
Capital B
ESL Classrooms; Ruey-Ying Liu/AL
Reexamine the Speech Act of Compliment Responses among
State B
Chinese; Lan Wang/AL
Lessons for Job Seekers from an IEP Search Committee Chair;
State A
James Phillips/HE
ESL Teacher Assessment Tool/ESL Teacher Development Guide;
Chambers
Sally Doran/TE
Stereotypes in Humor as a Springboard for Cross-Cultural
Anteroom
Discussions; John Rucynski Jr./HE
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2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
2:30pm-3:15pm
3:15pm-3:25pm
3:25pm-4:35pm
3:25pm-4:35pm
3:25pm-4:35pm
3:25pm-4:35pm
3:25pm-4:35pm
Making Use of the Tools in a Learning Management System;
Aiko Pletch/ HE
Unpacking the Content; Patricia Christian, Yanick Frederic/EE
Options for ELLs after High School; Pam Knittel/SE
Perceptions on Accents: Don’t Judge a Book by its Cover; Sara Vitez/AL
BREAK
Engagement with Text Beyond the Summary: Getting Students to
Respond Critically; Rebekah Johnson/HE
Creating Reading & Writing Academic Success for Career, TASC &
College Readiness; Michelle Velissariou/C/HE
A Close Viewing Experience; Amanda Moody/SE
Grammar Games: Enrichment with X-Word Grammar;
Tamara Kirson/HE
Empowering & Engaging ELLs through Art: Where’s the Mathematical
Practices?; Carol Melo/EE
Room
East/West Gallery
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Governor C
Capital B
Empire A
Empire B
Hudson Ballroom
Governor D
3:25pm-4:35pm
Enriching Teachers: How to Successfully Create New Teacher
Orientation Sessions; Autumn Westphal/TE
3:25pm-4:35pm
Schoolwide Strategies for ELLs to Become College and Career Ready;
Maria Dove/SE
Chambers
3:25pm-4:35pm
Teaching Common Grammatical and Pronunciation Mistakes by
Spanish Speakers; Marcie Smith/TE
Capital A
3:25pm-4:35pm
Grammar for the Real World; Laura LeDrean/SE
Anteroom
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At-a-glance
2:30pm-3:15pm
Event
BREAK
Exhibitor Coffee Hour
Teaching Pragmatics to Asian ELLs; Jihoon Lee/TEI
The Relationship between Immigrant Parents' and their Children's
Second Language Proficiency; Cassi Park/BE
Guided Notetaking: Does it Influence ELLs L1 Use or Not?;
Csilla B. Korbl/HE
Achieving Equality through Collaboration; Kerri Bohringer/SE
Empowering Emergent Bilinguals through Engagement in Virtual
Communities; Jane Ragno/SE
Building Bridges – Crossing Borders: A Special ESL Experience;
Jasmin Cowin/SE
Empowerment through Presentation Projects that Explore Community
Resources; Mary Staub/TE
Using Immediate Oral Reflections to Gauge ESL Teachers’ Adaptive
Expertise; Chelsea Walter/TE
Engaging English Learners in Collaborative Writing in a Tutoring
Program; Zaline M. Roy-Campbell/EE
Making English Relatable through Pop Culture; Amy Chapman/HE
Evolving L1 Use in Note-Taking; Csilla B. Korbl/HE
Empowering ELLs and ESL Teachers through Collaborative Online
International Learning; Shannon Hilliker/TE
Governor C
Friday
Time
2:20pm-2:30pm
2:30pm-3:15pm
2:30pm-3:15pm
NYS TESOL
Time
3:25pm-4:35pm
3:25pm-4:35pm
At-a-glance
4:35pm-4:45pm
4:45pm-5:20pm
4:45pm-5:20pm
4:45pm-5:20pm
4:45pm-5:20pm
4:45pm-5:20pm
4:45pm-5:20pm
4:45pm-5:20pm
4:45pm-5:20pm
4:45pm-5:20pm
5:20pm-5:30pm
5:30pm-6:30pm
6:35pm-7:00pm
7:00pm-11:00pm
Event
A Scaffolded Approach to Stating and Supporting a Claim;
Jennifer Phillips/HE
Get Support, Give Support: NYS TESOL & You;
Susanne Marcus, NYS TESOL President
BREAK
The Language of Mathematics: Empowering ELs in Common Core
Algebra; Gretchen Oliver, Bethany Reichen/SE
ELL Language Emergence and Production in Math and Science
Classrooms; Karen Gregory/SE
A Case Study on Dual Language Program – Challenges and Future;
Ya-Ning Hsu/BE
Using Authentic Texts with BSMP Students in Reading and Writing;
James Phillips/HE
Learning By Doing: Active Student Centered Projects Using Free
Technology; Jessica Marchi/SE
The Educational Trajectory of Secondary Newcomer ELLs;
Jennifer Scully/SE
Flipped Classroom Literacy Lessons: Automatic Differentiating
Instruction for ELLs; Robin James/EE
Increasing Confidence and Competence with Technology: Practical
Tools for the Classroom; Maureen P. Edmonds/HE
Digital Conversations: Students Using Email to Share Academic
Content Learning; Amy Gaddes/EE
BREAK
NYS TESOL SIGs and Regions Social Hour BREAK
President’s Dinner (Ticketed Event)
Annual Outstanding Educators Award Presentation
Friday
NYS TESOL
14
Room
State B
Governor E
State B
Anteroom
Governor E
State A
Governor C
Capital B
Chambers
Empire A
Governor D
Hudson Ballroom
Governor A
8:00am-8:35am
8:00am-8:35am
8:00am-8:35am
8:00am-8:35am
8:00am-8:35am
Room
Continental Breakfast co-sponsored by Pearson ELT
Exhibitors and Publishers
Governor AB
East/West Gallery
The World is Your Classroom – Teach with U.S. Embassies
Worldwide; Benjamin Perdue/HE
Empowering ESL Learners in the Physics Classroom through
Summary Writing; Weier Ye/HE
Form, Meaning and Gender Bias in Dichotomous Grammar Items;
Qie Han/AL
Engaging English Language Learners through Environmental
Practices; Amy Finegold/EE
Writing for NYS TESOL Publications; Cara Tuzzolino-Werben/NS
8:35am-8:45am
Capturing the Concept of Voices through Literature;
Mary Carpenter/AL
Gender and Second Language Use in a Newcomer ESL Class;
Stephanie Chiu/AL
Empowering ELLs through Community Engagement: "Reading
Buddies"; Christine Susskind/SE
BREAK
8:45am-9:20am
Plenary: Connie Perdreau, “You’ve always had the power, Dorothy.”
9:20am-9:30am
BREAK
Sustained Professional Development for Common Core
Implementation: One Network's Journey; Robin Finnan-Jones/TE
Aligning Teaching, Learning and Assessment with the Common
Core; Fernando Zaike/SE
8:00am-8:35am
8:00am-8:35am
8:00am-8:35am
9:30am-10:40am
9:30am-10:40am
9:30am-10:40am
9:30am-10:40am
Providing Rigor for English Language Learners; Dawn Ulley/EE
A Practical Guide to Empowering ELLs Online; Olga Bichko/TE
9:30am-10:40am
Curriculum Development and Teaching Approaches from a Refugee
Newcomer Academy; Mary Jane Curry/SE
9:30am-10:40am
9:30am-10:40am
9:30am-10:40am
9:30am-10:40am
9:30am-10:40am
9:30am-10:40am
NorthStar Lights the Way to Student Achievement; Carol Numrich/HE/C
In Their Own Words: International Student Perspectives;
Cynthia Carlson/TE
Fun with the Fab Four and the Four Skills; Cara Tuzzolino-Werben/HE
Engagement with Text Beyond the Summary: Getting Students to
Respond Critically; Rebekah Johnson/HE
Portfolios and Learning Quilts: Alternative Assessment;
Lesley Painter-Farrell/HE
Flipped Learning: From Theory to Practice; Helaine Marshall/SE
15
Empire B
State A
Chambers
Hudson Ballroom
Capital A
At-a-glance
7:30am-1:00pm
7:30am-9:30am
8:30am-5:00pm
Event
Governor C
Governor E
Governor D
Governor AB
Hudson Ballroom
Governor D
Governor C
Empire B
Capital B
State B
Governor E
Chambers
Capital A
State A
Saturday
Time
Anteroom
NYS TESOL
Time
10:40am-10:50am
Event
Room
BREAK
At-a-glance
10:50am-11:25am
Task-Based Grammar Projects: Engaging and Empowering
University IEP Students; Lisa Lewis/HE
Anteroom
10:50am-12:00pm
Engaging Minds and Enriching Language;
Jennifer Stengel-Mohr/EE
Governor E
10:50am-12:00pm
The Talk Toolbox: Rethinking Talk in Your Classroom;
Christine Jacknick/AL
10:50am-11:25am
10:50am-11:25am
10:50am-11:25am
10:50am-12:00pm
10:50am-12:00pm
10:50am-12:00pm
10:50am-11:25am
10:50am-12:00pm
10:50am-12:00pm
12:00pm-12:10pm
12:10pm-1:20pm
1:20pm-1:30pm
Saturday
1:30pm-2:05pm
Inspiring Motivated and Self-Regulated L2 Writers through
Capital B
Portfolio Assessment; Kevin Wong/TEI
Literacy and Cultural Adaptation Strategies for Young ESL
State A
Immigrants; Qisi Zhang/AL
Learn about using McGraw-Hill Education’s LAS Links Benchmark
Assessments for Interim Assessments between NYSESLAT
Empire B
Administrations.; Robert Starr/C
Differentiated Instruction and the Common Core for Adult ESOL;
State B
Thomas Dare/C/HE
A Historical Overview of New York State Education Department
Policies, Mandates and Initiatives on the Education of English
Governor D
Language Learners; Laura Kaplan/BE
Enriching the ESL Classroom with QR Codes; Tristan Thorne/HE Hudson Ballroom
Conversations across TESOL Teacher Ed Programs;
Chambers
Laura Baecher/TE
Secondary ELLs and Engagement with the CC; Pam Knittel/SE
Capital A
Step Up to Writing for English Language Learners;
Governor C
Elena Zelfond/EE
BREAK
Lunch & Plenary Speaker: Dr. Carol Numrich, “Are ESL teachers
missing the boat to student achievement? Five pedagogical
Governor AB
challenges and solutions”
BREAK
Equity, Engagement, Enrichment in Teacher Preparation
State A
Programs; Amanda Brown/TE
1:30pm-2:40pm
Production-Oriented Preparation Tasks to Enhance Language
Learning and Performance; Andrea De Toledo/AL
1:30pm-2:05pm
Learning By Doing: Active Student Centered Projects Using Free
Technology; Jessica Marchi/SE
1:30pm-2:05pm
1:30pm-2:05pm
1:30pm-2:40pm
1:30pm-2:40pm
NYS TESOL
Empire A
Lessons for Job Seekers from an IEP Search Committee Chair;
James Phillips/HE
What Skills are Involved in Summary Writing?;
Hyun-Joo Kim/AL
Core Instructional Routines to Support K-5 ELLs' Literacy
Development; Andrea Honigsfeld/EE
Different Conceptualizations of Academic Language in Standards
and Assessments; Laura Baecher/TE
16
Capital A
Governor E
Empire B
Empire A
Governor D
Chambers
1:30pm-2:40pm
2:40pm-2:50pm
2:50pm-3:40pm
2:50pm-3:40pm
2:50pm-3:40pm
2:50pm-3:40pm
2:50pm-3:40pm
2:50pm-3:40pm
Room
Anteroom
Capital B
Hudson Ballroom
East/West Gallery
Governor C
Governor C
Governor C
Governor C
Governor C
2:50pm-3:40pm
The Effect of Enrollment in a Canine Assisted Reading Therapy
Program on English Language Learners; Bridget McElroy/EE
Governor C
2:50pm-3:40pm
2:50pm-3:40pm
ESOL: Easy Steps of Learning; Olga Pagieva/TE
Guided Notetaking: Does it Influence ELLs L1 Use or Not?;
Csilla B. Korbl/ HE
Empowering Emerging Writers with Wikis; Rich Lauria/ HE
Rhetorical Mode through Grammar, Lexis, and Cohesion;
Shannonine M. Caruana/ HE
Governor C
Governor C
2:50pm-3:40pm
2:50pm-3:40pm
Governor C
Governor C
2:50pm-3:40pm
Engaging Adult Students towards Pronunciation Proficiency;
Tilla Alexander/TE
Governor C
2:50pm-3:40pm
2:50pm-3:40pm
Addressing Poverty With Theme-Based Units; Marie Schor/EE
Authentic Learning: Bridging the Gap of Knowledge and Action in
South African Higher Education; Hlaviso Motlhaka/TEI
Governor C
Governor C
2:50pm-3:40pm
Creating a Teacher Trainer Manual to Empower Non-Native English
Speaking Instructors; Michelle Rossman/TE
Corrective Feedback: How Can it Empower Our Students?;
Lesley Painter-Farrell/ TE
Digesting New Ideas for Our Futures: Exploring Health and
Medicine; Jason Davis/ HE
Making Use of the Tools in a Learning Management System;
Aiko Pletch/HE
Governor C
2:50pm-3:40pm
2:50pm-3:40pm
2:50pm-3:40pm
17
At-a-glance
1:30pm-2:40pm
Event
Materials and Free Trainings to Increase Adult ESL Program
Sustainability; Marcie Smith/TE
How to Tailor Activities to Different Proficiency Levels;
Ravneet Parmar/TE
Argument Mapping: How to Text an Essay; Bruce Stirling/HE
BREAK
Teacher as Researcher: Empowering English Language Learner;
So Lim Kim/BE
Simplified and Authentic Versions of a Text and Reading
Comprehension; Darshani Singh/SE
Making English Relatable through Pop Culture; Amy Chapman/HE
Engaging Peer Tutoring and Conversation Practice; Kerri
Bohringer/SE
Increasing Engagement with Current Events and Technology;
Kerri Bohringer/SE
Governor C
Governor C
Governor C
Saturday
Time
1:30pm-2:40pm
NYS TESOL
Time
3:40pm-3:50pm
3:50pm-5:00pm
At-a-glance
3:50pm-5:00pm
3:50pm-5:00pm
3:50pm-4:25pm
3:50pm-5:00pm
3:50pm-5:00pm
3:50pm-5:00pm
3:50pm-5:00pm
3:50pm-4:25pm
3:50pm-4:25pm
5:00pm-5:10pm
5:10pm-6:00pm
Event
BREAK
Engaging ESOL Students to Improve Pronunciation Proficiency;
Ravneet Parmar/TE
Muslim, Arabic-Speaking Students in the American Classroom;
Jory Samkoff/EE
Creating a Non-Heteronormative Environment in an Adult ESL
Classroom; Raoul Calleja/TE
Empowering ELLs through Engaging Read-Alouds; Faith Tripp/EE
Teaching Practical Information about Laws, Finances, Culture and
Education; Marcie Smith/TE
MOOCs for English Language Teaching and Training;
Abigail Bruhlmann/TE
Creating Workshops: From Conference to In-School Professional
Development; James Stakenburg/ TE
911: Students in Distress; Caitlin Morgan/ HE
Using Visual Thinking Strategies with ELLs and Special Education
Students; Paula Gaul/ TE
Building English Learners' Academic Conversation Skills for the
Common Core; Constance Dziombok/AL
BREAK
EB Meeting
Room
Hudson Ballroom
State B
Capital A
Governor E
Empire B
Anteroom
Capital B
Empire A
Governor D
Chambers
Governor C
Save the Date!
