Georgia TESOL Conference

Transcription

1 Georgia TESOL Conference

2 High Shoals Oconee River Empire Parthenon Olympia Grand Hall Atrium 2

3 Table of Contents Map of Conference Facilities 2 Map of Exhibit Hall 4 Thursday s Conference Schedule 5 PLU and First-Timers Meetings 6 Keynote Speaker 8 Thursday Concurrent Sessions at a Glance 9-10 Thursday Concurrent Sessions Interest Section Meetings and Information Poster Sessions Friday s Conference Schedule 31 Friday Concurrent Sessions as a Glance Friday Morning Concurrent Sessions Business Meeting Agenda 44 Grant and Award Recipients 45 General Session Featured Speakers Directory of Presenters GATESOL Past Presidents 51 GATESOL Executive Board 55 3

4 Exhibit Hall Grand Hall Cengage Learning 10. Imagine Learning 2. Benchmark Education Allen Dodge 11. Imagine Learning 3. Continental Press Allen Dodge 12. First Investors Corp. 4. National Geographic Learning Cengage Learning Allen Dodge 13. Blank 5. Dodge Learning Resource Allen Dodge 14. GATESOL 6. Brainchild 15. Voyager Sopris Learning 7. U.S. Department of Education 16. Intercambio Uniting Committees 8. Refugee Sewing Society 17. Cambridge 9. Plywood People 18. Kennesaw State University 19 and 20 Blank 4

5 2014 GATESOL Annual Conference ENDURING VOICES The Language of Learning Conference Schedule: Thursday, October 23 rd 6:00 am - 9:00 am Exhibitor Setup 7:00 am - 9:00 am Breakfast (Grand Hall) 7:30 am 4:30 pm Registration 9:00 am - 5:00 pm Exhibit Hall Open 8:00 am - 9:00 am PLU Session (attendees requesting PLUs from GATESOL must attend) 8:00 am - 8:45 am First Timer s Session 9:00 am-10:00 am Opening Session & Keynote Speaker: Debbie Zacarian (Atrium) 10:00 am-10:30 am Book Signing with Debbie Zacarian / Visit Exhibit Hall / Coffee Break 10:30 am-11:15 am Concurrent Sessions 11:30 am-12:15 pm Concurrent Sessions 12:15 pm - 1:15 pm Lunch (Atrium) 1:15 pm - 2:00 pm Concurrent Sessions 2:15 pm - 3:00 pm Concurrent Sessions 3:15 pm - 4:00 pm Concurrent Sessions 4:15 pm - 5:00 pm Interest Session Meetings 5:00 pm - 5:45 pm Poster Session Meet & Greet (Atrium) 5:00 pm - 6:15 pm Reception (Atrium) 5

6 Thursday, October 23rd 8:00 PLU Session 8:00-9:00 AM Olympia 2 Facilitated by Dana Geller and Aubrey Southall This session is mandatory for any participant who plans on receiving a Professional Learning Unit (PLU) for attending the conference. To receive a PLU for attendance, you must have ten (10) contact hours completed during the conference, including this mandatory session. At this session, you will receive the required forms to complete during the conference and information on how to obtain the necessary signatures. Prior approval from your district is required in order to be eligible for the PLU. First-Timers Session 8:00-8:45 AM Olympia 1 Facilitated by Elizabeth Webb Attending the GATESOL conference for the first time? Everything seem a little overwhelming? Come join us at the First-Timers Session where we can help you plan your time to make the most of the conference. 6

7 Let Georgia TESOL Be Your Pot of Gold! Did you know that GATESOL awards over $10,000 a year in grants that support member projects, conference attendance, and community organizations that serve English learners? For more information: Attend the conference session Show Me the Money: Writing Successful Proposals for GATESOL Grants (Thursday, 10:30, Olympia 1) Visit the Grants & Awards page on the GATESOL website Denise Dolan, Grants and Awards Chairperson, at ddolan@ggc.edu GATESOL 7

8 Opening Session and Key Note Speaker 9:00 to 10:00 Book Signing 10:00 to 10:30 Unleashing the power of academic language Whether we measure achievement by test scores or graduation rates, the disparities between groups of students has not changed significantly. Understand this as an academic language gap, particularly for students who possess school-matched language and literacy skills and ELs who are learning academic language while simultaneously acquiring English. Discover how to close the gap and address the diverse needs of ELs, including the growing number who experience violence, trauma, and chronic stress. See how instruction and family-school partnerships can draw from students' personal, cultural, and world knowledge and level of literacy learning and why core standards must be connected to learning that is compelling and thinking-to-learn skills that are intentionally taught. Debbie Zacarian, Ed.D. is known for her work in advancing student achievement with culturally, linguistically, and economically diverse populations. Her accessible explanations of current research into practical instructional, coaching, leadership, family-school engagement and strength-based teacher evaluation systems are widely practiced. With three decades of combined experience as a school district leader, university faculty member, and educational service agency administrator, she founded Debbie Zacarian, Ed.D. & Associates. Her most recent professional books include: In It Together: Advancing equity, access, and engagement for students, families and communities (forthcoming, 2015); Mastering Academic Language: a framework for supporting student achievement; Transforming Schools for English Learners: a comprehensive framework for school leaders; The Essential Guide for Educating Beginning English Learners; and Teaching English Language Learners Across the Content Areas. 8

9 Thursday Morning at a Glance Concurrent Sessions Room 10:30-11:15 AM 11:30AM-12:15 PM Parthenon 1 Language that Describes Underprivileged Students in Private Schools in India The world is your classroom -- Teach at U.S. Embassy-sponsored projects worldwide through the English Language Programs Parthenon 2 Gaming in Reading Warm-up, Closing, & Sponge Activities: Engaging your students from bell to bell. Olympia 1 Show Me the Money: Writing Successful Proposals for GATESOL Grants Fun Differentiated Lessons for All Language Proficiency Levels Olympia 2 Co-Teaching With English Learners Having TKES in Mind Advocating for ELLs: A Report on the 2014 TESOL Advocacy & Policy Summit Empire 1 English Language Learning And Video Games: A Text Genre Perspective Using Persona 4: Golden Placement Test Options: A Community College Academic ESL Program s Experience Empire 2 Dissecting Complex Text for ELs Elementary Co-taught Pull-Out Literacy Study Skills Class for Students Receiving both ESOL and Special Education Services Oconee River 1 Body Language Brainshark: Ideal Multimedia Tool to Engage Today s Emerging Multilingual Students Oconee River 2 Using Marzano's Six-Step Process in the Classroom to Address The Vocabulary Deficit and the Achievement Gap Computer-Mediated Communication and L2 Pragmatics: Teaching Social Consequences in the L2 Classroom 9

10 Thursday Afternoon at a Glance Concurrent Sessions Room 1:15-2:00 PM 2:15-3:00 PM 3:15-4:00 PM Parthenon 1 Innovative Strategies for Integrating Reading, Writing, Social Studies, and Science The ESOL Teachers Voice in the Collaborative Classroom: Reflecting on the First Year of Implementation of an Innovative Co-Teaching Model Finding Their Voice: One program's approach to family literacy for refugee women and children Parthenon 2 Four Ways of Unpacking a Complex Text Using 3-Minute Thesis Presentations in Oral Communication Classes Poetry in the L2: Crafting words together with students Olympia 1 Dominating the Domains with Web Tools and Apps An "Open Access" to Curriculum Development and New Technologies Using Visual Literacy in Social Studies Education to Empower ESOL Students Olympia 2 Empowering teachers and evaluators to have meaningful conversations about the learning and engagement practices of ELs Creating a Culture of Peace in the ESL Classroom Build Academic Vocabulary through the use of Free Websites for ELLs Empire 1 Ideas from the SETESOL 2014 Conference Smart uses for Smart Devices Multiliteracies in ESL Classroom Using Free Software and Websites Empire 2 Morphing Reading and Writing into Science Spritz: An App to Increase Motivation and L2 Reading Fluency Your Child, Our Responsibility: Going Beyond the Bookbag to Communicate with Families! Oconee River 1 Exploring Apps and Online Resources for Cultural Relevance and Biliteracy Development: Learning from Parents Perspectives Fair Assessment and Grading Practices for English Language Learners Enduring Language Differences: Understanding language differences to avoid misidentifying students for Speech and Language Services Oconee River 2 Bringing the Classroom and Community Together Materials and free trainings to increase adult ESL program sustainability Experiencing Peru TESOL in July/August 2014 High Shoals 2 Regional Meeting Regions 3 and 5 10

