Los Angeles Regional CATESOL Conference 2016

Los Angeles Regional CATESOL Conference 2016 2 Welcome from the President
Welcome to the 2016 CATESOL LA Regional Conference! As I began reflecting on the theme for this year’s conference – Teach Locally, Think Globally– I realized how important it is that we be prepared and be responsive to the needs of the English language learners, their families, and our communities. Indeed, awareness of the concerns and the issues learners face coupled with pedagogically appropriate responses which lead students to success are the hallmarks of our membership. As you begin to look at the conference program, you will realize what an exciting day you have in store! The committee has done an outstanding job of organizing this year’s program starting with the plenary speaker, Dr. Marianne Celce-­‐Murcia, one of our field’s most respected teachers and researchers. Additionally, with over 60 presentations, there are many opportunities for you to learn and to grow in your knowledge of teaching, of students, and of advocacy at all levels. I encourage you to not only attend presentations, but to talk with each other. Exchange ideas. Ask questions. Listen. Reflect. Engage! In the global arena, you are the local connection and an incredible asset to the learners you serve. Learn Well. Serve Well. Sydney Rice President, CATESOL 2015-2016
3 Welcome from the Conference Chair
Welcome to Cal Poly Pomona! What a wonderful day we have planned for you! The Cal Poly Pomona Conference Committee is pleased to be hosting the 2016 Los Angeles Regional CATESOL Conference on our beautiful campus, with the theme, “Teach Locally, Think Globally,” which we as a profession happily confirm on a daily basis. We are especially excited to be hosting Dr. Marianne Celce-­‐Murcia, Professor of Linguistics from UCLA, as our Plenary Speaker at the end of the day. The author and editor of numerous familiar articles and books used in TESOL classrooms everywhere every day, Dr. Celce-­‐Murcia has greatly influenced most of us in our teaching and will certainly continue to do so through her address this afternoon. Today’s professional development opportunities abound with other practical considerations for the classroom, through thoughtful pedagogy, technology, research, and publisher offerings, many of which you will be able to apply on Monday morning following the conference. The Concurrent Sessions and Poster offerings will be presented with time to visit the Publisher Exhibits and to network with the CATESOL Board Representatives during lunch for discussions of special appeal across levels and interest sections. For those of you new to the profession, don’t miss the Mentor Session in the morning, where you may discuss practical questions about your professional trajectory from those who have extensive and varied experience in the field. We are certain that your day will be well spent and that you and your students will benefit greatly by your participation here! Welcome to Cal Poly Pomona’s Los Angeles Regional CATESOL Conference! Karen Russikoff Conference Chair 4 General Information
Need Help?
Volunteers with orange “CATESOL Volunteer” lanyards and “Ask Me” stickers will gladly answer
your questions.
Admission
Admission to sessions and exhibits is for registered attendees only. Please wear your badge at
all times.
Program Handbook Guide
Curious how to read the program book information? Presentations for each session are sorted
according to time. All session descriptions will follow the same layout:
Title of Presentation
Presenter’s Name, Presenter’s Affiliation
Presenter’s email address
(Type of Presentation)
Room Location
Level
A brief summary of the content of the presentation
Volunteers
All volunteers should check-in with registration to receive their name tags and participant bags.
Then you should proceed to the volunteer table to check in and get your assignment.
Exhibits
Publisher exhibits will be set up in the Ursa Minor from 8:00 AM until 5:00 PM. Check out the
wide variety of book publishers to learn more about the latest textbooks and resources.
Maps
A map of the Cal Poly Pomona Campus is located on the last page of the program book.
Record of Attendance
If you need to verify your attendance at this conference, please obtain signatures from
presenters using the form at the back of the program book.
Lunch
Pre-ordered box lunches will be available for pick-up inside the BSC Tables will be set up inside
and outside the BSC on the upper and lower levels for participants to eat lunch, join a rap
session, or peruse the posture session.
5 Opportunity Drawing
You will receive a raffle ticket at registration. Please put half of the ticket in the raffle bowl at the
CATESOL Membership Information table and keep the other half. Following the plenary, we will
be drawing tickets and distributing prizes contributed by the exhibitors. Participants must be
present to receive their prizes. The opportunity drawing will take place inside the Theater
Lobby.
Membership Information
Inquires about CATESOL membership can be made at the membership table in the Theater
Lobby.