Saturday
The 45th Annual NYS TESOL Conference
Emerging Global Literacies in
Language and Technology
November 13-14, 2015
Crowne Plaza White Plains
White Plains, NY
NYS TESOL
18
Want to be a winner
with your ESL Classes?
Then go with a winner!
Easy English NEWS, Winner of the
Intellectual Contribution to Society Award
Presented by
Mensa’s Education and Research Foundation
Elizabeth Claire, Winner of the
President’s Award for Contribution to the Education
of English Language Learners
Presented by New Jersey TESOL/BEA
Easy English NEWS
Elizabeth Claire’ s
Easy
English
NEWS
February 2013
Volume XVIII Number 6
See page 10 for prices and ordering information.
Will the U.S. have a new
immigration law?
President Obama and Congress* have
promised to change the U.S. immigration
laws soon. Many of the current* laws
were passed in 1996. They are not
working very well.
Many people come each year to the
United States. Some come legally as
permanent* residents*. Some come
as tourists* or guest workers and
overstay* their visas*. Other people
cross the borders* illegally. About 10
million people now live in the United
States without legal papers.
2. To bring in people with
skills* that are valuable*
to the U.S. economy.
3. To save refugees*
from death or danger in
their home countries.
The current law lets
675,000 immigrants per
year come to the U.S. as
permanent residents. Legal
permanent residents (LPRs)
have “green cards.”
Three purposes of immigration
Family visas
1. To bring in the families of U.S.
citizens and permanent immigrants who
are already in the U.S.
Citizens or permanent
residents can petition* for their
relatives* to get visas to come here.
There are 480,000 family-based visas
every year. These are usually for closest
family members: husbands, wives,
unmarried young children, and parents.
Words
in black print
with a star (*)
are in
WORD HELP
on page 12.
Immigrant family at a rally in Washington D.C. Bigstockphoto.com
Work visas
There are more than 20 types of visas
for temporary* workers: business
people, religious workers, athletes*,
entertainers*, diplomatic* employees,
(continued on page 10)
Flu Season
The flu* season* began
early this year. Hospitals were
seeing more flu patients* in
December and January than usual.
Emergency rooms are crowded*
with coughing people. Some
doctors say it is the worst flu in ten
years.
What is the flu?
What’s Inside?
What’s Inside?
Events in February ............. 2, 3
This Is Your Page ................... 4
Dr. Ali: Your Health:
I Believe in Miracles ........... 5
Ask a Speech Coach .............. 5
America the Beautiful:
Orlando, Florida .................. 6
Heroes and History:
The Reconstruction ............ 7
Idiom Corner ........................... 8
Crossword Puzzle................... 8
Funny Stuff ............................. 8
Answers to Puzzle ................ 11
Let’s Talk About It ................. 11
Word Help............................. 12
The word flu is short for
influenza. Influenza is an illness
caused by a virus*. People
with the flu have many of these
symptoms*: fever*, weakness,
muscle aches*, head ache, sore
throat, stuffy nose, and a cough.
Some people also have vomiting*
and diarrhea*.
How do people get the flu?
When a person with the flu
coughs or sneezes, the virus goes
into the air on
tiny droplets*. A
person nearby can
breathe in the tiny
droplets through
their nose. The flu
virus can also live
on doors, handles,
and other things
that people touch.
is a 12-page monthly newspaper for high school and adult
English language learners. Each month brings up-to-date content
area reading in current events, holidays, heroes, history, health,
civics, survival skills, humor, idioms, and puzzles. Short, simple
sentences, word help, and plenty of full-color photos make Easy
English NEWS comprehensible for intermediate students and up.
A subscription includes monthly teacher’s guides, reproducible
graphic organizers, quizzes, and more. Class discounts. Start any
time. No minimum. Money-back guarantee!
“Easy English NEWS
Between 15
million and 60
million people get
the flu each year.
In some years, the It looks like this young woman has the flu.
Bigstockphoto.com
flu is mild*. This
year’s flu seems to
hit many people pretty hard.
Preventing the flu
Keep your immune system* in good condition.
Eat healthful food. Avoid* sugar and sweets. Get
is the best material I have found for my ESL students.
There is so much variety, so much helpful and interesting information; the Word Help is
very useful. The citizenship information is excellent particularly for those who will be here
permanently. The Teacher's Guide is very helpful to me. When the school won't pay for it,
I pay for it myself.” --Sue Spector, ESOL Teacher, Project LEARN, Akron, OH
(continued on page 9)
“Easy English NEWS is a very useful tool in teaching complex concepts and ideas
to English language learners. It doesn’t "talk down" to students and it covers topics that are vital to an educated citizenry. It adds
vitality to the curriculum and I can adapt it to the levels of a wide range of learners. Keep up the good work.” --Melinda Sherman,
ESL teacher, Smithtown Central CS ABE/ESL, Smithtown, NY
“Easy English NEWS is like my closest pal. I learn a lot by reading this amazing newspaper. I love to learn about Heroes and
History. I love the Word Help. It helps me expand my poor vocabulary. When I read it, I don’t struggle for words...I squeeze this
paper by reading as much as I can. Thank you, Elizabeth Claire!” Maria Lopez
Call us and ask for free samples: 888-296-1090
Visit elizabethclaire.com for more information and order forms.
New York City Teachers: Our Vendor Number is EAS30000
19
NYS TESOL
SESSION TYPES
POSTER SESSION features successful lesson plans, projects and research studies.
Presenters stay near posters during scheduled session times to discuss their work and answer any questions.
WORKSHOP/DEMONSTRATION provides participants with “hands on” experience in developing methods and materials, analyzing research data, or solving a specific research/teaching problem. In a workshop,
there is very little lecturing by the leader(s); rather, the emphasis is on the participants doing something. A
demonstration describes or shows how to do something, e.g., a technique for teaching or testing language
which affects development of one or all of the four skills. (70 minutes)
PAPER tells about something you are doing in relation to theory and/or practice. Often, this type of information is presented using audio-visual aids and is accompanied by handouts. Papers are generally not read, but
spoken from notes. (35 minutes)
PANEL explores a specific issue from the different points of view expressed by the participants.
COMMERCIAL is a presentation of published materials by the author or publisher’s representative.
VIRTUAL PRESENTATION is a short prerecorded presentation intended to feature successful lessons,
projects, reports on work in progress, and/or research studies. Virtual Presentations will be broadcast on the
NYS TESOL website during the Annual Conference.
Strand Abbreviations
Adult Education
AE
Multilingual Education
ME
Applied Linguistics
AL
Non-Strand
NS
Bilingual Education
BE
Secondary Education
SE
Commercial
NYS TESOL
C
Elementary Education
EE
Higher Education
HE
Teacher Education
TE
Teaching English Internationally
TEI
20
7:30am-4:00pm
7:30am-9:30am
8:30am-5:00pm
8:30am-9:20am
Continental Breakfast co-sponsored by
Welcome & Plenary : Angelica Infante - Associate Commissioner
for Bilingual Education and Foreign Langauges Studies: NYS
Department of Education
Fiction Reading with a Twist: Maximizing Student Engagement
and Comprehension
8:45am-9:20am (35 minutes)
Governor A/B
East/West Gallery
Governor A/B
Governor C
HE/SE/AE
Looking for a way to monitor student reading comprehension while creating a high level of student excitement about
reading and discussing literature? Come explore a successful technique involving silent reading of short stories and
novels that uses student groups and pairs in a dynamic way.
Presenter(s): Elaine Soffer
How College Professors Construct the ELL Experience
Governor D
HE/TE
This presentation reports on a study that demonstrates how college composition instructors construct the identities of
their ELLs and English as a mode of academic communication. It highlights pertinent personal and pedagogical issues
expressed by instructors and how these issues may impact on student performance.
Presenter(s): John Beaumont
The World is Your Classroom – Teach with U.S. Embassies Worldwide
Governor E
C/HE
The English Language Fellow and Specialist Programs send highly qualified ESL teachers on paid teaching projects sponsored by U.S. Embassies all over the world. These programs offer unique professional development opportunities and can
greatly enhance your TESOL career. This presentation provides information on the programs and how to apply.
Presenter(s): Benjamin Perdue
Homework that Works! Creating Learner Autonomy
Hudson Ballroom
HE/AE/TE
Many adult English Language Learners receive six or fewer hours of instruction weekly. Yet research shows that more
time is needed to achieve fluency. This session will describe how creating study partners and the use of a homework
blog promote learner autonomy and augment classroom instruction.
Presenter(s): Judy Trupin
Chambers
TEI
This is a qualitative study employing descriptive survey and in-depth interviews to determine teaching strategies currently used by mainland China’s English teachers in ESL listening and speaking, and the most helpful strategies based
on student opinion. A new model of teaching English to Chinese students was consequently developed.
Presenter(s): Yue Liu
9:20am-9:30am
BREAK
Writing and Reading at the Core – A Tool for ELLs
Friday
Fostering Chinese ESL Learning in China Through New Teaching Strategies
Governor E
C/BE/EE
WriteToLearn a web-based writing tool, allows English learners to focus on fundamental writing skills, improve reading
comprehension and expand academic vocabulary to increase language proficiency through the use of support tools such
as; translated instruction and feedback in Spanish and Chinese and text-to-speech, all in response to specific ELL content.
Presenter(s): Madeline Franco-DeFaria, Caroline Koo, Lisa Vera Bowen
21
NYS TESOL
Making Reading Workshop Work for ELLs
Chambers
EE
In this workshop, the presenter will discuss the format of reading workshop in her pull-out ELL classroom with
information on mini-lessons, guided reading, independent reading, shared reading, and assessment. Many practical
resources will be shared to help teachers establish a reading workshop (or parts of it) in their classrooms.
Presenter(s): Denise Toia-Kramer
Secondary ELLs and Engagement with the CC
Hudson Ballroom
SE/TE
Educators will learn about considerations for working with Intermediate and Advanced secondary ELLs on grade
level text. Presenters will share the process developed by ESL expert researcher Diane August, share lessons, student
work, and discuss difficulties. Videos of student work and teacher interviews will be shown through Colorin Colorado’s website.
Presenter(s): Pam Knittel, Kerri Bohringer, Anne Formato
Developing academic vocabulary in ELLs through task-focused instruction
Governor C
TE/EE/SE
The workshop will focus on the incorporation of and focus on academic vocabulary in L2 instructional settings. The
overall theme and subsequent pedagogical tools will be appropriate for educators of both K-12 learners as well as
adult students. The workshop will be divided into four distinct, yet complementary, areas of focus: a) an overview
of academic vocabulary in second language classrooms; b) a framework for teaching academic vocabulary to ELLs;
c) tasks/activities which foster ELLs’ academic vocabulary development; and, d) participants’ construction of a task
focused of the development of such vocabulary.
Presenter(s): Michael Perrone
Making Learning Visible: Environmental Immersion and ELLS
Governor D
EE/SE
This workshop will provide participants insight and ideas as to how we can immerse our digital-native ELL students in
environments designed to stimulate, engage, instruct and even entertain, both inside and outside the classroom.
Presenter(s): Christine Pearsall, Anne Logan
X-Word Grammar: Engaging our Students in the Basics
Anteroom
HE/SE/AE
Friday
X-Word Grammar revolves around the twenty X-Words (auxiliaries and modals). The workshop will focus on essential elements in this systematic approach. Participants will learn how this approach helps their students: 1) find
the subject in a sentence, 2) make questions, 3) make negatives, and 4) make X-Word and verb agreement.
Presenter(s): Tamara Kirson
Enriching Teachers: Strategies for Guiding Teachers to Deeper Reflection
State A
TE
Developing teachers’ reflective abilities after lesson observations can be difficult. The presenters share practical ideas
for taking relevant observation notes and asking appropriate questions that guide teachers to deeper self-reflection.
Participants analyze a video of an effective feedback session and leave with practical strategies for encouraging selfrefection in teachers.
Presenter(s): James Stakenburg, Noga La’or, Autumn Westphal
Adding Experiential Learning to Empower ELLs Outside the ELL Classroom
State B
AE
In this presentation, three mid-Hudson Valley college educators showcase activities they have used at both the
course and program level to engage their students in learning outside the writing classroom to enrich their English
language skills and academic content course goals.
Presenter(s): Regina Dahlgren Ardini, Karen Tomkins-Tinch, Denise Minin
NYS TESOL
22
“Trauma-informed” Teaching: Lessons in Engagement from Survivors of Torture
Capital A
TE/AE/SE
How can teachers’ knowledge of psychological trauma promote an engaging classroom for adult ELLs? Presenters from the NYU-Bellevue Program for Survivors of Torture will engage participants in cases where severely
traumatized adult learners have successfully overcome barriers to language learning.
Presenter(s): Meghan Holtzman, Nancy Murakami
Differentiated Instruction and the Common Core for Adult ESOL
Capital B
C/HE
In reality, every adult ESOL class is a multi-level class. Students may test at the same level but have widely varied
levels of primary language literacy. The presenter will demonstrate a way to help teachers turn this into a benefit
and meet the requirements of the CCR!
Presenter(s): Thomas Dare
Implementing Culturally Responsive Teaching and Critical Pedagogy for
Adult Learners
Empire B
TE/AE
Presenter will demonstrate how learners in a community based organization created their own curriculum on
scrolls, produced useful artifacts, and engaged in academic tasks using their experience and home cultures to
further language acquisition and develop strategies for learning, through a culturally responsive method of
instruction called the Mutually Adaptive Learning Paradigm.
Presenter(s): Nan Frydland
10:40am-10:50am
BREAK
Empowering ELLs through Acceleration Options
Empire A
10:50am-12:00pm (70 minutes)
HE/AE
This workshop will describe a community college accelerated learning program that empowers and challenges
students at three levels: beginning-level pre-academic students; students mid-way through the program and
upper-level students who are ready to take the academic world by storm. Presenters will share successes, challenges, instructional approaches and teaching material.