11 Thursday, October 23rd Concurrent Sessions 10:30-11:15 AM Language that Describes Underprivileged Students in Private Schools in India Interest Section: Teacher Education (TE) Room: Parthenon 1 Hema Ramanathan University of West Georgia Harmony and tolerance in a classroom are incompatible with teachers negative perceptions of students. Voicing their perceptions of students is an essential step to confronting deep-seated prejudices and stereotypes. In this study, English teachers in private schools in India describe the social/ emotional profiles and strengths/ weaknesses of their students in poverty, and suggest institutional structures and personal practices to support and care for them. Gaming in Reading Interest Section: Intensive English Program (IEP) Room: Parthenon 2 Anthony Dahlen Kennesaw State University This presentation will talk about several gaming activities incorporated into Reading classes curriculum to increase learners interest and their reading comprehension. The audience will be actively involved in several reading games to get a realistic feeling and a full understanding of the learning process. Show Me the Money: Writing Successful Proposals for GATESOL Grants Interest Section: Teacher Education (TE) Room: Olympia 1 Denise Dolan Georgia Gwinnett College Did you know that GATESOL awards over $10,000 a year in grants supporting the professional development of its members? Learn how to write a winning proposal that can take you anywhere from Peru to China, bringing back skills and experience that benefit your ELL students. The presenter will explain the review process and eligibility criteria for eight different grants. You will have an opportunity to brainstorm ideas for proposals and get feedback from colleagues. You will also learn about how to nominate candidates for the three GATESOL Awards presented at the annual conference.. 11 Co-Teaching With English Learners Having TKES in Mind Interest Section: Elementary Education (EE) Room: Olympia 2 April Sims Barrow County Bridget Bach Barrow County This workshop will provide teachers with six research-based, tried and true coteaching models that will incorporate effective instructional strategies for EL students. Veteran teachers will share how to use differentiated instruction in a positive, academically challenging learning environment.

12 Thursday, October 23rd Concurrent Sessions English Language Learning And Video Games: A Text Genre Perspective Using Persona 4: Golden Interest Section: English as a Foreign Language (EFL) Room: Empire 1 Rafael Leonardo da Silva State University of Londrina/University of Georgia This presentation aims to discuss how the roleplaying video game Persona 4: Golden may contribute to English language learning, using text genre theory (Marcuschi, 2002) and Dolz and Schneuwly's (2004) language capacities. Informal talks, news reports, weather reports, and giving directions were the genres identified in the first six and a half hours of gameplay; these genres may be exposed to learners as authentic language practices, and, as such, viable options for English language learning. 10:30-11:15 AM Using Marzano's Six-Step Process in the Classroom to Address The Vocabulary Deficit and the Achievement Gap Interest Section: Secondary Schools Room: Oconee River 2 Julie Rutledge Bear Creek Middle School in Barrow County Lynn Hamilton Bramlett Elementary School in Barrow County Research showing the relationship with vocabulary knowledge and student achievement is examined, along with the gap in vocabulary knowledge between economically disadvantaged and non-economically disadvantaged students. The effectiveness of Marzano's 6- Step Process is presented based on research conducted in a 7 th grade class. A brief description of our school's implementation of Word Generation, a free, research-based vocabulary intervention program, with Marzano's 6-Step Process is included. Dissecting Complex Text and Argumentative Writing using scaffolding supports to make content accessible to English Language Learners (ELs). Interest Section: Teacher Education Room: Empire 2 Tricia Jeremiah Gwinnett County Public Schools Davelon NorrisGwinnett County Public Schools Come join this interactive session and practice a 5 step process that gives English Learners (ELs) entry into the features of complex text. Learn to use paragraph frames to help English Learners (ELs) organize their writing for different content areas. Body Language Interest Section: English as a Foreign Language Room: Oconee River 1 Gwen Bullard Atkinson County Middle School Pearson, Georgia "Body Language" -- a series of proven audio visual strategies that help K-12 and adult English Language Learners better comprehend, retain, and transfer English grammar concepts, basic math concepts, and reading comprehension skills. 12

13 Thursday, October 23rd Concurrent Sessions 11:30 AM-12:15 The World is Your Classroom -- Teach at U.S. Embassy-sponsored projects worldwide through the English Language Programs Interest Section: ESL in Higher Education (HE) Room: Parthenon 1 Benjamin Perdue U.S. Department of State English Language Programs The English Language Fellow and Specialist Programs send highly qualified ESL teachers on paid teaching projects sponsored by U.S. Embassy 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. Fun Differentiated Lessons for All Language Proficiency Levels Interest Section: Elementary Education Room: Olympia 1 Sydney Cohn Hopkins Elementary School, Gwinnett County In this session you will be provided ideas and ways to differentiate for your students throughout all content areas in an elementary setting (reading, writing, mathematics, science, and social studies). Students have the potential to learn the same grade -level material while being challenged at their individual skill level. It doesn t have to take the teacher hours to prepare each lesson either. With a few tricks here and there, you can take the same basic lesson and tweak it for your ESOL students needs.. Warm-up, Closing, & Sponge Activities: Engaging your students from bell to bell. Interest Section: Teacher Education (TE) Room: Parthenon 2 Lou Tolosa-Casadont The University of Georgia Warm-up, Closing, & Sponge Activities: Engaging your students from bell to bell. Participate in this interactive workshop to learn more about activities that will help your students transition into and out of your classroom in contextualized and meaningful ways. Advocating for ELLs: A Report on the 2014 TESOL Advocacy & Policy Summit Interest Section: Sociopolitical Concerns (SPC) Room: Olympia 2 Denise Dolan Georgia Gwinnett College Aubrey Southall Riverwood International Charter School Two GATESOL Board members traveled to Washington, DC to participate in the TESOL Advocacy and Policy Summit. Hear what they learned from policy experts, including representatives from the Department of Justice and the Office of English Language Acquisition, on the current political climate and legislative trends affecting ELLs at all levels. Learn about advocacy techniques and resources for understanding current issues, and hear the presenters reflections on meetings with state Congressional representatives.. 13

14 Thursday, October 23rd Concurrent Sessions 11:30 AM-12:15 Placement Test Options: A Community College Academic ESL Program s Experience Interest Section: ESL in Higher Education (HE) Room: Empire 1 Lara Beninca Central Piedmont Community College Karen Stanley Central Piedmont Community College Most ESL programs experience difficulties with placement and can benefit from investigating each other's attempts to improve the process. Our community college went from an in-house test to a commercial computerized test. We will discuss the process of transitioning from the in-house to the commercial placement test, advantages and disadvantages of each type of test, and future plans to improve placement. We will allow time for questions and answers and discussion of placement test issues. Brainshark: Ideal Multimedia Tool to Engage Today s Emerging Multilingual Students Interest Section: Secondary Schools (SS) Room: Oconee River 1 Victoria Voss Fulton County School System Sarah Mantegna Fulton County School System Engage learners by using a free and powerful online tool to quickly create multimedia presentations. BrainShark allows you or students at all skill levels to create and digitally publish multimedia files with images, text, and sound. Participants leave with ideas and information for immediately using Brainshark in their classroom. Elementary Co-taught Pull-Out Literacy Study Skills Class for Students Receiving both ESOL and Special Education Services Interest Section: Elementary Education (EE) Room: Empire 2 Mandy Sitten Cobb County Schools Karen Kuhel Kennesaw State University In this session, participants will review findings of a mix-method study in a literacy/study skills class co-taught by an ESOL teacher and a special education teacher. The study was conducted in a Title I school in an urban school district. Participants were 4th grade students who qualify for both ESOL and Special Education services. Preliminary findings indicate a positive impact on literacy development, and significant challenges related to coteaching and collaboration. Computer-Mediated Communication and L2 Pragmatics: Teaching Social Consequences in the L2 Classroom Interest Section: Applied Linguistics (AL) Room: Oconee River 2 Andrew Davis Georgia State University Explicit instruction in pragmatics is beneficial to the NNS, as pragmatic breakdowns are the cause of many communication errors. However, how do teachers encourage pragmatic development when real social consequences are necessary for uptake? Using computer-mediated communication in the form of cross-cultural blogging and telecommunication with native speakers, this presentation shows how to provide for both grammatical knowledge and social consequences necessary to teach L2 pragmatics.. 14

