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Indiana Teachers of English to Speakers of Other Languages

Accessing Opportunities through LanguageNovember 12, 2016

Marriott East | Indianapolis, IN

Photo Credit: English learners, Noblesville, IN. Submitted by Rene Caldwell, Elementary EL Collaborative Teacher. :

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2016 INTESOL BOARD

President & Conference Chair

Nathan WilliamsonIndiana Department of [email protected]

Immediate Past President

Trish Morita-MullaneyPurdue [email protected]

Recording Secretary

Michelle [email protected]

Adult/Community Representative & Webmaster

Brynn [email protected]

K-12 Representative

Robin BighamMSD Lawrence Township [email protected]

Vice President

Anne GarciaTippecanoe School Corporation [email protected]

Journal Editor

Susan R. AdamsButler University

Newsletter Editor

Tiffany Ann EllisBall State University [email protected]

Treasurer

Cole DietrichIndiana Department of [email protected]

Executive Secretary

Charlie GeierIndiana Youth Institute [email protected]

Graduate Student Representative

Cathy BhathenaIUPUI [email protected]

University/IEP Rep

Wayne E. WrightPurdue University [email protected]

At-Large Representative

Annela TeemantIUPUI [email protected]

www.intesol.org

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Welcome to INTESOL 2016

Thank you for participating in Accessing Opportunities through Language.

The conference stays true to our theme by showcasing experts that are

helping provide English Learners with greater access to success through their research and practice. It is through diverse opinions and ways of

thinking our profession and field grow and expand.

Idioma!

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Thank you for being an advocate for language Learners. We hope you leave today with a wealth of knowledge, new ideas,

and perspectives that help drive your work further.

Thank you for coming!

As you participate today, remember to...

1Stretch your thinking and learning. Choose a variety of sessions based on your interests and needs. Also, be open-minded and experience something new.

2Step out of your comfort zone! Talk to new people, ask questions of the speakers, give feedback, and collaborate. Make plans to attend the Annual Business Meeting to learn more about the association.

3Network and meet new colleagues. Indiana has a tremendous amount of knowledge and support for our field.

4Find ways to get involved beyond the conference.

5Follow, like, tag and tweet us on social media!

6Relax and have fun!

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La langue!

INTESOL Mission Statement

INTESOL’s mission is to strengthen the effective teaching and learning of English as a Second Language in the State of Indiana while

respecting individuals’ language and cultural backgrounds.

To this end, INTESOL, as a statewide professional association, supports and

seeks to inspire those involved in English language teaching, teacher education, administration and management, curriculum and materials

design, and research; provides leadership and direction through the dissemination and exchange of information and resources; encourages access to and standards for English language instruction, professional

preparation, and employment; and supports the initiatives of its international parent organization TESOL, Inc.

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2016 Keynote: Yasuko Kanno“English Learners’ Access to

Post secondary Education and Opportunity to Learn in High School”

English learners (ELs) are currently the fastest growing group in U.S. public schools. By 2025, they are expected to represent 25% of the K-12 public school student body. Theoretically, those students who are institutionally identified as ELs are entitled by federal law to receive academic and linguistic services that will help them achieve parity with English-proficient students. In reality, however, EL identification often comes at a cost: ELs in high school are systematically assigned to low-track courses and do not receive sufficient guidance on postsecondary education. In this keynote, through presentation of national datasets and ethnographic case studies, I demonstrate how ELs’ opportunity to learn in high school is compromised and consequently, how a large number of ELs graduate from high school neither college- nor career-ready.

Yasuko Kanno

Yasuko Kanno is Associate Professor in the College of Education at Temple University, where she is also the coordinator of the TESOL Program. Recipient of the 2015 TESOL Award for Distinguished Research, Kanno is interested in English language learners’ access to postsecondary education and how K-12 public schools shape ELLs’ postsecondary choices. Her work has appeared in American Educational Research Journal, Teachers College Record, TESOL Quarterly, Modern Language Journal, Journal of Language, Identity, and Education, among others. She is also Co-Editor of the Journal of Language, Identity, and Education.

As a teacher educator, she teaches a variety of TESOL courses, including an undergraduate introductory course in English Language Learner Education, graduate courses in sociopolitical aspects of language teaching and learning, bilingual education and bilingualism, and language teaching methods. At home, she is the mom of an energetic and incredibly social 12-year-old son and spends far more time baking cookies and and cakes than she should.

2:00-3:45

Veterans Hall 1 | Another Opportunity with Dr. Kanno

Facilitating English Learners’ College Access and RetentionYasuko Kanno, Boston UniversityMark Emerick

In this workshop following Dr. Kanno’s keynote, K-12 and college-level educators will work together to develop concrete strategies to facilitate ELs’ college access and retention.

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Marriott East Floor Plan

Time Event Location

8:00-9:00 amRegistration/Check in Continental Breakfast Publisher Displays

Atrium

9:00-9:45 am Concurrent Sessions 1 Salon, Veterans Hall



12:00-12:45 pmLunch Business Meeting

Liberty Hall

12:45-1:45 pm

Keynote by Dr. Yasuko KannoEnglish Learners’ Access to Postsecondary Education and Opportunity to Learn in High School

Liberty Hall

2:00-2:45 pm Concurrent Sessions 4 Salon, Veterans Hall

3:00-3:45 pm Concurrent Sessions 5 Salon, Veterans Hall

4:00-4:30 pm Closing Remarks, Raffle Veterans Hall 1

Agenda at-a-Glance

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7202 E. 21st Street Indianapolis, IN 46219

(317) 352-1231

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Session Types

DG-45

Discussion Group (45 minutes)An opportunity to discuss a hot topic in TESOL in a structured roundtable format. The discussion leader(s) should have a strong knowledge of the designated topic and should include the audience in the discussion.

PP-45 or PP-90

Panel Presentation (45 or 90 minutes)Two or more individuals speak, leaving at least 10-15 minutes for audience questions and responses. In one format, each speaker may present 15 to 20 minutes. In another format, each speaker may make brief opening remarks (for example, 5 minutes) before the panel enters into a moderated discussion.

PS-45

Poster Session (45 minutes)A visually explanatory exhibit that allows for short, informal discussion between the presenter(s) and attendees, as attendees circulate within the poster session area. Poster sessions serve as an important and interactive forum for sharing professional ideas and for receiving feedback.

