Full Onsite Convention Program PDF

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WELCOME
TESOL Board of Directors (20132014)

OFFICERS:
DIRECTORS:
Deena Boraie
Diane Carter
Claire Bradin Siskin
Tim Collins
John Schmidt
President
The American University in Cairo
Cairo, Egypt
Yilin Sun
President-Elect
Seattle Community Colleges
Seattle, Washington USA
Suzanne Panferov
Past President
University of Arizona
Tucson, Arizona USA
Indianapolis Public Schools

Indianapolis, Indiana USA
National-Louis University
Chicago, Illinois USA
Luciana de Oliveira
Teachers College,
ColumbiaUniversity
New York, New York USA
Gabriela Kleckova
University of West Bohemia

Czech Republic
Tony Silva
Purdue University
West Lafayette, Indiana USA
Edvista
Pittsburgh, Pennsylvania USA
Texas International Education

Consortium
Austin, Texas USA
Deborah Short
Academic Language Research

&Training, LLC
Arlington, Virginia USA
Lillian Wong
University of Hong Kong

Pokfulam, Hong Kong
Rosa Aronson
Executive Director
Alexandria, Virginia USA
TESOL International
Convention &English
Language Expo
2629 March 2014

Oregon Convention Center
777 NE Martin Luther King
Junior Boulevard
Portland, OR 97232 USA
TESOL International
Association
1925 Ballenger Avenue,

Suite 550
Alexandria, VA 22314-6820 USA
Toll free 888.547.3369
Tel. +1 703.836.0774
Fax +1 703.836.7864
Email: info@tesol.org
Web: www.tesol.org
WWW.TESOLCONVENTION.ORG
TESOL 2015
International Convention
& English Language Expo
2 5 2 8 M A R C H 2 0 1 5 TO R O N TO, C A N A DA
CROSSING
BORDERS
BUILDING
BRIDGES
SEE YOU IN TORONTO!
TABLE OF CONTENTS
Welcome Letter
Convention Planning Team
Week at a Glance
New Member Orientation
About TESOL
Organizational Meetings
Awards, Grants, and Honors
Keynote Speakers
TESOL in Focus
The TESOL Classroom of the Future
Spotlight on the U.S. Common Core State Standards
Electronic Village and Technology Showcase 2014
Invited Speaker Sessions
Tea With Distinguished TESOLers
Public Policy and Citizenship
Research Spotlight
Best of Affiliates
Colloquia and Presentations From Colleague Organizations
Job MarketPlace
TESOL Leadership Training Programs
Thank You
TESOL Global Partners
How to Use This Book
Abstracts
Poster Sessions
Maps
English Language Expo
Exhibit Hall Map
Exhibitor Booth Numbers
Exhibitor Listings
Indexes
Presenter Index and E-mail Directory
Content Area Index
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21
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28
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35
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169
WELCOME
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176
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205
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WELCOME
Youve made TESOL history by traveling to Oregon

to explore this beautiful region and the dynamic
city of Portland, to sustain yourself professionally
and to renew your acquaintance with TESOLers
from around the world.
In the middle of the 16th century, European adventurers first explored the
Pacific Northwest of the North American continent, home to numerous
indigenous groups. Three centuries later, trappers and traders established
the 3,200 km Oregon Trail to sustain their careers. In subsequent decades,
nearly half a million migrants crossed the continent to renew their lives.
From wherever youve come, were glad that youve taken the Oregon Trail
to Portland this week.
On behalf of the Planning Team for the 2014 TESOL International Convention
& English Language Expo, we welcome you, along with more than 6,500
fellow TESOLers from more than 120 countries. The theme, Explore,
Sustain, Renew ELT for the Next Generation, looks to the present and to
the future of the profession.
WELCOME
Explore, Sustain, Renew!

2014 CONVENTION
PLANNING TEAM
PROGRAM CHAIR
LOCAL CO-CHAIRS
Texas International
Education Consortium
Portland Community College
John Schmidt
Luciana Diniz
Heather Dittmore
Kalowsky
ASSOCIATE
PROGRAM CHAIRS
Julia Austin
Monika Mulder
University of Alabama
at Birmingham
Portland State University
Linda Fellag
Community College
of Philadelphia
Kathy Lobo
Belmont Public Schools
TESOLers arriving early in Portland can participate in Preconvention

Institutes, K12 Dream Day, Masters and Doctoral Student Forums, and
Educational Site Visits. In addition to the keynote and invited speaker
sessions during the convention, more than 800 concurrent sessions covering
a wide range of topics will provide ample opportunities to investigate
the depth and breadth of TESOL practices among the organizations 21
interest sections. Additional TESOL convention features include teas with
distinguished speakers; the exhibition hall, showcasing scores of exhibitors;
the Job MarketPlace; and the Electronic Village. Innovations this year
include informal midday global meet and greet networking events and the
Classroom of the Future. Include in your convention itinerary opportunities to
enhance your involvement in our profession at the TESOL Town Meeting, an
Interest Section Open Meeting, and the Annual Business Meeting.
TEAM LEADERS
To navigate the convention, download the TESOL mobile convention

application for the complete program book and for updates. Network with
convention goers via TESOLs Facebook page and Twitter. Also, download
the Portland app to get around town and to enjoy the local culture.
VOLUNTEER
COORDINATOR
Explore, sustain, and renew at the 2014 TESOL International Convention &
English Language Expo in Portland, the City of Roses!
BAG & PROGRAM

DISTRIBUTION
John Schmidt, Convention Program Chair

Julia Austin, Associate Convention Program Chair
Linda Fellag, Associate Convention Program Chair
Katherine Lobo, Associate Convention Program Chair
HOSPITALITY &
ENTERTAINMENT
Debbie Anholt
PRE- AND
POSTCONVENTION
INSTITUTES
JOB MARKETPLACE
The New School
EDUCATIONAL
SITE VISITS
Gabriel Diaz
Maggioli
Lewis & Clark College
Patti Schilasky
POSTER SESSIONS
Winnie Cragg
Mukogawa Fort
Wright Institute
Lisa McKinney
Katie Mitchell
Rosetta Stone
TEA WITH
DISTINGUISHED
TESOLERS
Neil J Anderson
Brigham Young University

K12 DREAM DAY
Barbara Page
Beaverton School District
Joyanna Eisenberg
Angelica da Costa
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WEEK AT A GLANCE
Registration Hours
Tuesday. . . . . . . 3 pm6 pm
Wednesday. . . . 7 am7 pm
Thursday. . . . . . 7 am5 pm
Friday. . . . . . . . . 7 am5 pm
Saturday . . . . . . 7 am3 pm
English Language
Expo Hours
Exhibits will take place
in HallsC & D
Thursday. . . 8:30 am5:30 pm

Friday. . . . . . 8:30 am5:30 pm
Saturday . . . 8:30 am2 pm
9 am9 pm
PRECONVENTION INSTITUTES+ . . . . . . . various times/locations in OCC
WELCOME
Registration will take place in the

TUESDAY, 25 MARCH 2014
WEDNESDAY, 26 MARCH 2014

8 am12 pm
EDUCATIONAL SITE VISITS+ . . . . . . . . . . . . . . . various locations off-site
8 am5 pm
PRECONVENTION INSTITUTES+ . . . . . . . various times/locations in OCC
8:30 am5:15 pm
K12 DREAM DAY+ . . . . . . . . . . . . . . . . . . . . . . . various locations in Hilton
8:30 am4:45 pm
Masters Student Forum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D136, OCC
8:30 am4:45 pm
Doctoral Student Forum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D136, OCC
3:30 pm5 pm
Reception for New Members & First-Time Attendees . . . . PB253, OCC
5:30 pm7 pm
Opening Keynote: Surin Pitsuwan. . . . . . . . . . . . . . . . . . . . . Hall A, OCC
THURSDAY, 27 MARCH 2014

8 am9 am
James Alatis Plenary: David Graddol . . . . . . . . . . . . . . . . . . Hall A, OCC
12:30 pm1:45 pm Poster Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Expo Hall
Job MarketPlace
Job MarketPlace will take place

inHall B
Thursday. . . 9 am5:30 pm
Friday. . . . . . 9 am5:30 pm
Saturday . . . 9 am2 pm
4 pm5 pm
Town Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E146, OCC
5 pm6:30 pm
Interest Section Open Meetings . . . . . . . . . . . . . . . . . . . . . . . See page 9
6:45 pm8:15 pm
Interest Section Open Meetings . . . . . . . . . . . . . . . . . . . . . . . See page 9
FRIDAY, 28 MARCH 2014

8 am9 am
Presidential Keynote: Deena Boraie. . . . . . . . . . . . . . . . . . . Hall A, OCC

1:30 pm2:30 pm
Ice Cream Break . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Expo Hall
5 pm6:30 pm
TESOL Annual Business Meeting. . . . . . . . . . . . . . . . . . . . . . PB253, OCC
SATURDAY, 29 MARCH 2014

8 am9 am
Morning Keynote: Diane Larsen-Freeman . . . . . . . . . . . . . . Hall A, OCC

2 pm6 pm
POSTCONVENTION INSTITUTES+. . . . . . . . . . . . Various locations, OCC
+ Ticketed Event
Concurrent and exhibitor sessions are Thursday, Friday, and Saturday beginning at
9:30am each day, with the last session starting at 5 pm. Exceptions are during lunch
(12:15pm1pm) and during morning keynote sessions.
Oregon Convention Center = OCC
ABOUT TESOL
Is this your first TESOL convention?
Are you a new member of TESOL?
The Reception for

NewMembers & FirstTime
Attendees is for you.
Wednesday 26 March, 3:30 pm5 pm
ASSOCIATION
INFORMATION
Convention Center, PB 253
There is so much going on with so many opportunities at

the TESOL convention, it can really help to have someone
sort it all out for you. In much the same way, if youre a
new TESOL member, its very helpful to learn about all
that TESOL International Association has to offer.
So here is your chance
HEAR from TESOL volunteer leadership and staff.

Askquestions directly to TESOLs president and
executivedirector.
MEET veteran members of TESOL and listen to
their helpful suggestions on how to navigate the
convention and the many benefits of the association.
CONNECT with other attendees and share your
thoughts about TESOL and the international
convention.
WIN SOMETHING! A drawing will be held at the end
of the reception for some special TESOL prizes.
STUDENTS & NEW PROFESSIONALS,

you are invited to a
GATHERING FOR EMERGING

PROFESSIONALS
WEDNESDAY, 26 MARCH
immediately following the opening keynote speaker.

Sponsored by Macys
TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO
For nearly 50 years,

TESOL International
Association has been
bringing together
educators, researchers,
administrators, and
students to advance the
profession of teaching
English to speakers of
other languages.
With more than 12,000
members representing 156
countries, and more than
100 worldwide affiliates,
TESOL offers everyone
involved in English
language teaching and
learning an opportunity
to be part of a dynamic
community where
professionals like you
connect with and inspire
each other to achieve
the highest standards
ofexcellence.
TESOL ORGANIZATIONAL MEETINGS 2014

All meetings listed here are located in the Oregon Convention Center.
WEDNESDAY, 26 MARCH
8:30 am11:30 am Leadership Briefing. . . . . . . . . . . . . . . . . . . PB 255
8:30 am5 pm
Affiliate Leaders Workshop. . . . . . . . . . . . . B113
1 pm5 pm
Interest Section
Leaders Workshop. . . . . . . . . . . . . . . . . PB 251/252
FRIDAY, 28 MARCH
10 am12:30 pm
1 pm4pm
This meeting is run by the Interest Section Leadership Council

CHAIR: Marnie Reed
CHAIR-ELECT: MayraC. Daniel
MEMBER-AT-LARGE: MaryA. Petron
PAST CHAIR: Leslie Kirshner-Morris
This meeting is run by the Interest Section Leadership Council.

CHAIR: Marnie Reed
CHAIR-ELECT: MayraC. Daniel
MEMBER-AT-LARGE: MaryA. Petron
PAST CHAIR: Leslie Kirshner-Morris
7 pm9 pm
5 pm6:30 pm
Annual Business Meeting. . . . . . . . . . . . . . PB253

This meeting is open to all attendees. Members vote on
resolutions, learn about the state of the association, and
observe the installation of newly elected officers of TESOL.
Eligible voting members will be wearing badges encoded with
the word member and will be seated in a designated area.
THURSDAY, 27 MARCH
1 pm3 pm
2 pm3 pm
3 pm4 pm
4 pm5 pm
Affiliate Editors Workshop. . . . . . . . . . . . . . F152

IS Editors Workshop . . . . . . . . . . . . . . . . . . . A103
IS Community Managers Workshop. . . . . . D134
Town Meeting . . . . . . . . . . . . . . . . . . . . . . . . . E146
ASSOCIATION
INFORMATION
Interest Section Steering

Committee Meetings. . . . . . . . . . . . . . PB 251/252
Affiliate Assembly. . . . . . . . . . . . . . . . . . . . . . A106

Interest Section Assembly. . . . . . . . . . . . . . . D135
This meeting will be led by TESOL President Deena Boraie

and attended by the Board of Directors and the Executive
Director. The meeting provides a forum for the membership
to ask questions about TESOLs professional activities and
offer comments and suggestions relating to current and
upcomingactivities.
Interest Section Open Meetings

5 pm6:30 pm

Adult Education. . . . . . . . . . . . . . . . . . . . . . . . C123

Bilingual Education . . . . . . . . . . . . . . . . . . . . B118
Elementary Education. . . . . . . . . . . . . . . . . . . C120
English as a Foreign Language. . . . . . . . . . . C126
Higher Education. . . . . . . . . . . . . . . . . . . . . . . C124
International Teaching Assistants. . . . . . . . C121
Materials Writers . . . . . . . . . . . . . . . . . . . . . . C125
Secondary Schools. . . . . . . . . . . . . . . . . . . . . B119
Teacher Education. . . . . . . . . . . . . . . . . . . . . . C122
6:45 pm8:15 pm

Applied Linguistics. . . . . . . . . . . . . . . . . . . . . B117

Computer-Assisted Language Learning . . PB257
English for Specific Purposes . . . . . . . . . . . C126
Intensive English Programs. . . . . . . . . . . . . . C123
Intercultural Communication . . . . . . . . . . . . B119
Nonnative English Speaking Teachers. . . . C120
Program Administration. . . . . . . . . . . . . . . . . C121
Refugee Concerns. . . . . . . . . . . . . . . . . . . . . . C125
Second Language Writing. . . . . . . . . . . . . . . B118
Speech/Pronunciation/Listening. . . . . . . . . C122
Social Responsibility. . . . . . . . . . . . . . . . . . . C124
Video Digital Media . . . . . . . . . . . . . . . . . . . . F149
AWARDS, GRANTS, AND HONORS

The TESOL Awards Committee thanks the many
readers who volunteered their time adjudicating
these awards and the institutional and university
sponsors who support many of the awards. Their
generous support of this program allows TESOL
to continue the professional development of ESOL
professionals around the world.
ASSOCIATION
INFORMATION
TESOL is proud to offer the following

awards, grants, and honors:
Did you
know?
Every year, TESOL

International gives
away more than
US$50,000 in cash
and prizes through
itsawards.
Albert H. Marckwardt
Travel Grants
D. Scott Enright
TESOL Interest Section
Service Award
Mary Finocchiaro
Award for Excellence
in Nonpublished
Pedagogical Materials
Ruth Crymes TESOL
Academies Fellowships
Ruth Crymes TESOL
Fellowship for
Graduate Study
TESOL Award for an
Outstanding Paper
on NNEST Issues
TESOL Teacher of
the Year Award
presented by National
Geographic Learning
James E. Alatis Award

for Service to TESOL
presented by Eastern
Carolina University
TESOL Awards
for International
Participation at TESOL
presented by ETS TOEFL
TESOL Leadership
Mentoring Program
TESOL Professional
Development Scholarships
TESOL Virginia French
Allen Award
TESOL/TEFL Travel Grant
Professional Development
Travel Grant for Practicing
ESL/EFL Teachers
presented by Betty Azar
TESOL Award for

Distinguished Research
To apply for an award or nominate a colleague,

go to www.tesol.org/awards
10
KEYNOTE SPEAKERS
Pitsuwan
Graddol
Boraie
OPENING KEYNOTE
PRESIDENTIAL KEYNOTE
Wednesday, 26 March 2014

5:30 pm7 pm
Friday, 28 March 2014

8 am9 am
SURIN PITSUWAN
English as a Powerful Instrument of

Community Building in East Asia
Surin Pitsuwan is Professor Emeritus at Thammasat University

and also an Honorary Advisor and Distinguished Visiting Fellow
at King Prajadhipok Institute, the Thai Parliament. Dr. Pitsuwan is
engaged in the promotion of regional integration in East Asia and
educational and political reform efforts in Thailand, and he is a
frequent speaker at various international conferences.
JAMES E. ALATIS PLENARY SESSION
DEENA BORAIE
Next Generation ELT: Voices of TESOLers

It is important to explore key issues affecting English language
teaching and learning today and, in the future, globally as a means
to bridge theoretical research to practice in context. Dr. Boraie
presents the results of a survey of TESOL members in different
contexts and discusses the similarities and differences identified.
Deena Boraie is the dean of the School of Continuing Education
at the American University in Cairo, Egypt, and president of TESOL
International Association. She is a language testing expert and
teaches research methods in the MA/PhD Applied Linguistics
Program at Cairo University.
MORNING KEYNOTE
DIANE LARSEN-FREEMAN
DAVID GRADDOL
Saturday, 29 March 2014

8 am9 am
Five Megatrends Shaping the Future of TESOL
Complexity Theory:
Renewing Our Understanding of
Language, Learning, and Teaching
English has become a centrepiece of education reform in many

countries. Graddol shows how this is often in response to
developments in economics, demographics, and technologywhich
are reshaping the nature of teaching and learning English around
theworld.
The famous physicist Stephen Hawking has called the present

century the century of complexity. But what could this possibly
mean for TESOLers? Dr. Larsen-Freeman thinks it means a lot. In this
keynote, she proposes that complexity theory has the potential to
renew our understanding of language, its learning, and its teaching.
David Graddol is director of The English Company (UK) Ltd and

worked for many years in the Faculty of Education and Language
Studies at the UK Open University. He has worked as a consultant
on ELT projects in China, India, and Latin America since the early
1990s. His book English Next Brazil will be published in March 2014.
Diane Larsen-Freeman is Professor Emerita of education and

linguistics, and Research Scientist Emerita at the English Language
Institute at the University of Michigan, Ann Arbor. In 1999, she was
named one of 30 ESL pioneers in the 20th century by ESL Magazine,
and she has published on SLA, grammar, language teaching, and
complexity theory.
Thursday, 27 March 2014

8 am9 am
HIGHLIGHTS
For the 10 member states of the Association of Southeast Asian

Nations, English has been designated as an official working
language for the regional organization. In such a diverse group of
countries, how a foreign language can bind and build an emerging
community of nations in East Asia is another Asian Miracle.
Larsen-Freeman
11
TESOL IN FOCUS
What initiatives is your association spearheading to advance the field?
Learn more about special projects and other initiatives at these special
sessions sponsored by TESOL. All of these sessions take place in the
Oregon Convention Center.
Diversity & Global

Professional Issues
Standards & Practice
Diversity: Definition, Benefits, Policies,

Sustainability, Practices of Inclusiveness
PRESENTERS: Natalie Kuhlman, Bozana Knezevic
28 March, 11:30 am12:15 pm; E145
Sponsored by the Diversity & Inclusion Committee

PRESENTERS: Okon Effiong, Ester Jong, Elisabeth Chan, Jane
Hoelker, Inez Heath, Arieh Sherris
Focus Groups as a Means of

Identifying ELT Concerns
28 March, 1pm1:45 pm; E145
Sponsored by the Global Professional Issues Committee
28 March, 10:30 am11:15 am; E145
HIGHLIGHTS
27 March, 11:30 am1:45 pm; E145
Revising Our TESOL Research Agenda:

Global Perspectives and Dilemmas
The TESOL Professional Standards

for P12 Teachers
PRESENTERS: Diane StaehrFenner, Eleni Pappamihiel, Anita
Bright, Sara Waring
Sponsored by the Serial Publications Committee

PRESENTERS: Sandie Kouritzin, Gulbahar Beckett, Linda Gerena,
Suzan Stamper, Hema Ramanathan, Zakia Sarwar
28 March, 1 pm2:45 pm; D134
Teachers as Experts: Readymade Workshops

Addressing Novice ELs & CCSS
PRESENTER: Sarah Sahr
PRESENTERS: Lizzie GarciadeParades, Julio Prin, Kagnarith Chea
ESL Teachers and the Common Core: Next Steps

PRESENTERS: Guadalupe Valdes, Amanda Kibler, Aida Walqui
29 March, 4 pm4:45 pm; A103
The New TESOL Guidelines for

Developing EFL Standards
28 March, 2 pm2:45 pm; E145
TESOL Standards Publications

as Practical Resources
Sponsored by the Standards Committee
PRESENTERS: Andrea Hellman, Karen Kuhel, Silvia Laborde,
JudyOLoughlin, Richard Shreck, Richmond Stroupe, Jack Sullivan,
AnneMarie FoersterLuu
29 March, 9:30 am11:15 am; E145
Tips for Developing and Delivering Successful

TESOL International Convention Presentations
PRESENTERS: John Schmidt, NeilJ Anderson, Christine Coombe
28 March, 10:30 am11:15 am; B118
Tips for Writing TESOL International

Convention Session Proposals
PRESENTERS: Mark Algren, Mashael Al-Hamly, Diane Carter,
EricDwyer
28 March, 9:3010:15 am; B118
12
THE TESOL CLASSROOM OF THE FUTURE

NEW TO THE ENGLISH LANGUAGE EXPO!
What will a standard

classroom look like
5,10, or even 20 years
fromnow?
What sorts of devices or
technology will teachers
and students be using?
What kinds of furniture
might we be using?
HIGHLIGHTS
The TESOL Classroom of the Future is

made possible with support from
The new TESOL Classroom

of the Future attempts to
help answer these kinds of
questions. This new addition
to the English Language Expo
features sessions from your
peers in the presentation area,
as well as demonstrations of
cuttingedge technology from
the exhibitors featured on the
floor. Youlleven get to try out
some new desks and chairs
coming soon to a classroom
near you.
Check the TESOL website,
mobile app, and special
program insert for a complete
list of presentation and
demonstration times.
13
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Learn from a pioneer in the fields of teacher training,

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Employers value teachers who have been trained at SIT.
Learn more at www.sit.edu

admissions@sit.edu
Tel 800 336-1616
SPOTLIGHT ON THE
U.S.COMMONCORE STATE STANDARDS
As English language educators in the United States
know, the Common Core State Standards will have
a serious impact on their English language learners.
Fortunately, your peers are ready to help, and the
TESOL convention provides a forum for this important
discussion. Here are some sessions focused on the
Common Core. Check the online itinerary planner for
many more. Find abstracts
for these sessions in the
COMMON
program book under
CORE
the date and time for
&
each session; all of these
sessions take place in the
Convention Center.
Featured Sessions
Pairing Common Core and

Language Development
Standards Through
Academic Language
Common Core and English

Language Learners: New
TESOL Book Series
Friday, 28 March
10:30 am11:15 am; E145
Thursday, 27 March
2 pm2:45 pm; B115
Discourse Structures
That Provide ELLs Access
to the Common Core
Friday, 28 March
11:30 am12:15 pm; PB 256
ESL Teachers and the

Common Core: Next Steps
Friday, 28 March
1 pm1:45 pm; E145
Helping Secondary ELLs

Meet the CCSS in ELA
Saturday, 29 March
11:30 am12:15 pm; B114
Using Common Core

Standards for Adult
Education for Adult ESL
Common Core State
Standards: What Do
Teachers of ELLs Say?
Reading and Writing for the
Common Core Standards
Academic Vocabulary
Strategies to Help ELLs
Meet the Common Core
Accessing the Common
Core: Supporting ELs
Through Language Analysis
Next Generation Standards:
Common Core and
Teacher Collaboration
HIGHLIGHTS
Thursday, 27 March
1 pm1:45 pm; E146
Teachers as Experts:
ReadyMade Workshops
Addressing Novice
ELs and CCSS
Various other sessions,

including:
Linking Language
Objectives to CCSS
in General and
Special Education
Scaffolding Academic
Language for Quality
Interaction Through
SIOP and CCSS
Language Expectations
of the CCSS for
Elementary ELLs
Common Core Meets
Mother Goose
Explore Common Core,
Sustain Successful
Strategies, Renew
Academic Literacy
G.A.M.E.S. for the
Common Core
15
ELECTRONIC VILLAGE AND

TECHNOLOGY SHOWCASE 2014
Visit Portland Ballrooms 257 & 258 for Ideas on Technology and Language Learning!
Electronic Village (EV)
Convention Center, Portland Ballroom 258
SPECIAL EVENTS
The Electronic Village (EV) and the
Technology Showcase are hosted
by the Computer-Assisted Language
Learning (CALL) Interest Section.
HIGHLIGHTS
Conference attendees can explore

computer-based and other technology
resources for language teaching and
learning in face-to-face classrooms
and online. Highlights include
the latest in CALL technology and
teaching, such as presentations and
demonstrations by teachers, software
and web designers, curriculum
specialists, CALL authors, and other
CALL practitioners. Topics include
multimedia, Internet-based resources,
hardware, and mobile technology
devices and applications.
COORDINATORS: Deborah Healey, Tom Robb
EV Events Coordinator:
Shewell, Arizona State
University, Arizona, USA
Korslund, Roger Drury, Christine Sabieh, Roger

Gee, Christine Bauer-Ramazani, Debra Lee, Susan
Gaer, Deborah Healey
Aaron
Access the EV schedule online at
http://call-is.org
or scan this code with a
QR-enabled mobile device:
COORDINATORS: Snea Thinsan, Nellie Deutsch,
Susan Gaer
Technology ShowcaseEvents
Convention Center, Portland Ballroom 257

The Technology Showcase features the
CALLIS Academic Session as well as
InterSection sessions. These sessions will
also be webcast on the Internet.
COORDINATORS: John Madden, Deborah Healey
COORDINATORS: Dianna Lippincott,
EllenDougherty
Mobile Apps for Education Showcase

The Mobile Apps for Education Showcase session
provides ESOL teachers with the opportunity to
demonstrate pedagogical uses for their favorite
mobile applications.
COORDINATORS: Tom Robb, Christina Mager,
Jennifer Brown
Developers Showcase
Discover the latest ideas in applied technology
for ESOL educational settings, including standalone software and Internet-based applications.
Attend this presentation to see unique and original
creations designed by teachers and researchers.
EV Technology Fair Classics:

The Best from Past Years
EV Fair Classics are repeat performances of
outstanding presentations from past EV Fairs.
Explore tried-and-true ways to use CALL in your
classroom or extended classroom. Discover how
your colleagues use the Web, e-mail, online
conferencing, and computer-based resources.
Several presentations will be webcast from the
EVTechnology Fair Classics.
CALL for Newcomers

Learn CALL basics from experts and enhance your
teaching with computer resources. This 90-minute
event includes 45 minutes of introduction and 45
minutes of guided practice.
COORDINATORS: Claudio Fleury, Stephanie
EV Coordinators:
Schwartz, Ohio University,
Ohio, USA
Andy Bowman, Wichita State
University, Kansas, USA
Stephanie Korslund, Iowa State
University, Iowa, USA
Electronic Village Technology Fairs

Explore ways to use CALL in your classroom
from presenters who are stationed around
the EV computer lab space. Discover how
your colleagues use the Web, e-mail, online
conferencing, computer-based resources, mobile
devices, and hardware such as interactive
whiteboards or ELMO projection units.
Ask questions and get hands-on experience.
This event offers multiple presentation times
focusing on presentations of interest to specific
interestsections.
EV Technology Fair Themes include:
Mobile Devices
Classroom Use
Self-Access
Justin
Get hands-on practice with small groups and an

instructor who specializes in using a particular
application or Internet-based resource. Space is
limited, so stop by the EV early to sign up (no cost
to attend).
Ask Us: Free Advice for CALL

Ask Us hours are open to all attendees who wish
to explore and learn about using technology,
computers, software, and websites, or practice
what theyve learned in PCIs and EV workshops.
Our CALL expert volunteers are available to answer
questions and share expertise incorporating CALL
into the ES/FL curriculum.
Electronic Village Miniworkshops
COORDINATOR: Andy Bowman, Doug Coleman,
Charles Kelly
CALL Academic Session:

Teacher Education in CALL
In a sea of constant change, it can be difficult
for even seasoned educators to keep up with
developments in technology that can make them
into more effective teachers. The panelists will
introduce and describe how institutions educate
their faculty, and other issues related to teacher
education in CALL.
COORDINATOR: Aaron Schwartz
16
2014 Electronic Village Schedule At-A-Glance (Convention Center, Portland Ballroom 258)
Times
8 am
8:30 am
9 am
9:30 am
10 am
10:30 am
11 am
11:30 am
12 pm
12:30 pm
1 pm
1:30 pm
2 pm
2:30 pm
3 pm
3:30 pm
4 pm
4:30 pm
5 pm
Thursday, 27 March
Friday, 28 March
Saturday, 29 March
Ask Us: 8 am8:30 am
Ask Us: 8 am8:30 am
Ask Us: 8 am8:30 am
Technology Fair: Classroom Tools*

8:30 am9:20 am

8:30 am9:20 am

8:30 am9:20 am
Ask Us: 9:30 am10 am
Technology Fair: Self-Access*

10 am10:50 am
Technology Fair: Self-Access*

10 am10:50 am
Technology Fair Classics

10 am10:50 am
Technology Fair: Mobile Devices*

11 am11:50 am

11 am11:50 am

11 am11:50 am
Ask Us: 12 pm12:30 pm
EV Miniworkshop
12:30 pm1:50 pm
EV Miniworkshop
12:30 pm1:50 pm
EV Miniworkshop
12:30 pm1:50 pm
CALL for Newcomers: Application

2 pm2:45 pm
Technology Fair Classics

2 pm2:50 pm
EV Miniworkshop
3 pm4:20 pm
Ask Us: 4:30 pm5 pm
EV closed after 5 pm

3 pm3:50 pm
EV Miniworkshop
2 pm3:20 pm
Ask Us: 3:30 pm4:30 pm
Ask Us: 4 pm5 pm

EV closed after 5 pm
(TESOL Annual Business Meeting)
EV closed after 4:30 pm
SEE YOU NEXT YEAR!
* Note that specific themes are subject to change. Please see the CALL-IS Electronic Village Program Book included in your bag for more information.
Please visit the EV ahead of time to pick up a free ticket. First come, first served. Limited to 20 seats.
HIGHLIGHTS
2014 Technology Showcase Schedule AtAGlance (Convention Center, Portland Ballroom 257)
Times
Thursday, 27 March
Friday, 28 March
Saturday, 29 March
8 am
8:30 am
Hot Topics: Mobile Learning*

8 am9:15 am
Mobile Warming: Melting the Barriers to
Language Learning With Mobile Devices
Navigating the TESOL Resource Center
9:30 am10 am
Hot Topics: Plagiarism and CALL*

8 am9:15 am
Technology Use to Help Avoid Plagiarism:
Resources for Teachers and Students
Hot Topics: Social Networking and

Language Learning*
8 am9:15 am
Social Networking in ELT
9 am
9:30 am
10 am
10:30 am
11 am
11:30 am
12 pm
12:30 pm
1 pm
1:30 pm
2 pm
2:30 pm
3 pm
3:30 pm
4 pm
4:30 pm
5 pm
5:30 pm
6:00 pm
6:30 pm
Mobile Apps for Education Showcase

10:30 am12:15 pm
CALL for Newcomers: Introduction

1 pm1:50 pm
The TESOL Community: An Overview
2 pm2:50 pm
Developers Showcase
3 pm4:50 pm
Technology Showcase closed after 5 pm
EFL-IS InterSection (with CALL-IS)

9:30 am11:15 am
Experiences Integrating Mobile Learning in
Language Classrooms Around the Globe
Academic Session (CALL-IS)

1 pm2:45 pm
CALL-IS Planning Meeting

3:30 pm5 pm
Technology Showcase closed after 5 pm

(TESOL Annual Business Meeting)
Academic Session (Higher Ed.)

9:30 am12:15 pm
Emerging Technologies:
Managinga Changing Landscape
WithMobile Technologies
Hot Topics: The Flipped Classroom*

1 pm2:45 pm
Flipping the Classroom in Multiple Contexts
CALL-IS InterSection (with VDMIS)

4 pm5:45 pm
Interactive Mobile Tools for the
NextGeneration
Technology Showcase closed after 5:45 pm
SEE YOU NEXT YEAR!
* Note that specific themes are subject to change. Please see the CALL-IS Electronic Village Program Book included in your bag for more information.
Key for abbreviations: EV = Electronic Village; Ask Us = Ask Us: Free Advice for Call
17
INVITED SPEAKER SESSIONS

Find abstracts for these sessions in the program book under the date and time for each session.
Exploring, Sustaining,
and Renewing Motivation
at the Edge of Chaos
PRESENTER: Jayme Adelson-Goldstein
The Next Generation

of Mentoring:
WhoMentors Whom?
Perceptual Agility, Intercultural

Communication, and Good Jokes
HIGHLIGHTS
27 March, 1 pm2:45 pm
PRESENTERS: Liz England, Suchada
27 March, 9:30 am11:15 am

PRESENTER: H.Douglas Brown
The Transformative Educator:

Upsetting the Balance
PRESENTER: Janet Bennett
Better Mousetraps for

TESOLers? My Top Ten List
Who Are Our Graduate Writers?

What Do They Really Need?
PRESENTERS: Nigel Caplan, Christine Feak
29 March, 9:30 am10:45 am

Research-Based Guidelines
for English Language
Development Instruction
PRESENTER: Claude Goldenberg
27 March, 11:30 am12:15 pm

Indonesia, Thailand, and

Vietnam: Southeast Asian
Learners of English
Nimmannit
PRESENTERS: Brock Brady, Ousmane Sadio,

Michaeline ThandiweDlodlo , Emmanuel
Batungwanayo, Abdellatif Zaki
PRESENTER: Milton Bennett
Saving This Generation of

Students: In-Service Training
Strategies in Africa
Toastmasters and ELT:

AVehicle for Personal and
Presenters: Christine Coombe, Mashael
Al-Hamly
27 March, 9:30 am11:15 am
Convention Center, Ballroom PB 255
PRESENTER: Leslie Barratt
PRESENTERS: Brenda Bernaldez, Julie

Harris, Marcela Raffo
28 March, 2 pm 2:45 pm
The Latin American

English Language Learner
in the 21st Century
Platforms and Perspectives:

Encouraging Purposeful
Communication Among
Chinese English Learners
PRESENTERS: Christopher Hastings,
HuangQing, Li Wensha
18
INVITED SPEAKER SESSIONS
From IEP Teacher to

Administrator: Opportunities,
Challenges, Strategies, and Tips
PRESENTERS: Keith Maurice, Bruce Rindler,
Making Lessons Unforgettable

With Theater Techniques
and Stagecraft
Jill Rolston-Yates
28 March, 9:30 am10:15 am

27 March, 11:30 am12:15 pm

Digital Media as a Catalyst for

Second Language Development
PRESENTER: Gary Schmidt
PRESENTER: Steven Thorne
28 March, 11:30 am12:15 pm

Next Generation of Digital

Language Assessment Delivery
PRESENTER: WimJ. vanderLinden
PRESENTERS: Christopher Stillwell,
Joann Geddes
The Secrets of Successful

Communicators
English for Specific

Purposes: Agent of Social
and Economic Progress
PRESENTERS: Kay Westerfield, Charles Hall
29 March, 11:30 am12:15 pm

Listening and the

Language Learner
PRESENTER: Helen Solorzano
HIGHLIGHTS
The British Council is the UKs international organisation

for cultural relations and educational opportunities. We are
honoured to receive the TESOL Presidents Award 2014.
Visit our booth (227) to find out more about the latest
British Council resources for teachers and learners.
Join us on
Thursday 27 March
The British Councils work in ELT worldwide an introduction
with John Knagg
Opportunity across the Americas teaching for the 21st century

with Michael Bibby and Allan Taggart
Venue: Room E144, Convention Centre
Time: 16.0016.45
Mat Wright
Venue: Room E144, Convention Centre

Time: 15.0015.45
www.britishcouncil.org/learnenglishkids
D556 British Council advert FINAL.indd 1
24/01/2014 09:25
19
support_learning
Make an impact on the future of English language teaching. Earn
your MA in Teaching English to Speakers of Other Languages
from The New Schoolonline, in New York City, or in combination.
Youll study with our faculty of world-renowned experts, including
Scott Thornbury, Jeremy Harmer, Lesley Painter-Farrell, Gabriel Diaz
Maggioli and Anne Katz, giving you an edge in this growing field.
Concentrations are offered in Teaching and Curriculum Development.
Find out more at booth #343.
www.newschool.edu/matesol9
MA TESOL
THE NEW SCHOOL
An Affirmative Action/Equal Opportunity Institution
Photo by Matthew Sussman
TEA WITH DISTINGUISHED TESOLers

Renew your energy with a light snack and gather with a small,
casual group of colleagues to discuss a current topic of interest
with a leading TESOL expert.
A light snack is provided. Each tea topic is limited to nine attendees. Teas will take place 3 pm
3:45pm Thursday and Friday, and 2 pm2:45 pm Saturday in the Convention Center. Tickets are not
transferable and are only valid for the tea printed on each ticket. Tickets to Tea With Distinguished
TESOLers that are not sold can be purchased on-site at the TESOLregistration desk.

Session #
T01
T02
T04
T05
T06
T07
T08
T09
T10
T11
Host
Topic
Mashael Al-Hamly
Elda Elizondo
Christa Hansen
ValerieS. Jakar
Kate Kinsella CANCELED
Ahmar Mahboob
Arturo Muoz
FredrickaL. Stoller
LillianL.C. Wong
LawrenceJun Zhang
Conference Planning: Issues to Consider

Using Mobile Devices in Class: Is It a Good Idea?
The English Language Fellow Program: The International Teaching Experience
Sustaining Teachers and Learners Through Mentoring Processes: Sharing Our Stories
Preparing English Learners for the Language Demands of Classroom Collaboration
Language Variation and Pedagogy
Creating a Professional Development Program: Exploring, Sustaining, and Renewing
Teaching Reading Strategies Versus Training Strategic Readers
Innovation in English Language Education, Teacher Change, and Professional Development
Enhancing Learner Metacognition for Effective TESOL Instruction
HIGHLIGHTS

Session #
T12
T13
T14
T15
T16
T17
T18
T19
T20
T21
Host
Topic
JohnD. Bunting
AnnaUhl Chamot
David Freeman; Yvonne Freeman
Rina deGongora
Linda Grant
Deborah Healey
Lucie Moussu
Shondel Nero
Chris Sauer
Gary Schmidt
How Might ESL/EFL Teachers Use Corpus Tools in Their Classrooms?

Towards Self-Regulated Learning: Helping English Learners Develop Metacognitive Awareness
Issues in Close Reading and Academic Language for English Learners
ELT in an EFL Setting: Guatemala
Applying Pronunciation Research to Classroom Practice
What Games and Gamification Can Teach Us
Let's Talk! ESL Students' Needs vs. Writing Centre Philosophy
Englishes and Dialects in Classrooms: Challenges and Possibilities for TESOL
Putting It All Together: Differentiating an IEP
Communication and Leadership Tips From Toastmasters International
Saturday, 29 March 2014

Session #
T22
T23
T24
T25
T26
T27
T28
T29
T30
T32
Host
Topic
Kathi Bailey
Paul Cave
Susan Conrad
Christine Coombe
Norman Evans
Kathryn Harris
Jeff Magoto
Joan KangShin
Mark Wolfersberger
Dorothy Zemach
What Is This Thing Called "TIRF"?

Motivational Partnerships: Enabling Student Initiated Self-Motivation
What Is the Future of Corpus Linguistics in TESOL?
Strategic Planning for TESOLers
Linguistic Accuracy in L2 Writing: Why & How
Using Classroom Video in Preservice Teacher Education
ELT for the Next Generation: MOOCs and Online Teacher Training
Teaching Young Learners English in the 21st Century
Plagiarism, Punishment, and Pedagogical Responses
Self-Publishing E-books and Paperbacks
21
PUBLIC POLICY AND CITIZENSHIP
What are some of the new education initiatives coming out of Washington, DC? What is
happening with No Child Left Behind, the Workforce Investment Act, and immigration reform?
To answer these and other questions, TESOL International Association has arranged for speakers from the U.S. Department of Education,
U.S.Department of State, U.S. Department of Homeland Security, and U.S. Department of Justice, as well as experts from other organizations
to present information on education laws, policies, and initiatives impacting English language teaching and learning. Find abstracts for these
sessions in the program book under the date and time for each session; all of these sessions are hosted in the Convention Center.
Thursday, 27 March
National and State

Initiatives in Adult ESL
Friday, 28 March
9:30 am11:15 am; B117
Upcoming Changes at SEVP
TESOL, the U.S. Department of

State, and Foreign Policy
FEATURING: Representatives from the
Student and Exchange Visitor Program,

U.S.Department of Homeland Security
HIGHLIGHTS
The U.S. Department of

Education: Supporting
English Language Learning
Office of English Language Acquisition

and the Office of Vocational and
Adult Education, U.S. Department of
Education
1 pm2:45 pm; B117
Hot Topics in Enrollment,

Visas, SEVP, and
Advocacy for IEPs
FEATURING: Speakers from the
American Association of Intensive

English Programs (AAIEP) and the
Consortium of University and College
Intensive English Programs (UCIEP)
Council of State TitleIII Directors
9:30 am10:15 am; B117
11:30 am12:15 pm; B114
SPECIAL PUBLIC POLICY SESSION:
English Language Learners,

Immigrant Students, and the Law
FEATURING: Representatives from the Office
of Civil Rights at the U.S.Department of

Education, the U.S.Department of Justice,
andthe Migrant Legal Action Program
The Dances of English Language

Teacher Training Around the World
FEATURING: Representatives from the Office of
English Language Programs, U.S.Department

of State
Office of English Language Programs at the

U.S.Department of State
11:30 am12:15 pm; B117
Supporting ELs With Title I Funds

FEATURING: Representatives from the National
and federal initiatives TESOL International

Association is monitoring
the Office of Vocational and Adult

Education, U.S.Department of
Education
An overview of the legislative proposals
FEATURING: Representatives from
9:30 am11:15 am; B117
U.S. Federal Education and

Language Policy Update
Saturday, 29 March
10:30 am12:15 pm; B117
Integrating Civics Content Into

Adult ESL Literacy Instruction
Office of Vocational and Adult Education,

U.S.Department of Education
1 pm2:45 pm; B117
1 pm4:45 pm, B117
U.S. Citizenship and Naturalization

The Office of Citizenship at the U.S. Department of Homeland Security is sponsoring a series
of special sessions and workshops with information and resources on the naturalization
process in the United States.
Becoming a U.S. Citizen:

TheNaturalization Process
Thursday, 27 March
10:30 am12:15 pm; B114
3 pm4:45 pm; B117
The U.S. Naturalization Test:

Teaching Objectives
Thursday, 27 March
3 pm3:45 pm; B114
Understanding the Relationship Between

Adult EL/Civics and Citizenship
Thursday, 27 March
4 pm5:45 pm; B114
22
Improving Listening
Skills for the
Naturalization Process
Friday, 28 March
9:30 am11:15 am; B114
Elements of Program
Quality for Adult
Citizenship Education
Friday, 28 March
2 pm2:45 pm; B114
RESEARCH SPOTLIGHT
TESOL is strongly committed to research as a way to improve professional knowledge
and inform classroom practice. TESOLs Research Standing Committee (RSC) created the
following sessions, which are led by experienced researchers. Anyone interested in research
is encouraged to attend. Find abstracts for these sessions in the program book under the
date and time for each session; all of these sessions are hosted in the Convention Center.
Wednesday, 26 March
Friday, 28 March
RSC WORKSHOP
RSC RESEARCH FAIR
1 pm5 pm; D132
9:30 am11:15 am; D137
Research Mentoring Workshop

This event is designed to support emergent and early-career
researchers in various stages of their research design and
development, e.g., framing, methodological considerations,
implementation, and data analysis.
FACILITATORS: Sue Garton, Michael Legutke, Lucilla Lopriore
Research Fair: Issues, Approaches,

& Challenges in TESOL
MODERATORS: Amanda Kibler, Mario Lpez-Gopar
PRESENTERS: Peter Sayer, Diane Dagenais, Michael Legutke
RESEARCH COMMITTEE
TESOL QUARTERLY JOINT SESSION
11:30 am12:30 pm; E141
Thursday, 27 March
TRANSNATIONAL RESEARCH SESSION
Changing Identities, New Englishes,

and ELF: Emerging Research Issues
In this colloquium, issues related to the emerging research
areas that might lead to significant changes in the ELT field
are addressed and discussed.
PRESENTERS: Brian Paltridge, Ahmar Mahboob, RebecaE. TapiaCarlin
RSC COLLOQUIUM
2 pm3:45 pm; D137
MODERATORS: Mario Lpez-Gopar, Amanda Kibler

PRESENTERS: Jim Cummins, Diane Dagenais, Margaret Early,
MODERATOR: Lucilla Lopriore

PRESENTERS: Jun Liu, Ahmar Mahboob, Ali FuadSelvi, La
KamhiStein
Multilingual Repertoires in ELT

Pedagogies for the Next Generation
HIGHLIGHTS
9:30 am11:15 am; D137
Research Articles in TESOL

Quarterly: Trends and Genre
Betsy Rymes, Peter Sayer
AAAL AT TESOL
4 pm5:45 pm; B114
TESOL DISTINGUISHED RESEARCH PAPER 2014
MODERATORS: Sue Garton, Ryuko Kubota

PRESENTERS: Robert Bayley, Angel Lin, Shondel Nero,
Thursday, 27 March, 1 pm1:45 pm; E141

The Cognitive Processing of

Candidates During Reading Tests:
Evidence From Eye-Tracking
In this session, the recipient of the 2014 TESOL Award
for Distinguished Research will present the empirical
study, published in Language Testing, for which the award
wasgiven.
PRESENTER/AWARDEE: Stephen Bax
Developing Culturally and Linguistically

Responsive Pedagogy
Sandra Schecter
Saturday, 29 March
RSC COLLOQUIUM
9:30 am11:15 am; D137
Research as Sustainable Practice: Lessons

and Insights From Classroom Collaborations
MODERATORS: Sue Garton, Judy Sharkey
PRESENTERS: Nora Benitt, Mara Brisk, Amparo ClavijoOlarte,
Michael Legutke, Cheryl OConnor, Maribel RamirezGalindo
23
2014 BEST OF AFFILIATE SESSIONS

The Best of Affiliate sessions are chosen from submissions from TESOL affiliates. Affiliates
are encouraged to submit sessions that showcase their members and the topics they are
discussing. Find abstracts for these sessions in the program book under the date and time for
each session; all of these sessions are hosted in the Convention Center.
ILLINOIS TESOL/BE
ESL Conversation Activities:

A Few of Our Favorite Things!
29 March, 10 am10:45 am; D132
PRESENTER: Shirley DeMichele
PRESENTER: DaroLuis Banegas
G.A.M.E.S. for the Common Core
HOTS, LOTS, and MOTS: Thinking Skills

and English Language Learning
PRESENTER: Teresa Ferguson
27 March, 10 am10:45 am; D132
HIGHLIGHTS
Taking Digital Stories to the NextLevel:

Making Documentaries
PRESENTERS: Susan Bedein, Eleanor Satlow
INGED
29 March, 2 pm2:45 pm; D132

PRESENTERS: Gilda Martinez-Alba, Laura Hook
28 March, 3 pm3:45 pm; D132
Progress-Monitoring Made Simple With CBM3D

(Curriculum Based Measures Three Domains)
28 March, 2 pm2:45 pm; D132
PRESENTERS: Rita Platt, John Wolfe
ANUPI
Motivation of the Next Generation

Students and Their Teachers
MINNESOTA TESOL
ENGLISH TEACHERS ASSOCIATION OF ISRAEL
27 March, 4 pm4:45 pm; D132
MARYLAND TESOL
Democratising Didactic Transposition

in Secondary Education
29 March, 11 am11:45 am; D132
GEORGIA TESOL
ARGENTINA TESOL
With a Little Help From an

OnlineSite: Reading Exams
27 March, 11 am11:45 am; D132
PRESENTER: MariaTeresa Malln
PRESENTER: Defne AkinciMidas
AFFILIATE COLLOQUIUM
Collaboration in a Global World

28 March, 9:30 am11:15 am; E141
This colloquium explores the rationale, processes,
challenges, and possible consequences of using
multiple methods to collaborate with other TESOL
professionals in countries where English is spoken
and taught as a foreign or additional language. The
presenters also explore the adequacy of technology
for collaboration in English language teaching.
PRESENTERS: Janet Pierce, Three Rivers TESOL; Gabriela
Kleckova, ATECR; Larissa Olesova, Yakut TESOL; Elizabeth
Smith, TexTESOL V
24
COLLOQUIA AND PRESENTATIONS

FROM COLLEAGUE ORGANIZATIONS
Find abstracts for these sessions in the program book under the date and time for each session.
All of these sessions are located in the Convention Center.
Assessment in English Language

Teaching: Reviewing Essentials
Sponsored by WIDA
28 March, 3 pm3:45 pm; B114
Sponsored by ILTA
27 March, 9:30 am10:15 am; B114
PRESENTER: Jesse Markow
PRESENTERS: Diane Schmitt, Deborah Crusan, Lia Plakans
Mobile Learning: A Paradigm Shift in

Democratizing Learning Access
PRESENTERS: Patricia DiCerbo, Lottie Baker, Charlene Rivera,

MikyungKim Wolf, Jane Shore, Georgia Garca, Alison Bailey
PRESENTERS: Michael Carrier, Richard Boyum, Lorraine deMatos,
Marti Estell, Phil Hubbard
TESOL Standards as a Roadmap

for the PRAXIS ESOL Test
Emerging Research on Formative Assessments

of Academic Language for ELLs
Sponsored by GW-CEEE
29 March, 10:30 am11:15 am; B114
Sponsored by TIRF
27 March, 9:30 am11:15 am; E145
Whats the Latest From WIDA?
Helping Secondary ELLs Meet the CCSS in ELA

Sponsored by American Federation of Teachers
29 March, 11:30 am12:15 pm; B114
Sponsored by ETS
27 March, 1 pm1:45 pm; B114
PRESENTERS: Diane August, Lydia Breiseth, Pam Knittel
PRESENTERS: Maria Konkel, ConnieH. Thibeault
HIGHLIGHTS
International Literacy
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individuals from around the world an opportunity to earn a Master of
Education degree in International Literacy. This online degree
program is nationally accredited and addresses standards of the
International Reading Association (IRA) and Teachers of English to
Speakers of Other Languages, Inc. (TESOL). The 30-hour M.Ed.
program is designed for ESL/EFL working professionals who teach
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25
PROFESSIONAL DEVELOPMENT
MARKETPLACE
Looking for a job? Have jobs to fill? Curious about
trends in English language teaching employment?
Dont miss the JobMarketPlace at the TESOL
convention, level 1, ExhibitHall B!
Every year, recruiters and job seekers from all over the world
meet at Job MarketPlace to fill a variety of English language
education jobs available worldwide: long and short term;
teaching and administrative; public and private; Pre-K12,
adult, and higher education.
Job MarketPlace
THURSDAY, 27 MARCH
9 am5:30 pm
FRIDAY, 28 MARCH
9 am5:30 pm
START HERE: WWW.TESOL.ORG/JMP

JOB SEEKERS
SATURDAY, 29 MARCH
9 am2 pm
Search jobs online
Request interviews online
PROFESSIONAL
DEVELOPMENT
THIS YEAR FEATURING
RSUM REVIEWS
MINI PRESENTATIONS
Construct or upload
electronic rsums
Maintain a personal
calendar of scheduled
interviews
Meet recruiters and

interview faceto-face
Network with other
professionals in the field
Get your rsum reviewed
Attend presentations given
by recruiters and others
FREE admission to Job MarketPlace

with your paid convention registration.
Only registered convention attendees may interview in the
Job MarketPlace. Even if you have not registered with the
Job MarketPlace, feel free to stop by and browse through the
jobs and see which companies and institutions have come to
recruit: You never know what you might find.
26
Voices for hope.