Lost and Found
Turn in and retrieve lost items at the volunteer table, which is located just inside the Bronco
Student Center
6 Conference Schedule
Time 8:00-­‐9:00 Activity Registration/Presenter Check-­‐in Location Bronco Student Center 8:00-­‐4:00 Publisher’s Exhibits Ursa Minor 10:00-­‐12:00 Mentor Sessions Ursa Major B 9:00-­‐1:00 & 1:00-­‐1:45 Teacher Talks Ursa Major A 9:00-­‐9:45 Concurrent Session I 10:00-­‐10:45 Concurrent Session II 11:00-­‐11:45 Concurrent Session III 12:00-­‐1:00 Poster Sessions Ursa Minor 12:00-­‐1:00 Lunch and Level Rap Sessions 1:00-­‐1:45 Concurrent Session IV 2:00-­‐2:45 Concurrent Session V 3:00-­‐4:30 Plenary Speaker: Dr. Marianne Celce-­‐Murcia Ursa Major 4:30-­‐4:45 Opportunity Drawing 7 CATESOL Conference Committee Conference Chair Karen Russikoff Site Chair Jennie Watson Donations Rebekah Celaya-­‐Silva Chelsea Novotny Hospitality Coordinator Liza Harwell Sign Coordinator Sarah Harano Sign Committee Eric Aranada Sean McNamara Nick Barkawitz Mary Beth Buckowski On-­‐Site Registration Samantha Ingram Noël Houck Olga Griswold Edwin Teh Mentor Session Coordinator Dan Lesho Program Chair Grace Castruita Plenary Support Olga Griswold Exhibit Committee Rebekah Celaya-­‐Silva Jim Hayes Poster Session Coordinator Alejandra Pulido Poster Session Committee Edwin Teh Allison Bruins Social Media & Publicity Committee Nick Barkawitz Lauren Collins Norah Alnemarri Volunteer Coordination Jorge Larios Zainab Pareh Los Angeles Regional Liaison Carey Minnis Initial Coordination Sakeena Ali Tammy Johnson Job Board Ninet Aghastadourian Brittany Kemp Cal Poly TESOL Club officers Lauren Collins, Edwin Teh, Jorge Larios, Norah Alnemari VIP Contacts Chelsea Novotny Edward Coronado CATESOL General Manager Don Sillings CATESOL Treasurer Isai Orozco 8 Prepare Your English Learners for
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9 Plenary Speaker
3:00-4:00 p.m.
Ursa Major
How an Overview of Language Teaching Methodology Can Help Us to Think Globally and Teach Locally Marianne Celce-Murcia
Sponsored by
Photo by Kim Ghin The plenary will begin by reviewing pre-­‐1940 language teaching methodology culminating in the development of the Audiolingual Method and its British counterpart, the Oral Approach. Next post-­‐audiolingual methods from the l960s and 1970s onward will be discussed. Many creative innovations occurred during this time, the most important of which was development of the Communicative Approach. The current transition to a "post-­‐methods" era is then explored along with future-­‐oriented suggestions as to how we can use all of this historical information to improve our teaching by thinking globally and acting locally. Marianne Celce-­‐Murcia is Professor Emerita of Applied Linguistics at the University of California, Los Angeles (UCLA). Her interests include English grammar and pronunciation—description and pedagogy—the role of discourse analysis in language pedagogy, and language teaching methodology. She has been (co)editor on all four editions of Teaching English as a Second or th
Foreign Language (4 edition, 2014, National Geographic-­‐Heinle) as well as co-­‐editing a five-­‐volume ESL textbook series with M. Sokolik (Grammar Connection, 2007-­‐2009, Cengage-­‐Heinle). In addition to numerous published chapters and articles, Professor Celce-­‐Murcia has co-­‐authored four books: The Grammar Book (3rd edition, 2016, National Geographic Learning Heinle) with Diane Larsen-­‐Freeman; Techniques and Resources in Teaching Grammar (1988, Oxford University Press) with nd
Sharon Hilles; Teaching Pronunciation (2 ed., 2010, Cambridge University Press) with Donna Brinton and Janet Goodwin; and Discourse and Context in Language Teaching (2000, Cambridge University Press) with Elite Olshtain. After retiring from 30 years on the faculty at UCLA, she served as distance Dean of English Programs for the American University of Armenia in Yerevan (2003-­‐2007). Professor Celce-­‐Murcia has served as a member-­‐at-­‐large on the Boards of both Teachers of English to Speakers of Other Languages (International TESOL) and the American Association for Applied Linguistics (AAAL); she also served on the editorial boards of TESOL Quarterly and Applied Linguistics. She has taught and worked outside the U.S. in Nigeria, Egypt, and Canada and has done teacher training (i.e., lectures and workshops) in Japan, Singapore, Mexico, Costa Rica, Brazil, Israel, Armenia, Hungary, Italy, France, and Spain. She has also spoken at numerous TESOL conferences and TESOL affiliate conferences in the U.S 10 Teacher Talks
Ursa Major A 9:00-­‐ 1:00pm & 1:00-­‐1:45pm If the rooms for your preferred presentations are over-­‐filled, why not participate in a TEACHER TABLE TALK!
Come on over to Ursa Major during concurrent sessions 1-­‐4 where teachers are waiting to consider, ponder and deal with issues related to teaching Mentor Session
Ursa Major B 10:00-­‐12:00pm Nearing the end of grad school and feeling the pressure of entering the academic job market? Come to Ursa Major B from 10-­‐12 to get feedback and advice from successful professionals in the field. Putting together your CV is a crucial step toward preparing to go on the academic job market. Mentors will be available to meet with you and provide useful feedback and guidance Don’t have your CV with you? No problem! You are still welcome to ask questions and gain insight. 11 Meaning, Meaning, Meaning: Teaching the Gist of a Vocabulary Word Lynne Diaz-­‐Rico, CSU, San Bernardino Dr. Julie Ciancio, Westcliff University [email protected] Concurrent Session I
9:00-9:45 a.m.