POP-45

Practice-Oriented Presentation (45 minutes)A session that shows, as well as tells, a technique for teaching or testing. The presenter should spend no more than 10 minutes explaining the underlying theory.

ROP-45

Research-Oriented Presentation (45 minutes)An oral summary with occasional reference to notes or a text that discusses the presenters’ topic and work in relation to theory and/or practice.

RT-45

Roundtable Discussion (45 minutes)Peer-to-peer facilitated discussions with a small group of attendees. The facilitator should have a strong knowledge of the topic and be able to engage everyone in the discussion.

TT-20

Teaching Tip (20 minutes)Similar in content to a practice-oriented presentation but shorter. The teaching tip session is an oral summary that discusses the presenter’s work in relation to practice.

W-45

Workshop (45 minutes or 90 minutes)A carefully structured, hands-on professional development activity. The presenter(s) and participants tackle a problem or develop specific teaching or research techniques.

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Interest Section

Adult Community

ACP | Adult Community Programs

Adult/Community Programs brings together professionals who represent the knowledge, precepts, and skills of two distinct but compatible areas: adult or community programs and English as a second language.

RC | Refugee Concerns

Refugee Concerns addresses the language, cultural, social, and legal needs (and their interconnections) of refugees at all ages and stages of life.

K-12

K-12 Presentations geared toward K-12 educators including strategies and best practices for implementation in the classroom.

SS | Secondary Schools

Secondary Schools represents professionals in the area of secondary education whose task is to ensure that secondary-level TESOL students develop the linguistic, cultural, and cognitive skills necessary for success in an English-speaking context.

A | Advocacy Sessions Advocacy sessions discuss issues related to advocating for English Learners, TESOL, etc.

Technology

T | Technology

Technology focuses on how educators use technology to teach English Learners or share research.

University/Higher Ed

U | University/Higher Education

University/Higher Education advances effective instruction, promotes professional standards and practices, influences and supports policies of TESOL and other associations, determines needs, and considers all other matters relevant to ESL in colleges and universities.

AL | Applied Linguistics Applied Linguistics explores language learning and communication through the application of theory to real-world contexts.

IEP | Intensive English Intensive English Programs addresses issues related to curriculum design and implementation, assessment, teaching standards, and research relevant to teaching English primarily to nonnative international students attending intensive and semi-intensive programs related to regular academic study.

TE | Teacher Education

Teacher Education discusses issues relevant to ESL/EFL teacher education, promotes professional development of ESL/EFL teachers, and formulates policy that will improve conditions of employment and learning for teachers and students.

Vendor

V | Vendor

Vendor sessions are designed for presenters who wish to demonstrate, promote, or sell a product of interest to INTESOL attendees.

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8:00-9:00 9:00-9:45 10:00-10:45Room Assignment

Atrium:Registration/Check inContinental Breakfast

Publisher Display

Concurrent Sessions 1 Concurrent Sessions 2 Concurrent Sessions 3

Liberty Hall:Lunch

Business Meeting

Liberty Hall:Keynote by Dr. Yasuko Kanno

English Learners’ Access to Postsecondary Education and Opportunity to Learn in

High School

Salon 3POP-45Using Interactive Notebooks with ELL Students

POP-45Can You Clarify? Feedback in L2 Writing

ROP-45In-service Teachers Self-Efficacy in Teaching English Learners

Salon 4ROP-45Improve the Academic Reading Ability of University ELL

TT-20Moving Toward a Task Based Fluency Instruction

POP-45Dual Language Immersion in Indiana: Fostering Partnerships

Salon 5W-45YouTube - Organizing Your Channel to Meet Your Kids Needs

W-45Google Tools For You and Your Kids

W-45EdCamp: IEP Collaborative Unconference for Professional Development on a Low Budget

Salon 6POP-45The One-Room Schoolhouse Revisited

W-45Better Serving English Language Learners: Secondary Content Teachers’ Beliefs and Practices in and Beyond the Classroom!

POP-45Experiencing Me: Sharing Stories of Immigration

Salon APOP-45Hands On Multi-sensory Tools for ELLs

W-45Have a Hoot with Kahoot!

ROP-45Refugee Population Inside the U.S.: Migration Patterns and the Look Inside Students’ Academic Journey

Salon BVendor The Global Scale of English in Practice

Vendor GrapeSEED

VendorData Recognition Corporation

Salon C

PP-45A Research of English Article Errors in Writings by Chinese ESL Learners

POP-45Developing a Custom Based English for Speaking Purposes

POP-45“Turn Down For What?!” Using Music in a Reading Class

Salon DPP-45Administrators and TESOL Students Needs

DG-45Hot Topics for Intensive English Program

RT-45Phones in the Classroom: Tool or Toy?

Salon E Poster Sessions

ROP-45Influence of Korean and American Television Advertisements as Critical Literacy Materials on Cultural and Gender Factors in ESL Preschoolers’ Play Dates

PP-45Supporting Chinese Students’ Academic, Cultural, and Linguistic Transitions

Veterans Hall 1POP-45Motivating ELL Writing Through the Use of Social Meda

PP-45From NCLB to ESSA: Implications for English Language Learners

W-45PhotoVoice Research as Authentic Language Engagement for Middle School Students

Veterans Hall 3

DG-45Welcoming New Neighbors, Finding Brothers and Sisters: A Documentary Film and Discussion

W-45Supporting ELLs in the Regular Classroom

W-45Lessons Learned in Creating a Newcomer Program

Veterans Hall 5

ROP-45The Intersection between Leadership and ELL Specialty: A Study of District Level ELL Administration

W-45Escape! Unlock Language & Build Community

W-45Writing Strategies for Elementary English Learners

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11:00-11:45 12:00-12:45 12:45-1:45Room Assignment

Atrium:Registration/Check inContinental Breakfast

Publisher Display

Concurrent Sessions 1 Concurrent Sessions 2 Concurrent Sessions 3

Liberty Hall:Lunch

Business Meeting

Liberty Hall:Keynote by Dr. Yasuko Kanno

English Learners’ Access to Postsecondary Education and Opportunity to Learn in

High School

Salon 3POP-45Using Interactive Notebooks with ELL Students

POP-45Can You Clarify? Feedback in L2 Writing

ROP-45In-service Teachers Self-Efficacy in Teaching English Learners

Salon 4ROP-45Improve the Academic Reading Ability of University ELL

TT-20Moving Toward a Task Based Fluency Instruction

POP-45Dual Language Immersion in Indiana: Fostering Partnerships

Salon 5W-45YouTube - Organizing Your Channel to Meet Your Kids Needs

W-45Google Tools For You and Your Kids

W-45EdCamp: IEP Collaborative Unconference for Professional Development on a Low Budget

Salon 6POP-45The One-Room Schoolhouse Revisited

W-45Better Serving English Language Learners: Secondary Content Teachers’ Beliefs and Practices in and Beyond the Classroom!