Voices for change.
Voices for our children.
ONE IN FOUR public school students in the
U.S. now speaks a language other than English
at home, and the number of emergent bilingual
and immigrant children in our schools continues
to grow daily.
What does it mean to be a teacher today, when
students are more diverse in language, culture,
race, and social class than ever before?
What does it take to thrive, when the demands of
teaching have never been greater?
Sonia Nieto found and interviewed 22 teachers of
varying backgrounds and school settings who help
answer the question of what effective, culturally
responsive teaching looks like in the real world.
Their stories of success, failure, frustration
and hope will resonate with everyone who has
struggled to meet the needs of diverse students in
our current sociopolitical context.
Grades K-12 / 978-0-325-02715-9 / 2013 / 196pp / $22.50
SEE US
AT THE
HEINEMANN
BOOTH!
While no check-list of attitudes, dispositions, behaviors,

or actions can define what thriving teachers look like, the
teachers interviewed here give us powerful examples of what it
takes to face their profession with courage, their content with
enthusiasm, and their students with love.
Sonia Nieto
Call 800.225.5800 Visit Heinemann.com Fax 877.231.6980.
@HeinemannPub
PROFESSIONAL DEVELOPMENT
2014 ELT LEADERSHIP MANAGEMENT

CERTIFICATE PROGRAM
The ELT Leadership Management Certificate Program (ELT LMCP) provides quality
professional development and leadership training for ELT professionals in their
current or future leadership, administrative, or management roles in various kinds
of ELT organizations and institutions. This program is open to TESOL members
andnonmembers.
To earn the 10-hour certificate, participants must complete a 7-hour required workshop,
two 90-minute elective workshops (3 hours total), and pre- and postprogram surveys.
All workshops must be completed at the 2014 TESOL convention.
FEES: US$300 for members, US$375 for nonmembers.
ELT LMCP Registration Terms
PROFESSIONAL
DEVELOPMENT
Enrollment is limited to 75 participants for the 7-hour

required workshop; all other workshops are limited
to approximately 35 participants. Participants will be
admitted to the ELT LMCP on a first-come, first-served
basis. Prepurchased tickets can be picked up on-site at
the registration area of the convention center.
28
NOTE: The updated Leadership

Development Certificate Program (LDCP)
provides training for TESOL members
(membership required) interested in
developing their knowledge and skills
as current or future leaders within
TESOL International Association. The
LDCP is now offered as an online-only
4-week course. The TESOL website
has information about all of TESOLs
certificate training programs at
www.tesol.org/leadershiptraining.
REQUIRED ELT LMCP WORKSHOP
LMCP: Leadership and Management Fundamentals

Wednesday, 26 March 2014, 9 am5 pm
This interactive workshop focuses on three key areas of leadership and
management: qualities of effective leaders, strategic planning, and leadership
for teacher change (supervision).
WORKSHOP LEADERS: Neil J Anderson, Brigham Young University, Utah, USA;
Fernando Fleurquin, University of North Texas, Texas, USA
REQUIRED ELECTIVE WORKSHOPS (choose two)
LMCP1: Financial
Planning: Budgets
and Course Costing
LMCP3: How to Run

Effective Meetings
9:30 am11 am
This workshop focuses on the
essential components of organizing
and running a good meeting from the
perspective of working as a team.
Participants discuss setting agendas,
establishing priorities, keeping the
meeting on track, and dealing with
difficult people.

9:30 am11 am
This workshop provides an
introduction to budgeting and
course costing. ELT professionals
who are not familiar with financial
concepts will be able to prepare and
understand institutional or program
budgets and to determine the cost of
a course or program.
WORKSHOP LEADER: Richard Robison,
Azusa Pacific University, California, USA
WORKSHOP LEADER: Fernando
Fleurquin, University of North Texas,

Texas, USA
LMCP2: Hiring Essentials

12:30 pm2 pm
This workshop focuses on the
skills you will need to recruit and
vet applicants for positions in your
organization. Workshop participants
will consider how to match the skills
required for specific positions with
appropriate applicants in order to find
the right persons for the jobs.
WORKSHOP LEADER: Renee Feather,
Georgetown University, Washington, DC,

USA
LMCP4: Facilitating Groups

and Building Teams
11 am12:30 pm
This workshop focuses on the skills
you will need to facilitate groups and
build teams. Workshop participants
will consider the advantages
and disadvantages of working in
teams and groups, examine what
characteristics make a good team,
understand the dysfunctions of teams,
and review team leadership functions.
LMCP5: Effective
Time Management
Strategies for ELT
Leaders/Professionals
3:00 pm4:30 pm
This workshop focuses on the skills,
strategies, and tools you will need
to more effectively manage your
time. Workshop participants explore
their current definitions and uses of
time, learn about the most common
time wasters, and review the most
successful time management
strategies identified in the literature.
WORKSHOP LEADERS: Christine
Coombe, Dubai Mens College, United
Arab Emirates; Justin Shewell,
Arizona State University, Arizona, USA;
Mashael Al-Hamly, Kuwait University,
Kuwait.
PROFESSIONAL
DEVELOPMENT
WORKSHOP LEADER: Renee Feather,
Georgetown University, Washington, DC,

USA
29
THANK YOU
PROFESSIONAL
DEVELOPMENT
TESOL would like to thank the following reviewers and interest section leaders who helped
with the adjudication process for all concurrent and poster proposals. (Interest section leaders
are indicated in bold.)
30
Aaron Schwartz
Abby Porter
Abraham Reshad
Aida Nevarez-La Torre
Aiden Yeh
Akemi WellingtonOguri
Akiko Tsuda
Alan Broomhead
Alan D. Lytle
Ali Fuad Selvi
Alice S. Lee
Alice Wahl Lachman
Alison Kwan
Ally Zhou
Alma L. ContrerasVanegas
Alsu Gilmetdinova
Amanda Huensch
Amber Warren
Amir H. Soheili-Mehr
Amy Alice Chastain
Amy Anderton
Amy Cain
Amy Roither
Amy Taylor
Amy Williams
Ana Carolina Behel
Ana Solano-Campos
Anastasia Riazantseva
Andrea Hellman
Andrea Hernandez
Andrea Lynes
Andreea Fodor
Andrew Blanckensee
Angela Bell
Angela M. Johnson
Angkana Tongpoon
Patanasorn
Ann Wintergerst
Anna Hood
Anne Halbert
Anne Lazaraton
Anne Marie Foerster
Luu
Anne Politz
Anne Walker
Annette Bradford
Annie Duguay
Annis N. Shaver
Anthony Silva
Antoinette Hull
Ariadne Miradna
Arieh Sherris
Arja Moy
Baburhan Uzum
Barbara Beers
Barbara Gourlay
Barbara Moreland
Barbara Page
Barbara Thompson
Bedrettin Yazan
Beth Evans
Beth Kozbial Ernst
Beverley Earles
Birhanu Simegn
Chanie
Brenda Custodio
Brenda McTighe
Brenda P. Imber
Britt Johnson
Bruce Rindler
Cameron Romney
Camille Jones
Candis Driver Smith
Cara Tuzzolino-Werben
Cara Wenig Mori
Carla Amaro-Jimenez
Caralyn Bushey
Carmen Caceda
Carol Romett
Carol Wilson-Duffy
Caroline Payant
Carolyn Quarterman
Carrie Eunyoung Hong
Carrie L. McDermott
Carter Winkle
Cate Crosby
Catherine Condon
Madden
Catherine Millar
Catherine Moore
Cathrene Connery
Cecilia Cabrera
Martirena
Chatwara
Suwannamai Duran
Chenyu Wang
Cheri Ladd
Chin-Wen Chien
Chris Sauer
Christina Cavage
Christina Kitson
Christina Quartararo
Christine BauerRamazani
Christine Hardigree
Christine Jacknick
Christine Sabieh
Christopher Bourret
Christopher Sauer
Claudio Fleury Sasse
Colleen Gallagher
Colleen Ijuin
Comfort Davis Mingot
Constance ColonJones
Constance Leonard
Cynthia Edwards
Cynthia Hrdlichka
Cynthia L. Zocca
DeRoma
Dafne Gonzalez
Davi S. Reis
David Kertzner
David Masterson
David Mish
David Royal
Dawn Bikowski
Dawn Rogier
Dawn Wink
Dayle Burkhart
Debbie East
Debbie Hadas
Debbie Nelson
Debbie Rozner
Deborah B. Gordon
Deborah Crusan
Deborah Healey
Debra Deane
Debra S. Lee
Debra West
Deepak Pant
Denise Dolan
Denise Maria
Guarino De Felice
Denise Wright
Deniz Ortactepe
Deqi Zen
Derina Samuel
Diana L. Siemer
Dianmei Shen
Ditlev Larsen
Doe-Hyung Kim
Dolores Winter
Donette BrantnerArtenie
Donghee Son
Donna Fujimoto
Donna Ogle
Doug Flahive
Douglas N. Honorof
Douglas W. Coleman
Eak Prasadduwadi
Earlene Gentry
Eddy Li
Edith Cowper
Eileen Ariza
Eileen Kelley
Elena Andrei
Elena Lawrick
Elena Shvidko
Eli Hinkel
Elisabeth L. Chan
Elise Geither
Elizabeth Bowles
Elizabeth Byleen
Elizabeth Gilliland
Elizabeth Gould
Elizabeth Neely
Elizabeth Snyder
Elka Kristonagy
Ellen Dougherty
Ellina Chernobilsky
Elsa Richter
Elsie Paredes
Elva Mellor
Eman Elturki
Emily Liebtag
Eric Reynolds
Eric Roth
Erica Coffelt
Erin Arnold
Ester de Jong
Ethel Swartley
Eunjeong Choi
Eunju Yang
Eva Andrianarivo
Eve Fonseca
Ewa Campbell
Fabiola Ehlers-Zavala
Fares J. Karam
Fauzia Shamim
Feifei Han
Fiona Memmott
Flor
Focho Gladys
Francisco Ramos
Gabriel Diaz Maggioli
Gail Doughty
Gena Bennett
Genene Beaumont
Gilda Rubio-Festa
Ginger Gibbs
Giselle Pempedjian
Gordon Tapper
Gordon West
Grazzia Maria
Mendoza
Guillermo E. Laya
Gwendolyn M.
Williams
Han Suk Bae
Hana Prashker
Hao Xu
Harry W. Harris
Hatice Topal
Hayriye Kayi-Aydar
Heidi H. Platt
Heidi Vellenga
Helen Berg
Helena Hall
Hitesh C. Bhakat
Ho Ryong Park
Howard Williams
Hyojin Jeon
Hyung-jo Yoon
Hyunhee Cho
Ibtesam Hussein
Icy Lee
Ildiko Porter-Szucs
Ilka Kostka
Ilknur Oded
Ioana Nicolae
Irene Gracia
Isabela de Freitas
Villas Boas
Ivan Stefano
Jack Watson
Jackie Nenchin
Jacqueline Evans
Jacqueline McCafferty
Jaehan Park
Jakraphan Riamliw
James Bame
James Campbell
James Cohen
James May
James Stakenburg
Jana Moore
Jane Averill
Jane Hoelker
Janet Blackwood
Janet Orr
Janice Cate
Janine Kornegay
Janne Rice
Jasmine Karlowski
Jayoung Song
Jeanette Clement
Jeanne Malcolm
Jeanne Peine
Jeff Mattison
Jenelle Reeves
Jennifer Brown
Jennifer Green
Jennifer Mott-Smith
Jennifer Wilson
Jenny Stenseth
Jessica Burchett
Jessie Curtis
Jill Cargile
Jim Hu
Jim Rogers
Jin Kyeong Jung
Jing Fu
Jing Xu
Joan Atkinson
Joan Wink
JoAnn Miller
Joanna Waluk
Joel Heng Hartse
Johanna Katchen
John P. Madden
Joseph J. Lee
Joseph Siegel
Joy Brown
Judie Haynes
Judith Dillon
Judith OLoughlin
Judy B. Gilbert
Julia Austin
Julie Doty
Julie Lopez
Julie Riddlebarge
Juliet Luther
June Rose
Justin Shewell
Kadir Karakaya
Kagnarith Chea
Leo Schmitt
Leslie Bohon
Leslie Morris
Leslie Volle
Lida Baker
Li-Fen Lin
Lili Bruess
Liliana Minaya-Rowe
Linda Butler
Linda J. Sanford
Linda W. Galloway
Linglan Cao
Linh Phung
Liping Wei
Lisa Bourial
Li-Tang Yu
Liu Weiwei
Liz England
Lois Malone
Lora Yasen
Lori Rottenberg
Lorraine V. Pierce
Lucia Maria Martins
dos Santos
Luciana Diniz
Lucy Bunning
Lynn Goldstein
Lynn W. Zimmerman
Lynne Diaz-Rico
M. Sidury Christiansen
Manoj B. Chhaya
Manuel Gomez
Marcela QuintanaLara
Marcellino Berardo
Margaret McKenzie
Margi Wald
Mari Bodensteiner
Maria Ammar
Maria Amparo Garcia
Maria Parker
Maria Ramirez
Marian Gonsior
Marianne Hsu Santelli
Marie-Michele
Drouinaud
Marietta Bradinova
Marilyn J. Rymniak
Marilyn Schlief
Mark Albee
Mark Labinski
Mark Picus
Marnie Reed
Martha E. Tummons
Marti Sevier
Marvin D. Hoffland
Mary Beth Haan

Mary Hillis
Mary Jetter
Mary Lou McCloskey
Mary Owens
Mary Petron
Mary Wood
Maryanne Bragaw
Masumi Azuma
Maureen Templeman
Maya Goodall
Megan M. Calvert
Megan Siczek
Mehmet Murat Lulec
Melanie Jipping
Melanie Majeski
Melissa Meisterheim
Meriam Brown
Michael Burri
Michelle Bridges
Michelle Cox
Miguel Fernandez
Miki Mendelsohn
Ming Fang
Miralynn Malupa-Kim
Mitaka Yoneda
Mohamed Ashraf
EL-Zamil
Moises Elias
Alcantara Ayre
Molly McClennen
Monica Beatriz Ziegler
Monica Snow
Monika Floyd
Morag Burke
Myles Hoenig
Nadezda Pimenova
Nahida El Assi
Najma Janjua
Nancy Pederson
Naomi Lee
Nazli Tyfekci
Nejt Al-Juboury
Nelli Cirineo
Nellie Deutsch
Niaz Soomro
Nicholas Richard
Taggart
Nichole Lucas
Nico Wiersema
Nigel Caplan
Nigel Harwood
Nikki Ashcraft
Nina Liakos
Okon Effiong
Olga Griswold
Paige Franklin
Pamela J. Hickey
Patricia Juza
Patricia Pashby
Patricia Speers
Patrick Leung
Patrick Locke
Patrick Ng
Paul MacLeod
Paul Sweeney
Peggy Allen Heidish
Peggy Hrolenok
Peggy Lindsey
Pejman Habibie
Peter De Costa
Philip
Philip Less
Polina Vinogradova
Polly Merdinger
Premakumari Dheram
Priscilla Chastain
Qiandi Liu
R. Michael Medley
Rabia Hos
Rachida Labbas
Ramin Yazdanpanah
Randi Perlman
Raquel Criado
Raul Cervantes
Desouches
Ravneet Parmar
Raymond Smith
Rebeca Fernandez
Rebeca E. Tapia Carlin
Rebecca Bergey
Rebecca Oreto
Rebecca Price
Rebecca Tang
Rehan Khan
Rhonda Petree
Ricardo GonzalezCarriedo
Richard E. Robison
Rina de Gongora
Rob Clement
Robby Caughey
Robert Bushong
Robert Dickey
Robert Elliott
Robert T. Connor
Robyn Brinks
Lockwood
Rochelle Keogh
Rodrigo Dias de
Carvalho
Rogelio Emmanuel
Reyes
Roger Drury
Roger W. Gee
Ronna Magy
Rosemary Orlando
Ruilan Zhao
Ruth Weinstein
Ryan Miller
Sandra Briggs
Sandra Cox
Sandra Hartmann
Woodson
Sandra Mercuri
Sandra I. Musanti
Sandy Wagner
Sara Vandenberg
Sarah Vinz
Sarah Mantegna
Scott Duarte
Selda Gunerhan
Seo Hyun Park
Shaeley Santiago
Shawna Courter
Sheila K. Weston
Shelley Staples
Shelley Wong
Shinian Wu
Shu-Yuan Lin
Silvia Laborde
Sindhu Harish
Sinem Sonsaat
Stefanie Johnson
Stephanie Buechele
Stephanie J. Stauffer
Stephanie Sebolt
Stephanie Vandrick
Stephen Looney
Steve Jones
Steven Bookman
Stewart Markel
Suchada Nimmannit
Sue James
Susan Beddes
Susan Finn Miller
Susan Gaer
Susan Greene
Susan Kelly
Susan R. Schranck
Susan Rutledge
Susan Seay
Susana FrancoFuenmayor
Susanne Rizzo
Susmita Pani
Suzan Stamper
Suzanne Donsky
Suzanne Leibman
Suzanne van der Valk

Talip Gonulal
Tamara Jones
Tamara Sniad
Tamara Warhol
Tammy Johnson
Tammy R. Jones
Tara Smith
Tasha Bleistein
Teresa Torchiano
Tereza Cristina Aleixo
Prata
Terry McLean
Theresa Laquerre
Theresa McGarry
Thomas Dougherty
Thomas J. Kral
Thomas Robb
Thu Tran
Todd Cooper
Todd Ruecker
Tommy Morgan
Tota Ram Gautam
Trevor Duston
Udambor Bumandalai
Valerie Beard
Valerie S. Jakar
Van Thanh Phan
Vance Stevens
Vander Viana
Vania Rodrigues
Veronica Csorvasi
Victoria Anne Reis
Virginia Nelson
Wendi Pillars
Wendy Wang
William Baker
William Phelps
Wing Yan Wong
Xiaoxiao Du
Xuesong Gao
Ya-Li Wu
Yang Gao
Ying Huei Chen
Yingliang Liu
Youngjoo Yi
Yuan Zhuang
Yuko Iwai
Yuliya Summers
Yunjung You
Yuriko Kite
Yuzo Kimura
Zaline Roy-Campbell
Zohreh Eslami
PROFESSIONAL
DEVELOPMENT
Kalyan Chattopadhyay
Kara Hunter
Karen Brown
Karen Gibson
Karen Jogan
Karen Tucker
Kari Fritz
Katharina Schuhmann
Katherine Lobo
Katherine Wu
Kathi Cennamo
Kathleen M. Johnson
Scholl
Kathleen Reynolds
Kathryn Bartholomew
Kathryn McLaughlinRojas
Kathy Green
Kathy Kent Al-Johani
Kathy Larson
Katie Leite
Katrina Schmidt
Katya Nemtchinova
Kaye Dunn
Ke Xu
Kelly M. Costner
Kelly Torres
Kendon Kurzer
Kenneth Kuo-Pin Chi
Kevin Martin
Kim Song
Kimberly Kenyon
Kimberley Sumner
Kimberly McGrath
Moreira
Kisha Bryan
Kitty Warsame
Kremena Zaffuto
Kris Oswald
Krista Bittenbender
Royal
Kristin Ekkens
Kristin Hiller
Kristina Lewis
Kyung-Hee Bae
Kyungsook Yeum
Lara Ravitch
Larisa Olesova
Laura Adele Soracco
Laura Jacob
Laura Knudson
Laura Mc Whorter
Lauren Waters
Lauryn Gallo
Lawrence Jun Zhang
Lawrence Zwier
31
Part-Time Teaching Positions Available

Oxford Seminars is Seeking Experienced TESOL/TESL/TEFL Instructors to Teach Our Weekend Courses
Ideal Candidates Are:
- Currently teaching ESL and are excited to share their overseas teaching experiences
- Eager to demonstrate creative and interactive teaching methodologies
- Prepared to teach a comprehensive curriculum to classes of aspiring and motivated
individuals looking forward to teaching English abroad
Requirements:
- B. Ed., M.A., M. Ed., or University degree with TESOL concentration
- Minimum three years ESL teaching experience, including two years teaching abroad
- Knowledge of contemporary second language acquisition methodology
- Extensive experience in lesson planning, skills development, and classroom
management techniques
Positions available in major cities throughout the US
Compensation starts at $30 / hour
For a complete job description visit www.oxfordseminars.com/careers/tesol.php
Oxford Seminars
244 5th Avenue, Suite J262
New York, NY 10001-7406
212-213-8978
www.oxfordseminars.com
teachtesol@oxfordseminars.com
1-800-779-1779
Connect with
todays English
language learners
Oxford Seminars
8447 Wilshire Boulevard, Suite 401
Beverly Hills, California 90211
310-820-2359
Join Dr. Rebecca Wiehe for

Lesson and Assessment Design for ELLs
and the Common Core
Thursday, March 27 at 3 pm, Room D132
Master of Education with

specialization in ESL
just $7,955
6 course graduate credit
Certificate in ESL
just $3,870
Booth 814
www.ace.edu/info
Accredited by the Higher Learning Commission and a member of the

North Central Association of Colleges and Schools (NCA), www.ncahlc.org.
American College of Education
101 W. Ohio St., Suite 1200, Indianapolis, IN 46204
1-855-704-0317
TESOL International Association gratefully

acknowledges the generous support of its partners.
STRATEGIC PARTNERS
EVENT PARTNERS
These partnerships are current as of 31 January 2014.
33
STOP
by booth 820 & get a

20% discount + free
shipping on all our new
and bestselling books
!
ion
dit
wE
e
N
MEET
Routledge authors
at these TESOL
Exhibitor Sessions!
s!
rie
e
wS
Ne
Teaching L2
Composition
with Dana R. Ferris
and John Hedgcock
March 28th, 1pm in
Convention Center Room, B115
ESL (ELL) Literacy

Instruction
Teaching and Learning

English in the ArabicSpeaking World
What English Teachers

Need to Know
About Curriculum
Development
New in the ESL & Applied Linguistics

Professional Series
with MaryAnn Christison

and Denise E. Murray
March 28th, 5pm in
Sponsored by the Center for

Applied Linguistics
Pronunciation
& Phonetics
Empowering Heritage,
Community, and Native
American Learners
through Digital Stories
Sociocultural Theory
and the Pedagogical
Imperative
with Terry Wiley

and Polina Vinogradova
March 27, 4pm in
Using Statistics
in Small-Scale
Educational
Research
English Grammar
Pedagogy
@routledgeed
Facebook.com/RoutledgeEducation
For more information about the conference, visit
us at www.routledge.com/u/TESOL2014
Routledge... think about it

www.routledge.com/u/TESOL2014
HOW TO USE THIS BOOK

Types of Sessions
Interest Section Icons
Academic Session (2 hours, 45 minutes): An

in-depth session sponsored by a specific
interest section.
Colloquium (1 hour, 45 minutes): A forum for a
group of scholars to formally present and
discuss current TESOL issues. Presenters
exchange papers in advance and formally
respond to each others positions.
Discussion Group (45 minutes): An
interactive session in which the presenter
engages the audience members in a discussion
of their views on a particular topic. The
presenter elicits audience participation and
fosters discussion by drawing on
relevantresearch.
Exhibitor Session (45 minutes): A session
sponsored by an exhibitor.
Forum Session: (75 minutes): A session
sponsored by a forum.
InterSection: (1 hour, 45 minutes): Academic
sessions that represent a collaboration
between two or more interest sections.
Invited Speaker (45 minutes): Sessions
featuring a speaker selected by the program
committee because they have a message that
is important to TESOL members.
Practice-Oriented (45 minutes): Shows,
rather than tells, a technique for teaching or
testing.
Research-Oriented Presentation (45

minutes): An oral summary, with occasional
reference to notes or a text, that discusses the
presenters work in relation to theory and/or
practice.
Roundtable Discussion (45 minutes):
Peer-to-peer facilitated discussions, limited to
the first nine attendees per table.
Teaching Tip (20 minutes): Similar in content
to a practice-oriented presentation but shorter.
It is an oral summary, with occasional reference
to notes or a text, that discusses the
presenters work in relation to practice.
TESOL in Focus: Sessions sponsored by
TESOLhighlighting special projects and
initiatives to further the field, or partnerships
with colleagueassociations.
Ticketed Event: Ticketed events are a great
way to enhance your convention experience. By
attending a ticketed event, you are assured of a
more intimate and interactive session. Any
remaining tickets for events may be purchased
at the registration counters.
Workshop (1 hour, 45 minutes): A carefully
structured, hands-on, professional development
activity. The leader helps participants solve a
problem or develop a specific teaching or
research technique.
Adult Education
Applied Linguistics
Bilingual Education
Computer-Assisted Language Learning
Elementary Education
English as a Foreign Language
English for Specific Purposes
Higher Education
Intensive English Programs
Intercultural Communication
International Teaching Assistants
Materials Writers
Nonnative English Speakers in TESOL
Program Administration
Refugee Concerns
Secondary Schools
Second Language Writing
Speech, Pronunciation, and Listening
Poster sessions are self-explanatory exhibits that allow participants to engage in informal discussion.
For each poster session there will be a corresponding bulletin board display. Conference attendees may
stroll through the poster session area to discuss the topics with presenters. The displays and presenters
change each day. Poster sessions are listed on page 169.
Social Responsibility
Teacher Education
Video and Digital Media
Sample Abstract:
TYPE OF SESSION ICON
SESSION TITLE
Thursday, 1 pm1:45 pm
Convention Center, PB253
DAY, TIME
SITE, ROOM
Strategies for Building Academic Vocabulary in Every Content Classroom

Content Area: Vocabulary, Lexicon
DESCRIPTION
PRESENTER
Lets get students talking like scholars! This session will give you specific instructional strategies
you can use in your classroom for teaching, practicing, reviewing, and assessing academic
vocabulary with your students. These strategies can be used in any content classroomfrom
Math to Technology, and can be used immediately!
Katie Brown, Shuksan Middle School, USA
Please note: Abstracts are arranged by date followed by start
time, then by end time, and then in alphabetical order by title.
35
ABSTRACTS
TUESDAY, 25 MARCH
Please check the addendum for cancellations and changes to sessions.
TUESDAY, 25 MARCH 2014

For the location of a ticketed session, please check your ticket.
9:00 am

Tuesday, 9:00 am4:00 pm
Aligning Teaching, Learning, and

Assessment With the Common Core
Content Area: Common Core State Standards
This is a three-part introduction to the Common Core, covering an

examination of assessments related to the Common Core and handson development of lesson plans aligned to the Common Core State
Standards. Participants define student learning outcomes, design
lessons, and create assessments aligned with the Common Core.
CynthiaS. Wiseman, CUNY BMCC, USA
LindaA. Pelc, OACE NYCDOC, USA
Fernando Zaika, New York City Department of Education, USA
Engaging in Motivational Teaching Practices

Content Area: Applied Linguistics
Multilingual Writers and Writing Centers:

Research, Student, and Faculty Perspective
Presenters examine the similarities and contrasts between the services

typical writing centers provide all students, and what multilingual
writers say about their own needs and experiences receiving writing
tutoring in their own research. Presenters also examine previous
research about separate versus integrated writing centers for
multilingual students.
Tara Smith, University of Alaska, USA
Katie ManchesterHa, Foothill College, USA
Lucie Moussu, University of Alberta, Canada
Jenny Staben, College of Lake County, USA
My PEARL of Wisdom:
Instructional Intervention Strategies for Diverse ELs
This PCI addresses the implementation of research-based instructional

intervention for language minority students with learning and behavior
problems. Participants receive the PEARL framework, which includes
instructional process and application suggestions. Participants are
immersed in several activities illustrating best practice in instructional
settings for learners with diverse needs.
Catherine Collier, CrossCultural Developmental Education Services, USA
This PCI provides the opportunity to learn the fundamental principles of

motivational teaching practices and how to encourage learners to form
motivational partnerships. The workshop also provides an opportunity
to rehearse the delivery of motivational moments for language
teaching.
NeilJ Anderson, Brigham Young University, USA

Paul Cave, Brigham Young University, USA
Shelby WernerThayne, Brigham Young University, USA
Advocacy and Collaboration for the

Benefit of NESTs and NNESTs
Integrating Pronunciation Across

the ESL/EFL Curriculum
Content Area: Phonology/Pronunciation
Pronunciation teaching is often marginalized in language instruction,

be it at the lesson level or program level. But what if one could
systematically integrate pronunciation across the curriculum?
Participants are introduced to The Color Vowel Chart Curriculum Model
through case studies, technique practice, video examples, and their
own teaching contexts.
1:00 pm
Tuesday, 1:00 pm5:00 pm
This workshop primarily focuses on helping NESTs and NNESTs

identify areas for collaboration and advocate for the reduction of the
discrimination and censure faced in the workplace as well as create a
more inclusive profession.
Debbie East, USA
Leslie Barratt, Indiana State University, USA
Abby Franchitti, Kansas State University, USA
Yogesh Sinha, Sohar University, Oman
Karen TaylordeCaballero, Santa Fe Community College, USA

Shirley Thompson, English Language Training Solutions, LLC, USA
Academic Session
36
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Writing and Implementing Case Studies

for Language Teacher Educators
Black history provides contexts for multiple language learning

opportunities for students of all ages and levels. So how do you create
and use ESOL materials such as songs, videos, pictures, and text to
teach language through history? This interactive session answers this
question.
Case studies are a valuable real-world approach in TESOL teacher

training curriculum. In this workshop, the case method is presented,
along with a framework for the development and implementation of
case studies. Sample case studies are provided and demonstrated.
Mary Romney, University of Connecticut, USA

Ayanna Cooper, Independent Consultant, USA
Willisa Roland, Educational Testing Service, USA
5:00 pm
Exploring Reading Instruction Alternatives

to Motivate Reluctant Adult ESL Students
Adult ESL learners need to read with ease for academic and
professional success, yet many are reluctant to do so. In this workshop,
participants learn how to design extensive reading programs already
implemented in U.S. IEP, adult, and higher education classrooms.
Doreen Ewert, University of San Francisco, USA
Sue Bae, University of San Francisco, USA
Robert Bathrick, University of San Francisco, USA
Integrating CALL With Web 2.0 and Social Media

Content Area: CALL/Technology in Education
This workshop is animated by a panel of experienced CALL

practitioners with specialized knowledge and expertise in using digital
tools, and with a particular appeal to the interest of second language
learners. The students in our classes today have grown up with digital
tools, practically from birth.
Vance Stevens, Higher Colleges of Technology, UAE
Nery Alvarado, Higher Colleges of Technology, UAE
Christel Broady, Georgetown College, USA
Karen Kuhel, Kennesaw State University, USA
Margaret McKenzie, Cobb County School District, USA
Stacey Abbott, Cobb County School District, USA
Invited Speaker
Practice-Oriented
Ken Kelch, Alliant International University, USA

Miralynn Malupa-Kim, Alliant International University, USA
TUESDAY, 25 MARCH
Exploring Black History as a Context

for English Language Teaching
Research-Oriented
Creating Paired Reading Lessons for

Fluency and Critical Literacy
High-interest, paired readings help learners develop their reading

strategies, cross-cultural awareness, and critical literacy skills:
essential elements for academic success. Experience the components
of a paired-reading lesson: pre-, while-, and post-reading tasks;
focusing and processing questions; cross-cultural discussion prompts;
and summarizing activities. Explore ways to adapt and differentiate
materials.
Lori Howard, CASAS, USA
Jayme Adelson-Goldstein, Lighthearted Learning, USA
Establishing a Newcomer Program and Implementing

StandardsBased Instruction and Assessment
Content Area: Program Administration
Newcomer programs are specially designed programs for new arrivals

with little or no English. The presenters share practical suggestions
for developing a newcomer center from initial consideration through
implementation, instruction, and assessment. Participants learn how
to select materials to adapt curriculum for access to Common Core and
other content standards.
JudithB OLoughlin, Language Matters Education Consultants, LLC, USA
Brenda Custodio, Ohio State University, USA
Roundtable
Teaching Tip
TESOL in Focus
Workshop
37
TUESDAY, 25 MARCH
Listen Again: Strategies for an Integrated

Approach to Listening Skills
Techniques for Teacher Observation,

Coaching, and Conferencing
Content Area: Listening, Speaking
Content Area: Teacher Education
For core curriculum teachers, this PCI offers a step-by-step approach

to teaching listening skills, rather than merely testing listening ability.
Topics include: listening diagnostics and end-of-course assessment;
metacognitive listening strategy instruction and checklists; and
activities and exercises focusing on the aural skills that differentiate
listening from reading.
This workshop, for anyone interested in teacher observation, explores

guidelines for maximizing benefits of observations and conferences.
Topics informed by current literature include etiquettes of observation,
ways of promoting reflection, and techniques for giving useful feedback
that recipients can comfortably hear.
Marnie Reed, Boston University, USA

Christina Michaud, Boston University, USA
Academic Session
38
Colloquium
Discussion Group
Christopher Stillwell, University of California, Irvine, USA
Exhibitor Session
Forum Session
InterSection
WEDNESDAY, 26 MARCH 2014

8:00 am

Wednesday, 8:00 am12:00 pm
How Teacher Can Incorporate Music

and Song Into Teaching ESL
Music and song stimulate language growth by training the ear to

sounds and patterns; practicing new sounds, words, and idioms
through singing; and creating classroom community while lowering the
affective filter. With the Internet and smartphones, any teacher can
purposefully incorporate songs and music in the classroom.
iPedagogy: Incorporating iPads and Touch

Technologies Into the Literacy Classroom
This hands-on workshop is for teachers who want to incorporate iPads

or other touch devices into K12 or adult literacy instruction. iPads,
loaded with exemplar apps for the teaching of reading and writing, are
explored for task-based learning opportunities including the making of
digital stories, comic novels, interactive picture books.
Christine Rosalia, Hunter College, City University of New York, USA
Marcus Artiglieve, Hunter College, City University of New York, USA
David Buckley, Hunter College, City University of New York, USA
Marina Zamalin, Hunter College, City University of New York, USA
Metacognition as the Next Generation

Problem Solving Tools for Listening
Participants learn how to design and incorporate problem solving

activities into their listening classes to enable their students to develop
metacognitive tools. Using these tools, ELLs learn to engage in an
active process of more completely understanding listening passages.
Students learn how to listen; a skill that, unfortunately, overlook.
Jim Bame, Utah State University, USA
Jim Rogers, Utah State University, USA
Reaching English Learners Living With

Trauma and Chronic Stress
Many English language learners experience trauma and chronic stress

that affect school achievement. Reading these ELLs, who lack the
language to express themselves, is a challenge for educators. Learn
policies and practices that support these students and discover how to
establish a safe and trusting environment in your school.
Debbie Zacarian, Debbie Zacarian, Ed.D. & Associates, LLC, USA
Judie Haynes, everythingESL.net, USA
9:00 am

Behind the Scenes: A New Teachers Tool Kit
Are you ready to start teaching with your new TESOL degree or TELF
certificate? This workshop walks you through the process of looking for
and getting a job, adapting to your new job culture, and diving into your
first class or classes, giving you the tools to navigate your way.
Lety Banks, California State University, USA
Grace Primicias, California State University, USA
WEDNESDAY, 26 MARCH
Kristin Lems, National Louis University, USA
Essentials of Pronunciation Teaching and Learning
This PCI is for teachers with limited preparation in teaching

pronunciation. Through explanations and demonstrations, participants
gain skill and confidence in meeting the challenges of teaching
pronunciation to learners from a variety of backgrounds. Participants
are familiarized with the core features of pronunciation along with
techniques for addressing those elements.
Donna Brinton, Educational Consultant, USA
Linda Grant, Georgia State University and Georgia Tech (retired), USA
John Levis, Iowa State University, USA
Carolyn Quarterman, North Carolina State University, USA
Greta MullerLevis, Iowa State University, USA
Exploring How Academic Texts Work
Despite the Common Core State Standards call for increasing the
complexity of the texts students read across subject areas, exploring
how different academic genres and texts work and how they can be
best presented to students continues to be an elusive matter.
J.Andrs Ramrez, Rhode Island College, USA
Jason Moore, University of Michigan, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
39
Exploring, Sustaining, and Renewing Student

Learning Through Effective Assessment Practices
Are you involved in program assessment for the sake of compliance, or

for improvement? Are those you lead resistant or supportive? Do you
need a straightforward, practical approach that works? In this handson PCI, participants engage with principles, tools, and structures to
address challenges, explore opportunities.
MaureenSnow Andrade, Utah Valley University, USA
Brent Green, Salt Lake City Community College, USA
WEDNESDAY, 26 MARCH
Promising Practices for Adult LowLiteracy ESL:

Crossing Contexts, Enriching Classrooms
Content Area: Reading and Literacy
Adult ESL learners with limited L1 literacy are learning English

while learning to read for the first time. Teachers in this unique and
challenging context often find their learners are neglected in textbooks,
resources, conferences, and research. This PCI shares promising
practices from recent practitioner research.
Patsy Vinogradov, Hamline University, USA
Andrea Poulos, University of Wisconsin, Madison, USA
ResearchBased Oral Language and Vocabulary

Development in Content Instruction
Supported by research, but with an emphasis on practical strategies,

participants learn about strategic vocabulary selection and instruction
for English learners. Building on what participants learn about
vocabulary, participants spend the second half of the workshop
identifying methods for developing listening and speaking proficiency
that targets academic language acquisition.
Annie Duguay, Center for Applied Linguistics, USA
Sustaining Our Peers and Mentoring New Teachers
While examining and experiencing a broad range of mentoring

skills, and the common traits and practices of successful mentors,
participants explore the nature of mentoring, the multiple means by
which it can be effected, and what is special about mentoring teachers
of English, be they novices or peers.
1:00 pm

Wednesday, 1:00 pm5:00 pm
A ProgramWide Approach to Training

Teachers to Rate ESL Writing
Standards-based curriculums and assessments have become part of

the landscape in ESL education. To reliably assess performance on
writing standards, administrators must 1) understand issues in rating
ESL writing and 2) know how to train their teachers. This workshop
provides administrators with those tools.
Troy Cox, Brigham Young University, USA
Brittney Greer, Brigham Young University, USA
Curriculum Design for ESL Programs:

Focus on the Essentials
Content Area: Materials Development
This PCI streamlines the overwhelming process of designing an ESL

curriculum. Presenters lead participants through a context-based
model that helps them create (or improve) a cohesive ESL curriculum
with an overarching mission statement as well as learning goals
andobjectives.
Grant Eckstein, University of California, Davis, USA
Norman Evans, Brigham Young University, USA
James Hartshorn, Brigham Young University, USA
Ben McMurry, Utah Valley University, USA
Research Mentoring Workshop (PCE)
This event is designed to support emergent and early-career

researchers in various stages of their research design and
development, such as framing, methodological considerations,
implementation, and data analysis.
Sue Garton, Aston University, UK
Michael Legutke, Justus Liebig University, Germany
Lucilla Lopriore, Roma Tre University, Italy
ValerieS. Jakar, Shaanan College of Education, Israel
Academic Session
40
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Supporting Teachers and Learners Using

Assessment of and for Learning
Content Area: Assessment
Assessment of student learning is unquestionably one of the teachers

most demanding, complex, and important tasks. This workshop
involves teachers with hands-on activities in understanding major
components of classroom assessment, discussing models of learning,
and exploring their methods and procedures in relation to their
purposes of assessment.
Liying Cheng, Queens University, Canada
Andy Curtis, Anaheim University, USA
5:30 pm


Convention Center, Hall A

East Asian Community Building
For the 10 Member States of the Association of Southeast Asian

Nations (ASEAN), English has been designated as an official working
language for the regional organization. In such a diverse group of
countries, one common language is not possible. ASEANs success has
been instrumental.
Surin Pitsuwan, Thailand

WEDNESDAY, 26 MARCH
The Next Generation of Listening Instruction:

Beyond Comprehension Questions
This hands-on workshop introduces key aspects of the listening

process through explanation and experiential activities. It then provides
an overview of current approaches for teaching listening, including
listening for meaning, language features, and fluency; listening to
different genres and for different purposes; and listening strategy
development.
Helen Solorzano, Northeastern University, USA
Beth Sheppard, University of Oregon, USA
Using Trace Effects to Spark Language

Learning and Teaching
This workshop highlights ways to use the free online virtual reality
game Trace Effects to enhance teaching and learning. The game is
engaging, but extensive teacher resource materials make it a powerful
tool for classroom teachers. Participants create activities and lesson
plans using the game and additional resources.
Rick Rosenberg, U.S. Department of State, USA
Deborah Healey, University of Oregon, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
41
9:15AM
USING MY EXPERTISE TO
SHAPE THE NEXT GENERATION
5:15PM
USING MY SPARE THE TIME TO
EXPLORE BENEATH THE WAVES
EDUCATIONAL PROFESSIONALS
Join a multicultural team of teachers and educational professionals
dedicated to inspiring the next generation at Saudi Aramco. Take
the opportunity to work for the worlds leading energy company in
world-class schools in Saudi Arabia. We offer a competitive salary
with quality benefits featuring a generous travel allowance, six weeks
of vacation, excellent healthcare, and a family-friendly lifestyle with
access to top-rated schools. If youve ever wondered about a career
with Saudi Aramco and the expatriate lifestyle, this is the time to
pursue it.
Advance your career while experiencing a work-life balance.
Saudi Aramco provides a chance to do it all.
To learn more about Saudi Aramcos current career choices, submit
your resume for an interview opportunity or talk to one of our
recruiters today.
DREAM BIG at www.Aramco.Jobs/TESOL

Thursday, 8:00 am9:00 am


Content Area: Educational Linguistics
English has become a centrepiece of education reform in many

countries. The presenter shows how this is often in response to
developments in economics, demographics, and technologywhich
are reshaping the nature of teaching and learning English around
theworld.
David Graddol, The English Company (UK) Ltd, UK
9:30 am


Convention Center, D136
iMovie as a Tool for Paced Reading

Content Area: Higher Education
Luke Coffelt, Ohio University, USA

Convention Center, E143
A CorpusBased Study of Apology Expressions

Convention Center, F149
Using Brainshark to Create

StudentGenerated Projects
Brainshark.com is a free online resource that allows students to create

podcasts and narrate slideshows using just a cell phone and a personal
computer. The presenter introduces the basics of the website and
share some project-based strategies for how to use it in the classroom.
Autumn Clark, Rennert International, USA
The presenters used a corpus developed from the U.S. situation

comedy Modern Family and searched for apologies. They identify
the apology strategies and look at how they were combined, and at
apology expressions used for nonapologies. The presenters discuss the
study and its application to ELT.
S.Kathleen Kitao, Doshisha Womens College, Japan
Kenji Kitao, Doshisha University, Japan

Convention Center, B114
Assessment in English Language Teaching:

Reviewing Essentials
The goal of this practical presentation is to review important issues in

developing and using assessments in English language teaching. Three
specialists present the why, what, and how of language assessment
with a focus on purposes, skills, standards, and test use for classroom
contexts.
Lia Plakans, University of Iowa, USA
Diane Schmitt, Nottingham Trent University, USA
Deborah Crusan, Wright State University, USA

Balancing Administrative Control and Teacher

Autonomy in Language Programs
Most administrators and faculty would agree that programs need to

find the balance between administrative controls, coordination, and
teacher autonomy to succeed. This session examines program-specific
variables that may influence programs to either yield more teacher
autonomy, impose more controls on teaching, or work together to make
program-wide decisions.
THURSDAY, 27 MARCH
Increasing learners reading rates and comprehension is a challenging

yet essential skill for successful preacademic English training. This
teaching tip demonstrates and provides step-by-step instructions
on how to use iMovie, a movie-making software program, as a tool
to help create a more realistically paced reading experience for any
languagelearner.
Content Area: Discourse and Pragmatics
8:00 am

Caleb Prichard, Okayama University, Japan

Jana Moore, Temple UniversityJapan, Japan

Closing the Achievement Gap With

TechnologyEnriched Instruction for Diverse Learners
Introducing Benchmark Universe, where digital resources engage,

support, and connect to students! Experience differentiated instruction
with interactive whiteboards, customizable ebooks, and personalized
learning spaces for close reading, genre writing, and guided research
that meet Common Core/TESOL standards. Best news: these resources
enable us to close achievement gaps for ALL learners.
Jennifer Boyle, Benchmark Education Company, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
43
Convention Center, A108
Connecting Institutions to Collaboratively

Empower Access Students and Teacher Trainees
Ensuring Shared Responsibility for

ELLs/Bilingual Learners
Content Area: English as a Foreign Language
ELLs are everyones responsibility. This interactive session shares

strategies and resources that PD providers can use to ensure that
K12 administrators and teachers (general education, literacy, special
education, ESL, bilingual) know how to educate and evaluate ELLs/
bilingual learners in their classes, schools, and districts in the context
of Common Core.
Is it possible to connect several institutions to develop an innovative

EFL project? This session describes how Access Program students and
teacher trainees were empowered through an immersion camp carried
out with the collaborative work of the U.S. Embassy in Venezuela,
VENTESOL, binational centers, and teacher training universities.
LuisaCristina Alvarez, VENTESOL, Venezuela
Rebecca Field, Caslon Publishing and Consulting, USA

Convention Center, C122
Creating and Using an Anthology for

English for Academic Purposes
An anthology for EAP is a collection of chapters from authentic

textbooks typically used in university general education courses. The
presenters show how to create an EAP anthology and how to use
one in upper-level ESL reading/writing classes. Challenges are also
discussed.
Marcellino Berardo, University of Kansas, USA
Kellie SmithHerrod, University of Kansas, USA
Demystifying the Peer Review Process

in the Chinese EFL Classroom
From Nebulous to Fabulous:

Renewing an IEP Communication Class
This session describes the redesign process of a traditional IEP

communication class into a community-based capstone course. Explore
techniques on how to merge curricular goals with meaning-focused
output to create a motivating learning environment with tangible,
applicable learning outcomes for students. Ready-to-use activities,
rubrics, and reflection tools are provided.

Grammar and Academic Writing: What to Expect
Content Area: Second Language Writing
This study investigates the abilities of Chinese EFL students to

complete peer review, their attitudes toward the peer review process,
and the effects of peer review on their English writing. The results of
questionnaires, reflective journals, and revised essays show that peer
review is a worthwhile technique for EFL students.
Evelyn Doman, University of Macau, Macau
Stephanie Marlow, Boise State University, USA

Tracy Day, Boise State University, USA
Content Area: Content-Based Instruction
Content Area: Intensive English Programs
THURSDAY, 27 MARCH

Convention Center, Classroom of the Future in Expo Hall
DoItYourself Electronic Interactive Board

Engage the new generation of learners by using inexpensive but

powerful tools. The presenter demonstrates how to build an affordable
and fully functional electronic interactive whiteboard with the use of a
computer, a projector, and infrared technology. Come and take the next
step into interactive innovation in your classroom!
Luis Franco, Instituto Guatemalteco Americano, Guatemala
Writing is integral to student success, and grammar is essential to

academic writing. Yet many grammar and writing courses do not
prepare students for the tasks of academic writing. This presentation
looks at material that combines grammar and writing to prepare
students for the tasks and demands of academic writing.
Randi Reppen, Northern Arizona University, USA
Luciana Diniz, Portland Community College, USA
John Brezinsky, Cambridge University Press, USA

Intensive Pronunciation Clinic: An Exploratory

Collaboration With Speech Language Pathology
At an urban university, IEP faculty and SLPs have collaborated to create

a specialized course in pronunciation for intermediate to advanced
level students. Presenters provide pronunciation teaching tips informed
by SLP practices, as well as information about how they approached
the development of the interdisciplinary course.
Jenny Stenseth, Portland State University, USA
Shannon Guinn-Collins, Portland State University, USA
Susan Ginley, Portland State University, USA
Academic Session
44
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Language Partners: Innovators for Language

Teaching and Learning in Prison
Preparing ELLs for the Common

Core With BrainPOP ESL
Content Area: Social Responsibility/Sociopolitical Concerns
Do you find it challenging to address the rigor of the Common Core for
ELLs? Come see how BrainPOP ESLs animated movies and activities
support language, vocabulary, reading, and content standards. Leave
with teaching and learning strategies that can help, whether you use
BrainPOP ESL or not.
With many traditional prison ESL programs dwindling under budget

constraints, this presentation describes an innovative and replicable
program where incarcerated men trained in ESL instruction use critical
ESL methodology to inspire their students to learn English and examine
historical, social, and political structures that have helped shape their
personal histories.
LuAnn Sorenson, University of Illinois-Urbana-Champaign, USA
Hugh Bishop, University of Illinois-Urbana-Champaign, USA
Andrea Olinger, University of Illinois-Urbana-Champaign, USA
Andy Eisen, University of Illinois-Urbana-Champaign, USA
Jim Sosnowski, University of Illinois-Urbana-Champaign, USA
Freddy Freitez, University of Illinois-Urbana-Champaign, USA

Literate Lives:
Lessons From a Refugee Womens Book Club
Content Area: Refugee Concerns
Amy Pelissero, Georgia State University, USA

Multilevel Activities and Team Projects for Beginners
Can your students learn more than vocabulary from a dictionary?

Using the stunning new edition of The Heinle Picture Dictionary, the
presenters demonstrate contextualized, multilevel activities that
help adult students develop real-life language skills. Free samples
areprovided.
Rob Jenkins, National Geographic Learning|Cengage Learning, USA

National Geographic Learning Promotes

Rich Discussion in ESL Grades K12
Do you spend time looking for interesting class topics? This session
explores how guiding questions create rich discussions throughout
the year. Focus is on how using age appropriate topics help form
compelling small-group activities and thoughtful debates using
National Geographics rich literature, literacy materials, and media.
Roslyn Wall, National Geographic Learning|Cengage Learning, USA
Invited Speaker
Practice-Oriented
Research-Oriented

Convention Center, OB 203
Sustaining Teacher Praxis in Support of ELLs

Content Area: Teacher Development
Fidelity of practice (FOP) is explored through the findings of a mixedmethods case study that reveals the incongruence between teacher
participant self-reported growth in understanding and supporting ELLs
and the actual mainstream classroom implementation of knowledge
and instructional strategies two years after participation in a year-long
professional development program.
Marisa Hockman, Penn State Lehigh Valley, USA
Mary Hutchinson, Penn State Lehigh Valley, USA
Xenia Hadjioannou, Penn State Lehigh Valley, USA

The Intersection of Culture, Language,

and Education in K12 Classes
Participants work with definitions of education, culture, and language

to understand the mutual influences that these concepts exert on
each other in our K12 classrooms. Participants are introduced to
frameworks to analyze and interpret interactions with students and
parents of different cultural and/or linguistic backgrounds to better
ensure student success.
THURSDAY, 27 MARCH
Little is known about the transitions of refugees after resettlement.

Yet, researchers agree that language and literacy learning are
fundamental to resettlement in English-speaking, print-oriented
communities. The research discussed offers critical insights into the
language and literacy practices and learning of refugee women and the
impact on everyday lives.
Beverly Fine, BrainPOP ESL, USA
Dianne Tyers, Advance Consulting for Education, Inc., Canada

Using Linguistic Landscaping With Teachers

and Students in EFL Contexts
Presenters share their experiences combining asset-mapping with

linguistic landscaping to reclaim the value of local knowledge with
teachers and students in Colombia. Participants experience a hands
on mini-activity, learn how to bring linguistic landscaping to their EFL
contexts, and are invited to share a Portland-based investigation online
after the convention.
Judy Sharkey, University of New Hampshire, USA
Maribel RamrezGalindo, Universidad Distrital Francisco Jose de
Caldas, USA
Amparo ClavijoOlarte, Universidad Distrital Francisco Jose de Caldas,
Colombia
Roundtable
Teaching Tip
TESOL in Focus
Workshop
45
What Do Faculty Want? Perceptions

on Feedback to L2 Writers
Changing Identities, New Englishes, and ELF:

Emerging Research Issues
The field of English language teaching is inevitably being influenced

and challenged by the multimodal moveable scenario of polylingual
and polycultural global settings, by ever engaging and intriguing
linguistic landscapes, by the varieties of Englishes, and by the diffusion
of English as a lingua franca (ELF).
Based on interviews with 20 teachers at an English-medium Asian

university, the study discussed explores faculty expectations of L2
student writing, contributing to our understanding of Writing-toLearn rather than Learning-to-Write by moving L2 feedback studies
beyond the texts produced for writing teachers to how students write
themselves into their disciplines.
Ken Hyland, University of Hong Kong, Hong Kong

What Do University IEP Students

Think About EnglishOnly?
Alan Broomhead, Boston University, USA

Many university IEPs in the USA have policies that require the use of
English-only in the classroom. This qualitative research study sheds
light on the diverse ways IEP students experience English-only, offering
teachers and administrators new insights into the effectsboth
positive and negativeof English-only on students.
Lucilla Lopriore, Roma Tre University, Italy

Jun Liu, Georgia State University, USA
Ahmar Mahboob, University of Sydney, Australia
Ali Fuad Selvi, University of Maryland, USA
Lia KhamiStein, California State University, USA
Content Area: Language Policy and Planning
THURSDAY, 27 MARCH

Assessment Just Like the Professionals Do It

This colloquium explores the rationale, processes, challenges, and

possible consequences of using multiple methods to collaborate
with other TESOL professionals in countries where English is spoken
and taught as a foreign or additional language. Also explored is
the adequacy of technology for collaboration for English language
teaching.
Janet Pierce, Three Rivers TESOL, USA
Kevin Cleary, JALT, Japan
Gabriela Kleckova, ATECR, Czech Republic
Larissa Olesova, Yakut TESOL, Russian Federation
Elizabeth Smith, The Hockaday School, USA
Creating tests is a common IEP teachers duty, yet many classroom

practitioners have little formal assessment training. This workshop,
conducted by professional language test writers, guides participants
through the fundamentals of test design, revision, and implementation
using hands-on activities and authentic, teacher-created test items.
Stuart Landers, Colorado State University, USA

John Thorpe, WestEd, USA
This colloquium considers the importance of intercultural education

in the preparation of language teachers. Presenters describe research
studies, conducted within both Canadian and U.S. contexts, that used
written reflections, lesson plans, and the Intercultural Development
Inventory findings to identify student teachers perspectives and
perceived challenges.