15 Thursday, October 23rd Concurrent Sessions 1:15 PM-2:00 PM Innovative Strategies for Integrating Reading, Writing, Social Studies, and Science Interest Section: Elementary Education (EE) Room: Parthenon 1 Jennifer Hicks Bethesda Elementary School Julie Warner Bethesda Elementary School Participants will engage in an interactive session that provides hands-on experience in using different forms of technology to integrate content areas. Participants will work individually, with partners, and in groups to ensure optimum engagement. Presenters will model the use of Document Based Questions to integrate content areas, and after participants will be able to create their own presentations to incorporate in their own classrooms. Dominating the Domains with Web Tools and Apps Interest Section: Computer Assisted Language Learning (CALL) Room: Olympia 1 Margaret McKenzie Atlanta Public Schools Stephen Fowler Atlanta Public Schools Learn how to leverage technology to meet the needs of your students in all four domains: listening, speaking, reading and writing. This fast-paced session will not only provide you with scores of resources but will inspire you to create your own technology enhanced learning environment. Four Ways of Unpacking a Complex Text Interest Section: ESL in Higher Education (HE) Room: Parthenon 2 James Anderson Cambridge University Press Whether to satisfy the requirements of the Common Core or to prepare EAP students for the rigors of college reading in their mainstream classes, ESL teachers face enormous challenges when teaching academic reading. This presentation examines what William Grabe has called the major requirements for becoming a fluent reader as they are expressed in the design, texts, and exercises of four recently published ESL reading texts. Participants will leave the session with sample books and ideas for classroom activities to help students manage complex texts. Empowering teachers and evaluators to have meaningful conversations about the learning and engagement practices of ELs Interest Section: Program Administration (PA) Room: Olympia 2 Karen Kuhel Kennesaw State University Maria Montalvo-Balbed Metro RESA Elizabeth Webb Gwinnett County Public Schools The purpose of this session is to provide information about a crosswalk and walk-through aligned with the Georgia TKES. These documents were developed by an Atlanta based ESOL professional learning community. The session learning outcomes are to understand the purposes of the documents, how and why they were developed, and how they can provide a framework for meaningful conversations between teachers and administrators about the learning and engagement practices of ELs and teacher evaluation.. 15

16 Thursday, October 23rd Concurrent Sessions 1:15 PM-2:00 PM Ideas from the SETESOL 2014 Conference Interest Section: Adult Education (AE) Room: Empire 1 Faye Hardiman Georgia Piedmont Technical College This session will feature activities and ideas from the 2014 SETESOL Conference. Participants will receive handouts and try the activities in the session--a very hands-on sharing time from colleagues throughout the Southeast Region. Exploring Apps and Online Resources for Cultural Relevance and Biliteracy Development: Learning from Parents Perspectives Interest Section: Adult Education (AE) Room: Oconee River 1 Silvia Noguerón-Liu University of Georgia Clara Londono J.J. Harris Elementary School In this workshop, participants will analyze online resources explored by immigrant parents in family digital literacy research project. The session will include a 15-minute presentation of findings and context of the project, 15 minutes for small group analysis of the apps and websites reviewed by parents, and 15 minutes for whole group discussion. All ideas will be made available in a shared Google Doc, with an emphasis on developing criteria to assess online resources for accessibility, cultural relevance, and potential for language learning/language maintenance at home. Morphing Reading and Writing into Science Interest Section: Teacher Education (TE) Room: Empire 2 Shoney Brice Cherokee Rose Writing Project at University of West of Georgia Morphing Reading and Writing into Science joins literacy with a content area. This workshop will address concerns on how to integrate reading and writing into Science and why it is important with Common Core standards classrooms. In this workshop, we will encourage a morph in the thinking that it is hard to integrate reading and writing into Science. Bringing the Classroom and Community Together Interest Section: Adult Education (AE) Room: Oconee River 2 Abigail Yoder Mommy & Me Family Literacy Anna Engle Mommy & Me Family Literacy This session provides a description of a curriculum designed to engage the adult refugee students in an adult literacy center private language school with the community. The syllabus and activities take into account the challenges of the setting (variable student attendance and limited technology) and specific student goals (use of English as a means of gaining access to the community and community resources). It finishes with a description of practical activities that could be adapted to a variety of settings and examples of student work created through the Language Experience Approach based on an excursion into the community. 16

17 Regional Meeting Regions 3 and 5 Room: High Shoals 2 Thursday, October 23 1:15 to 2:00 Thursday, October 23rd Concurrent Sessions 2:15 PM-3:00 PM The ESOL Teachers Voice in the Collaborative Classroom: Reflecting on the First Year of Implementation of an Innovative Co-Teaching Model Interest Section: Elementary Education (EE) Room: Parthenon 1 Christina Catinella Fulton County Schools Javan Bukhaya Fulton County Schools Stacey Story Fulton County Schools Learn about a collaborative action research project conducted by ESOL elementary school teachers and a university TESOL program to inform the implementation of an innovative coteaching model. Discover the challenges we faced: formal observations (TKES), Common Core alignment, time, etc. Preview tools that will allow you to easily implement your own action research project and collaborate more effectively. Using 3-Minute Thesis Presentations in Oral Communication Classes Interest Section: ESL in Higher Education (HE) Room:Parthenon 2 Heather Boldt Emory University The 3-Minute Thesis (3MT) competition, which has now been adopted by over 100 universities in 18 countries, is a speaking competition that challenges graduate students to communicate their research projects to a general audience in 3 minutes or less. The presenter will share ways that intermediate students, using authentic 3MT videos from various online sources, can practice effective use of their voices to signal organizational patterns and highlight important information. The presenter will also show how students can use these videos to learn more about how body language is used in conjunction with speech. 17

18 Thursday, October 23rd Concurrent Sessions 2:15 PM-3:00 PM An "Open Access" to Curriculum Development and New Technologies Interest Section: Computer Assisted Language Learning (CALL) Room: Olympia 1 Anas Almuhammadi Florida State University Influenced by (Freire, 1973), (Apple, 2012), and (Willinsky, 2007), the Open Curriculum Community, OCC, is criticizing experts' role in designing curricula and provides a community where educators design and share their products in an open community. This project aims at redistributing the rights to curriculum planning to every practitioner. It is an online community that provides virtual spaces for curriculum development at all levels and helps making culturally oriented curriculum materials. Creating a Culture of Peace in the ESL Classroom Interest Section: Adult Education (AE) Room: Olympia 2 Jackie Saindon University of Georgia Chau Nguyen University of Georgia Qing Chu University of Georgia In this interactive workshop participants will learn and participate in activities intended to reach secondary and adult learners in an atmosphere that fosters learning, respect, and cooperation. Smart Uses for Smart Devices in the ESL Classroom Interest Section: Computer Assisted Language Learning (CALL) Room: Empire 1 Erin Harwood Refugee Family Literacy Program When 20 Android personal computing devices were donated to a non-profit family literacy program for refugee women and children in Clarkston, Georgia, six ESL teachers set out to find affordable and effective methods for enhancing their English literacy classrooms through smart technology. Students' enthusiasm and increased motivation to learn convinced them that, in such diverse, multilingual and multilevel classrooms as theirs, lessons enhanced with smart technology can facilitate cross-cultural communicate and increase student motivation to learn. In this session, the presenter will share some of the successful lesson activities used by teachers at the school, apps, games and electronic materials that are suitable for the budget-conscious program, time management tips, practical advice for managing high-tech equipment in a low-tech organization, and resource lists to help teachers incorporate similar technologies in their classrooms. Participants will be able to engage with tablet devices as the presenter demonstrates programs and activities that teachers and students have found effective for facilitating language acquisition. 18

19 Thursday, October 23rd Concurrent Sessions 2:15-3:00 PM Fair Assessment and Grading Practices for English Language Learners Interest Section: Teacher Education (TE) Room: Oconee River 1 Amanti Cathy Georgia State University Grades are used for a variety of purposes. In addition to reporting the results of assessments, they are used as gatekeepers for participation in sports, advanced and gifted classes, and for scholarships. The presenter has found in her work in schools that English language learners (ELL) receive a disproportionately high number of low and failing grades. In this session, participants will have the opportunity to work with other session participants to practice differentiating classroom standards-based assessments and grading practices for their ELLs. Spritz: An App to Increase Motivation and L2 Reading Fluency Interest Section: Computer Assisted Language Learning (CALL) Room: Empire 2 Sean Dunaway Georgia State University The Spritz reading app has led to a renaissance in the research-based speed reading technique, Rapid Serial Visual Presentation (RSVP). This presentation introduces Spritz and shares L2 teachers opinions regarding the application of RSVP technology in the ESL/EFL classroom. We also share lesson plans that integrate RSVP and L2 reading pedagogy. Materials and free trainings to increase adult ESL program sustainability Interest Section: Adult Education (AE) Room: Oconee River 2 Marcie Smith Intercambio Uniting Communities This engaging 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. We will discuss and demonstrate very practical, user-friendly, and affordable/free materials, curriculum and trainings that help programs increase their consistency, effectiveness and sustainability. 19