(Demonstration/Workshop) England Evans 2132 Adult Education, EFL, English for Specific Purposes, Community College, College/University, IEP, Secondary Schools Core meaning, semantic space, collocations, affixes, cognates, appropriacy…these are a few of the 32 dimensions of a lexical item (Scrivener, (2005). This presentation introduces teaching strategies addressing 15 of these 32 dimensions, focusing not on grammar, collocation or affect, but solely on word meaning…and also includes a comprehensive handout. The Big Picture: Helping your students to become effective editors of their own work. Undraa Maamuujav, California State University, Los Angeles (Demonstration/Workshop) [email protected] Lyra 1611D College/University, IEP, Second Language Writing Many writing instructors serve as editors and spend too much time correcting the local errors in their students’ papers. While the correction of local errors improves the subsequent drafts, it has very little effect on overall learning. It is time for us to think globally, beyond next draft, and help our students become critical editors of theirown work. Groovy Grammar & Vocabulary Games Patricia do Carmo, Citrus and Chaffey College Corrine Barley, Chaffey College (Demonstration/Workshop) Orion A 2319 [email protected] | [email protected] Adult Education, English as a Foreign Language, Community College, College/University, Intensive English Program, Second Language Writing, Presenters will share a variety of games they have used successfully in their ESL classes. In this interactive session, a number of games will be modeled and a list of ideas and websites will be provided. Native English Speaking High School Students’ Attitudes Toward Non-­‐native Peers’ Accent Anna Herrera, California State University, Los Angeles [email protected] Bilingual Education, Elementary Education, Community College, College/University, Secondary Schools (Paper) Orion B 2317 Drawing on the myth of native speakers’ superiority and the negative impact it has on students’ life, presenter discusses a study showing that having a non-­‐native accent affect the social interaction and self-­‐perception of non-­‐native English speaker high school students. Implications to raise awareness about this issue will be discussed. Teacher Talks
Ursa Major A 9:00-­‐ 12:00pm & 1:00-­‐1:45 If the rooms for your preferred presentations are over-­‐filled, why not participate in a TEACHER TABLE TALK!
12 Leveraging Communicative Language Teaching with Metacognitive Routines Tiffany Ingle, Glendale Community College [email protected] (Demonstration/Workshop) Orion C 2315 Adult Education, Bilingual Education, English as a Foreign Language, Community College, College/University, Intensive English Program Do you ever wonder what your students are thinking? Using metacognitive routines can allow instructors to have a window into how students are processing information while supporting a communicative environment in your classroom. These routines don’t take extra time but will allow you to add value to your current teaching. Standards-­‐Based English to Achieve Success in life, College and Career Rob Jenkins, National Geographic Learning Steven Maggiore, National Geographic Learning [email protected] | [email protected] (Publisher) Andromeda A 2345 Adult Education, Community College This workshop will provide participants with student-­‐centered activities from the new edition of Stand Out. The author will demonstrate how these activities promote College and Career Readiness, El Civics, critical thinking through National Geographic content. Come prepared to practice and learn how to teach with Stand Out’s new edition. Critical Thinking: Asking Questions about the Questions Carrie Purcell, English Central (Publisher) Andromeda B 2343 [email protected] Community College, College/University, IEP Let’s dig into critical thinking by assessing how to build these important skills in order to fully assess how well your resources support you in reaching your students’ goals. Ask questions about the questions we ask our students and teach them to do the same! Chinese Methodology for English Learners in North America Ally Ao, Leisurige Ao (Demonstration/Workshop) Andromeda C 2341 [email protected] Adult Education, Community College, College/University, IEP, Teaching of Pronunciation, Speech, Pronunciation, and listening Activities and strategies that draw on popular approaches to language learning in China will be introduced for use in North American contexts. Adapted Chinese strategies include reading aloud, connecting instruction to literature, and motivational presentations with specific activities that can be applied in the classroom provided. Let’s See a Show! Integrating Theatergoing Into The ESL Classroom Steven Stanley, California State University, Los Angeles ELP (Demonstration/Workshop) Perseus 2337 [email protected] Adult Education, Community College, College/University, IEP, Speech, Pronunciation, and listening Los Angeles’s thriving live theater scene offers countless possibilities for ESL instructors to spice up their classes. A four-­‐decade ESL vet (and L.A.’s busiest theater reviewer) will show you how to turn an afternoon or evening at the theater into exciting, stimulating reading, speaking, listening, and writing practice. 13 Concurrent Session II
10:00-10:45 a.m.