Building Teacher Confidence in Integrating

Transitions Skills From the Start
The presenter shares a promising PD program to broaden instructors

understanding of how to teach transitions skills at all levels.
Participants work with a framework of essential academic and
work readiness skills, and experience PD activities, including video
observation, reflection on personal practices, and action planning for
their own programs.

Does Intercultural Education Really

Matter in Teacher Education?
Laurene Christensen, University of Minnesota, USA

Vitaliy Shyyan, University of Minnesota, USA
Kimberley Brown, Portland State University, USA
William Dunn, University of Alberta, Canada
Betsy Parrish, Hamline University, USA
Academic Session
46
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Effective Online Pedagogy for Preparing

Second Language Writing Teachers
Exploring Language:
Creating CorpusBased Classroom Materials
As higher education continues its migration to online environments,

this colloquium offers practical advice for teaching writing to language
teachers online. Four areas relevant to successful instruction are
discussed: developing an online community, perceptions of teacher
self-efficacy when teaching digitally, the ecology of online writing, and
online assessment and feedback.
Using a corpus exposes students to natural usage and can facilitate

guided discovery. Presenters share ways to use corpora to create
lesson materials that can be used in any classroom. Participants
share ideas and work together to create their own materials using a
freecorpus.
Cate Crosby, University of Cincinnati, USA

Christine Rosalia, Hunter CollegeCUNY, USA
Sedef Smith, Lamar University, USA
Gena Bennett, Independent Scholar, USA
Meredith HolbrookBricker, Independent Scholar, USA

English Beyond Borders:

Does It Matter Where NNESTs Are From?
Content Area: Nonnative English Speakers in TESOL
John King, American University of Mongolia, Mongolia

Davi Reis, Duquesne University, USA
Nathanael Rudolph, Mukogawa Womens University, Japan
Hayat Messekher, Ecole Normale Superieure de Bouzareah, Algeria

Essentials of Haptic (Kinesthetic+Tactile)Integrated

Pronunciation Instruction
This workshop presents a set of haptic (movement + touch)-based

instructional techniques for presenting and correcting English L2
pronunciation, applicable for high beginning language learners
and above. Guided by research on kinesthetic approaches to L2
pronunciation instruction, participants will leave prepared to use the
instructional techniques in their classrooms.

From Teacher to Teacher Educator

Panelists share experiences, research, and reflections on the

professional transition from classroom teacher to teacher educator.
What are the challenges involved in this transition? What are the skills
and knowledge required to be a successful teacher educator? This
presentation is important to the interest of current and future teacher
educators.
Nikki Ashcraft, University of Missouri, USA
Lia Kamhi-Stein, California State University, Los Angeles, USA
Kathleen Bailey, Monterey Institute of International Studies, USA
Thomas Farrell, Brock University, Canada
Megan Peercy, University of Maryland, USA

Indonesia, Thailand, and Vietnam:

Southeast Asian Learners of English
Join three experienced teacher leaders for an eye-witness report on

the unique features of working with students from Indonesia, Thailand,
and Vietnam. Drawing on a wide range of experiences in those
countries and the USA, presenters offer best practices for working with
students from those countries at home and abroad.
THURSDAY, 27 MARCH
NNESTs working in EFL settings have reported that among students

who perceive NNESTs positively, some show preference for NNESTs
from a different nationality than their own. Drawing on personal
experiences and research, presenters explore the complexities and
implications of this issue and offer practical strategies for negotiating
professional legitimacy.
Marcella Caprario, Pace University, USA

James Stakenburg, Rennert International, USA
Liz England, Shenandoah University, USA

Suchada Nimmannit, Chulalongkorn University Language Institute,
Thailand
Nathan Kielstra, Trinity Western University, Canada

William Acton, Trinity Western University, Canada
Amanda Baker, University of Wollongong, Australia
Brian Teaman, Osaka Jogakuin University, Japan
Karen Rauser, University of British Columbia, Canada
Michael Burri, University of Wollongong, Australia
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
47

ProductionOriented Preparation Tasks to

Enhance Language Learning and Performance
Mobile learning is now part of our educational landscapea paradigm

shift. We can define it in different ways and take different approaches
to integrating the technology into our pedagogy. The TIRF panel brings
expert practitioners to share their experiences of the applications and
implications of m-learning for TESOL.
Michael Carrier, Cambridge English, USA

Richard Boyum, U.S. State Department, USA
Lorraine deMatos, Cultura Inglesa, Brazil
Marti Estell, Bureau of Educational and Cultural Affairs, USA
Phil Hubbard, Stanford University, USA

National and State Initiatives in Adult ESL
U.S. Department of Education provides an update on national program

performance and federal initiatives to improve adult ESOL student
outcomes. State panelists describe one key state level adult ESOL
initiative, issue, or product of value and benefit to other states. The
session handouts provide additional information and detail.
Debra Suarez, Office of Vocational and Adult Education, US Department
of Education, USA

THURSDAY, 27 MARCH

On the Same Page: Teacher Education

for Content Area Colleagues
Planning before doing L2 tasks can promote interlanguage development

and positively affect production outcomes during task performance.
In this workshop, the presenter introduces a framework for designing
collaborative, output-focused reading and text reconstruction activities,
which provide a critical scaffold for comprehension and help learners
access their maximum linguistic resources.
Andrea DeToledo, The New School, USA
Jenelle Reeves, University of Nebraska-Lincoln, USA

Laura Salem, Lincoln Public Schools, USA
Anne Hubbell, Lincoln Public Schools, USA
Holly Tracy, Lincoln Public Schools, USA
Molly Williams, Lincoln Public Schools, USA
Carol Behel, Florence City Schools, USA
Jennifer GisiHimmel, Center for Applied Linguistics, USA

Professional Development of NNEST

Writing Professionals in TESOL
This panel focuses on the academic and professional experiences of

early-career NNEST scholars and teachers from diverse backgrounds
and institutions. The goal is to call attention to and provide solutions
for improving the professional development of these scholars in TESOL.
Tanita Saenkhum, University of Tennessee, Knoxville, USA
PisarnBee Chamcharatsri, University of New Mexico, USA
SooHyon Kim, University of New Hampshire, USA
Todd Ruecker, University of New Mexico, USA
Stefan Frazier, San Jose State University, USA
ELLs have better educational opportunity when all teachers are on

the same page when it comes to ELL-responsive instruction. This
intersection brings together ELL professionals from three interest
sections to discussion ways for inviting, preparing, and assisting K-12
content area teachers to teach with ELLs effectively in mainstream
classrooms.

Promoting Scientific Literacy:

Teaching Data Interpretation Through a Cultural Lens
Content Area: CLIL
Scientific literacy is essential to ELLs academic and career success.

This workshop provides hands-on activities to enable ESL instructors to
teach the essential skill of figure interpretation and commentary. The
approach presented is based on: the need to connect with students
previous knowledge, cognitive theory, and classroom experience.
Karen Blinder, University of Maryland Baltimore County, USA
Lori Edmonds, University of Maryland Baltimore County, USA
Yuliya England, University of Maryland Baltimore County, USA

Renew Your Language Teaching With

Collaborative Conversation
Content Area: Elementary School/ Primary Education
This workshop is for ESL, EFL, and dual immersion teachers who
want to explore new ways of encouraging students to use academic
language in the classroom. The presenters share their lesson
design strategy, developed to maximize every opportunity for
collaborativeconversation.
Maya Goodall, Teaching English Materials, USA
Academic Session
48
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Strategies to Scaffold Rigor and

Create Relevance for ELLs
The Contextualized English Camp:

ANew Framework for Planning
Content Area: English as a Medium of Instruction
How can teachers create scaffolded, yet rigorous and relevant lessons
for ELLs? This workshop introduces new resources that enable teachers
to incorporate a variety of research-based strategies in content
lessons. After presenters model strategies, participants plan scaffolded
lessons using strategies and resources.
Bring a flashlight and your best scary story! In this interactive

presentation, the presenters look at smore ways to approach
intensive English camps, including how to target specific language
goals using highly contextualized and content-rich activities. Upon
conclusion, participants receive resources suitable for conducting a
camp in their own communities.
Laura Lukens, North Kansas City Schools, USA

LindaNew Levine, Center for Applied Linguistics, USA
BettyAnsin Smallwood, Center for Applied Linguistics, USA

Formal and informal learner feedback impact teacher motivation, for

better or for worse. The presenters explore current assumptions on
how teachers of adults handle feedback based on an international
survey of ELT professionals. They reveal their toolkit, drawn from case
studies, of effective strategies for responding to feedback.
Kristen Acquaviva, Freelancer, Germany
Roy Bicknell, Interlingua, Netherlands
Toastmasters is an international association that helps

individuals develop both communicative and leadership skills.
In this demonstration session, run by experienced TESOLers and
Toastmasters, attendees explore how tried and true Toastmasters
techniques can be used to help teachers and students develop
personally and professionally.
Christine Coombe, Dubai Mens College HCT, UAE
Mashael Al-Hamly, Kuwait University, Kuwait
The ABCs of Creating Effective

Contextualized Curricula for ESP Programs
Content Area: English for Specific Purposes
Contextual relevance lies at the heart of functional context education

(FCE). FCE requires the creation of a well-constructed contextualized
curriculum. This session demonstrates the hands-on steps for creating
such a curriculum, with special attention paid to Welcome Back
Initiatives highly effective English Health Train curriculum.
MarilynJ. Rymniak, Literacy Assistance Center, USA
Paul Feltman, WES Global Talent Bridge, USA
Katherine Gebremedhin, WES Global Talent Bridge, USA
JosRamn Fernndez-Pea, San Francisco State University, USA
Practice-Oriented
Research-Oriented

Unwrapping the Content and Language

Demands of the Standards
This workshop aims to help participants plan for the content

and language demands of the Common Core State Standards.
Participants learn how to conduct a deep analysis of the standards
using a research-based framework, identify the component skills
and language needed for mastery, and plan targeted academic and
languageinstruction.
THURSDAY, 27 MARCH

Invited Speaker
Toastmasters and ELT: A Vehicle for

Personal and Professional Development
Content Area: Adult Education
Teacher Motivation and the

Prickly Matter of Handling Feedback
Ryan Brux, Centro Peruano Americano TarapotoEl Cultural, Peru

Tony Paredes, Centro Peruano Americano TarapotoEl Cultural, Peru
Brittany Nigon, Peace Corps, Peru
Tracy Spies, University of Nevada, Las Vegas, USA

Joseph Morgan, University of Nevada, Las Vegas, USA
Roundtable
Teaching Tip
TESOL in Focus
Workshop
49
Thursday, 9:30 am12:15 pm
10:30 am
A Celebration of 40 Years of
Multilingualism Within TESOL

Content Area: Bilingual Education
To honor 40 years within TESOL, this academic session celebrates the

contributions and research of leading experts in the field of bilingual
education. In celebration of multilingualism and multiculturalism, each
speaker presents his or her key understandings and shares essential
ideas to lead us into a multilingual and multicultural future.
Jim Cummins, Ontario Institute for Studies in Education, Canada
Maria Brisk, Boston College, USA
Yvonne Freeman, The University of Texas at Brownsville, USA
David Freeman, The University of Texas at Brownsville, USA
Virginia Collier, George Mason University, USA
Wayne Thomas, George Mason University, USA
Joan Wink, California State University, Stanislaus, USA
A Multimodal Platform for English Learning:

Textbooks, Web, and Mobile
EnglishCentrals MultiModal platform combines a library of over 9000

interactive video lessons with a time interval vocabulary learning
system and speaking feedback system. Participants get an access card
to try the platform with 50 students at no charge.
Alan Schwartz, EnglishCentral, Inc., USA
David Deubelbeiss, EnglishCentral, Inc., USA

A Novel Guide to Local Exploration


Exploring the Potential of a Flipped

Classroom in ESL Contexts
THURSDAY, 27 MARCH
Using locally based novels in the ESL classroom helps learners improve
English skills through exposure to authentic materials, pertinent topics,
and local community. The presenters show a sample curriculum for a
class that combines novels and community involvement that could be
put into practice in an ESL classroom.
Explore the transformational potential of a flipped classroom

environment to gain a powerful learning approach. Explore the
theoretical framework for using technology/activity learning to
enhance ESL contexts, learn its benefits and popularity for a variety of
classroom situations, and examine ways to incorporate it in numerous
skill areas, including gaming!
Molly Cheney, University of Washington, USA

Aleksandra Petrovich, University of Washington, USA
Nicole Luvison, University of Washington, USA
Robyn BrinksLockwood, Stanford University, USA

Helaine Marshall, Long Island UniversityHudson, USA
John Graney, Santa Fe College, USA
Jesse Sauer, ELS Language Centers, USA
CASAS: AssessLearnAchieve
10:00 am


HOTS, LOTS, and MOTSThinking Skills

This session showcases the resources CASAS offersmany at

no costwhich help agencies implement quality ELL programs
with standardized accountability. The CASAS framework assists
ELL programs in measuring, instructing, and tracking youth and
adult learner progress from beginning levels through transition
topostsecondary.
Jane Eguez, CASAS, USA
Linda Taylor, CASAS, USA
HOTS (higher order thinking skills) have recently become the focus of
the Israeli high school English program, with special emphasis on the
teaching of literature. Students learn how to go beyond LOTS (lower
order thinking skills), while we strive not just to present MOTS (more
of the same).
Susan Bedein, Himmelfarb High School, Israel
Eleanor Satlow, Academy High School, Israel

Central Asia Sustains Professionalism:

Tips for Organizing Successful Regional Conferences
Regional conferences play an integral role in the professionalism of

novice and experienced teachers alike in Central Asia. Presenters share
their experiences in organizing a conference bringing together teachers
from five countries, synthesize successes to emulate, and explore
pitfalls to avoid when planning such an event.
Jennifer Uhler, U.S. Department of State, USA
Natalia Tsukanova, Lingua School, Kyrgyzstan
Anna Fatneva, Lingua School, Kyrgyzstan
Academic Session
50
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Connecting With Millennials:

Online Tools for Training Future ELT Educators
Millennials entering the ELT workforce are more connected to

technology than previous generations. Online resources are necessary
for supervising undergraduate assistants at an IEP. The presenters
discuss how incorporating regular training sessions, online tools, and
social media can help Millennials acquire ESL teaching skills essential
to future professionals.
Nathaniel Bloemke, University of Florida, USA
Christopher Vizcarrondo, University of Florida, USA
From Teacher to Administrator:

An Autoethnographic Exploration
of Professional Renewal
Historically, language programs have looked to experienced classroom

teachers to provide administrative leadership. What might an
experienced ESOL teacher encounter as a novice language program
administrator? The presenter shares results of an autoethnography,
reviews relevant literature, and encourages participants to reflect on
their own professional development and practice.
Rebecca Tang, The Pennsylvania State University, USA
Curriculum Repair: If Its Broken, Fix It!

How can you repair a worn-out curriculum that has been patched up to
match the current textbook selection? The presenters share their dos
and donts when assessing and updating an existing curriculum for CEA
preparation. Learn how to use Big Post-it Notes to facilitate faculty
participation in the revival process.
Gloria Munson, University of Texas at Arlington, USA
Vicki Sorensen, University of Texas at Arlington, USA
From Untrained Language Teacher to

Professional Academic: A Case Study
The study discussed in this session aims to increase knowledge of

professional development pathways in TESOL. By examining the story
of one well-established teacher-scholar with a focus on his experience
as a novice/untrained teacher of ESL abroad, the research enriches our
understanding of the potentialities of novice ESL teachers.
Juhyun Do, The Ohio State University, USA
Exploring and Sustaining Communicative EFL

Teaching to Nonnative Blind Learners
Content Area: Special Needs
Teaching EFL communicatively to blind nonnative learners is a

challenge, particularly when done by a blind teacher. The presenter
highlights two successful EFL teaching experiences to blind learners
(one of them by a blind teacher), explaining what the teachers did
before, during, and after their successful teaching ventures.
THURSDAY, 27 MARCH
Help ELLs Succeed With Colorin Colorado!
Help your PreK12 ELLs succeed with ColorinColorado.org, a free

website for educators and parents from PBS station WETA and the
American Federation of Teachers. Colorn Colorado features classroom
strategies, professional development tools, bilingual parent resources,
and a multimedia national resource section on implementing the
Common Core State Standards with ELLs.
Lydia Breiseth, Colorin Colorado, USA
Raafat Gabriel, American University in Cairo, Egypt

Exploring EFL Learners ComputerMediated

Oral Communication Strategies
This presentation reports on EFL students communication strategies

while engaged in asynchronous and synchronous computer-mediated
oral communication through analyses of transcripts of audioblogs and
voice chats. Teaching materials, excerpts of student transcripts, and
samples of student voice recorded files are presented. Pedagogical
implications are discussed.

InquiryBased ESL Grammar:

Discovering a Better Way of Learning
Content Area: Grammar
How can we apply discovery learning, a.k.a. inquiry-based learning,

to grammar in the ESL classroom? This presentation explores ways to
teach students how to find recurring patterns and analyze sentence
structure to figure out grammar conventions on their own while at the
same time developing problem-solving skills.
Darrin Divers, University of Oregon, USA
Sumanee Pinweha, Chulalongkorn University, Thailand
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
51
Learners Views of Social Issues

in Pronunciation Learning
Paper, Electronic, or Smart Books:

Planning for Today and Tomorrow
This psession reports on interviews with graduate students who were

asked their feelings about achieving a native like accent, and whether
this would mean a loss of identity. The students wanted native like
accents only to communicate more successfully and did not see its
relevance to their identity.
Core textbooks still play an integral role in the classroom, but

educators, authors, and publishers face a dilemma determining which
format to require, design, or publish to meet rapidly changing needs.
Come share insights about orchestrating electronic and paper media as
we identify whats most useful for today and tomorrow.

Kimberly LeVelle, Iowa State University, USA
Jane Petring, Collge douard-Montpetit, Canada

THURSDAY, 27 MARCH

Linguistically Diverse or Learning Disability?
Providing Focused Feedback in the

Speaking/Listening Classroom
English language learners represent a disproportionate number of

individuals receiving special education services in the U.S. This session
provides K-12 teachers with classroom assessment tools that assist
in documenting whether low performance in academics is related to
linguistic differences or an indication of a reading disability.
Teachers often find it difficult to know what kind of feedback to give

students in the speaking/listening classroom. The presenters share tips
and experiences that demystify the notion of feedback. Participants
leave this session with a better understanding of feedback techniques,
enabling them to deliver more effective lessons.
Mary Petron, Sam Houston State University, USA

Burcu Ates, Sam Houston State University, USA
Helen Berg, Sam Houston State University, USA
Joshua Durey, Arkansas Tech University, USA

Kristen Musser, Arkansas Tech University, USA

Mentor Text 2: Scaffolding Reading

Instruction for Community College ESL
In this session, we report on a research study on scaffolding struggling

ESL readers through leveled, culturally responsive texts. We share a
unique approach to mentor texts, employing them both as exemplars
for developing student writing, and also as a means to support student
connections to and understanding of texts.
Sarina Molina, University of San Diego, USA

NorthStar Lights the Way to Student Achievement
The prize-winning NorthStar series goes into its 4th edition with fresh
topics, explicit skills, stepped out support for critical thinking tasks,
MyEnglishLab access for all learners, plus teacher-friendly online
learning. See how new features and clear design engage learners and
bring them to new levels of language, knowledge, and understanding.
Carol Numrich, Columbia University, USA
Frances Boyd, Columbia University, USA

Supporting L2 Development in
FirstYear Composition
The study discussed investigated whether individualized language

development activities could effectively provide extra support for
L2 writers in a mainstream FYC program. Datasurveys, texts, and
interviewswere collected from 300 students in 12 FYC sections.
Results suggested that L2 writers in FYC need, want, and benefit from
additional language instruction.
Dana Ferris, University of California, Davis, USA
Grant Eckstein, University of California, Davis, USA
Garrett DeHond, University of California, Davis, USA

Tools to Engage Students and Differentiate

InstructionNot Curriculum!
Learn how Kurzweil 3000-firefly allows ELLs to learn at grade level,

and quickly improve their fluency, vocabulary, and comprehension: (1)
read grade-level materials using text-to-speech, (2) expose students to
correct pronunciation, (3) improve vocabulary and comprehension using
audible dictionaries and on-the-fly translation to 72 languages.
David Singer, Cambium Learning Technologies, USA
Academic Session
52
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
zering Sustainability: Bringing the Environment

Into the Language Classroom
Creating Formative Assessments That

Guide Teaching in ESP Courses
In multiple short presentations, presenters share a variety of teaching

activities that bring environmental issues into the English language
classroom, from hands-on projects to literary analysis. Participants will
leave with a collection of materials that can be adapted for their own
teaching in various contexts.
Participants are guided through a process that allows them to (1)

determine the specific language needs of their students by analyzing
authentic texts, (2) create a fair and valid assessment tool to discover
what their students already know, and (3) use assessment results to
guide teaching.
Julie Vorholt, Lewis and Clark College, USA

Valerie Jakar, Retired, Israel
Donna Obenda, University of North Texas, USA
Anthony Lavigne, Kansai Gaidai University, Japan
Earlene Gentry, Independent Consultant, USA
Krista Royal, University of South Florida, USA
Rachel Wood, ETS, USA

Jenny Dodson, ETS, USA
Becoming a U.S. Citizen: The Naturalization Process
A U.S. Citizenship and Immigration Services Officer walks participants

through the basic process of becoming a U.S. citizen. Participants
are encouraged to ask questions and are provided with handouts
andresources.
Christine Pool, U.S. Citizenship and Immigration Services, USA

Many North American teachers work overseas at some point. This

session focuses on the causes and challenges, both personal and
professional, of moving back to North America after teaching overseas.
The presenters discuss their experiences and share important lessons
from their moves.
T.Leo Schmitt, New York University, USA
MarkS. Algren, The University of Kansas, USA
Brian Skelton, Fox Valley Technical College, USA
David Colbert, Trine University, USA
John Shannon, Trine University, USA
Richard McClane, Kump Education Center, USA
Bob Schorr, USA
Practice-Oriented
Speakers address the Common Core standards, offering examples

of successful strategies to develop academic literacy across the
curriculum and grade levels. Both Elementary and Bilingual Education
Interest Sections see the need to identify academic literacy activities
and present research supporting best practices effective for both
student populations.
Sandra Mercuri, University of Texas at Brownsville, USA
Aida Nevarez-LaTorre, Fordham University, USA
Judie Haynes, everythingESL.net, USA

Coming Home: ESL After EFL
Invited Speaker
Explore Common Core, Sustain Successful

Strategies, Renew Academic Literacy
Reading and Writing Expectations of

Matriculated University Students
This colloquium focuses on the expectations that faculty have of

students studying in five university majors. A nationally administered
survey and interviews with faculty on two campuses provided the data.
Results indicate significant differences across academic areas in terms
of the amounts and types of reading and writing.
THURSDAY, 27 MARCH

NeilJ Anderson, Brigham Young University, USA

Norman Evans, Brigham Young University, USA
Rochelle Keogh, University of Arkansas, USA
Elizabeth Webster, Michigan State University, USA
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
53
11:00 am



With a Little Help From an Online Site: Rite Exams
Passing a reading comprehension exam is sometimes difficult for

university students. To help them, three teacher-researchers at
CELE-UNAM designed a special site aimed at leading students to
autonomously improve their reading comprehension abilities and
become aware of useful strategies for different types of reading
comprehension exams.
MariaTeresa Mallen, Universidad Nacional Autonoma de Mexico,
Mexico
Hear Me Now! Improving Academic Skills

With StudentCreated Podcasts
Creating podcasts provides an effective and fun opportunity to

strengthen IEP students academic skills, particularly in speaking,
grammar, organization, and teamwork. This teaching tip demonstrates
the steps to create podcasts and provides examples of how to
incorporate them into both grammar and speaking classes.
Amy Roither, Webster University, USA

15 ContentBased Activities for Integrating

Pronunciation in Literate Skills Classes
11:30 am

English Teaching in Primary School:

the Cte dIvoire Experience.
THURSDAY, 27 MARCH
This presentation demonstrates the experience of implementing

English teaching in primary school in Cte dIvoire, a French speaking
country. The presenter discusses the necessity to teach English in
primary school, the way it is organised, and the difficulties bound to
the implementation of the project.
Ngata KonanLucien, English House, Cote DIvoire
This hands-on session demonstrates how to incorporate pronunciation

instruction in literate skills classes such as reading, writing
and grammar. The presenter briefly review basic pronunciation
concepts and present fifteen ideas for introducing and reinforcing
pronunciationskills.
Char Heitman, University of Oregon, USA

A Framework for Creating Cohesion

in Academic Writing

Exploring Culture & Integrating Academic

Language Skills Through Readers Theater
The presenters demonstrate how two Readers Theater projects

based on extensive reading provide sufficient cultural experience and
integrate various language and academic skills. This practical teaching
tip guides instructors through the projects, which can be easily
duplicated or developed based on the reading material relevant for
their students.
Inna Wolfson, Saint Paul College, USA
Isa Keller, Saint Paul College, USA
This session demonstrates a technique employing a hierarchical

chart and a four-step process that scaffolds learners toward stronger
cohesion in their writing. After watching a short video clip illustrating
the use of the method, participants receive examples of class lessons
using this technique in both lower- and higher-level classes.
Bennett Lindauer, Georgetown University, USA
Heather Weger, Georgetown University, USA

Academic Language:
Bridging the Gap for Successful Transitions
What makes academic language so challenging for adults planning

to transition? This session outlines the unique aspects of academic
language teachers need to know, focuses on ways to engage learners
in using academic language in speaking and writing, and includes
many practical teaching ideas.
Susan FinnMiller, Lancaster Lebanon Intermediate Unit 13, USA
Academic Session
54
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Addressing Academic and Cultural

Adjustment Needs of Iraqi Students
Blended Language Learning:

An Effective Solution (Not Without Its Challenges)
As Iraq has designated funds to send 10,000 students abroad between

2008 and 2018, US IEPs will face challenges to effectively respond to
the academic and cultural adjustment needs of this population. The
presenters analyzes the results of needs assessment surveys and
involve the audience in the subsequent discussion.
The benefits of blended learning identified by case studies are well

documented, but what is the reality? What are the opportunities for the
learner, the teacher, and the institution? What are the challenges? This
presentation shares research informed lessons learned from studies
involving more than 600 students and 50 teachers.
BethKozbial Ernst, Western Michigan University, USA

Tudy Boldin, Western Michigan University, USA
Eva Copija, Western Michigan University, USA
Christopher Johnson, Laureate Education, Inc., USA

Debra Marsh, Cambridge University Press, England

Always Remember Who You Are:

Positive Development of NNEST Identity
How do NNESTs utilize their linguistic and cultural resources to their

advantage pedagogically and develop their identities as teachers
vis-a-vis native Englishspeaking students? This session explores the
positive identity formation of an NNEST at an American university,
exemplifying the significance of multicompetence and legitimate
access to practice.
Koala Koenig, University of Nevada, Reno, USA
Creating Classroom Activities From

Free TOEFL Resources
Use TOEFLs free resources to create classroom activities that will

help your students improve their academic English. By adapting actual
TOEFL test items, you can increase your students ability to succeed in
the classroom. Audience members will perform sample activities and
discuss how to use scoring rubrics to measure performance.
Marian Crandall, Educational Testing Service, USA


Basic Training and Resources for

Untrained TESOL Novices
Many thousands of English speakers without professional-level

preparation work as ESL/EFL teachers and tutors. This presentation
provides a description and an update on the development
of an innovative online program to help untrained, volunteer
English language teachers become more effective, professional,
andsuccessful.
Lynn Henrichsen, Brigham Young University, USA
Developing ESL Teacher Expertise: Finding Balance

Within the field of TESOL teacher expertise is still a very underresearched topic. This session explores issues related to teacher
expertise and attempts to outline specific characteristics of ESL
teacher expertise exhibited by three experienced ESL teachers in
Canada during regular group discussions and journal writing over a
2-year period.
Thomas Farrell, Brock University, USA
THURSDAY, 27 MARCH

Effective Group Work in the Classroom

Better Mousetraps for TESOLers? My Top Ten List
Ralph Waldo Emersons famous misquoted quip about building a

better mousetrap notwithstanding, English teachers havesince
TESOLs inaugural convention in 1966been inventing numerous
methodological mousetraps. My top ten list, from Agency to ZPD,
recounts some of the better mousetraps of our profession and some
that are not.
Content Area: Classroom Management
Instructors often require group projects, but poor group dynamics may
hinder learning. Learn how instructors can guide students to work
effectively and collaboratively as a team to achieve a shared goal using
a detailed team plan, timeline, and evaluations. These components can
be easily and quickly implemented for any project.
Erica Harris, Lewis & Clark College, USA
H.Douglas Brown, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
55
English Language Teacher Training

in the Field Literally
Exploring Research Supporting Haptic

(movement + touch) Pronunciation Teaching
Teacher trainers must be both resourceful and creative in helping

teachers develop successful teaching strategies and the confidence
to implement them in the classroom. This practice-oriented session
present adaptations and ideas for exploiting the Shaping the Way
We Teach English teacher training program, especially in resourcepoorcontexts.
This presentation addresses research in neuroscience, psychology

and related fields that have informed the techniques developed
in haptic pronunciation teaching (Acton, 2013a). Through an
exploration of interdisciplinary studies involving memory, movement,
touch, vocabulary studies, affect, and communication, systematic
haptic engagement shows promise as a valuable addition to
pronunciationteaching.
Susan Strand, Kabul Education University, Afghanistan

Tamba Ngom, Ministry of Education, Senegal

Enhancing InService Training: An Online Solution

Presenters share an online teacher training program that has

proven to be cost-effective, complete, and accessible for everyone
involved. Presenters offer ideas and a checklist on how to create a
high-quality training program when teachers do not have the time to
meetfrequently.
Elda Elizondo, Centro Cultural Costarricense Norteamericano, Costa Rica
Arturo Munoz, Centro Cultural Costarricense Norteamericano, Costa Rica
Carlos Vargas, Centro Cultural Costarricense Norteamericano, Costa Rica
THURSDAY, 27 MARCH

Evaluation Without Grading:

A New Approach to Staff Appraisals

Exploring, Renewing: Massive Open Online

Courses (MOOCs) and L2 Writing
Content Area: Online Learning
An increasing number of universities are jumping on board the Massive

Open Online Courses (MOOCs) movement. This discussion group gives
attendees a chance to discuss the impact of MOOC adoption on L2
writers and develop strategies as researchers and teachers to address
the rapid proliferation of MOOCs.
Sarah Snyder, Northern Arizona University, USA

Loathed by management and staff alike, appraisals are commonly

regarded as pointless, and to be got through by simply going through
the motions. In education particularly, the process of assessing
performance is fraught with difficulties. This session describes an
innovative way to make appraisals more beneficial for all parties.
Ian Collins, Yasar University, Turkey
William Acton, Trinity Western University, Canada

Michael Burri, University of Wollongong, Australia

Global Englishes in Adult ESL:

Classroom Materials, Tools, and Strategies
Adult ESL classrooms in the USA increasingly include students who

have migrated from other global English contexts. Unless explicitly
discussed, variations within different global Englishes can lead to
confusion and obstruct learning. The presenter shares materials, tools,
and strategies to tap into students Englishes to facilitate language
teaching and learning.
Rashi Jain, University of Maryland College Park, USA
Everything You Need to Know About

Cambridge English: Advanced (CAE)
Having high-level English language skills is essential for international

students to make the most of their study experience and be
academically successful in higher education. This session examines
Cambridge English: Advanced and provides you with teaching and
curriculum information on how to prepare academic ESOL students to
achieve their goals.
Beryl Meiron, Cambridge English Language Assessment, UK
Academic Session
56
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Low Stakes but High Rewards:

Autonomous Formal Presentation Practice
Practical Strategies for Developing

WellOrganized Lessons for ELLs
Developing formal presentation skills is integral for EAP students,

yet it can be overly time consuming and challenging in large classes.
Student-led round tables are a practical and engaging way to give
students more exposure to and practice with formal presentations, but
in a low-stakes, autonomous, small-group setting.
Both novice as well as experienced teachers of ELLs must be able to

develop well-organized lessons. This presentation will describe how
the Language Experience Approach, marginal notes, and charts can
be integrated into a framework providing teachers with the sense of
direction they need to create well-sequenced lessons.
Amanda Coyne, Medicine Hat College, Canada

Emily Harms, St. Georges University, Grenada
CeAnn Myers, Meliksah University, Turkey
Francisco Ramos, Loyola Marymount University, USA
Publishing, SelfPublishing, ReversePublishing:

Getting Your Content Out There

Maxing Out Movie Trailers for Multiple Skills

Content Area: Media (Video and Digital)
The presenters show a step-by-step technique for creating interactive

lessons that maximize movie trailers, which are free and easily
accessible, to practice multiple skill areas. Teachers leave with the
ability to tailor these lesson plans to their classes levels and student
learning outcomes.
Vickie Mellos, American Language Institute, USA
Stefanie Johnson, San Diego Miramar College, USA
As ELT/ESL publishing continues its march into the digital era, the
options for teachers and materials writers to distribute and sell their
own content are increasing. In this session, the participants explore
some of those options, while sharing ideas for best practice in this
new publishing landscape.
Nick Robinson, eltjam, UK

More Live Action English InteractiveNew

SurvivalLevel TruetoLife Software
All new second volume of uniquely true-to-life,interactive video-based

low-level software program focusing on survival vocabulary and
grammar in context. Ten more units like the most popular program, Live
Action English Interactive. Action, listening, grammar, dictation. Thirdgrade through adult and university. Lavishly praised by users, teachers,
and experts. Dynamic! Effective!
Larry Statan, Command Performance Language Institute, USA
Elizabeth KuizengaRomijn, Command Performance Language Institute,
USA
Contee Seely, Command Performance Language Institute, USA
Elizabeth Hanson-Smith, Computers for Education, USA

Next Generation of Digital Language

Assessment Delivery
The field of language assessment is rapidly becoming digital. The main

focus of this presentation is on the next generation of digitally delivered
assessments. The presenter shows how the marriage of digital delivery
and psychometric developments allow us to automatically assemble and
deliver assessments of any format in real time.

Research and Teaching: Bridging the Gap
Teachers interested in developing their classroom practice can gain

insights from research, but the perceived teacher-researcher gap can
be hard to overcome. With reference to studies investigating this from
both teacher and researcher perspectives, the presenters discuss how
the Oxford Key Concepts for the Classroom bridges the gap.
Patsy Lightbown, Oxford University Press, USA
Nina Spada, Oxford University Press, USA
THURSDAY, 27 MARCH

Sexual Identity in ESL Classrooms:

Exploring Attitudes of LGBT Students
Content Area: Culture and Sociolinguistics
ESL students who identify as lesbian, gay, bisexual, or transgender

(LGBT) may face difficulties in the contemporary communicative ESL
classroom environment. LGBT students were surveyed and interviewed
to find out the extent to which assumptions of heterosexuality affected
levels of comfort and participation. Findings revealed some degree of
negative effect.
Raoul Calleja, Hunter CollegeCUNY, USA
Timothy Farnsworth, Hunter CollegeCUNY, USA
WimJ. vanderLinden, CTB/McGraw-Hill, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
57
Teaching Humor: Does It Help?
Thematic Pictures: Developing Vocabulary

and Language Skills Across Content Areas
Developing humor competence as part of communicative and

pragmatic competence in ESL may often have been neglected, but
research in an IEP in Southern California using humorous video clips,
vocabulary instruction, discussions, journals, and role play shows that
such curriculum is needed and can be successful.
Maria Petkova, National University San Diego, USA

Teaching What You Dont Know: Is It Possible?

Plan Ceibal en Ingls is a Uruguayan project through which primary

school learners are taught EFL by a qualified, remote teacher and their
regular classroom teacher with little or no knowledge of English. In this
session, the presenter examines those classroom teachers practices to
teach English effectively.
Daro Banegas, Ministry of Education of Chubut, Argentina

THURSDAY, 27 MARCH
The Assessments the World Relies on

to Measure Language Proficiency
Come and learn about the most highly regarded assessments in the
language field. For over 20 years, Language Testing International
and ACTFL (American Council on the Teaching of Foreign Languages)
have delivered the most valid and reliable assessments to education,
industry, and government. We are your one-stop testing solution.
Gabriel Cruz, Language Testing International, Inc., USA

The Future Kingdom:

Saudi Experiences Within U.S. Universities
Research regarding the experience and viewpoints held by Saudi

Arabian students enrolled in U.S. institutions of higher education is
discussed in-depth, through a quantitative analysis of the educational
experiences and expectations associated with this unique student
population. A special focus on ELP-students and their cultural and
educational perceptions is developed.
Robert Mitchell, Ohio State University, USA
Explore a five-step approach for developing vocabulary, critical

thinking, and language skills across content areas. Based on the
Picture Word Inductive Model and the concept of language as action,
this integrated approach uses thematically-organized, projectable
visuals to scaffold instruction and engage K8 ELLs at all language
proficiency levels.
Mamie Spillane, Amphitheater Public Schools, USA

Representatives from the Student and Exchange Visitor Program (SEVP)

at the U.S. Department of Homeland Security present updates and
discuss upcoming changes within SEVP and the Student and Exchange
Visitor Information System (SEVIS). Topics will include updates on
initial school certification and recertification, adjudication issues.
John Segota, TESOL International Association, USA

Applying Integrated Course Design

Principles to ITA Curricula
Content Area: International Teaching Assistants
In this workshop, international teaching assistant (ITA) trainers discuss

and analyze the common elements of ITA courses, and work together
to develop curricula and best practices in ITA course design. ITA
trainers conceptualize their courses using the principles of integrated
course design.
Miki Mendelsohn, Princeton University, USA
Pamela Pollock, Harvard University, USA

ASSURE: Successfully Integrating

Technology in the Language Classroom
Integrating technology into language teaching is engaging and

motivating to students, and encourages interaction. Successful
implementation of technology must be done with course goals and
objectives in mind. Using the ASSURE model as a guide (Smaldino,
Lowther, & Russell, 2012) helps ensure successful implementation of
technological tools.
Courtney Cunningham, University of Oregon, USA
Academic Session
58
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Breaking The Ice: Going Beyond Simple

Icebreakers Through Motivation
This workshop allows participants to practice a wide variety of

engaging and effective icebreakers and warm-up activities to enhance
learning. Practical warmers and icebreakers are displayed and
practiced. Presenters provide the audience with a repertoire of useful
ideas that can be easily used on a regular basis.
Carolina Castro, Casa Thomas Jefferson, Brazil
Mariana Sucena, Casa Thomas Jefferson, Brazil
Focus Groups as a Means of Identifying ELT Concerns
Focus group sessions have been carried out by TESOL affiliate

members in Asia and South America. This information session is
aimed at presenting findings on such sessions, and how the Global
Professional Issues Committee has processed them in order to identify
concerns that could be recommended to the TESOL Board.
Lizzie GarciadeParades, ESL Language Centers, USA
Julio Prin, CVA Del Centro, USA
Kagnarith Chea, International Development Program, USA
1:00 pm

Frames for Teaching Teachers
In this workshop we explore frames for teacher education. These are

experience-based blueprints for tasks that help build community while
promoting reflective practice and the development of higher order
thinking skills in teacher learning.
Gabriel DiazMaggioli, The New School, USA
Thursday, 1:00 pm1:20 pm


In recent years, many American universities have seen a large influx of

Arabic and Chinese students. This workshop explores the educational
systems and student perceptions in American classrooms, then offers
classroom management tips and teaching techniques that will meet
the needs of both groups.
How can an SLA course become more meaningful to students in a

teacher-training program in TESOL? Referring to her own experience
working with MA TESOL students, the presenter shares her idea
of using a reading log to encourage students to identify personal
connections to readings on SLA.
Reiko Komiyama, California State University, Sacramento, USA

3 Major Trends in Education Technology:

Mobile, Big Data, Startups
Jacquie Osborn, Saginaw Valley State University, USA

Diane Deacon, Saginaw Valley State University, USA
When people talk about education technology, they often talk

about iPads in the classroom. Hardware such as iPads, laptops and
smartphones will enable information to become digital, but the
software application layer is where the real innovation in education
will happen.
John Martyn, Language Cloud, USA

Billy Martyn, Language Cloud, USA
THURSDAY, 27 MARCH
Mixing Oil and Water: Teaching Chinese

and Saudi Students Together
Using a Reading Log to Teach SLA

to Preservice Teachers
Virtual Prezi Roadtrips:

Engage Student Interest in Local Regions
A Corpus Linguistics Approach to the

Acquisition of English Lexis
Virtual Prezi road trips build listening, speaking, and presentation skills,
while giving students the opportunity to gain interest in and knowledge
of their current local region. Example student Prezi projects, lesson
plans, and materials are shared. Attendees get hands-on experience
with making their own virtual Prezis.
Melanie Jipping, Tokyo International University of America, USA

The presenter discusses the semantic structure of some light verbs and
utilizes the apparatus of corpus linguistics as a way to foster learners
autonomy in the acquisition of verbal phraseologisms. Furthermore,
the presenter discusses the communicative power of light verbs in real
communication and their significance for SLA.
Rodrigo Rosa, Cultura Inglesa SP, Brazil
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
59
An Alternative Approach to Culture:

From the Bottom Up
Digital Media as a Catalyst for Second

Language Development
Content Area: Culture
The presenters discuss a study of how cultural material is actively

interpreted, resisted, appropriated, and (re)created in individuals lives.
Having described how the participant, a Japanese national of Korean
heritage, deployed cultural material, they discuss the implications of
this bottom-up approach to culture for TESOL research and pedagogy.
This presentation critically examines second language learning in

digital environments (e.g., social media, fan fiction, and online games)
from linguistic, pragmatic, usage-based, and intercultural perspectives.
It describes the benefits of explicitly addressing genre awareness as a
core asset in the language learning process.
Dwight Atkinson, Purdue University, USA

Jija Sohn, School for New Dance Development, Netherlands
Steven Thorne, Portland State University, USA

Best Practices for NewlyArrived

Secondary Immigrants
This session describes how two middle/high school Newcomer

programs assist newly-arrived immigrants. One program in Texas
provides a stong foundation for students during their first year in the
country and serves primarily Latino students. The second program in
Ohio is a multi-year secondary program, mainly for refugees.
Mary Zamarippa, Goose Creek CISD, USA

Can Your Students Use the Reading

Skills Youve Taught Them?
It is not enough for students to study reading skills. They must also
be able to use them strategically and independently if they are to
succeed in college classes. This session outlines best practices for
helping students to become strategic, critical, and confident readers of
academic texts.

Does the Cambridge English CELTA Meet Our Needs?

Content Area: High School/Secondary Education
THURSDAY, 27 MARCH

Common Core Meets Mother Goose
As this initial teacher training program grows in popularity in

North America, the session considers how effectively this short
intensive certificate course prepares its trainees for the workplace.
The discussion is informed by the presenters training experiences
as well as by research data collected from ex-trainees and their
localemployers.
Patricia Harries, Freelance, Canada
Jean Pender, Freelance, Mexico

Exploring Grammar Across Disciplines

for Rapid and Sustained Success
Rules: memorize and repeat is the grammar mantra that has led to a
gap between acquisition and production. Make grammar immediately
accessible by using the Explore, Define, and Extrapolate model.
Participants leave with a variety of proven activities and materials to
support their personal implementation in ESL/EFL classrooms.
Rachel Ramey, The American University of Iraq-Sulaimani, Iraq
Barbara Russell, The American University of Iraq-Sulaimani, Iraq

There is an ESL instructor Teaching in a school, Addressing Common

Core Standards In a way that is cool. Even content subjects such as
Science, History and Math? Yes, Mother Goose is helpful On that
Common Core path. So put down your textbookseven Dr. Seuss, And
watch how Common Core meets Mother Goose.
Charles Lauth, Vestal Central Schools, USA
Facilitating Effective Second Language

Teacher Learning and Development
Developing an awareness of the concept of apprenticeship of

observation, (Lortie, 1975), may positively affect how teachers-intraining learn to teach ESL/EFL. In this presentation, attendees take
part in a discussion of how best to recognize, confront and overcome
apprenticeship of observation with their future teachers.
Mark Putnam, University of Tampa, USA
Academic Session
60
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Five Ways to Integrate Workplace

Readiness in ESL Classes
Marketing for Student Diversity:

Internet Tracking, Social Media, and More...
Content Area: Integrated Skills
This workshop focuses on developing workplace readiness skills into

beginning-advanced ESL classes. After providing an overview of the
research, presenters demonstrate activities that integrate workplace
readiness skills. By the end of this workshop, participants are able
to do five things to integrate workplace readiness skills in their
ownclasses.
The presenter shares marketing tips used to attract diverse students

to a university IEP. Effective use of social media, tracking links and QR
codes in online advertising, enrollment management, selecting key
words, and best practices for webpage and communication design
arediscussed.
Donna Price, San Diego Community College, USA

AnnMarie Holzknecht, San Diego Community College, USA

Flipping the ESL Classroom: Promoting Student

Interaction, Engagement, & Learning
Flipping the classroom is an increasingly popular pedagogical strategy

that can also be used to promote English language learning. In this
model, instruction is shifted outside the class so that valuable class
time can be used more productively/interactively. This session explores
the flipped classroom in a variety of ESL classes.
Randy Hardwick, DePaul University, USA

Mobile Learning: The Reality of Chatting,

Note Taking, and Assignments
Mobile learning and teaching are being considered by educators who

believe in the partnership of technology. To explore academic use of
mobile devices as a tool for academic chat, note-taking, and course
work, 50 EFL participants were surveyed. Results did not reflect the
literature. Findings and conclusion are discussed.
Christine Sabieh, Notre Dame University, Lebanon
Danielle Petersen, Central Michigan University, USA

Caitlin Hamstra, Central Michigan University, USA
Alisha Fisher, Central Michigan University, USA
English language learners benefit academically when language is

differentiated by their proficiency levels and scaffolded to facilitate
access to grade-level content. What better way to achieve this goal
than through the identification of academic language that is present
across content and language standards. Come see how its done!

Make It Work: Service Learning in the IEP Context

Drawing on lessons learned from diverse service learning projects

implemented with IEP and graduate TESOL students, the presenters
guide a discussion of best practices for implementing this pedagogy in
a wide variety of settings.
Sarah Dietrich, Salem State University, USA
Diane Sweet, Salem State University, USA
Pairing Common Core and Language Development

Standards Through Academic Language
THURSDAY, 27 MARCH
Margo Gottlieb, Corwin, USA

Gisela Ernst-Slavit, Washington State University, USA


Making the Case for SummaryResponse

Essay Writing: Techniques and Challenges
Summary-response writing is an effective way to prepare

postsecondary ESL students for the academic rigors of college
composition because it engages with text and topic. In this session,
the presenters explain the benefits of summary-response writing by
demonstrating teaching methods, relating student challenges, and
suggesting techniques for in-class implementation.
Proficiency and Professionalism: Arab Female

Teachers Perceptions and Experiences
The study discussed in this session investigates Arab female

teachers perceptions and experiences of their identity as NNESTs
in Saudi Arabia, an expanding circle country. In-depth interviews
with the participants reveal their confidence in their proficiency and
professionalism as well as in their NNEST identity compared to NESTs.
Fauzia Shamim, Taibah University, Saudi Arabia
Julie Hanks, City Colleges of Chicago, USA

Joshua Thusat, City Colleges of Chicago, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
61
Pursuing a Graduate Education in TESOL
Learn the advantages of pursuing a graduate education in TESOL,

including opportunities for professional advancement in academia,
teaching, business, government and more. Also learn helpful tips for
applying to grad school.
MaryEllen ButlerPascoe, Alliant International University, USA

Response-to-intervention (RTI) is widely accepted and successfully

implemented in mainstream classes in North America, but little has
been reported on how this strategy would work for bilingual ELLs who
juggle language and content learning. This presentation explores the
efficacy of RTI following strategies-based instruction for helping ELLs
improve writing.
Donglan Zhang, University of Auckland, New Zealand
LawrenceJun Zhang, University of Auckland, New Zealand
XuesongAndy Gao, University of Hong Kong, Hong Kong
THURSDAY, 27 MARCH
Socializing International Students Into the

Academic Culture of Instructional Technology
This session describes research in an ESL class using a hybrid format

to acculturate international students into the culture of instructional
technology. The presenters provide a description of students
experiences and views of the online platforms, interactions, and
tasks followed by a discussion of the pedagogical implications of
theirfindings.
Nike Arnold, Portland State University, USA
Julia MacRae, Portland State University, USA

Strategies for Building Academic Vocabulary

in Every Content Classroom
Lets get students talking like scholars! This session gives you
specific instructional strategies to use in your classroom for teaching,
practicing, reviewing, and assessing academic vocabulary with your
students. These strategies can be used in any content classroom
from math to technologyand can be used immediately!
Academic Session
62
Colloquium
What do EFL international teacher educators need to provide to ensure

quality teacher training programs? Presenters explain how connecting
global ideas with local educational practices enhances teaching,
resulting in effective learning in diverse cultural settings. The speakers
present their challenges, insights, and success stories from their
experiences with innovative programs.