POP-45Experiencing Me: Sharing Stories of Immigration

Salon APOP-45Hands On Multi-sensory Tools for ELLs

W-45Have a Hoot with Kahoot!

ROP-45Refugee Population Inside the U.S.: Migration Patterns and the Look Inside Students’ Academic Journey

Salon BVendor The Global Scale of English in Practice

Vendor GrapeSEED

VendorData Recognition Corporation

Salon C

PP-45A Research of English Article Errors in Writings by Chinese ESL Learners

POP-45Developing a Custom Based English for Speaking Purposes

POP-45“Turn Down For What?!” Using Music in a Reading Class

Salon DPP-45Administrators and TESOL Students Needs

DG-45Hot Topics for Intensive English Program

RT-45Phones in the Classroom: Tool or Toy?

Salon E Poster Sessions

ROP-45Influence of Korean and American Television Advertisements as Critical Literacy Materials on Cultural and Gender Factors in ESL Preschoolers’ Play Dates

PP-45Supporting Chinese Students’ Academic, Cultural, and Linguistic Transitions

Veterans Hall 1POP-45Motivating ELL Writing Through the Use of Social Meda

PP-45From NCLB to ESSA: Implications for English Language Learners

W-45PhotoVoice Research as Authentic Language Engagement for Middle School Students

Veterans Hall 3

DG-45Welcoming New Neighbors, Finding Brothers and Sisters: A Documentary Film and Discussion

W-45Supporting ELLs in the Regular Classroom

W-45Lessons Learned in Creating a Newcomer Program

Veterans Hall 5

ROP-45The Intersection between Leadership and ELL Specialty: A Study of District Level ELL Administration

W-45Escape! Unlock Language & Build Community

W-45Writing Strategies for Elementary English Learners

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2:00-2:45 3:00-3:45 4:00-4:30Room Assignment Concurrent Sessions 4 Concurrent Sessions 5

Veterans Hall 1:Closing Remarks

Raffle

Salon 3DG-45Conversation on a Leadership Framework

W-45Open Educational Resources in the Language Classroom

Salon 4

PP-45A Reflective Look at the Secondary Educational Journeys of English Learners

POP-45Social Work Practices in the Classroom

Salon 5 RT-45ESL Language Play Round Table

POP-45Learning Outcomes across Five Levels of an IEP

Salon 6 PP-45Usage of Visual Image on ELLs

PP-45Traveling Through Time: A Project Based Learning Experience

Salon A W-45Google Hangouts

ROP-45Book Review: We ARE Americans: Undocumented Students Pursuing the American Dream by William Perez

Salon B

ROP-45Heritage Language Ideologies in English Medium and Spanish Me-dium Schools in Indianas

POP-45 Fifty Ways to Lure a Reader

Salon C

ROP-45Traditional Teacher-Centered Monolingual Instruction and Emerging Student-Centered Bilingual Method

POP-45The Project to Improve Students’ Fluency

Salon DW-45Email Pragmatics: Using Requests in instructional Contexts

ROP-45Reading Skills for Reading Success

Salon EW-45Meeting Social & Emotional Needs of ELs

W-45There are Things You Just can’t Learn From Textbooks

Veterans Hall 1 W-90Facilitating English Learners’ College Access and Retention

Veterans Hall 3W-45Newcomers to an American High School (or Middle School)

W-45Accelerating Academic Engagement of ELs

Veterans Hall 5POP-45Teaching Sentence Frames from Texts

POP-45Extensive Reading: Transformation to a Skill-Based Task

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2016 Sessions

Strand | Room AssignmentSession TitlePresenterCo-presenter 1Co-presenter 2Co-presenter 3Co-presenter 4TwitterDescriptionInterest

Guide

Lingua!

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Sessions: Adult/Community

9:00-9:45

Veterans Hall 3 | DG-45

Welcoming New Neighbors, Finding Brothers and Sisters: A Documentary Film and DiscussionBrooke Kandel-Cisco, Butler University Susan Adams, Butler University

In this session, educators will view a documentary film featuring refugees from Burma and the Indianapolis faith communities that welcomed them. A discussion following the documentary will address the opportunities for engaging the greater community in supporting and empowering refugees as well as the challenges of working across language, culture, and socioeconomic status.ACP, RC

10:00-10:45

Veterans Hall 5 | W-45

Escape! Unlock Language & Build CommunityBrynn Nightenhelser, Program for Intensive English at IUPUI

Escape the classroom! Learn the benefits of challenging your students to use language clues and teamwork to solve a series of critical thinking puzzles. The goal: solve the last clue and find the code to ‘unlock’ the door before time is up! Yep, let’s lock your classroom!ACP, IEP

11:00-11:45

Salon 6 | POP-45

Experiencing Me: Sharing Stories of ImmigrationBrenna Shepherd, IUPUI

Sharing life stories can be an important part of feeling welcomed in the US. One idea for allowing this self-expression is the creation of a class book. This presentation looks at techniques for introducing the theme of immigration and empowerment though reading and writing.ACP, A, RC

Salon A | ROP-45

Refugee Population Inside the U.S.: Migration Patterns and the Look Inside Students’ Academic JourneyLian Sang, Burmese American Community InstituteVan Thawng, Research Scholar BACIVan Bawi Zi Nichin, Research Scholar BACI

This presentation will provide detailed information on the Refugee Population inside the U.S. and their migration patterns. Also, it will focus on refugee students’ success stories, and their challenges in their K-12 and college careers. A, RC, U

3:00-3:45

Salon B | POP-45

Fifty Ways to Lure a ReaderJanusz Solarz, Indiana University

The purpose of the session is to introduce its participants to a number of different strategies of dealing with reading texts. Concrete examples will be provided to highlight various ways in which reading can enhance and consolidate things done in other skill areas.ACP, IEP, K-12, SS, TE, U