Presenter(s): Nancy Silvestro, Robert Silvestro, Lisa Egle
Instructed Fluency: Classroom Practices for Promoting L2 Speaker Identity
10:50am-12:00pm (70 minutes)
Empire B
AL
Participants will work together to explore the complexities of speaking as an expression of ones identity by identifying
observable, but under-taught elements of fluency such as turn-taking, overlap, and topic shifting. The workshop will
include an orientation powerpoint presentation, group newsprint work, gallery walk, and group share-outs.
Implementing a SIFE Program at the Secondary Level
10:50am-12:00pm (70 minutes)
Capital A
SE
Presenters will detail the steps required to develop and implement a SIFE program at the high school. Including
data gathering, needs assessment, materials , criteria for entrance and an exit strategy. Presenters will also detail
the process for buy in from students, teachers and parents.
Friday
Presenter(s): Bede McCormack
Presenter(s): Elizabeth Reveiz, Annette Shideler
23
NYS TESOL
Co-Teaching Partnerships: Moving Beyond the Basics
Chambers
10:50am-12:00pm (70 minutes)
EE/SE
Co-teaching in general education classes has helped English learners—both in the ESL and EFL context—engage
in meaningful learning with core curricular subjects. This workshop will explore how teachers intentionally build
collaborative partnerships with students’ best interests in mind as well as the essential teaching practices that make
co-teaching partnerships successful.
Presenter(s): Maria Dove, Andrea Honigsfeld
How to Tailor Activities to Different Proficiency Levels
10:50am-12:00pm (70 minutes)
State A
TE/HE/AE
This session will inform how instructors can tailor activities to suit different ESL levels, whether they are teaching a
mixed-level class or a same level class. Participants will also share their own ideas on creating such activities.
Presenter(s): Ravneet Parmar
Coaching Content Area Teachers: Infusing Academic Language Painlessly!
10:50am-12:00pm (70 minutes)
Hudson Ballroom
TE/SE/HE
Focus on Academic Language has never been greater! With Common Core and edTPA exam, content teachers and
teacher candidates must demonstrate ability to infuse academic language and literacy. In this ‘training of trainers’
workshop, participants experience engaging activities, and receive packet they can use for training content area
teachers/teacher candidates.
Presenter(s): Cynthia Carlson
A Historical Overview of New York State Education Department Policies,
Mandates and Initiatives on the Education of English Language Learners
Governor C
10:50am-12:00pm (70 minutes)
BE
This presentation will trace the history of the efforts made by the New York State Education Department
(NYSED) in the education of English language learners (ELLs)/Emergent Bilinguals (EBs) from the 1960’s to the
present. We will report on the findings from the research project we conducted for CUNY-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB) from 2012-2013.
Presenter(s): Laura Kaplan, Angela Carrasquillo, Diane Rodriguez
Hosting a Salon: Laugh and Learn, Sip and Chat
Anteroom
10:50am-12:00pm (70 minutes)
TE
Friday
You’ve viewed the Salon rave reviews and photos. Now you’d like to host a Salon! The Salon founder and the
Regional Coordinator will facilitate this interactive workshop about hosting a Salon. Experienced Salon hosts
will participate. Anticipate a spirited and joyful ambiance, just like at a Salon!
Presenter(s): Tamara Kirson, Christine Jacknick, Elaine Roberts
K-12 Session Geared toward using Technology in the Classroom
10:50-11:25 (35 minutes)
Governor E
SE/EE
This K-12 session involves using technology to help motivate ELLs while increasing comprehension and vocabulary through engaging texts, including: technology tools that allow students to hear and track text, take notes,
and highlight text evidence; ability to record and playback speech for fluency; and options for eAssessments
specific to ELLs.
Presenter(s): David Svedlow
Adapting Texts for Secondary Emergent Bilingual Students
10:50-11:25 (35 minutes)
Governor D
SE
The following presentation is geared towards secondary ESL teachers who are working on adapting texts in order to make content comprehensible for emergent bilingual (EB) students as well as preparing them to meet the
new Common Core State Standards.
Presenter(s): Jennifer Daddino
NYS TESOL
24
Technology-Enhanced Mathematics Teaching and Learning for High School ELLs
10:50-11:25 (35 minutes)
Capital B
TE/SE
Empowering ELL students to achieve in STEM requires new pedagogical tools. Our presentation presents research from the Technology-Enhanced Multimodal Observation Protocol Project, demonstrating how one math
teacher improved ELL student participation and engagement through creative use of I-pads and a classroom
SmartBoard.
Presenter(s): Karen Gregory, Gretchen Oliver
The Transcultural Development of Dual Language Graduates: A Reciprocal
Relationship between Language, Culture & Civic Identity Development
10:50-12:00 (70 minutes)
State B
BE/EE/SE
The diversity of students in TWI programs naturally creates opportunities for cross-cultural communication
that facilitate bi/multicultural development. The intention of this study was to partner with students to
understand how participation in dual language shaped their cultural and civic identity development.
Presenter(s): Ann Dealy, Mirla Puello
12:10pm-1:35pm
Plenary Luncheon, 9th Annual Student Essay Contest,
Keynote Speaker: Dr. Helaine Marshall, Equity Pedagogy through
Culturally Responsive Teaching and the Mutually
Adaptive Learning Paradigm - MALPTM
Pathways to a HS Diploma for ELLs
Governor AB
Empire A
1:45pm-2:20pm (35 minutes)
SE
Sixty-five percent of NYS ELLs fail to graduate from high school within four years. This session will address the
need for NYS to provide students with a menu of options to earn a high school diploma that offer learning opportunities and assessments allowing them to show they meet state standards.
Presenter(s): Abja Midha
Evaluating the Impact of Blended Learning on Performance and Engagement
Empire B
C/AL
Voxy was created within the TBLT framework to be maximally effective and foster engagement to mitigate
abandonment issues many e-learning products experience. This presentation will review and discuss findings
of early research conducted on how hybrid methodology can influence online instruction to accelerate learning
and increase engagement.
Presenter(s): Rebecca Jee, Gabriele O’Connor
Technology: Enrich Your Courses and Engage Your Students
SE/HE
This presentation will share specific ways to use online programs to support course management, and to
facilitate classroom projects and presentations. This includes a variety of digital platforms such as apps, software,
and websites. The presenters will describe the practical application of this technology in their own ESL and
content courses.
Presenter(s): Jessica Marchi, Julie O’Sullivan
Awareness of Teacher Power Dynamics in Memoir Writing Unit
Governor E
Friday
Governor D
EE/SE
Power and privilege circulate in native English speaker pedagogies in ways that can silence ELLs in U.S.
classrooms. This session describes a third-grade memoir unit that attends to these issues, and shares ideas for
bringing such authentic literacies to one’s own classroom.
Presenter(s): Amanda Stessen-Blevins
25
NYS TESOL
Lessons for Job Seekers from an IEP Search Committee Chair
State A
HE
Are you new to the field and interested in teaching at the university level? Find out what a rookie search committee chair learned about the job application process, how search committees work, and what they look and listen for.
Presenter(s): James Phillips
LAS Links Benchmark Assessments
Hudson Ballroom
C/EE/SE
Learn about using McGraw-Hill Education’s LAS Links Benchmark Assessments for Interim Assessments between NYSESLAT Administrations. Presenter(s): Robert Starr
Strategies for Balancing Teacher Control and Exploratory Talk in ESL Classrooms
Capital B
AL
Based on video-recordings and transcripts from an adult ESL lesson, this conversation analytic study demonstrates how the teacher exercises teacher control over the content of classroom conversation while allowing
space for students’ exploratory talk by deploying three strategies, namely “reformulating response”, “repairing
initiation”, and “connecting responses”.
Presenter(s): Ruey-Ying Liu
Reexamine the Speech Act of Compliment Responses among Chinese
State B
AL/HE
Studies indicate that Chinese are reluctant to accept compliment; they always avoid acceptance and give downgrade or denial responses. However, my study shows that Chinese are able to receive and reply compliments
with acceptance and agreement. My argument is that pragmatic knowledge needs to be updated; otherwise, the
stereotype may cause pragmatic misunderstanding.
Presenter(s): Lan Wang
ESL Teacher Assessment Tool/ ESL Teacher Development Guide 1:45pm-2:20pm (35 minutes)
Chambers
TE
This presentation provides an overview of a newly developed evaluation rubric for teacher practice and development. This assessment tool aligns teaching standards from the National Board Professional Teaching Standards
and NYSED. Designed at LeMoyne College, it serves as a valuable tool for guiding teacher development and
assisting student teachers pursuing edTPA.
Presenter(s): Sally Doran
Friday
Stereotypes in Humor as a Springboard for Cross-Cultural Discussions
Anteroom
HE/SE/AE
Despite the benefits of humor in the classroom, many language teachers struggle with how to incorporate examples of humor which also illustrate important linguistic and cultural points. The presenter will demonstrate a
unit on stereotypes in American humor designed for multicultural classes. Student reactions to the material will
be shared.
Presenter(s): John Rucynski Jr.
NYS TESOL
26
2:20pm-2:30pm
2:30pm-3:15pm
BREAK
Teaching Pragmatics to Asian ELLs
East/West Gallery
Governor C
2:30pm-3:15pm (Poster)
TEI
The poster presentation consists of two parts: a report on a comparative study on speech act of showing sympathy/
empathy among NES Americans, Korean learners of English, and Koreans living in Korea, and a subsequent lesson
plan with the findings applied which integrates both implicit and explicit approaches.
Presenter(s): Jihoon Lee
The Relationship between Immigrant Parents’ and their Children’s Second
Language Proficiency
Governor C
BE/EE/AL
This literature review explores how much influence immigrant parents’ second language proficiency has on their
children’s second language acquisition. It discusses the L2 acquisition in immigrant children and, in turn, better
approaches to L2 teaching and learning and effective communication between educators and parents on children’s
L2 development.
Presenter(s): Cassi Park
Achieving Equality through Collaboration
Governor C
SE
The relationship between ESL teachers and mainstream teachers can be strained because of misconceptions and
also the changing curriculum demands with Common Core Standards. The poster will display various ways of
strengthening the relationship between mainstream teachers and ESL teachers and how a collaborative working
relationship can be achieved.
Presenter(s): Kerri Bohringer
Empowering Emergent Bilinguals through Engagement in Virtual Communities
Governor C
SE/EE/HE
This poster presentation describes how contemporary literacies empower emergent bilingual students (EBs)
through identity creation and language development. The research shows that virtual communities empower EBs
by providing a nonthreatening space for these students to develop a socially and personally meaningful and active
identity while simultaneously developing English language skills.
Presenter(s): Jane Ragno, Jennifer Daddino, Yen-Ching Chuang
Building Bridges – Crossing Borders: A Special ESL Experience
SE/HE
his poster presentation describes how contemporary literacies empower emergent bilingual students (EBs) through
identity creation and language development. The research shows that virtual communities empower EBs by
providing a nonthreatening space for these students to develop a socially and personally meaningful and active
identity while simultaneously developing English language skills.
Presenter(s): Jasmin Cowin
Empowerment through Presentation Projects that Explore Community Resources
Governor C
AE/TE
Friday
Governor C
In a multi-lesson project, adult ELLs at a community-based organization successfully researched distinct
services offered by the organization and presented their findings to the larger ELL community, empowering
speakers and audience. This session displays the steps—Internet research; talking with program directors;
giving presentations; and more—leading to student success.
Presenter(s): Mary Staub
27
NYS TESOL
Using Immediate Oral Reflections to Gauge ESL Teachers’ Adaptive Expertise
Governor C
TE
This presentation synthesizes current work on reflection, teacher development, and adaptive expertise and provides
examples of immediate oral reflections in practice. Analysis reveals the usefulness of these reflections in evaluating
novice teachers’ developmental progress and decision-making.
Presenter(s): Chelsea Walter
Engaging English Learners in Collaborative Writing in a Tutoring Program
Governor C
TE
Through collaboration students engaged in an empowering writing experience where they were given an opportunity to share their ideas and have their voices heard through their stories. Presenters will involve audience in a
simulation of the process used with the English learners as they developed their collaborative stories.
Presenter(s): Zaline M. Roy-Campbell, Stella Rwanda
Making English Relatable through Pop Culture
Governor C
HE
This presentation discusses how to integrate pop culture using technology to make learning English more relatable
to our students’ lives. Using television programs, YouTube videos, TED Talks, and varying genres of music help our
students to make stronger connections to the course content while exposing them to American culture.
Presenter(s): Amy Chapman, Melissa Feldmann
Evolving L1 Use in Note-Taking
Governor C
HE
Analyzing students’ use of their L1s within their lecture notes may offer a window into an individual student’s interlanguage development. What role does a students’ L1 play, when they are taking notes, in their lectures? Does the
use of a students’ L1 in their notes go through stages of development?
Presenter(s): Csilla B. Korbl
Guided Notetaking: Does it Influence ELLs L1 Use or Not?
Governor C
HE/EE/SE
This study attempted to see the usefulness of guided notes as a form of learner strategy to see if treatment had any
bearing on learner’s retention. Students retained more idioms who were assisted with guided notes during the treatment phase of the study.
Friday
Empowering ELLs and ESL teachers through Collaborative Online
International Learning
Governor C
TE
Collaborative Online International Learning aims to foster cross cultural competency. In this presentation you
will learn about a partnership between Binghamton University and Zhenjiang International High School in China.
Presenters will share tasks each set of students completed, benefits and drawbacks of their interaction, student work,
anecdotes and faculty reflections.
Presenter(s): Shannon Hilliker, Patricia Alikakos
Unpacking the Content
Governor C
SE
Participants will learn how to engage learners in a Common Core lesson using non-fiction texts. Administration of
equitable assessment will be demonstrated by incorporating differentiation in the process. Students from beginner
to advanced levels of English Language Learners in grades K-12 will be exposed to rigorous and enriching literature.
Presenter(s): Patricia Christian, Yanick Frederic, Sheila Haglund
NYS TESOL
28
Options for ELLs after High School
Governor C
SE
Many ELLs are faced with linguistic adversity and have difficulty graduating from high school. In this presentation,
an ESL teacher and district ESL Coach will discuss collaborative efforts between their HS and local colleges to address scaffolds that can be put in place for ELLs in high school, and transitional options for ELLs after high school,
regardless if they graduate or not. Presenter(s): Pam Knittel
Perceptions on Accents: Don’t Judge a Book by its Cover
Governor C
AL
This poster session shares findings on people’s perceptions of different foreign accents drawn from interview data. 20
adults including teachers judged three accented speech samples of Jamaican, Dominican, and Albanian ESL learners.
Findings suggest that people’s stereotypes are shaped not only by media but also by their own limited experiences.