Teaching Cohesion Strategies:

Going Beyond Emphatic Logical Connectors
What linguistic features can be used to create textual cohesion? In this

session, the presenters discuss a functional framework for cohesion
in academic ESL writing and demonstrate a systematic approach to
teaching cohesion that goes beyond emphatic logical connectors.
Sample worksheets for use in academic or graduate-level classrooms
are provided.
Wendy Wang, Eastern Michigan University, USA
Kay Stremler, Eastern Michigan University, USA
Teacher Training Programs/Approaches in

Africa, South America, and Vietnam
Rosemary Orlando, Southern New Hampshire University, USA

RTI in StrategiesBased Instruction

(SBI) for Bilingual Students


PRAXIS ESOL is a teacher certification test within the United States

that measures linguistic and pedagogical knowledge for teaching
P12 ESOL. This presentation discusses the content of the TESOL
Professional Standards for P12 Teachers and how these standards are
used to inform the PRAXIS ESOL tests design and content.
Maria Konkel, Educational Testing Service, USA
Connie Thibeault, Fairfax County Public Schools, USA

Testing ITA Readiness With the International

Teaching Assistant Speaking Assessment
Do you need to test the spoken English proficiency of prospective ITAs

in a valid and reliable way? Consider ITASA, a proven performance test
of 30 years, to give you meaningful results you can use. In this session,
learn about the structure, development, training, and administration
ofITASA.
Ildiko Porter-Szucs, Cambridge Michigan Language Assessments, USA
Discussion Group
Exhibitor Session
Forum Session
InterSection
The Crucial Role of Teaching Presence

in Online ESOL Programs
Transforming School Culture Through

English Clubs in Mauritania
Teacher presence is crucial in the success of online English language

learning. This presentation shares Canadian research findings
highlighting strategies to use online teacher presence to engage
learners and build cohesive learning communities. Implications for
ESOL and teacher education are outlined to develop effective online
teaching practices.
This presentation is based on lessons learned from effective

extracurricular programs implemented in secondary schools throughout
Mauritania. Motivated teachers implemented English Clubs that
created meaningful, student-centered, learning opportunities for
students. English Clubs mobilized entire communities to work together
and inspired a generation of students to become enthusiastic and
engaged English-lovers.
Geoff Lawrence, York University, Canada

The Effect of Input Modality on

Pronunciation Accuracy in ELLs
This session presents results from a Posttest-only Control Group

Design study examining the pronunciation accuracy of adult ELLS, as
demonstrated by utterance length, and two input stimuli: auditory-only
and auditory-orthographic. Utterance length and input modality further
examined with native language and second language proficiency
variables revealed statistically significant findings.
Marcella Farina, University of Central Florida, USA

To MOOC or Not: A Question for

L2 Composition Teachers
Massive open online courses (MOOCs) have generated controversies

regarding technology, learning, roles for teachers, ideologies, types of
online discussions, peer review, and assessment. Using data from the
first composition MOOCs, participants discuss new directions of online
learning and the relationship between teaching and learning in L1 and
L2 composition.
Joel Bloch, The Ohio State University, USA
Two Approaches to ESP Course Design
An experienced writer, editor, and teacher of ESP courses identifies

two different approaches to ESP course design, which he labels
English through and English for. In this presentation, the
presenters show how this distinction affects every aspect of ESP
course design, from needs analysis to final assessment.
Kristin Ekkens, C3 Consulting LLC, USA
Jeremy Day, English360, UK

What Every ESL Teacher Should

Know About Pronunciation
Pronunciation training is essential for enhancing the clarity of your

students communication in English, but teachers often ask, Where
do I start? This participatory workshop explores some fundamental
features of spoken American English and gives participants techniques
for teaching the speech elements that have the most impact on
overallintelligibility.
THURSDAY, 27 MARCH
Adama Dieng, Mauritania

Ali NDom, Mauritania
MikaielouMamadouSadio Sow, Mauritania
Carol Burrill, Monrovia Community Adult School, USA

Toolkits: Creating StudentCentered

Instruction in LowResource Environments
In this participatory session, teachers with minimal resources learn

to create engaging and customized lessons using locally relevant
materials and a Toolkit Creator. The presenters share how to create
a ready-to-go toolkit using student and teacher needs assessments.
Examples of successes from their community are provided.
Wendy TaylorWampler, Literacy Coalition of Central Texas, USA
Dawn Allen, Literacy Coalition of Central Texas, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
63
Globetrotting Language Educators Explore

the World From the Oregon Trail
Culturally and Linguistically Responsive

Instruction for EL Academic Success
Exploring the world and its diverse cultures has drawn many to the
ELT profession. To sustain and renew their interests as globetrotters,
the panelists share and exchange experiences and opportunities with
TESOL conferees related to teaching, training, and touring outside the
U.S. to enhance academic, personal, and professional development.
This academic session focuses on programmatic, instructional, and

home-school best practices for secondary English learners. Experts
will address the following topics: implementation of district-wide
sheltered instruction professional development aligned to Common
Core and WIDA standards; instructional considerations for SIFE; family
engagement; and designing Native/Heritage Language Arts curriculum.
John Schmidt, Texas International Education Consortium, USA

Christine Coombe, Dubai Mens College, UAE
Neil Anderson, Brigham Young University, USA
Fife MacDuff, U.S. Department of State, USA
Jane Hoelker, Community College of Qatar, Qatar
Vincent Flores, Fulbright Commission, Republic of Korea
THURSDAY, 27 MARCH
Jennifer Pearsall, Charlotte-Mecklenburg Schools, USA

Sarah Lang, Charlotte-Mecklenburg Schools, USA
Helaine Marshall, Long Island University, USA
Andrea DeCapua, New York University, USA
Lydia Stack, Understanding Language at Stanford University, USA
Marybelle Marrero-Colon, Center for Applied Linguistics, USA

Teacher Renewal Through Research

and Reflective Practice
Moving Toward CollegeandCareerFocused

Adult ESOL Instruction
Christian ELT professionals find renewed energy that sustains and

transforms their work through research and reflective practice. This
session explores how we experience renewal by teaching to our
strengths, relating sensitively to students of different faiths, and
collaborating with colleagues to integrate research in peacebuilding
and ELT.
Prompted by increased emphasis on postsecondary transitions, adult

ESOL teachers are being urged to incorporate content areas and
instructional approaches into their classes for which they may feel
unprepared. The panelists in this academic session examine the new
demands on students and faculty and suggest promising, researchbased solutions.
Mark Honegger, University of Louisiana, Lafayette, USA

Cheryl Woelk, Saskatchewan Intercultural Association, Canada
Morgan Nash, The English Language School, Oklahoma City, USA
Guadalupe Valdes, Stanford University, USA

Stephen Reder, Portland State University, USA
Maricel Santos, San Francisco State University, USA


Confronting Intolerance:
Teaching English and a Culture of Respect
ReDefining Relevance:
Cultural and Social Tools for Secondary ELLs
Students, teachers, and institutions deal with racism, bullying, social

isolation, harassment based on gender identity or sexual orientation,
and religious intolerance. Together, we explore transformative
strategies for ESL classrooms and discuss implications for practice.
This workshop focuses on information ELLs must know to find success.

Through cultural and social tools like mock interviews, resumes, and
community service, purpose is created and lives are changed. Redefining what information is taught in our high schools is the first step
in leading our students to success.
Salameh Bishara, Evangelical Lutheran Church, Palestinian Territory

Shelley Wong, George Mason University, USA
Carter Winkle, Barry University, USA
Sonja Franeta, Laney College, USA
Naomi Lee, Kansai Gaidai University, Japan
Heidi Faust, University of Maryland Baltimore County, USA
Academic Session
64
Colloquium
Discussion Group
Heather Macintosh, North Kansas City School District, USA
Exhibitor Session
Forum Session
InterSection
Teaching Basic English Intonation by NNESTs

In this workshop, four NNESTs present an innovative, grammar and

rhythm-based method specifically designed for language teachers to
identify and teach English expressive, intonation patterns effectively.
A straightforward, haptic-integrated (using movement and touch)
classroom-tested system for teaching conversational intonation
isdemonstrated.
Yuyue Zeng, Trinity Western University, Canada
JaeHwa Hong, Trinity Western University, Canada
Noriyuki Takatsu, Sugamo Junior and Senior High School, Japan
Richmond Donkor, Trinity Western University, Canada
Moses Lam, Trinity Western University, Canada

The Next Generation of Challenges in Authoring

This session explores past, current, and future roles and relationships
between materials writers and publishers. How can new and potential
authors make informed decisions? Listen to experienced authors
describe their experiences on topics from negotiating contracts to
getting permissions.
The US Department of Education:

Supporting English Language Learning
Representatives from the U.S. Department of Educations Office of

English Language Acquisition (OELA) and the Office of Vocational
and Adult Education (OVAE), discuss federally-funded initiatives that
support English Language Learners. Emphasis is on encouraging
greater awareness and use of the Departments resources for
improving outcomes for children, youth and adults.
of Education, USA

TESOL as Intercultural Communication

TESOL has focused on language for communicative competence and

subsumed culture under linguistic considerations. However, in light
of globalization, intercultural competence should be the dominant
paradigm within which language concerns should be addressed. How
can we re-envision theories and practice in TESOL to involve culture as
a central concern?

The Transformative Educator: Upsetting the Balance

Educators have begun to learn how to rebalance the disequilibrium

created by intercultural experiences, and foster competency in the
face of unsettling interactions. The presenter explores the centrality
of balancing challenge and support in teaching and training and
confront some of the competing commitments of being interculturally
competentprofessionals.

Workshop on Megatrends in TESOL

Content Area: Educational Linguistics
In this workshop, participants can explore some of the issues raised in

the presenters Keynote address more deeply. Where did the data come
from? What assumptions did he make when modelling the future? How
will these trends affect your own life and career?
THURSDAY, 27 MARCH
Nick Robinson, Nick Robinson ELT Author Representation, USA

Sarah Lynn, Harvard University, USA
Lynn Bonesteel, Boston University, USA
Joe McVeigh, Independent Consultant, USA
Adrian Holliday, Canterbury Christ Church University, UK

Ryuko Kubota, University of British Columbia, Canada
Ulla Connor, Indiana University-Purdue University, Indianapolis, USA
Don Snow, Shantou University, China
Gayle Nelson, Georgia State University, USA
Laura Jacob, Mt. San Antonio College, USA
David Graddol, The English Company (UK) Ltd, UK
Janet Bennett, Intercultural Communication Institute, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
65
2:00 pm

Convention Center, Round Table Discussion Area in Expo Hall
Accented Speakers in a Globalized World

More than two out of three speakers of English are nonnative. Now,
native speakers (NSs) have more contact with accented nonnative
speakers (NNSs). Prejudice, misconception, and intolerance are more
common than ever before. Educators can help NSs and NNSs deal with
such diverse accentual traits in a globalized world.
Lilian Surth, Universidad de Carabobo, Venezuela, Venezuela

Advocating for English Learners: Why and How
Drawing from her new book Advocating for English Learners: A Guide
for Educators, the presenter builds a case for the urgent need to
advocate for English Learners success. She shares practical strategies
so educators can build their EL advocacy skills to help support ELs
strong voices in school.
Diane StaehrFenner, Corwin, USA
THURSDAY, 27 MARCH
Beginning Writing Students and the

VocabularyGrammar Continuum
Research has demonstrated that putting greater focus on vocabulary

improves student writing. However, vocabulary is now seen as
far more than single word units. Presenters, seeing grammar and
vocabulary as a continuum, share materials for beginning-level
writers that scaffold new vocabulary using collocations and repeated,
contextualizedexposure.
Colin Ward, Lone Star CollegeNorth Harris, USA
Alice Savage, Lone Star CollegeNorth Harris, USA

Best Practices for Sustainable InHouse

In-house professional development workshops enable teachers

to share expertise. But after these workshops, where does the
information go? Discover how to maximize a workshops effectiveness,
even for teachers who cant attend or currently apply the information.
Participants receive best practices and materials for developing lasting,
accessible, coherent professional development materials.
Ian Nichols, University of Pennsylvania, USA
Maureen Templeman, University of South Florida, USA
66
Colloquium
Purely online courses face challenges in creating a sense of community

for the learners. The presenters describe their online EFL professional
development course and share the tools and techniques they use
to foster participants collaboration. Specific tasks and projects are
detailed, and a reference website is provided.
Donna Shaw, University of Oregon, USA
Robert Elliott, University of Oregon, USA

Change of Students Perceptions Toward

Peer Feedback in Large Classes
The aim of this presentation is to share how undergraduate EFL

students changed their perception about peer feedback over an
academic year. Students reported that peer feedback was initially
viewed as a useless activity, but through practice and continuous
guidance, it became a valuable tool in the process of writing.
Blerta Mustafa, University of Prishtina, Macedonia
Common Core and English Language Learners:

New TESOL Book Series
Presenters describe the new TESOL book series focused on the CCSS
and ELLs: English language arts K5; mathematics K8; ELA 612;
mathematics 912; and literacy in history/social studies, science, and
technical subjects 612. Presenters identify the language expectations
in the ELA CCSS at the elementary and secondary levels.
LucianaC. Oliveira, Columbia University, USA
Pamela Spycher, WestEd, USA

Common Core State Standards:

What Do Teachers of ELLs Say?
Academic Session
Building Community Through Collaboration

in Online Environments

Discussion Group
This session reports on a mixed method study that investigated K-12

teachers achievements, challenges, and concerns in implementing
the CCSS in linguistically and culturally diverse classrooms and the
perceived impact of the standards on ELLs academic performance.
Implications for research, policy, and ELL teacher education are
discussed.
Hayriye KayiAydar, University of Arkansas at Fayetteville, USA
Jason Endacott, University of Arkansas at Fayetteville, USA
Chris Goering, University of Arkansas at Fayetteville, USA
George Denny, University of Arkansas, Fayetteville, USA
Exhibitor Session
Forum Session
InterSection

Connecting the Common Core to

Comprehension and Fluency Instruction
ELT Education in Turkey:

A Multifaceted Programmatic Evaluation
Students are expected to read closely and to comprehend deeply in

order to meet the Common Core State Standards. In this session,
the presenter discusses rigorous resources that provide targeted
opportunities for close reading, critical thinking, active engagement,
and building reading fluency.
Barbara Andrews, Benchmark Education Company, USA

Defining English Language Teacher

Research in the Cambodian Context
This session addresses three research questions: What is the current

situation of the ELT programs in Turkey? How do the ELT program
directors and teacher candidates envision the current situation of their
programs? Finally, where do the Turkish ELT programs stand compared
to current research in the field?
Nihat Polat, Duquesne University, USA
Saban Cepik, Zirve University, Turkey
Laura Mahalingappa, Duquesne University, USA

This session reports Cambodian ELT teachers conceptions of language

teacher research. It draws from focus group and interview data, and
argues that a clear and accepted definition of ELT teacher research
needs to be conceptualized to meet the objective of tertiary ELT
institutions to promote teachers active engagement in research.
ChanNarith Keuk, Macquarie University, Australia

The edTPA is a national preservice teacher performance assessment

created through a Stanford University/AACTE/Pearson partnership.
Design team members present an overview of the edTPA, discuss the
ways it was developed to meet TESOL professional teaching standards,
and facilitate discussion on how teacher education programs may
begin planning to prepare.
Laura Baecher, CUNY Hunter College, USA
Tim Micek, Ohio Dominican University, USA

Elementary ELL Pedagogy:

Lessons From ESL and Bilingual Teachers
This presentation uses data from a three-state study of elementary

teachers of ELLs to identify and describe five instructional and parent
communication practices that all teachers can employ. The presenter
connects these practices to second language acquisition and learning
theories and offers strategies for incorporating them into contentspecific lessons.
Megan Hopkins, Pennsylvania State University, USA
How should a developing country improve its English skills to offer

global opportunities to its people? First it must help non-native speaker
teachers take command of the research and methodology needed to
teach English in their local context. I will discuss the case of Rwanda
switching from French to English.
Michael Carrier, Cambridge English, UK

Exploring Challenges of Curriculum

Renewal in Sustaining an EFL Program
This session explores one Colombian universitys approach to

completely revising its EFL curriculum through examining why
curriculum change is necessary, how new curriculum is designed and
implemented, and what challenges can arise. Presenters share their
curriculum renewal process, which can be adapted to other contexts.
THURSDAY, 27 MARCH
Developing the TESOL edTPA:

Challenges and Responses
English in Development:
Teacher Education in the Developing World
Paige Poole, Universidad del Norte, Colombia

Erica FerrerAriza, Universidad del Norte, Colombia

Exploring the Educational Challenges

of the Next Generation of Nurses
ELLS in U.S. nursing programs often face a number of academic,

cultural, and social challenges. This presentation describes a study of
these challenges conducted at a large public university and presents
the instructional strategies designed to improve the program. Session
participants are encouraged to share similar experiences.
Bonnie Fuller, Towson University, USA
Jennifer Mott-Smith, Towson University, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
67
Eyercize, Chunking, and Comprehension:

Blending Web 2.0 With Reading Fluency
Integrating Sociocultural Theory in

Writing Instruction for Grades K12
In this presentation the presenters show how to blend a free speed

reading web tool, Eyercize, with components of reading fluency
development focusing on repetition and visual speed chunking of text,
towards enhancing fluidity of processing.
The presenter explains the rationale for and steps of integrating

sociocultural theory in writing instruction in Grades K12. Lesson plans
and student sample work are used for illustration. The participants
have the opportunity of modifying or creating a writing activity in which
key elements of the sociocultural theory are integrated.
Jana Moore, Temple University, Japan

Daniel Ferreira, International Christian University, Japan

Feng-Ling Johnson, Northwestern College, USA

Feeding It Forward: Exploring and Renewing

the Teacher Observation Process
Issues in Dynamic Assessment
To some, dynamic assessment means formulating evaluation so that

it teaches while it tests. Others use the term to mean a system of
assessment that adjusts the difficulty of the item according to the
success of the answer. The roundtable addresses the complexity of the
terrain of dynamic assessment.
Many ELT professionals find themselves in the position of evaluating

teacher performance. Based on Appreciative Inquiry, the feed forward
technique can be used to focus on the positive in order to enhance
teacher performance. Participants have an opportunity to practice the
technique during the session.
Karen Densky, Thompson Rivers University, Canada

THURSDAY, 27 MARCH
Fostering Presentation Competence:

Instituting a Comprehensive Presentation Curriculum
While success in most American universities is partially contingent

upon competency of oral presentation skills, many ESL students are
unprepared to create an effective oral presentation. In this session, the
presenters share their own experience developing a comprehensive
presentation curriculum and ongoing observations of student success
and challenges.
Kaitlin Gram, Missouri Southern State University, USA
Elizabeth Gould, University of Kansas, USA
Lynne Diaz-Rico, California State University, San Bernardino, USA

ITAs Attitudes To Teaching in U.S. Classrooms:

Implications for Practice
The study discussed in this session analyzes ITAs conceptions of

teaching and their perceptions of U.S. students at the beginning,
middle, and end of their first semester of teaching at a large
southwestern U.S. university. The study suggests changes to the
existing ITA program as identified by the participants themselves.
Ekaterina Arshavskaya, Pennsylvania State University, USA


Innovating Intercultural Understanding

Through Multicultural Literature
Using multicultural literature in the EFL classroom is a means

to promote interculturality in a natural and authentic context. In
this session, the presenters explore activities that allow students
to reach a deeper level of cultural understanding by identifying
different opinions and attitudes, thus leading to more positive
interculturalcommunication.
Job Fairs: Bridging Business and Academic English

This demonstration presents a valuable activity that helps students

see how cultural norms applicable in academic discourse can also be
useful in business in a formal setting (job fairs), which gives students a
taste of what professionals expect of employees.
Anne Hepfer, Seattle University, USA
Sherry Dickerson, Liberty University, USA

Marilyn Ponder, Kennesaw State University, USA
Academic Session
68
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Measuring the Professional Identity of EFL Teachers

Teacher preparation programs aim to prepare EFL professionals.

Do such programs address the complexity of teacher identity? This
session presents a conceptual model and a pilot study concerning
the professional identity of EFL teachers so that their perception
of professional identity can be measured, setting the stage for
programimprovement.
Adina Mannes, Bar Ilan University, Israel
Yaacov Katz, Bar Ilan University, Israel
Preservice NNESTs Shifting Beliefs:

From Coursework to Coteaching
How do preservice NNESTs beliefs regarding L2 pedagogy shift as they

participate in various practical teaching experiences? The longitudinal
case study discussed traces two nonnative MA TESL students beliefs
over an 18-month period. The session offers teacher educators
recommendations for working within their graduate students zone of
proximal development.
Caroline Payant, University of Idaho, USA
Motivate, Gain, and Persist in Small,

OpenEnrollment Adult Programs
Reading Informational Text in School:

Depth Versus Breadth
This practice-oriented presentation is designed for ESL teachers and

administrators in adult education settings who serve small, isolated,
and transient populations. Learn goal-setting and advising, classroom
design, and feedback strategies that improve persistence, self-efficacy,
and language skills within the constraints of a part-time program.
The CCSS require an increase in informational reading. Students must

read in depth for key ideas, details, craft, structure, and integration of
knowledge and ideas. This presentation shows texts for grades 4, 7
and 10 with accompanying standards and techniques for scaffolding
and developing reading strategies.
Natasha ZahnPristas, Kodiak Adult Basic Education, USA

Adelia Myrick, Kodiak Adult Basic Education, USA
LindaNew Levine, USA

Overcoming Challenges to Formative

Assessment Implementation
It is challenging to implement formative assessment in teaching

contexts where summative standardized testing predominates. This
roundtable session defines and provides examples of formative
assessment. Participants reflect on their assessment experiences,
focusing on difficulties implementing formative assessment. Discussion
and strategies to solve these problems follow.
Michelle Stabler-Havener, Regional Institute of English, South India,
India

Researching Academic Language:

Examples From Upper Elementary Classrooms
Content Area: CLIL

Part of the Solution: Making Language

Programs More Environmentally Sustainable
This roundtable discussion, hosted by the Environmental Responsibility

Forum, centers on ways to make language programs more
environmentally sustainable. Participants share ideas and address
challenges in a discussion facilitated by a program administrator who
has led environmental initiatives at two American university IEPs and a
Chinese college.
This presentation is based on a study of eight classrooms with large

numbers of ELLs. Via the use of classroom interaction segments and
student work, presenters illustrate how teachers made deliberate
efforts to 1) model academic language and 2) afford opportunities for
students to access and produce academic language.
THURSDAY, 27 MARCH

Kristen Pratt, Washington State University, USA
Jeremy New, Washington State University, USA

Service Learning as Teacher Development:

Lessons From a Pilot Project
Grounded in participant reflections, this presentation offers an example

of a Service Learning project as teacher development. Attendees
discusses the distinctions between Service Learning and internships
or practica and explore ways to implement this pedagogy in their
ownsettings.
Sarah Dietrich, Salem State University, USA
David Royal, University of South Florida, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
69
Sustaining Learner Investment Through

Facilitating ELL SelfCorrection Goals
Technical Communication Course for International

Students: Collaboration, Design, and Teaching
Classroom action research with 60 intermediate adult ELLs informed

the implementation of an effective self-correction learning cycle.
First, ELLs completed a self-efficacy inventory. Monthly, ELLs recorded
and transcribed their own speech, received feedback, set goals for
self-monitoring, self-regulated their spoken output and then evaluated
themselves.
This session discusses the creation, collaboration, development,

and teaching of an intensive technical communication course for
international engineering/science students. Participants learn to set
up a course that addresses the professional technical communication
needs of intermediate/ high-level students, including writing, reading,
and presentation skills. Handouts, assignments, and sample exercises
are provided.
JaniceGT Penner, Douglas College, Canada

Taking the American Academic Experience to

International Students: Onsite Workshops
THURSDAY, 27 MARCH
Leena Chakrabarti, Kansas State University, USA

Christina Luster, Kansas State University, USA

The Innovative Trend of Using Address Terms in China
International students may posses a high enough score on the TOFEL or

IELTS for admission to a U.S. university but still lack academic cultural
knowledge they need to be successful. This presentation discusses a
month-long in-country program in China that helps prepare students for
their American academic experience.
Dayna Foster, Wright State University, USA

Darryl Evans, Wright State University, USA
Bi Zhang, Wright State University, USA
Chris Hall, Wright State University, USA
This session is about discussing two popular address terms, Shuaige

and Mein, used widely in the Chinese context. A study using a
mixed research methodology to investigate the factors influencing their
usage shows the terms, originally regarded as praise toward those
who were handsome and pretty, have acquired cultural connotations.
Jinjin Lu, University of Tasmania, Australia
Paul Throssell, University of Tasmania, Australia

Teaching With TED:

An Advanced Listening and Speaking Course
In this session, the presenter explains how she designed an advanced

listening and speaking course using thematic units based on selected
playlists from the TED, website. The presenter shares sample
materials, activities, and assignments and encourages participants to
incorporate TED talks in their own teaching.
Amy Cook, Bowling Green State University, USA

The Latin American English Language

Learner in the 21st Century
As the need for global communication in English has grown, the ELL is
faced with language, cultural, academic, and technological challenges
like never before; for the ELL in Latin America, these challenges have
their own face that is explored in this panel discussion.
Brenda Bernaldez, U.S. EmbassyMexico, Mexico
Julie Harris, Oxford Univeristy Press, Guatemala
Marcela Raffo, U.S. EmbassyLima, Peru

Understanding I Forgot: Unpacking

Conversations About Text With Struggling ELs
This roundtable discussion focuses on group interactions among

young ELs. Discourse analysis reveals how students recurring use of
I forgot during conversations is more than a lapse of memory. The
data suggests I forgot is used when a students momentary language
preference conflicts with the English-only ideology of the classroom.
Sarah Capitelli, University of San Francisco, USA
Academic Session
70
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Using Common Core Standards for

Adult Education for Adult ESL
DIY NeuroELT: Making Your Textbook

More BrainFriendly
This session provides a forum for adult ESL educators to discuss how
the U.S. Department of Education, Office of Vocational and Adult
Educations April 2013 report titled, College and Career Readiness
Standards for Adult Education relates to adult ESL programs.
The authors who wrote your textbooks were probably thinking about
grammar, vocabulary, and tasksbut not about brain science. This
do-it-yourself NeuroELT workshop looks at seven ways to modify your
book, making it more brain-friendly. A handout adds 13 more ways and
provides references. For classroom teachers and materials writers.
Linda Taylor, CASAS, USA

Writers Workshop and Language Nests

to Nurture Heritage Languages
The purpose of this interactive session is the use of writers

workshop and language nests for maintenance of heritage languages.
The presenters share videos, photos, and handouts, including a
bibliography, which demonstrate the process with Native American
children, but the process is applicable with all language groups.
Melissa Behrens, South Dakota State University, USA
Leah Krauth, Walden University, USA
Teri Bauerly, Black Hills State University, USA
Terry Albers, Oglala Lakota College, USA

Developing Multimedia and Multicultural Literacies:

Renewable Resources for Teacher Education
This workshop presents a variety of media supported lessons that

can be used to achieve both multicultural and media literacy learning
goals in teacher education programs. Participants engage in practical
classroom activities and develop guidelines for assessing multimodal
and multicultural literacies for pre-service and in-service teachers.
Carla Chamberlin-Quinlisk, The Pennsylvania State University, USA
Fernando Naiditch, Montclair State University, USA

Developing Projects Related to

Your Courses Textbooks
Content Area: CLIL
In this practical, hands-on workshop, IEP instructors describe the

development of successful project-based learning utilizing classroom
texts, and demonstrate examples from their high-beginning to advanced
classes. Next, participants collaborate in small groups to create similar
projects based on guided criteria, ending in plenary discussions.
Erica Harris, Lewis & Clark College, USA
Ursala McCormick, Lewis & Clark College, USA
Julie Vorholt, Lewis & Clark College, USA
Invited Speaker
Practice-Oriented
Research-Oriented

Exploring Writing Across the Disciplines

Through Academic Literacies
Using an academic literacies framework designed to empower

linguistically diverse language learners engaged in academic writing,
this colloquium presents a Faculty Learning Communitys evolution,
discusses findings of their study/student survey conducted in fall 2013,
and explores pedagogical implications for students/faculty across the
disciplines in higher education.
Jacqueline McCafferty, Rowan University, USA
Cynthia Kopp, Rowan University, USA
Kimberly Peters, Rowan University, USA
Jennifer Murphy, Rowan University, USA
Roberta Zehner, Rowan University, USA
Deb Martin, Rowan University, USA
THURSDAY, 27 MARCH
Marc Helgesen, Miyagi Gakuin Womens University, Japan

Curtis Kelly, Kansai University, Japan

How to Get Published in ESOL and

Applied Linguistics Serials
TESOL Quarterly coeditors, Brian Paltridge and Ahmar Mahboob, and

a panel of working journal editors outline the process of submitting
a paper and answer audience questions. Topics include the review
process, writing an article from a thesis project, and the particular
areas of interest for each journal represented.
Ahmar Mahboob, TESOL Quarterly, Australia
Brian Paltridge, TESOL Quarterly, Australia
Herbert Pierson, Journal of Asian Pacific Communication, USA
Xuesong(Andy) Gao, System, USA
Gwendolyn Gong, Asian Journal of English Language Teaching, USA
Bahiyyih Hardacre, Issues in Applied Linguistics, USA
Anne McLellanHoward, JALT Journal, USA
Ken Hyland, Applied Linguistics, USA
Martha Lengeling, MEXTESOL, Mexico
JohnI. Liontas, Reading Matrix, USA
Murray Munro, The Canadian Modern Language Review, Canada
Martha Pennington, Writing and Pedagogy, USA
Marian Rossiter, TESL Canada Journal/Revue TESL du Canada, Canada
Christine Tardy, Journal of Second Language Writing, USA
TerranceG. Wiley, Journal of Language, Identity & Education, USA
Phillip Hubbard, Computer Assisted Language Learning, USA
Roundtable
Teaching Tip
TESOL in Focus
Workshop
71
3:00 pm


An Essential Mobile English Learning

Application for Educators
Otis Fulton, Infinite English, USA

Boosting Listening Comprehension Through

Explicit Instruction in Metacognitive Strategies
ESL learners preparing for academic study must comprehend and

manipulate significant amounts of aural input. Explicit instruction in
metacognitive strategies helps students manage complex cognitive
listening tasks. This descriptive study of ESL learners explores
approaches for building metacognitive strategy use across proficiency
levels and details learning outcomes with pedagogical implications.
THURSDAY, 27 MARCH
Cynthia Lennox, Duquesne University, USA

Jeanette Clement, Duquesne University, USA

Content Language Integrated Learning and

ESP Medical Research Writing Curriculum
This presentation shares experience in utilizing Content Language

Integrated Learning methodology with undergraduate ESP medical
students using a curriculum focused on content, communication,
cognition, and culture for exploring current scientific issues. The
application of modified Blooms taxonomy and CLIL helped students
master academic research writing, reading, and speaking skills.
D
E
L
E
NC
CA
Nehad Rifaat, American University in Cairo, Egypt
Creating a Professional Development Program:

Exploring, Sustaining and Renewing
Arturo Munoz, USA


Cat Got Your Tougue?

Classroom Practices for Teaching Idioms
The presenters discuss the teaching and learning of idioms and

present current research, teacher surveys, and lesson plans from
their forthcoming book. Participants have the chance to model a
number of fun and effective activities and participate in an open
discussionsession.
Cybertutoring: A Virtual Writing

Center for L2 Academic Writers
To offer L2 academic writers with online tutoring services that match

the interactive experience of live sessions, a virtual writing center
was developed. The presenters discuss this tutoring programs
development, demonstrate important collaborative features of the
technology used, and offer insights for designing similar services for
particular educational contexts.
Paul McPherron, Hunter College of the City University of New York, USA
PatrickT. Randolph, Western Michigan University, USA
J.Elliott Casal, Ohio University, USA

JosephJ. Lee, Ohio University, USA
DavidP. Allen, Ohio University, USA


Caught Between Special Education

Discussing Islam in an ESL Classroom
Issues of racialized and other identities in TESOL have increasingly

been addressed. Another area recently explored has been religious
identities. This presentation examines how discourses surrounding
Islam were addressed by an EAP instructor and her students.
Suggested are ways for teachers and students to challenge
representations of others identities.
This session addresses ESL and Special Education by presenting

participants with two case studies of ELLs at the K5 level.
Participants discuss the cases in groups and suggest next steps.
Presenters share what actually happened with the two ELLs.
Participants leave with practical ideas about ELLs with special needs.
ChristianW. Chun, City University of Hong Kong, Hong Kong
Paul Abraham, Simmons College, USA

Maria Hegarty, Newton Public Schools, USA
Academic Session
72

Mashael Al-Hamly, Kuwait
Infinite English, a mobile/cloud application, uses voice recognition and

text to speech technology to assist users in gaining spoken English
fluency by using a smart device to interact as a virtual tutor. It offers
unlimited extensive reading on any content, with immediate, accurate
fluency and pronunciation feedback, definitions, and translations.
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Engaging Learners in the 21st Century:

Improving Outcomes
Exploring NNESTs SelfEfficacy, Teacher

Characteristics, and Contextual Factors
As the demand for blended, personalized learning increases,

methods for teaching are adapting to keep students engaged. Using
online tools effectively allows teachers more flexibility to create a
communicative, social learning environment. Our experts discuss how
to maximize the impact of an online learning environment on student
learningoutcomes.
Susan Gaer, Santa Ana College, USA

Christina Cavage, Savannah College of Art and Design, USA
Jennifer Lebedev, Consultant, USA

English for Tourism:

Designing Courses for the Next Generation
Enhanced tourism infrastructure creates a need for increased language

skills for tourism employees. At UNESCO World Heritage Sites in
southeastern Albania, teachers are working to increase the English
language skills of the local staff and tourism-focused university
students. Presenters share their strategies/challenges for educating
NNESTs in a transitioning tourism environment.

Exploring Reading Skills & Strategies for

International Graduate Students
Two major challenges are faced by ESL students entering graduate

school: handling academic language specific to their major and
managing the vast amount of required reading placed upon them. This
session explores these issues by looking at a specific ESL reading
course designed to meet the needs of graduate students.
Alexandria Cesar, Portland State University, USA

Enhancing Learner Metacognition for

Effective TESOL Instruction
LawrenceJun Zhang, University of Auckland, New Zealand
Eunjeong Choi, The University of Texas at Austin, USA

JuHee Lee, The University of Texas at Austin, USA

Experienced vs. Novice Supervisors Feedback:

an Empirical Study
The purpose of this study was to see whether experienced vs. novice
supervisors are different in terms of the type of feedback they provide
to the teachers under their supervision. Interaction as well as discourse
analysis techniques revealed both qualitative and quantitative
differences between the two groups.
Ramin Akbari, Tarbiat Modares University, Iran
Grammar off the Charts:

Meaningful Materials for Lower Levels
There is a movement afoot to liberate grammar from the boxes that

have long constrained it. Our mission is to design materials that
select and practice grammar as it more naturally appears in real life.
Presenters share low to intermediate level classroom-ready activities
that illustrate this vision.
THURSDAY, 27 MARCH
Luis Seiti, University of Tirana, Albania

Shpresa Delija, University of Tirana, Albania
Debra Lee, Vanderbilt University, USA
This session investigates the relationships among NNESTs selfefficacy, teacher characteristics, and contextual factors, using
survey and interview data collected from in-service EFL teachers
from secondary schools in Korea. The presenters discuss results and
pedagogical implications of their research, and share guidelines for
programs concerned with the professional development of NNESTs.
Colin Ward, Lone Star CollegeNorth Harris, USA

Alice Savage, Lone Star CollegeNorth Harris, USA

Implementing the National Bilingual Program:

Diagnosing for a School Policy
This research-oriented presentation reports on a diagnosis to identify

socio-pedagogical issues and determine how a bilingual program
should be implemented. School policies and considerations are
shown in light of the findings. What considerations can be drawn
from this study in regards to the development of bilingual programs in
LatinAmerica?
Monica Rodriguez-Bonces, Pearson Education, Colombia
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
73

Innovation in English Language Education,

Teacher Change and Professional Development
Lillian Wong, USA

Language Learner Emotions:

Beyond Confidence and Anxiety
The presenters demonstrate approaches to creating effective online

discussion forums for academic-bound students, who need to develop
awareness of online academic writing conventions. Through a
discovery process, students develop criteria for successful postings
before they practice paraphrasing and incorporating outside evidence
in forums. Tasks and assessment materials are shared.
Studies of language learner emotions are often limited to issues

of confidence and anxiety. This restrictive focus has neglected the
affective role of a wider spectrum of emotions. In response, the
presenters share data from university students in Japan and Australia,
highlighting a more complex array of language learner emotions.
Sigrun Biesenbach-Lucas, Georgetown University, USA

Donette Brantner-Artenie, Georgetown University, USA
AndrewS. Ross, University of Canberra, Australia

DamianJ. Rivers, Osaka University, Japan
Organize and Access English

Sounds Using Picture Cues

Ahmar Mahboob, The University of Sydney, Australia
MathFocused Writing:
Essential to English Learner Success
Content Area: Math and Science
Research by the WIDA Consortium demonstrates writings critical

contribution to English Learners math achievement, presenting
an opportunity to help English Learners meet the linguistic
challenges of the Common Core State Standards. We discuss
the research and demonstrate brief, easily-integrated writing
activities that simultaneously support math understanding and
languagedevelopment.
Rita MacDonald, Wisconsin Center for Education Research, USA
Rosalie Grant, Wisconsin Center for Education Research, USA

Learn phonics and its application to ESL instruction. Discover

spelling patterns and the repertoire of spelling for each vowel sound.
Participate in a pre/post assessment to use in your classroom. Witness
the power of pictures as a cueing device to connect letters and sounds
for decoding, encoding and pronunciation.
Phyllis Herzog, PhonicsQ, USA

THURSDAY, 27 MARCH
Next Generation Writing: Creating and Assessing

Effective Online Discussion Forums

Merging Professional Competence

With Graduate ESL Instruction
D
E
L
E
NC
Preparing English Learners for the Language

Demands of Classroom Collboration
Kate Kinsella, USA
CA

Project ROCK: A High School ESL/

MultiHandicapped Classroom Collaboration
The presenter demonstrates the structure and outcomes of a

collaborative classroom project called Project ROCK (Reading with
Others for Communication and Knowledge). She details how ESL,
Special Education and General Education students successfully
collaborated in Dr. Seuss reading circles to facilitate language
acquisition in a community learning environment.
Rhonda DutraGross, Arizona State University, USA
International graduate students in the United States are increasingly

being asked to demonstrate linguistic, cultural, and professional
competence in core and capstone courses in graduate programs.
EAP programs are uniquely positioned to provide the context and
opportunity for students to develop these competencies using
meaningful, effective, and measurable means.
Kay Stremler, Eastern Michigan University, USA
Kimberly Anderson, Eastern Michigan University, USA
Academic Session
74
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Second Language Writing Assessment

Exploring the Future
Speaking About Teaching:

ITAs Explore How Learning Works
Writing AssessmentEmbrace it! Use it to everyones advantage!

Make writing assessment work for you by incorporating it into your
class routine and empowering your students to learn how to assess
the others writing as well as their own. This session provides practical
tips for learning to love writing assessment.
Explore fresh ways to integrate pedagogical content into ITA classes

using How Learning Works, a book drawing on research-based
principles of how students learn. The presenters share successful ways
to use the book to improve ITAs instructional practice and speaking
skills while motivating them to learn about learning.
Sarah Snyder, Northern Arizona University, USA

Deborah Crusan, Wright State University, USA
Virginia Maurer, Harvard University, USA

Peggy Heidish, Carnegie Mellon University, USA
SelfRegulated Learners: Just Clicks Away!

Clickers have become a powerful tool for teaching and learning.

The presenters highlight the technological and pedagogical aspects
of creating effective questions, guiding the participants from being
audience members to users to designers as they practice with clickers
and instructional techniques that encourage self-regulation in ELLs.
Jeannie Slayton, University of Connecticut, USA
Cynthia DeRoma, University of Connecticut, USA
Jennifer Green, Western Washington University, USA

Sharing the Burden of Equality: A Guide for NESTs

The idea of native-speakerism is arguably the white elephant in the

greater ELT world. This presentation takes some of the most influential
works of research on this topic and breaks them down into feasible
steps and practical tips for the working EFL teacher.
Amber Dilek, Zirve University, Turkey

Speak Fast; Speak Easy: The Fight Club Technique

This presentation demonstrates a fluency-oriented technique which

helps students improve conversational fluency and intelligibility.
Termed, The Fight Club, it is based on the aggressive use of gesture,
movement, and touch. Participants work through about a dozen
rhythm patterns while taking on the persona of a boxer. Boxing
glovesoptional!
Nathan Kielstra, Trinity Western University, Canada
Melissa Serena, Trinity Western University, Canada
Invited Speaker
Practice-Oriented

Sustaining the Next Generation:

A Blended Academic English Support Program
How do we best help international university students who still need

English language support? This presentation describes and reflects
on an innovative, blended Academic English Support Program at a
university that utilizes online resources in conjunction with face-to-face
language coaching to deliver individualized language support.
Eilidh Singh, University of British Columbia, Canada
Andrew Scales, University of British Columbia, Canada

TeacherResearch Coursework and

Participant Perspectives: Examining
Relevance in Teacher Education
THURSDAY, 27 MARCH
Sustaining Teachers and Learners Through

Mentoring Processes: Sharing Our Stories
Valerie Jakar, USA
Do research courses in teacher-education programs prepare teachers

well to conduct research on teaching? The presenter reports a
qualitative study where she critically examined the content of teacherresearch coursework and participant perspectives in a universitybased TESOL program, seeking answers to questions about the need,
relevance, and sustainability of teacher-research.
Rashi Jain, University of Maryland, College Park, USA
Teaching Reading Strategies Versus

Training Strategic Readers
FredrickaL. Stoller, Northern Arizona University, USA
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
75
Teaching Study Skills
Understanding and Teaching Passive

Voice and Related Constructions
They should have learned study skills in high school. Yesbut

what if they didnt? University students sometimes arrive with brain
power and drive, but without the organization and habits necessary for
academic success. The presenter demonstrates useful techniques for
teaching and practicing academic study skills.
Dorothy Zemach, Macmillan Education, UK

The British Councils Work in ELT

WorldwideAn Introduction
The British Council is honoured to receive the TESOL Presidents Award

this year. I present the range of our work in ELT, including our teaching
centres, our work with national educational systems, and the range of
free support and materials that we provide for learners and teachers.
This presentation discusses L2 errors that overuse the passive voice

and explains these errors in terms of the three-way distinction that
change-of-state verbs exhibit: active, passive, and middle voice. Corpus
research demonstrates the frequency and distribution of these forms in
academic discourse, and pedagogical suggestions are offered.
Marianne Celce-Murcia, University of California, Los Angeles, USA
Eli Hinkel, Seattle University, USA
Using Mobile Devices in Class: Is It a Good idea?

Elda Elizondo, Centro Cultural Costarricense Norteamericano, Costa Rica
John Knagg, British Council, UK
Young Learners of English Need 21st Century Skills
Young learners of English need 21st century skills that will enable them
to communicate and collaborate across cultures in our rapidly changing
world that is increasingly interconnected and technology-driven.
Presenters show teachers of young learners in international contexts
how to foster these skills in their English language curriculum.
THURSDAY, 27 MARCH
The English Language Fellow Program:

The International Teaching Experience
Christa Hansen, USA

The Next Generation of Mentoring:

Who Mentors Whom?
Joan KangShin, University of Maryland, Baltimore County, USA

JoAnn Crandall, University of Maryland, Baltimore County, USA
Mentoring is often perceived as a mentor/mentee relationship similar

to coaching or tutoring. This interactive session explores a broader
understanding of mentoring possibilities. Participants gain strategies
for setting up mentoring pairs or groups to explore, sustain and renew
learning and teaching among learners or teachers at any level.
Leslie Barratt, Indiana State University, USA

The U.S. Naturalization Test: Teaching Objectives
This session reviews the specific listening, speaking, reading, and

writing skills needed to complete all sections of the new naturalization
test developed by the U.S. Citizenship and Immigration Services
(USCIS) Office of Citizenship.
Adopting a Collaborative Approach

to Program Administration
The responsibilities of program administrators include managing

key program components such as budgeting, reporting, staffing, and
training. This roundtable discussion between adult educators and
English language program administrators examines administrative
challenges faced by adult educators and collaborative approaches that
involve participation of and result in buy-in from all stakeholders.
Gilda Rubio-Festa, Central Piedmont Community College, USA
Britt Johnson, University of Oregon, USA
Tunde Csepelyi, USA
Virginia Simmons, Horry County Schools, USA
Nicole Pettitt, Gerogia State University, USA
Tonya Creamer, South Carolina Department of Education, USA
Rachael Shaw, U.S. Citizenship and Immigration Services, USA
Academic Session
76
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Beyond the Gap Fill:

Song Activities for EFL Classrooms
Forging New Territories in TESOL Through

Collaboration, Mentorship, and Scholarship
Pop music isnt academic, or is it? This workshop presents nine

dynamic activities for pop songs that go beyond listening for words and
completing a gap fill. Learners can actively employ language skills and
strategies, utilize context and co-text, develop awareness of coherence
and cohesion, and review and expand vocabulary.
Panelists share their experiences as professionals in the field of EL

teaching and learning with a focus on supporting educators of color,
novice educators, fostering collaboration, partnering across continents,
volunteerism, and providing high quality educational experiences for
students not only identified as ELLs but African immigrant or refugees
as well.
Nico Lorenzutti, RMIT Vietnam, Viet Nam

Conceptualizations of Academic Language

in the Content Areas for ELLs
Content Area: CLIL
Leading TESOL researchers present conceptualizations of academic

language in the different content areas for ELLs in the context of the
CCSS, based on their work with K-12 teachers and students. Presenters
discuss implications of these conceptualizations of academic language
for the teaching of ELLs.

Exploring Priorities and Possibilities for

Integrating Pronunciation Into ESP Lessons
Pronunciation is an essential aspect of intelligible communication.

However, ESP instructors may feel daunted by both deciding which
pronunciation skills to feature and how to integrate them into busy
lessons. In this session, presenters explore pronunciation features
essential for ESP students and share approaches for integrating them
into ESP curriculum.
Najma Janjua, Kagawa Prefectural University of Health Sciences, USA
Ching-Kang Liu, National Taipei University, USA
Shelley Staples, Northern Arizona University, USA
Colleen Meyers, University of Minnesota, USA
Lucy Pickering, Texas A&M University, USA
Laura Hahn, University of Illinois, USA
Lynda KatzWilner, Successfully Speaking, USA
Marjorie Feinstein-Whittaker, The Whittaker Group, USA
Invited Speaker
Practice-Oriented
Research-Oriented

Helping IEP Students Develop Their

Academic Writing Skills
IEP students can find that developing adequate academic writing skills
can be a barrier to entering and succeeding in a degree program. A
panel of experienced instructors shares the best practices they have
successfully developed to help their students gain the academic
literacy needed to succeed.
Caralyn Bushey, University of Maryland, USA
Kyung-Hee Bae, Rice University, USA
Stephanie Vandrick, University of San Francisco, USA
Daniela Wagner-Loera, University of Maryland, USA

Hot Topics in Enrollment, Visas,

SEVP and Advocacy for IEPs
THURSDAY, 27 MARCH
Luciana deOliveira, Columbia University, USA

Margo Gottlieb, Illinois Resource Center, USA
Yvonne Freeman, University of Texas, Brownsville, USA
David Freeman, University of Texas, Brownsville, USA
ZalineM. Roy-Campbell, Syracuse University, USA

Kisha Bryan, Florida State College, USA
Antonia Albert, Public and Private Schools, Dominican Republic
Gertrude TinkerSachs, Georgia State University, USA
Shondel Nero, New York University, USA
This session will update U.S. IEPs on trends in enrollment, visa

issuance, SEVP policy, and advocacy efforts. Through interactive
discussion, IEP teachers and administrators gain insight on how they
can assist with the latest advocacy efforts.
Elizabeth Driver, University of Maryland, USA
Ken Krall, Boston Academy of English, USA
Roundtable
Teaching Tip
TESOL in Focus
Workshop
77
Saving This Generation of Students:

InService Training Strategies in Africa
Breaking New Ground in Oral Communication

for International Graduate Students
In many African nations, teacher education programs are

underresourced from years of neglect or social disruption; repairing
these institutions will take years. To adequately educate todays
students, decision makers are turning to in-service training for
untrained or poorly trained teachers. Presenters share their countries
strategies for delivering successful in-service training.
Brock Brady, U.S. Peace Corps, USA

Ousmane Sadio, Association of Teachers of English in Senegal (ATES),
Senegal
Michaeline ThandiweDlodlo, Limpopo Department of Education,
SouthAfrica
Emmanuel Batungwanayo, Rwanda
Abdellatif Zaki, Moroccan Association of Teachers of English, Morocco
GwenHeller Tuason, Portland State University, USA

Hilary Wang, Portland State University, USA

Reading to Write to Sustain

UniversityLevel Writing

Building and Sustaining Classroom

Community Through Technology
Building a community is a vital component of any class. Technology

can build, sustain, and strengthen a community of learners. Presenters
showcase a number of technology activities that can be used before,
during, and after class, including video instructions, survey, discussion
boards, picture sharing, and social media tools.
Bophany Huot, City College of San Francisco, USA
Denise Maduli-Williams, City College of San Francisco, USA
This presentation demonstrates how to incorporate reading materials

in advanced level IEP reading and writing classes to develop higherlevel critical thinking and response writing that are essential for
successful writing at a university level. Participants are given
guidelines and techniques for implementation in advanced level
reading and writing classes.
Lori Giles, University of Miami, USA
Kimberly McGrathMoreira, University of Miami, USA
This presentation focuses on international graduate students and the

oral communication skills required for graduate study at an American
university. The presenters share innovative classroom activities
and teaching techniques used in a groundbreaking new IEP course,
Graduate Oral Communication for Non-native Speakers.
4:00 pm
THURSDAY, 27 MARCH

Activities for the New Edition of Great Writing
What helps ESL students write better? The authors of the successful
Great Writing series demonstrate three activities that should be part
of all ESL writing classes. The new edition of Great Writing uses highinterest content and motivating photographs from National Geographic
to engage learners at all levels.
Keith Folse, National Geographic Learning|Cengage Learning, USA

Building Genre Knowledge in Reflective Practice

This session presents outcomes of an exploratory study of a genrebased approach to developing teacher candidates knowledge of oral
and written discourse conventions in a graduate program. Findings
from a survey, focus group interviews, and classroom observations
provide insights into how novice teachers genre awareness may
complement their reflective practices.
John Hedgcock, Monterey Institute of International Studies, USA
Heekyeong Lee, Monterey Institute of International Studies, USA

CEA Accreditation: Striving for Success

at an International Organization
Content Area: Accreditation
The presenter describes a successful CEA accreditation process at a

very large binational center in Lima, Peru, the first of its kind to carry
out such an endeavor. The presenter provides insights on how to
prepare for CEA accreditation in an international setting.
LeonardoA. Mercado, Instituto Cultural Peruano Norteamericano, Peru
Academic Session
78
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Creating Scaffolded Tasks for the TOEFL Test

The TOEFL test is challenging because it integrates several types of

skills in each question. How can teachers help students overcome this
challenge? This session shows how to create scaffolded tasks that
help to break down TOEFL test questions into manageable components.
Ingrid Wisniewska, Freelancer, USA
ELLs and Automated Scoring of Essays:

Critical Considerations
In the United States and internationally, automated scoring is

increasingly being used or considered for use in writing assessment.
The presenter shares challenges and opportunities for using automated
systems to evaluate second language writing. Examples come from a
recent study of the use of e-rater on the TOEFL.
Sara Weigle, Georgia State University, USA

ELT Teachers Roles in Sustaining

Plurilingualism for the Next Generation
Learn about specializations in CALL, language program administration,

international education administration, and teaching foreign languages
that can be completed with the TESOL MA at MIIS and how these add
greater expertise, more professional opportunities, and value to the
MA degree.
Teachers who understand the role and value of their own and their
learners linguistic repertoires are well poised to structure teaching
that explores, sustains and renews plurilingualism. Research
conducted in Canada, Hong Kong and Mexico links the theory-based
call for greater teacher understanding of plurilingualism in ELT to
empirical evidence.
Shelley Taylor, Western University, Canada
VickieWaiKei Li, Western University, Canada
Colette Despagne, Western University, Canada

Exploring the Reading (Dis)Engagement

of Two Struggling Middle School ELLs
In this research presentation, the author describes the reading

disengagement of two middle school ELLs who are struggling
readers. Using data from classroom observations, interviews, and
think-alouds, the author presents three key findings of this case study
research followed by pedagogical implications for middle school and
ESLteachers.
MariaSelena Protacio, Western Michigan University, USA

Participants engage in interactive games used to improve students

language and social acquisition. These versatile games are easy
to duplicate and align with the Common Core Standards. These
ready-to-use resources provide teachers with motivational activities
empowering ELs to become independent learners and confident
members of a mainstream classroom.
Teresa Ferguson, Cobb County School District, USA
THURSDAY, 27 MARCH
Expanding Horizons: MATESOL Specializations

Add Professional Value and Expertise
Carol Johnson, Monterey Institute of International Studies, USA



Empowering Heritage, Community, and Native

American Learners Through Digital Stories
Learn about the Handbook of Heritage, Community, and Native

American Languages in the United States: Research, Policy, and
Educational Practice, published by Routledge and CAL. The featured
chapter, Multiliteracies and Digital Stories: Empowering Heritage
Language Learners, illustrates how digital stories engage students in
meaningful language practices.
Icelandic Childrens English Learning

Outside the Classroom
This session looks at English learning of Icelandic children outside the

classroom. Children with no prior English instruction were tested for
listening comprehension and oral production. The findings show that
young children learn English on their own due to exposure to English
media, positive attitudes and motivation for using English.
Samuel Lefever, University of Iceland, Iceland
Terrence Wiley, Center for Applied Linguistics, USA

Polina Vinogradova, American University, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
79
IEP Student Success:

Overcoming Challenges for the Next Generation
Integrating Tech Tools in the EL Classroom
This session is an overview of various iPad apps for integration in a

1:1 EL classroom. Teachers with an iPad/Smart Device will learn about
Nearpod (vocabulary activities), Socrative (formative assessments),
Quizlet (vocabulary practice), My Big Campus (student/teacher writing
conferences with .pdf editing apps), and many additional essentials.
How does an IEP deal with the challenges of rapid population growth
and decreasing diversity, ensuring students success? This discussion
group looks at one three-tiered approach consisting of curricular
and academic support, program policies, and social outreach, and
offers a forum for further exploration of challenges faced and
possiblesolutions.
Molly Staeheli, Spring International Language Center, USA
Adriana Treadway, Spring International Language Center, USA

Implementing Assessment as Learning

in L2 Writing Classrooms
How can L2 writing teachers promote assessment as learning (AAL) to

engage students in an active process of thinking and reflecting so that
they become more aware of their thought processes and the strategies
used to improve learning? The presenters demonstrate AAL with
examples and tasks drawn from story writing.
Icy Lee, The Chinese University of Hong Kong, Hong Kong
Pauline Mak, The Chinese University of Hong Kong, Hong Kong

Increasing Students Academic Success

Through Differentiated Instruction
Teachers are looking for successful ways to increase academic

success. However, students lack motivation and it is difficult to get
them engaged in activities designed to develop their language skills.
The presenter shares tips to create minilessons to differentiate
instructions and keep students focused on the same topic.
Eva Andrianarivo, English Teaching Program, Madagascar
Sidonie Emerande, English Teachin Program, Madagascar
Robert Weber, East Allen County Schools, USA

Tonya Donahue, East Allen County Schools, USA

Leaps of Imagination and Dreaming:

Implementing an iPad Lab
From scratch-pad to ipad, the presenters offer a roadmap for

developing an ipad-based program. The process begins with initial
planning, search for funding, inter-departmental networking, and
purchase of equipment. Establishing a technology committee is
essential to developing innovative curriculum, establishing a pilot
program, and conducting postevaluation of successes and challenges.
Robert Snell, San Diego State University, USA
Thamir Hilanto, San Diego State University, USA

Off the Page, On the Air

THURSDAY, 27 MARCH

Instant English Teachers: Just Add Training

Can you train a teacher in 1 month? One week? One day? Many
teachers enter EFL classrooms worldwide with only minimal or informal
training. Supervisors and trainers of novice teachers: Come discuss
how to maximize limited time and design preservice trainings that
empower and inspire the next generation of ELT.
The presenter shows how listening activities can be created to fit

material being taught in any of the other skill areas and in grammar.
A wide range of original exercises are presented and the participants,
after doing them, discuss and evaluate their merit.
Joseph Dwaileebe, Georgetown University, USA

Opportunity Across the Americas

Teaching for the 21st Century
The British Council is at the forefront of innovative English language

teaching across the Americas, responding to opportunities that
technological developments, government policies, and learner needs
are creating. The innovative areas of our works are in remote teaching
in Uruguay, blended learning in Brazil, and innovation in language.
Allan Taggart, British Council, Colombia
Michael Bibby, British Council, Mexico
Tabitha Kidwell, U.S. State Department, USA

Academic Session
80
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Paradox, Possibility, and Professional

Development in TESOL
ProjectBased and Service Learning for

Explorations in Business English
Participants in a teacher action research group collaboratively explore

the possibilities of teacher-researcher collaborations for professional
development in TESOL. In this vein, Parker Palmers theory of paradox
and Anthony Giddens theory of structure/agency are used as
analytical backdrops for the discussion of the challenges faced in this
exploratoryprocess.
Business English students have limited opportunities to collaborate,

solve problems, and write correspondence in extended, unscripted
situations. The development of a project-based, service-learning
assignment, aligned with a business English curriculum, and the
subsequent challenges it presented the students and teachers are
discussed along with a framework for creating similar projects.
Ena Lee, Simon Fraser University, Canada

Carol Condruk, Simon Fraser University, Canada
Beth Maschmann, Simon Fraser University, Canada
Irene Ouimet, Simon Fraser University, Canada
Kelly Kimura, Soka University, Japan

Gregory Lindeman, Soka University, Japan

Patterns of Interaction and Mediating Factors

in WikiBased Collaborative Writing
Wiki-based collaborative writing is increasingly implemented in second

language classes, informed by social constructivism. The presenter
illustrates a multiple-case study exploring patterns of interaction
displayed by small groups of ESL students and mediating factors within
wiki academic writing tasks, and also discusses tips for organizing
effective wiki collaborative writing activities.