Engaging the "Right Now" Generation Angela Rhodes, Rio Hondo College Tyler Okamoto, Rio Hondo College (Demonstration/Workshop) England Evans 2132 [email protected] | [email protected] Community College, College/University, Speech, Pronunciation, and listening Are your students checking their devices instead of focusing on what is happening in the classroom? How can this issue be solved? Involve students with engaging activities and exciting technology! The presenters will share numerous ways to keep students focused on their lesson and have fun at the same time. Digital Literacy for Adult Language Learners Maria Azpeitia, Mount San Antonio College Pamela Chui, Mount San Antonio College L.E. Foisia, Mount San Antonio College ` (Demonstration/Workshop) Lyra 1611D [email protected] | [email protected] | [email protected] Adult Education, Community College, TELL This presentation will introduce a variety of iPad applications that target listening and speaking skills. Presenters will briefly share their iPad research and results. Participants need to bring their own devices and should preload the following applications: Listening Master, Real English, and Speaking English. ESL Challenges beyond Our Courses: Building Support for English Learners across the Curriculum Jamie Ray, LA Pierce College (Demonstration/Workshop) Judith Bagg, LA Pierce College Orion A 2319 [email protected] | [email protected] Adult Education, English for Specific Purposes, Community College, College/University Accessing course content requires linguistic and cultural literacy, but because the delivery of content in all disciplines is characterized by an understanding of these subtleties and because ELs may lack them, we should seek ways to provide equal access to course content across the curriculum. Student Autonomy through Self-­‐Assessments Stephanie Youngblood, UCLA [email protected] (Demonstration/Workshop) Orion B 2317 Adult Education, English for Specific Purposes Students often see themselves as "containers" to be "filled" with knowledge. This problem can be even more profound in adult learners. Methods of self-­‐assessment and reflection help increase student autonomy and engagement in creation and evaluation processes from start to finish as they consider their places in the larger world. Mentor Session
Ursa M ajor B 10:00-­‐12:00pm Nearing the end of grad school and feeling the pressure of entering the academic job market? Come to Ursa Major B from 10-­‐12 to get feedback and advice from successful professionals in the field. 14 Infusing your Teaching with Academic Language Dina Papachristou, California State Polytechnic University, Pomona Melody Hanawalt, California State Polytechnic University, Pomona [email protected] (Demonstration/Workshop) Orion C 2315 | [email protected] Adult Education, Community College, College/University, Intensive English Program, Second Language Writing, Secondary Schools Are you concerned with your students’ academic language abilities? Are you looking for ways to support them in their acquisition of this “second language” of their second language? This workshop will address such concerns by raising teacher awareness and suggesting classroom applications. Cultivating Proficient Academic Writers Mary Louise Baez, Cambridge University Press (Publisher) Andromeda A 2345 [email protected] Community College, College/University, IEP, Second Language Writing Academic writing ranks among the most challenging of courses in the ESL curriculum for both teachers and students. This session will give writing teachers fresh ideas for designing writing curricula that prepares students for success in mainstream college and university classes. Implementing a Common Final Exams Project into a University IEP Eddy White, University of Arizona Tahnee Bucher, University of Arizona Dr. Angelina Serratos, University of Arizona Mariana Menchola-­‐Blanco, University of Arizona (Paper) Andromeda B 2343 [email protected] | [email protected] College/University, Intensive English Program, Second Language Writing, Speech, Pronunciation, and listening This presentation will describe current efforts to standardize common final exams in the IEP at the University of Arizona. Presenters will describe the rationale for this ongoing project (began in summer 2015), views of teachers involved, and the challenges, choices and frictions that have resulted. The Power of Practice Veronika Geronimo, Revolution English Eli Andrews, Revolution English (Publisher) Andromeda C 2341 [email protected] | [email protected] Adult Education, Community College, College/University, IEP, TELL What drives students to practice English outside of the classroom? This workshop explores the combined power of personal coaching and technology in the “Revolution English” program. In initial pilots, students averaged more than four hours per day of English practice outside of the classroom—these promising results and others will also be discussed. Teacher Talks
Ursa M ajor A 9:00-­‐ 12:00pm & 1:00-­‐1:45 If the rooms for your preferred presentations are over-­‐filled, why not participate in a TEACHER TABLE TALK!
15 A Practical Integrated Method for Teaching Students of Varying Proficiency in the Same Group Activity M. Eric Blakely, CSU, Los Angeles English Language Program (Demonstration/Workshop) [email protected] Perseus 2337 Adult Education, Community College This technique is a simple, hands-­‐on holistic teaching technique using academic content to teach English in adult schools. This technique requires no technology, teaches to multiple intelligences, and allows students of varying levels and language abilities to meaningfully participate in a group language acquisition activity. Concurrent Session III
Hands-­‐On Interactive Activities for Low-­‐Level Learners Gretchen Bitterlin, San Diego Continuing Education 11:00-11:45 a.m.
[email protected] (Demonstration/Workshop) England Evans 2132 Adult Education After hearing the rationale for collaborative activities, participants see demonstrations of three different picture / word card activities for reinforcing vocabulary and four different activities for developing communication skills. The presenter also models how to adapt the activities when both literate and non-­‐literate students are in the same classroom. But I Didn’t Know, and You Didn’t Tell Us: Simple Strategies for Addressing Plagiarism Alexander Ibaraki, Santa Monica College (Demonstration/Workshop) Maria Betancourt, Mount San Antonio College Lyra 1611D L.E. Foisia Pamela Chui [email protected] | [email protected] Community College, College/University, IEP, Second Language Writing Plagiarism is an issue that most if not all ESL students and educators confront. In this workshop, the presenters will share their experiences dealing with plagiarism and demonstrate a variety of practical methods to address this issue with in-­‐class, departmental, and interdepartmental solutions. Handouts and resources will be provided. Having Fun and Learning with Board Games Cristina Fucaloro-­‐Snover, Chaffey Community College [email protected] (Demonstration/Workshop) Andromeda A 2345 Community College Student-­‐on-­‐student interaction and a sense of community can greatly enhance learning in the ESL classroom. The presenter will demonstrate how adapted versions of existing board games such as Taboo, Scattergories and others may be used to lower the affective filter for all learners and promote student engagement that leads to increased participation and learning. 