Presenter(s): Sara Vitez, Seonhee Cho
Making Use of the Tools in a Learning Management System
Governor C
HE
Learning Management Systems are online course organization platforms which offer many tools to enrich the educational experience. This poster gives ideas for how to use Wikis, Blogs, and Quizzes, tools commonly available on
many LMS, in and out of the classroom.
Presenter(s): Aiko Pletch
2:20pm-2:30pm
BREAK
Creating Reading & Writing Academic Success for Career, TASC
& College Readiness
Empire A
C/HE
Preparing students for success in career, TASC and college requires a systematic approach to academic skills that challenge students through high-interest readings of academic subjects and extensive genre based writing practice. The
Longman Academic Reading and Writing Series are designed to help students in their quest for academic success.
Presenter(s): Michelle Velissariou
A Close Viewing Experience
Empire B
SE
Empowering & Engaging ELLs through Art: Where’s the Mathematical Practices?
Governor D
EE/SE/HE
In this workshop, you will have the opportunity to explore Arts research and its academic benefits for ELLs and how
it enriches, empowers, and engages all people. Using a protocol you will review Art, ELA, & Social Studies lessons
including student work that make connections to the CCLS Mathematical Practices.
Friday
This presentation immerses participants in a variation of Close Reading called Close Viewing. Instead of a written
text, a visual text is at the center of the lesson and activities. Acting as my students, participants will grapple with the
process of Close Viewing to build understanding of complex concepts.
Presenter(s): Amanda Moody
Presenter(s): Carol Melo, Robin Finnan-Jones, Audrey Figueroa Murphy, Altagracia Santana
29
NYS TESOL
Grammar Games: Enrichment with X-Word Grammar
3:25pm-4:35pm (70-minutess)
Hudson Ballroom
HE/SE/AE
Prerequisite: Knowledge of XWG or Engaging our Students in the Basics Workshop. Game-based learning builds
community and reinforces grammar concepts. Workshop participants will play games that help students identify
verb tenses and understand subjects, determiners and adjectives. The games are free on our website.
Presenter(s): Tamara Kirson, Bonny Hart
Enriching Teachers: How to Successfully Create New Teacher Orientation Sessions
Governor C
TE/HE/AE
Being the ‘new teacher’ can be a harrowing experience for many educators. How can program administrators help
teachers easily adapt to their new work environment? In this session, the presenters share a tried and tested New
Teacher Orientation Session that program administrators can successfully implement into their IEPs.
Presenter(s): Autumn Westphal, Noga La’or, James Stakenburg
Schoolwide Strategies for ELLs to Become College and Career Ready
Chambers
SE/EE
This workshop will provide participants with broad-based strategies for the instruction, support, and achievement of
English language learners (ELLs) in light of the Common Core Standards. Participants will gain a firm understanding
of how both classroom practices and schoolwide systemic support is needed for the academic success of ELLs.
Presenter(s): Maria Dove, Andrea Honigsfeld
Teaching Common Grammatical and Pronunciation Mistakes by Spanish Speakers
Capital A
TE
Spanish speakers make similar mistakes with the English language, often because of literal translations that don’t
work and sounds that don’t exist in their language. This fun, engaging workshop provides 2 user-friendly tools to
teach some of the most common pronunciation and grammatical mistakes you hear at every level.
Presenter(s): Marcie Smith
Grammar for the Real World
Anteroom
SE
Grammar rules by themselves are useless. How do we get students using the grammar in their listening, speaking,
reading, and writing? In this presentation, participants will learn how to integrate skills in meaningful, real-world
contexts that students want to read, write, and talk about.
Presenter(s): Laura LeDrean
Friday
A Scaffolded Approach to Stating and Supporting a Claim
State B
HE/SE/AE
Presentation of a scaffolded approach to stating a claim and supporting the claim with logical reasons and researchbased evidence within the context of persuasive writing. Participants will have multiple opportunities to reflect on
their teaching as well as brainstorm and share ideas. Most appropriate for secondary and adult ELLs.
Presenter(s): Jennifer Phillips
Mutual Support: NYS TESOL Increases Your “Psychic Income” 3:25pm-4:35pm (70 minutes)
Governor E
TE
Through a panel presentation representing various Regions and SIGs of NYS TESOL, attendees will learn how
greater participation in NYS TESOL supports educators’ teaching practices and professional growth as reflective
practitioners. From hosting Salons to advocating for ELLs, participants will gain insight into what active participation in NYS TESOL can provide.
Presenter(s): Susanne Marcus, NYS TESOL President; Laura Baecher, Teacher Ed; Maureen Edmonds Higher Ed;
Melodie Valenciano, Bilingual; Tilla Alexander, Adult Ed; Christine Jacknick, Region Chair; Catherine Box, SIG
chair; Christine Sussking, Secondary; Julie McCarthy, K-12; Fran Olmos, K-5 Elementary
NYS TESOL
30
Engagement with Text Beyond the Summary:
Getting Students to Respond Critically
Capital B
HE/SE
Students must be able to engage critically with texts for writing placement tests and research papers. This workshop
will examine samples of student writing development, models of critical response, exercises for developing critical
writing skills. Participants will have the chance to write and reflect on their own text responses.
Presenter(s): Rebekah Johnson
4:35pm-4:45pm
BREAK
The Language of Mathematics: Empowering ELs in Common Core Algebra
State B
SE
This presentation will recount the collaboration between an Algebra teacher and ESOL specialist. It will provide participants with various practical approaches to facilitate classroom communication and the development of academic vocabulary and Algebra concepts, with the end goal of helping EL students meet the standards of Common Core Algebra.
Presenter(s): Gretchen Oliver, Bethany Reichen
ELL Language Emergence and Production in Math and Science Classrooms
Anteroom
SE/TE
Based on a case study of high school STEM teachers, this presentation focuses on the content teachers’ attention to
the productive language skills of ELL students in math and science. In this presentation, implications for practice
will be discussed, specifically related to the new Common Core national standards.
Presenter(s): Karen Gregory
A Case Study on Dual Language Program—Challenges and Future
Governor E
BE/EE/SE
The study adopts a mixed-method case study approach to examine the development of a Chinese/English Dual Language program in New York City. Data include field observation, interviews with administrators and teachers, and
literacy and assessment material analysis. The study calls for further support for Dual Language program.
Presenter(s): Ya-Ning Hsu
Using Authentic Texts with BSMP Students in Reading and Writing
State A
HE
Does your IEP offer Brazilian Scientific Mobility Program students separate ESL classes? Learn of one scaffolded
project where students selected science articles, practiced summarizing and peer-editing skills, and developed reports in Institute of Electrical and Electronics Engineers (IEEE) format.
Governor C
SE/HE
This presentation will share three easily adaptable units with projects which are engaging, student centered, and
require minimal teacher preparation. Projects use a variety of free, user friendly software, apps, and websites. Projects
focus on: communication skills, primary research, and reinforcing content. Target skills include reading, writing,
speaking, and listening.
Presenter(s): Jessica Marchi
31
Friday
Learning By Doing: Active Student Centered Projects Using Free Technology
NYS TESOL
The Educational Trajectory of Secondary Newcomer ELLs
Capital B
SE
This presentation will focus on the educational trajectory of graduates of a secondary newcomer school. While
ELLs’ graduation rates and college completion trails behind those of non-ELLs (citation), this group of individuals
and others who attend this school defy these statistics. Potential explanations for this phenomenon will be explored.
Presenter(s): Jennifer Scully
Flipped Classroom Literacy Lessons:
Automatic Differentiating Instruction for ELLs
Chambers
EE
Learn how a flipped learning classroom approach to promote active, analytical reading in the elementary classroom
is a natural way to scaffold lessons for ELLs. Classroom teachers will examine innovative ways to increase depth of
comprehension through student ownership of learning. Implications for ELLs drawn from classroom action research data.
Presenter(s): Robin James
Digital Conversations: Students Using Email to Share Academic Content
Learning
Governor D
EE
Participants will examine the use of emails as a writing genre to generate electronic dialogues between ELL’s and
their mainstream peers. These digital conversations can establish equity when all learners can successfully engage in
meaningful and authentic academic discourse.
Presenter(s): Amy Gaddes
Increasing Confidence and Competence with Technology: Practical Tools for
the Classroom
Empire A
HE
Your students may know more about the computer in your classroom than you do. Are you uncomfortable with
this? Are you tired of being uncomfortable? In this workshop, you will acquire tools to increase your technology
savvy, and you will learn strategies to leverage your students’ computer expertise.
Presenter(s): Maureen P. Edmonds
Friday
5:20pm-5:30pm
5:30pm-6:30pm
6:35pm-7:00pm
7:00pm-11:00pm
NYS TESOL
BREAK
NYS TESOL SIGs and Regions Social Hour
BREAK
Dinner (Ticketed Event) Annual Outstanding Educators
Award Presentation
32
Hudson Ballroom
Governor A
7:30am-1:00pm
7:30am-9:30am
8:30am-5:00pm
Continental Breakfast co-sponsored by Pearson ELT
Governor A/B
East/West Gallery
The World is Your Classroom – Teach with U.S. Embassies Worldwide
Empire B
C/HE
The English Language Fellow and Specialist Programs send highly qualified ESL teachers on paid teaching
projects sponsored by U.S. Embassies all over the world. These programs offer unique professional development
opportunities and can greatly enhance your TESOL career. This presentation provides information on the programs
and how to apply.
Presenter(s): Benjamin Perdue
Empowering ESL Learners in the Physics Classroom through Summary Writing
State A
HE/SE/AE
ESL learners have great difficulty comprehending physics texts. In the 2013 fall semester, to fully engage ESL
students in physics learning, the researchers integrated physics textbook chapter summary writing into the college physics classroom. Preliminary findings demonstrate that ESL students’ conceptual understanding of physics
dramatically increased through summary writing.
Presenter(s): Weier Ye, Wenli Guo
Form, Meaning and Gender Bias in Dichotomous Grammar Items
Chambers
ALHE/AE
In this study, the researcher examines the contribution that each of the three facets, i.e., examinee, item, and gender,
made to the variation of the grammar test scores of the 2012 Summer placement test of the Community English
Program (CEP) of Teachers College, Columbia University.
Presenter(s): Qie Han
Engaging English Language Learners Through Environmental Practices
Hudson Ballroom
EE
In this study, the researcher examines the contribution that each of the three facets, i.e., examinee, item, and gender,
made to the variation of the grammar test scores of the 2012 Summer placement test of the Community English
Program (CEP) of Teachers College, Columbia University.
Writing for NYS TESOL Publications
Capital A
Non-Strand
NYS TESOL publications, Idiom and the NYS TESOL Journal, offer writers a variety of venues through which to
communicate their pedagogical practices and research ideas. Learn about the focus of each publication and how you
can become a contributor. Additionally, attendees will gain new information about APA formatting.
Presenter(s): Cara Tuzzolino-Werben, Elizabeth Fonseca, Rebekah Johnson, Lubie Grujicic-Alatriste
33
Saturday
Presenter(s): Amy Finegold
NYS TESOL
Capturing the Concept of Voices through Literature
Governor C
AL/EE/SE
Developing a sense of voice is challenging for second language learners. Literature offers more time and space to
explore the use and diversity of voices. Literary sources for different ages will be explored as to how reader, writer,
and cultural voices contribute to the effectiveness of the message being communicated
Presenter(s): Mary Carpenter
Gender and Second Language Use in a Newcomer ESL Class
Governor E
AL/SE
Quantitative and qualitative analyses of an ESL class reveal that female students produced more English with greater
elaboration, took advantage of opportunities to use English, and performed better than male students. Home, cultural,
and sociolinguistic factors may have contributed to these results, which have implications for L2 teaching and learning.
Presenter(s): Stephanie Chiu/
Empowering ELLs through Community Engagement: “Reading Buddies”
Governor D
SE/EE/HE
“Reading Buddies” is a literacy program that pairs high-school volunteers with children in grades K-2. Participation
in school clubs and activities enhances ELLs feelings of self-empowerment and self-worth, and volunteer work with
younger children builds important community connections. The presentation will focus on the components and
benefits of this program.
Presenter(s): Christine Susskind, Bridget Smith, Sheri McNair
8:45AM-9:20AM Plenary: Connie Perdreau,“You’ve always had the power, Dorothy.”
Sustained Professional Development for Common Core Implementation:
One Network’s Journey
Governor AB
Hudson Ballroom
TE/EE/SE
Designing ongoing, systemic professional development for school districts with changing demographics or a growing ELL population requires thoughtful considerations of research-informed best practices both in ESL and professional learning. This session shares the process and outcomes of one professional learning network’s year-long focus:
“CCLS for the Not So Common Learner.”
Presenter(s): Robin Finnan-Jones, Andrea Honigsfeld, Altagracia Santana, Audrey Cheng, Magda Samuels, Vaughn
Danvers, Hector Uribe
Aligning Teaching, Learning and Assessment with the Common Core
Saturday
Governor D
SE/SE/AE
This is a three-part hands-on introduction to the Common Core Standards covering an examination of assessments
related to the Common Core. The session will also cover hands-on development of lesson plans aligned to the
Common Core Standards. Participants will define student learning outcomes, design lessons and create assessments
aligned with the Common Core Standards.
Presenter(s): Fernando Zaike, Cynthia Wiseman, Linda Pelc
Providing Rigor for English Language Learners
Governor C
SE/SE/AE
Educators across the country are struggling with meeting the current needs of their students while ensuring they
are on the pathway towards college and career readiness. Learn how your colleagues are using technology to close
that gap through a process of Simple Rigor™ simple for teachers to obtain resources of differentiated and grade level
nonfiction text integrated into their content area; rigorous work with complex text for students.
Presenter(s): Dawn Ulley, Christine Maleska
NYS TESOL
34
A Practical Guide to Empowering ELLs Online
Empire B
TE/HE/AE
In this workshop participants will explore the idea of creating an enriching and engaging online environment for
their students. They will participate in reflective exercises to understand how to apply their existing knowledge to
solve common problems that come up in online courses and expand their skill sets with new techniques.
Presenter(s): Olga Bichko
Fun with the Fab Four and the Four Skills
Chambers
HE
Using music in the language classroom can enhance students’ knowledge of English structures and vocabulary while
providing a springboard to exploring themes and sustaining learner interest. This presentation uses Beatles songs to
enhance academic skills. We will discuss several songs and related activities that can be expanded to use other musicians and create offshoot activities that tie the four skills together.
Presenter(s): Cara Tuzzolino-Werben, Elizabeth Fonseca
Curriculum Development and Teaching Approaches
from a Refugee Newcomer Academy
Capital B
SE
This workshop showcases teaching approaches from a newcomer academy in Rochester for supporting Students
with Limited or Interrupted Formal Education in learning English and content. It also presents a curriculum for
adolescent students about post-secondary educational opportunities developed in collaboration with the University
of Rochester.