Redesigning the K12 EFL Curriculum

for the Next Generation
Curriculum changes present difficulties for nonnative English speaking

teachers (NNESTs), yet are necessary to meet the requirements of the
Common European Framework of Reference. Focusing on particular
strategies and challenges, the presenters share their experiences
in educating NNESTs to apply a new K12 curriculum within one
southeastern European country.
Shpresa Delija, English Language Teachers Association, Albania
Fozilet Simoni, Regional Directorate of Education in Tirana, Albania
Ymer Leksi, University Aleksander Xhuvani, Albania
Postmethod Condition in the Turkish ELT Curricula

By employing a mixed-method approach, this session traces the echoes

of postmethod condition both quantitatively and qualitatively in the
ELT departments in Turkish universities. The study include (a) curricula
observations of five universities, (b) surveys with ELT students, and (c)
semi-structured interviews with selected survey participants.
Deniz Ortactepe, Bilkent University, Turkey
Tufan Tigli, Ankara University, Turkey
THURSDAY, 27 MARCH
Mimi Li, University of South Florida, USA
ResearchBased Guidelines for English

Language Development Instruction
This presentation synthesizes research that provides guidelines for

English language development (ELD) instructioninstruction that
focuses specifically on helping English learners develop English
language skills and that is delivered in a portion of the school day
separate from the academic content that all students need to learn.
Claude Goldenberg, Stanford University, USA

Revision and Strategy Use in Composing

Processes of Multilingual Writers
The session discusses the results of the qualitative meta-analysis of

intra-subjective studies that compared revision and strategy use in the
composing processes of multilingual writers across languages. Based
on the findings of the analysis, pedagogical implications are offered for
college composition classrooms.
Elena Shvidko, Purdue University, USA
Kamal Belmihoub, Purdue University, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
81
Save Time With Writing Lessons:

Use Photography and Video
U.S. Department of State English Language

Fellow and Specialist Programs
Learn how you can assist U.S. embassies in their public diplomacy
outreach by promoting English language teaching and learning. Help
students acquire English language skills, lead teacher development
activities, design materials/curricula, and conduct program evaluations
through short-term programs up to 10 months duration. Hear program
alumni share their experiences.
How many times have you explained the basics of writing essays,
business letters, and memos? You can save time explaining by using
free web tools, photography, and video to show students the basics of
writing successful academic and workplace tasks.
Ingrid Greenberg, San Diego Community College District, USA

Supporting Struggling Students:

Three Points of Intervention
Maiko Hata, University of Oregon, USA

Angela Dornbusch, University of Oregon, USA
Teaching Beginners With Zero Prep and WOW!
Do you want to provide deep learning for beginners? Would you like
to teach more effectively while preparing less? Come and practice
activities from WOW! Stories from Real Life and Zero Prep. You can
use these adaptable, multilevel activities next week and for the rest of
your life!
Laurel Pollard, Independent, USA
When Assumptions and Priorities Collide:

Exploring Intercultural Communication and Schooling
This session introduces the Intercultural Communication Framework

as a means to address conflicts in cultural orientations to learning
and teaching, resulting in cultural dissonance for struggling language
learners. By applying the Frameworks three guidelines, educators can
greatly improve their effectiveness in classroom communication and
instructional delivery for this population.
Andrea DeCapua, New York University, USA
What is your plan for assisting struggling students? Experienced

advisors present a highly-collaborative approach to supporting
probationary or low-performing students and their teachers via a
triangulated system of policies and procedures with varying initiation
points (student, teacher, or program initiated). Participants learn
strategies they can implement in their own programs.
Benjamin Perdue, U.S. Department of State English Language Fellow

Program, USA
Erin Kelley, U.S. Department of State, USA
THURSDAY, 27 MARCH

Teaching Oral Skills Online: Perspectives From

Administrators, Designers, and Faculty
In the current drive to offer innovation in teaching, many ESL programs

are doing the seemingly impossible: putting their oral skills courses
online. In this session, administrators, course designers, and faculty
explore issues in teaching oral skills to international university
students in an online context.

Challenges of Task Parameters When

Preparing Teachers for TBLT
Content Area: Methodology
The issue of what constitutes a task with practical examples is

discussed in relation to the impact on language teacher education from
comparative international perspectives. Participants garner thorough
understandings of tasks, tips for addressing task construction/lesson
planning, and ideas for preparing international educators in task-based
language teaching.
David Nunan, University of Hong Kong, USA
Michael(Mitch) Legutke, Justus-Liebig University, Giessen, Germany
Peter Robinson, Aoyama Gakuin University, USA
KateMastruserio Reynolds, University of Wisconsin-Eau Claire, USA
Hiroyuki Imai, Kansai University, Japan
Barry Griner, University of Southern California, USA

Anastassia Tzoytzoyrakos, University of Southern California, USA
James Valentine, University of Southern California, USA
Academic Session
82
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
5:00 pm
Publishing 101: Getting a Start as a Published Author


Thinking of writing a textbook? A panel of experienced ESL authors and

editors share their advice for getting your foot in the door and starting
on the road to becoming a published author.
Academic Literacy Experiences of Undergraduate

Writers: Instructors and Students Perspectives

Janet Aitchison, Cambridge University Press, USA
Pietro Alongi, Pearson Education, USA
Daphne Mackey, University of Washington, USA
This presentation reviews a semester-long case study on the academic

literacy experiences of international, generation 1.5 (immigrant), and
native-speaking students in composition and subject-area courses
at an American university. Implications regarding types of support
that are beneficial for these student populations are discussed, and
applications for teacher training are offered.

Teaching Contemporary Storytelling Skills for

Social, Academic, and Professional Contexts
Twenty-first century storytelling skills can help students make

connections during interactions with classmates, friends, teachers,
and business colleagues. Presenters demonstrate a wide variety of
scaffolded storytelling activities for every level to improve students
communication skills. From job interviews to forging relationships to
sharing culture, its all about the story!
Luciana Junqueira, Georgia State University, USA

Accessing Learning: BYOD in Language Class

After years of banning personal electronic devices from their

classrooms, the presenters embraced a BYOD (Bring Your Own Device)
policy. They describe the opportunities and challenges of BYOD and
demonstrate how to use students mobile phones, tablets, and laptops
to encourage language learning and build 21st century skills.
Susanne McLaughlin, Roosevelt University, USA
Jane Curtis, Roosevelt University, USA

Teaching Reductions: Whatcha Gonna Do With Em?

English learners are often confused by the frequent reductions in

spoken English. Equipping learners to recognize, comprehend, and
anticipate reduced speech increases listening skills and boosts
conversational confidence. This interactive workshop helps participants
develop teaching objectives, strategies, and activities for teaching
reductions, and includes applications for all skill areas.
Heather Moffie, INTO Colorado State University, USA
Sarita Crawford, INTO Colorado State University, USA
Blended Learning for English Language Learners
Finding the balance between classroom and online learning can be

challenging. How can educators effectively integrate technology
and online curriculum for English language learners? Join us for an
informative session, and explore how to differentiate, engage, and
raise student achievement in a blended learning environment.
THURSDAY, 27 MARCH
Gail Schwartz, University of California, Irvine, USA

Rachel Fernandez, University of California, Irvine, USA
Dana Saito-Stehberger, University of California, Irvine, USA
Shari Rios, Edmentum, USA

CAL ResearchBased Resources for K12 Educators

Understanding the Relationship Between Adult

EL/Civics and Citizenship: Learning Outcomes
Representatives from the U.S. Department of Education, Office of

Vocational and Adult Education, and U.S. Citizenship and Immigration
Services, Office of Citizenship, discuss the relationship between Adult
EL/Civics and Citizenship instruction. Emphasis is on instructional
implications, teaching strategies, overcoming challenges in the
classroom, and accessing federally funded education.
Learn about CALs newest research-based resources designed to

help educators boost the achievement of ELLs. The session features
authentic classroom videos with companion guides to inform your
classroom practice and provides information on key topics for
educators including the Common Core and academic literacy.
M.Beatriz Arias, Center for Applied Linguistics, USA
Jennifer Himmel, Center for Applied Linguistics, USA
Debra Suarez, Office of Vocational and Adult Education, USA

Rachael Shaw, Division of Adult Ed and Literacy, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
83
Exploring Dispositional Tasks:

Developing the Will to Teach ELLs
How Can Ministries of Education Train

Large Numbers of Teachers?
Education authorities throughout the world face many challenges in

implementing teacher training programs that are relevant, resultsdriven, and scalable to large numbers of teachers. ETS and National
Geographic Learning have collaborated to develop and launch ELTeach,
an integrated Professional Development, Assessment and Certificate
program aimed at solving these problems.
Strategies for ELLs are only useful if teachers are willing to use
them. This session looks at six tasks that were used in graduate
and undergraduate general teacher education programs to develop
these dispositions: empathy, equality, expectation, equity, enjoyment
and empowerment. Research results and full task descriptions will
beshared.
Jan Dormer, Messiah College, USA

Exploring Professional and Teacher

Training Resources From Pro Lingua
Join us for an interactive exploration of Teaching Languages for

Communication and Accuracy, a collection of 39 illustrated and simply
described techniques. A must for all teachers. And, Teaching North
American English Pronunciation, a clear, simplified introduction to
phonology with copyable one-page lessons. Demonstrations, handouts,
and raffle.
THURSDAY, 27 MARCH
Ray Clark, Pro Lingua Associates, USA

Andy Burrows, Pro Lingua Associates, USA

Facilitating Content and Language Integrated

Learning (CLIL) Through WebBased Activities
Content Area: CLIL
This presentation demonstrates the development and implementation

of various web-based activities in a CLIL course to promote learners
language production, interaction, and collaboration. The activities
include synchronous text chats, VoiceThread discussions, and
interactive vocabulary games. The activities facilitate learners
understanding of the content and successful participation in
academicdiscourse.
Linh Phung, Chatham University, USA

How Adult Learners Benefit From the

Mutually Adaptive Learning Paradigm
An emergent professional shares the results of implementing a

culturally responsive instructional model in an English class for day
laborers at an urban/suburban community-based language center.
Learners created their curriculum, produced useful artifacts, and
engaged in academic tasks using their experience, culture, and
interpersonal relationships to further language acquisition.
Nan Frydland, Long Island University, Hudson, USA
Academic Session
Colloquium
Michael Krocker, Educational Testing Service, USA

Steve King, National Geographic Learning|Cengage Learning, USA

Interdisciplinary Teacher Collaboration in

Developing Instructional Strategies for ELs
This presentation describes the professional development

experiences of three ESOL, math and science teacher teams,
from three geographically and demographically distinct districts,
working to address the challenges of academic content learning
for ELs. We share team-generated intervention strategies and
discuss teacher development through discursive and technologically
supportedcollaboration.
Karen Gregory, State University of New York, USA
Gretchen Oliver, State University of New York, USA
Bethany Reichen, State University of New York, USA

Measuring the Participation Grade:

Language Skill Activities and Data Collection
Syllabi that contain participation in the grading percentages often

run the risk of scrutiny when accrediting bodies come to review.
This presentation addresses language skill activities and data
collection that can enable the teacher to informally see student
ability and encourage participation that is measurable and aligned to
learneroutcomes.
SaraK. Holzberlein, Spring International Language Center, USA

84
Next Generation ELT:

Reading AZ ELLEnhanced Digital Resources
Looking for time-saving, digitally based instructional tools to engage

K-8 ELLs in learning language as they master academic knowledge and
meet Common Core standards? Explore Learning A-Zs Enhanced ELL
Reading Solution featuring multiple resources with strong grammar
and vocabulary support along with the award-winning Reading A-Z and
RAZ Kids websites.
Rebecca Hughes, Learning A-Z, USA
Discussion Group
Exhibitor Session
Forum Session
InterSection
Principles for Teaching Culture in ELT
Singing the Way to Academic Writing Success
This session presents a four-layered approach to teaching culture

through language. Participants explore the important aspects of
culture, which include awareness, knowledge, practice, and attitude
development toward learning aspects of culture in the language class.
The presenters provide sample segments with a following analysis of
the culture-teaching principles.
Introducing music into academic writing lessons can provide students

with a fun twist on much needed practice. However, using the
same old gap fill exercises with songs can get a bit tiresome. In this
presentation, the speaker offers fresh, practical ideas for incorporating
music into academic writing lessons.
German Gomez, UCC Center, Republic of Korea

AnaSylvia Ramirez, Instituto Guatemalteco Americano, Guatemala
Rina deGongora, Instituto Guatemalteco Americano, Guatemala

Recommendations for NoviceNEST and

TrainedNNEST Teaching Teams
Team teaching, with a native speaking assistant and a nonnative

speaking teacher in the same class, is common in places like Korea,
Japan, Georgia, and Spain. Get pedagogical, communication, and
interpersonal advice that leads to more student-centered classes,
more variety in activities, and greater job satisfaction for NESTs
andNNESTs.
Kitty Purgason, Biola University, USA
Tamara Jones, British School of Brussels, Belgium

Supervisory Feedback Given to TESOL

Candidates Lesson Plans
What is the nature of supervisors feedback given to novice TESOL

teachers on their content-based ESL lesson plans? Presenters share
findings from a study of 10 university-based TESOL supervisors
that explored their foci when offering pre-observation feedback.
Implications for the training of TESOL supervisors are provided.
Laura Baecher, City University of New York, USA
Kristen Lindahl, University of Texas, San Antonio, USA
John Beaumont, Borough of Manhattan Community College, USA

Renewing a PhonicsBased Approach

in an IEP Reading Curriculum
A systematic, phonics-based approach was added to the reading

curriculum of an IEP. Presenters discuss going through training,
implementing the program, students pre- and posttest improvement,
and survey results from both students and faculty.
Calyn Stringer, Florida State University, USA
Candace Walters, Florida State University, USA
Victoria Ledbetter, Florida State University, USA
Talking About Writing:

Exploring Screencasting for Writing Feedback
Technology provides writing teachers with a variety of options for

computer-mediated feedback. This study investigates whether learners
in EAP writing classes are more likely to understand and apply teacher
feedback when they receive feedback from screencasting or in-text
comments. Presenters also demonstrate how to effectively use
screencasting software.
THURSDAY, 27 MARCH
Karen Lenz, University of California, Irvine, USA

Jonathan Smart, University of Pittsburgh, USA

Scholarly Memoirs in TESOL:

Exemplars, Connections, and Contributions
Content Area: Research/Research Methodology
Scholarly memoirs by TESOL educators provide insights into the

discipline that conventional qualitative research cannot. After briefly
outlining the range, value, and uses of such writing, the presenters
examine several such published memoirs, discussing the different
focuses, purposes, styles, and contributions of each.

The Future of Oral Exams: A Look at Key Aspects
Online language tests are becoming commonplace. Technology can

easily support reading, writing, and listening tasks, but examination
boards have often suffered from media disruption when it comes to
interactive speaking tests. The MONDIALE-Testing procedure enables
not only monologic skills but also candidates interactive proficiency to
be assessed.
Martin Beck, MONDIALE-Testing, Switzerland

ChristinePearson Casanave, Temple UniversityJapan, Japan
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
85
The New Michigan Test of English

Language Proficiency (MTELP) Series

Does your IEP, ESL program, or agency need a reliable achievement

and progress test? Placement tests sort students into level-appropriate
classes but do not measure learners growth as they move through
language programs. This presentation introduces the MTELP Series,
a range of assessments (beginneradvanced) designed to meet
thisneed.
Learn how you can assist U.S. embassies in their public diplomacy
outreach by promoting English language teaching and learning. Help
students acquire English language skills, lead teacher development
activities, design materials/curricula, and conduct program evaluations
through short-term programs up to 10 months duration. Hear program
alumni share their experiences.
Mark Chapman, Cambridge Michigan Language Assessments, USA
Benjamin Perdue, U.S. Department of State English Language Fellow

Program, USA
Erin Kelley, U.S. Department of State, USA

TOEFL Success for Your Students
McGraw-Hill Educations new TOEFL iBT to prepares TOEFL candidates

for success. This book and interactive computer disk prepare students
to answer all item types successfully, give valuable tips and strategies
to raise scores, provide special student-friendly rubrics to help improve
Writing and Listening scores, and include four online practice tests.
Tim Collins, McGraw-Hill Education, USA

Topics of Science in the Classroom

Virtual Clinical Practice: An ESL Virtual Classroom

In this session, the development and application of the ESL

Virtual Classroom is demonstrated. Participants learn about
the implementation of a standards based SIOP lesson that is
delivered by a virtual avatar teacher and commented by a real-time
teacher. Discussion revolves around the positive implications for
preserviceteachers.
Marjaneh Gilpatrick, Grand Canyon University, USA
THURSDAY, 27 MARCH
This presentation reports on a classroom project integrating the

topics of science and future society, robots, and artificial intelligences
into university English classes. The presenter introduces the lesson
plans, and outcomes of how this project successfully enhanced
creative thinking, critical thinking, and ethical awareness in
technologicaldevelopment.
Yoko Munezane, Aoyama Gakuin University, USA
Academic Session
86
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
The Time is Now

The Place is Dallas
We are searching for talented educators in:
Bilingual Education
ESL for elementary and secondary schools
Bilingual science and math for middle school dual
language programs
reasons
to join
our
team:
Competitive Signing
starting
incentives:*
salary:
$3,500
$46,002
Yearly
certified
bilingual
stipend:
$3,000
Apply: www.dallasisd.org
For details on how to become certified in the state of Texas:
http://www.tea.state.tx.us
*Amount is subject to be adjusted on Board recommendations.
Fastest
growing
urban
school
district
Largest
dual
language
program
in Texas
new!
coming soon!
new!
new!
new!
Visit us in Booth 721

Look for our exhibitor sessions on:
Teaching Grammar (featuring Keith Folse):
3/28 - 12:00 pm / Room d-132 cc
Academic Writing in Higher Ed. (featuring Chris Feak):
3/28 - 4:00 pm / Room b115 cc
Academic Skills (4 Point):
3/29 - 3:00 pm / Room pb256 cc
bestseller!
bestseller!
bestseller!
www.press.umich.edu/est/
bestseller!

8:00 am

Friday, 8:00 am9:00 am

It is important to explore key issues affecting English language

teaching and learning today and in the future globally as a means to
bridge theoretical research to practice in context. Boraie presents
the results of a survey of TESOL members in different contexts and
discusses similarities and differences identified.
Deena Boraie, The American University in Cairo, Egypt
9:30 am


Writing the Major Research Question

Brenda Ellingboe, ELS Language Centers, USA

A Musical Approach to Free Language Use:

An Experiential Cycle
Music is a tool that offers many benefits and connections to the body,
brain, and learning of a foreign language. This presentation shows
how through music teachers can motivate their students to speak and
interact in the L2 spontaneously in a nonthreatening atmosphere. The
session includes a sensorial-practical demonstration.
Paula Cano, Centro Colombo Americano, Colombia

A Holistic Approach to Teaching Beginning

Grammar to Arabic Speakers

Best Practices in Teaching Asylum Refugees

Asylum refugee students faces many challenges as they enter the

U.S. school system. The presenter shares the experiences of students,
teachers, administrators, and families as they enter the school setting.
Participants take with them best practices in supporting the refugee
student linguistically, emotionally, and socially.
Maria Mendez, Northside Independent School District, USA
Teaching students to write a research paper in 4 weeks can be both

challenging and rewarding. Two essential prewriting steps are crafting
the major research question and brainstorming subquestions. Using
an interactive question-generating process and a circular framework
(the ABCDs of question formation), participants gain tips for
teachingresearch.

Centering ESL Tutorials: Accessing and

Implementing ESL Writing Center Research
ESL students increasingly visit college writing centers. However,

because studies into ESL writing center tutorials span varied research
communities, organizing and centering tutor practices on research
principles can be problematic. This roundtable discussion includes
a comprehensive bibliography of ESL writing center research and
strategies for accessing and implementing this research.
Nicholas David, Brigham Young University, USA
Candice Snow, Brigham Young University, USA

FRIDAY, 28 MARCH
This presentation explores ways to capitalize on the strengths of

Arabic speakers in beginning level grammar classes. The presenters
discuss areas of particular difficulty and ways to make grammar more
meaningful for Arabic speakers through the use of PowerPoint, Clip
Art, and oral/aural exercises.
Daphne Mackey, University of Washington, USA
Barbara Hansen, University of Washington, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
89
Creative, Innovative, and Multimodal Standardized

Assessments: An Update and Dialogue
Experiential Learning Going Digital:

Teacher Education for the Next Generation
Increased modern technologies in many education contexts have

channeled professional development in the digital direction. Drawing
on SIT Graduate Institutes blended and online teacher education
programs offered over the past decade, we explore challenges
faced and share strategies used to create rich experiential learning
opportunities in virtual learning spaces.
Innovative assessments now under prototype provide text-alternative

ways for English learners to demonstrate knowledge in content
areas such as mathematics and science. Presenters preview and
discuss multimodal, multisemiotic presentation of test questions
(e.g., simulations, animations, image rollovers, sound, interactive
sequences), along with other response means (graphic stories,
diagrams, maps).
Lynne Diaz-Rico, California State University, San Bernardino, USA
Carsten Wilmes, University of Wisconsin-Madison, USA
ThereseGleason Carr, University of Wisconsin-Madison, USA
Rebecca Kopriva, University of Wisconsin-Madison, USA
Susan Daniels, California State University, San Bernardino, USA
Tamara Reavis, Achieve, USA

Developing SelfRegulated L2 Writers:

SelfEfficacy, SRL Strategies, and L2 Proficiency
Grounded in sociocognitive theory, the presenters report findings from

an empirical study intending to develop self-regulated L2 writers.
Through dynamic analysis, they find significant interrelationships
among self-regulated learning (SRL) strategies, self-efficacy, and L2
proficiency. They discuss the implications of their study for SLA and
pedagogical innovation in L2 writing instruction.
Lin Teng, The University of Auckland, New Zealand
LawrenceJun Zhang, The University of Auckland, New Zealand

Developing Teachers Reflective Skills

Through Classroom Observations
FRIDAY, 28 MARCH
Class observations can be used to develop teachers reflective abilities;

however a common challenge is to identify key issues. The presenters
share a method that program administrators or teachers can use to
help develop objective, effective reflective skills. Participants watch a
lesson and practice applying this method.
Noga Laor, Rennert International, USA
Radmila Popovic, SIT Graduate Institute, USA

From IEP Teacher to Administrator:

Opportunities, Challenges, Strategies, and Tips
Contemplating a transition from the classroom to an administrative

position, or recently made the change? Learn about the many hats
worn by the IEP administrator. This session provides an overview of
important issues and helpful tips from experienced administrators
while demonstrating how coordinating or administering provides
opportunities for personal growth.
Keith Maurice, University of Texas at Arlington, USA
Bruce Rindler, Boston University, USA
Joann Geddes, Lewis & Clark College, USA

Gamification of Learning Outcomes

This presentation provides gamification methods and techniques for

online outcomes tracking that can be employed across multiple skills
and levels. Attendees participate in an activity to experience the
motivational hook of gamification. Quantitative and qualitative results
from student feedback and implementation procedures for gamification
in different settings are also provided.
Russell Moon, University of Colorado Boulder, USA
Nick Einterz, University of Colorado Boulder, USA
Karen Easterday, University of Colorado Boulder, USA

Grammatical Structures in Action:

Strategies for Understanding Contextual Dynamics
ESL students often have difficulty comprehending academic texts

because they have not yet developed an understanding of how
grammatical structures chunk meaningful information. The presenters
demonstrate how focusing on five grammatical structures helps
students better comprehend academic text.
Marianne Santelli, Middlesex County College, USA
Ellen Measday, Middlesex County College, USA
Jane Ostacher, Middlesex County College, USA
Academic Session
90
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Intersections: Saudi Students and

IEPTeachers Perceptions of an IEP
Mentoring New Teachers for Higher Education ESOL
Many new ESOL teachers in higher education have insufficient

practical experience. They need the support networks that are
becoming common in K-12 settings. This presentation describes the
establishment and assessment of a mentoring program for teachers
beginning to teach in an ESOL higher education setting.
The recent influx of Saudi students into IEPs has presented many new
challenges. This presentation discusses the findings of interviews
with Saudi IEP students and IEP teachers on their perceptions of
one particular IEP, providing insight into the specific needs, wants,
strengths, and weaknesses of students, teachers, and the program.
Daniel Johnson, University of Illinois at Urbana-Champaign, USA
Russell Fauss, Tokyo International University of America, USA

Christine Nile, Tokyo International University of America, USA

Convention Center,
Job MarketPlace Presentation Area in Expo Hall
Job Marketplace Tips:

Through the Eyes of a Recruiter
Every year, scores of international institutions participate in TESOLs

Job Marketplace to hire teachers. This presentation gives the
observations and suggestions of an international program director,
who has participated in six job fairs as a recruiter, to help prospective
applicants get the most out of the experience.
Engin Ayvaz, Yasar University, Turkey

Language Proficiency Benchmarks to Validate

Second Language Writing Courses
Universities may consider TOEFL entry scores as passing grades,

discounting SLW instruction needs. This presentation helps prove
SLW instruction effectiveness through data compilation of language
proficiency attainment targets. The English Language Passport,
including reflection, self-assessment, and intercultural learning, is used
to map the rungs in a ladder of ongoing learning.
Ingrid Holm, University of Massachusetts Amherst, USA

Making Computer Literacy Meaningful for Adult ELLs

Adult immigrants learning English need to be comfortable using

technology. Teaching computer basics is challenging and few books
address the language and content needs of the ELL student. Presenters
discuss instructional best practices, including the use of metaphors,
proper sequencing, and personalization of tasks.
Heather Tatton-Harris, Carlos Rosario International Public Charter
School, USA
S.Neela Jayaraman, Watertown Public Library Project Literacy, USA
Invited Speaker
Practice-Oriented
Orientation and Strategies Instruction for

the Next Generation IEP Student
Research-Oriented
Recent changes in IEP student populations (including younger Chinese

and Saudi populations) present new challenges to IEPs and higher
education. The presenters IEP has created separate Learning to Learn
classes featuring cohorts and international student mentors. The
presenters outline the research, report on their experience, and discuss
best practice.
Linda Carlson, University of WisconsinEau Claire, USA
Ami Christensen, University of WisconsinEau Claire, USA
Tom Carlson, University of WisconsinEau Claire, USA

Passion and Persistence:

Independent ESOL Authors Tell Their Stories
What motivates ESOL teachers to become authors? Why do many of

these authors self-publish? Whats their likelihood of success? In this
discussion, two authors of ESOL books share the pleasures and perils
of self-publishing as well as offer tips for those contemplating writing
and publishing an ESOL text.
Elizabeth Weal, Sequoia Adult School, USA
Eruc Roth, University of Southern California, USA
FRIDAY, 28 MARCH

Rhetorical Structure of Marketing Research Articles

This session examines the rhetorical structure of 30 marketing research

articles published in Journal of Marketing, Journal of Marketing
Research, and Journal of Consumer Research. The authors use
the modified version of Kanoksilapathams (2005) coding scheme for
biochemistry research articles for analysis. Findings and implications
are discussed.
Darunee Dujsik, University of the Thai Chamber of Commerce, Thailand
Wei Zhu, University of South Florida, USA
Roundtable
Teaching Tip
TESOL in Focus
Workshop
91
Strategies for Building Academic Vocabulary

in Every Content Classroom
Fostering Unions Between GulfArabs

and Other Cultures
Lets get students talking like scholars! This session gives you
specific instructional strategies to use in your classroom for teaching,
practicing, reviewing, and assessing academic vocabulary with your
students. These strategies can be used in any content classroom
from math to technologyand can be used immediately!
Because of the rapid increase of Gulf Arabs studying ESL outside

their home countries, it is crucial that instructors understand this
demographic to help the students achieve excellence. Presenters
illuminate aspects of Arab culture and offer teaching strategies
and activities that bridge Arab students cultural practices with
classroomEnglish.

The Overall Impact of CALL on

A variety of studies have tried to find whether and how technology

brings about a significant difference to English language learners
achievement and success, or what changes have resulted with the
introduction of technology in a language learning environment.
This session attempts to meta-analyze previous individual studies
intechnology.
Jeehwan Yun, Korea Institute for Curriculum and Evaluation, Republic of
Korea
Hyang-jin Sohn, Defense Language Institute, USA

Tips for Writing Successful TESOL International

Convention Session Proposals
Prepare to submit a proposal for the 2015 TESOL International

Convention in Toronto. TESOL Convention Program Chairs provide
an update on the proposal procedures and guidelines, along with
an explanation of the scoring rubric and tips to enhance your
proposal framing your professional interests and expertise into a
successfulproposal.
FRIDAY, 28 MARCH
Mark Algren, University of Kansas, USA

Diane Carter, Indianapolis Public Schools, USA
Eric Dwyer, Florida International University, USA
Miriam Parris, Texas Intensive English Program, USA

Cheryl Nuwash, Texas Intensive English Program, USA
Melanie Almufti, Texas Intensive English Program, USA
Randi Wissler-Mitchell, Texas Intensive English Program, USA
Angelique Pearson, Texas Intensive English Program, USA
Mary Fischer, Texas Intensive English Program, USA
Katie Dunlap, Texas Intensive English Program, USA

Performing Our Stories Through Autoethnodramatic

Narratives: The ILGBTF Forum Colloquium
As English language teachers and academics, the intersections of

our multifaceted and socially constructed identities impact how
we performliterally and figurativelyin classrooms, academic
conferences, and in the world. In this session, presenters from routinely
marginalized social groups perform autoethnodramatic narratives,
sharing their stories of personal and professionaltransformation.
Carter Winkle, Barry University, USA
Lennox Archer, University of South Florida, USA
MarthaClark Cummings, Kingsborough Community College of the City
University of New York, USA
Rogelio Reyes, Instructional Consultant, Mexico
JuanA. Rios-Vega, University of North Carolina at Greensboro, USA

Building Intercultural Competence in the Classroom:

Equipping Young Learners
Language learners and teachers need not only to develop

communicative competence, but also intercultural competence.
What do we mean by intercultural competence? Why is it important
in education? How can we help students to develop this ability?
And how does this affect the identity of young learners, families,
andcommunities?
AmyAlice Chastain, Shantou University, China
Adrian Holliday, Christ Church University, UK
Bonny Norton, University of British Columbia, Canada
Thomas Nakayama, Northern University, USA
Joe McVeigh, Middlebury College, USA
Academic Session
92
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Disrupting the Prime Directive of

Monolingual L2 Delivery
From Intuition to Pedagogy:

The Essence of Lesson Prep
This symposium brings together multiple perspectives on sustaining

multilingualism across different teaching contexts, including
mainstream classrooms, foreign language education, and heritage
language programs. The presenters each critique the monolingual
ideologies in their unique context and advocate ways that multilingual
perspectives can be used to disrupt dominant monolingual stances.
Participants prepare lessons on a given grammar point and

practice going beyond a merely intuitive understanding of the
grammar topic into an explicit and then applied perspective on the
target grammar. The presenters provide graphic organizers and
checklists to practice scripting teaching talk for succinct, effective
grammaticalexplanations.
Ester deJong, University of Florida, USA

Helene Curtain, University of WisconsinMilwaukee, USA
Karen Beeman, Illinois Resource Center, USA
Seongah Byeon, University of Florida, USA
Marnie Reed, Boston University, USA

Christina Michaud, Boston University, USA


A hot topic in language teaching is the use of mobile devices to provide

flexibility and access to language learning opportunities. By sharing
experiences from diverse contexts around the world, this EFLIS-CALLIS
InterSection session aims at exploring the challenges and opportunities
of integrating mobile learning in the language classroom.
Carla Arena, Casa Thomas Jefferson, Brazil
Sakina Baharom, UNITAR International University, Malaysia
Claire Siskin, Regional Institute of English, India
Aaron Schwartz, Ohio University, USA
Paul Daniels, Kochi University of Technology, Japan

Faculty Voices on Teaching Through


If I Were You: Using Case Studies

to Address Discrimination
Discrimination against NNESTs negatively impacts every TESOL

professional, yet few of us are prepared to respond to inequity from
an informed perspective. By analyzing case studies of discrimination,
workshop participants practice concrete advocacy strategies that
prepare them to effectively address discriminatory practices in their
professional lives.
Blanca Coma, Berkeley City College, USA
Julia Schulte, San Francisco State University, USA

Improving Listening and Speaking Skills

for the Naturalization Process
This session focuses on teaching strategies to improve adult learners

listening and speaking skills for the naturalization process and test.
Donna Vanderhoff, Department of Homeland Security, USA
Margaret vanNaerssen, Immaculata University, USA

Fang-Ying Lo, Asia University, Taiwan
YingHuei Chen, Asia University, Taiwan

Leveraging ELL Director Influence on

the District Leadership Team
Content Area: Leadership
What is the influence of the ELL director on your districts

administrative team? Nationally, ELL leaders report feeling
marginalized and disempowered. Professional development helps!
Explore strategies strengthening the leadership position of the ELL
director in the PreK-12 system through a collaboration between
Massachusetts and the National Institute for School Leadership.
FRIDAY, 28 MARCH
Listen to voices of faculty members in EFL settings who must offer

courses through English (a foreign language) to support international
student populations. Workshop participants do a critical needs
assessment activity for ESP program development: listening to the
learners. An English for Occupational Purposes (EOP) perspective is
promoted.
Janet Strauss, National Institute for School Leadership, USA

Bonnie Baer-Simahk, Fitchburg Public Schools, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
93
Linking Language Objectives to CCSS

in General and Special Education
Research and Practice on Emerging

Literacy for Adolescents & Adults
Adolescent and adult ELLs who have been denied schooling or

experienced interrupted formal education require appropriate,
sensitive, and informed literacy instruction. This session presents
research and practice necessary to support the efforts and successful
development of listening, speaking, reading, writing, and computing
proficiencies for these emerging literates.
Lessons must include content and language objectives linking to CCSS.

Published materials include content objectives yet omit adequate,
relevant or measurable language objectives. This session equips
general and special educators with a process and tools for analyzing
lessons to identify, write and deliver appropriate language objectives.
Kate Kinsella, San Francisco State University, USA

Motivating Performers and Audience to Combat

Prejudice Through Readers Theater
The presenter reviews steps for creating a readers theater that

uses various texts to demonize prejudice. She demonstrates how to
guide the preparation, rehearsal, and performance stages. Finally,
participants prepare and rehearse for a performance and reflect on the
effect this activity has on their motivation to combat prejudice.
Bethany Fallon, Drexel University, USA
AlexisGerard Finger, Drexel University, USA

Preparing ESL and EFL Educators

for L2 Literacy Instruction
D
E
L
E
C
This session, designed for teacher educators and classroom literacy

teachers, aims to engage participants in exploring and responding to
the challenges of preparing informed, reflective educators for effective
L2 literacy instruction.
CAN
John Hedgcock, Monterey Institute of International Studies, USA
Deborah Short, Center for Applied Linguistics, USA

SeoHyun Park, The Ohio State University, USA
MyrnaAnn Adkins, Spring Institute for Intercultural Learning, USA
Jen Heise, Ithaca High School, USA
Michelle Newton, Ithaca High School, USA
Mary Moore, Ithaca City School District, USA


and Challenges in TESOL
Amanda Kibler, University of Virginia, USA
Mario Lopez-Gopar, UABJO, Mexico
Peter Sayer, The University of Texas, San Antonio, USA
Diane Dagenais, Simon Fraser University, Canada

Seeing the Forest and Choosing the Trees:

Exploring Learner Autonomy
FRIDAY, 28 MARCH

Quality PreK for ELLs: Why? What? and How?

Focusing on routinized individual exercises and tasks in the classroom

often leads to unmotivated and ill-prepared students. Presenters
lead a workshop on developing an autonomous learning environment
where students and teachers are encouraged to explore choices
and be creative by using layered curriculum, flipped classes, and
computergaming.
Kia DeCou, Inonu Univerisitesi, Turkey
William Little, Georgetown University, USA
Amilee Roberge, English Lanugage Fellow Program, USA
Pre-K is recognized as critically important for all children, yet there is

little conversation about ELLs, a growing population. The Elementary
Education IS explores this: Speakers address principles and best
practices; research base; program models; standards, curriculum, and
instruction; and the roles of families, L1, and culture.
BettyAnsin Smallwood, Succeeding with English Language Learners,
USA
Karen Nemeth, Language Castle LLC, USA
Academic Session
94
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Teaching Pronunciation:
What Teachers Need to Know
Vocabulary Instruction for ELLs:

Lessons Learned From Teachers Action Research
In this academic session, a panel of experts discusses what teachers

need to know about pronunciation teaching, including its history
and continuing trajectory, research findings affecting pedagogical
approaches and teaching priorities, and evidence supporting the
need of practical experience in teaching pronunciation in teacher
trainingprograms.
In this colloquium, classroom teachers and a teacher educator report

on the findings of action research studies that explored the effects of
explicit instruction on vocabulary knowledge of ELLs in first and second
grade classrooms in the USA. Presenters discuss how findings can
inform practical outcomes for teachers of ELLs.

Murray Munro, Simon Fraser University, Canada
John Murphy, Georgia State University, USA
Emily Terrell, University of Arkansas, Fayetteville, USA

Marigayden Tippit, University of Arkansas, Fayetteville, USA
Jennifer Carter, University of Arkansas, Fayetteville, USA
Hayriye KayiAydar, University of Arkansas, Fayetteville, USA
Friday, 9:30 am12:15 pm

TED Talks and So Does Grammar:

Integrating Grammar in Communication
Progressive Use of Video in English

Language Teaching
In this interactive workshop, attendees move beyond traditional

grammar teaching and engage in a series of lessons integrating
grammar into speaking and writing. The material was created through
a collaboration integrating TED Talks and active grammar instruction to
facilitate appropriate language use.
Learn how to use video to promoteELL in new and exciting

ways.Topics include video for communicative writing, exploiting
YouTube in the classroom, student-produced videos, using video in
research, and incorporating video in flipped and other blended learning
models. Come away with practical knowledge and techniques to put to
direct use.
Emily Spitzman, Johnson & Wales University, USA

Erin Wynn, Johnson & Wales University, USA

Towards a More Inclusive TESOL Profession:

Diverse Contexts, Collaborative Endeavors
Presenters from various TESOL interest sections showcase how

collaboration and collaborative endeavors (between NNESTs and
NNESTs and/or NESTs and NNESTs) could help NNESTs to overcome
instructional challenges and capitalize on professional strengths and,
therefore, benefit the ELL populations that TESOL professionals serve
in diverse contexts around the world.

US Federal Education and Language Policy Update
With new leaders in place after the 2012 general election, what
are the current education issues before the U.S. Congress and the
administration? Learn about the latest developments on federal
education policy issues from Washington, DC affecting ESL at the K-12,
adult, and higher education levels in the US.
John Segota, TESOL International Association, USA
Invited Speaker
Practice-Oriented
Research-Oriented

Working Contexts of SLW Professionals

in Higher Education
Established and emerging L2 writing scholars from diverse

postsecondary contexts explore how their specific professional context
shapes their daily working environment and professional identity
development. Presenters work at private and public institutions in
Canada, China, Hong Kong, Lebanon, Qatar, and the United States.
Junju Wang, Shandong University, China
Ryuko Kubota, University of British Columbia, Canada
Gena Bennett, Various, USA
Michelle Cox, Dartmouth College, USA
Shawna Shapiro, Middlebury College, USA
Christine Tardy, University of Arizona, USA
Silvia Pessoa, Carnegie Mellon University in Qatar, Qatar
Icy Lee, The Chinese University of Hong Kong, Hong Kong
Fatima Esseili, The University of Balamand, Lebanon
Roundtable
Teaching Tip
TESOL in Focus
FRIDAY, 28 MARCH
Brock Brady, Peace Corps, USA

Seonhee Cho, College of Mount Saint Vincent, USA
Ke Xu, Borough of Manhattan Community CollegeCUNY, USA
Jason Levine, WizIQ.com, USA

Christopher Herrmann, MyEnglish Inc., USA
Pamela Vittorio, MyEnglish Inc., USA
Johanna Katchen, National Tsing Hua University, Taiwan
Robert Cuckler, National Tsing Hua University, Taiwan
Jennifer Lebedev, Independent, USA
Kenneth Chi, Fu Jen Catholic University, Taiwan
Workshop
95
10:30 am

Harnessing the Power of Focus:

Exploring Meditation for ELT
This presentation introduces instructors to a variety of techniques to

assist students with time management and focus through meditation
practice via a unified classroom approach. Presenters discuss research
related to meditation, share class resources on meditation, and lead
attendants in a brief meditation practice.
Alicia Ambler, University of Iowa, USA
Molly Kelley, University of Iowa, USA
A CrossDiscipline Comparative Study of

Linking Adverbials in Academic Writing
This presentation reports on a corpus study of linking adverbials in

academic writing across six major discipline divisions. The presenter
first describes the research procedures and the findings about the
usage patterns of the linking adverbials across the academic divisions
and then discusses the pedagogical/research implications of the study.
Dilin Liu, University of Alabama, USA
A Teacher Educators View of Professional

Development in Vietnam
FRIDAY, 28 MARCH
Recent research on assessment of ESL pragmatics has largely used

DCTs and closed role-plays as the main tool of pragmatic tests. The
presenter offers a new assessment framework and draws upon
authentic extended e-mail discourse to discuss the pedagogical
implications of pragmatic assessment of ESL students at a MidWestern University.
Iftikhar Haider, University of Illinois at Urbana Champaign, USA
eLearning: What Students Have to Tell Us

What do students perceive as essential strategies for success in

blended ESL classes? This session shares the results of a 2-year
research project soliciting student data on strategies for success
in blended ESL college classes. The data resulted in instructional
strategies for metacognition and collaboration to facilitate culturally
responsive e-learning.
Sarah Barnhardt, The Community College of Baltimore County, USA
Chester Gates, The Community College of Baltimore County, USA

The presenter shares her experiences providing professional

development as a Fulbright Specialist for English faculty at a technical
university in northern Vietnam. She describes the teaching strategies
she introduced that were in greatest contrast to practices there, as
well as the strategies Vietnamese faculty found most promising for
their context.
Betsy Parrish, Hamline University, USA
Assessing Second Language Pragmatics Through

ComputerMediated Communicative RolePlay Tasks

Adult ESOL ContentBased Instruction for Student

Engagement and Community Leadership
This session explores the bigger picture of how task-based, content

driven ESOL instruction inspires adult ESOL learners to transform
themselves from community college students to leaders in diverse
settings. Participants interact with presenters successful models of
ESOL student and community collaborations,CCSF-PBS; CCSF-SFSUProject SHINE; CCSF-SFSU Health Literacy Initiative.

Enhance TeacherMade Materials

Through Visual Consistency
The visual design of teacher-made materials can significantly affect

learners success in both traditional and online classes. One way to
increase the effectiveness of materials is to develop a visual style
guide, which helps teachers maintain design consistency and which
helps students understand their teacher-made materials better.
Tammy Jones, University of Memphis, USA
Gabriela Kleckova, University of West Bohemia, Czech Republic


Examining Teacher Perspectives on Language

Policy in Buenos Aires, Argentina
This presentation investigates how English and indigenous languages

are represented in national and city-wide educational language
policies in Buenos Aires, Argentina. It also examines how such policies
are perceived and implemented by English teachers in elementary
schools in socioeconomically diverse neighborhoods of the city.
Rebecca Conley, University of California, Davis, USA
Ann Fontanella, City College of San Francisco, USA
Academic Session
96
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Exploring TESOL Courses Influence on

Preservice Teachers Emerging Identities
Linking Formal and Informal English Learning

Through Mobile Learning Activities
Identity is a construct that evolves as a result of experience. Preservice

elementary teachers constantly negotiate their Pre-Teaching Identity
(Flores & Day, 2006) during teacher education courses and practicum
experiences. A longitudinal qualitative case study explores the
impact of six TESOL courses on three preservice elementary teachers
emerging identities.
This study investigates the effects of mobile learning that integrates

cognitive and social learning tasks on EFL learners sense of community
and learning gains. The presenters discuss results and pedagogical
implications, and share guidelines for designing mobile learning
activities to help with learning English and developing a sense of
community.
Cynthia Chasteen, University of Missouri St. Louis, USA

Kim Song, University of Missouri St. Louis, USA

Diane Schallert, The University of Texas at Austin, USA
Ri Lee, Korea Foundation for the Next Generation Sports Talent, Republic
of Korea

Extra! Extra! A Register Analysis of

USA Today and Newsademic
This research-to-practice session describes the grammatical features

of Newsademic, an international newspaper for native Englishspeaking adolescents and intermediate/advanced ESOL students, and
then compares them to those of USA Today. It also offers newspaperbased exercises for use in ESOL classrooms and gives teachers an
opportunity to share their own ideas.
Heidi Wright, Northern Arizona University, USA

How to Explore, Sustain, and Renew:

TESOL Professionals Gone Wild!
Learn about ways to rock your career path! TESOLers may not know
about, but have, exciting career opportunities for exploring, sustaining,
and renewing. Join this interactive, lighthearted but well-documented,
and valuable discussion describing the professional experiences of one
group of TESOLers who grew, and yes, went a bit wild, too!
Online Distance Learning for Adult ESL Learners:

Promising Instructional Practice
Improvements in technology and the ubiquity of online learning in

higher education raise the bar for adult ESL students enrolled in adult
basic education programs. This presentation describes instructional
practices that emerged from case studies of effective online ESL
distance education teachers in the United States.
Jenifer Vanek, University of Minnesota, USA
Shannon Mischler, Pennsylvania Department of Education, USA
Renew Your Approach to Drafts:

Getting Higher Quality Results
This session provides writing instructors with strategies for dealing

with course design decisions regarding drafts. The presenters
discuss the relationship between explicit expectations and student
performance. Participants leave with a renewed rationale for
incorporating graded drafts into their writing courses.
Errin Beck, Portland State University, USA
Linnea Spitzer, Portland State University, USA
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
FRIDAY, 28 MARCH

Eran Williams, United States Embassy, Indonesia
Practice-Oriented
Invited Speaker
Workshop
97
Scaffolding Academic Writing for

Beginning English Language Learners
Supporting the Transition From International

Graduate Student to Professional
Often, we assume ELLs do not acquire academic language until

intermediate proficiency. However, as Common Core increases
language demands for all students, it magnifies the urgency for ELLs.
Using classroom examples, this session presents an instructional
framework for scaffolding academic writing, proving beginners are
more capable than we often think.
International graduate students limited awareness of careerenhancing skills prompts one university to create a six-step
acculturation program to help students better communicate their
value to prospective employers. This interactive session highlights
action steps students can take to position themselves as more capable
candidates for opportunities in the global marketplace.
Allison Balter, Lawrence Public Schools, USA

Lindsey Mayer, Revere Public Schools, USA
Rita Czipczer-DiFiore, Lehigh University, USA

Lynn DAngelo-Bello, Lehigh University, USA
Mary Newbegin, Lehigh University, USA

Scholarship on L2 Writing in 2013: The Year in Review

Having difficulty keeping up with the scholarship in your research

area? Even in a relatively small field like second language writing,
staying abreast of the current literature can be difficult. To address this
situation, this session provides an overview and synthesis of second
language writing scholarship published during 2013.
Tony Silva, Purdue University, USA
Suneeta Thomas, Purdue University, USA
Cong Zhang, Purdue University, USA
Hyojung Park, Purdue University, USA

Teachers as Experts: ReadyMade Workshops

Addressing Novice ELs and CCSS
TESOL International Association, supported by the Braitmayer

Foundation, developed four interactive workshops to assist school
implementation of the Common Core State Standards for beginninglevel English learners. This session outlines how workshops were
designed for ESL teachers to deliver energetic staff development to
district personnel, content-area and ESL teachers.
Sarah Sahr, TESOL International Association, USA

StandardsBased Reading and Writing

Strategies for Longterm ELs
FRIDAY, 28 MARCH
Long-term English learners struggle with reading and writing academic

texts. The presenters define different types of long-term ELs. They show
examples from a secondary classroom of various reading and writing
strategies that scaffold instruction to help students develop academic
language, meet standards, and succeed in high-stakes assessments.
Mary Soto, California State University Chico, USA
David Freeman, University of Texas at Brownsville, USA

Students as Teachers:
Exploring PeertoPeer Teaching
To teach is to learn twice (Joseph Joubert). In this session, the

presenters discuss their peer-to-peer teaching project, in which
students from different classes successfully taught each other new
material. Participants receive practical advice on implementing peer-topeer teaching in their own classes.
Rosie Verratti, Howard Community College, USA
Nancy Hutchison, Howard Community College, USA
98
Colloquium

Your proposal has been accepted for presentation at a TESOL

International Convention! Next comes the critical job of converting
a proposal on paper to a live presentation. TESOL International
Convention Program Chairs provide relevant tips on the development
and delivery of professional presentations, relevant to any topic, format
and context.