20 Thursday, October 23rd Concurrent Sessions Finding Their Voice: One program's approach to family literacy for refugee women and children Interest Section: Adult Education (AE) Room: Parthenon 1 Dana Geller Friends of Refugees Karen Javits Friends of Refugees The presenters will describe a unique family literacy program serving refugee women and children in Clarkston, GA. Attendees will come away with practical methods for implementing their own literacy program for early childhood, adult ESL and parent/ child interaction time. Presenters will illustrate how this program gives voice to women which empowers them to be strong parents, students, and community 3:15-4:00 PM Using Visual Literacy in Social Studies Education to Empower ESOL Students Interest Section: Adult Education (AE) Room: Olympia 1 Aubrey Southall Fulton County Schools, Georgia State Jeremy Nix Gwinnett County Schools, Georgia State Visual literacy allows teachers to make the United States History classroom empowering and uplifting. Visuals allow teachers to show social progress of language minority groups along with highlighting individuals for their great accomplishments to American society. The addition of visuals is a great way to give ESOL students a voice in social studies. Poetry in the L2: Crafting words together with students Interest Section: Second Language Writing (SLW) Room: Parthenon 2 Melisa (Misha) Cahnmann-Taylor UGA The power of writing poetry alongside one s students cannot be understated: keeping it real with students and engaging and creative for the teacher. I will share the invitations I use with my own teacher education students based on a long history of collaborative writing alongside ESOL third graders through doctoral students. Engaging participants in their own creative writing, I ll talk about the pitfalls as well as potentials of crafting poetry as part of the ESOL classroom. Build Academic Vocabulary through the use of Free Websites for ELLs Interest Section: Elementary Education (EE) Room: Olympia 2 Tina Peacock Coffee County Middle School Melanie Brunel Coffee County Middle School In this workshop, we will investigate ways to build academic vocabulary through the use of free websites. We will provide different websites and instructional materials to ESOL teachers and general education teachers. These websites will be easy to use due to the simplicity and readiness of the programs. There will be current and creative strategies presented and discussed that will enhance students academic success. 20

21 Thursday, October 23rd Concurrent Sessions Multiliteracies in ESL Classroom Using Free Software and Websites Interest Section: Computer Assisted Language Learning (CALL) Room: Empire 1 Eun Sun Kwon University of Southern California Literacy is no longer only about reading and writing; in fact, literacy represents our own cultural development in the 21st century! This session will provide an insightful guide to create a multiliteracy class for English as second language learners of all ages. The session will discuss how to utilize free multimedia resources such as Schoology, Edmodo, Quizlet, Dropbox, PowToon, Ted, and many others to carry a multiliteracy class. Then, personal experience of teaching from non-profit organization using the multimedia resources is shared. 3:15-4:00 PM Enduring Language Differences: Understanding language differences to avoid misidentifying students for Speech and Language Services Interest Section: Applied Linguistics (AL) Room: Oconee River 1 Cristina Zakis Gwinnett County Public Schools Sandra Wagner Gwinnett County Public Schools ESOL teachers and Speech pathologists are natural partners in enhancing and sustaining an EL student s language development both academically and socially. The collaborating efforts of a bilingual speech pathologist and a bilingual ESOL teacher with almost 20 years of experience each, come together to explore the intersecting paths of typical English learning and atypical progression of language acquisition. Participants will analyze case studies for both typical and atypical language acquisition progression in students. They will come away with a deeper understanding of when to consult with a speech and language pathologist. Your Child, Our Responsibility: Going Beyond the Bookbag to Communicate with Families! Interest Section: Teacher Education (TE) Room: Empire 2 Jennifer Jones INSPIRED Educators of ESOL students are in a unique situation and can face various challenges when making an effort to communicate with families. However, we must remain relentless in ensuring that every students family is actively engaged in the success of their student. Therefore, it s time for entire school communities to go beyond the bookbag and utilize motivating and creative strategies to continuously communicate with all ESOL families, regardless of their circumstances. 21 Experiencing Peru TESOL in July/August 2014 Interest Section: Teacher Education (TE) Room: Oconee River 2 Jean Daugherty Georgia State University During this session, the presenter will describe her experience attending the Peru TESOL Conference in Lima, Peru in July/August The presenter will focus on the process of receiving the travel grant, the organization of the conference (including a highlight of workshops attended), and the opportunity to interact with colleagues from around the world.

22 Thursday, October 23rd Interest Section Meetings 4:15-5:00 PM Come join in discussions about the work going on in your area of interest. Room Interest Section Facilitator Parthenon 1 Secondary Schools Kremena Popov Parthenon 2 Second Language Writing Mary Ann Browning Olympia 1 Adult Education Lela Horne Olympia 2 Teacher Education Karen Kuhel & Hema Ramanathan Empire 1 Intensive English Programs Diana Wrenn Empire 2 Sociopolitical Concerns Tonna Harris-Bosselmann Oconee River 1 Cultural Section Melba Pesante Oconee River 2 English as a Foreign Language Barbara Dusterhoff 2014 Conference Organizing Committee Julie Eldridge, Conference Chair Jeff Terrell, Program Chair Cherrilynn Woods-Washington, Exhibitor Liaison Kendra Castelow Registration Chair 22

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24 GATESOL Interest Sections Adult Education (AE)-- brings together the knowledge, precepts, and skills of two distinct but compatible areas: adult education and English as a Second Language. Contact person: Lela Horne at LHorne@marietta-city.k12.ga.us Applied Linguistics (AL)-- applies research and theory to real-world contexts and explores implications for enhancement of language learning and communication. Contact Persons: Jayoung Choi jayoungchoi@gsu.edu and Enrique Linan-Saavedra elinan@uga.edu Bilingual Education (BE)-- supports and promotes primary (native) language literacy as fundamental to acquisition of English as a second or foreign language. Contact Person: Dell Giles at dellperry@gmail. Computer Assisted Language Learning (CALL) -- looks at issues and standards in the field of computer assisted language learning, promotes the development of CALL activities for EL instruction, works to ensure CALL is represented at conferences, and helps disseminate information about CALL to EL educators around the state. Contact Person: Jessica Palminteri at jpalminteri12@apu.edu Elementary Education (EE)-- fosters recognition of ESOL as an academic discipline in elementary education, advocates for elementary ESOL and teacher training, and encourages development of useful materials. Contact Person: Cherrilynn Woods-Washington at clwoods72@hotmail.com English as a Foreign Language (EFL)-- facilitates exchanges on global and specific EFL/ ESL issues and brings together professionals who have had or intend to have EFL/ESL experiences in different countries. Contact Person: Barbara Dusterhoff at bdusterhoff@hotmail.com Intensive English Programs (IEP)-exists to serve the needs of those who work in Intensive English Programs (IEPs). IEPS serve nonnative speakers who need to acquire English proficiency in a relatively short time prior to or during regular academic study. The concerns of the membership include methodology, curriculum design, materials development, placement, evaluation, program administration, technology-assisted instruction, English for Specific Purposes, culture, learners' concerns, and members' employment concerns. This group comprises ESOL professionals involved in IEP teaching, IEP administration, and relationships with other IEPs. The audience may also include administrators or teachers who wish to work for IEPs, such as graduate students in TESOL. Contact person: Diana Wrenn at dwrenn1@gsu.edu. Visit us on Facebook: Some interest sections also have a forum, so be sure to visit the Forums tab on the GATESOL website home page. 24