“The limits of my language are the limits

of my world.”-Ludwig Wittgenstein

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9:00-9:45

Salon 3 | POP-45

Using Interactive Notebooks with ELL Students Robin Bigham, MSDLTMabel Ramos, MSDLT

The use of Interactive Notebooks to support language acquisition within the classroom. Teachers will learn how to work together with their ELL students to create individual notebooks through discussion and reflection that enhances academic success while activating prior knowledge and connecting to new learning.EE, TE

Salon A | POP-45

Hands On Multi-sensory Tools for ELLsLinda Smallback, elementary public school

In 2015 House Bill 1108 became Public Bill 215 which defines dyslexia, requires teacher training programs to prepare teachers to recognize the signs of dyslexia and if service teacher training is offered, they may offer courses for teachers about dyslexia. What is a multi-sensory approach and how does it benefit ELL’s? EE

Veterans Hall 5 | ROP-45

The Intersection Between Leadership and ELL Specialty: A Study of District Level ELL Administration Trish Morita-Mullaney, Purdue University

The school district level leadership role for English language learning is a new and emerging title in Indiana. This statewide study will focus on the various ways this leadership role is positioned and performed amidst new state accountability requirements.A, K-12

10:00-10:45

Salon 6 | ROP-45

Better Serving English Language Learners: Secondary Content teachers’ Beliefs and Practices in and Beyond the ClassroomSunyung Song, Purdue University

This presentation reports the results of a study that examined the long-term impact of a TESOL program on secondary content teachers’ beliefs and practices regarding supporting English language learners (ELLs). It presents teachers’ challenges in meeting ELLs’ needs and discusses how advocacy for ELLs can be pursued in secondary schools. K-12, TE

Veterans Hall 1 | PP-45

From NCLB to ESSA: Implications for English Language LearnersWayne Wright, Purdue UniversityNathan Williamson, Indiana Department of EducationTrish Morita-Mullaney, Purdue UniversityDenita Harris, MSD of Wayne Township

@ntwilliamson

President Obama reauthorized the long-overdue Elementary and Secondary Education Act by signing the bipartisan Every Student Succeeds Act (ESSA), the new version of federal education policy will take full effect in the 2017-2018 school year, effectively bringing an end to No Child Left Behind (NCLB). There is widespread recognition that NCLB generally failed due to its rigid accountability requirements and unrealistic achievement expectations, especially for ELL students. In this panel presentation, representatives from the Indiana Department of Education, Purdue University, and local school corporations, will share what we know so far, and will engage the audience in an interactive discussion.A, K-12, U

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Supporting ELLs in the Regular ClassroomAnne Garcia, Tippecanoe School CorporationAnne Garcia, McCutcheon High SchoolCarrie Painter, Tippecanoe School Corporation

One of the (previous) presenters shadowed and interviewed beginning ELL students in a suburban Midwestern high school. From her observations and the students’ comments about their experiences, she developed a list of suggestions for content area classroom teachers to help ELLs learn English and acquire content area knowledge. In this workshop, participants will generate their own ideas about supporting ELLs in the regular classroom. The combined list will be shared and discussed by the presenters and the participants.SS

11:00 - 11:45

Salon 4 | POP-45

Dual Language Immersion in Indiana: Fostering PartnershipsVesna Dimitrieska, Indiana University BloomingtonMartha Nyikos, Indiana University Bloomington

Indiana University has been involved in the preparation and implementation of new dual language immersion programs, recently funded by the Indiana’s Department of Education. The session will provide an insight about how to initiate, maintain, and grow programs of this kind. Opportunities for professional development will be examined. K-12


PhotoVoice Research as Authentic Language Engagement for Middle School StudentsKatie Brooks, Butler UniversityTraci Vermillion, North Vermillion Middle SchoolNorthview Middle School EL Students Butler University Teacher Education Students

This workshop provides an example of how to use PhotoVoice research with EL students and teachers as authentic and empowering language learning experiences. EL students will share the findings of their research and teacher education students will share how they developed and taught language focused mini-lessons throughout the PhotoVoice unit.K-12, SS


Lessons Learned in Creating a Newcomer Program Jessica Feeser, Indianapolis Public Schools Taylor Corley, Indianapolis Public SchoolsKatherine Hinkle, Indianapolis Public SchoolsAllison Walters, Indianapolis Public Schools

On August 1, 2016 Indianapolis Public Schools opened a newcomer program for students in grades 7, 8, and 9. Come learn about our trials and triumphs in developing a comprehensive literacy based content program. K-12, RC, SS


Writing Strategies for Elementary English LearnersValerie Beard, Indiana Department of Education

@valeriebeardEL

Across the state and across the country, elementary teachers are seeking ways to boost their English learners’ writing proficiency. This session explores strategies for empowering our youngest writers by holding them to rigorous standards while providing them with the supports they need to succeed.EE, K-12

www.intesol.org

Sessions: K-12

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2:00 - 2:45

Salon 3 | DG-45

Conversation on a Leadership Framework Donna Albrecht, Anderson University

Donna Albrecht @AUTESOL

This session will facilitate a conversation on a leadership framework that would provide a basis for further professional development for K-12 EL leaders. The goal is to keep moving towards recognized professional status for our coordinators/directors that will lead to greater success for our students. Please share your thoughts. A, K-12, TE, U

Salon 4 | PP-45

A Reflective Look at the Secondary Educational Journeys of English LearnersAmy Peddie, Perry Township Schools

During this panel discussion, former English Learners will describe their educational journeys through high school and beyond. They will describe the strategies that helped them become successful students, explain how they found assistance in furthering their education, and reflect on how secondary schools and universities can improve their support.SS, U

Salon 6 | PP-45

Usage of Visual Image on ELLs Lu Wang, Purdue University Yixuan Zhang, Purdue University Xingyun Zhao, Purdue University

Visual images help Ells’ learning in many content areas. This presentation intends to combine theories of visual literacy with practices in ELL education. With the support of visual images, ELLs at different levels would deepen their understanding in learning, be more motivated and stimulate their interests. EE, K-12, SS, TE

Salon B | ROP-45

Heritage Language Ideologies in English Medium and Spanish Medium Schools in IndianaCarmen Octavio, Purdue UniversityTrish Morita Mullaney, Purdue University