Presenter(s): Mary Jane Curry, Jennifer Grimes, Annie Tran, Samuel Consagra
NorthStar Lights the Way to Student Achievement
State B
HE
The award-winning NorthStar series goes into its 4th edition with fresh topics, explicit skills, stepped out support
for critical thinking tasks, MyEnglishLab access for all learners, plus teacher-friendly online learning. See how new
features and clear design engage learners and bring them to new levels of language, knowledge, and understanding.
Presenter(s): Carol Numrich
In Their Own Words: International Student Perspectives
Governor E
TE/HE/AE
International students describe their first reactions to the campus in a short presentation. Next, participants explore
student perspectives on differences in teaching and learning styles in an engaging set of materials that are yours to
take away. We will end by learning 4 practical research-based strategies for working with international students.
Presenter(s): Cynthia Carlson, Cynthia Underwood, Jean Michielli-Pendl
Capital A
HE/SE
International students describe their first reactions to the campus in a short presentation. Next, participants explore
student perspectives on differences in teaching and learning styles in an engaging set of materials that are yours to
take away. We will end by learning 4 practical research-based strategies for working with international students.
Presenter(s): Rebekah Johnson
35
Saturday
Engagement with Text Beyond the Summary: Getting Students to Respond
Critically
NYS TESOL
Portfolios and Learning Quilts: Alternative Assessment
State A
HE
Conducting reliable and valid assessments in class is challenging. Alternative assessment can address these challenges.
Two forms of alternative assessment will be demonstrated and discussed in this workshop: eportfolios and learning
quilts, a task which involves students creating a physical patchwork of what has been learned.
Presenter(s): Lesley Painter-Farrell, Kerri Rizzotto
Flipped Learning: From Theory to Practice
Anteroom
SE
This interactive workshop provides a foundation in flipped learning and an opportunity to apply it to participants’
classroom settings. Participants will experience a flipped lesson and learn to analyze the elements of flipped learning
using the Flipped Learning Network Checklist. Links to resources for follow-up will be provided.
Presenter(s): Helaine Marshall, Edith Ramirez-Lopez
Task-Based Grammar Projects: Engaging and Empowering University
IEP Students
10:50am-11:25am (35 minutes)
Anteroom
HE/SE
Two task-based projects, the culmination of grammar classes at a university IEP, will be discussed. Projects incorporated students’ awareness of grammar with content related to and useful for their academic fields. Participants will
gain an understanding of relevant and engaging projects through guidelines, learning outcomes, rubrics, student
reports, and videos.
Presenter(s): Lisa Lewis, Joy Daniels Bueti
Engaging Minds and Enriching Language
Governor E
10:50am-12:00pm (70 minutes)
EE
Through the integration of poetry, art, music and close reading, we will share activities that help language learners develop a context for social and academic language use. We will demonstrate how to make connections to the
students’ lives and address the Common Core Standards. Participants will try out activities first hand. Valuable
Resources will be shared during the workshop.
Presenter(s): Jennifer Stengel-Mohr, Lauren Heffernan
Secondary ELLs and Engagement with the CC
Capital A
10:50am-12:00pm (70 minutes)
SE/TE
Saturday
Educators will learn about considerations for working with Intermediate and Advanced secondary ELLs on grade level
text. Presenters will share the process developed by ESL expert researcher Diane August, share lessons, student work, and
discuss difficulties. Videos of student work and teacher interviews will be shown through Colorin Colorado’s website.
Presenter(s): Pam Knittel, Kerri Bohringer
LAS Links Benchmark Assessments
Empire B
10:50am-11:25am (35 minutes)
C/EE/SE
Learn about using McGraw-Hill Education’s, LAS Links Benchmark Assessments for Interim Assessments between
NYSESLAT Administrations. Presenter(s): Robert Starr
The Talk Toolbox: Rethinking Talk in Your Classroom
10:50am-12:00pm (70 minutes)
Empire A
AL/EE/SE
The best (and worst) moments of teaching center around interactions with students. Discourse analysis allows teachers
to unlock the secrets of why our interactions unfold the way they do. This interactive workshop introduces you to the
basics of classroom discourse analysis by examining teacher questions, lesson structuring, and reflective practice.
Presenter(s): Christine Jacknick, Maureen Matarese
NYS TESOL
36
Inspiring Motivated and Self-Regulated L2 Writers through Portfolio Assessment
Capital B
10:50am-11:25am (35 minutes)
TEI/EE/BE
Writing is crucial in the EFL classroom. In Hong Kong, many schools adopt a product-approach towards writing,
often stifling motivation. This presentation discusses how one elementary school in HK has adopted portfolio assessment within a process-genre writing approach to inspire motivated and self-regulated L2 writers, making the
learning process transparent.
Presenter(s): Kevin Wong
Literacy and Cultural Adaptation Strategies for Young ESL Immigrants
State A
10:50am-11:25am (35 minutes)
AL/EE/SE
Based on a case study conducted by an international student mother on her elementary school ESL child a few years
ago, this paper is co-reviewed by the original researcher and her grownup child and provides some practical literacy
and cultural adaptation strategies for young ESL immigrants to the US.
Presenter(s): Qisi Zhang, Tianshi Wang
Differentiated Instruction and the Common Core for Adult ESOL
State B
10:50am-12:00pm (70 minutes)
C/HE
In reality, every adult ESOL class is a multi-level class. Students may test at the same level but have widely varied levels
of primary language literacy. The presenter will demonstrate a way to help teachers turn this into a benefit and meet
the requirements of the CCR!
Presenter(s): Thomas Dare
A Historical Overview of New York State Education Department Policies,
Mandates and Initiatives on the Education of English Language Learners
Governor D
10:50am-12:00pm (70 minutes)
BE/EE
This presentation will trace the history of the efforts made by the New York State Education Department (NYSED)
in the education of English language learners (ELLs)/Emergent Bilinguals (EBs) from the 1960’s to the present. We
will report on the findings from the research project we conducted for CUNY-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB) from 2012-2013.
Presenter(s): Laura Kaplan, Angela Carrasquillo, Diane Rodriguez
Enriching the ESL Classroom with QR Codes
Hudson Ballroom
10:50am-12:00pm (70 minutes)
HE/SE/AE
This workshop will provide an overview of the types of apps to use in order to scan QR codes, the best websites for creating different kinds of QR codes, and a wide range of successful and engaging activities and ideas that use QR codes.
Presenter(s): Tristan Thorne
Conversations across TESOL Teacher Ed Programs
10:50am-11:25am (35 minutes)
TE
Faculty in TESOL teacher education programs are invited to come to this informal session to discuss current
challenges and share practices. This will be a time for professional dialogue and interaction.
Presenter(s): Laura Baecher
Step Up to Writing for English Language Learners
Governor C
10:50am-12:00pm (70 minutes)
EE/SE/BE
The purpose of the presentation is to demonstrate the practical application of the Step Up to Writing model with
English language learners. The presenters will share writing strategies, present interactive activities, show examples
of work from beginner students, and discuss how the activities can be modified to accommodate students with
higher language proficiencies.
Presenter(s): Elena Zelfond, Anne Henry
37
Saturday
Chambers
NYS TESOL
12:10pm-1:20pm
Lunch & Plenary Speaker: Dr. Carol Numrich,
Governor AB
“Are ESL teachers missing the boat to student achievement? Five pedagogical challenges and solutions”
Equity, Engagement, Enrichment in Teacher Preparation Programs
State A
TE/HE
Discrimination against non-native-speaking teachers of English often exists in TESOL preparation program
practicums. This paper discusses a model for implementing a practicum that leverages complimentary strengths
in knowledge and experience of language, linguistics, and learning, and offers a richer, more engaging, and more
equitable assignment to all pre-service ESOL teachers.
Presenter(s): Amanda Brown, Heather Ruiz
Learning By Doing: Active Student Centered Projects Using Free Technology
State A
EE/SE/HE
This presentation will share three easily adaptable units with projects which are engaging, student centered, and require minimal teacher preparation. Projects use a variety of free, user friendly software, apps, and websites. Projects
focus on: communication skills, primary research, and reinforcing content. Target skills include reading, writing,
speaking, and listening.
Presenter(s): Jessica Marchi
Production-Oriented Preparation Tasks to Enhance Language Learning and
Performance
Capital A
AL
Planning before doing L2 tasks can promote interlanguage development and positively affect production outcomes
during task performance. In this workshop, the presenter will introduce a framework for designing collaborative,
output-focused reading and text reconstruction activities, which provide a critical scaffold for comprehension, and
help learners access their maximum linguistic resources.
Presenter(s): Andrea De Toledo
How to Tailor Activities to Different Proficiency Levels
Capital B
10:50am - 11:25am (35 minutes)
TE/HE/AE
This session will inform how instructors can tailor activities to suit different ESL levels, whether they are teaching a
mixed-level class or a same level class. Participants will also share their own ideas on creating such activities.
Presenter(s): Ravneet Parmar
Argument Mapping: How to Text an Essay
Hudson Ballroom
HE/SE/AE
Saturday
EFL students text proficiently. Texting is their universal language—the language of the future—so why not employ
texting when teaching EFL students? In this workshop, you will learn how to do just that. You will glimpse the future by learning how to text and rate a five-paragraph essay.
Presenter(s): Bruce Stirling
Lessons for Job Seekers from an IEP Search Committee Chair
Empire B
HE
Are you new to the field and interested in teaching at the university level? Find out what a rookie search committee
chair learned about the job application process, how search committees work, and what they look and listen for.
NYS TESOL
38
What Skills are Involved in Summary Writing?
Empire A
AL/AL/AE
Summarizing is one of the important skills that students should acquire, but its construct definition is not clear. To
have a better understanding of summarization skills, the researcher explored summary writing processes of 6 ESL students, using think-aloud protocols. The results will be discussed with their theoretical and instructional implications.
Presenter(s): Hyun-Joo Kim
Core Instructional Routines to Support K-5 ELLs’ Literacy Development
Governor D
EE
Contrary to the belief that routines can lead to dull, repetitive, unimaginative, scripted ways of teaching, in this presentation we will share literacy routines that lay the framework for predictable structures, instructional consistency, and
skill-building, while honoring teacher autonomy, creative expression, and nurturing the desire to learn in each ELL.
Presenter(s): Andrea Honigsfeld, Judy Dodge
Different Conceptualizations of Academic Language
in Standards and Assessments
Chambers
TE
Presenters discuss conceptualizations of academic language in different standards and assessments for English
language learners (ELLs) and their teachers: edTPA, CCSS, and WIDA Language Development Standards. Audience
engages in analysis of academic language based on these different conceptualizations and discusses implications for
teaching ELLs.
Presenter(s): Laura Baecher, Marcus Artigliere
Materials and Free Trainings to Increase Adult ESL Program Sustainability
Anteroom
TE
This workshop is targeted at organizations that wish to start, grow, or improve upon the structure and/or quality of
an existing ESL program for adults.
2:50pm-3:40pm
Teacher as Researcher: Empowering English Language Learner
East/West Gallery
Governor C
TE/EE/SE
This case study examines underlying problems of a low-performing 8th grade Korean English Language Learner in order
to introduce and suggest educators the benefit of implementing Funds of Knowledge as a resource of teaching, understanding educational challenges of students, and creating intervention plans for those who experience similar struggles.
Presenter(s): So Lim Kim
Governor C
SE/HE/AE
The effect of reading the authentic and simplified versions of texts on reading comprehension scores was investigated. The reading comprehension scores and self-reports from the intermediate level ESL participants revealed that
reading the authentic and lexically/syntactically simplified versions of an essay yielded higher comprehension scores
than the authentic version alone.
Presenter(s): Darshani Singh
39
Saturday
Simplified and Authentic Versions of a Text and Reading Comprehension
NYS TESOL
Making English Relatable through Pop Culture
Governor C
HE/EE/SE
This presentation discusses how we integrate pop culture using technology to make learning English more relatable
to our students’ lives. Using television programs, YouTube videos, TED Talks, and varying genres of music help our
students to make stronger connections to the course content while exposing them to American culture.
Presenter(s): Amy Chapman, Melissa Feldmann
Engaging Peer Tutoring and Conversation Practice
Governor C
SE
Increasing the use of English outside the classroom is a crucial element of language progression. The poster will
present a successful method in implementing a peer-tutoring component to the Beginner ESL classroom. By increasing conversation, student engagement is promoted and also a supportive culture in the classroom.
Increasing Engagement with Current Events and Technology
Governor C
EE
The demands of incorporating more informational text in the classroom are increasing. This type of text can be difficult for many ESL students. The poster will demonstrate various methods in incorporating current events within
the Beginner and Intermediate classroom utilizing differentiating activities and technology.
The Effect of Enrollment in a Canine Assisted Reading Therapy Program on
English Language Learners
Governor C
EE/SE/BE
ELLs may face academic difficulties due to poor reading abilities and lack of confidence. Elementary school ELLs
enrolled in a canine assisted reading therapy program to test if animal interaction could enhance students’ reading
skills. Findings revealed that enrollment in this program increased reading motivation and academic confidence.
Presenter(s): Bridget McElroy, Timothy Farnsworth
ESOL: Easy Steps of Learning
Governor C
TE/AE
Saturday
The presenter has developed a research-based and practice proven ESL/EFL curriculum she presently uses as an
Adult ESL Instructor at CSI Dept. of Continuing Education. Her poster presentation provides practical application
of the curriculum that can be adapted to any level.
Presenter(s): Olga Pagieva
Guided Notetaking: Does it Influence ELLs L1 Use or Not?
Governor C
HE/EE/SE
This study attempted to see the usefulness of guided notes as a form of learner strategy to see if treatment had any
bearing on learner’s retention. Students retained more idioms who were assisted with guided notes during the treatment phase of the study.
NYS TESOL
40
Empowering Emerging Writers with Wikis
Governor C
HE
Emerging writers need to see authentic student writing. Much can be learned from analyzing imperfect essays, and
our classes are filled with students writing these essays; we just need to share and analyze them. A wiki is an online,
collaborative tool that allows you to do just that.
Presenter(s): Rich Lauria
Rhetorical Mode through Grammar, Lexis, and Cohesion
Governor C
HE
Based on Halliday’s Functional Grammar, this presentation will explore ESL writing within different rhetorical
modes by targeting grammatical and lexical patterns. Participants will be shown creative and pragmatic tips for
teaching the five paragraph essay. Also covered are common genre-specific mistakes, and techniques for providing
level-appropriate feedback.
Presenter(s): Shannonine M. Caruana, Johanna van Gendt
Engaging Adult Students towards Pronunciation Proficiency
Governor C
TE/AL/HE
This poster session follows our workshop on adult ESOL pronunciation and describes the ways in which pronunciation training can be integrated into the ESOL curriculum. The session will include student writing reflections,
examples of tools and practical training activities, and photographs of students engaged therein. Handouts and
resources will be available.