25 GATESOL Interest Sections Intercultural Communication (IC)-- promotes intercultural awareness and respect for all cultures and provides a clearly defined forum to bring together educators and scholars whose interests lie in intercultural communication, particularly in the context of English-language classes. Contact Persons: Melba Pasante pesante-m@harris.k12.ga.us and Anthony Dahlen azdahlen@gmail.com ESL in Higher Education (HE)-- promotes recognition of ESL as an established academic discipline, professional standards and practices, and professional employment conditions and provides a forum to exchange views and research as well as expertise to TESOL and other associations, institutions, and agencies. Contact Person: Karen Shock at kshock1@yahoo.com Program Administration (PA)-- addresses special needs of ESL program administrators at all levels and provides a forum for strengthening managerial and leadership skills. Contact Person: Julie Eldridge at julieeldridgegatesol@gmail.com Second Language Writing (SLW)-- provides a forum for researchers and educators to discuss and exchange information in the area of second language writing. Contact person: Maryann Browning at browning.maryann@mail.fcboe.org Secondary Schools (SS)-- facilitates exchange of information and expertise among secondary teachers and administrators. Contact Person: Kremena Popov kremanapopov@gmail.com Sociopolitical Concerns (SPC)-- provides a forum for researchers and educators to discuss and disseminate information on matters socially and/or politically related to TESOL. For a recent article in our newsletter regarding the 287(g) program and racial profiling, please see attachment at the bottom of this page. Contact Persons: Tonna Harris-Bosselmann at tonnajane@gmail.com and Jackie Saindon at saindon@gmail.com Teacher Education (TE)--provides a forum for those interested in ESOL teacher education and fosters policies to improve employment and learning conditions for teachers and students. Contact Person: Karen Kuhel at kkuhel@kennesaw.edu 25

26 Friday, October 25th Poster Sessions 5:15-5:45 PM Atrium This meet-and-greet session is a favorite of everyone! Come mingle with colleagues and engage in informal conversation as poster session presenters share their projects and research topics. Conference Entertainment Thursday lunch - Making Strange Atrium Thursday reception Incatepec Atrium Friday Luncheon - Tonalli Atrium 26

27 Poster Sessions Friday, October 25th 5:15-5:45 PM Crosswalk between the Six Principles of Instruction for ELLs and Georgia s New Intern Keys for Pre-service Teachers Karen Kuhel 21st Century Culture Matters: So What's Culture Got To Do With It? Monica Hayes Tips for teacher: One teachers experience working with Karen students in Georgia Daniel Gilhooly A Linguistic Study of Tautological Expressions in Selected English Song Lyrics and Implications in the ESL/EFL Classroom Nadya Al-Rifaie A Pre-Service English Teacher s Beliefs ChangeThrough Her Teaching Practicum Experience Soojin Ahn Studying Chinese at 65: Embracing Change John Todd Uses of GET and GRAB Eunyoung An Effects of Metacognitive Reflection Integrated Error Feedback on L2 Writing Li-Mei Chen Developing Materials across Continents: Lessons in a Collaborative Materials Development Project Alison Comacho A Reflective Overview of a Process Approach to Writing in EAP Classrooms Semire Dikli; Justin Jernigan; Susan Bleyle Two Teaching Techniques Tested and True Nancy Brown Reexamining multimodal literacies implemented by teachers of English learners Jayoung Choi; Aram Cho; Ji Hye Shin; Myoung Eun Pang My First Year as an ESL Tutor Brenda Wilson 27

28 Sponsors The Plywood People Kennesaw State University Reception Thursday 5:30-6:30 PM Food, Entertainment, and Fellowship One complimentary beverage per attendee. Cash bar. 28

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31 2014 GATESOL Annual Conference ENDURING VOICES The Language of Learning Conference Schedule: Friday, October 24th 7:30 am - 3:00 pm Registration 7:30 am - 8:30 am Breakfast (Grand Hall) 8:00 am -12:30 pm Exhibit Hall Open 8:30 am - 9:15 am Concurrent Sessions 9:30 am-10:15 am Concurrent Sessions 10:15 am-10:45 am Coffee Break / Visit Exhibit Hall 10:45 am-11:30 am Concurrent Sessions 11:45 am-12:30 pm Concurrent Sessions 12:30 pm - 1:45 pm Luncheon & GATESOL Business Meeting (Atrium) 1:45 pm - 3:00 pm Closing Session & Keynote Speaker: Elena Izquierdo 31

32 Friday Morning at a Glance Concurrent Sessions. Room 8:30-9:15 AM 9:30AM-10:15 PM Parthenon 1 New Possibilities for Teaching and Learning through the Arts Warm-up, Closing, & Sponge Activities: Engaging your students from bell to bell. Parthenon 2 Morphing Reading and Writing into Science Co-Teaching With English Learners Having TKES in Mind Olympia 1 Enhance Instruction using Padlet Integrating Podcasts in ESL classrooms: Benefits and opportunities Olympia 2 Using Google Drive as a Platform for Socialized Learning of Grammar Comparing Online and Face-to-Face Versions of an Introductory Linguistics Course for Teachers Empire 1 The English Only Movement: Implications for Schools and Classrooms SETESOL Take Aways Empire 2 Click It! Learning the right buttons to click in order to ensure success for all ESOL students. Planning to SWIRL: An effective strategy for planning and guiding instruction for ELLs. Oconee River 1 Oconee River 2 Teaching practical information about laws, finances, culture and education Inspired By a Cultural Immersion Experience in Oaxaca: How Can We Access Our Students' Funds of Knowledge to Authenticate Learning in the Classroom? Clarity First: Improving Speaking Intelligibility in the Second Language Classroom Computer-based text analysis: The use of Text X-Ray visualizer in the classroom. 32

33 Friday Morning at a Glance Concurrent Sessions Room 10:45-11:30 AM 11:45AM-12:30 PM Parthenon 1 Sustainability and Service Learning with ESOL Students English Learners' Acquisition of Academic Language To Obtain Reading Comprehension Skills Parthenon 2 Fun Differentiated Lessons for All Language Proficiency Levels GATESOL In Action: A 21 st Century Vehicle for Professional Change Olympia 1 New Plug-in Required: A Language Course for Digital Natives What s a Parent to Do? Olympia 2 Utilizing Color Learning Theory to Increase Vocabulary Learning for ELLs Using Modern Authentic Materials to Effectively Teach ESL Students English Grammar Skills Empire 1 The Criticality of Critical Thinking B.Y.O.D: Giving Students Their Own Voices on Their Own Devices Empire 2 Oconee River 1 Using Oral Questioning Techniques to Provide Language Input AND Check Comprehension Bridging Theory to Practice: Language Complexity and English Learners Improving Outcomes for ELs in Georgia with Ideas from Europe A Call to Action: Developing Additive/ Inclusive Language of Diversity Oconee River 2 Preparing to Meet the World in the Studio: The Writing Center as Collaborative Space for Multilingual Students and L2 Support Programs Lessons from the adult SLIFE classroom: A participatory storytelling session 33

34 Concurrent Sessions Friday, October 24th 8:30-9:15 AM New Possibilities for Teaching and Learning through the Arts Interest Section: Secondary Schools (SS) Room: Parthenon 1 Kremena Popov Marietta Middle School Enhance and enliven your teaching! Learn to develop effective teaching strategies to address the needs of all learners by integrating arts (visual art, music, movement, drama, film, and storytelling) into the curriculum. This approach to teaching allows your students to construct and demonstrate their understanding of academic content through various art forms. Handouts will feature lesson plans, rubrics, samples, and further resources for use in the classroom. Morphing Reading and Writing into Science Interest Section: Teacher Education (TE) Room: Parthenon 2 Shoney Brice Cherokee Rose Writing Project at University of West of Georgia Morphing Reading and Writing into Science joins literacy with a content area. This workshop will address concerns on how to integrate reading and writing into Science and why it is important with Common Core standards classrooms. In this workshop, we will encourage a morph in the thinking that it is hard to integrate reading and writing into Science. Enhance Instruction using Padlet Interest Section: Teacher Education (TE) Room: Olympia 1 David Forker Clarke County School District Looking for a place to put your lessons online? Interested in using a free website that is user friendly for students and teachers? Try Padlet. In this presentation, participants will be introduced to learn how to make a Padlet Wall; and determine ways to differentiate instructional practice using Padlet Walls. Time will be dedicated to experiment with Padlet Walls and create lessons with this easy to use technological tool. Teachers will walk away with knowledge of how use Padlet to create differentiated lessons that benefit all students. Users of all technological levels will be engaged. Bringing a device to work on is encouraged. Using Google Drive as a Platform for Socialized Learning of Grammar Interest Section: Computer Assisted Language Learning (CALL) Room: Olympia 2 Elena Emeliyanova Georgia Institute on Technology Language Institute This presentation discusses how technology can maximize the sociocultural and psycholinguistic factors of SLA in an ESL classroom. It focuses on how Google Drive can be used as a tool for collaborative learning of grammar and for materials creation in an ESL grammar class. 34