Spanish heritage speakers are on the rise in Indiana’s schools. In spite of this, there is a linguistic hierarchy that privileges English instruction over other languages. Given the power of English, our study investigates the language ideologies of heritage, elementary Spanish speakers and English speakers in two different sites: A monolingual English and a bilingual Spanish school. The bilingual school runs a dual language immersion program that equally populates the classroom with heritage Spanish speakers and English dominant speakers.K-12, SS, AL

Salon C | ROP-45

Traditional Teacher-Centered Monolingual Instruction and Emerging Student-Centered Bilingual MethodHyun Jin Cho, Purdue UniversityJung Han, Purdue University

The purpose of this study is to examine two different second language teaching methods: traditional teacher-centered monolingual instruction and emerging student-centered bilingual method. The results show that the bilingual/interactive method is more preferred and satisfying for the learners than the monolingual/teacher-centered method although the performances were not significantly different.K-12

Salon E | POP-45

Meeting Social & Emotional Needs of ELsCheryl A. Hertzer, Marian UniversityCynthia S. Martz, Marian University

Immigrant English learners must overcome many challenges to be successful in the classroom.

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Teachers can help these students by addressing their social and emotional needs, thereby supporting their academic success as well. The presenters will provide tips and research-based strategies for addressing the social and emotional needs of immigrant studentsK-12, TE


Facilitating English Learners’ College Access and RetentionYasuko Kanno, Boston UniversityMark Emerick

In this workshop following Dr. Kanno’s keynote, K-12 and college-level educators will work together to develop concrete strategies to facilitate ELs’ college access and retention. The workshop will start with participants reflecting on both the assets that ELs bring to college application and persistence and the challenges they face before and after admission. This activity will be followed by brainstorming concrete strategies for dealing with those challenges. K-12, U

Veterans Hall 3 | TT-20

Newcomers to an American High School (or Middle School)Anne Garcia, Tippecanoe School Corporation

As part of curriculum revision at the high school level, a new introductory unit was created to support newcomers to this country or students who are not literate in the culture of an American High School. Working with an Instructional Coach who has many years experience revising and writing curriculum, a list was developed to aide teachers in serving those new students who enter high school from other countries and cultures. The list will be shared and discussed by the presenter and the participants.A, SS, TE

Veterans Hall 5 | POP-45

Teaching Sentence Frames from TextsSusan Britsch, Purdue University

This presentation will demonstrate techniques that can help ELs to distinguish, differentiate, and use sentence frames (or sentence-level language patterns) that are pulled from a classroom text. The presentation includes suggestions for designing effective sentence frame activities for elementary school ELs. EE, TE, early childhood ELs

Salon A | ROP-45

Book Review: We ARE Americans: Undocumented Students Pursuing the American Dream by William PerezKelli Dehr, Greater Clark County Schools

@kdehr

During this session, the book We ARE Americans: Undocumented Students Pursuing the American Dream by William Perez will be used as a launching point to discuss opportunities for undocumented students to pursue their dreams. Guidance will be provided on how this book could be used as a book study for your building, classroom or department.EE

Strand | Room AssignmentSession TitlePresenterCo-presenter 1Co-presenter 2Co-presenter 3Co-presenter 4TwitterDescriptionInterest

Guide

Sessions: K-12

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3:00 - 3:45

Salon C | POP-45

The Project to Improve Students’ FluencyAya Owada, Indiana State University

How we can improve students’ fluency and how much we should care about their accuracy is one of the biggest concerning of language teachers. In this presentation, I would like to introduce a project I have done in English class in Japan.SS


Accelerating Academic Engagement of ELs Nicole Law, Innovative Learning By Design, LLC. Denita Harris , MSD of Wayne TownshipEmily Polanco, MSD of Wayne Township

The urgency to address the engagement and academic needs of English Learners prompted the MSD of Wayne Township to create a systematic model that focuses on the implementation of effective classroom instruction and high-yield strategies that accelerate language and literacy skills, while making content comprehensible for English Learners. EE, Professional Learning

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Technology Sessions

Bahasa!


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Sessions: Technology

9:00 - 9:45

Salon 5 | W-45

YouTube - Organizing Your Channel to Meet Your Kids NeedsBlake Everhart, IN Migrant Education ProgramAndy Wallace, IN Migrant Education Program

@Tecurator

For Teachers, Tutors or Administrators looking to leverage YouTube as a resources to find materials or promote district activitiesK-12, TE, T

10:00 - 10:45

Salon 5 | W-45

Google Tools For You and Your KidsBlake Everhart, IN Migrant Education ProgramAndy Wallace, IN Migrant Education Program

@MrAWallace

Learn how to use Free Google Tools to organize, enhance lessons, and engage.K-12, TE, T

Salon A | W-45

Have a Hoot with Kahoot!Nadezda Pimenova, Purdue University

The presenter will show how she uses Kahoot, an on-line platform that enables teachers to make quizzes and surveys, in ESL/EFL classroom. Attendees will connect to a game with a pin number on any web-enabled electronic device. Participants will play against each other in real time. T

2:00 - 2:45

Salon A | W-90

Google HangoutsAndy Wallace, IN Migrant Education Program Blake Everhart, IN Migrant Education Program

@MrAWallace

In this session, we will learn how to use Google Hangouts for educational purposes. We’ll explore various ways that we can connect with teachers and students inside and outside our school buildings.ACP, EE, IEP, K-12, SS, TE, T

3:00 - 3:45

Salon 3 | W-45

Open Educational Resources in the Language ClassroomMay Nabous, Indiana State UniversityMargherita Berti, Indiana State UniversityKaleigh Newton, Indiana State University

Open educational resources (OER) are materials designed for the purpose of teaching and learning. They are an asset for language teachers as they represent a valuable source for the creation of lesson plans, tests and activities. In this presentation we demonstrate how OER can be used by providing practical examples.T, U

“Technology can become the “wings” that will allow

the educational world to fly farther and faster than

ever before—if we will allow it.”

-Jenny Arledge

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University/ Higher Education

Sessions

Språk!