Presenter(s): Tilla Alexander
Addressing Poverty With Theme-Based Units
Governor C
EE/SE/HE
“Our educational system has been successful; the problem is poverty” (Krashen, 2011). Discover how this teacher
addressed the 98% poverty issue of her ELLs using a theme-based unit, literacy and positioning opportunities, and a
culminating field trip to meet other ELLs who could relate their experiences of Hurricane Sandy.
Presenter(s): Marie Schor
Authentic Learning: Bridging the Gap of Knowledge and Action
in South African Higher Education
Governor C
TEI/HE/SE
This session demonstrates that authentic learning helps students to realize that their achievements are not only limited
in the classroom but go beyond the classroom. This shapes their deeper sense of seeing and interpreting the world.
Presenter(s): Hlaviso Motlhaka
Creating a Teacher Trainer Manual to Empower
Non-Native English Speaking Instructors
TE/HE
This presentation will describe the purpose, process, and outcome of creating an interactive textbook - Strategies
for Motivating and Managing the Chilean Classroom. The objective is to share the process with fellow educators so
that they, too, might be encouraged to create something tangible and useful for their own learners.
Presenter(s): Michelle Rossman, Martha Epperson
Corrective Feedback: How Can it Empower Our Students?
Governor C
TE/HE
Saturday
Governor C
The presenter will look at the efficacy of recasting and other forms of corrective feedback techniques in the classroom.
Presenter(s): Lesley Painter-Farrell
41
NYS TESOL
Making use of the Tools in a Learning Management System
Governor C
HE
Learning Management Systems are online course organization platforms which offer many tools to enrich the educational experience. This poster gives ideas for how to use Wikis, Blogs, and Quizzes, tools commonly available on
many LMS, in and out of the classroom.
Presenter(s): Aiko Pletch
Digesting New Ideas for Our Futures: Exploring Health and Medicine
Governor C
HE/SE/AE
As baby boomers age, the health professions are increasing. Knowledge of health and medicine empowers our
students by helping them make better health related choices and prepare for jobs of the future. The presenters will
share course readings, materials, activities, projects and trips related to this theme
Presenter(s): Jason Davis, Silvia Morales
3:40pm-3:50pm
BREAK
Engaging ESOL Students to Improve Pronunciation Proficiency
Hudson Ballroom
TE/HE/AE
This workshop will use resources from various authors, pronunciation websites, as well as successful activities that
we’ve come across and/or practiced to engage our students. We will also discuss how different materials such as
games, songs, and chants can be used in aiding the students to improve their pronunciation proficiency.
Presenter(s): Ravneet Parmar, Tilla Alexander
Muslim, Arabic-Speaking Students in the American Classroom
State B
EE/SE/HE
Do you work with Muslim, Arabic-speaking students and families at the elementary, secondary, or post-secondary level?
We will explore the cultural, linguistic, and academic factors that educators should consider in the educational setting.
Presenter(s): Jory Samkoff
Creating a Non-Heteronormative Environment in an Adult ESL Classroom
Capital A
TE
Saturday
Sexual identity is often unaddressed in the classroom. Students who identify as LGBT are often regarded as heterosexual in the ESL classroom. A heteronormative environment affects learner intake and classroom performance of
LGBT students. This workshop presents ways to create a safe classroom environment that is LGBT-inclusive straying
away from the idea of sexual identity as a “hot topic” and attempting to integrate it seamlessly within the classroom.
Presenter(s): Raoul Calleja
Empowering ELLs through Engaging Read-Alouds
Governor E
EE
Over the course of a week, a single complex and compelling text can be used to build academic discourse, syntax,
and vocabulary. A five-day cycle of engaging activities that incorporate reading, writing, listening, and speaking will
be presented. Participants will leave with the tools to bring this into their classrooms!
Presenter(s): Faith Tripp, Valerie Delegianis
Teaching Practical Information about Laws, Finances, Culture and Education
Empire B
TE
Don’t let newcomers learn life lessons the hard way. This interactive workshop will provide educators of adult ESL
students with ideas for teaching U.S. laws, health, finances, education, culture and other practical information in
a respectful, interactive and fun way. Participants will walk away from the workshop with user-friendly materials,
ideas, and activities to begin using immediately.
NYS TESOL
42
MOOCs for English Language Teaching and Training
Anteroom
TE/SE/HE
MOOCs (Massive Open Online Courses) are an innovative, dynamic resource available to both English language
students and teachers outside the classroom. In this workshop, participants will learn what MOOCs are, how to use
them effectively, and will get the chance to complete hands-on activities to put theory into practice.
Presenter(s): Abigail Bruhlmann
Creating Workshops: From Conference to In-School Professional Development
Capital B
TE
Program administrators and teachers often attend conferences seeking ideas for in-school professional development
workshops. The presenters share ways to convert conference session content into digestible, practical and relevant
workshops. Attendees practice creating workshops for teachers from a sample conference session and leave with a
practical system for doing so.
911: Students in Distress
Empire A
HE
Depression, anxiety and other mental health issues are prevalent among international students in university-based
IEPs and higher education programs. As first responders, how do teachers and administrators successfully triage
students in distress? This interactive workshop provides concrete tools for fostering the health and well-being that
will empower students to succeed.
Using Visual Thinking Strategies with ELLs and Special Education Students
Governor D
TE
Visual Thinking Strategies engage students in rich class discussions and critical thinking. Session participants will
gain insight on this technique, hear how it is used to engage and empower students in an ESL and self-contained
special education class, and learn to begin to use these strategies in their own teaching.
Presenter(s): Paula Gaul, Heather O’Leary
Building English Learners’ Academic Conversation Skills for the Common Core
Chambers
AL/EE/SE
Saturday
The Common Core emphasizes strong speaking and listening skills. How can we help ELs develop and support their
ideas in conversations which foster learning? The presenter will share her action research from Stanford’s online course,
“Constructive Classroom Conversations: Mastering Language for the Common Core” and discuss conversation building
strategies. Participants will examine and evaluate conversation samples with Stanford’s CAT formative assessment tool.
Presenter(s): Constance Dziombok
43
NYS TESOL
Virtual Presentations found on www.nystesol.org
Student-Selected Authentic Materials: Tailoring Learning to Individual Needs
This presentation will describe strategies to scaffold independent selection of authentic material to supplement
instruction delivered in an EAP classroom. These materials are content for journal responses, short peer-teaching
presentations, and class discussions. The presenter will discuss considerations for use of open course materials and
for efficient library research.
Presenter(s): Maureen Edmonds
Pronunciation Karaoke: A Fun Way to Practice Supersegmental Features
This presentation describes how supersegmental (sentence level) pronunciation features can be practiced through
popular sung music. The presenter will share 1) consciousness-raising and practice activities using rap, classic rock
music and ballads as content and 2) strategies for finding additional content and for creating practice activities.
Presenter(s): Maureen Edmonds
Globalizing Rights: The Open Curriculum Community
The Open Curriculum Community, OCC, is criticizing experts’ role in designing curricula and provides a community where educators design and share their products. This project aims at redistributing the rights to curriculum
planning to every practitioner. It provides virtual spaces for curriculum development and helps making culturally
oriented curriculum materials.
Presenter(s): Anas Almuhammadi
Utilizing Technology to Build A Sense of Community with ELLs
“Utilizing Technology to Build A Sense of Community with ELLs” demonstrates the meshing of content specific lessons with community building through the use of technology.
Presenter(s): Alexandra McCourt & Sylvia Shumann
Saturday
NYS TESOL
44
Congratulations
to all the participants in the
9th Annual Essay Contest
This Year’s Quote is:
“A good head and good heart are always a formidable combination. But when you
add to that a literate tongue or pen, then you have something very special.”
–Nelson Mandela (1918-2013)
Winning Essay Grades 4-5
Shanzeyh Hussain, Grade 5, Watervliet Elementary School, Watervliet, NY
Teacher: Mrs. Abate
In my community there are various amounts of adults that do not speak English fluently. Because of this, they are not able
to communicate with other people such as teachers, neighbors, and cashiers.
I could arrange classes in the public library in the afternoon. I would need to find volunteers to help a group of adults. Volunteers would help by teaching reading, writing, and speaking. To inform parents about the classes I could send flyers home
with children from school. Also I could send a survey home with children so that I could find out what language they speak.
If it was successful, it would help them be independent and able to communicate with other people. Also it would help them
by giving them more confidence. Maybe they could get a job. It would also help because they would be bilingual.
This program would be very helpful to adults that do not speak English. And I would feel proud because I made a difference in my community.
Honorable Mention Essay Grades 4-5
Camilo Suescun, Grade 5, Caroline G. Atkinson School, Freeport, NY
Teacher: Ms. Cunnane
In my opinion bullying is the main problem in my community. In my opinion people bully others because it lets them get
that anger out that most of the feel because of someone else.
Other reasons for kids and teenagers bullying is because they get in trouble with their parents and then they can’t do the
things they like to do like watch television or play video games. So they get angry and bully others, and that calms them and
makes them feel superior.
A solution for this problem is to give the Bullies and the bullied people a chance to be with a psychologist so they can tell
them their situation and solve the problem.
One example of bullying is the time I first came to this country, some kids close to where I live would call me immigrant
because I would barely speak English, so I slowly learned English and now when they say it just doesn’t make sense.
In conclusion, bullying or being bullied can be one of the main problems in your community, your house, or school, but
you have got to control it or make it stop by telling an adult, it is your choice.
45
NYS TESOL
Winston Jiang, Grade 6, Jennie F. Snapp Middle School, Endicott, NY
Teacher: Mrs. Conner
Do you want to live in a world that is polluted? I think that people ages 5-100 can recycle, which could help people and
nature. Recycling should be part of everyday life.
Protecting the environment will make a healthier world. First, recycling could help the environment from being destroyed,
by saving trees from being cut down and can cause less pollution in the air from the machines. Also, a tree can make a NYS
TESOL30 43nd Annual Conference lot of oxygen in its whole life time. The machines create carbon monoxide, which is not
healthy for the animals that help plants grow. Second, recycling can make old metal into new products and we don’t have to
re-mine new metals.
Recycling can save a lot of land from becoming a dump. So, it can make contaminated waters from wells less of a threat because there are fewer dumps to poison the well water. In America today there are as many as 50,000 dumps that contain toxic
waste. Recycling conserves raw materials and energy needed to make new products. For example, they could turn wasted
glass into a window. In addition, plastic can be melted and molded into new water bottles. Choosing products made from
recycled materials is a fantastic option. Most paper products are biodegradable.
To conclude, people of all ages should recycle and it should be everybody’s business. It could save money, land, and prevent
nature from being destroyed. People must recycle or else the Earth will be covered in garbage!
Hyein Kim, Grade 12, Benjamin N. Cardozo High School, New York, NY
Teacher: Mr. Lee
Great Leader Ship
In the world, there are so many people who live succeed lives in different ways. But there is one common thing that is they
know how to lead people. The combination of knowledges and full of understandings of others is key point to be a good
leader. But everybody doesn’t think in same way. That’s why people have to communicate with others. And if add here knowing how to speak and write well, then they will get people who support them. Their hands and mouth are going to make them
specially.
When I was young about 9 or 10 years old, my parents bought a lot of books for me because of I liked to reading a book.
But that was not the only reason, they wanted me to know how to think and transmit my idea to others. They said, “The most
important thing is knowing how to communicate with others who think differently with you.” They hoped me to get that
idea from reading books. They also said, “You have to know how to speak up your ideas. There is no meaning when you have
knowledge but you don’t say it.” I didn’t know what it really means but now, I agree with them.
So I am trying to remember this all the time. That is why I try to express. Of 3143nd Annual Conference course the good
head and good heart are important but if you don’t show what you think, people don’t know what kind of person you are. I
really agree with this idea of pen and tongue that’s why I want to become a person who writes a book. I believe that the thing
that make the world move is a word. In the future, I will write a book which will desire and inspire people.
The world is really huge and in the world, there are so many different types of people living together. But there are some
people who has good knowledge, good mind and also good tongue lead people gather people to make one community. That
is the how world goes round. By the pen and tongue.
NYS TESOL
46
Honorable Mention Essays Grades 9-12
Pamela Rodriguez, Grade 9, New Visions Charter School Humanities 3, New York, NY
Teacher: Ms. Crespo
Actions Speak Louder Than Words
Hi I am Pamela Rodriguez. I am fourteen years old and I go to Humanities three. Today I am here to talk about all types of
bullying. Throughout this essay I will be explaining on how and why I want to fix this issue. To me, this issue is very important because I myself have been a victim of bullying.
Bullying has been going on for years before and after I was born. Bullying usually takes place in schools all over the world,
but nowadays its on the computer (cyberbullying). Cyberbullying is the same as bullying but just the fact that its on the
internet. I personally do not think that people are going to stop bullying right from the back but I think that once I get the
word out people would less bully others like before. This issue has lead to suicide and less confidence in people. For example,
on ABC News it stated that Amanda Todd fifteen at the time died on October 10,2012. She committed suicide by hanging
herself, drinking bleach, and even cutting herself. All the bullying took place at school and on the computer.
I myself have been bullied (not cyberbullied) and thought of suicide but between all these thoughts there is always that
one person who will always be there for you from the start. This is has inspired me by giving me life events and evidence.
It has inspired me to improve it by giving me life obstacles to face with this issue. I have so many solutions to this issue but
out of all of them I managed to get the top three solutions. The first solution is to have a small gathering and NYS TESOL32
43nd Annual Conference get people’s ideas on what they think of this issue. I will do this by hanging posters in hallways and
emailing them. Have a date and time and some snacks. With all the information gathered I will take into action. For example,
if one says “the teachers don’t really pay mind” then I and an adult will go and talk to the teachers and principal. The second
solution would be to have an anti bullying day. This day could have some singer, activities, food and giveaways. This would
get people to be part of it and even have fun while helping people improve. The last solution would be to teach adults and
teens at school how to respond to when they see bullying. For example, if a student is getting bullied the teachers or anyone
else around should react to it in a civil way. They should not go for backup or do something crazy but help that person.
In conclusion, I feel that bullying is a big issue. These solutions can help bullying improve and help bullies see why bullying
is not helpful for them. Also it can make your community a safe environment to live in. You won’t have to worry about going
to the grocery store and getting bullied.
Omar Hernandez Alvarez, Grade 12, Riverhead High School, Riverhead, NY
Teacher: Mr. Faint
Three years ago, when the noises from outside were from roosters or other birds, when I felt smart because I could understand, It was a different time now everything is different, all I hear outside is cars.
Florida is a nice place for rich people, I remember everyone going to the beach and night clubs, everyone except me, I use
to stay at garage which was my room, well almost my room I had to share it with Tripas he was a nice old guy, but he was
very dirty and I had to clean his mess every day perhaps it was natural as he was a mechanic and the reason we called hem
Tripas was because he is fat.