35 Concurrent Sessions Friday, October 24th 8:30-9:15 AM The English Only Movement: Implications for Schools and Classrooms Interest Section: English as a Foreign Language (EFL) Room: Empire 1 Clayton Leishman Naval Special Warfare Foreign-Language Program (NSW-FLP) During this interactive workshop, the authors will first discuss the implications of recent Latino immigration to South Carolina and the Southeast in general. Foremost, the increase in non-native English speakers in both the workforce and public schools draws attention to the task of training many South Carolina teachers have with teaching limited English proficiency (LEP) students and the overall lack of policy at the state level in terms of providing services for bilingual or ESL education. Second, this sudden increase in non-native English speakers has again raised the question at both the state and federal level as to whether the United States needs to legislate and designate an official language. It is an age-old debate carried on one side by grassroots movements, like ProEnglish, and concerned educators and families on the other. Through the articulation of their respective arguments and subsequent analysis of those arguments, a number of issues come into focus including that of linguistic ideology, power, and what constitutes common sense. The workshop will then turn interactive as the group discusses practical solutions specific to their districts, schools, and classrooms. The outcome will be strategies and ideas that participants can take home and share with colleagues. This session will afford participants the opportunity to network and collaborate with like-minded individuals and establish professional connections. Click It! Learning the right buttons to click in order to ensure success for all ESOL students. Interest Section: Bilingual Education (BE) Room: Empire 2 Cynthia McGee Dresden Elementary, Dekalb County, Atlanta, GA In our technologically advanced society we can, with one click, do a myriad of things. We can make people our friends or ignore them. We can cut an entire section of our work or make it bold and more vivid. In the field of education, teachers have the same clicking power. As an experienced ESOL teacher and leader, I have firsthand knowledge and experience with ensuring the correct button is selected to begin a series of positive experiences for ESOL students. Teaching practical information about laws, finances, culture and education Interest Section: Adult Education (AE) Room: Oconee River 1 Marcie Smith Intercambio Uniting Communities 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. 35

36 Concurrent Sessions Friday, October 24th 8:30-9:15 AM Inspired By a Cultural Immersion Experience in Oaxaca: How Can We Access Our Students' Funds of Knowledge to Authenticate Learning in the Classroom? Interest Section: Intercultural Communication (IC) Room: Oconee River 2 Brittany Greene Fulton County Schools, Lake Forest Elementary As teachers, we are always trying to figure out how to provide our students with authentic and relevant learning experiences, and perhaps the most important component of this endeavor is to understand where our students come from. What background experiences do they have which could empower them in our classrooms? Perhaps their experiences are not the ones we had, so how can we find out about them? I am a teacher at Lake Forest Elementary which has a majority population of Hispanic students, more specifically, our students are from southern, rural regions of Mexico. I was humbled to visit one of these regions for a cultural immersion experience this summer, and this session is about sharing what I learned, and how it is affecting my approaches to instruction. Most importantly, this session is a conversation among educators about how we can improve our efforts to access our students unique funds of knowledge. 36

37 Concurrent Sessions Friday, October 24th 9:30-10:15 AM Warm-up, Closing, & Sponge Activities: Engaging your students from bell to bell. Interest Section: Teacher Education (TE) Room: Parthenon 1 Lou Tolosa-Casadont The University of Georgia Warm-up, Closing, & Sponge Activities: Engaging your students from bell to bell. Participate in this interactive workshop to learn more about activities that will help your students transition into and out of your classroom in contextualized and meaningful ways. Integrating Podcasts in ESL classrooms: Benefits and opportunities Interest Section: Teacher Education (TE) Room: Olympia 1 Amy Clower Georgia State University This paper reviews the benefits of using podcasts for ESL students. ESL learners listen to the reading as a podcast while they read along, incorporating two learning styles, thus aiding in overall comprehension. The presentation shows ESL teachers how to beneficially use podcasts. Sample materials and lessons will be provided and discussed. Co-Teaching With English Learners Having TKES in Mind Interest Section: Elementary Education (EE) Room: Parthenon 2 April Sims Barrow County Bridget Bach Barrow County This workshop will provide teachers with six research-based, tried and true coteaching models that will incorporate effective instructional strategies for EL students. Veteran teachers will share how to use differentiated instruction in a positive, academically challenging learning environment Comparing Online and Face-to-Face Versions of an Introductory Linguistics Course for Teachers Interest Section: Teacher Education (TE) Room: Olympia 2 David Johnson Kennesaw State University Introduction to Linguistics is a staple course in all TESOL teacher education programs because teachers need to understand linguistics to be an effective professional in TESOL. This presentation examines the issue of whether online courses in this discipline are as effective as face-to-face courses in linguistics. 37

38 Concurrent Sessions Friday, October 24th 9:30-10:15 AM SETESOL Take Aways Interest Section: Elementary Education Room: Empire 1 Amy Shaw Briar Vista Elementary, Dekalb County Schools Come learn some of the innovative "take-aways" from the SETESOL Conference in Arkansas. The conference, "Bridges to Success" was held October 8-11, 2014 in Rogers, AK. Some of the guest speakers included: Dr. Doug Fisher: Plenary: Close Reading of Complex Texts, and Dr. Keith Folse: Plenary: The Challenge of Learning English as a Second Language and Techniques for Explaining Vocabulary to ELLs. The "takeaways" are synthesized from the experience of the workshops and the keynote speakers. Clarity First: Improving Speaking Intelligibility in the Second Language Classroom Interest Section: Teacher Educaiton Room: Oconee River 1 Sharon Seongshin Kim Georgia Tech Marcel Daniels Georgia State University There is a lack of accordance of a proven best method approach for teaching pronunciation in the second language classroom while students set unrealistic goals for themselves. This demonstration will present innovative approaches, practical tips and constructive activities with improved pronunciation intelligibility and comprehensibility as the targeted learning outcome. 38 Planning to SWIRL: An effective strategy for planning and guiding instruction for ELLs. Interest Section: Secondary Schools Room: Empire 2 Babatunji Ifarinu Dekalb County Schools Planning to SWIRL is an instructional strategy that focuses on the process of language acquisition. In addition, this strategy will facilitate the planning of effective lessons, and guided instruction for ELLs. Teachers are guided through the implementation of this initiative to be intentional about developing meaningful opportunities in the classroom for students to speak, write, illustrate, read, and listen (SWIRL). This session will demonstrate the use of this strategy. Participants will have the opportunity to learn how to use this instructional strategy in their content area. Participants will use this strategy to develop meaningful activities and language objectives for ELLs. Computer-based text analysis: The use of Text X-Ray visualizer in the classroom. Interest Section: Computer Assisted Language Learning (CALL) Room: Oconee River 2 Evan Tokarz Georgia State University This demonstration aims to show the benefits of the visual text analyzer computer program, "Text X-Ray." This free program allows for computer-generated text to be visualized for parts of speech, readability statistics, and comparison with A-graded papers. The underlying theory behind the program, including corpus linguistics and computer-assisted language learning will be discussed. The demonstration will also include hand-outs and a live demonstration of the program.

39 Concurrent Sessions Friday, October 24th 10:45-11:30 AM Sustainability and Service Learning with ESOL Students Interest Section: Sociopolitical Concerns (SPC) Room: Parthenon 1 Kelli Bivins W.R. Coile Middle School Alicia Coughlan W.R. Coile Middle School Brendan Nordren Young Urban Farmers Coile Serves, an after-school program that engages students in academic-, career-, and life-skills activities, has had an enormous impact on our Georgia town by engaging students in service-learning projects that tap into their cultural funds of knowledge. Our school, a majority-minority middle school with a near 100% free and reduced lunch rate, recasts the school as community center as teachers, students, and families work towards a more sustainable, equitable, and prosperous future. New Plug-in Required: A Language Course for Digital Natives Interest Section: Computer Assisted Language Learning (CALL) Room: Olympia 1 Elizabeth McNabb Georgia State University This presentation focuses on the necessities of creating an online ESL course for Digital Natives. Digital Natives excel in multitasking and gain information through varied sources. The presentation will discuss how to create an online course and connect with e-learners through a range of social networks and online social media Fun Differentiated Lessons for All Language Proficiency Levels Interest Section: Elementary Education Room: Parthenon 2 Sydney Cohn Hopkins Elementary School, Gwinnett County In this session you will be provided ideas and ways to differentiate for your students throughout all content areas in an elementary setting (reading, writing, mathematics, science, and social studies). Students have the potential to learn the same grade-level material while being challenged at their individual skill level. It doesn t have to take the teacher hours to prepare each lesson either. With a few tricks here and there, you can take the same basic lesson and tweak it for your ESOL students needs. 39 Utilizing Color Learning Theory to Increase Vocabulary Learning for ELLs Interest Section: Intensive English Programs (IEP) Room: Olympia 2 Deborah Kellermann University of Florida/English Language Institute The goal of this new method of vocabulary learning which was created by the presenter as a way to increase vocabulary learning and long term vocabulary retention for ESL students.