Idioms Are Always Easier in Somebody Elses Class

Academic Session
Discussion Group
Teachers have always found teaching idioms both challenging and

demanding. This interactive workshop aims at exploring students
areas of difficulty in their learning and how teachers can gain insights
from linguistic corpora to design motivating activities that guarantee
the meaningful learning of idioms.
Gabriela MarcenaroBonsignore, Teachers Institute, Uruguay
Adriana RodriguezLamas, Escuela Integral Hebreo Uruguaya, Uruguay
Exhibitor Session
Forum Session
InterSection
11:30 am

Art for Motivation and Communication

in Language Learning
Content Area: Arts
A CLIL unit on Japanese woodblock printing was developed for

Japanese high school students who were receiving little or no art
instruction. Upon implementation, a sharp rise in motivation was
observed. Ultimately, the students produced some beautiful art and
English, and developed a greater interest in their traditional culture.
Thomas Fast, Okayama University, Japan
Arab and Chinese Students: Exploring Teacher Bias

Few recognize preconceptions they bring into their classroom. Yet with
recognition comes understanding and changed practices. Presenters
share results from research with ESL instructors concerning biases
relating to Chinese and Saudi students. This presentation encourages
participants reflection on their cultural perspectives and how this may
influence and change their teaching.
Julie Doty, University of North Texas, USA
Tamara Taylor, University of North Texas, USA
Karen Asenavage, University of Delaware, USA
Sheila Mayne, University of Pennsylvania, USA
Joanna Spice, University of North Texas, USA

Exploring Reading and Writing Through Rap

Researching background information on rap music and listening to

sample songs helps to renew students interest in how language
works. Through writing and performing their own rap song, students
explore vocabulary, rhythm, rhyme, word placement, and theme. This
activity targets low-intermediate IEP students, but could be modified
for other levels.
Sarah Kassas, University of Iowa, USA


BYOPBring Your Own Phone:

Mobile English Language Learning Opportunities
This discussion centers on mobile phones in the classroom. What

resources are available for global use in areas that may lack more
advanced technology and even traditional classroom resources? How
can we integrate them into an educational environment? How can
teachers leverage one phone into a complete learning center?
Dawn Rogier, U.S. Department of State, USA
Caitlin Cetola, U.S. Department of State, USA
5 Core Ideas to Build Effective

Professional Development Programs
Communicating Across Cultures:

Two New Pro Lingua Books
How can program administrators implement professional development

programs that are practical, effective, and motivating for teachers? The
presenters share five core ideas to facilitate professional development
and discuss how participants can put them into practice in their
programs.

Adolescent English Learners Experiences

With Writing in Science
The study discussed focuses on identifying the kinds of writing tasks

adolescent English learners do for their science classes. Rooted in
a sociocognitive framework, ELs written work collected in various
settings around the United States was analyzed for levels of complexity.
Implications for science writing pedagogies for ELs are discussed.
Fang Yu, University at Albany, USA
Kristen Wilcox, University at Albany, USA
Invited Speaker
Practice-Oriented
Through academic reading, writing, and discussion, Cultural

Differences explores and explains the reasons underlying differences
between collectivist and individualist cultures. Teaching in the
USA, a handbook for visiting professors, TAs, and secondary school
teachers, explains the culture of the U.S. educational system and North
American students. Interactive demonstrations and raffle.
David Kehe, Pro Lingua Associates, USA
Peggy Kehe, Pro Lingua Associates, USA
Julie Damron, Brigham Young University, USA

FRIDAY, 28 MARCH
Noga Laor, Rennert International, USA

Create a Digital Course Pack

The development of book-building apps enables instructors to create

dynamic materials that are more appropriate for the 21st century
learner than static handouts or bound paper course packs. The
presenter explores the issues of creating digital content and then gives
an easy-to-follow guide to building your own digital course pack.
Thomas Healy, Pratt Institute, USA
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
99
Discourse Structures That Provide ELLs

Access to the Common Core
Enhancing Language Teaching With

Insights From Other Fields
Viewing teaching practices from the perspective of professionals who

pursue similar objectives in distant fields can yield practical insights,
useful metaphors, and inspiration. Come hear from 12 expert teachers
whose classroom practices have been enhanced by insights they
derive from experience in such fields as bartending, marketing, and
martialarts.
The CCSS require ELLs to discuss text and argue from evidence. This
workshop focuses on language as action and interaction. Presenters
explore the role of teachers and students in classroom discourse and
model small group interactions such as Clarifying Bookmarks, Caf
Talk, and Instructional Conversations.
Lydia Stack, Understanding Language, USA
MaryLou McCloskey, Educo Atlanta, USA
Anne Garbarino, The Global Village Project, USA

Doing Professional Development in International EAP:

Paradoxes, Perspectives, Best Practices
Having conducted a professional development program with EAP

university instructors at Al-Quds University, Palestinian Territories
(West Bank) in March 2012, the presenter integrates that experience
with earlier work in Mongolia and China, uncovering paradoxes,
offering perspectives, and proposing best practices for those engaged
in professional development with international EAP instructors.
Ray Bennett, York University English Language Institute, Canada

ELT & Poetry:

Strategies and Benefits for College Learners
FRIDAY, 28 MARCH
To vary course content and introduce poetry to ESL students,

the presenters review strategies and benefits of using poetry to
attain specific outcomes including pronunciation, vocabulary, tone,
purpose, inference, and cultural awareness. The session shows
that using poetry is an effective way to vary instruction and assess
comprehension.
Jona Colson, Montgomery College, USA
Robert Giron, Montgomery College, USA
Academic Session
100
Colloquium
Christopher Stillwell, University of California, USA

Andrew Boon, Toyo Gakuen University, Japan
Roger Dupuy, University of California, Irvine, USA
Wendy Hendrickson, Green River Community College, USA
Steve Quasha, Sugiyama Jogakuen University, Japan
Anne Paonessa, Illinois Resource Center, USA

Focused Phonics A Grammatical

Approach to Pronunciation
By teaching phonics and grammar simultaneously, students are able

to practice their pronunciation in a meaningful way that informs
different language skills. This workshop focuses on word endingsa
semantically rich part of English words that is often omitted,
mispronounced, and misspelled. Activities and resources are provided.
Heidi Laidemitt, ELS Language Centers, USA

Gender Bias in the Moroccan MEN ELT Guidelines

Moroccan ELT Guidelines, by Ministre de lEducation Nationale

(MEN), requires including women and power material in ELT curriculum.
In line with Sapir-Whorf hypothesis: language shapes thought, this
session shows that Moroccan ELT Guidelines perpetuates gender
discrimination via gender-biased language akin to the Moroccan
Constitutions perpetuation of gender inequality via doublespeak.
Jamila Boulima, Mohammed V University-Agdal, Morocco
Discussion Group
Exhibitor Session
Forum Session
InterSection
Get (and Keep) That Job:

Helping Students Develop Workplace Skills
Mismatches and Negotiations of Teacher

and Learner Perceptions and Beliefs
Content Area: Business and Vocational Workplace English
Students preparing to enter the workplace need particular skills,

including awareness of workplace culture and verbal and nonverbal
communication skills. This session, based on needs analysis and
action research, explores two diverse contexts where students develop
their preemployment, job specific, and Cultural Quotient skills to
successfully navigate the workplace.
This study examines mismatches between EFL learner and teacher

perceptions and beliefs regarding instructional practices, language
learning, their roles in the classroom, and educational policies based
on a socio-cultural framework. The presenters discuss issues and
challenges to implement communication-based instruction into the
classroom and the pedagogical implications of the study.
Althea Davidson, Church Avenue Merchants Business Association, USA

Cybele Higgins, Lane Community College, USA

HigherLevel Vocabulary Learning

Strategies for LowerLevel Learners
Oral Narrative Retell Performance Among

SpanishSpeaking First and Second Graders
Our learners need an extensive active vocabulary to successfully

navigate higher education and the 21st century workplace. This
makes instruction in autonomous vocabulary learning strategies (VLS)
essential right from the start. The presenter demonstrates how using
OPD2es topics, tasks, and e-tools provides explicit VLS instruction and
practice for beginning-level learners.
Jayme Adelson-Goldstein, Oxford University Press, USA

Implementing a Formative Peer Observation Protocol
Oral narrative retell assessments have been proposed as a robust

indicator of reading comprehension for young Spanish-speaking
children, eliciting information about language development and
understanding of story structure that oral reading fluency probes
cannot provide. Therefore, it is important to know more about bilingual
childrens performance on such tasks.
Audrey Lucero, University of Oregon, USA

Paper, Pens, and iPads: Writing for Todays Student
Peer observation is an efficient method of fostering professional

development and collegiality, but it is challenging to implement as a
strictly nonevaluative tool. The presenters describe the implementation
of an egalitarian peer observation protocol, the outcomes of an
IEP pilot observation program, and numerous possible formats for
peerobservation.

Implementing Common Core Academic

Vocabulary in the ESL/ELD Classrooom
The first step to implement Common Core State Standards in the ESL/
ELD classroom is to teach Common Core academic vocabulary. CCSS
breaks down the academic vocabulary into 11 strands. We examine
academic vocabulary in these strands and how ESL/ELD teachers help
their students acquire academic vocabulary from content areas.
Jonathan Ruiz, Velazquez Press, USA
Arthur Chou, Velazquez Press, USA
Invited Speaker
Practice-Oriented
Maggie Sokolik, University of California, Berkeley, USA

Peter Vahle, University of San Francisco, USA

Professional Development: English Teacher

Training through Videoconference Mentoring
The enhancement of globalization and information technology

has opened up new horizons for English education. Along this
line, the presenter describes the effectiveness of expanding and
enriching English teacher-training programs through authentic
videoconferencing and collaborative material development projects
in order to enhance pre-service teachers communication skills and
professionalknowledge.
FRIDAY, 28 MARCH
Wayne Walker, Colorado State University, USA

Debra Abrams, Colorado State University, USA
Teri Ashley, Colorado State University, USA
The presenters discuss the ways in which iPads can bring more
motivation and interest to the writing classroom in pedagogically
sound ways. They then look at specific applications that can be used by
the instructor and students to improve parts of the writing process.
Minako Yogi, University of the Rykyus, Japan
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
101
Quality PreK for ELLs:

A Practical Discussion of Key Issues
Teaching Argument Writing Through

GenreBased Pedagogy in Korea
How are teaching and learning different (and similar) for 34 year old
dual language learners and native English speakers, and what are the
practical implications? This session provides an opportunity to discuss
key issues raised in the Elementary Education ISs Academic Session:
Quality Pre-K for ELLs: Why? What? and How?
This presentation demonstrates how a novice Korean EFL teacher uses

genre-based pedagogy to teach argument writing to middle school
EFL students in Korea. The presenters share curriculum materials
developed and implemented by the teacher as well as an analysis of
changes in students texts over time.
BettyAnsin Smallwood, Succeeding with English Language Learners

(SWELL), USA
Theresa Laquerre, Acton Public Schools, USA
I-An Chen, University of Massachusetts Amherst, USA

Hyejin Jeon, University of Massachusetts Amherst, USA

ResearchBased Curriculum for

Teaching Academic Writing
This presentation highlights a foundation of research-based curricula

for instruction in L2 writing. A principled curriculum begins by
examining the elements of student writing essential in schooling and
the academy. Building on this foundation, it becomes relatively easy to
identify L2 writers instructional and learning needs.

Sideline Coaching: Innovative and

Integrative ESOL Teacher Training
Sideline Coaching, a cutting-edge teacher-training technique, is

an alternative to traditional classroom observation. It comprises
innocuous, in-class interventions to address improvement areas on
the spot. The results of the ten-month study show the effectiveness
of Sideline Coaching in real classrooms through video footage and
recorded in-depth interviews with language instructors.
Christopher Meoli, U.S. State Department, Tajikistan

Teaching World Englishes to Undergraduates:

Tensions and Pedagogical Insights
Drawing on existing research and current local and global rationales

about internationalizing, this project addresses tensions that emerge
in the teaching of World Englishes at the undergraduate level. The
presenters analyze how students understand and verbalize issues
in current World Englishes debates and become better listeners of
English dialects.
Katherine Evans, University of California, Davis, USA
Dan Villarreal, University of California, Davis, USA
Ariel Loring, University of California, Davis, USA

Content Area: World Englishes
FRIDAY, 28 MARCH
Technology at Our Fingertips:

Valuable Tools and Insights
Technology is imperative to our culture and students are expected to

incorporate these skills in their classrooms. This teaching tip provides
ESL teachers with technology resources for their classrooms. The
presenter discusses using classroom websites and blogs. Samples of
valuable websites and apps are provided.
Bethany Daft, Ohio Northern University, USA


Syntax Development Strategy for

Arabic and Chinese L2 Learners

Syntactic conventions are challenging for ESL writing teachers and can
be discouraging for L2 learners. Can a contrastive rhetoric-oriented
syntactic guide enhance the L1 Arabic and Chinese students L2 writing
confidence and development? Research results discussion will focus on
pedagogical implications for writing instruction.
The Director of the U.S. Department of States Office of English

Language Programs will lead a discussion on the connection between
English language learning and US Foreign Policy.
Alice Murray, U.S. Department of State, USA
Christine Slater, University of Idaho, USA
Academic Session
102
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection

Using Student Feedback to Identify

Components of ITA Teaching Effectiveness
As English expands around the world as the language of commerce,

travel, and communication, the need for preparing teachers for P12
classrooms has also expanded. This session discusses the new TESOL
Guidelines for Developing P12 EFL Teacher Standards that can be
adapted for specific national contexts.
Natalie Kuhlman, San Diego State University, USA

Bozana Knezevic, University of Rijeka, Costa Rica
The University of Missouri collects midsemester student feedback

from ITA classes to ensure ITAs are successful in their first semesters
of teaching. Analyzing results from more than 3,000 undergraduate
surveys, the presenters have considered the qualities undergraduates
value to refine their ITA language requirements and help ITAs develop
compensation strategies.
Liz Tummons, University of Missouri, USA

Harlow Sanders, University of Missouri, USA

The Secrets of Successful Communicators
What makes a communicator successful? Gary shares the insights he

gained observing and working with leaders in education, politics and
Toastmasters. Learn the three secrets of successful communicators and
how these secrets can help you achieve greatness and success in your
personal and professional journeys.
Gary Schmidt, Toastmasters International, USA

Training for CLIL: Teacher Competences

Content Area: CLIL
Content and Language Integrated Learning (CLIL) is a growing practice

throughout the world. This session outlines CLIL teacher competences
and discusses issues and challenges associated with CLIL teacher
training, particularly in the context of a small representative European
country. Implications for CLIL teacher education are also shared with
the audience.

Creative use of iPad applications can significantly enhance the

way students engage with both new knowledge and their learning
environment, and consequently improves the language acquisition
process. This presentation introduces a variety of apps and
demonstrate how they can be effectively utilized in the English
language classroom.
APPLEs: Active & Practical Pronunciation Learning Exercises are vital

for learners to develop communicative competence, intelligibility
and confidence. Presenters demonstrates active and collaborative
pronunciation activities and show how they can be used by teachers
in any language-learning environment regardless of technology, class
size, or learning styles within the class.
Gretchen Forman, University of Illinois at Urbana-Champaign, USA
Andy Hunt, University of Illinois at Urbana-Champaign, USA
Carleen Sacris, University of Illinois at Urbana-Champaign, USA

Research Articles in TESOL Quarterly:

Trends and Genre
Publishing research in academic journals is an integral part of

professional development. There are various leading journals in ELT
and one of them is TESOL Quarterly (TQ). TQ was first published in
1967 and it is a professional refereed journal with an impact factor of
0.969. TQ encourages submissions.
Brian Paltridge, University of Sydney, Australia
Ahmar Mahboob, University of Sydney, Australia
Rebeca TapiaCarlin, Benemerita Universidad Autonoma de Puebla,
Mexico
FRIDAY, 28 MARCH
Using iPads to Enhance Intensive

Academic English Instruction
Why Students Need an APPLE a Day
Olivia DestradesMendoza, Full Sail University, USA

Rosemeire Johnstone, Full Sail University, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
103
BELPaF Networking and Business Meeting
Critical ELT Pedagogies: Challenges and Applications
At this interactive session attendees network with other professionals

who share an interest in teaching and advocating for English language
learners, especially those of African and Caribbean descent. The
annual business meeting follows with a focus on forum updates and
future planning. All are welcomed and encouraged to attend.
This colloquium provides six concrete examples of critical ELT

pedagogies, emphasizing the challenges of implementation across
programs and the specific opportunities for transformative practice
and critical insight that arise in each setting. Examples range from EAP
classrooms in the USA and Canada to teacher education programs in
Mexico and Cuba.
Kisha Bryan, Florida State College at Jacksonville, USA

Ayanna Cooper, Georiga TESOL, USA
Willisa Roland, Educational Testing Service, USA

Academic Language: The Pathway to

Student Success Across Content Areas
The Common Core State Standards underscore language in content

learning while language standards accentuate the developmental
progression of language learning within and across content areas. This
colloquium highlights the role of academic language in elementary and
middle school language arts, mathematics, and science classrooms in
promoting the achievement of ELLs.
Brian Morgan, York University, Canada

Sarah Benesch, City University of New York (CUNY), USA
Christian Chun, City University of Hong Kong, Hong Kong
Mario Lopez-Gopar, Universidad Autonoma Benito Juarez de Oaxaca,
Mexico

Developing Intercultural Competence

Through Targeting Cultural Stereotypes

Margo Gottlieb, WIDA, USA
Debbie Zacarian, Debbie Zacarian & Associates, LLC, USA
Diane StaehrFenner, DSF Consulting, USA
Grounded in intercultural theory and aimed to develop intercultural

competence, this interactive workshop provides original and
classroom-tested worksheets, discussion handouts, and multimedia
materials targeted at adolescent and high school ELLs. Accessible and
entertaining materials assist students in recognizing and diminishing
their own cultural stereotyped beliefs.
DeanneAline Litman, University of Greifswald, Germany
FRIDAY, 28 MARCH
Close Reading With English Learners:

Strategies for Success
Innovation and Change in English

Language Education

Close reading, as required by the Common Core State Standards,

can be especially difficult for English learners, who need additional
scaffolding and support in order to be successful. This workshop
identifies several of the challenges in implementing close reading with
English learners, and present potential solutions to these challenges.
Erick Herrmann, CORE, USA
This colloquium addresses key areas in innovation and change in

English language education by linking theory and research to practical
concerns of the curriculum and classroom. Through case studies,
presenters offer accessible and research-informed approaches to help
participants better understand the relevance of current thinking to their
own contexts.
LillianL.C. Wong, The University of Hong Kong, Hong Kong
Ken Hyland, The University of Hong Kong, Hong Kong
Kathi Bailey, Monterey Institute of International Studies, USA
Anne Burns, Aston University, USA
Numa Markee, University of Illinois at Urbana-Champaign, USA
David Nunan, The University of Hong Kong, Hong Kong
Sarah Springer, Monterey Institute of International Studies, USA
Academic Session
104
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Friday, 1:00 pm1:45 pm
Oral Fluency Activities:

Tasks, Games, Presentations, and More
Can Mainstream Teachers Be Language Teachers?
Do you struggle with how to help mainstream teachers implement

language objectives that support both the content instruction and meet
the language development needs of ELs? We present a program of
workshops, templates, observation, coaching and reflection derived
from a decade of professional development with mainstream teachers.
Content Area: Mainstream Classrooms
This workshop suggests a taxonomy of different kinds of oral fluency

activities that can be used with different age-groups and teaching
contexts. Some sample activities are presented and tried out, followed
by critical discussion in the light of the presenters and participants
experience and professional judgement.
Penny Ur, Oranim Academic College of Education, Israel

Restoring Sound to the Sight of English Text

Many ESL/EAP students experience failure in their first year of

university studies because they cannot successfully relate the
audible sound of lectures to their silent vision of academic texts. This
workshop, based on broadcast principles, provides academic students
with tools to align what they hear with what they read.
James Leitch, Freelance, Canada
1:00 pm

Ann Mabbott, Hamline University, USA

Deirdre Kramer, Hamline University, USA
Cynthia Lundgren, Hamline University, USA

Can We Enhance Feedback to University

Students Using Screencast Software?
This presentation shares students writing performance as well as

qualitative and quantitative measurements of students experiences
with different modalities of feedback. It also highlights the benefits
and drawbacks of using online resources to provide feedback, and
how educators can best provide good feedback to language learners in
higher education.
Misty Cook, National University of Singapore, Singapore


Increasing Oral Participation

Among Reluctant Learners
Caution, Pitfalls Alert!

Navigational Tools for Novice L2 Writing Teachers
This session introduces a proven teaching technique designed to get

reluctant participants to raise their hands and volunteer information. By
increasing student involvement for all in a mixed level class, barriers
can be broken and class culture improved.
En route to becoming competent writers, ELLs often encounter pitfalls

associated with English proficiency, writing mechanics, and subject
knowledge. This session targets novice and struggling L2 writing
teachers and is intended to expose them to ELL writing pitfalls,
and propose research-based techniques to help ELLs gain mastery
inwriting.
AnthonyC. Torbert, Kobe Gakuin University, Japan
Marcia Livingston, Oral Roberts University, USA

FRIDAY, 28 MARCH
Addressing Newcomers and Long Term ELLs:

From Fossilization to Fluency
This workshop addresses linguistic transfer as a useful basis for

classroom or small-group instruction. CCSS demands can cause a
return to familiar structures of the native language in an effort to
comprehend new material. Workshop includes examples from Spanish,
Arabic, Mandarin Chinese, Farsi, Haitian Creole, Korean, Russian,
Vietnamese and Navajo.
Jennifer Trujillo, Pearson: School Achievement Services, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
105
Comic Relief for Newcomer and

InterruptedFormalEducation ELLs
Developing a Bilingual Literacy Program

Through Teacher Initiative and Collaboration
Trade and comic books are used to motivate, support L2 and content
learning, and may be particularly beneficial for newcomer and
interrupted-formal-education ELLs. Yet, few resources on effective TCB
implementation in content-areas exist. Come to this workshop and
experience tried-and-tested TCB strategies through activities you can
take to classroom.
This session concerns two high school teachers working with ELLs
with limited literacy in their first language. Taking the initiative to
collaborate on instruction in two languages, the teachers developed
from the bottom up a bilingual literacy program despite the schools
monolingual emphasis, suggesting possibilities for teachers elsewhere
as well.
Yuliya Ardasheva, Washington State University Tri-Cities, USA

Jameson Bowden, ESL Newcomer Academy, USA
Thomas Tretter, University of Louisville, USA
Eric Bookstrom, ESL Newcomer Academy, USA
Judy Morrison, Washington State University Tri-Cities, USA
PeterClyde Martin, Ithaca College, USA

Considerations and Strategies for Teaching

a Multilevel Adult ESL Class
Learn how to make the most of your multilevel lessons to ensure

maximum engagement and participation from all students. The
presenter shares techniques for planning and structuring a class that
accounts for variables in class size, student proficiency, studentteacher ratio, and other challenges common to multilevel adult
ESLclassrooms.
Jennifer Dodson, The English School, USA

Crime Scene Investigations: Developing Academic

Language Through Mathematics and Science
Content Area: Middle School/Preparatory Education
FRIDAY, 28 MARCH
This workshop provides examples from a school districtuniversity

collaboration aimed at promoting academic language development
through a crime scene investigation unit. Participants explore
strategies used to teach concepts and academic language in science
and mathematics to upper elementary and middle school newcomers.
Participants receive ideas for classroom implementation.
Cecilia Silva, Texas Christian University, USA
Kathy Horak-Smith, Tarleton State University, USA
Molly Weinburgh, Texas Christian University, USA

Presenters report on a new TESOL publication that seeks to inform

K12 ESL professionals in the U.S. (ESL teachers, ESL teachereducators, content-area and mainstream teachers, teacher-leaders,
and administrators) about the rapidly changing policy environment in
which new demands will be made on ESL teachers.
Guadalupe Valdes, Stanford University, USA
Aida Walqui, WestED, USA

Exploring Real English:

Incorporating Conversation Volunteers Into an IEP
Many IEP students have limited opportunities to engage with authentic

English in sustained, relevant contexts. To build successful acquisition
of communicative skills, presenters have implemented activities that
incorporate conversation volunteers into their classes. Participants
leave with ideas and materials that promote cross-cultural interaction
both inside and outside the classroom.
Linnea Spitzer, Portland State University, USA
Phoebe Daurio, Portland State University, USA

Exploring Institutional Practices:

Renewing Commitment to Linguistic
Support for NNES
Nonnative English speakers (NNES) are often overlooked in discussions

of higher education access and success. This session reports the
results of a national survey regarding institutional practices for
admitting, supporting, and tracking NNESs. Findings indicate a need to
create appropriate policies to support the success of this population.
Maureen Andrade, Utah Valley University, USA
Norm Evans, Brigham Young University, USA
Academic Session
106
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Exploring the Use of Audio Journals

to Sustain Language Practice
Listening and the Language Learner
How is listening comprehension achieved in a new language? Through

experiential activities, participants are introduced to key aspects of
the listening process and features of spoken discourse, and explore
classroom activities that build listening comprehension, skills,
andstrategies.
How can ITA programs motivate their students to self-assess their

language? This session discusses the use of audio journals as a tool to
assess and sustain ITA language progress. Facilitators share strategies
and resources used to successfully incorporate audio journals into
theirprograms.
PeggyAllen Heidish, Carnegie Mellon University, USA
Diane Cotsonas, University of Utah, USA

Facilitating CrossCultural Understanding

Through Course Design
To help facilitate cross-cultural understanding among international

IEP students and native English-speaking undergraduates, the
presenters designed a course that requires students to work together
on semester-long projects of international concern. The purpose of this
presentation is to highlight the benefits and challenges of designing
and implementing the course.
Jennifer BrownParker, Georgia Institute of Technology, USA
TyAnna Herrington, Georgia Institute of Technology, USA

Five Tasks to Connect ESL Reading and Writing Skills

The College and Career Readiness standards for adult education

emphasize the importance of linking reading and writing skills. The
presenters demonstrate five tasks that connect these two important
communication skills. The teaching examples cover beginning through
advanced ESL proficiency levels. Participants share ideas for adapting
these tasks in their classrooms.

Flipped Classes: Lessons Learned

Flipped classrooms allow the teacher to use class time more effectively
by having students learn the content at home before coming to class.
Do standardized IEPs have unique concerns when flipping? Presenters
walk attendees through the lessons learned when attempting to
implement flipped classroom in a standardized IEP.
Joanna Spice, University of North Texas, USA
Susan Carnell, University of North Texas, USA
Invited Speaker
Practice-Oriented
Research-Oriented

Meeting IEP Students Needs:

Corrective Feedback in ESL Academic Writing
Do IEP teachers provide what students expect when giving feedback

in ESL academic writing? The presenter shares findings from a survey
showing both congruence and discrepancies between learners and
instructors with regard to what counts as effective feedback in terms
of the source, focus, mode, explicitness, and amount of feedback.
Qiandi Liu, Northern Arizona University, USA

Moving Beyond the Boundaries:

Language Learning With Mobile Devices
Incorporating mobile devices into language learning continues to

be a discovery of ways to support best practices and move beyond
established boundaries. Participants share experiences and gain new
insights for mobile learning. Presenter shares expertise and a wiki site
with resources.
Sandy Wagner, Defense Language Institute, USA

Narrow Reading and Incidental

Vocabulary Acquisition
From a usage perspective on L2 acquisition, this session investigates

the effects of narrow reading on incidental vocabulary acquisition.
Findings suggest that narrow reading leads to better representation
and understanding of new words. The presentation focuses on
reporting and discussing the findings and linking them to attributes of
narrow reading.
FRIDAY, 28 MARCH
SylviaG. Ramirez, MiraCosta College, USA

K.Lynn Savage, San Francisco Community College (Ret.), USA
Helen Solorzano, MATSOL, USA
ZhaoHong Han, Columbia University, USA

Ying Chen, Ocean University of China, USA
Yeu-Ting Liu, Taiwan Normal University, Taiwan
Ying Ying, Southeast University, China
Roundtable
Teaching Tip
TESOL in Focus
Workshop
107
Preparing the Next Generation

of Teacher/Researchers
Teaching Key Grammar With Key Vocabulary
The next generation of English language teachers will need research

skills that complement their classroom work. This presentation
describes one TESOL professors effort to meet this need by remodeling
a research proposal course into an experience that more closely
resembles the kinds of research teachers are likely to do.
Both grammar and vocabulary are essential for English language

teaching. This session explains a research-based method for
integrating vocabulary with key grammar points, emphasizing options
for (1) presenting grammar with vocabulary, (2) practicing grammar
(activities), and (3) answering student questions (especially when you
dont know the answer).
Keith Folse, University of Central Florida, USA
Brenda Murphy, Shenandoah University, USA

Promoting Academic Literacy and Intercultural

Competence Through Service Learning
Presenters describe how an ESL reading class and a developmental

writing class collaborated on a service-learning project at a
2-year college. Students learned about racial intolerance and then
interviewed Holocaust survivors. Presenters argue that the project
benefited survivors and students by sharing student reflections and
their final project.
Julia Carroll, Queensborough Community CollegeCUNY, USA
Jennifer Maloy, Queensborough Community CollegeCUNY, USA
Susan Hock, Queensborough Community CollegeCUNY, USA
Marisa Berman, Queensborough Community CollegeCUNY, USA

FRIDAY, 28 MARCH
Resources for Global Audiences From

the U.S. Department of State

Teaching L2 Composition:
Purpose, Process, and Practice
Do you want a better understanding of the task of writing, L2 writers,

and different models for teaching L2 composition? Learn from experts
about pedagogical approaches and how to apply theory to practice,
including an of array hands-on, practical examples, materials,
andtasks.
DanaR. Ferris, University of California, Davis, USA
JohnS. Hedgcock, Monterey Institute of International Studies, USA

Timed Reading: Choosing Your Own Path?

Many teachers believe that giving students the freedom to select their
own topics and materials can be motivating and improve performance.
But is this really true? The presenters discussion of this issue centres
around current research on timed reading choices, including the
presenters own recent study of Japanese university students.
Teach in a resource-challenged classroom? A high-tech classroom?

A large, multilevel classroom? With its global presence, the U.S.
State Department designs print and digital materials for teachers
and learners with many classroom realities in mind. Discover how
these resources support teachers professional growth and ability to
positively influence students lives.
Fergus Hann, Kansai Gaidai University, Japan

Zoe Jenkins, Kansai Gaidai University, Japan
Are you trying to help your students prepare to take the TOEFL iBT?
ETS offers resources for both test takers and ESL instructors to make
the experience more successful. Find out which materials can be most
easily adapted for classroom use, and learn more about our Propell
teacher training workshops.

Stressing Over Stress:

ReAnalyzing the Stress of Noun Constructions

TOEFL Resources for Teachers and Learners
Marian Crandall, Educational Testing Service, USA
This presentation divides noun units into two categories, (compound

nouns and noun strings), for teaching stress in noun constructions more
effectively, (both in isolation and in extended discourse). Issues of
prediction accuracy and the ease of teaching this new model to English
language learners are covered.
DJ Kaiser, Webster University, USA
Academic Session
108
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Word Games for Vocabulary and Fluency

Popular word games can be adapted into effective and fun tools for
students to practice and claim ownership of language, particularly in
an EFL context. Participants in this session learn how to teach and play
several exciting games for promoting vocabulary and fluency.
Elinor Westfold, Antalya International University, Turkey
LorenLee Chiesi, Al Akhawayn University in Ifrane, Morocco

Writing and Recording Original Audio

Tracks for Authentic Listening
Current technology has made it possible for teachers to create

lively, original audio tracks for listening practice. Drawing upon their
experiences in textbook development, the presenters walk through a
step-by-step process to demonstrate how teachers can write, record,
and then use a variety of songs, chants, and stories.
Alan Seaman, Wheaton College, USA
Sara Vroom, Wheaton College, USA

Classroom Pragmatics: Research and

BestPractices for Avoiding Potential Pitfalls
ITAs sometimes struggle to communicate effectively in the classroom

because they may lack understanding of classroom pragmatics. In this
panel, presenters discuss how ITA trainers can help their students
develop a solid foundation in the interplay between language and
context for better command of a wide variety of teaching functions.
Anna Moldawa-Shetty, Yale University, USA
Veronica Sardegna, University of Texas Austin, USA
Elena Stetsenko, University of Minnesota, USA
Tunde Csepelyi, Truckee Meadows Community College, USA
ITA practitioners draw from interdisciplinary research to create

innovative programming. Presenters discuss the role of ITA research
and theory in programming and intercultural communication. Panelists
explore the need for instructor and student adaptation. Implications for
practitioners and researchers are considered.
Greta Gorsuch, Texas Tech University, USA
Dale Griffee, Texas Tech University, USA
Thomas Nakayama, Northeastern University, USA
Kyoung-Ah Nam, American University, USA

Oral Presentations: Appropriately Citing and

Interweaving Research, Graphics, and Video
Mastering the genre of oral presentations is important for the success

of ESL/EFL students in both educational and professional contexts. In
this workshop, attendees receive instructional rubrics that address the
incorporation of source material, visual representations of data, and
multimedia files to help learners acquire effective presentation skills.


ELT professionals daily face questions that need answers, and

answers unmotivated by questions in relevant publications. This panel
presentation invites participants to engage in a visioning process,
identifying global perspectives, and key research concerns facing us in
differing geophysical locations and positionalities.
Sandie Kouritzin, University of Manitoba, Canada
Gulbahar Beckett, USA
Linda Gerena, USA
Suzan Stamper, USA
Hema Ramanathan, USA
Zakia Sarwar, USA

Scaffolding for Success:

Increasing ELLs Access to Content Area Curriculum
This interactive workshop engages participants in practical application

of a variety of scaffolds. Participants explore and practice effective
strategies to support ELLs in meeting the academic and language
demands of a rigorous, standards-based curriculum. Participants
take home a toolkit of research-based ideas, tools, and templates for
immediate use.
Carla Huck, Danbury Public Schools, USA
Beth Amaral, Danbury Public Schools, USA
FRIDAY, 28 MARCH
Recent Research Regarding ITAs:

Theory and Practical Implications
Heather Gregg, Georgetown University, USA

Jennifer Lubkin, Georgetown University, USA
Heather Tatton-Harris, Georgetown University, USA
Heather Weger, Georgetown University, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
109
Shaping the Learning Experiences of

L2 Writers Across K16 Contexts
Addressing Novel and Complex Challenges

With Refugee Students and Families
This InterSection brings together teachers and scholars from a variety

of levels to build on recent scholarship to expand the fields knowledge
of teaching L2 writing across K16 contexts. Presenters offer practical
strategies for classroom use and provide suggestions for improving
teacher education and dealing with recent U.S. standards movements.
Theresa Laquerre, Acton Public Schools, USA

LucianaC. deOliveira, Teachers College, Columbia University, USA
Ditlev Larsen, Winona State University, USA
Mary Soto, California State University, Chico, USA
Jill Jeffery, Brooklyn CollegeCUNY, USA

In a sea of constant change, it can be difficult for even seasoned

educators to keep up with developments in technology that can
make them into more effective teachers. The panelists introduce and
describe how institutions educate their faculty and other issues related
to teacher education in CALL.
Phil Hubbard, Stanford University, USA
Joy Egbert, Washington State University, USA
Greg Kessler, Ohio University, USA
Levi McNeil, Sookmyung Womens University, USA
David Leslie, Sponsors Organized to Assist Refugees, USA

SusanW. Hardwick, University of Oregon, USA
Mariangela Jordan, Cornell University, USA
Brooke Comer, American University in Cairo, USA
Pindie Stephen, International Organization for Migration, Switzerland

The resettlement and education of refugees often presents novel

and complex challenges for internally displaced individuals and their
advocates. This academic session highlights essential information by
scholars, educators, and other practitioners committed to identifying
and addressing the historical-political, sociocultural, and health issues
of these vibrant yet vulnerable student populations.
ELLs, Immigrant Students, and the Law
Immigrant children and English language learners often face barriers

in receiving an equal education and participating in activities in
U.S. schools. This session will discuss the rights of students and
responsibilities of schools under current U.S. law, and what schools
can and cannot require of immigrant children and ELLs.
Elizabeth Bagdon, Office of Civil Rights, US Department of
Education,USA
Emily McCarthy, US Department of Justice, USA
Roger Rosenthal, Migrant Legal Action Program, USA

Teaching English as an International Language:

Implications and Challenges
FRIDAY, 28 MARCH
This session aims at exploring the linguistic and pedagogical

implications and challenges of teaching EIL in the current era of
globalization. It addresses issues such as which instructional variety
should be used, and what principles should inform a socially sensitive
English pedagogy within diverse world contexts, among others.
Aya Matsuda, Arizona State University, USA
CharlesJeremy Sykes, National Taiwan University of Science and
Technology, Taiwan
Academic Session
110
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
2:00 pm

Using Adverbials to Generate

SongLyrics and One Act Plays
This teaching tip offers a sound and cheerful way to get students to
learn adverbials and other elements of English grammar by creating
and performing their own songs and short plays. This technique is
based on proven research that shows the importance of emotion and
personal involvement in language learning.

10 Things You Should Know About

Teaching Your Chinese Students
The recent rapid increase of the number of Chinese students in

American universities and schools call for better understanding of the
Chinese students to ensure the efficiency and quality of teaching. The
presenters list 10 things they believe American teachers should know
in order to teach their Chinese students successfully.
Ke Xu, Borough of Manhattan Community CollegeCUNY, USA
PeiYa Gu, Suzhou University, China

Amigos de Cuba Forum: Cuban-American

Roundtable on Collaboration in TESOL
This discussion examines opportunities for learning and networking

with Cuban English language professionals by adapting principles of
cooperative learning to enhance collegiality among Cubans and other
TESOLers. We consider numerous options for building interaction and
exchange among Cuban educators and their international counterparts.
ESL students increasingly visit college writing centers. However,

because studies into ESL writing center tutorials span varied research
communities, organizing and centering tutor practices on research
principles can be problematic. This roundtable discussion includes
a comprehensive bibliography of ESL writing center research and
strategies for accessing and implementing this research.
Nicholas David, Brigham Young University, USA
Candice Snow, Brigham Young University, USA

Cultural Influences on International Teaching

Assistants Classroom Interactions
This session focuses on the cultural influences on teachers classroom

interactions in foreign language classrooms. The participants in
the discussed multiple case study are three Fulbright language
teaching assistants who came to a U.S. Midwestern university to
teach their first language for a year, and the teaching assistants
respectivestudents.
Baburhan Uzum, Sam Houston State University, USA

Culturally Relevant Reading for Educators
Students of all ages need to see themselves in the pages of the books
they read to engage wholeheartedly. Join this interactive discussion
of authentic and culturally relevant literature, funds of knowledge, and
reading to increase your own understanding of your students cultures.
Share your favorite books. Bibliography provided.
Rebecca Carranza, Pacific Learning, USA


An Exploration of Saudi Learning Styles

and Western Teaching Perspectives
Using the seminal works of anthropologist Edward T. Hall and famed

researcher on organizational culture Geert Hofstede, participants
examine the self in relation to Saudi students in order to explore
and examine where cultural and educational systems intersect
and how unconscious, culturally-embedded perceptions influence
classroomdynamics.
Developing International Graduate Students

Job Market Skills Using Behavioral Interviews
International students often lack adequate preparation for the job

market. This session describes the common behavioral interview based
on the STAR format, and provides activities for interview preparation
and practice that also enhance overall oral communication skills for
intermediate-advanced students who will be competing against native
speakers for employment.
FRIDAY, 28 MARCH
Robert Griffin, Oklahoma City University, USA

Christine Cobb, University of Central Oklahoma, USA


Cathy Harrison, Duke Univeristy, USA

Janet Maceda, Duke University, USA
JulieAnn Guzzardo, Oxford Seminars, Canada
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
111
Dewey in the Virtual World
In this presentation, faculty, students, and alumni of The New School

MATESOL discuss how to promote experiential learning in online
environments and the pedagogical implications of such a model.
Examples of instructor-student interactions are presented as well as a
framework for online teaching.
Elements of Program Quality for

Adult Citizenship Education
This session is for adult education program administrators. Learn about

U.S. Citizenship and Immigration Services new Elements of Program
Quality for Adult Citizenship Education and how to incorporate them
into your program.
Rachael Shaw, Department of Homeland Security, USA
Scott Thornbury, The New School, USA

Digital Tools for ELs:

Constructing Language and Content Knowledge
Enticing the Reticent Reader
Presenters share how they relate textbook topics to popular songs,

movies, television shows, and literary selections to entice reticent
ESL students to read more enthusiastically and with improved
comprehension and critical thinking skills. Participants learn about
current research, sources, and methods.
Digital tools support and empower students to demonstrate content

knowledge and higher order thinking skills even when the students
have limited English vocabulary knowledge. Three itinerant EL teachers
demonstrates how students can use VoiceThread, Storybird, and Book
Creator to create projects that weave language and content together.
Deanna Buhl, University of Alabama, Birmingham, USA
Holly Hubbard, University of Alabama, Birmingham, USA
Amanda Foss, University of Alabama, Birmingham, USA

Dual Language Education for a Transformed World

This overview of the presenters longitudinal research findings of

the past 28 years highlights keys to dual language implementation
and program effectiveness, including their latest research findings
on dual language education from North Carolina, Oregon, and Texas,
and the major reasons that dual language education works well for
allstudents.
FRIDAY, 28 MARCH
Wayne Thomas, George Mason University, USA

Virginia Collier, George Mason University, USA
Sandra Carrettin, University of Houston, USA

Farideh Darvishi, University of Houston, USA

Examining the Effects of Comprehensive

Vocabulary Instruction for Adult ELLs
Join the presenters to learn about a vocabulary curriculum they have

developed to improve the reading comprehension of adult immigrants
in their community-based program in Philadelphia. The presenters
share their instructional methods, the principles upon which they are
based, and the results of the study.
Rachel Brown, Center for Literacy, USA
Aydin Durgunoglu, University of Minnesota Duluth, USA
Kathy Fagan, Center for Literacy, USA
Anurag Sagar, Center for Literacy, USA

Explore New ResearchBased Approaches

for Teaching PreKK ELLs
EAP Support for Graduate Students:

Challenges and Successes
This discussion focuses on the emerging challenges of offering

EAP support for graduate students as they progress through their
degree programs. In addition to describing these new challenges, the
presenters explore creative ways beyond traditional coursework to
address them.
Next generation ELT will focus on growing numbers of preschool and

kindergarten students. This discussion explores new research-based
recommendations for teaching ELLs in preschool and kindergarten in
the context of major initiatives: Common Core State Standards, new
state regulations, and the presidents Pre-K for All initiative.
Christine Feak, University of Michigan, USA

Nigel Caplan, University of Delaware, USA
Karen Nemeth, Language Castle LLC, USA
Academic Session
112
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection

Exploring an Invisible Medium: Teacher Language

Awareness Among Mainstream Teachers
How Can We Support ELLs in

Mainstream University Classes?
What do mainstream teachers know about language, and how do

they conceptualize it for ELLs? This session presents a study that
explored the language awareness of mainstream teachers, and shares
considerations for TESOL professionals and L2 teacher educators
working in collaborative and professional development contexts
withthem.
The facilitator, an experienced administrator of a university ELL

program, leads participants in considering how ELT faculty can best
prepare students for mainstream university classes. Participants
also examine the possibilities for ELT collaboration with disciplinary
faculty, administrators, and student groups to support ELL students in
mainstream university programs.
Kristen Lindahl, University of Texas San Antonio, USA
Leora Freedman, University of Toronto, Canada
Exploring, Sustaining, and Renewing

Motivation at the Edge of Chaos
How Do Critical Incident Exercises

Build Intercultural Competence?
Complex systems thrive at the edge of chaosgood news for those of

us working in adult ESOL programs. Applying principles of motivation
and key concepts of complexity theory can help us sustain rigor,
resilience, and a sense of humor. Come explore seven ways to survive
and thrive at the edge.
Drawing on Kahnemans 2011 description of fast and slow

thinking, this presentation examines how critical incident exercises can
be used in ELT classes to improve learners intercultural competence
by helping them build habits for dealing with intercultural encounters
more carefully and mindfully.
Don Snow, Shantou University, China
Five Pillars of Designing and Delivering

Hybrid Courses to Adults
How Does Professional Development Influence

PublicSector EFL Classroom Teaching?
Hybrid courses cater to a wide audience of adult learners and

bring together the best of face to face and online pedagogies. In
order to design and deliver a successful hybrid, the following five
components must be given serious consideration: teacher monitoring,
cooperation and collaboration, intertask dependency, personalization,
and assessment.
This session presents Phase 3 of the Learning4Teaching project, which

documented public-sector EFL teachers experiences of professional
development in Chile and Turkey. Teachers kept daily teaching logs,
which helped to trace connections between what they learned from
professional development and how they used it in classroom teaching.
Silvia Laborde, Alianza Pocitos-Punta Carretas, Uruguay

Multicultural education and cross cultural curriculum examples taught

to learners of English in Egypt and Israel will be presented. Presenters
define the meaning of culture, show participants the goals of teaching
culture and its importance to educate socially responsible students.
Possibility of educating for social responsibility will be known.
Hamdi EltantawiShadiEltantawi, Ministry of Education, Egypt
ValerieS. Jakar, Israel
Invited Speaker
Practice-Oriented

From Cross Cultural Curriculum to

Socially Responsible Students
Research-Oriented
Implementing A ContextBased Cooperative

Learning Pedagogy: An Action Research Study
The study discussed here goes beyond previous work by exploring

the development and applicability of a localized, context-sensitive
approach to implementing cooperative learning. It aims to investigate
the effects of this pedagogical innovation on Taiwanese EFL students
oral English development. Suggestions for future research and
implications for teaching are discussed.
FRIDAY, 28 MARCH
Kathleen Graves, University of Michigan, USA

Donald Freeman, University of Michigan, USA
Claudia Cameratti, University of Michigan, USA
Wen-Hsien Hsu, National Taiwan University, Taiwan
Roundtable
Teaching Tip
TESOL in Focus
Workshop
113
Increase Student Engagement With a

Virtual Language Learning Platform
Leadership Skills and Styles Affecting Leaders
Learn how the SANSSpace Virtual Language Learning Platform and

mobile app engage students in language learning 24/7. The platform
links language courses, content, and learning communities. The virtual
comparative recorder promotes communication practice and reinforces
skill development. Synchronous and asynchronous tools encourage
collaborative learning anywhere, anytime, on any device.
The presenter discusses the factors affecting the style of leadership

leaders operate under. He highlights six styles of leadership (directive,
visionary, affiliative, democratic/participative, pacesetting, and
coaching), discussing what behaviors and attitudes are associated
with each style. Finally, he discusses some implications for being and
becoming successful leaders.
Mark Goodin, SANS Inc. Software & Network Solutions, USA

International Travel for the Student and Youth Market
This talk is geared towards companies and individuals involved in

international travel; whether it be coordinating international travel for
students or teachers traveling to various worldwide destinations to
teach English. Well cover combating the costs of international travel
and the benefits of international programs.
Evan Becker, StudentUniverse, USA

Japanese preservice EFL teachers

future selfimages toward CLT
Masako Kumazawa, J. F. Oberlin University, Japan
Sufian Abu-Rmaileh, UAE University, UAE

Leading ELLs Toward Academic Achievement:

Implementing an Inclusion Model
In this interactive session, an inclusion support model is presented

and attendees are engaged in a series of practices that help ELLs
accomplish goals in their mainstream classroom. The speaker features
handouts, visuals, and hands-on activities that can be applied
immediately into the K5 classroom.
Ana Palencia, Metropolitan School of Panama, Panama

This presentation reports on an on-going longitudinal study of

Japanese pre-service EFL teachers attitudes toward CLT. The
study employs possible selves theory to investigate how CLT is
conceptualized in pre-service teachers future self-images. The
presenters findings discusses, in relation to the participants, past and
current experiences.

FRIDAY, 28 MARCH
Keeping ESL Teachers From Becoming

Their Own Worst Enemies
ESL instructors dealing with new teaching situations can adopt

survival behaviors that may actually lead to feelings of inadequacy or
burnout. Presenters profile such self-damaging behaviors and provide
suggestions on how teachers can reform themselves and renew their
joy of teaching.
George Plautz, University of Utah, USA
Korrin Ebira, University of Utah, USA
Naomi Lee, Kansai Gaidai University, Japan
Mathematics Discourse Communities:

Advancing Latina/o Mathematics
Learning and Academic Literacy.
In order to improve Latina/o ELLs mathematics academic literacy,

teachers are needed who can create a mathematics discourse
community in the classroom. Drawing from a longitudinal study,
the presenters describe the practices and demonstrate the impact
of building a discourse community on students learning and
academicliteracy.
SandraI. Musanti, University of Texas at Brownsville, USA
Sylvia Celedn-Pattichis, University of New Mexico, USA

More Than Linguistic Accuracy:

Feedback on Graduate Academic Writing
The presenter provides qualitative data on the various types of

feedback L2 students actually face within doctoral class frameworks
in the United States. Based on the empirical evidence for the nature of
feedback practices, the presenter proposes a postmethod approach to
feedback on graduate academic writing.
KyungMin Kim, Indiana University of Pennsylvania, USA
Academic Session
114
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection

North Korea to Chicago:

Improbable Journey, New Beginning
Reaching the Next Generation of Learners

Through Parent Involvement
Content Area: Pre-K through 12
The presenter narrates a fascinating story of one of his refugee

students to show what enormous obstacles many refugees have had to
overcome to come to college. He provides tips on how to collect similar
stories from students and how to use this information to enhance
language instruction.
ESL parent involvement is generally a challenge for schools and

districts. This session provides an opportunity for educators to come
together and discuss ways to get parents involved and sustain
their involvement beyond parent teacher conferences or school
socialevents.
John Stasinopoulos, College of DuPage, USA
Karen Gelardi, Warren Consolidated Schools, USA
Preparing Mainstream Teachers for

ELLs in Their Classrooms
Reading and Writing for the Common Core Standards
The CCS require a new emphasis on non-fictional texts and the reading
and writing of a wider variety of text types. This session demonstrates
several activities for working with non-fiction texts and developing
students abilities to write constructed responses.
Demographic shifts in the U.S. resulted in classrooms with English

Language Learners nearly everywhere. Learn about a teacher education
program that has included preparation in working with ELLs for more
than 10 years, and that has adapted to the growing emphasis on
outcomes and accountability.
Teresa Lucas, Florida International University, USA
EmilyA Thrush, University of Memphis, USA

Teresa Dalle, University of Memphis, USA
Angela Thevenot, University of Memphis, USA

Progress Monitoring Made Simple With

CurriculumBased Measures Three Domain (CBM3D)
Shared Faculty Governance and IEP Adminstration
The data-based teaching revolution has arrived, and ESL can be a part
of it! We share a free easy-to-use tool for documenting student growth
in English language development. Finally, you can share up-to-theminute growth data with students, principals, and parents to positively
impact teaching and learning for your ELs.
Teaching more but enjoying it less? Higher education faculty lead

discussion on how you can transform your IEPs administrative
structure to a more inclusive, shared governance model that allows
everyone to lead and thrive. Hear how it was and see how it can be!
Faculty satisfaction surveys included.
Rita Platt, Minneapolis Public Schools, USA

John Wolfe, Minneapolis Public Schools, USA
Susan Lindsay, Portland State University, USA

Julie Haun, Portland State University, USA
Lori Barkley, Portland State University, USA

Teacher-as-researcher mode advocated in Chinas curriculum reform

meets many challenges in practice. Presenter, based on data collected
in a collaborative action research program in China, tries to analyze
the characteristics and affecting factors of EFL teachers development
as researchers and to summarize more effective ways to cultivate
research-oriented EFL teachers.
Narentuya Ao, Beijing Normal University, China

Shifting Paradigms in Teacher Development

As learning is redefined in the 21st century, teacher development

must follow suit. The presenters outline a series of projects in an EFL
institute aimed at differentiating professional development according
to teachers profiles, needs, styles, and expertise levels, emphasizing
how less traditional forms of professional development are now
beinglegitimized.
FRIDAY, 28 MARCH
Promoting EFL Teachers Development as

Researchers Through Collaborative Action Research
Isabela VillasBoas, Casa Thomas Jefferson, Brazil

Katia Falcomer, Casa Thomas Jefferson, Brazil
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
115
Starting and Sustaining Teacher Communities

of Practice in EFL Contexts
The Impact of Feedback Format

on Academic Writing
Teacher communities of practice (CoPs) create spaces for professional

development. In EFL contexts, CoPs allow teachers to practice and
maintain English confidence, expand teaching skills, and develop
camaraderie. Learn strategies for establishing teacher CoPs, effective
CoP activities, and tips for sustaining participation. Explore crosscultural issues that may complicate teacher CoPs.
This session compares the impact of feedback formats on student

teachers academic writing and explores their perceptions about
feedback in Singapore. Results suggest that margin comments yield
more improvements on revisions than global comments and checklists,
but teachers need to be wary of making assumptions about the
effectiveness of feedback.
Cynthia Macknish, Eastern Michigan University, USA
Successful Student Outcomes via Innovative,

Interactive, Inductive, and Independent Learning
How can you meet student requests to learn English as its really
used? Corpus-research informs conversation strategies, vocabulary
acquisition, inductive learning, and ways to avoid common errors in the
groundbreaking Touchstone Second Edition. Explicit student learning
outcomes for every lesson provide even more resources for building
21stcentury independent learners.
MaryLouise Baez, Cambridge University Press, USA

Teaching Speaking Skills Through Writing:

Top Choices of 60 Teachers
The strategies selected for this session were approved by a group of 60

teachers. The activities develop speaking skills through the integration
of writing in motivating ways, by including videos, music, reading
online, magazines, newspapers, and iPad apps that give students
something to talk or write about.
FRIDAY, 28 MARCH
Gilda Martinez-Alba, Towson University, USA
Diane StaehrFenner, DSF Consulting, USA

Eleni Pappamihiel, Watson School of Education, USA
Anita Bright, Portland State University, USA
Sara Waring, Edcount, USA

To Flip or Not to Flip? Discuss.