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Sessions: University/Higher Education

Salon C | PP-45

A Research of English Article Errors in Writings by Chinese ESL LearnersQingli Lei, Purdue University

[email protected]

This study discusses several reasons for common errors with English articles that Chinese ESL learners make. From both qualitative and quantitative methods, we find the factors that influence English article usage errors of Chinese ESL learners and provide suggestions for Chinese ESL teachers.IEP

Salon D | PP-45

Administrators and TESOL Students NeedsNancy Blake, Indiana State UniversityMaryanne McGlone, Indiana State UniversityRika Nanjo, Indiana State UniversityShaojun Yang, Indiana State University

International students face difficulty when they arrive at their new university. Administrators try to help them with their limited resources. We discuss both administrator and international student perspectives, expanding upon methods used to increase cohesion between departments and aid international students in navigating the challenges of daily and academic life. A, AL, U

9:00 - 9:45

Salon 4 | ROP-45

Improve the Academic Reading Ability of University ELL CHEN LI, Purdue University Yuwen Deng, Purdue University

The purpose of this study is to identify important contributors of higher level reading comprehension. We focus on examining college English language learner’s academic reading experiences and designing an appropriate teaching model to improve their academic reading skills while cultivating their ability in reading and thinking critically. ACP, AL, IEP, TE, U, Reading Education

Salon 6 | POP-45

The One-Room Schoolhouse RevisitedMichael Mutti, INTERLINK - Indiana State UniversityMegan Whitehead, INTERLINK - Indiana State University

Facing lower numbers of students, many IEP programs have started combining classes together in multi-level courses. Drawing on the presenters’ own experiences with multiple multi-level classes, in addition to research and student surveys, this presentation will highlight opportunities, as well as common problems and strategies, with a final open discussion.IEP

www.intesol.org

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Motivating ELL Writing Through the Use of Social MedaMegan Kropfelder, Interlink Language Center at Indiana State University

Within ELL classrooms, especially at the university level, many instructors struggle with motivating students to complete written work outside of class. By incorporating social media into given assignments, instructors help improve students’ motivation to complete work. Adapting assignment requirements allows for the inclusion of social media within various written assignments.IEP, U

10:00 - 10:45

Salon 3 | POP-45

Can You Clarify? Feedback in L2 WritingMegan Hansen Connolly, Indiana University - Bloomington

L2 learners struggle to apply written corrective feedback (WCF) to their writing in a constructive way. This session will provide participants with practical ways to teach students that feedback is part of the writing process, and to scaffold feedback as part of the curriculum in L2 writing courses.IEP, U, Second Language Writing

Salon 4 | W-45

Moving Toward a Task Based Fluency InstructionPaul Richards, Indiana University

This workshop will give an overview of current efforts being made to introduce task based elements into a speaking fluency course taught at Indiana University for international undergraduate students. I will go over issues related to needs assessment (identifying target tasks) and on incorporating tasks appropriate for developing speaking fluency in the classroom. AL, U

Salon C | POP-45

Developing a Custom Based English for Specific Purposes (ESP) Program for Japanese Engineers in IndianaRehab Morsi, IUPUIEsen Gokpinar-Shelton, IUPUI

Two ESP professionals will discuss the development of an ESP course for international engineers within a Japanese company’s quarter located in Indiana, share practice-driven activities, evaluate the course strengths and weaknesses, and discuss the possibility for improvement of materials that link to the specific language and cultural needs of these learner.ACP, ESP

Salon D | DG-45

Hot Topics for Intensive English ProgramJordan Gusich, IUPUIEmilija Zlatkovska, University of Southern Indiana

This discussion group presents an opportunity for current and future program administrators to talk and network together about the issues that concern us including: professional development, instructional leadership, accreditation and best practices, advocating for your program, student progress, communication, and recruitment.IEP

Salon E | ROP-45

The Influence of Korean and American Television Advertisements as Critical Literacy Materials on Cultural and Gender Factors in ESL Preschoolers’ Play DatesHyejeong Park, Indiana University Bloomington

The purpose of the case study is to understand Korean and American toy television advertisements as critical literacy materials and examine ESL preschoolers’ responses in two play dates. The research was carried out to compare and contrast Korean and American television advertisements and examine cultural and gender influence it has.AL


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11:00 - 11:45

Salon 3 | ROP-45

In-service Teachers Self-Efficacy in Teaching English LearnersSung-ae Kim, Purdue UniversityTrish Morita Mullaney, Purdue University

This study identifies what impacts an in-service teachers’ self-efficacy in teaching English Learners. Along with a summary of the study, the presenters will specifically show the most important factors that contribute to the teachers’ self-efficacy in teaching English Learners.TE

Salon 5 | W-45

EdCamp: IEP Collaborative Unconference for Professional Development on a Low BudgetEmilija Zlatkovska, University of Southern IndianaJeremy Slagoski, Southern Illinois University

Professional development can be costly for programs that try to meet accreditation requirements. Participants will learn about the EdCamp model, an innovative, inquiry-based approach to professional development, which best works when multiple institutions collaborate. This workshop concludes with participants developing a plan they can implement in their contexts. IEP, TE

Salon C | POP-45

“Turn Down For What?!” Using Music in a Reading ClassLizz Alezetes, Ball State University

This presenter will share how songs and music videos can be used to complement readings. The presenter will briefly discuss the benefits of incorporating music into a reading class and then show how she has used songs and music videos to facilitate students’ learning and cultural understanding.IEP, SS

Salon D | RT-45

Phones in the Classroom: Tool or Toy?Kelly Cover, Indiana University

Cell phones are an unavoidable presence in the classroom. Sometimes, they can be detrimental to students’ productivity; other times, devices help to engage the students more fully in an activity. What policies can be made to prevent cell phones from being distracting? How can we make devices advantageous?IEP, T, U

Salon E | PP-45

Supporting Chinese Students’ Academic, Cultural, and Linguistic TransitionsKaren Newman, University of IndianapolisYixuan Li, University of IndianapolisSine Fang, University of IndianapolisChi Yung Lai, University of IndianapolisChang Yu-Wei, University of Indianapolis

Panelists from Hong Kong, Taiwan, and Mainland China, representing a diverse segment the Chinese international student population enrolled in U.S. colleges, offer participants greater insight into their educational needs and obstacles. Participants will learn strategies to share with non-ESL colleagues, in order to better support Chinese students on their campus.TE, U

2:00 - 2:45

Salon 5 | RT-45

ESL Language Play Round TableDavid Ford, graduate student

The language play round table is designed to examine examples of successful language play strategies for the ESL classroom. This includes finding ways to promote oral communication, student led learning, and review through activities using touch screen technology and traditional board games.TE