16 To FANBOYS and Beyond! Rebekah Celaya-­‐Silva, Cal Poly English Language Institute [email protected] (Demonstration/Workshop) Andromeda B 2343 Adult Education, Bilingual Education, Elementary Education, English as a Foreign Language, Community College, College/University, Intensive English Program, Second Language Writing, Secondary Schools FANBOYS is timeless, but what happens when students and “nor” just don’t get along? What happens when complex sentences are up next and you’re left without a magic scaffolding device? This presentation will equip you with tools your students need for a smooth transition from compound to complex sentences. “I’m Afraid to Speak”: Fostering Confident Communicators Through the Development of an English Lounge Speaking Program (Demonstration/Workshop) Rita Van Dyke-­‐Kao, Mt. San Antonio College Andromeda C 2341 Laura Jacob, San Antonio College [email protected] | [email protected] Adult Education, Community College, College/University, IEP, Speech, Pronunciation, and listening Are your students afraid of speaking in English? Invite them to English Lounge! Confident students who are not afraid of making mistakes are on the path towards spoken fluency. The presenters will describe how they developed a speaking program that fosters student confidence, and will share tips and best practices. Happiness and Culture Sargsyan Arusyak, Glendale Community College [email protected] (Demonstration/Workshop) Orion A 2319 Adult Education, Bilingual Education, English as a Foreign Language, Community College, IEP The presentation will focus upon happiness and culture as language learning content. What are the commonalities and differences of various cultures? What are the constituents of happiness in various cultures? How and why do language learners benefit from exploring this content? How can this content be taught in a wide range of classes? Google Drive for Individualized Writing Practice Kimberly Guppy, Cal America Education Institute [email protected] (Demonstration/Workshop) Orion B 2317 Adult Education, CALL, English for Specific Purposes, Community College, Intensive English Program, TELL, Second Language Writing Providing feedback on student writing can be a time-­‐consuming, stressful task. In this session, learn how to utilize Google Drive to expedite both the writing and feedback processes. This session is intended for instructors of adult age students, however the technology can be adapted for various ages and teaching situations. 17 Accent Modification: A Reaction to the Stigma of Accent Setareh Safavi, Alliant International University [email protected] (Paper) Orion C 2315 Adult Education, English as a Foreign Language, Intensive English Program, Teaching of Pronunciation, Speech, listening What are the benefits of an accent modification program as related the stigma attached to non-­‐native accent? The presenter demonstrates the impact accent could have on different aspects of non-­‐native speaker’s life and how accent modification programs could be beneficial and ease the life for non-­‐native speakers. Side by Side Plus with E-­‐text: Text and Tech Solution John Antrasian ,Pearson [email protected] (Publisher) Perseus 2337 Adult Education, Community College, College/University This presentation will offer strategies for integrating career and academic readiness, civics, and basic language learning through classroom activities, technology solutions, and digital games that maximize student interaction, motivation, individualized learning, and success. 18 Level & Interest Group Rap Session
p.m.
Adult Level Rap Session Andromeda A 2345 Teaching English in the Workplace Interest Group Andromeda B 2343 Andromeda C 2341 Elementary/Secondary Education Level Rap Session Orion A 2319 Community College Level Rap Session Orion B 2317 Technology Enhanced Language Learning Interest Group Orion C 2317 Intensive English Program Level Rap Session Facilitator: Dave Coleman 12:15-1:00
Facilitator: Danielle Pelletier | [email protected] Teaching of Pronunciation (ToP) Interest Group Facilitator: Marla Yoshida | [email protected] Facilitator: Sandy Silverstein Facilitator: Monica Cueva Facilitator: Lyra 1611 D Non-­‐Native Language Educators Interest Group Perseus 2337 England Evans 2132
Facilitator: Maria S. Allan | [email protected] Facilitator: Rameshor Bhandari | [email protected] College/University Level Rap Session Facilitator: Vasiliki Karras-­‐Lazaris | John Gides | [email protected] Part-­‐Time Educators Interest Group Ursa Major Facilitators: Jennifer VanHyning | [email protected] Corey Hegger | [email protected] Tiffany Ingle | [email protected] 19 Poster Session
12:00-10:45 p.m.
Ursa Minor
Vocabulary through Acquisition—not Learning Allison Bruins, Cal Poly Pomona Zainab Parekh, Cal Poly Pomona Jorge Larios, Cal Poly Pomona [email protected] | [email protected] | [email protected] This presentation examines the effects on multilingual student writing when teachers progress into commentary reflective of higher education in nonnative-­‐English-­‐speaker freshman composition courses. It focuses on whether or not learners acquire vocabulary indirectly from teachers’ written feedback and apply those various descriptors to their own work. Rising Above: The Path to Success is Possible Regardless of Socio-­‐economic Status when Second Language Learners Use Their Community as a Resource Jodie Williams, California State University, Fullerton [email protected] The aim of this presentation is to demonstrate the effectiveness of using one's community as a resource to achieve communicative competence in English when an obstacle includes a learner's socio-­‐economic status. Using Ethnic Burmese Poems to Teach Reading and Writing Myo Myint, Mission College [email protected] This poster session will present the challenges and opportunities encountered in an attempt to use ethnic Burmese poems to teach reading and writing in two high-­‐intermediate ESL classes. It will also describe strategies used to overcome the challenges as well as the reaction of students to this infusion of Asian culture. The Impact of Interaction and Language Exposure on English Learners' Spoken English Yani Tan, University of Southern California [email protected] Language has many forms of existence. The most commonly used one is its communicative form. The more you put a language into use, the more alive it becomes for you. Therefore, interaction, for second language learners, is the key to their mastery of a foreign language. Motivation in a Flipped Classroom, a Case Study of Teaching Oral English in a Vocational College in Mainland China Xinyue Zuo, University of Southern California [email protected] The program explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in mainland China. It aims at motivating English learners and helping them develop communicative language skills more effectively and efficiently. Analysis of a Corpus of Official IELTS material for Academic Word Frequency Patrick Cole, California State University, Fullerton (American Language Program) [email protected] The aim of this poster session is present an analysis of a corpus of officially published IELTS reading material for academic word frequency. 20 Activating Creativity in Elementary EFL Writing Benjamin Taylor, Northern California Peace Corps Association [email protected] As a Peace Corps Volunteer in Micronesia, I found that local teachers often lacked the resources or training to create a creative and engaging environment for students. The presented activities are the product of collaborative efforts with 4th-­‐through 8th-­‐