He used to drive me to school because it was very far from the garage. That’s why I never said anything, sometimes we
worked together doing things as painting, construction, landscaping and many other activities I remember the time that we
were demolishing an old house by the river, and it fell with us on the top. I had time to run to the other side of the house
which was better preserved, but my uncle and Tripas didn’t move. They reminded crouched to the ground, praying, Then
the house wen to the water but we didn’t. Maybe their prayers were answered. My life hasn’t being easy, all this year I’ve been
working hard after 3343nd Annual Conference school, day to day the same thing but it is for success not only for me ,but
for the success of all Latin immigrants who just came here as European immigrants did in some part of American History.
Now we are in their shoes and our hearts beat as theirs did for that dream of success.
This society needs good heads to be successful and 1 want to be part of the solution, not part of the problem, as many
people think that we are. I want my people to have their dream realized, as Martin Luther king and Nelson Mandela did for
their people. This is something that my heart says and my head knows it! Am aware that I have many challenges ahead that
may make me collapse like the old house. But if I could clean up after Tripas’s mess I can I know I can always persevere and
one day be especial.
47
NYS TESOL
Winning Essay
University and Adult Education
Sybille Bertrand, Reading 030 F1, Nassau Community College, Garden City, NY
Teacher: Professor Montelbano
Everybody likes his/her community. Since I am in the United States of America, I visited my country, Haiti several times.
But, one of those times I have been in a little city named “Fonfred” located in the South department; it is more like a village.
I spent a couple of weeks in that community with some friends. The people were very friendly and hospitable, but they faced
some problems. The big one was a health condition. When I came back to the United States of America, I thought I could
take some wonderful actions to improve that problem, such as building a health clinic for the population of that community,
and prepare a place to educate them about how to prevent diseases.
From the very first moment I was in that community, I noticed the health problem. The population did not know much
about the precautions to take for their health in order to prevent diseases; such as washing hands and keeping their places
clean. For example, a fourteen years old girl didn’t wash her hands after she finished using the bathroom. I was thinking, if
that young girl didn’t know the importance to wash her hands, she could not teach a younger child to do it. Another example,
I witnessed a ten years old boy dropped an orange peel on the floor after NYS TESOL3443nd Annual Conference he finished
eating that orange. Also adults and children drank non-purified water; they didn’t care about germs. As a consequence, adults
and children got sick because of germs and microbes; they got infections; little kids got diarrhea. To get treatment, their families went with them to another city which was far from their home to reach a hospital.
Therefore, when I came back I gave serious thought to the whole situation. I wrote down some ideas which I could combine
with actions in order to help those people in the community of “Fonfred”. My plan to improve that situation would be to build
a health clinic for the population. The building would be located in the center of the village of “Fonfred” in order to facilitate
people all around the village and near the village to get access to it. The building would have two floors. The first floor would
have three consultation rooms and two rooms for medical tests. Those rooms will be well equipped with updated machines
for the consultation and tests. The first floor would have also a pharmacy that would contain all emergency medications and
pills and over counter medications. It would also have a laboratory room to execute the medical tests. That clinic would require two doctors, four nurses and an administration to serve the population in that community in order to fulfill their needs.
It will have also a staff for the cleaning of the building as well.
In addition, there would be an education plan for the population of the village “Fonfred” to teach them how to prevent
diseases. The educational place would be at the same building, but it would be located on the second floor. It would be a big
room, equipped with technology supplies; such as, computers, a big screen for video projection, and a big television. It would
have the capacity to accommodate more than sixty people. The education session will be in three times: morning, evening
and night. Some Doctors, Nurses and Nutritionists who have knowledge about health would teach the population how to
prevent diseases during those sessions. They would teach them the importance of washing their hands and how to wash
them. They would also teach them how to manage a healthy diet by eating right. They would teach them how to avoid infections due to germs and microbes. They would explain to them the importance of washing their fruits and vegetables properly
before eating them, and the importance of washing their hands after using the bathroom and before eating and how to wash
them properly. They would teach them how to purify water before drinking it and the importance to live in a clean place.
Moreover, they would do some seminars on how to protect themselves against sexual transmitted diseases (STD).
In conclusion, this medical clinic and the sessions of education would be very beneficial for the population in the community of “Fronfred” because those people really need it. With that opportunity, sick people would not have to go far from
their home to get treated, and also they would be educated about how to stay 3543nd Annual Conference healthy. Doctors,
Nurses, Nutritionists and medications would help them to recover their health, and the health program would teach them
how to prevent diseases. All of that would be very helpful for them. Therefore, if some nongovernmental organizations who
care enough for the population of the community of “Fonfred” could help also to realize that project, it would be like heaven
coming down to the earth for them.
NYS TESOL
48
University and Adult Education
Tiemoko Soumahoro, Mid-Manhattan Adult Learning Center, New York, NY
Teacher: Ms. Alexander
A Disaster Called Forced Marriage
Marriage is one of the most important things in our life. It is a sacred act that unites two partners who decide freely to join
their lives. However in many communities, including mine, forced marriage is still widely practiced. This social evil, which
consequences are multiple and various, profoundly affects our societies.
Widely practiced in African societies, forced marriage affects both women and men, but women are more subject to this
tradition. Forced marriage victims are generally subject to many troubles such as affective disorders. People who have been
forced to get married with partners they don’t like are constantly anxious, sad and depressed. These bad feelings lead easily to
suicide. The children from forced marriage may also experience emotional troubles in their future life. These children often
become thugs.
Moreover women of forced marriage often experience domestic violence. Indeed, a wife who will refuse to comply with the
will of the husband chosen for her will have to undergo physical or psychological violence from her husband and sometimes
from her own parents. I still remember the case of one of my cousins, Massandje who was hospitalized two times after being
beaten by the husband chosen for her by her father. She is really unhappy in her home.
However, it may happen that this violence turns against the husband. That happened a few days ago in my country when a
young woman called Fanta had been forced by her parents to get married with one of their cousins. Frequently beaten by this
man, she decided one day to free herself from this burden by stabbing her husband in his sleep. Her husband died. Arrested
by the Police for murder, Fanta will finally be released under pressure from women‘s associations. They shifted the blame of
this desperate act into Fanta‘s parents. This sad story profoundly raised people’s awareness of the dangers of this practice that
still affects many communities.
In conclusion, we can say that forced marriage is one of the worst social evils our societies have to face. That’s why we plan
in the future to create a nongovernmental organization to fight this practice. We will do this by sensitizing, on the one hand,
parents to the dangers of forced marriage. On the other hand, victims will be nurtured and helped.
Thank you
Thank you to all the teachers and students who participated in the
9th Annual NYS TESOL Essay Contest! We received a wonderful
collection of essays from students across the state! Below is an accounting of the number of submissions we received in each category.
• 27 submissions: 4-8
• 30 submissions: 9-12
• 43 submissions: adult
• 100 submissions in all!
We at NYS TESOL would like to recognize all the teachers who participated and all the schools they represent by listing them here. Your
dedication to your students is evident to us and we applaud the efforts of your students. You are all winners to us!
Ms. Abate, Watervliet Elementary School
Ms. Alexander, Mid-Manhattan Adult Learning Center
Mr. Artigliere, IS 220 John J. Pershing
Ms. Connor, Jennie F. Snapp Middle School
Ms. Crespo, New Visions Charter School - Humanities 3
Ms. Cunnane, Caroline G. Atkinson Intermediate School
Ms. Delarosa, Manhattan Center for Science and Math
Ms. Ellingwood, Strong Memorial Hospital
Mr. Faint, Riverhead High School
Ms. Fasano-Paul, PS 196X
Ms. Kamidoi, Woodglen Elementary School
Mr. Lee, Benjamin N. Cardozo High School
Ms. Lusardi, New Directions Secondary School
Prof. Montelbano, Nassau Community College
Ms. Moody, Medina High School
Prof. Pagieva, College of Staten Island
Ms. Richardson, Smithtown Central School District
Ms. Salcedo, Jackson Main Elementary School
Prof. Tuzzolino-Werben, Nassau Community College
49
NYS TESOL
Thank You 2014
NYS TESOL wants to acknowledge and thank the publishers, companies,
organizations and individuals who have supported our service mission in 2014.
Sponsors
Advertisers
NGL/Cengage (Conference Bags)
Pearson ELT (Continental Breakfast)
(Continental Breakfast)
Kurzweil Educational Systems
Pearson ELT
SIT Graduate Institute
Tandberg Educational
TESOL Int’l
The New School
University of Michigan Press
Exhibitors
Achieve 3000
American Reading Company
Benchmark Education
Cambridge University Press
Delaney Educational
English Central Inc.
English Language Fellows Program
Kurzweil Educational Systems
McGraw-Hill Education
New Readers Press/Pro Literacy
NGL/Cengage
Pearson Education
Pearson ELT
Pro Lingua Associates
Resources to Unite Communities
Santillana USA
SIT Graduate Institute
THE Learning Connection
Townsend Press
Voxy
Voyager Sopris Learning
Individual Donors of Time, Effort, Energy and Financial Support
• The more than 1,100 individuals attending NYS TESOL professional development events in 2014
• The event chairs and teams for the Conferences and Mini-Conferences cosponsored by NYS TESOL in 2014:
• ALWC: Meghan Bratkovich
• LIESOL: Jacqueline Nenchin
• HATTSG: Bernadette Forward
• TESS: Laura Baecher and Christine Jacknick
• Buffalo Region ODMAC: Colleen Glahe and Denise Gonez-Santos
• The event organizers for the many popular Salons and other events held around the state
• The nearly 300 new members who joined NYS TESOL in 2014
• The 1,100 active members of NYS TESOL
• All the teacher educators and mentors who encouraged their students and colleagues to participate professionally as
NYS TESOL members, authors and conference presenters
• And, the many individuals whose generous donations of $5, $10, $50 and $100 on your conference registration and
membership forms help support our ongoing efforts to serve the TESOL profession and our students and their families.
NYS TESOL
50
Photos by Martin Seck
Social awareness has always been
like a second language to us.
The New School has always championed reflective, morally
engaged learning that embraces global perspectives. That’s why
our faculty of world-renowned experts, including Scott Thornbury,
Jeremy Harmer, Lesley Painter-Farrell, Gabriel Diaz Maggioli,
and Anne Katz address the needs of TESOL teachers and English
students around the world.
www.newschool.edu/matesol16
MA TESOL
THE NEW SCHOOL
Equal Opportunity Institution
51
NYS TESOL
PAST PRESIDENTS AND CONFERENCES
2013Susanne Marcus – The Core of TESOL: Curriculum,
Communication and Collaboration – White Plains
1994Annette Shideler – The American Quilt: Celebrating Our
Diversity – Uniondale
2012Rebekah Johnson – Many Voices, Multiple Pathways to
English Language Learning Success – Albany
1993Len Fox – Education Unites the World – Syracuse
2011Nanette Dougherty – Enhancing English Learning: Connecting
Communities Through Collaboration – Melville
2010Connie E. Dziombak – Forty Years and Forward: Responding
to Change Through Innovation – Albany
2008Cornelia Randolph – Understanding Language, Cognition, and
Language Learners – Buffalo
2007Joanne Beard – Technology: The Language that Brings Us
Together – White Plains
1984James E. Weaver – Waves – Tarrytown
2004George J. Morris – Celebrating Language and Culture – Syracuse
2000Anne V. Martin – Celebrating NYS TESOL: Making a
Difference 1970-2000 – Rochester
1999Carol Janda – Investing in Language – Melville
1998Marian Blaber – Humanism in ESL: Engaging the Whole
Person in the Joy of Learning – Buffalo
1997George Morris – Toward the New Millennium: Tools,
Techniques, and Technologies – Rye Brook
1996Ann C. Wintergerst – Clearing the Hurdles in the Classroom
and the Community – Saratoga
1995Patricia Forton – Launching the Stars of the Future – New York City
NYS TESOL
1987James A. Lydon – Realizing the Dream – Buffalo
1985Eric Nadelstern – Threshold to TESOL 2000 – Syracuse
2005Darla DiPiro – In Diversity is Unity – New York City
2001Cynthia Wiseman – Language Testing Matters: Make It Count! –
Rye Brook
1989Nancy S. Dunetz – Exploring Assumptions, Exploding Myths –
Tarrytown
1986Fay Pallen – Keepers of the Torch – New York City
2006Terri Brady-Mendez – Getting to the Core: Language and
Content – Saratoga
2002Diana Segovia – Making Every Student Count – Saratoga
1991Margo A. Sampson – Educating the Whole Person for the
Whole World: A Capital Idea – Albany
1990John L. Balbi – Reasons for Student Success: Equity,
Cooperation, Excellence – Melville
2009Fran Olmos – Critical Literacy: Opening Words and Worlds to
English Language Learners – White Plains
2003Elke Apelbaum Savoy – One World: Now Closer than Ever –
Rye Brook
1992Carol E. Perchik – Respecting Diversity: Honoring Tradition –
Rye Brook
1983Marla Mastandrea – Where Have All the Methods Gone? –
Smithtown
1982Richard Quintanilla – Albany
1981Nancy Frankfort – Rochester
1980Joan Donnelly – New York City
1979John Fanselow – Connecting – Buffalo
1978Jeanette D. Macero – Celebrating Languages – Lake Placid
1977Alice Perlman – New Approaches, New Methods, New
Attitudes – Grossinger’s
1976Mary E. Hines – Languages in Education – Albany
1975Frank Friuli – Awareness: A Whole Person Approach to
Language Learning – Rochester
1974Carmen A. Perez – Multiculturalism – Syracuse
1973Darlene Larson – Grossinger’s
1972Celia Belfrom – Grossinger’s
1971Harvey Nadler – New York City
52
NYS TESOL PUBLICATIONS
IDIOM • http://idiom.nystesol.org/Fall2014.html
NYS TESOL Journal • http://journal.nystesol.org
The NYS TESOL Journal is the official journal of the New
York State Teachers of English to Speakers of Other Languages. It is a refereed academic journal published online only, biannually each spring and fall. Articles in the Journal focus on
theory, research, pedagogy, and educational policy related to
the teaching of English to speakers of other languages, including U.S.-born emergent bilinguals, “generation 1.5” students, immigrants, and
international students. Articles may focus on any educational level, from pre-kindergarten to university, as well as on adult school and workplace literacy settings.
Editors: Rebekah Johnson, Laura Baecher, Lubie Grujicic-Alatriste
Advisory Board: Gay Brookes, Martha Clark Cummings, Margo DelliCarpini,
Luciana de Oliveira, Carolin Fuchs, Tatyana Kleyn, Helaine W. Marshall,
Cynthia McPhail, Shondel Nero, Diana Schwinge.