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Salon D | W-45

Email Pragmatics: Using Requests in instructional ContextsAysenur Sagdic, Indiana University

Building on the theoretical understanding of the speech act of requesting, this presentation offers a lesson that aims to teach ESL learners how to make email requests in academic contexts. Participants will receive materials and a full lesson plan to implement the content of this session in their classroom setting.AL, IEP, U

3:00 - 3:45

Salon 4 | POP-45

Social Work Practices in the ClassroomTy Climer, Purdue University

This presentation will be given by an ESL Instructor who has a degree and work experience in the field of Social Work. The presentation will focus on understanding the cycle of change and specific ways to interact with and empower students no matter their proficiency level through Motivational Interviewing. TE

Salon 5 | POP-45

Learning Outcomes Across Five Levels of an IEPLeslie Gabriele, Indiana University

An essential characteristic of college-level writing is its use of sources, which requires skills such as locating, comprehending, summarizing, quoting, paraphrasing, evaluating, and citing source texts. The presenter shares a sequencing of learning outcomes and tasks that build skills for source-based writing across five levels of an IEP.IEP

Salon 6 | PP-45

Traveling Through Time: A Project Based Learning ExperienceNidia Flis, Ball State UniversityMalgorzata Harrison, Ball State UniversityFeng Luo, Ball State University

Often ESL students struggle to apply language learned in the classroom to real life situations. In response, a cohort teaching low-intermediate ESL students designed authentic learning opportunities that centered on a trip to a living history museum. This project allowed students to actively engage with language and culture.AL, IEP

Salon D | POP-45

Reading Skills for Reading SuccessKylie Carrithers, INTERLINK Language Center - Indiana State University

Reading — one of the core skills — is essential for success in English learning, yet it is one of the most difficult skills to teach. This session introduces several learner-centered techniques focusing on discrete skills, designed to facilitate students’ learning with text.IEP, TE

Salon E | ROP-45

There are Things You Just Can’t Learn from TextbooksHao Sun, Indiana-Purdue University FW

The Presenter examines pre-service teachers’ interaction with English learners and discusses its benefits, proposing that such interaction opportunities provides not only authentic opportunities for application of knowledge but

also inquiry-based learning in which teachers seek answers, reflect on the experience, and find solu-tions, featuring a more active role in learning.TE


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Extensive Reading: Transformation to a Skill-Based Task Kate Villafranca, Trine University

Extensive reading is a task that is difficult for most ESL students. The presenter will discuss how she has transformed extensive reading into a skill-based task for students with the use of Wikis. The presenter will give ideas of how others can implement Wikis in their own reading classrooms. IEP

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Vendors


Jazyk!

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Vendors

9:00 - 9:45

Salon B

The Global Scale of English in Practice Sara Davila, Pearson ELT

Language educators are familiar with the benefits and challenges of the CEFR. The Global Scale of English (GSE) works to negate the challenges of CEFR by filling in the gaps with granular descriptors. In this workshop, learn how to harness descriptors to improve course outcomes and improve graduation and retention. ACP, AL, IEP, K-12, SS, TE, U

10:00 - 10:45

Salon B

GrapeSEEDLaurie Metz, GrapeSEED

11:00 - 11:45

Salon B

Data Recognition CorporationDiana Levinson, DRC

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2016 Poster Sessions

TitlePresentersDescriptionInterest

Guide

Wika!

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An Analysis of Chinese Students’ Perceptions of Peer Review in US Multilin-gual Writing ClassroomsChaoran Wang, Indiana University Bloomington

This paper explores Chinese students’ attitudes and behaviors of peer review in freshmen multilingual writing classrooms in a mid-west American university. Using a method of classroom ethnography, I will interpret Chinese students’ peer review activities through a lens of culture. IEP, U

Case Studies of Mother Tongue AttritionTaejung Ma, a PhD student (Literacy and Language Education) at Purdue University

In this session, I share important findings about the relationship between Second Language Acquisition (SLA) and mother tongue attrition in a case study, which closely examines how acquiring English has led the immigrant population tolose their linguistic and cultural heritage. ACP, AL, EE, IEP, K-12, TE, U

Choosing Speaking Prompts for TeachingMary Lou Vercellotti, Ball State University

This research investigates the impact of prompt with specific tasks: topic-based monologue and picture-based narration. Participants (adult learners of English in an IEP) identified their most and least favorite prompts

and gave reasons. The results can inform our pedagogical choices for task-based activities and suitable prompts for assessment.AL, IEP

Common Writing Errors By Arabic SpeakersTeba Mohammad, IUPUI

There is a clear pattern of common errors that Arabic native speakers make in their English writing. These errors are influenced by the language learners’ L1. Through writing samples collected from students exemplifying these errors, ESL teachers will have a better understanding of why their native Arabic speaking learners continue to make the same errors in writing.ACP

Content-Based Instruction in the ESP Classroom Fang Gao, Purdue University

This paper illustrates the Content-Based Instruction (CBI) theory and the pivotal role it plays in the gradual transition from EGP (English for General Purpose) to ESP (English for Specific Purposes).U

Creating a Culturally Aware Classroom through Pen PalsBrenda Herrera, Warsaw Community Schools

Students will become culturally aware and show leadership by participating in projects and activities to share with other students from around the world. From one day activities to units of two weeks, students in

kindergarten to sixth grade will participate in listening, speak-ing, reading, and writing activi-ties. Students will use technology to conduct research, record, and present their findings. Students will even become tutors of other EL students!EE, SS, TE

Developing a Custom Based English for Specific Purposes (ESP) Program for Japanese Engineers in IndianaRehab Morsi, IUPUIEsen Gokpinar-Shelton, IUPUI

Two ESP professionals will discuss the development of an ESP course for international engineers within a Japanese company’s quarter located in Indiana, share practice-driven activities, evaluate the course strengths and weaknesses, and discuss the possibility for improvement of materials that link to the specific language and cultural needs of these learner.ACP, ESP

Effective Teaching and Assessment for ELLs: Teachers’ Role for Diverse GroupingJung Han, Purdue UniversityKyongson Park, Purdue University

This longitudinal study investigates the effective teaching methods and assessments for ELLs in main-stream classrooms. The results show that ELLs in mainstream classrooms could benefit from various grouping and individually customized teaching methods, such as using leveled questions,

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visual supports, and different assignments to ELLs depending on their English levels.K-12