40 Concurrent Sessions Friday, October 24th 10:45 AM-11:30 AM Incorporating Reading into the Second Language Writing Classroom Interest Section: Second Language Writing Room: Empire 1 David Schmidt Kennesaw State University This presentation will examine how the presenter incorporates reading into second language sections of his first year college writing classes, especially how he uses note-taking for reading responses to both improve students reading comprehension and help them practice important writing skills such as summarizing, paraphrasing, quoting, and even essay writing. Using Oral Questioning Techniques to Provide Language Input AND Check Comprehension Interest Section: Adult Education (AE) Room: Empire 2 Liz Bigler Bigler ESL Often in ESL classes, especially, but not only at the early levels, teachers may find it hard to know whether students are getting it or not. Structured oral questioning can be an excellent solution. With a little practice, you can give your students a casual test with instant feedback for them and for you, and keep your class engaged with lots of comprehensible input. You will learn how to adjust the type of question based on individual s ability to answer, ensuring success for all your students and the tools you need to scaffold on an individual basis. Come learn how this technique can be adapted to many classroom situations! 40

41 Concurrent Sessions Friday, October 24th 10:45 AM-11:30 AM Bridging Theory to Practice: Language Complexity and English Learners Interest Section: Applied Linguistics (AL) Room: Oconee River 1 Michelle Plaisance Greensboro College Elena King UNC-Charlotte Jeanne Malcolm UNC-Charlotte The work of Canadian Linguist and Scholar, Jim Cummins, has profound implications for teachers of English learners at all levels. This interactive session will introduce the basics of his work, but focus more on what it means for classroom teachers of linguistically diverse students. Participants will collaboratively classify common academic language tasks according to their complexity based on Cummins s language quadrants. In addition, they will be challenged to brainstorm and share ways to reduce the complexity of academic language and to contextualize, thus increasing accessibility for English learners of all ages. The presenters will share strategies and approaches that participants can take back to their classrooms and implement immediately to support linguistically diverse students in academic settings. Preparing to Meet the World in the Studio: The Writing Center as Collaborative Space for Multilingual Students and L2 Support Programs Interest Section: ESL in Higher Education (HE) Room: Oconee River 2 Cantice Greene Clayton State University How do you implement ongoing training to serve multilingual writers? This descriptive session will recount the steps faculty members in the English department took to lead a collaborative effort to serve a growing L2 student population at Clayton State University. We ll describe the two workshops we designed to benefit both the international ESL students and the Writer s Studio tutors. Through the GATESOL Professional Development Grant and the help of colleagues we designed and implemented two workshops to support ESL students at our Clayton State University. This session will describe the design, implementation, and results of the two workshops, including the ways it created synergy across colleges in the university in an effort to serve international students. It will recount the ways writing instructors, tutors, and administrators collaborated to serve the college s L2 students. In the session, we will reveal the practical lessons we learned from the workshops and the collaborative efforts expended to develop and implement the workshops. We will also briefly talk about our plan to continue training writing tutors to serve our school s growing ESL population. 41

42 Concurrent Sessions Friday, October 24th 11:45-12:30 PM English Learners' Acquisition of Academic Language To Obtain Reading Comprehension Skills Interest Section: Elementary Education (EE) Room: Parthenon 1 Mishka Barnes Fulton County Schools Within the last decade, a large number of English Learners have enrolled into American schools. Some teachers may not understand how to support these students in the classroom. This presentation will thoroughly review and discuss effective reading comprehension strategies to help students understand academic language in a classroom setting. What s a Parent to Do? Interest Section: Intensive English Programs (IEP) Room: Olympia 1 Katherine Samford GA Tech Language Institute Because the well-known adage of not mixing home life with work life is not always possible for parent-teachers, it is refreshing to know that the two areas can actually complement one another. The balance between work and family life is not only desirable, but achievable, and this workshop will allow participants to discover and share their own ways of striking such a balance by engaging in a discussion of challenges they face as parent-teachers.. GATESOL In Action: A 21 st Century Vehicle for Professional Change Interest Section: Teacher Education (TE) Room: Parthenon 2 Kendra Castelow Houston County Schools We are proud to present GATESOL s peerreviewed journal, GATESOL In Action! This journal is online for the first time in the history of GATESOL, and the presenters will give all participants a virtual tour of the website and hear about the various types of submissions. Participants will engage in open-ended discussions that will empower us as educators and encourage us to share our expertise and experiences through the vehicle of this journal. Come hear about how you can build capacity in your field and encourage your fellow educator to do the same! Using Modern Authentic Materials to Effectively Teach ESL Students English Grammar Skills Interest Section: ESL in Higher Education (HE) Room: Olympia 2 Deborah Kellerman University of Florida /English Language Institute UF s ELI has experienced an increase in young, just out of high school South American students in our program. We learned that effective English teaching methods for these Ss included using popular songs, TV shows, and projects. These modern, authentic ways are how they use English in their native countries 42

43 Concurrent Sessions Friday, October 24th 11:45-12:30 PM Lessons from the adult SLIFE classroom: A participatory storytelling session Interest Section: Adult Education (AE) Room: Oconee River 2 Nicole Pettitt Georgia State University Abigail Yoder Mommy & Me Family Literacy Program In this session, we invite teachers of adult SLIFE (students with limited/interrupted formal education) to come together to support one another and critically reflect on our work. We will draw upon the tradition of narrative/storytelling as a means for making sense of our past experiences as SLIFE teachers (Riessman, 2008). Facilitators will share reflective narratives that describe and problematize our instructional activities, and participants will be invited to do the same. Together we will reflect on major themes and formulate individual plans for moving forward in our work. Improving Outcomes for ELs in Georgia with Ideas from Europe Interest Section: Secondary Schools (SS) Room: Empire 2 Elizabeth Webb Gwinnett County Public Schools Timothy Brotherton Georgia Perimeter College Grit Malkin Gwinnett County Public Schools Roya Sadri Gwinnett County Public Schools A Call to Action: Developing Additive/ Inclusive Language of Diversity Interest Section: Sociopolitical Concerns (SPC) Room: Oconee River 1 Michelle Plaisance Greensboro College Elena King UNC-Charlotte Jeanne Malcolm UNC-Charlotte This interactive session will explore educators understanding of additive versus deficit approaches to working with culturally and linguistically diverse students. Based on a brief discussion of current research in the area of literacy instruction for English learners, the presenters will lead a discussion related to what it means to teach ESL within the context of a commercialized and standardized literacy program in which students are often categorized according to perceived abilities. The presenters will provide an overview of what it means to adopt an additive approach to teaching English learners, including utilization of Moll s funds of knowledge to build bridges between school and cultural diverse homes. Participants will then be called on to develop a collective plan of action for bringing more inclusive and additive language of diversity to their respective schools or learning institutions. What are the common challenges for teachers of immigrant/second language students across international borders? What can learn from one another? Come and learn from the experiences of Georgia educators who both hosted and visited a team of language experts from Frankfurt, Germany and the surrounding state of Hessen. 43

44 Attention Members: The Executive Board slate is available at the registration desk. Cast your vote today! Georgia TESOL Annual Business Meeting Friday, October 24th, :30 PM The Atrium Meeting Agenda I. Opening of Meeting (Harvey Oaxaca) II. III. IV. Approval of Minutes (Harvey Oaxaca) Membership Report (Jeff Terrell) Financial Report (Christina Catinella) V. Presentation of Current Board, Chairs & Liaisons (Harvey Oaxaca) VI. VII. Presentation of New Executive Board (Julie Eldridge) Report on GATESOL 2014 Conference (Julie Eldridge) VIII. Awards & Grants (Denise Dolan) IX GATESOL Conference (Jeff Terrell) X. Adjournment (Julie Eldridge) 44