grade Micronesian teachers over a two-­‐year period. Activities could be modified for a range of second-­‐language learning contexts and environments. E-­‐tutoring: Learning Writing Skills Through a Virtual Medium Laura Razo, California Polytechnic State University, Pomona Norah Alnemari, California Polytechnic State University, Pomona [email protected] | [email protected] Need a tutor? Online tutoring is here to help! Presenters investigate the effects of online tutoring in a college-­‐level course that seeks to develop non-­‐native English speaking students’ writing skills. Data and results demonstrate students’ progress as reflected in in-­‐class writings, online essay submissions, and course portfolios. The Evolution of the Learning Resource Center’s Reading Workshops Rebecca Bowers, California Polytechnic State University, Pomona Emma Pacheco, California Polytechnic State University, Pomona Lauren Collins, California Polytechnic State University, Pomona [email protected] | [email protected] This poster presentation includes the background, methodology, and progression of the Kellogg Reading Project at California State Polytechnic University, Pomona. Supplementary reading workshops were offered to college freshmen composition students exhibiting a developmental need for coursework in writing. Because of the positive student outcomes, the project was replicated and continues to be improved upon, quarter after quarter. Pronoun Use and Student Turns in Academic Lectures Stephanie DeVera, San Diego State University [email protected] Academic lectures are frequently teacher-­‐centered with little student participation. However, an analysis of a new corpus constructed from Open Yale Lectures shows that the increased use of personal pronouns from instructors and students may increase the number and length of student turns in classroom discourse. The Advance Organizer Jorge Robles, La Verne University Augie Hicks, La Verne University [email protected] | [email protected] The Advance Organizer is a pre-­‐reading strategy that allows students to interact with expository text in a more meaningful way. As part of the introduction to a lesson, the benefits of using it include schema activation, identification of text structure, frontloaded vocabulary instruction, better comprehension, and opportunities for students to “stop and respond” as they read. 21 The Impact of Interaction and Language Exposure on English Learners' Spoken English Yani Tan, USC [email protected] Language has many forms of existence. The most commonly used one is its communicative form. The more you put a language into use, the more alive it becomes for you. Therefore, interaction, for second language learners, is the key to their mastery of a foreign language. Concurrent Session IV
1:00-1:45 p.m.
Content-­‐Based Instruction at Primary and University Levels Nicholas Rhea, Northern Arizona University Samantha Russell, Washoe County School District (Demonstration/Workshop) Ursa Major [email protected] | samantha-­‐[email protected] Elementary Education, EFL, College/University, Second Language Writing This presentation will exemplify how it is possible to use effective SLA Theory strategies in the classroom while also adhering to prescribed policies and how ESL teachers can include more diverse, age appropriate, and culturally responsive learning content in the classroom/curriculum. Your Career: Getting It Right from the Start Megan Ernst, Glendale Community College [email protected] (Demonstration/Workshop) England Evans 2132 Adult Education, Elementary Education, Community College, College/University, Intensive English Program, Secondary Schools This workshop, specifically designed for new instructors, will focus on developing systems and attitudes to move your career forward. The presenter, a full-­‐time community college teacher, will offer an “insider’s guide” to the job and explain what she wishes she had known at the beginning of her career. Twitter in the Credit ESL Classroom Merari Weber, GCC/PCC [email protected] (Demonstration/Workshop) Lyra 1611D Adult Education, Elementary Education, Community College, College/University, Intensive English Program, TELL, Second Language Writing, Secondary Schools Have you considered using Twitter in your ESL classroom? Come and see how it was used incorporating reading and writing, cooperative learning, student leadership, and how it helped in creating classroom community throughout the semester. Career Readiness, Civics, and Academic Prep: Text and Tech Solutions John Antrasian, Pearson [email protected] (Publisher) Andromeda A 2345 Adult Education, TELL This presentation will offer strategies for integrating career and academic readiness, civics, and basic language learning through classroom activities, technology solutions, and digital games that maximize student interaction, motivation, individualized learning, and success. The newly-­‐expanded Side by Side PLUS with eText and digital FunZone will be provided to all participants. 22 Teaching English Holistically Arusyak Sargsyan, Glendale Community College (Demonstration/Workshop) Andromeda B 2343 [email protected] Adult Education, English as a Foreign Language, Community College, Intensive English Program How can we help students learn the language holistically? How should we promote respectful cooperation among students? What tools and methods should be applied to ensure both linguistic and cultural proficiency? Promoting Reading and Writing Connections through Horizontally-­‐Planned Course Curricula Zahra Atefi, California State University, Los Angeles (Demonstration/Workshop) Julia Hilliard, Santa Monica College Andromeda C 2341 [email protected] | [email protected] Community College, College/University, IEP Reading can improve learners’ writing skills. With this in mind, the presenters created two course curricula integrating academic reading and writing skills. This presentation will detail the planning process of these two course curricula, providing suggestions for how educators may implement horizontally-­‐planned reading and writing curricula in their own programs. Perceptions about Non-­‐Native English-­‐Speaking Teachers (NNESTs) Luis Briseno, California State University, Los Angeles [email protected] (Paper) Orion A 2319 Adult Education, Bilingual Education, English as a Foreign Language, English for Specific Purposes, College/University, Teaching of Pronunciation Second Language Writing, Speech, Pronunciation, and listening The presenter will address results of a study designed to identify the perceptions of students and NESTs about NNESTs. Factors that make an effective language teacher, based on previous studies and statements from experts in the field, will be addressed as well. Teach Locally, Think Globally: Social & Cultural Diversity in Grammar Lessons Tammie Tran, Golden West College [email protected] (Demonstration/Workshop) Orion B 2317 Adult Education, Bilingual Education, English as a Foreign Language, Community College, College/University Integrating social/cultural matters in grammar classes deepens knowledge/input and increases interests in practical issues. Blending communicative approaches makes students feel like games while activities are implied. The presentation invites participation in the hands-­‐on activities that guide to the innovation of teaching grammar within local college campuses and extension of practice to global socio-­‐cultural issues. Teacher Talks
Ursa M ajor A 9:00-­‐ 12:00pm & 1:00-­‐1:45 If the rooms for your preferred presentations are over-­‐filled, why not participate in a TEACHER TABLE TALK!