ESL Tutoring Center for Adults: A StoryRenata Kantaruk, Taylor University, Upland IN

Adult ESL learners are often unable to attend typical ESL classes. The ESL Tutoring Center for Adults meets them where they are. Housed in a downtown location, it is staffed with volunteers and student workers from a local university. The poster presents the setup of the program and lessons learned.ACP, TE

Extensive Listening: Teaching the Ears to Hear Like a Native SpeakerMaddie Gashi, Indiana University IEP

Extensive Listening improves listening fluency through the use of massive amounts of recorded materials. This session will focus on the reasons behind using Extensive Listening as a medium of instruction, as well as teaching students its value, learning about finding texts, and seeing the range of possible topics.IEP

How to Teach Critical ThinkingSarah Smurr, Ball State University IEI

How do instructors get students to think more deeply and critically about life? I have a way I do it. Do you? Let’s share our collective knowledge and apply it to reading and writing instruction! ACP, IEP, TE

I Don’t Want to Talk About ThatGail Lugo, Trine UniversityGraham Reeves, Trine UniversityKate Villafranca, Trine University

Most IEP’s have an orientation in place to discuss intercultural communication and avoiding cultural misunderstandings; however, many issues arise that are more uncomfortable to talk about. This session discusses how to introduce more sensitive topics such as personal hygiene, appropriate restroom behavior, Title IX issues, contraception, and mental health. ACP, IEP, U

Reading for PleasureRaeeka Sadri, IUPUI

Reading for Pleasure or Extensive Reading (ER) is considered a help-ful way to encourage ESL learners to read in order to expand their vocabulary, become familiar with common grammatical structures and improve their general reading skills. This presentation focuses on how ER can be implemented in a college level course and shares practical suggestions. U

Social Distance and Positioning of the Arabic Student in an Elementary ESL Classroom. Hyona Park, Indiana University

In this classroom, four Korean students and one male Arabic student are learning ESL; this demographic situation creates a particular learning environment for them. While the Korean stu-dents are learning ESL efficiently and socializing using their L1, he feels social distance and takes different positioning from them due to language gap. The study provides how teachers can help students like him using efficient ESL/EFL strategies.A, EE, K-12

Social Identity, Power Re-lations, Social Distance, Investment, and Language Learning among Interna-tional Elementary Students Hyona Park, Indiana University

The study investigates how ESL learning of international elementary students is influenced by their social identities, peer relationships, and social distance, and how their investment construction is affected by these factors. As for the conclusion, the students’ social identities, social distance and peer relations keep shifting. Also, their investment will keep reforming along with the shifting elements. EE, K-12, TE

Poster Sessions

www.intesol.org

38

Teaching L2 graduates academic writingG Yeon Park, Indiana University BloomingtonXin Chen, Indiana University Bloomington

The strategies and tips of teaching English academic writing to first-year international graduate students in the U.S. were reflected by two TAs of an academic writing course offered in the fall 2015 semester in a large Midwestern university based on the Differentiating Instruction in terms of content, process, and product.U

The analysis of English research articles written by native English-speaking researchers and Korean researchers: The in-depth analytical study based on Contrastive RhetoricBo Hyun Hwang , Indiana University in Bloomington

This study examines distinctive features found in English research articles written by English-speaking researchers and Korean researchers. The research questions are (1) How similar and/or different is the organization of their research papers? (2) How does each group use first person pronouns and epistemic modality to show writer’s authorial identity and certainty on statements?AL

The University of Evansville TESL ProgramGeorge Iber, University of Evansville

In response to the growing demand for ESOL teachers in the Southern Indiana area, the University of Evansville Depart-ment of Education redesigned their TESL program offering in 2016. The new program offers several tracks, a hybrid delivery platform, and courses that fit into a half semester time period.TE

The Use of ‘Actually’ in Korean CSAT Listening Section: Corpus-based ResearchJi-young Shin, Purdue University

This presentation investigates the use of a discourse maker,

‘actually,’ in the English listening test sections of College Scholastic Aptitude Test in Korea in comparison with its authentic counterpart in spoken corpus. The results show very limited use of ‘actually’ both in lexico-grammatically and pragmatically. AL

When Students Don’t Read: A Grieving ProcessLizz Alezetes, Ball State UniversityShane Lanning, Ball State University

This presentation focuses on strategies for a class where students are not doing the assigned reading. The presenters will discuss their experiences teaching different classes with this issue and high-light in-class activitiesthey used to make their classes meaningful despite the students not reading.IEP, SS

www.intesol.org

39

Poster Sessions

“Tell me and I forget. Teach me and I

remember. Involve me and I learn.”

-Benjamin Franklin

"For nearly 75% of our population, English is not their first language, and a high

percentage of those students hear no English at home. GrapeSEED is helping to build bridges to ease the way for these students to develop language and reading skills. They are

more confident speaking and are more active participants in their learning."

Ellen Coget, Kindergarten Teacher, Elkhart Community Schools, IN

SPECIAL DRAWING! Visit the GrapeSEED booth and enter to win

one of three $50 Amazon Gift Cards!

LEARN MORE AND GET THE LATEST RESEARCH RESULTS:

Laurie Metz | (800) 449-8841 Ext. 118 | [email protected]

Coupon code is valid through 12/31/2016, 11:59 CST, Limit 1 use per customer.

$10 Off Your Next WIDA Store Order

INWIDA10wceps.org/wida

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Assess and Monitor Progress of ELLs with LAS Links

Assess and Monitor Progress of ELLs with LAS Links

Copyright © 2016 Data Recognition Corporation. All rights reserved. LAS Links is a registered trademark of Data Recognition Corporation.

LAS Links® is an integrated suite of English and Spanish language proficiency

assessments and instructional tools designed to strengthen your English language

learning (ELL) program.

With LAS Links you can use it for identification, placement, progress

monitoring, and report on annual progress.

LAS Links is the first ELL assessment that is fully supported online. LAS Links Online

provides the ability to manage the testset-up process, administer the test, and

view the reports fully online.

Visit CTB.com/LASLinks or contact Diana Levinson,

Associate Assessment Consultant, [email protected]

317.389.0160

49

THANK YOU

Teachers of English to Speakers of Other Languages, Inc. (TESOL)

Many thanks to our volunteers, Publishers and Vendors

Visit out Exhibitors in the atrium next to the registration

Sprache!

www.intesol.org

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