The inaugural issue of the NYS TESOL Journal was launched on January 1, 2014.
Upcoming issues include:
• Volume 2, Issue 1 (January 2015) (a general topics issue)
• Volume 2, Issue 2 (July 2015): Special Themed Issue on
Addressing the Demands of the Common Core State Standards with English
Language Learners
Guest Editor: Luciana de Oliveira, Teachers College, Columbia University
The purpose of this special themed issue is to address the demands placed by the
Common Core State Standards (CCSS) with English Language Learners (ELLs).
To submit a manuscript for consideration, visit:
http://journal.nystesol.org/howtosubmit.html
Contact the Editors at: [email protected]
53
Idiom is the NYS TESOL’s quarterly, digital newsletter
available on the members-only web site to read full articles.
Each issue of Idiom brings new ideas and resources for all
types of ESOL professionals. Each issue focuses on a theme
of interest to ESOL professionals, such
as the job market, technology, assessment, and teaching ESOL in the content
areas. Articles cover a broad spectrum of
ESOL instruction, including elementary,
secondary, and higher education, intensive English programs, adult education,
and teacher training. Besides theme-based articles, Idiom
features the following regular columns: Book Reviews, Culture Notes and Promising Practices.
Editors: Cara Tuzzolino-Werben, Elizabeth Fonseca, Ann
Wintergerst, Ceil Goldman
Please consider submitting an article for the upcoming
Winter issue of Idiom
Deadline to submit articles: December 10 Theme: 2014
Annual Conference
Email your submission to: [email protected]
Please check our guidelines before submitting your
article for consideration: http://idiom.nystesol.org/
submissionguidelines.html
NYS TESOL
INDEX OF PRESENTERS
INDEX OF PRESENTERS
Name
Affiliation
Email
Ahn, Mina
Bergen Community College
[email protected]
Alatriste, Lubie
NYC College of Technology, CUNY
[email protected]
Alexander, Tilla
Office of Adult & Continuing Education, NYCDOE
[email protected]
Alikakos, Patricia
Binghamton University
[email protected]
Almuhammadi, Anas
Florida State University
[email protected]
Artigliere, Marcus
[email protected]
Baecher, Laura
Hunter College, CUNY
[email protected]
Balbi, John
[email protected]
Beaumont, John
Borough of Manhattan Community College, CUNY
[email protected]
Bichko, Olga
Manhattan Language
[email protected]
Bohringer, Kerri
Poughkeepsie High School
[email protected]
Bowen, Lisa Vera
Pearson Education
[email protected]
Box, Catherine
Columbia University
[email protected]
Bresnick, Polly
Metropolitan College of NY, Learning Enhancement Center
[email protected]
Brown, Amanda
Syracuse University
[email protected]
Bruhlmann, Abigail
US Department of State/Georgetown University
[email protected]
Bueti, Joy Daniels
SUNY New Paltz
[email protected]
Calleja, Raoul
LaGuardia Community College, CUNY
[email protected]
Carlson, Cynthia
SUNY Fredonia’s Project MAST2ER
[email protected]
Carpenter, Mary
New York University and CUNY
[email protected]
Carrasquillo, Angela
Fordham University
[email protected]
Caruana, Shannonine M.
Hudson County Community College
[email protected]
Chapman, Amy
New Paltz Central School District
[email protected]
Cheng, Audrey
NYC Department of Education PS 122Q
[email protected]
Chiu, Stephanie
[email protected]
Cho, Seonhee
College of Mount Saint Vincent
[email protected]
Christian, Patricia
Central Islip UFSD
[email protected]
Chuang, Yen-Ching
Fordham University
[email protected]
Consagra, Samuel
Rochester International Academy
[email protected]
Cowin, Jasmin
Education First
[email protected]
Curry, Mary Jane
University of Rochester
[email protected]
Daddino, Jennifer
Harrison High School and Fordham University
[email protected]
Dahlgren Ardini, Regina
The Culinary Institute of America
[email protected]
Danvers, Vaughn
NYC Department of Education IS 227K
[email protected]
Dare, Thomas
Cambridge University Press
[email protected]
Davis, Jason
Brooklyn Community College, CUNY
[email protected]
Dealy, Ann
Ossining Union Free School District, University of PA
[email protected]
Delegianis, Valerie
New York City Department of Education
[email protected]
De Toledo, Andrea
The New School University
[email protected]
Dodge, Judy
Independent Educational Consultant and Scholastic/Heinemann Author
[email protected]
Doran, Sally
Mid-State RBERN
[email protected]
Dove, Maria
Molloy College
[email protected]
Dziombok, Constance
Mount Vernon City Schools
[email protected]
Edmonds, Maureen
Syracuse University
[email protected]
Egle, Lisa
Passaic County Community College
[email protected]
Elia, Sarah
SUNY New Paltz
[email protected]
NYS TESOL
54
Affiliation
Email
Epperson, Martha
English Language Fellow Program
[email protected]
Farnsworth, Timothy
[email protected]
Feldmann, Melissa
SUNY New Paltz
[email protected]
Finegold, Amy
[email protected]
Finnan-Jones, Robin
New York City Department of Education, CFN 410
[email protected]
Fonseca, Elizabeth
Nassau Community College
[email protected]
Formato, Anne
Poughkeepsie City School District
[email protected]
Franco-DeFaria, Madeline
Pearson Education
[email protected]
Frederic, Yanick
Central Islip UFSD
[email protected]
Frydland, Nan
Neighbors Link, CT
[email protected]
Gaddes, Amy
Elmont UFSD
[email protected]
Gaul, Paula
Hamilton Elementary School
[email protected]
Gregory, Karen
University at Albany, State University of New York
[email protected]
Grimes, Jennifer
[email protected]
Guo, Wenli
Queensborough Community College
[email protected]
Haglund, Sheila
Central Islip UFSD
[email protected]
Han, Qie
[email protected]
Hart, Bonny
[email protected]
Heffernan, Lauren
Queens College, CUNY
[email protected]
Henry, Anne
Buffalo Public Schools
[email protected]
Hilliker, Shannon
Binghamton University
[email protected]
Holtzman, Meghan
NYU/Bellevue Program for Survivors of Torture
[email protected]
Honigsfeld, Andrea
Molloy College
[email protected]
Hsu, Ya-Ning
[email protected]
Infante, Angelica
New York State Education Department
[email protected]
Jacknick, Christine
[email protected]
James, Robin
Western CT State University
[email protected]
Jee, Rebecca
Voxy
[email protected]
Johnson, Rebekah
[email protected]
Kaplan, Laura
NYS TESOL
[email protected]
Kasparova, Maria
Bergen Community College
[email protected]
Kim, Hyun-Joo
[email protected]
Kim, So Lim
New England Korean School, MA
[email protected]
Kirson, Tamara
[email protected]
Knittel, Pam
Poughkeepsie City School District
[email protected]
Koo, Caroline
Pearson Education
[email protected]
Korbl, Csilla B.
[email protected]
La’or, Noga
Rennert New York
[email protected]
Lauria, Richard
Suffolk County Community College
[email protected]
LeDrean, Laura
National Geographic Learning/Cengage Learning
[email protected]
Lee, Jihoon
New York University
[email protected]
Lewis, Lisa
SUNY New Paltz
[email protected]
Liu, Ruey-Ying
[email protected]
Liu, Yue
University of the Cordilleras, Philippines
[email protected]
Logan, Anne
Patchogue-Medford Schools
[email protected]
Maleska, Christine
Achieve3000
[email protected]
Marchi, Jessica
Monroe-Woodbury Central School District
[email protected]
Marcus, Susanne
NYS TESOL
[email protected]
Marshall, Helaine
Long Island University, Hudson
[email protected]
55
INDEX OF PRESENTERS
Name
NYS TESOL
INDEX OF PRESENTERS
Name
Affiliation
Email
Matarese, Maureen
[email protected]
McCarthy, Julie
Maine-Endwell Central School District
[email protected]
McCormack, Bede
[email protected]
McCourt, Alexandra
East Hampton UFSD
[email protected]
McElroy, Bridget
[email protected]
McNair, Sheri
Highland Falls - Fort Montgomery Central School District
[email protected]
Melo, Carol
New York City Department of Education, PS/MS 394K
[email protected]
Midha, Abja
Advocates for Children of New York
[email protected]
Michielli-Pendl, Jean
[email protected]
Minin, Denise
Bard College
[email protected]
Moody, Amanda
[email protected]
Morales, Silvia
Brooklyn Community College, CUNY
[email protected]
Morgan, Caitlin
[email protected]
Motlhaka, Hlaviso
University of the Free State, South Africa
[email protected]
Murakami, Nancy
NYU/Bellevue Program for Survivors of Torture
[email protected]
Murphy, Audrey Figueroa
St. John’s University
[email protected]
Numrich, Carol
American Language Program, Columbia University/Pearson
[email protected]
O’Connor, Gabriele
Voxy
[email protected]
O’Leary, Heather
Hamilton Elementary School, Schenectady, NY
[email protected]
Oliver, Gretchen
University at Albany, State University of New York
[email protected]
O’Sullivan, Julie
Poughkeepsie Day School
[email protected]
Pelc, Linda
[email protected]
Pagieva, Olga
College of Staten Island, CUNY
[email protected]
Painter-Farrell, Lesley
[email protected]
Park, Cassi
[email protected]
Parmar, Ravneet
Manhattan Education Opportunity Center
[email protected]
Pearsall, Christine
Patchogue-Medford Schools
[email protected]
Perdreau, Connie
SUNY New Paltz
[email protected]
Perdue, Benjamin
US Department of State English Language Programs
[email protected]
Perrone, Michael
[email protected]
Phillips, James
Haggerty English Language Program
[email protected]
Phillips, Jennifer
Penfield Central School District and Monroe Community College
[email protected]
Pletch, Aiko
SUNY New Paltz
[email protected]
Portnov, Valentina
NYS TESOL
[email protected]
Puello, Mirla
Ossining Union Free School District
[email protected]
Ragno, Jane
Fordham University
[email protected]
Ramirez-Lopez, Edith
Tarrytown Union Free School District, Tarrytown, NY
[email protected]
Reichen, Bethany
University at Albany
[email protected]
Reveiz, Elizabeth
East Hampton School District
[email protected]
Rizzotto, Kerri
[email protected]
Roberts, Elaine
Intern Center of Catholic Charities Com-ty Services
[email protected]
Rodriguez, Diane
Fordham University
[email protected]
Rossman, Michelle
GST BOCES
[email protected]
Roy-Campbell, Zaline M.
Syracuse University
[email protected]
Rucynski Jr., John
Okayama University, Japan
[email protected]
Ruiz, Heather
West Side Learning Center, Syracuse City School District
[email protected]
Rwanda, Stella
Syracuse University
[email protected]
Salvato, Robert
[email protected]
Samkoff, Jory
Clifton Public Schools, NJ
[email protected]
56
NYS TESOL
Name
Affiliation
Email
Samuels, Magda
NYC Department of Education PS 241M
[email protected]
Santana, Altagracia
NYC Department of Education
[email protected]
[email protected]
Scully, Jennifer
[email protected]
Shideler, Annette
A-Net Consulting
[email protected]
Shumann, Sylvia
East Hampton UFSD
[email protected]
Silvestro, Nancy
[email protected]
Singh, Darshani
[email protected]
Smith, Bridget
[email protected]
Smith, Marcie
Intercambio Uniting Communities, CO
[email protected]
Soffer, Elaine
[email protected]
Stakenburg, James
Rennert New York
[email protected]
Starr, Robert
McGraw-Hill Education
[email protected]
Staub, Mary
University Settlement, Hunter College, St. John’s University
[email protected]
Stengel-Mohr, Jennifer
Queens College, CUNY
[email protected]
Stessen-Blevins, Amanda
[email protected]
Stirling, Bruce
Sacred Heart University English Language Institute, CT
[email protected]
Stoller, Melisa
[email protected]
Susskind, Christine
[email protected]
Svedlow, David
National Geographic Learning
[email protected]
Taylor, Lisa
Gates Chili Middle School
[email protected]
Thorne, Tristan
ILSC New York
[email protected]
Toia-Kramer, Denise
Clinton Central School District
[email protected]
Tomkins-Tinch, Karen
Marist College
[email protected]
Tran, Annie
[email protected]
Tripp, Faith
[email protected]
Trupin, Judy
The Literacy Assistance Center
[email protected]
Tuzzolino-Werben, Cara
[email protected]
Ulley, Dawn
Achieve3000
[email protected]
Underwood, Cynthia
[email protected]
Uribe, Hector
NYC Department of Education CFN 410
[email protected]
Valenciano, Melodie
Rochester City School District Secondary/NYS TESOL EB
[email protected]
Van Gendt, Johanna
Hudson County Community College
[email protected]
Velissariou, Michelle
Pearson English
[email protected]
Vitez, Sara
College of Mount Saint Vincent
[email protected]
Wang, Tianshi
Stuyvesant High School
Walter, Chelsea
University at Buffalo
[email protected]
Wang, Lan
SUNY Fredonia
[email protected]
Wang, Tianshi
Stuyvesant High School
[email protected]
Westphal, Autumn
Rennert pearsonNew York
[email protected]
Wiseman, Cynthia
[email protected]
Wong, Kevin
Pui Kiu Primary School, Hong Kong
[email protected]
Ye, Weier
Academic Literacy Department of QCC, CUNY
[email protected]
Zaike, Fernando
DOE-URBAN ACTION ACADEMY, NY
[email protected]
Zelfond, Elena
Buffalo Public Schools
[email protected]
Zhang, Qisi
Professional Business College
[email protected]
57
INDEX OF PRESENTERS
Schor, Marie
NYS TESOL
NOTES
_____________________________________________________
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NYS TESOL
58
B:8.75"
T:8.5"
ReGISTRATION
lo b b y l e v e l
SeSSIONS
STARBUCKS
CHARTeR
ReSTAURANT
CHAMBeRS
ANTeROOM
event level
eMPIRe
Ke Y
AlBANY
A
B
STATe
A
B
CAPITAl
A
B
Public Areas
Amenities
T:11"
WeST
GAlleRY
Fitness Center
Meeting/Conference Rooms
GOveRNOR
C
GOveRNOR
d
GOveRNOR
E
Food & Beverages
elevators
eAST
GAlleRY
GOveRNeR'S BAllROOM
GOveRNOR
A
pat i o l e v e l
FITNeSS
CeNTeR
INDOOR
ATRIUM POOl
HUDSON
BAllROOM
HUDSON
GAlleRY
HUDSON GAlleRY
GOveRNOR
B
MA in Teaching English
to Speakers of Other Languages
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and reflective practice. Employers value teachers who have been trained at SIT.
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Empowering ELLs: Equity, Engagement, Enrichment

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