23 Investigating the Effects of Trauma on Learning in Refugee Populations Laura Jacob, Mt. San Antonio College Mitra Toloui, Mt. San Antonio College Vienessa Lopez, Riverside USD [email protected] | [email protected] | [email protected] Adult Education, Elementary Education, Community College, Secondary Schools (Demonstration/Workshop) Orion C 2315 Are we prepared to welcome a new wave of refugee students with compassion? Come to learn about the effects of trauma on students inside and outside of the classroom. Strategies for ways to look beyond imparting language to see the whole person will be discussed "Happy Hour" in the ESL Classroom Maria Pehlivanova, Pasadena City College (Demonstration/Workshop) Perseus 2337 [email protected] Adult Education, Community College, College/University, IEP, TEW Learning a second language is not only a cognitive process; it is a social experience. The time constrains and the content to be introduced, practiced, and mastered by the ESL students force ESL instructors to limit and even avoid any time dedicated to a “happy hour.” Learn why you shouldn’t. Concurrent Session V
2:00-2:45 p.m.
Cooking up Excitement in the Classroom (For Your Students-­‐-­‐and For You, Too!) Cynthia Cross, Citrus College [email protected] (Demonstration/Workshop) England Evans 2132 Adult Education, Bilingual Education, EFL, Community College, College/University, IEP Keeping students focused and engaged in class is always a challenge. Instructors are often short on time, energy, or patience-­‐-­‐or maybe all three at the same time! We need to find small ways to add spice to our classes! Your First Flip? An Introduction to Flipping a Class Melody Hanawalt, California State Polytechnic University, Pomona Sally Olivas, Rio Hondo College (Demonstration/Workshop) Lyra 1611D [email protected] | [email protected] Adult Education, Elementary Education, EFL, English for Specific Purposes, Community College, College/University, IEP, TEW, Second Language Writing, Secondary Schools Flipping a class is all the rage, and rightly so. It is a powerful pedagogical tool that gives teachers more classroom time. This workshop offers instructors a general introduction to the concept, providing those just stepping into the world of flipping with the information they need to get started. 24 Motivating Students to Learn Grammar in the Context of Narrative Dalia Bravo, National Geographic Learning Steven Maggiore, National Geographic Learning Andromeda A 2345 (Publisher) [email protected] | [email protected] Adult Education, Community College, College/University, Intensive English Program This workshop will demonstrate how high interest narrative captures the attention of students and motivates them to analyze grammar. Showcasing the new edition of Grammar in Context, she will demonstrate how a textbook can come alive by using informative, entertaining stories to engage Designing Directions for English Learners Success Alejandra Pulido, Cal Poly Pomona Corinne Barely, Chaffey College Carey Minnis, UCI (Paper) Andromeda B 2343 [email protected] | [email protected] | [email protected] Community College, College/University, Second Language Writing Directions are imperative to successful student understanding of tasks, assignments, and projects. But English learners often fail to read or follow the directions. This research project conducted in multiple higher education settings explains a variety of causes for this issue with classroom implications. English Language Instructional Strategies to Support the Various Levels of English Learners Dr. Claudine Dumais, University of Phoenix (Demonstration/Workshop) [email protected] Andromeda C 2341 Elementary Education, College/University, Secondary Schools California’s public school system has 1.4 million English learners. Teachers not only require the proper authorization to teach English learners, they must stay abreast of current instructional strategies to meet the needs of their students. Through an interactive workshop, participants will learn instructional strategies to teach English learners. Priming Your Students For Learning Chia Yu Shao, Cal Poly Pomona Robert Orozco, Cal Poly Pomona (Demonstration/Workshop) Orion A 2319 [email protected] | [email protected] English as a Foreign Language, English for Specific Purposes, Community College, College/University, Intensive English Program This workshop provides quick little-­‐prep activities that serve to reset students’ attitudes in class. We will explore various Internet resources that can be quickly repurposed for varying English levels that will enthrall your students. Teachers could quickly adapt these activities for next day use. 25 Fun with Vocabulary! Daniela Guevara, Cal Poly English Language Institute [email protected] (Demonstration/Workshop) Orion B 2317 Teaching and learning new words does not have to be a dull task. If you are looking for new activities/games to add to your vocabulary teaching toolbox, come to this workshop! Activities will target different aspects of word learning—from context to collocations. Integrating College and Career Readiness Instructional Shifts in ESL Gretchen Bitterlin, Cambridge University Press [email protected] Adult Education, Community College (Publisher) Orion C 2315 The College and Career Readiness (CCR) Standards call for three instructional shifts: complexity, evidence and building knowledge. What does it all mean for ESL instructors? Come explore these three instructional shifts and consider some concrete examples of texts and activities that promote these shifts in ESL classrooms. Transitions: Bridges from Here to There Elizabeth Harwell, Cal Poly Pomona/Mt. SAC [email protected] (Demonstration/Workshop) Perseus 2337 Community College, Second Language Writing In this workshop, the presenter will show methods for moving students past basic transitions to those that smoothly guide the reader from one paragraph to another. Participants will participate in various activities that will help in accomplishing this task. 26 Plenary Speaker