Bring your notions of the flipped classroom and your questions

about the flipped learning approach to this discussion. When direct
instruction occurs out of class and the assignments are completed in
class, what are the impacts on English learners? What do they stand to
gain or lose in the process?
Writing Circles for Publication:

NNEST and NEST Peer Collaboration
A number of EAP programs are in various stages of pursuing academic

credit for their courses at their institutions. This session examines
successful case studies and discusses key suggestions for those who
are currently involved in the process. Participants should bring their
stories of challenge or triumph to share.
116
This session discusses how the TESOL Professional Standards for

P12 Teacher Education Programs are used for CAEP accreditation.
Presenters also share a new book that provides applications of the
standards to teacher preparation programs both in the USA and
internationally, and for professional development in schools, districts,
states, and beyond.
The Case for Credit:

EAP Courses and Academic Credit
Colloquium
The TESOL Professional Standards for P12 Teachers
Helaine Marshall, Long Island University Hudson, USA
Academic Session
The aim of this session is to explore the different ways in which expert
and novice NESTs and NNESTs collaborated in a community of practice
framework, in a writing circle, to achieve a variety of purposes ranging
from surpassing fear of writing to honing writing skills to writing
forpublication.
Hayat Messekher, Ecole Normale Superieure de Bouzareah,
Alger,Algeria
Crystal Machado, Indiana University of Pennsylvania, USA
Courtney MacLaughlin, Indiana University of Pennsylvania, USA
Discussion Group
Exhibitor Session
Forum Session
InterSection
Building Games for Language Education:

Exploring Best Practices

Multilingual and multiliteracies practices are the norm in classrooms

today. In this colloquium, presenters address how academic content
and language as well as students identities are mediated and
negotiated by constructing spaces in which multilingual communicative
repertoires and multiple literacies are recognized and promoted
through metacommentary, videomaking, and identity texts.
This session discusses the development of noncommercial virtual

environment games for English as a second or foreign language.
The presenters, involved in the development of an online, languagelearning game for the U.S. Department of State, discuss considerations
and challenges in designing and building language games for a
globalaudience.
Jacqueline Gardy, U.S. Department of State, USA
Jeff Kuhn, Ohio University, USA

Exploring Extensive Reading to Sustain

and Renew ELT Reading Instruction

Mario Lopez-Gopar, UABJO, Mexico
Jim Cummins, University of Toronto, Canada
Diane Dagenais, Simon Fraser University, Canada
Margaret Early, University of British Columbia, Canada
Betsy Rymes, The University of Pennsylvania, USA
Peter Sayer, The University of Texas, San Antonio, USA
3:00 pm
Extensive reading remains relatively unknown and unimplemented in

ESL programs in the United States. This colloquium brings together
a global group of ESL/EFL scholars and practitioners who have
implemented this fluency-based approach, which promotes implicit
learning in different ways and places relevant for ESL contexts.

Reverse Blending in Teacher Training:

When Online Takes the Lead
Doreen Ewert, University of San Francisco, USA

Thomas Robb, Kyoto Sangyo University, Japan
Brenda Johnston, New Westminster Secondary School, Canada
Juan Pino-Silva, USA
Lynn Schaefer, University of Central Arkansas, USA
Anne Katz, The New School, USA

Donald Freeman, University of Michigan, USA
Anne Burns, Aston University, UK

I Want to Write a Book! Getting

Published With TESOL
Jennifer Lebedev, TESOL, USA

JohnI. Liontas, University of South Florida, USA
RobynL. Lockwood, Stanford University, USA
Gail Schafers, Fontbonne University, USA
Lynn Zimmerman, Purdue University, USA
Deoksoon Kim, University of South Florida, USA
Are We Applying Pronunciation

Research to the Classroom?
Linda Grant, USA

Best Practices in Online Teacher Training

FRIDAY, 28 MARCH
In this interactive session, meet with TESOL Book Publications

Committee members and authors. Learn how to identify a topic,
develop your ideas, submit a proposal, and finalize your manuscript.
Bring your ideas, proposals, and manuscripts and get feedback from
experienced authors and editors.
Building teacher capacity in classroom English and professional

knowledge is a worldwide challenge. The presenters report on the
global piloting of a reverse-blended online training program, where
the main emphasis is on the online component, supported by face-toface sessions. The pilot, involving 4,000 teachers, aimed to enhance
participants professional confidence.
The rapid expansion of online teacher training raises a number of

questions: How should we model student-centered, communicative
teaching, incorporate a teaching practicum, and best accommodate
students in a diverse, international context? This year-long critical
analysis of a university-based TEFL certificate program offers insights
and recommendations for teachers and administrators.
Angel Miller, University of Arizona, USA
JeremyJoseph Lee, University of Arizona, USA
Linda Chu, University of Arizona, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
117
Building an Architecture of Inclusion:

College Access for English Learners
English Language Software for the Next Generation:

Sustaining Learners Interest
Content Area: Advocacy
From alphabet skills to listening, speaking, and understanding fast

natural speech, four engaging programs are demonstrated. Designed
for adults and using authentic materials, these award-winning
materials are highly interactive with contextual feedback. Available
as standalone and networkable CDROMs, as well as online eLearning,
theyre outstanding and affordable content-rich resources.
Despite the national increase of ELL enrollment in K-12 schools, there

is a clear void regarding linguistic minority placement and participation
in college nationally. This presentation explores how de facto policies
of exclusion have been successfully challenged by a school districtcollege partnership in the east of the United States.
J.Andres Ramirez, Rhode Island College, USA

Caught Between ESL and Special Education

This session addresses ESL and Special Education by presenting

participants with case studies of two ELLs at the high school level.
Participants discuss the cases in groups and suggest next steps.
Presenters share what actually happened with these students.
Participants leave with practical ideas about ELLs with Special Needs.
Paul Abraham, Simmons College, USA
Lindy Forrester, Marlborough Public Schools, USA

Developing Arab Students Critical Thinking Skills

Effective academic English performance requires a high level of critical

thinking skills. However, in their home countries, many Gulf Arab
students do not develop these skills. The presenter examines how
critical thinking is handled in Gulf Arab schools. Then he suggests
techniques for introducing and developing critical thinking skills.
Ozgur Pala, Qatar University, Turkey
Marsha Chan, Sunburst Media, USA
Englishes and Dialects in Classrooms:

Challenges and Possibilities for TESOL

Examining the Use of English Proficiency

Placement Tests in Kindergarten
Communication and Leadership Tips

From Toastmasters International
Gary Schmidt, USA
FRIDAY, 28 MARCH

Rina deGongora, Instituto Guatemalteco Americano, Guatemala
Case studies were conducted in one southwestern state to

determine the impact of an English proficiency placement test for
Kindergarteners. Results from these case studies are critically
examined. Session participants identify how lessons learned from
English proficiency placement assessments can assist teachers in
planning and delivering appropriate instruction.
Laurene Christensen, University of Minnesota, USA
Vitaliy Shyyan, University of Minnesota, USA
Elizabeth Christian, University of Minnesota, USA

Exploring ESOL Teaching Strategies to Build

Intercultural Awareness and Communication
D
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NC
Recognizing the untapped potential of ESOL classrooms to build

intercultural awareness, intercultural communication and 21st century
culture and languagelearning skills, this discussion group explores
concrete strategies to build an intercultural ESL teaching practice.
Participants are invited to continue refining these intercultural teaching
strategies in an online community of practice.
CA
How Might ESL/EFL Teachers Use

Corpus Tools in Their Classrooms?
John Bunting, USA
Academic Session
118
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection

Issues in Close Reading and Academic

Language for English Learners
David Freeman, USA
Yvonne Freeman, USA
Lexical Diversity, Sophistication, and

Error in Generation 1.5 Writing
Japanese University Students OutsideofClass

EnglishRelated Time Use
This research talk summarizes a comparative analysis of vocabulary

use (i.e., lexical diversity, lexical sophistication, and vocabularyrelated error) by native English speakers, Generation 1.5 writers, and
international student writers on a university-level writing proficiency
exam. Implications for educators who work with Generation 1.5 writers
are discussed.
Don Miller, California State University, Stanislaus, USA

This presentation discusses results from a multiphase study into

Japanese university students outside-of-class time use devoted to
English in an EFL environment. Using both longitudinal and crosssectional time-use data, in conjunction with a series of semistructured
interviews, temporal, situational, affective, and motivational aspects of
outside-of-class time use episodes were investigated.
Brad Visgatis, Osaka International University, Japan

Mentor Text: Using Childrens Literature

to Teach Writing (Bilingual Session)
Language Shift Among Puerto Rican Youth
Mentor texts are books that offer myriad possibilities for students and
teachers. How can bilingual (Spanish/English) mentor texts meet the
needs of ELLs? In this session participants learn writing strategies
using bilingual mentor texts to build literacy in the first language that
transfers to the second language.
Alma Martinez, Northside Independent School District, USA

How are language shift, loss of identity and national language, and
technology related? These are the issues explored in this action
research study with middle school students. The presenters share the
results of the study of this phenomenon and the factors that appear to
contribute to language shift.
Josu Alejandro, Universidad de Puerto Rico, Puerto Rico
Naomi Vega-Nieves, Universidad del Sagrado Corazn, Puerto Rico


Motivation of the Next Generation of

Students and Their Teachers
How can we foster the fragile feeling of motivation in students and

remain motivated ourselves? How can we eliminate demotivators
that may creep into our classrooms? This presentation aims to identify
elements that help create and sustain willingness for learning in
students and teaching in us, the educators.
Learn About the CELTA:

HighQuality, Practical, FourWeek TEFL Course
Defne AkinciMidas, Middle East Technical University, USA
CELTA is one of the most widely taken and recognized TEFL

qualifications, only offered by centers meeting rigorous quality
standards and an annual approval process established by Cambridge.
In this full-time intensive course, participants learn the skills,
knowledge, and hands-on teaching practice needed to be a successful
English language teacher.
Lets Talk! ESL Students Needs vs.

Writing Centre Philosophy
Invited Speaker
Practice-Oriented

Multimodal Teacher Input and Science

Learning for Middle School ELS
The presenter reports a study about multimodal science learning in a

sixth grade sheltered classroom. Using qualitative research methods,
the presenter argues the classroom discourse promoted limited
science learning and language development. The presenter makes
recommendations for future research and teacher education.
FRIDAY, 28 MARCH
Megan McEnulty, St Giles International CELTA Program, USA
Ying Zhang, Purdue University, USA
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
119
Platforms and Perspectives: Encouraging Purposeful

Communication Among Chinese English Learners
Research Designed Medical ESP Program
The increasing number of North Americans retiring outside of their

home countries has an ongoing need for medical services in English.
Retirement destinations contain many qualified doctors needing
English updates/reinforcement to attend this population. This
presentation describes a market and user research-based program
development for this and similar ESP situations.
How can Chinese students of English strengthen their communication

skills to better communicate their cultural perspectives? The presenters
offer possible solutionsbased on their experiences publishing 21st
Century (China Dailys education weekly for Chinese students of
English), hosting national English competitions,and other experiences
with Chinese students in China and the USA.
Wensha Li, China Daily, China
Qing Huang, China Daily, China
Christopher Hastings, EL Fellow Program, China
The research investigates faculty-student interactions in the context

of first-year ESL writing classes at a North American university. The
researcher discusses how the professors positioned themselves
and their ESL students, the factors that affected student-faculty
interactions, and the potential benefits of interaction to both professors
and ESL students.
Brooke Hoffman, Temple University, USA
Searching for the Perfect Text:

GenreBased Instruction for Oral Presentations
D
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This study proposes a prototypical framework that identifies rhetorical

and lexico-grammatical regularities in oral presentations. Based on
findings from a multi-level analysis of public speeches, the framework
serves as an effective and creative genre-based instructional material
that facilitates EFL learners mastery of the oral presentation genre.
CA
Yu-jung Chang, National Tsing Hua University, Taiwan

Hung-Tzu Huang, National Tsing Hua University, Taiwan


Chris Sauer, USA
Michael Feldman, Boston Universiy, USA
Professor and ESL Student Interactions:

Why Do They Matter?

Renewing ESL Writing Programs

With Summative Portfolios
FRIDAY, 28 MARCH
While many ESL program administrators are familiar with the portfolios
that track students progress or provide an opportunity for collecting
exemplary work, the potential of portfolios for summative assessment
has not been adequately explored. This presentation describes the
implementation of summative portfolios as exit mechanisms in two
academic ESL programs.
Lara Ravitch, University of Oregon, USA
Ana King, Truman College, USA
SERV 1000: Boldly Going Where ESL

Students Havent Gone Before
Whereas considerable research has investigated service-learning (SL)

for mainstream students, little has studied if and how SL influences
L2 students. This session presents a study of SL impact on university
ESL students in Canada. The surveys, interviews, and document
analysis indicate significant effects on both language development and
culturalintegration.
Wendy Krauza, Thompson Rivers University, Canada
Heather Wisla, Thompson Rivers University, Canada
Jim Hu, Thompson Rivers University, Canada

Shifting Attitudes About ELLs in

Content Area Teacher Candidates
This session describes the reported understanding and attitudes of preservice and in-service content area teachers about issues associated
with teaching ELLs in mainstream classes. A follow-up case study
with one pre-service and one in-service teacher points to areas of
professional development that help to improve negative associations.
Julie Whitlow, Salem State University, USA
Omar Longus, Salem State University, USA
Gigi Green, Salem State University, USA
Academic Session
120
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Social Media, Language Learning,

and ELA Curriculum
Teaching Spoken English: Content and Methodology
This presentation describes some of the central findings of Corpus

Linguistics and Conversation Analysis concerning spoken English,
such as marking, reported speech and spoken narrative. The presenter
describes practical methods of how to teach these items, including,
illustrating with video of classroom interactions.
This presentation shows how a sixth-grade teacher in a US public

school transformed her ELA writing curriculum through use of Edmodo
and Glogster in supporting the academic literacy development of
English language learners. It investigates how students utilized
affordances from social media in writing academic genre texts.
Dong-shin Shin, Northern Illinois University, USA
Tony Cimasko, Miami University, USA

Successful Technology Models

in Adult Education ESL
With the proliferation of technology in education, what options work

best for our adult ESL classrooms? What are the principle challenges,
why is implementation difficult, and what are the benefits? Come and
explore some best practices in realizing technology both inside and
outside the adult education ESL classroom.
Pierre Montagano, Cambridge University Press, USA
Sylvia Ramirez, MiraCosta College, USA

Tapping the Potential of ELL Paraprofessionals:

Providing Effective Professional Development
Little is known about how to best prepare paraprofessionals to work

with ELLs and their teachers. We present, ParaTELL, a research-based
professional development program for paraprofessionals of ELLs. We
describe the learning outcomes and perceptions of paraprofessionals
and the teachers who provided the PD and provide the ParaTELL
training manual.

TaskBased Lessons Produce RealLife Learning

Research shows that meaningful context enhances language

learning. Task-based lessons make language used in the classroom
more meaningful by providing an authentic, interesting, or fun task
as the lesson goal. The presenter demonstrates a variety of taskbased lessons and shows how task-based lessons lead to real-life
communicative competence.

TESOL in the Outer Circle:

The Case of the Philippines
This session synthesizes the challenges and perceptions that TESOL

experts and educational leaders have on English language teaching
in the Philippines, in the midst of two seemingly opposite waves
currently in the educational system: Mother-tongue-based multilingual
education and TESOL. Solutions are proposed for potential TESOL
success in the Philippines.
Safary Wa-Mbaleka, Adventist International Institute of Advanced
Studies, Philippines

The Whole Package: Introducing Academic

Skills Through Young Adult Novels
Young adult novels can provide an engaging, meaningful, and unifying

foundation for an academic course. The presenter shares how a
well-chosen novel can be developed and used with intermediate EAP
students as a springboard into tasks and other materials that introduce
essential academic skills.
AliciaRose Going, University of Oregon, USA
Towards SelfRegulated Learning:

Helping English Language Learners
Develop Metacognitive Awareness
AnnaUhl Chamot, USA
FRIDAY, 28 MARCH
Michaela Colombo, University of Massachusetts Lowell, USA

Qing Zhao, University of Massachusetts Lowell, USA
Heidi Perez, Lawrence Public Schools, USA
John Campbell-Larsen, Momoyama Gakuin University Osaka Japan,

Japan
Ed McBride, Los Angeles Unified School District, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
121
Using EPal Projects to Create Intercultural

Awareness: Stages and Evaluation
Acceptance of Alternative Continuing Professional

Development by School Administrations
What should administrators be looking for in teacher applicants,

and what should schools support or require in terms of professional
development activity beyond the typical CEU? How can schools help
teachers stay qualifiednot only in terms of state licensure, but as
outstanding classroom practitioners? Audience participation sought!
The speakers report on the outcomes of an e-pals project connecting

Russian students taking a linguistics and cultural studies course and
U.S. students taking an introduction to linguistics course. The session
focuses on online registration tools, developing guidelines, questions
for self-analysis, and ways to integrate such projects into a curriculum.
Anastasia Khodakova, Tula State Pedagogical UniversityLev Tolstoy,
Russian Federation
Tetyana Sydorenko, Portland State University, USA

Using Technology to Effectively

Measure TOEFL iBT Preparation
Learn how utilizing an effective online technology tool has increased

students TOEFL readiness and preparation in Arizona State Universitys
American English and Culture program. Members of ASUs AECP
program and LearningU will share lessons learned as well as the tools
needed to implement the ultimate test prep program.
Cameron Loflin, LearningU, USA
Mark Rentz, Arizona State University, USA
Dianna Lippincott, Arizona State University, USA

Deborah Healey, University of Oregon, USA

FRIDAY, 28 MARCH
An overview of the latest development and research from WIDA,

including Spanish academic language standards and assessment,
Growth Reports, work on a definition of language proficiency,
development of an online ELP assessment, early childhood initiatives,
and more.
Robert Dickey, Keimyung University, Republic of Korea

MaryAnn Christison, University of Utah, USA
Heidi Vellenga, The Pennsylvania State University, USA
Thu Tran, Missouri University of Science and Technology, USA
Anne Walker, University of North Dakota, USA
Laura Baecher, Hunter CollegeCUNY, USA
HeidiJ. Faust, University of Maryland Baltimore County, USA
LeonardoA. Mercado, Instituto Cultural Peruano-Norteamericano, USA

Building BRIDGES: PreNinth Grade

Intervention for Low Literacy Newcomers
This colloquium explains the development, implementation, and

evaluation of BRIDGES, an intervention program for multilingual
newcomers with no English literacy, low L1 literacy, and
interrupted educational backgrounds. Presenters describe the
pre-9th grade, interdisciplinary, language-infused curricula in core
subjects, the professional development for teachers, and student
performanceresults.
Deborah Short, Academic Language Research & Training, USA
Elaine Klein, City University of New York, USA
Suzanna McNamara, Bronx International High School, USA
Annie Smith, Bright Minds Educational Consulting, USA
Rebecca Curinga, City Univ. of New York, USA
Jesse Markow, WIDA, USA
Academic Session
122
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Encouraging Reflective Teaching in Composition

Classrooms: Practice, Process, and Publication
Reflective teaching helps instructors take informed actions in L2

writing classrooms, develop/maintain a rationale for practice, and feel
grounded in daily teaching activities. Presenters discuss how reflective
teaching and writing narrative accounts of those reflections affected
their attitudes and practices. Presenters call for more venues for
publication of such accounts.
Shawna Shapiro, Middlebury College, USA
Vanessa Cozza, Washington State UniversityTri City, USA
Sunny Hyon, California State University San Bernadino, USA
Ingrid Bowman, Santa Barbara Community College, USA
Megan Siczek, George Washington University, USA
Anna Grigoryan, Pepperdine University, USA

English Language Policies in the Arab World:

Issues and Implications
This panel focuses on English language education policies in Egypt,

Kuwait, Lebanon, and Qatar. For each country, an overview of language
policies is presented, followed by a discussion of controversies
generated by the lack, vagueness, or misapplication of policies. Issues
of multilingualism, code-switching, identity, and educational outcomes
are discussed.
Kassim Shaaban, American University of Beirut, Lebanon
Dudley Reynolds, Carnegie Mellon University, Qatar
Deena Boraie, American University in Cairo, Egypt

Reading Strategies to Develop Critical

Thinking and Improve Test Scores
Lets face it. We feel pressured to have our students perform well on
the Comprehensive Adult Student Assessment System (CASAS). Learn
how to apply creative metacognitive reading strategies to different
types of questions on the CASAS. Its not just about vocabulary; its
about developing critical thinkers at all proficiency levels.
Anya VanElderen, Grand Rapids Community College, USA
Rachel Hittepole, Tampa Language Center, USA
Social Interaction and ELT Across Settings
In this panel, experts give their views on the approaches to L2 social

interaction, share their recent research with the audience, and suggest
future directions for both research and educational practice.
Richard Young, University of WisconsinMadison, USA
JoanKelly Hall, The Pennsylvania State University, USA
Gale Stam, National-Louis University, USA
4:00 pm


A Corpus/Elicited Data Study of ESL

Synonym Use and Acqusition
This presentation reports on a study of the use of four sets of English

(near)-synonyms by intermediate/advanced ESL learners and native
English speakers, using both corpus and solicited data. Besides
reporting the results, the presenter also discusses in detail the
implications of the study for ESL lexical learning.
Dilin Liu, University of Alabama, USA

Book Clubs in the Classroom:

Developing a Culture of Literacy
In a technology-driven, hyper-busy culture, it is difficult to persuade

students to read for pleasure, to read often, and to choose quality
materials. The presenters guide participants in a classroom book club
experience to demonstrate how community college ELLs can become
actively engaged readers with strong academic literacy skills.
Heather Satrom, Montgomery College, USA
Sadi Sahbazian, Montgomery College, USA
Jona Colson, Montgomery College, USA

Boost Reading and Writing Skills

With SaysDoes Analysis
FRIDAY, 28 MARCH
Says-does analysis teaches students to take notes not only on content

(says) but also on writing techniques (does). The presenters lead
participants through says-does analysis reading and writing exercises
to demonstrate how does analysis reveals a writers organizational
and rhetorical choices, which students then incorporate into their own
writing topics.
Nancy Overman, Georgetown University, USA
Lily Sorenson, Indiana University, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
123
College Bound: Mastering Reading

Skills for Academic Success
Exploring Definitions of Academic Writing:

A Teacher and Researcher Reflect
Preparing students to master the necessary skills for academic success

requires a systematic approach that encourages them to become
more confident, independent, and effective readers. The rigorous
development of academic skills requires a step-by-step approach
that begins by challenging students with high-interest readings on
academic subjects.
Robert Cohen, Eugenio Maria de Hostos Community College (CUNY), USA

Judy Miller, Columbia University, USA
Brooke Ricker, Pennsylvania State University, USA

Lindsey Kurtz, Pennsylvania State University, USA

Coloring Pronunciation Across the

ESL/EFL Curriculum: Why and How
The Color Vowel Chart makes it easier than ever to teach

pronunciation. Come for a basic introduction to the Chart as a visualkinesthetic tool, then explore steps you can take to adopt The Color
Vowel Chart throughout your ESL program. Your students will thank you
for going curricular!
This presentation explores students mixed reactions to World English

texts, focusing on how and why students resist the use of World
Englishes texts as models for academic writing, how teachers can
work to overcome this resistance, and how teachers own definitions of
academic writing may constrain or inspire student writing.

Flipping the IEP Research Classroom:

An Instructional Alternative
Karen TaylordeCaballero, The Color Vowel Chart, USA
Flipping a classroom involves both the innovation of instructional

design and incorporating technology. This technique inverts what is
traditionally taught in the classroom. Using specific techniques and
examples from a pilot course, presenters demonstrate how flipping can
be an effective method for teaching research writing to IEP students.
Linda Henriksen, Kansas State University, USA

Abby Franchitti, Kansas State University, USA

Developing Interactive Grammar Materials

to Promote Learner Autonomy
Got Games?
This presentation describes a project undertaken to develop interactive

materials to supplement classroom-based work. The presenter
describes the purpose, development, and assessment of interactive
online grammar components in an ESL writing course. Time-saving
strategies and tips in using available software and tools are
highlighted.
FRIDAY, 28 MARCH

Got It! is a copyable book of 160 cards on 40 topic areas. It joins Pro
Linguas Match It!, Index Card Games, Shenanigames, Bingo, and
others, as a fun and instructive game for building vocabulary and
speaking and listening Skills. Participants play a variety of games
forprizes.
Esther Boucher-Yip, Worcester Polytechnic Institute, USA
Ray Clark, Pro Lingua Associates, USA


ELL Teachers Developing, Sustaining,

and Renewing Teaching Philosophies

Help Your TOEFL Students Be Testwise!
This study investigates ELL teachers development of teaching

philosophy in relation to their teacher training. Corpus analyses of
teaching philosophy produced by 142 TESOL graduates between 2002
and 2012 and interviews of 20 current teachers illuminate the effect
of teacher training and other sociocultural factors in shaping their
teaching philosophy.
Students who are testwise use knowledge of how the TOEFL is written
and scored to perform their best. Using examples drawn from all parts
of the TOEFL, participants learn 10 effective strategies their students
can use to improve their scores and perform their best on the TOEFL.
Tim Collins, McGraw-Hill Education, USA
Juyoung Song, Murray State University, USA

M.Sue Sroda, Murray State University, USA
Academic Session
124
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Nigerian English Teachers as Models for

Contrastive Word Stress Assignment
Stop Motion Animation:

A Video Project Even Shy Kids Love
The use of stress is a major challenge to Nigerian users of English.

This study investigates the extent to which Nigerian English Language
Teachers (NELTs) are able to assign stress to English contrastive words.
Prince and Libermans Metrical Theory is adopted for the analysis of
the data.
Stop motion animation has been around for decades, but with
improvements in technology, all one would need is a digital camera,
a computer, and some interesting material, be it Legos mini-figures,
bendy wire, or some candy pieces. Students are able to fulfill language
objectives while creating exciting and educational videos.
Mary OluyemisiAina, Federal College of Education, Nigeria
Scott Duarte, University of Delaware, USA

Julie Lopez, University of Delaware, USA



Strategies and Tools for Enhancing Literacy

Learning and Teacher Training
The ability to shift frame of referenceperceptual agilityunderlies

many competencies, including intercultural communication, second
language acquisition, and a good sense of humor. This presentation
applies ideas from the classic Act of Creation and current
psycholinguistics to making this connection more explicit and useful to
intercultural educators.
This hands-on presentation provides attendees with strategies and

tools to effectively and systematically teach decoding, spelling,
and pronunciation. Attendees develop an awareness of the English
language, learn effective strategies and tools, engage in a variety of
activities, and discuss ways these strategies can be applied in the
ELLclassroom.
Milton Bennett, Intercultural Development Research Institute, USA
Heidi Hyte, Reading Horizons, USA

Reactive to Proactive:
Teacher Mentoring in a Growing ESL Program

Task Complexity, Interaction, and Vocabulary

Learning in TaskBased Instruction
D
E
L
E
NC
As international enrollment in higher education increases, ESL

programs must find ways to mentor both new and experienced
instructors. This session presents survey and interview data from one
ESL program on the planning and creation of complex and sustainable
mentoring relationships for everyone from teaching assistants through
leadership positions.
This presentation reports on a classroom-based research project that

investigated the role of task complexity in vocabulary learning in EFL
task-based language teaching contexts. The results are discussed in
light of the importance of considering task complexity when designing
tasks and the benefits of task-based interaction in facilitating
vocabulary learning.
Keli Yerian, University of Oregon, USA

Laura Holland, University of Oregon, USA
YouJin Kim, Georgia State University, USA
Teaching a New Word or Multiword

Expression to Improve Retention
CA


Rethinking Vocabulary
Vocabulary is typically looked at in tiers: (1) everyday, (2) domain

specific, and (3) cross-discipline academic. This session looks at
vocabulary from another perspective: asking not what students need
to meet benchmarks, but what words do excelling students know and
how to teach them to students who struggle.
When students encounter a new vocabulary item, whether word or

multiword expression, what is the best way to help them to find out its
meaning? This presentation discusses various means (uses of L1, e.g.,
dictionaries, pictures, mime ...), their advantages and disadvantages in
different contexts, and suggests some practical conclusions.
Carol Johnson, Renaissance Learning, USA
Penny Ur, Oranim Academic College of Education, USA

Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
FRIDAY, 28 MARCH
Workshop
125
Teaching Leadership Communication Skills to

Japanese Learners Through Online Forum
Undocumented Students in Class,

What Do I Need to Know?
Content Area: Advocacy
In a Japanese university seminar, narratives of 20 leaders from

business, law, government, medicine, sports, counseling, and
academia collected through semistructured interviews were shared
with Japanese undergraduates and discussed via an online forum.
This presentation explains how the online forum contributed to the
development of leadership communication skills in English.
Undocumented immigration has become a major concern in American

society. In this research presentation, we explicate the results of an
extensive literature review regarding the impact on students living in a
mixed-documented status family. Participants learn what K-12 teachers
and schools can do to be proactive and accommodating.
Kevin Knight, Kanda University of International Studies, Japan

The Flipped ESL Classroom: What to Flip?

The flipped classroom, blended learning, hybrid and web-enhaced.

We are surrounded by these terms today, but how do we know we
are choosing the right skills and content to flip? This session briefly
discusses current research and demonstrates some effective ESL
classroom practices that reveal what works.
Christina Cavage, Savannah Technical college, USA

The MakingMeaning Dance:

Variety and Frequency of Instructional Strategies
FRIDAY, 28 MARCH
General educators claim they employ strategies to include ELLs as

they are just good teaching; upon casual observation clear differences
emerge. What is different in instructional strategy use? Participants
learn about shared aspects of effective instruction, and those differing,
including linguistic modifications, interactional opportunities, and a
heightened affective awareness.
Madeline Bires, University of Wisconsin-Eau Claire, USA
Katie DeStefano, University of Wisconsin-Eau Claire, USA
KateMastruserio Reynolds, University of Wisconsin-Eau Claire, USA

Training Students and Teachers in

Analytical Revision Techniques
How can teachers get students to produce writing that develops

complex ideas clearly? Teach revision. In this session, the presenters
lead participants through activities that teach revision-focused writing
practice: metaphors to conceptualize it; class, peer, and self-review
strategies for accomplishing it; and approaches for feedback that
encourage substantive change.
Academic Session
Colloquium
James Cohen, Northern Illinois University, USA

Allison Mass, Northern Illinois University, USA
Gonwo Dahnweih, Northern Illinois University, USA

UniversityBased TEFL Certification Programs:

Critical Analysis and Best Practices
As global demand for ESL/EFL teachers expands, so does the need

for outcomes-based teacher preparation. This session examines three
university-based TEFL certificate programs and their experiences
in tutoring/ training, mentorship, and critical aspects of online
development of emergent teachers.
Sherry Steeley, Georgetown University, USA
Angel Steadman, University of Arizona, USA

Using BioStatements to Promote Insight

Into Audience, Purpose, and Strategy
Many graduate student writers struggle to gain an understanding

of audience, purpose, and strategy. Although these concepts can be
addressed in students research writing, this presentation focuses
on how these notions can be productively explored through biostatements, which often are graduate students first written texts
shared with a broad audience.

Using WebMediated Intercultural Exchanges

in EFL Learning and Teaching
Karen Wiederholt, San Francisco State University, USA

Debbie Miller, San Francisco State University, USA
126
Discussion Group
Web-mediated exchanges present a motivating resource for learners

to engage with English as a living language for communication, and
teachers to undertake professional and cultural exploration. This
presentation draws upon two successful examples of intercultural
web-mediated projects in EFL learning and teaching contexts. Social
media applications in EFL are explored.
Catherine Peck, RMIT International University, Vietnam, Viet Nam
Fiona Wiebusch, RMIT International University, Vietnam, Viet Nam
Exhibitor Session
Forum Session
InterSection
Visualizing Pronunciation for Learners:

Teaching Intonation and Stress Using Praat
ESOL Students Prepare for the Real

World With ProjectBased Learning
Why do many ESL/EFL learners still have difficulties with intonation

and stress even after years of instruction? Can visualization of
suprasegmentals be beneficial? This presentation demonstrates the
use of Praat, a free computer program, as an effective tool in teaching
intonation and sentence stress, especially for visual learners.
Is your ESOL classroom an effective learning lab that prepares

students for transitioning to the next academic, career, or workforce
environment? Project-based learning helps ESOL students demonstrate
their knowledge, skills, and abilities for problem-solving, gathering
information, and communicating with others. Students stay motivated
and can self-assess their progress.
Yuan Zhuang, Northern Arizona University, USA

Shelley Staples, Northern Arizona University, USA
CA Cruz, Create Opportunities, LLC, USA


Writing Effective Student Learning Outcomes
ESP in the IEP: Addressing a Range of Specific Needs
Where does ESP fit in an IEP? This session explores a range of

opportunities for ESP courses administered by an intensive English
program, from wide-angle courses in English for academic purposes
for learners from mixed disciplines, to narrow-angle courses in
English for specific academic and occupational purposes.
Many teachers and curriculum coordinators need to write student

learning outcomes for course development. How can these teachers
write outcomes that are clearer and more effective? In this session, the
presenters describe characteristics of model learner outcomes, guide
participants in critiquing examples, and help them practice writing
their own outcomes.
Bruce Rindler, Boston University, USA

Creating Better Classroom

Assessments in K12 Schools

IEPs for Chinese Scholars:

Design and Sensemaking in Multicultural Contexts
Participants expand their knowledge about the fundamentals of

language assessment, increase their skill in applying this knowledge to
classroom assessment, and practice development of assessment tasks
aligned to the Common Core.
Timothy Farnsworth, CUNY Hunter College, USA
Margaret Malone, Center for Applied Linguistics, USA


Responsive Pedagogy
As a result of global movements of people, teachers increasingly

find themselves educating students in a language that is not their
home language. However, in the U.S. and elsewhere, there is a gap in
achievement between English-speaking students and students whose
first language not English.
This colloquium articulates how course designers and lecturers (re)

create existing IEPs in specific multicultural contexts. Three course
coordinators/designers show the importance of incorporating cultural
and communicative elements into their programs. Two lecturers
share their sensemaking practices, which illustrate how design was
translated into learner outcomes.
MariaLuisaC. Sadorra, National University of Singapore, Singapore
Misty Cook, National University of Singapore, Singapore
Chitra Sabapathy, National University of Singapore, Singapore
SoonFen Wong, National University of Singapore, Singapore
Christianty Nur, National University of Singapore, Singapore
FRIDAY, 28 MARCH
Ethel Swartley, University of Denver, USA

Kay Westerfield, University of Oregon, USA
David Kertzner, Proactive English, Inc, USA
Caralyn Bushey, University of Maryland, USA
Ying Huei Chen, Asia University, Taiwan
Robert Bayley, University of California, Davis, USA

Angel Lin, University of Hong Kong, Hong Kong
Sandra Schecter, York University, Canada
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
127
L2 Writing in Elementary School:

Challenges for Teachers and Learners
Techifying Your Ideas
This workshop aims to give teachers practical advice and tips on

how to take their existing ideas and materials and make them more
interactive and relevant for the students by using freely available tools
on the Internet. Some issues to consider regarding Internet safety are
also discussed.
Elementary teachers must deal with the diverse writing competencies

of their ELLs and find ways to effectively teach them writing. This
colloquium addresses a variety of L2 writing issues for elementary age
learners and teachers, including teacher preparation, student writing
characteristics, and challenges presented by the Common Core State
Standards.
Ditlev Larsen, Winona State University, USA
Luciana deOliveira, Columbia University, USA
Marshall Klassen, Purdue University, USA
MariaEstela Brisk, Boston College, USA
Tracy Hodgson-Drysdale, Lesley University, USA

Stories of former generations can lead to effective learning.

Storytelling helps learners develop written and oral forms of nonviolent
communication and become more active, responsible global citizens.
Presenters show videos and demonstrate activities from a languagethrough-content EFL program, where a Holocaust survivor author and
students shared stories of discrimination.
Zsuzsanna Kozak, Visual World Foundation, Hungary
MaryLou McCloskey, Educo Teacher Development & Curriculum Design,
USA
Lydia Stack, San Francisco Unified Schools, USA
The Fulbright Scholar Program and TESOL
Storytelling to Prevent Another Genocide
Lea Sobocan, UpperSecondary School for Computer Sciences and

Electronics, Slovenia

Strategizing for Tenure:

Linguistic and Racial Minorities in Higher Education
FRIDAY, 28 MARCH
Addressing challenges and issues faced by minorities, this workshop

offers concrete strategies for professionals aiming to get tenure in
higher education. Presenters are established NNESTs or professionals
of color from a diversity of geographical locations and institutional
systems who discuss expectations and risks, offering resources for
securing tenure.
A presentation to highlight the opportunities through the Fulbright

Scholar Programs for TESOL academics and professionals. The
presentation demonstrates: How to use the Catalog of Awards, how to
identify Fulbright opportunities and how to apply for a grant. Fulbright
offers more than 400 awards in more than 125 countries.
Andrew Riess, Council for International Exchange of Scholars, USA
5:00 pm


StrengthsBased Teaching:
Exploring NextGeneration EL Teachers Perceptions
This session explores the connections between pre-service teachers

strengths as identified by Cliftons Strengths-Finder and their
perceptions of what good language teachers do in the classroom,
as defined by H. Douglas Brown. Presenters make suggestions for
addressing these connections within a TESOL training program.
Jennifer Morrison, Evangel University, USA

10 Ways to Play TicTacToe for Language Practice

With a few additional rules and a little creativity, the simple game
of tic-tac-toe becomes a fun and flexible way to practice vocabulary
and grammar skills with ESL students at any proficiency level. The
presenter shares 10 ideas for using the game and invites participants
to brainstorm additional variations.
Ana Wu, City College of San Francisco, USA

Masaki Oda, Tamagawa University, Japan
Suhanthie Motha, University of Washington, USA
Amy Cook, Bowling Green State University, USA
Academic Session
128
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
A Pedagogy of Multiliteracies in ESL Instruction:

How and Why
ComputerAssisted English
Learning With Tell Me More
Tell Me More is a speech-recognition-enabled English-learning

program that is unrivaled in its breadth of content, sophistication, and
ease of implementation and use. Tell Me More is award-winning, used
by millions, and published by Auralog, Inc., with more than 25 years
experience in developing language-learning computer programs.
A new pedagogical approach in ELT involves exploring multiliteracies

and engaging English language learners in collaborative learning.
In this presentation, participants learn how such a pedagogy of
multiliteracies can be introduced using digital stories, and how this
approach develops students language skills through topics genuinely
interesting and important to them.
Boris Morew, Tell Me More, USA
Polina Vinogradova, American University, USA
Constant Challenge:
Time Limits and Critical Thinking in EAP Writing

An ESL Parent Involvement Program

That Supports the Next Generation
Content Area: CLIL
Research consistently documents the positive effect of parent

involvement on students academic success, but how can elementary
schools increase the involvement of ESL parents? The presenter
demonstrates effective activities from an award-winning curriculum for
use in ESL parent classes or workshops. Pages from the reproducible,
multilevel curriculum are provided.
D
E
L
CE
CAN
Catherine Porter, Adult Learning Resource Center, USA
This session explores the dichotomy of the emphasis on critical

thinking in university EAP writing and the small amount of time actually
spent teaching critical thinking skills in EAP writing classrooms. The
presenter offers several solutions for integrating critical thinking skills
into the writing classroom in a productive way.
Brendan DeCoster, University of Oregon, USA

English Culture in Palestinian Textbooks

Assessment: A Tool to Enhance

Opportunities for ESL Students
College Boards widely-used assessments, CLEP and ACCUPLACER,

expand educational opportunities for ESL students. CLEPs creditby-exam program, with 33 exams covering 5 disciplines, is designed
to accelerate a students time to degree while saving money.
ACCUPLACERs ESL test suite assists programs in placing students into
the most appropriate levels of coursework.
Keith Henry, The College Board, USA
In the statement of general goals for the Palestinian English language

curriculum, English for Palestine, three goals are culture related. These
goals aim at helping students develop intercultural understanding and
appreciation. Yet these goals do not appear to be well reflected in the
syllabus and in teachers practices as well.
Ahmad Atawneh, Hebron University, Palestinian Territory
NedaelhakM.K. Jabari, Hebron University, Palestinian Territory


Assisting International Students in Transition:

Theory Into Practice
International students transitioning into American higher education

require academic and sociocultural scaffolding to increase their
ability to persist in seeking an American degree. Theories relating to
international students beginning this journey are reviewed. Utilizing
student interview data, the presenters provide methods to increase
academic and socioeconomic scaffolding.
Explore Authentic Assignments to

Renew an EAP Writing Curriculum
In this session, curriculum designers learn to analyze authentic writing

assignments from different university disciplines, plan appropriate
learning outcomes, and design relevant tasks for multiple levels
of English learners. Participants receive instructional tools to help
learners analyze assignments and build their awareness of genres and
rhetorical modes.
FRIDAY, 28 MARCH
Diana Wrenn, Georgia State University, USA
Susan Burkett, Iowa State University, USA

Jiayi Hu, Iowa State University, USA
Hadyn Murphy, Iowa State University, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
129
Exploring Vygotsky: Reviewing A Distant

Mentor for Multiliteracy Success
Human Library Inspired Project:

Promoting Cultural Awareness Through Dialogue
In this interactive session, the presenters demonstrate how teachers

can implement three principal principles of Vygotsky: (a) thought and
language; (b) sociocultural teaching and learning; (c) Zone of proximal
development. Handouts focus on using these principles for sustaining
and renewing academic success, particularly with students who speak
additional languages.
The Human Library is a project to expand cultural perspectives and

challenge assumptions. People of varying backgrounds become living
books for readers to check out. The readers and books then engage in
an honest conversation about the books genre. In this presentation,
language activities are integrated into this innovative project.

LeAnnG. Putney, University of NevadaLas Vegas, USA
Chyllis Scott, University of NevadaLas Vegas, USA
Jomeline Balatayo, University of California, Santa Barabara, USA

Get Connected: 10 Key Benefits of Online Learning
How can students and instructors best benefit from online materials?
This session explores ways that Connect ESL, the online component
to Interactions and Mosaic, enhances student learning and provides
more options to EAP instructors. The presenter covers a range of
benefits, from embedded ebooks to flexible assignments and customdesignedhomework.

How to Structure a Conditional Admission

EAP Chemistry Support Class
This session provides information on how to construct, administer,

and teach an EAP chemistry support class for conditional admission
students concurrently enrolled in a credit course. Session attendees
learn the ins and outs of collaborating with other departments,
writing the curriculum, teaching the genre, generating feedback, and
collectingdata.
FRIDAY, 28 MARCH
Travis Harman, Drexel University, USA
Becki Quick, University of Oregon, USA

Karen Ulloa, University of Oregon, USA

Learner Factors That Affect Pronunciation Practice

This study discusses the pedagogical implications and results of

a battery test that elicited 711 Korean EFL middle and high school
students opinions regarding their motivations and attitudes towards
pronunciation practice. This exploration provides valuable insights
into the socio-psychological factors that influence learners strategy
behaviors and willingness to practice pronunciation.
Veronica Sardegna, The University of Texas at Austin, USA
Crystal Kusey, The University of Texas at Austin, USA

Learners Can Teach Pronunciation Too:

Building Autonomy Through Peer Instruction
Learner autonomy is highly valued, but less often developed during

in-class pronunciation activities. This session provides a template and
three examples of how to put pronunciation instruction into the hands
of the learners themselves. Learners become experts in specific areas
then teach each other in jigsaw and other formats.

Learners Autonomy in Large Class Through

Innovative ProjectBased Learning
This session reports the process and impact of an innovative variation

of project-based learning to promote learner autonomy and positive
learning outcomes in large under-resourced EFL classes of 50 plus in
two different countries. This session is co-presented by two classroom
practitioners who carried out this collaborative action research.
Ganga Gautam, Tribhuvan University, Nepal
Zakia Sarwar, Cambridge ESOL ICELT, Pakistan
Academic Session
130
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Mitigation Strategies in the Disagreement

Sequences of LowLevel Learners
TESOL Generational Values:

Passing the Torch by Lighting the Way
Conversation Analysis was used to document how novice-level

learners in group discussion were able to maintain affiliative alignment
even while disagreeing. Various mitigation strategies were used,
and disagreement was circumvented well before it was realized.
Mitigation was the result of collaborated work and not just the work of
singleindividuals.
How do different generational values impact the TESOL profession?

This presentation presents research, survey results, and case studies
that show how teachers and administrators of different generations
interact with and perceive one another in the workplace. The
session focuses on successfully incorporating emerging Millennial
professionals into the field of TESOL.
Donna Fujimoto, Osaka Jogakuin University, Japan
Danielle Bus, Qatar University, Qatar

Abby Porter, University of Oregon, USA
MaryJane Onnen, Glendale Community College, USA

Opportunities for Collaboration With


Participate in a round table discussion with U.S. Department of State

officials to explore opportunities to partner with foreign universities,
host international faculty, teach and train teachers outside the U.S.,
and collaborate on distance education and materials development. Join
with us in promoting mutual understanding and creating supportive
global networks.
The World Heritage Project:

Discovering and Teaching Our Cultural Identity
Japanese high school students research World Heritage sites, conduct

fieldwork, and present their findings with PowerPoint. The project
goal is to instill elementary English students with a sense of cultural
identity and enable them to explain profound aspects of their culture in
English before study abroad.
Thomas Fast, Okayama University, Japan
Preparing Teachers for ELLs:

One Pedagogical Tool for Shifting Dispositions
Using Challenge Exams to Improve

IEP Placement Decisions
Preparing all teachers for ELLs necessitates different pedagogical

practices than those used to prepare specialized groups of educators
who generally come with a desire to teach ELLs and positive
dispositions towards diversity. This presentation highlights one
strategy, the Initial Reaction Questionnaire, a valuable tool for
surfacing and shifting teachers dispositions.
Amy Markos, Arizona State University, USA


Placement is an inherently problematic component of any IEP. This

session presents a year-long project that investigated using challenge
examsalternate versions of final examsto increase placement
reliability and validity. Potential drawbacks are discussed and example
exams are provided to attendees.
Beth Cloven, Colorado State University, USA
Evelyn Pierro, Colorado State University, USA
FRIDAY, 28 MARCH
Researching the StudyBlue Vocabulary

Apps Utility for Advanced ESL Students
Sure, theres an app for that, but will it work? This session describes
collaborative classroom research in which two IEP instructors tested
StudyBlues utility as a vocabulary study tool for advanced ESL
students. The study explores the question, Does StudyBlue trump
other tools and methods for vocabulary acquisition and retention?
Claudia Kupiec, DePaul University, USA
Matthew VonSumeren, DePaul University, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
131

Using ThinkAlouds to Explore and

Sustain Strategic Reading
ESL students at all proficiency levels often struggle in using reading

strategies effectively or appropriately. The presenter demonstrates
how she uses think-alouds to teach reading strategies and skills such
as annotation and peer review, and discusses how this approach
develops students strategic reading behavior.
Julia Schulte, San Francisco State University, USA

What English Language Teachers Need to

Know About Curriculum Development
This session for English language teachers around the world helps
teachers understand how to develop curricula that most effectively
promote student learning. The presenters explain how to design
curriculum for specific contexts and give examples of different
orientations to curriculum decisionslinguistic, subject matter-based,
learner-based, and learning-centered.
Denise Murray, San Jose State University, USA
MaryAnn Christison, University of Utah, USA

Why Tablets Should Replace Textbooks:

Tablets in the EFL Classroom
Can tablets really replace textbooks? This presentation examines

how some EFL teachers replaced print books with SMARTree English,
a tablet-based program, during pilots in Korea and Vietnam. Effects
on teaching practice and student achievement are discussed, while
lessons learned are shared, showing how it made big differences.
FRIDAY, 28 MARCH
Ian Bosiak, e-future ELT, Republic of Korea
Academic Session
132
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection

Saturday, 8:00 am9:00 am

Complexity Theory: Renewing Our Understanding

of Language, Learning, and Teaching
The famous physicist, Stephen Hawking, has called the present century
the century of complexity. But what could this possibly mean for
TESOLers? I think it means a lot. In this talk, I propose that complexity
theory has the potential to renew our understanding of language, its
learning, and its teaching.
Diane Larsen-Freeman, University of Michigan, USA
9:30 am


Animated Video Integration for FirstTimers

Never worked with animated videos? Build your confidence to create

animated videos with easy-to-follow templates from a web-based
tool. Participants receive a plethora of tips and resources, leaving
the session equipped and confident to integrate animated videos
across content areas and empower their students to create their own
animated videos.
Carla Miller, Drexel University English Language Center, USA

21st Century Twist on a Classic: Audio Pen Pals

8:00 am


Out of Necessity for Schematic Use of Grammar
Audio Pen Pals is a highly motivational conversation exchange project

with interrelated goals that result in a significant learning experience.
Over the course of a semester, partnered students in different classes
communicate through audio technology to answer questions about
themselves and class topics, culminating in a final creative project.
Marjorie Allen, William Rainey Harper College, USA
Kelly Coronado, William Rainey Harper College, USA
Amy Vimont, William Rainey Harper College, USA

A New TESOL Credential:

The Peace Corps TEFL Certificate
In 2014 Peace Corps is piloting a two-part curriculum establishing

a TEFL Certificate, awarded at Volunteers completion of service,
consisting of 120 hours of Volunteer teacher training and two years
of supervised teaching experience. An academic or professional
institution will ensure the Certificates credibility. Come learn about
this new credential.