45 Grant and Award Recipients Attend the recipients conference presentations to learn more about their experiences! 2014 John R. Stowe Cultural Immersion Grant Brittany Greene, ESOL Teacher, Lake Forest Elementary School $2,000 to attend the Instituto Cultural Oaxaca in Oaxaca City, Mexico for two weeks of Spanish language instruction and cultural immersion 2014 Lindy Lopez-Butner Memorial Grant Renee Morris, ELA Teacher, Wood s Mill Academy $1,000 to gather and publish bilingual personal narratives of middle and high school immigrant students with limited formal schooling 2014 Project-Professional Development Grant I: PK-12 Thomas Moat, ESOL Teacher, Troup County Schools $1,000 to support the creation of multimedia family tree presentations by middle school students which were presented to faculty and posted on the school website 2014 Project-Professional Development Grant II: Adult or Higher Education Nicole Pettitt, Georgia State University $1,000 to conduct participatory action research with adult refugees in her classroom 2014 SETESOL Travel Grant Faye Hardiman, Program Supervisor for ESL Adult Education at Georgia Piedmont Technical College and Amy Shaw, ESOL Teacher at Briar Vista Elementary School $2,000 to attend the 2014 SETESOL Conference in Rogers, Arkansas 2014 Georgia/Peru TESOL Travel Grant Jean Daugherty, Georgia State University $2,000 to attend the Peru TESOL Conference in Lima, Peru and present on the language skills needed for effective out-ofclass student-teacher communication and student perceptions of these interactions 2014 Beverly Benson Travel Grant Liz Bigler and Cathy Amanti, Georgia State University $1,500 to attend the 2015 International TESOL Convention in Toronto, Canada 2014 Community Support Grant Applications Under Review $1,000 to support a non-profit organization s project or event that will directly benefit the ELL community in the state of Georgia. 45

46 Closing Session Key Note Speaker Elena Izquierdo 1:45-3:00 Leadership Matters in ELL Schooling The fastest-growing population in US schools consists of students who are limited in their English proficiency and struggling with academic content. Establishing a wholeschool platform that is responsive to the affective, linguistic, cognitive and sociocultural needs of their school's ELL population is vital for achievement. The challenges are great, and strong leadership is crucial. For English learners to succeed in school, leadership matters. Dr. Elena Izquierdo is faculty at the University of the Texas at El Paso in Teacher Education (UTEP), and the Program Area Chair for Bilingual/Biliteracy at the undergraduate, graduate, and doctoral levels. Dr. Izquierdo is the previous Chair of the Teacher Education Department and an Associate Professor in the College of Education, and the principal investigator of a National Professional Development grant, Project LEAD that focuses on transforming schooling for EL educational success. 46

47 Dr. Izquierdo has been on various state and national boards serving and advocating for English Learners. She is a member of the Hispanic Leadership Council (HLC) that serves to support Hispanic students and educators at both the state and federal level, as well as with and through various education and industry associations. She served as Vice President on the Executive Board of the National Association of Bilingual Education and as Publications and Professional Development Chair. During her tenure as President of the Texas Association for Bilingual Education she advocated for and represented ELs on issues pertaining to educational equity and was instrumental in advocating for dual language policy at the state level. Dr. Izquierdo served as an expert witness for MALDEF in the recent Texas School Finance Case on behalf of low income and ELL students and lowproperty-wealth school districts in advocating for the legislature to provide equal educational opportunities for all. Dr. Izquierdo is a linguist by training, Ph.D. in Applied Linguistics and Bilingual Education, Georgetown University, 1994, and an educator in practice. She was an administrator for 13 years and during this time she served as the principal of a nationally recognized Two Way Dual Language school in Washington, D.C. where all children, grades Pre-K through 6th, learn in two languages. In addition during her tenure in Washington D.C. she was director for Language Minority Affairs where she led the district into federal compliance in services to language minority communities after the district was under an Office of Civil Rights mandate. Dr. Izquierdo developed a comprehensive Corrective Action Plan and policy to address all aspects of schooling for English language learners. Dr. Izquierdo s research and professional specializations focus on Dual Language Education; Biliteracy; and in supporting districts in rethinking and transforming schooling ideologies and practices in their efforts to close the achievement gaps for Bilingual/EL students. 47

48 Directory of Presenters and Exhibitors Presenter Address Abigail Yoder Alison Comacho Amy Clower Amy Shaw Anas Almuhammadi Andrew Davis Anthony Dahlen April Sims Aubrey Southall Babatunji Ifarinu Brittany Greene Cantice Greene Cathy Amanti Christina Catinella Clayton Leishman Cristina Zakis Cynthia McGee Dana Geller Daniel Gilhooly David Forker David Johnson David Schmidt Deborah Kellerman Denise Dolan Elana Emeliyanova Elizabeth McNab Elizabeth Webb Erin Harrwood Eunyoung An Evan Tokarz Faye Hardiman Gwen Bullard Heather Boldt Hema Ramanathan Jackie Saindon James Anderson Jayoung Choi Jean Daugherty Jennifer Hicks Jennifer Jones John Todd Nemanic 48

49 Directory of Presenters and Exhibitors Presenter Address Julie Rutledge Karen Kuhel Katherine Samford Kelli Bivins Kremena Popov Kristina Lykke and Barbara Dusterhoff Kwon, Eun Sun Lara Beninca Li-Mei Chen Liz Bigler Lou Tolosa-Casadont Mandy Sitten Marcie Smith Margaret McKenzie Melisa (Misha)Cahnmann-Taylor Michelle Plaisance Miskha Barnes Monica Hayes Nadya Al-Rifaie Nancy Brown Nichole Pettitt Rafael Leonardo de Silva Sean Dunaway Semire Dikli Sharon Seongshin Kim Shoney Brice Silvia Noguerón-Liu Soojin Ahn Sydney Cohn Tina Peacock Tricia Jeremiah Victoria Voss 49

50 Georgia Teachers of English to Speakers of Other Languages (GATESOL) refers to the Georgia affiliate of Teachers of English to Speakers of Other Languages, Inc. (TESOL) and is a registered non-profit organization in existence since the early 1980s. Purpose: To encourage professional development, participation and leadership within the state of Georgia To provide opportunity for study and research To work cooperatively toward the improvement of instruction in all programs which seek to provide students with an opportunity to acquire English language skills and proficiency To promote an understanding of the cultures of non-native speakers of English Conference Evaluation We value your input and feedback. Please pick up a paper copy of the evaluation at the registration desk, or use the QR code or web link below to access the evaluation online. 50

51 Georgia TESOL CELEBRATING 33 YEARS Becky Bodnar Carol Ruska Jones Cathy Jacobson Scott Enright Wendy Newstetter Rosemarie Goodrum Phyllis Hurt Moir Mary Lou McCloskey Sally Lovein Anne Topple Mary Jane Nations Patsy Thompson Martyn Miller Joan Kelly Hall Dottie Foster Diane Booth Laureen Fredella Christine Wright Burgoyne Terry Williams Susan Firestone Erik Kendrick Marsha Taylor Ernie Blankenship Barbara Beaverson Dell Perry Giles Karen Harris Brown Karen Kuhel Ayanna Cooper Heather Boldt Dana Geller Beth Wallace Harvey Oaxaca

52 Notes 52

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54 Notes 54

55 Georgia TESOL Executive Board Harvey Oaxaca Beth Wallace Julie Eldridge Jeff Terrell Aubrey Southall Christina Catinella Kendra Castelow Tonna Harris-Bosselmann Diane Hunter Reggie Williams Elizabeth Webb Greg Wickersham Karen Shock Katie Kurumada Regional Liaisons Regions 1 & 2 Regions 3 & 5 Region 4 Regions 6 Region 7 Regions 8, 9 & 12 Regions 10 & 13 Regions 11 & 14 Regions 15 & 16 President Immediate Past-President 1st Vice President/Conference Chair 2nd Vice President/Membership Chair Secretary Treasurer 2nd year Member-At-Large 2nd year Member-At-Large 2nd year Member-At-Large 2nd year Member-At-Large 1st year Member-At-Large 1st year Member-At-Large 1st year Member-At-Large 1st year Member-At-Large Jamie Gonzalez Jackie Saindon Mandi Burgess Mary Ann Browning Tammy Strickland Kendra Castelow Rhonda Habersham OPEN Rosetta Coyne Standing Committee Chairs Julie Eldridge Gertrude Tinker Sachs & Kendra Castelow Denise Dolan Karen Shock President s Advisory Committee Beth Wallace Heather Boldt Dana Geller Karen Kuhel Conference GATESOL in Action Grants and Awards Newsletter Find us on Facebook and Twitter (@GA_TESOL) 55

56 Save the Date! Thursday, October 29th to Friday, October 30th 2015 GATESOL Conference Crown Plaza Perimeter at Ravinia Atlanta, GA 56