3:00-4:30
Ursa Major
How an Overview of Language Teaching Methodology Can Help Us to Think Globally and Teach Locally Dr. Marianne Celce-­‐Murcia The plenary will begin by reviewing pre-­‐1940 language teaching methodology culminating in the development of the Audiolingual Method and its British counterpart, the Oral Approach. Next post-­‐audiolingual methods from the l960s and 1970s onward will be discussed. Many creative innovations occurred during this time, the most important of which was development of the Communicative Approach. The current transition to a "post-­‐methods" era is then explored along with future-­‐oriented suggestions as to how we can use all of this historical information to improve our teaching by thinking globally and acting locally. Sponsored by: Snack & Opportunity Drawing 4:30-­‐4:45 Don’t forget to drop off your raffle ticket in the raffle bowl at the CATESOL Membership table. Then join us in the Theater Lobby for refreshments at this closing event. Many exhibitors have donated prizes for the opportunity drawing. You don’t want to miss it! You must be present to win. 27 Exhibitors
The following exhibitors will be in the Theater Lobby throughout the day:
Alliant University Cambridge University Press Compass Publishing CSUF English Central Heinle-­‐Cengage Learning Upgrade National Geographic Learning Pearson ELT Revolution English 28 Thank You! CATESOL and the 2016 LA Regional Conference Committee would like to thank the following for their contributions to our conference: Cal Poly English Language Institute, College of the Extended University Thank you to Pearson for providing the conference bags. Thank you to Cengage for sponsoring the plenary speaker. Thank you for donating to our opportunity drawing and bag stuffing. Azuza Pacific University Casa 108 Salon Cambridge Cengage/National Geographic Learning SGV CATESOL Chapter Casa 108 Salon Cambridge Cengage/National Geographic Learning SGV CATESOL Chapter We would also like to thank all of the volunteers and committee members for their hard work. Special thanks to Cal Poly Pomona for hosting and supporting the 2016 LA Regional Conference. 29 CATESOL Board of Directors
2015-2016
President – Sydney Rice Past President – Kimberley Briesch Sumner President Elect – Karen Russikoff Secretary – Tiffany Ingle Treasurer – May Youn Chapter Council Chair – Anthony Burik Interest Group Facilitator – Danielle Pelletier Nevada Representative – Julie Balderson Student Representative – Corinna Rodriguez General Manager – Don Sillings Level Chairs and Assistants
Adult – Dave Coleman College/University – John Gides Community College – Monica Cueva Elementary – Sheila Martinelli Intensive English Program – Maria Allan Secondary – Sandy Silverstein 30 March 5, 2016
CATESOL L.A. Regional Conference
2016 CATESOL Los Angeles Regional Conference
Cal Poly Pomona
Record of Attendance
Does your employer require documentation of professional development? Use this form to verify your participation in the 2016
CATESOL Los Angeles Regional Conference.
Instructions:
1. Fill in the title of the presentation and the name of the presenter.
2. At the end of the presentation, ask for the presenter’s signature. A conference staff volunteer can also
sign for you if the lines are too long for the presenter of if you are verifying attendance oat the poster
sessions.
Session 1 (9:00 to 9:45 a.m.)
Title: ________________________________________________________________________________________
Presenter: ___________________________________ Signature: __________________________________
Session 2 (10:00 to 10:45 a.m.)
Title: ________________________________________________________________________________________
Presenter: ___________________________________ Signature: __________________________________
Session 3 (11:00 to 11:45 a.m.)
Title: ________________________________________________________________________________________
Presenter: ___________________________________ Signature: __________________________________
Poster Sessions (12:00 to 1:00 p.m.)
Coordinator:
Signature: __________________________________________________________________________________
Session 4 (1:00 to 1:45 p.m.)
Title: ________________________________________________________________________________________
Presenter: ___________________________________ Signature: __________________________________
Session 5 (2:00 to 2:45 p.m.)
Title: ________________________________________________________________________________________
Presenter: ___________________________________ Signature: __________________________________
Plenary Speech (3:00 to 4:30 p.m.)
Presenter:
Signature: __________________________________
31 Notes
Campus Map
PARKING
(Lot C)
32 Dramatically increase out- of-classroom practice
No extra time or work from teachers
ESOL classes receive semester-long support and their own English Coach who:
•
•
•
•
•
•
Helps with goal setting and planning
Teaches students strategies for practicing English everyday
Sends students daily text and email reminders that include tips and resources
Trains students how to use technology to learn English, like closed captions
and Duolingo
Holds students accountable with daily practice logs sent directly to their
phones
Rewards English practice with student and class prizes and a spot on the
weekly leaderboard
Find out how to bring Revolution English to your classroom!
Veronika Geronimo, Accelerate Change
[email protected]
424-260-6036
www.revolutionenglish.org
33