A ValueAdded Model in Support of NNEST

This session describes an improvised value-added teacher evaluation

method that can drive teachers towards becoming more professional
and independent, enabling them to self-assert and showcase their
teacher quality. The session also provides a direction for checking the
biases against some teachers in different forms.
SrinivasaRao Idapalapati, University of Tabuk, Saudi Arabia
Out of necessity to put grammar rules into proper use, the so-called
narrative scheme has been invented. It greatly facilitates the process
of storytelling by delineating the right sequence of events with
appropriate grammar and serves as an excellent teaching tip.
AdjunctLinked CBI:
Connecting Your IEP, Community, and University
Doniyor Askarov, Education Hub, Uzbekistan

How can CBI be used to prepare ELLs for successful university and
community integration? Presenters demonstrate how EAP instructors
can coordinate with university adjunct faculty to create multiskilled,
themed materials that bridge classroom content with university
courses and service learning projects, and thereby connect ELLs with
native English speakers.
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Sarah Silflow, University Of Idaho, USA

Kathryn Schiffelbein, University of Idaho, USA
133
An ESOL Materials Evaluation Framework

With a Learning Transfer Focus
Engaging Listening and Compelling Speaking

with LongForm Improvisational Comedy
Transfer of learning beyond the ESOL classroom is a basic goal of

ESOL instruction. ESOL materials can be designed to support this goal
in a number of ways. This presentation describes and demonstrates a
practical tool for evaluating existing ESOL materials (e.g., commercial
textbooks) from a learning transfer perspective.
Introduction to a full-term course that pushes advanced university

students out of their comfort zones in a structured and safebut-demanding student-managed learning context. Despite the
unpredictable language content and non-academic nature of the
course, adult learners quickly recognize the efficacy of this unusual
approach to improved fluency and listening comprehension.
MarkAndrew James, Arizona State University, USA
Doug Honorof, Yale English Language Institute, USA

Balancing Writing and Research Instruction

in Undergraduate Composition Courses

EnglishMedium Instruction:
What Do University Professors Know and Need?
Lindsay Hansen, University of Utah, USA

Melissa Mendelson, University of Utah, USA
Jaehan Park, Indiana University, USA

Bidirectional Multilingualism as Social Capital:

English Plus One More
This group discussion invites teachers, administrators, educators,

and policy makers to consider potential benefits of bidirectional
multilingualism, through which ELLs together with their monolingual
peers are encouraged to develop several languages. What
cognitive, social, professional, and societal advantages can societal
multilingualism entail?
Alsu Gilmetdinova, Purdue University, USA

Designing Training Materials:

From Challenge to Competency
SATURDAY, 29 MARCH
This presentation introduces best practices and strategies for

integrating research instruction into a first-year undergraduate ESL
composition course. Taking into consideration input from various
stakeholders, the presentation focuses on balancing writing and
research instruction, developing teaching and learning support
resources, cultivating interdepartmental and administrative
relationships, and cooperating as co-teacher-researchers.
134
This presentation explores the challenges that Omani teacher trainers

face in designing training materials for in-service courses and
workshops, and how they overcome these challenges by adopting
different practical strategies. Issues of perceptions, confidence,
skills and strategies will be discussed and practical implications for
designing training materials will be explored.
Professors in Korean universities are facing the daunting task of

teaching subjects in English without appropriate training and support.
To understand pedagogical and linguistic issues around EMI, the
researcher worked with six university professors to explore their
knowledge and needs for policy support and professional development
for EMI.

Exploring Variability:
Use of Collocations in L1 and L2 Writing
The corpus-based study discussed in this session compared L1 Arabic

and L1 English collocations use in freshman writing. The study found L1
writers use a greater variety of collocations, L1 and L2 writers shared
under 10% collocations; and almost 13% of collocations in L2 writing
were not confirmed by COCA.
Asif Qureshi, Northern Arizona University, USA
Ulugbek Nurmukhamedov, Northern Arizona University, USA

IELTS 101: Questions and Answers to IELTS
This session aims to assist ESL teachers with questions about IELTS,
looking at examples of IELTS preparation materials, free teacher
resources, and sample syllabus and classroom activities. The
presenters offer guidance and suggestions on how to incorporate
IELTS in ESL curricula, and offer support to teachers developing IELTS
preparation courses.
Guy Edwards, IELTS USA, USA
Katie Shibata, IELTS USA, USA
Salima AlSinani, Ministry of Education, Oman
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
In Their Own Words:

Chinese Students in American Universities
Listen Outta Here! Preparing Learners

to Listen Beyond the Classroom
Content Area: Specific Language Groups (Latino, Hmong, etc.)
The presenters report on research that employed focus group

interviews conducted in Chinese to explore Chinese students
perceptions of their English language abilities and their language study
experiences in China as compared with their most recent experiences
in an IEP at a major U.S. university.
Does L2 listening instruction prepare students for listening beyond

the classroom? This presentation reports on a study of 30 university
listening lessons to determine the extent to which listening instruction
includes links to future listening situations and the development of
generalizable listening strategies.
Nolan Weil, Utah State University, USA

Jianzhong Luo, Northwest Agriculture and Forestry University, China
Joseph Siegel, J.F. Oberlin University, USA

Increasing Learner Autonomy and

Motivation Through Blogging
Blogs are innovative teaching tools that incorporate opportunities

to practice all four language skills in fresh and inspiring ways. This
research-oriented presentation explores the findings of an action
research project discovering how to use blogs to motivate, animate,
and encourage autonomy in adult English language learners.
Stephanie Gollobin, Evergreen Academy, USA

Movie Dubbing: A Holistic Approach to

Teaching Listening and Pronunciation

D
E
L
E
NC
The focus on fluency in oral communication classes means that

students often have little time to strategically practice their accuracy.
Movie dubbing is an innovative alternative to traditional methods of
instruction. This project empowers students as they build key skills.
Participants leave with guidelines, rubrics, and ideas for adaptation.
CA
Adrienne Stacy, Monterey Institute of International Studies, USA

Jennifer Grode, Monterey Institute of International Studies, USA
Michael Garnett, Monterey Institute of International Studies, USA

Lets Be Adult About This:

Motivating IEP Students to Learn
Overseas ESL for U.SBound Refugees:

Challenges and Opportunities
Todays IEP students range from inexperienced, and often reluctant

learners, to intrinsically-motivated adults. Learn how to apply adult
learning theory to your course content and classroom management
to create a shared classroom environment that acknowledges and
supports the adult learner and encourages ownership of learning in the
young, emerging adult.
In previous decades, U.S.-bound refugees were offered predeparture

ESL; these programs were later eliminated. Presenters describe the
history of overseas ESL for refugee populations, share the findings of
recent overseas ESL pilots, and note challenges and opportunities in
light of past experience and current resettlement trends and needs.
Laura Shier, Portland State University, USA
Sanja Bebic, Center for Applied Linguistics, USA

Miriam Burt, Center for Applied Linguistics, USA

Linguistic Biographies and EFL Teacher Development

Theresa Zanatta, University of Barcelona, Spain

Isabel Civera, University of Barcelona, Spain
Invited Speaker
Practice-Oriented
Research-Oriented

Piloting eTextbooks in a Community College Setting
Ohlone College piloted tablets and eTextbooks in two classes, ESL

and Basic Skills Reading, in fall 2013. Learn from their experience
implementing technology as a faculty team, including how students
responded and practical tips to consider before implementing
technology in your classroom.
Vicki Curtis, Oxford University Press, USA
Rakesh Swamy, Oxford University Press, USA
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
More than 200 languages are spoken in primary schools in Spain,

and throughout much of Europe. How can teacher development
programmes prepare teachers to leverage this cultural and linguistic
capital in the foreign English language classroom? This presentation
reports on using written linguistic biographies as one possible
instrument of sensitization.
135
PreService Teachers Initial Perceptions

and Beliefs About English Learners
Teaching Reading to Saudi Learners of English:

Barriers and Breakthroughs
What will pre-service teachers list as concerns/anxieties and

alternately favorable/promising aspects of teaching the EL population?
Analysis of more than 800 responses yields the converging elements
of beliefs, perceptions, and attitudes towards the EL population and
implications for teacher behavior and student achievement suggesting
significant implications for credential preparation programs.
Increasing numbers of Saudi students in IEPs in the United States have

brought with them a unique set of challenges for academic reading
instructors. This session highlights an action research project exploring
Saudi reading practices and perceptions of academic literacy tasks,
and offers strategies to promote a culture of reading.
Todd Morano, Gordon College, USA


Reading Anxiety: Its Effects on Reading

Strategy and Reading Comprehension
Technology Integration in Adult ESL Classrooms:

Developing Teacher Awareness
This session examines the effects of anxiety on ESL learners reading

processing and comprehension. It specifically looks at cognitive
interference and reading strategy use during a reading task and
provides a multi-approach analysis for highly anxious learners poor
reading performance. Recommendations for ESL reading instruction are
also discussed.
Jayoung Song, The University of Texas at Austin, USA
Elaine Horwitz, The University of Texas at Austin, USA
Pamela Pearson, Georgia State University, USA

Marcel Daniels, Georgia State University, USA
JanetBeth Randall, Georgia State University, USA
Making effective choices for classroom technology integration requires

an awareness of how technology, pedagogy, and content collectively
define instruction. This presentation reports on a study of ESL teachers
working to boost learner access to technology skill development
while in community-based ESL programs. Useful tips and strategies
areincluded.
Jenifer Vanek, University of Minnesota, USA

Supporting ELs with Title I Funds
It is often difficult for determine the most appropriate ways to serve

ELs using Title I funds. This presentation provides insights into how
to identify core EL services through a districts consolidated grant
application and to identify allowable activities that can be paid for with
Title I funds without supplanting.
David Holbrook, Wyoming Department of Education, USA
Nadja Trez, North Carolina Department of Public Instruction, USA
The Impact of NS/NNS Identities

on Teacher Cognition
The case study discussed explores the impact of NS/NNS identities

on language teacher cognition and teaching behavior. Semistructured
interviews and in-class observations reveal that teaching behavior is
guided and reorganized by NS/NNS identities in a dynamic fashion.
The study offers implications for professional development, teacher
education, and NS/NNS teacher collaboration.
Erhan Aslan, University of South Florida, USA
Teaching Elementary School ESL Narrative

Writing Through GenreBased Pedagogy
The Use and Usefulness of Machine

Assessment on EFL Writing
SATURDAY, 29 MARCH
This presentation demonstrates how a teacher draws on genre-based

pedagogy to design and implement curriculum, instruction, and
assessment on elementary school narrative writing. The presenter
shares teacher-made curriculum materials and engages participants in
analyzing and responding to student writing samples.
136
Fang-Yi Wu, University of Massachusetts Amherst, USA

The presenters demonstrate a case of division of labor between

human and machine assessment, and discuss the use and usefulness
of machine assessment in EFL contexts. They introduce a machine
assessment system used in China and demonstrate how instructors
use it judiciously to inform classroom teaching and promote
autonomouslearning.
Fang Wen, Wuhan University, China
Ming Fang, Florida International University, USA
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Where Are All the Young Learner Researchers?
At the Edge of Learning:

Observing and Transforming Teaching Together
This session identifies reasons for the lack of research concerning

the teaching of English to young learners. Factors impeding the
development of young learner research are presented including
historical, systemic, political, and professional challenges. Suggestions
for implementing young learner research agendas in different global
contexts are also included.
Teaching at the edge of learning is an art we refine by focusing on

students and adjusting instruction continuously to build strengths
and address needs. Learn a powerful protocol for leading teachers of
English learners into classrooms together to test strategies, observe
student learning, and collaboratively transform teaching.
Caroline Linse, Queens University, Belfast, Northern Ireland
TonyaWard Singer, www.tonyasinger.com, USA

Cultural Context in Teacher Education

With the globalization of education, research, and publication, writing

in English has become essential for graduate students. Through
writing, graduate students explore, contribute to, and gain membership
in their disciplines. In light of studies of graduate writing demands,
what genre knowledge do these junior scholars really need to
besuccessful?
This InterSection explores cultural context in teacher education.

Beauty and tensions of this context fill public and private rhetoric
surrounding education and culture. Presenters share research, ideas,
and experiences on how to effectively prepare teachers for the cultural
contexts of their students and increase student and teacher success.
Dawn Wink, Santa Fe Community College, USA
Sandra Mercuri, University of Texas at Brownsville, USA
J.Andrs Ramrez, Rhode Island College, USA
Jenelle Reeves, University of Nebraska-Lincoln, USA

Academic Vocabulary Strategies to

Help ELLs Meet the Common Core

ELL Para and Teacher Collaboration:

Strategies for Building Academic Language
The recently adopted Common Core State Standards demand that

teachers provide instruction that will adequately prepare ELLs to
meet rigorous expectations. In this session, the presenters introduce
effective and engaging academic vocabulary strategies that teachers
can use to help ELLs achieve success in school and career.
Helene Becker, Norwalk Public Schools, USA
Cassandra Perrone, Norwalk Public Schools, USA
Donna Reeves, Norwalk Public Schools, USA
Aneury Morales, Norwalk Public Schools, USA
Arlene Steinfeld, Norwalk Public Schools, USA
Carrie Greenspan, Norwalk Public Schools, USA
This interactive workshop, based on an established elementary ELL

para teacher collaboration project, is designed to engage participants
in collaborative conversations and experiences. Using standards and
Guided Language Acquisition Design strategies, participants are
invited to design differentiated, effective, and engaging instructional
activities focused on building students academic language.
Catherine Carrison, Evergreen Public Schools, USA
Kristina Labadie, Evergreen Public Schools, USA

Exploring Spoken and Written Arabic

to Improve Classroom Instruction
Eric Dodson, Portland State University, USA

Meghan Oswalt, Portland State University, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
This workshop helps teachers understand features of Arabic that

are often responsible for common English mistakes among its
speakers. Together, we explore Arabic phonology and orthography to
develop techniques informed by research. Participants collaborate
to create and adapt activities based on this information and their
teachingexperience.
137
Exploring the Diversity of ESP and

Building an Inclusive Community
Leadership in Learning Organizations Through

Nurturing a Classroom Service Culture
ESP is a diverse and growing field. Come listen to a panel of global

experts share their passion for and interest in ESP (i.e. technology,
English for academics, workplace, business, instructional design, IEP,
and teacher training). Share your experience in discussion groups and
help build an inclusive community of practice.
How do we reformulate a bureaucratic model in universities, language

centers, adult ed programs, etc., to focus on enhancing what happens
in the classroom? How do we retrain/develop administrators and
teachers to a learning organization model? What cases can we
examine? Which paradigms in other fields may be helpful?

Ronna Timpa, Workplace ESL Solutions, USA
Evan Frendo, Freelance Consultant, Germany
Ching-kang Liu, National Taipei University, Taiwan
Jigang Cai, Fudan University, China
Cleve Miller, English360, UK

Tarana Patel, learnEd, Inc., India
Kristin Hiller, University of Utah, USA
Karen Asenavage, University of Delaware, USA


Help Students Take Charge of Their Own Learning
Obama as Pronunciation Teacher:

Using Political Speeches for Suprasegmentals
When students choose their own learning goals and strategies,

self-assess their progress, and revise their learning plans, they learn
faster and gain in personal empowerment. These proven activities and
strategies are easy to introduce, work in multilevel classes, and can be
transformative for your students.
Suprasegmentals such as pauses, stress, and intonation in sentences

are essential to accurate pronunciation. But how do you provide
your students with effective models that help them successfully
use suprasegmentals when they speak? The presenters answer this
question through the use of political speeches. Participants analyze
materials and receive resources.
Laurel Pollard, Educational Consultant, USA

Identity and TESOL: Directions for the Future

Research on identity and language learning and teaching has grown

extensively over the last 20 years. This presentation highlights key
themes in this research area, and then considers directions for the
future. There is a central focus on the influence of globalization and
technology on identity research in TESOL.
Patricia Duff, University of British Columbia, Canada
Bonny Norton, The University of British Columbia, Canada
Kelleen Toohey, Simon Fraser University, Canada


Anne Halbert, University of Connecticut, USA

Preservice EFL Teacher Education in Asia:

Issues and Perspectives
How are EFL teachers prepared in teacher education programs in Asia?

This panel discusses the knowledge, competence, and performance
that EFL teachers need to teach in the context of globalization and
present analyses of preservice EFL teacher education programs in three
Asian countries: China, South Korea, and Vietnam.
Guofang Li, Michigan State University, USA
Cuong Nguyen, Michigan State University, USA
Yanjaing Teng, Michigan State University, USA
Youngeun Jee, Michigan State University, USA
Integrating Language and Content

in the Secondary Classroom
SATURDAY, 29 MARCH
138
Teachers from a public high school for ELLs in New York City lead
a workshop on strategies and techniques for integrating language
and content in the classroom. The workshop focuses on projectbased learning in the Humanities and Arts for a heterogeneous
studentpopulation.
Matthew Hoffman, International High School at Lafayette/NYCDOE, USA
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Research as Sustainable Practice: Lessons and

Insights From Classroom Collaborations
How does actively participating in collaborative classroom-based

research help teachers sustain effective practice? How does it affect
how university-based researchers understand the complexities
and challenges of language learning and teaching? Three pairs of
classroom research teams share their experiences and insights from
their collaborations.
Judy Sharkey, University of New Hampshire, USA
Nora Benitt, Justus Liebig University, Germany
Maria Brisk, Boston College, USA
Amparo ClavijoOlarte, Universidad Distrital, Colombia
Cheryl OConnor, Russell Elementary School, USA
Maribel RamirezGalindo, Colegio Alfredo Lopez Pumarejo, Colombia

Speaking Projects That Work:

From Simple Narratives to Cultural Examinations
This hands-on workshop focuses on two highly effective speakingbased projects that enhance ELLs fluency, accuracy, confidence, and
critical thinking skills. A thorough demonstration of each project is
presented, followed by a helpful discussion on how to implement the
projects at the participants respective institutions. Project lesson
plans are also provided.
Nicholas Margelis, Western Michigan University, USA
TESOL Standards Publications as Practical Resources
The TESOL publications on standards will be briefly outlined and

reviewed. Members of the TESOL Standards Committee will share
practical applications simultaneously in several stations and
participants will have a chance to rotate between two. The session
will close with questions from the audience to the team.
Andrea Hellman, Missouri State University, USA
Karen Kuhel, Kennesaw State University, USA
Silvia Laborde, Alianza Pocitos-Punta Carretas, Uruguay
Judy OLoughlin, Language Matters Education Consultants, LLC, USA
Richard Shreck, USA
Richmond Stroupe, Soka University, Japan
Jack Sullivan, USA
AnneMarie FoersterLuu, Montgomery County Public Schools, USA
Saturday, 9:30 am12:15 pm

Emerging Technologies: Managing a Changing

Landscape With Mobile Technologies
Emerging mobile technologies are paving the way for participatory,

generative, and often open access to education, especially for todays
millennial learner, despite familiarity with technology. This session
focuses on the awareness of emerging technologies and how mobile
learning addresses this new way of viewing how instruction is
delivered and received.
Sandy Wagner, Defense Language Institute, USA
Kenneth Chyi, Fu Jen Catholic University, Taiwan
Debbie East, East Learning Associates, USA

Teaching Critical Thinking Skills in

Academic Preparation Courses
Participants define the concept of critical thinking and determine

the subskills that compose the overall skill of critical thinking.
Participants discuss the role of critical thinking in student success in
higher education, including a cultural perspective. Finally, participants
are introduced to activities with which to develop student critical
thinkingskills.
Dianne Tyers, Advance Consulting for Education, Inc., Canada
Christina Musa, Mount Royal University, Canada
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Invited Speaker
139
10:00 am


The presenter examines how didactic transposition applied to CLIL

was democratised by engaging a group of secondary school learners.
Results showed that didactic transposition may become a democratic
act (1) when teachers and learners negotiate topics and materials, and
(2) when they discuss their motivations, needs, and interests.
DarioLuis Banegas, Ministerio de Educacion del Chubut, Argentina

Perspectives on Teaching in Different Contexts
Context has long been recognized as an essential aspect of our

language teaching and learning. However, apart from occasional books
some years ago, there has not been a focus on context as a central
concern. A new TESOL series, Perspectives on Teaching in Different
Contexts, aims to address this concern.
Advising the New Generation of

CollegeBound Chinese Students
The benefits of college advising may be confusing for Chinese students

with little concept of the academic advisor role. The presenter
summarizes results of a yearlong collaboration between advisors and
language experts, and discusses how to apply strategies learned from
this partnership.
Tobie Hoffman, Drexel University, USA

An English Language Needs Analysis of

HighTech Entrepreneurs in Japan
A growing base of Japanese high-tech entrepreneurs starting

businesses in Japan and abroad has resulted in businesses and
organizations catering to them sprouting up across Japan. This
session presents the current results of an English needs analysis
aimed at analyzing the relevance of English in the skill-set of
suchentrepreneurs.
Lee Knowlton, Kanazawa Technical College, Japan
Chuanning Huang, Kanazawa Institute of Technology, Japan
10:30 am



CorpusInformed Vocabulary Learning Materials:

A Study For Improving Lexical Knowledge
A Touch of Situated Learning:

Learn to Tell English Stories
The practice of storytelling is often overlooked in teacher-training

programs in an EFL context such as in Taiwan. By using situated
learning, this session reports the changes of four students in a
preservice English program in their coparticipation patterns by which
the students moved from peripheral to fuller participation.
This presentation discusses the methodology/results of a study of

four related aspects of vocabulary knowledge, including semantic
prosody and collocation. Creation of a pedagogical corpus is outlined
and use of corpora for the development of inductive and deductive
learning materials is explained in sufficient detail to be replicated
byparticipants.
I-Chia Chou, Wenzao Ursuline College of Languages, Taiwan

Stuart Birkby, Case Western Reserve University, USA
Anna GatesTapia, Northern Arizona University, USA

SATURDAY, 29 MARCH
140
Acquisition of the Perception and

Production of Contrastive Stress
Creating StudentFriendly Rubrics in 5 Steps
This presentation reports on a study of how well intermediate learners

of English acquired contrastive stress through explicit instruction.
Participants in an IEP were instructed in contrastive stress over four
weeks. They showed significant improvement in perception and
production of contrasts. Implications for instruction are provided.
Involving students in assessment can play a key role in improving

learning, but many rubrics and standards are written in language
that is inaccessible to students. In this practice-oriented session,
participants are introduced to a framework for modifying existing
rubrics or standards into student-friendly assessment tools in
fivesteps.
Greta MullerLevis, Iowa State University, USA

Susan Benner, Iowa State University, USA
Susan Hines, Educational Testing Service, USA

Pablo GarciaGomez, Educational Testing Service, USA
Emilie Pooler, Educational Testing Service, USA
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Deprofessionalizing TESOL: Questions of

Access, Credential, Colonialism, and Elitism

Presenters share their ongoing work on formative assessments related

to the academic language ELLs need to access the CCSS. Topics
include (a) close reading as a means to comprehend complex texts, (b)
middle school academic reading, (c) ELLs biliteracy performance, and
(d) progression of language functions needed for ELP.
There exist numerous pathways to a TESOL credential: some legit,

others quackery. Offering a model of responsible ELT, this session
discusses research showing how TESOL competencies are presented
through several programs and how often we may be our worst enemy.
Eric Dwyer, Florida International University, USA
Ildiko Barsony, Florida International Unversity, USA

Developing Academic Literacy

in High School Science
In this presentation for literacy coaches and secondary math/science

teachers, presenters show how linguistic analysis of scientific texts
and ELL student writing can be used to design curricular materials to
help students develop reading and writing skills while also meeting
science content goals. Sample materials are provided.
Kathryn Accurso, University of Massachusetts Amherst, USA
John Levasseur, ACCELA Alliance, USA

Digital Literacy for Adult English Language Learners:

Using Learner Web
Charlene Rivera, George Washington University, USA

Patricia DiCerbo, George Washington University, USA
Lottie Baker, George Washington University, USA
MikyungKim Wolf, Educational Testing Service, USA
Jane Shore, Educational Testing Service, USA
Georgia Garca, University of Illinois, USA
Alison Bailey, University of California, Los Angeles, USA

Experiential Intercultural Skills Building

in the English Language Classroom
This interactive presentation suggests classroom tasks for building

students intercultural competence and skills. It introduces activities
that encourage students to critically examine their own cultural
identities, deconstruct culture as a general concept, and provide
students with concrete and usable skills as they experience other
cultures first hand.
Joanna Grote, Kyoto Sangyo University, Japan
Jennifer Jordan, Kwansei Gakuin University, Japan
Building digital skills can be challenging for adult ELLs who are
developing print literacy while also learning to use computers and the
Internet. This presentation showcases online, self-access learning
plans that have been adapted for ELLs for use in tutor-facilitated
settings. Presenters report on initial experiences with implementation.
Kathryn Harris, Portland State University, USA

Erin Watters, Portland English Language Academy, USA
Shawn Walker, Chemeketa Community College, USA
Online teaching has become more prevalent, yet utilizing online design,
tools, and techniques is still a struggle for many instructors. This
session explores these issues by looking at a blended course design.
Presenters review research supporting this design process and explore
tools and techniques from an actual blended ESL course.

Disrupting Preservice Teachers Commonly Held

Assumptions About Bilingual/Diverse Families
Kathryn Ciechanowski, Oregon State University, USA

SueAnn Bottoms, Oregon State University, USA
Jenny delaHoz, Oregon State University, USA
AnaLu Fonseca, Oregon State University, USA
Invited Speaker
Practice-Oriented
Research-Oriented

Exploring Technology:
Designing an Online Learning Environment for ESL
Alexandria Cesar, Portland State University, USA

Helping EFL Graduate Students Identify

Authors Positioning in Research Articles
Within research articles, authors evaluate, position, and align in

favor or against others discourse, revealing, as a result, their own
intentions. Identifying these actions may lead readers on a path to a
better understanding of authors ideas. This presentation shows an
approach for EFL graduate students to reach this goal.
Chinger Zapata, Experimental Pedagogical University, Venezuela
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
This session explores disrupting the commonplace for(PSTs)as they

interact with bilingual children and families in an afterschool science/
math program. Questions include: Do interactions with families in
afterschool contexts transform PSTs positionings in relation to bilingual
children? How is their thinking disrupted through these interactions?
141
Life at the Bottom: BottomUp Instruction

for L2 Listening Instruction
Reading for Success:

The Smart Approach to Academic Reading
Reading for Success guides learners to step-by-step mastery of

academic reading skills by building on listening and speaking as the
foundation of reading development. DynEds interactive courseware
incorporates neuroscience research, innovative exercises, and gamebased approaches to motivate learners and ensure deep learning and
reading fluency.
Listening can be a challenging and fuzzy skill to teach. Bottom-up

processes such as phoneme recognition and word segmentation
have been promoted in recent literature. Attendees learn bottomup listening activities that can be applied to any aural text, and
the presenters discusses their effectiveness through classroombasedresearch.
Joseph Siegel, J.F. Oberlin University, Japan
Aki Siegel, Rikkyo University, Japan
Making Sense of Emotions in NNESTs

Professional Identity and Agency
This session explores NNESTs emotions as an integral part of

their overall professional identity. Using narratives as an analytical
framework, the author presents excerpts from narratives from the
NNEST Blog to show how NNESTs regulate their emotions. This
session concludes with implications for second language teacher
education and NNESTs.
Maximizing Pair/Group Work Within

a WholeClass Film Project
Reflecting on teaching is touted as empowering and enriching,

but experienced teachers may wonder if its worth the effort. The
presenters discuss their journey in developing a collaborative reflective
teaching practice. They share their discoveries, the methods they used
to get there, and resources that helped along the way.
Joan Heiman, Colorado State University, USA

Strategic Planning and Mentoring:

Key to NNES Graduate Students Success
Film projects within the ESL classroom naturally lend themselves

to task-based learning. Students work collaboratively to create
independent group short films while fulfilling language/course
objectives. While students find this work enjoyable, being able to link
their short video to a larger class film increases motivation, language
production, cooperation, and negotiation.
Scott Duarte, University of Delaware, USA
Julie Lopez, University of Delaware, USA
This presentation examines the value of strategic planning and

leadership for NNES graduate students. Using Christison and Murrays
(2008) framework, the presenters describe the process, steps, and
assessment of strategic planning and identify strategies mentors
can utilize to guide its creation, development, implementation, and
evaluation, highlighting its benefits.
Alsu Gilmetdinova, Purdue University, USA
Luciana deOliveira, Teachers College, Columbia University, USA


Take Me Out to the Ballgame: IEP Electives

Project Success: A New Approach for

Career and Educational Readiness
SATURDAY, 29 MARCH
Reflective Journaling:
A Way to Sustain the Passion for Teaching?

Andy Blasky, DynEd International, USA

Alfonso Lara, DynEd International, USA

142
Todays adult ESL students who aspire to postsecondary education

and workplace success need a different approach to learning. Project
Success, a new standards-based, media-rich hybrid course, develops
creative and critical thinking skills, promotes self-directed learning,
and improves students ability to communicate in social, educational,
and professional situations.
Sports! Digital Magazine! Two content-based, project-based IEP

electives are presented, including content, course logistics, and
samples of student projects. These classes have been successful and
popular with both students and teachers.
Ann Makikalli, University of Denver, USA
Sarah Lynn, Harvard UniversityBridge Program, USA
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Teaching Motivation Behind Prepositions
The Second Language Socialization of

an International Teaching Assistant
Fighting about the ball or over the ball? This presentation

demonstrates that providing learners with materials that visually
explain the motivation behind prepositions aids acquisition of
prepositions and helps students develop more fluent communication.
Participants take the role of students in discussing motivation behind
the preposition over.
This session aims at illustrating how an international student

from Taiwan learns to be the ITA in undergraduate classes of a
U.S university in her TA discussion sessions. Drawing on language
socialization perspective, the focus is placed on how the ITAs
professional identity develops over time in this process.
Justyna Hjeltness, Washington State University, USA
Yi-ju Wu, University of California, Santa Barbara, USA

The Heart of Writing Instruction is Reflective

Even when students in one class have similar writing levels, instructors
need to address individual needs. The presenters reflect on and
compare numerous issues and time constraints in lesson and course
design. They demonstrate a reflective teaching model to balance
competing demands in writing classes.
Ingrid Bowman, University of California Santa Barbara, USA
Shannon Cox, John Cabot University, Italy
Beth Boyle, TESOL Italy, Italy
Think Like a Video Game Designer

to Build Better Courses
Current research on video games has revealed how game design

theory and game mechanics can motivate students and improve
learning. The presenter introduces these concepts, collectively dubbed
gamification, detail those relevant to language learning, and share
techniques for thinking like a game designer to develop better courses
through gamification.
Josh Wilson, Kansai Gaidai University, Japan
The Mind SeriesSkills for the 21st Century
In todays competitive world, educators must equip students with 21st

century employability skills such as critical thinking, self-direction, and
interpersonal communication. The Mind Series offers a new framework
for 21st century learning. More than an English language textbook, The
Mind Series is a journey of empowerment for young adults.
Yvonne Maruniak, Macmillan Education, USA
Mickey Rogers, Macmillan Education and Red Nova Learning, USA
Understanding Teacher Cognitions:

The Path to Effective Teacher Training.
This session details four case studies from current research on young
learner teacher cognition. It examines cognition formation and shows
the influence on teaching practice in the young learner classroom.
Participants learn how to improve young learner teacher training
courses by addressing cognitions, thus ultimately improving young
learner teaching.
Louise McLaughlin, Freelance ELT Consultant, Spain
The Relationships Between Test Tasks,

Strategy Use, and Test Performance
This session explores the relationships between four TOEIC listening

test tasks, strategy use, and test performance. Quantitative data from
170 university students indicate that L2 proficiency and test tasks had
significant effects on the strategy use, but variations of strategy use
were associated more with L2 proficiency.
Yi-Ching Pan, National Pingtung Institute of Commerce, Taiwan
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Invited Speaker
143
11:00 am
Teaching English in Difficult Circumstances:

Cuba and TESOLERS Unite
This session explores the challenges faced by Cuban teachers

of English and discusses current projects and opportunities for
collaboration between Cuban colleagues and TESOLers. A panel of
presenters from Cuba and North America address prospects and
practical issues for research and exchange in light of often difficult
circumstances.
Robert Griffin, Oklahoma City University, USA
Adita Chiappy, Institute of Literature and Linguistics, Cuba
Tony Irizar, Institute of Literature and Linguistics, USA
Christine Cobb, University of Central Oklahoma, USA

Critical Reading Activities:

Taking Students Beyond Simplistic Source Use
Academic writing involves more than general, personal responses

sprinkled with a few relevant quotes or paraphrased ideas. Criticality in
academic writing requires in-depth knowledge of and interaction with
texts. Presenters discuss strategies that encourage deep engagement
with and access to source texts, helping students strengthen their
academic arguments and analyses.
Gena Bennett, Independent Consultant, USA
Jan Frodesen, University of California, Santa Barbara, USA
Diane Schmitt, Nottingham Trent University, USA
Megan Sizcek, George Washington University, USA
Margi Wald, University of California, Berkeley, USA

The Dances of English Language Teacher

Training Around the World
Five English language educators from around the world will share
perspectives on the complexities of English language teacher training
in their respective countries, ranging from pre-service to education
administration. The panelists will discuss strategies for bringing about
change in the attitudes towards professional development in the field.

ESL Conversation Activities:

A Few of Our Favorite Things
Do you want lively conversation ideas to supplement your class topic

themes? These conversation activities focus on accommodating
different learning styles within the classroom. Workshop participants
will brainstorm conversation lesson plans and be involved in a group
exchange of ideas.
Shirley DeMichele, College of Lake County, USA

Teacher Career Cycle Trajectories and

Ongoing Professional Development
The need for ongoing teacher development has been a recurring theme
in language teaching in recent years in TESOL, as embodied in TESOLs
newly published English Language Teacher Development series. This
practical interactive discussion first outlines teacher career cycle
trajectories and then examines how teachers can plan professional
development opportunities.
ThomasS.C. Farrell, Brock University, Canada
11:30 am


Critical Thinking Language Instruction Using

Psychology Content, Experiments, and Activities
The field of psychology is one that students tend to find fascinating.

It also allows numerous opportunities to challenge students critical
thinking ability while giving them a chance to communicate in
English. This brief presentation provides examples of content, famous
experiments, and teaching activities inspired by psychology.
Elliot Patton, Kansai Gaidai University, Japan

(In)Civility USA: Effective Academic

Etiquette for Precollege ELLs
SATURDAY, 29 MARCH
144
A rude e-mail or poorly expressed request can be fatal to the studentprofessor relationship. But ELLs who acquire counterproductive
communication skills from todays social media cant differentiate
between appropriate and inappropriate communication. The presenters
demonstrate a multimedia, pragmatic approach to academic civility,
empowering college aspirants with productive interaction skills.
Ashley Fifer, Nassau Community College, USA
Natalia deCubaRomero, Nassau Community College, USA
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Accessing the Common Core:

Supporting ELs Through Language Analysis
Assumptions and Reality:

A University Needs Analysis
This session highlights a functional linguistics approach to addressing

the Common Core ELA Standards with English learners. Teachers
need tools and resources to support ELs in accessing the standards.
Participants learn strategies and engage in activities that highlight
language features and scaffold use of academic language of
informational texts.
Presenters from an IEP in a large public research university explain the

process behind a multisemester needs analysis project. Presenters
describe the development, implementation, and outcomes discovered
through data collection, surveys, and interviews. The relationship with
the current curriculum, including possible changes, is discussed.
Danielle Garegnani, San Diego Unified School District, USA

An App to Make You an Effective Learning Coach
This presentation demonstrates how DynEds Mobile App uses realtime student data to optimize learning and to help teachers make
effective use of blended classroom time. Administrators can have
immediate and easy access to real-time data and support materials for
all their schools. Engage parents and students in the learning process.
Alfonso Lara, DynEd International, USA

An Open Mind Leads to a Master Mind
In this dynamic and global world, students need competency not only in
English, but also in vital higher-order skills that apply to their academic,
professional, and social lives. This session presents the Mind series,
which develops language skills alongside life skills such as problemsolving, collaboration, critical thinking, and informationliteracy.
Dorothy Zemach, Macmillan Publishing, Canada

Assessing Language Skills Needed

to Teach English in English
The specific language needed to teach English in English is rarely part

of professional development programs for ELT teachers, and thus many
nonnative Englishspeaking teachers lack confidence in using English
in the classroom. The presenters discuss an approach for developing
training materials and assessments to address this need.
Pablo GarciaGomez, ETS, USA
Jeff Bard, ETS, USA
Rachel Wood, ETS, USA
Elizabeth Webster, Michigan State University, USA

Carmela RomanoGillette, Michigan State University, USA
Stacy Sabraw, Michigan State University, USA
Carlee Salas, Michigan State University, USA

Balancing Language and Academic Content

in English Language Development
The presenters demonstrate instructional strategies that balance

the teaching of language and academic content. The strategies
were documented during the teaching of a second-grade ESL class.
Presenters overview the thematic unit and engage participants through
video clips, writing samples, pre- and postassessments, noticing and
awareness activities, and pictorial input charts.
Sally Hood, University of Portland, USA
Danielle Reynolds-Young, Canby School District, USA

Collaborative Planning for Young English

Learners in Literacy Instruction
The presenter explores the practices and perceptions of one firstgrade team as they collaborate to plan instruction for their ELs.
The presenter highlights benefits and tensions that exist around
structures and policies supporting collaboration, around data-driven
literacy instruction for ELs, and around coteaching as an approach to
servingELs.
Amy Frederick, University of Wisconsin River Falls, USA

Developing Preemployment Skills for L1/L2 Students

Althea Davidson, Church Avenue Merchants Business Association, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Conducting an effective employment search in our technologically

dependent age requires job seekers to be both conversant with the
language appropriate for the search process and sufficiently computer
literate. This presentation describes a course created to develop
technological and traditional employment search skills for mixed-level
L1 and L2 participants.
145
Emotional Constructs of Professionalization for

International Graduate Students in TESOL
Exploring Collaborative Methods:

The Next Generation of Cultural Fluency
This presentation shares research on how emotional constructs in

academia are an important part of the matrix of professional identity
development for international graduate students in Masters in TESOL
programs. This session highlights the unconscious role building
elements of cohort collective identities and community, peer influence,
and relationships with professors.
Activities encouraging domestic students and ELLs to interact and

build friendships are perpetually in high demand. In this workshop,
collaborative methods are identified to integrate cultural activities
into university academic programs and local communities, ultimately
shaping the next generation of cultural fluency.
Dana Poole, Indiana University of Pennsylvania, USA

English for Specific Purposes:

Agent of Social and Economic Progress
As practitioners of ESP in both developing and developed nations, we

help those we train open doors to life-long opportunities for social,
economic, and personal growth. But our impact doesnt stop there. ESP
training benefits all stakeholdersnot just the learner, but the family,
community, nation, and ourselves.
Kay Westerfield, University of Oregon, USA
Charles Hall, University of Memphis, USA
ESL Writing Inaccuracy: Voices of Employers

Given little interest of many university ESL students in improving

English writing accuracy, this session explores employers perspectives
on ESL employees writing inaccuracy. The study discussed found
a disconnect between academic and professional worlds and
recommends ESL students and universities endeavor together to create
the next generation of competent employees.
Jim Hu, Thompson Rivers University, Canada
Joel HengHartse, University of British Columbia, Canada
Ze Bao, Thompson Rivers University, Canada

Exploring and Promoting the

Melody of Spoken English
SATURDAY, 29 MARCH

Exploring Metaphors in Junior High

Science Textbooks for STEM ELLs
In this session we report the results of our investigation of metaphoric

use textbooks used in STEM programs in one major municipality where
significant numbers of ELLs are enrolled. Our focus is on textbooks
used at the junior high level designed to incorporate components of
experientially-based learning.
Doug Flahive, Colorado State University, USA

AmandaKay Ergun, Fort Hays State University, USA
146
Spoken language is like music. Participants learn how to incorporate

melody, rhythm and movement into listening-speaking lessons.
Activities demonstrated include scaffolding elements of speech,
capturing the hidden prosodic elements of stress, intonation, and
rhythm, and enabling learners to attain the music of English. Engage
your visual, auditory, and kinesthetic modalities!

Formulaic Expressions:
What Your Textbook Is Not Telling You
This presentation introduces the comparison of formulaic language

identified in a corpus of textbook and the latest findings in frequent
fixed expressions used in natural conversation produced by corpusbased research. The presentation also includes applications of corpusbased findings, from formulaic language studies to classroom teaching
and materials design.
Viviana Cortes, Georgia State University, USA

Google Your Department:

Online Resources for IEP Administrators
Experienced IEP administrators demonstrate how their department

uses Google Tools to save resources, streamline departmental
communication, stimulate creativity, and encourage collaboration
among faculty and administrators, resulting in a more successful
program. Participants leave with practical, proven uses for these tools
which they can immediately adapt for their own programs.
Angelo Pitillo, New York University, USA
Raul Sanchez, New York University, USA
Marsha Chan, Mission College and Sunburst Media, USA
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
This session describes a collaboration among researchers, the

Poughkeepsie Federation of Teachers, and WETA, a DC-based public
television station, to develop CCSS-aligned English-language arts
lessons for secondary school ELLs, implement the lessons, and
document the process and products. This project was supported by the
American Federation of Teachers Innovation Fund.
Diane August, American Institutes of Research, USA
Lydia Breseith, WETA Public Television, USA
Pam Knittel, Poughkeepsie City School District, USA
Intercultural Communication: More Than Culture

Learning, More Than Language Proficiency
This session discusses the need and benefits of learning about the
process of intercultural communication independent of and in addition
to learning factual information about a specific culture. Students
intercultural competence at the beginning and end of an integrated
skills course with an intercultural communication contentfocused
curriculum is analyzed.
AmyAlice Chastain, Shantou University, China
Gena Rhoades, Shantou University, China
Lily Zhang, Shantou University, China
How Curricular Crossover Can Revitalize Instruction

Curricular crossover can bring ideas, students, and even teachers

together. This session is for teachers who need inspiration to see
beyond the boundaries of single-skill instruction. The presenters share
time-tested, winning tips for engaging todays students while weaving
skills to enhance analytical and critical thinking.
Gina Sharar, University of California, Davis, USA
Kelly Crosby, University of California, Davis, USA
Stacey Williams, University of California, Davis, USA
Language Choices of Novice Bilingual Teachers

During Sheltered English Instruction
Case studies illustrating the language choices of four novice bilingual

teachers during their sheltered English instruction are presented.
Examples of code-switching and hybrid language practices documented
during their student teaching and first year of teaching offer insights
into how teachers theories of practice regarding language choice
evolve over time.
Nancy Dubetz, Lehman College, City University of New York, USA
Integrating Soft Skills Into ELL Instruction

to Enhance Employment Opportunities
Right to Participate:
Empowerment Through Social Strategy Use
Current economic conditions require adult education providers to fully

prepare ELLs for transition to employment and career training. Explore
how you can support learners who have limited job experience and
education by utilizing an employer-driven system that contextualizes
workforce skills training, and includes employer recognized soft skills
and academic assessments.
Jane Eguez, CASAS, USA
Lori Howard, CASAS, USA

Social strategy use and social identities are often problematic for ESL
learners. How do language policy and institutional practices create
powerful social networks to provide or deny learners opportunities to
participate in learning? How can critical enquiries and social strategy
training empower learners and help teachers handle stratifications
inclassrooms?
Sindhu Harish, Sohar University, Oman

Service Learning and ESL:

Integrating Campus and Community
Celeste Coleman, California State University, San Marcos, USA
Invited Speaker
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Service learning bridges the gap between campus and community,

involving students in off-campus projects and allowing for real-world
use of language. This session discusses experiential learning and a
case study of a service learning course. Participants prepare to begin
such courses in their own programs or to strengthen existing courses.
147
Service Learning and Relevance for the IEP Student:

Connecting Communities
Teaching Explicit Styles of Communication

to International Teaching Assistants
For the IEP student, service learning is an ideal medium for melding
learning outcomes, community needs, and a raised sense of social
awareness while providing real world application of classroom-based
concepts and language experiences. This presentation demonstrates
teaching techniques and provides suggestions for incorporating service
learning in an IEP course.
Many ITAs are from high context cultures in which ideas are expressed
implicitly, which affects clarity in teaching. The presenter shares
assignments that train ITAs to teach more explicitly, which improves
final scores rated by undergraduate American students. The audience
then shares additional activities.
Linda Henriksen, Kansas State University, USA

ServiceLearning in TESOL: Directions for Research

This research-oriented session provides a critical review of scholarship

on service-learning in TESOL that argues for cross-institutional
empirical designs, sensitivity to particular community and institutional
contexts, and attention to reciprocity and social justice.
Adrian Wurr, The University of Tulsa, USA
James Perren, Eastern Michigan University, USA
Sprout EnglishFun Stuff for Young Learners!
Do you teach English to young learners? Come to the Sprout English

session to find out how to subscribe and access over 1000 readymade games, projects, short readers, audio, and phonics activities for
teaching English to young learners. Theres so much fun stuff for your
classroom at SproutEnglish.com.
Ben Buckwold, Sprout English, Canada

Teaching Collocations and Language

Patterns in Academic Writing
SATURDAY, 29 MARCH
Michael Berman, Montgomery College, USA

Ray Gonzales, Montgomery College, USA
Mark Alves, Montgomery College, USA
Colloquium

The Role of Instruction in EFL Classes

Considering the crucial role of instruction in EFL classes, the presenter

shows different kinds of instruction to use in language classes for
learning enhancement, and provides some tips on how to deal with
instruction to promote language development.
Joara Bergsleithner, University of Braslia, Brazil

To Write Is to Cite: Students Interpretations

of Incorporating Sources
This presentation reports on a qualitative study of undergraduate ESL

students use of sources in several reading-to-write tasks. The data
reveal how the students traveled diverse interpretative journeys,
interacted with sources, and incorporated sources in starkly different
ways. The pedagogical implications of students limited understanding
of source-based writing are discussed.
Ming Fang, Florida International University, USA

Developing students proficiency with key academic vocabulary

together with corresponding language patterns and collocations is
essential for success in academic writing. The authors of the Word
Combination Card (new 2nd edition!) demonstrate how to teach
students to use high-frequency academic vocabulary, collocations, and
language patterns correctly and confidently.
Academic Session
Denise Mussman, University of MissouriSt. Louis, USA
148
Transforming Teacher Education:

Preparing Teachers for a Culturally Diverse World
Our university revised the teaching programs to better prepare teachers

for an increasingly diverse student population. All undergraduate
teacher candidates will graduate with an ESOL endorsement. The
session discusses the process and changes made to our teaching
programs and the professional development required to implement
such changes.
Tatiana Cevallos, George Fox University, USA
Yune Tran, George Fox University, USA
Kris Molitor, George Fox University, USA
Discussion Group
Exhibitor Session
Forum Session
InterSection
1:00 pm
Using Twitter, Storytelling, and Screencasting

Apps to Reimagine Your Classroom
How can instructors more effectively manage technology in the ESL

classroom to deepen student learning and build community? Ubiquitous
mobile applications can be used in various contexts and for students at
all levels. This session provides easy to implement tools and lessons
that allow instructors to gauge learning quickly.
Abby Porter, University of Oregon, USA
Nathan Soelberg, University of Oregon, USA

Reclaiming the Promise of ServiceLearning

in TESOL Teacher Education
This colloquium examines the promise of service-learning, a familiar

but under-utilized approach to TESOL professional development.
The panelists, (teacher educators, former and current graduate
students), highlight their experiences with service-learning models
aimed at supporting reflective processes necessary for pre-service
teachers to evolve as transformative intellectuals, (Giroux, 1988;
Pennycook,2001).
Maricel Santos, San Francisco State University, USA
Casey Keck, Boise State University, USA
Chelsea Lo, San Francisco State Univ, USA
Daphne Powell, San Francisco State Univ, USA

Teaching Lexis From Authentic Texts:

Awareness Raising, Practice, and Recycling
Saturday, 1:00 pm1:20 pm

Creating Engaging ELT Materials:

Songs, Movie Scenes, and Beyond
D
E
L
CE
There has been increasing recognition about the importance of

teaching materials in the language teaching-learning process, and
learners motivation is always considered. Presents discuss how and
why song lyrics, movie scenes, and similar entertainment genres
present great potential to engage language learners in activities
aiming at developing diverse language skills.
CAN
Eliane Augusto-Navarro, Universidade Federal de So Carlos, Brazil

Patricia deOliveiraLucas, Universidade Federal de So Carlos, Brazil

Addressing the Causes of Unintentional Plagiarism

Avoiding accidental plagiarism is difficult for any inexperienced

academic writer, but for ELLs, low proficiency, weak study skills, and
underdeveloped voices as intertextual English writers compound the
problem. The presenters share five causes of unintentional plagiarism
and provide materials and activities that can be used to address them.
Julia Sandler, University of Washington, USA
Laura Martin, University of Washington, USA
Elinor Appel, University of Washington, USA

After the Bell: Creating ESL Programs

Beyond the School Day
Content Area: Second Language Acquisition
Participants take part in a vocabulary lesson emphasizing formulaic

language, communicative practice techniques, and using notebook and
flashcards to provide intensive recycling. Participants then analyze the
lesson to decide which aspects they might use in their own practice
and how to adapt the lesson for their own contexts.
This presentation offers educators the tools necessary to build

after-school and/or summer English language enrichment programs
designed to expedite SLA for improved academic success. Presenters
provide sample structures of programs, possible funding resources, and
best practices. Participants walk away with a framework for creating
programs in their schools.
Andrew Noonan, World Learning, USA
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Invited Speaker
Silvia Restivo, Frederick County Public Schools, USA

Sarah Kushner, Frederick County Public Schools, USA
149
Changes in Teacher Education

After the Great Recession
Developing Language and Preliteracy

Skills in Early Childhood With SIOP
In this session, participants identify ways in which the recent budget

crisis across the country, which has come to be known as the Great
Recession, has changed their ESL endorsement program. Topics for
discussion include instructional models, multi-cultural education,
induction and mentoring, and field/partnership work.
SIOP professional development specialists describe the adjustments

made to SIOP Model workshops in a large urban district to address the
unique needs of Pre-K and kindergarten ELs. They demonstrate how
to write and display content and language objectives, teach learning
strategies, and develop vocabulary for emerging readers and writers.
Rod Case, University of Nevada, Reno, USA

Gwendolyn Williams, University of West Florida, USA

Sarah Lang, Charlotte-Mecklenburg Schools, USA
Communicative Teaching in Very Large Classes

It is one of the tenets of communicative language teaching that class

size must be small, but that is not an option for teachers in many parts
of the world. The presenter shares her ideas for teaching such larger
classes, including ways of assessment and increasing target language
exposure.
Anne McLellanHoward, Miyazaki International College, Japan

CorpusBased Methods for Teaching

Grammar to Beginners
Sarah Warfield, Center for English as a Second Language, USA

Creating a Recycling Action Project

for a Sustainable Future
SATURDAY, 29 MARCH
Project-based learning significantly increases motivation, which is key

to successful language learning. In addition, it leads to the mastery of
academic skills, such as creative and critical thinking. We show you
how to implement an action-based environmental project that will
encourage your students to create a sustainable world.
150
How can collaborative writing be more practically engaging? This

session demonstrates how students can write collaboratively online
using Google Drive. Using examples of assignments, presenters explain
the technical setup, demonstrate the benefits, and provide appropriate
prewriting scaffolding for teachers to utilize this online platform inside
or outside their classrooms.
Norah Fahim, University of Washington, USA
Jennifer Zinchuk, University of Washington, USA

Using free online corpora tools, attendees are introduced to the use of
corpus-based methods in the beginner grammar classroom. Attendees
participate in four activities that target specific grammar forms using
corpora. Attendees learn how to engage the critical and L2 digital
literacy skills of their beginning grammar students.
Digital Composing: Utilizing Students Web

Skills for L2 Collaborative Writing
Olivia Szabo, Boston University CELOP, USA

Lisa Pontoppidan, Boston University CELOP, USA
Dilemmas in Addressing Culture in the

Modern Language Classroom
The presenters share a case study of one Chinese teachers

instructional practice and perspectives on culture in language teaching.
Data and findings then launch discussion more broadly considering
teachers dilemmas in addressing culture in the language classroom
and some means for remedying disjunctures between stated goals and
actual instructional practice.
Ying Yue, University at BuffaloSUNY, USA
Erin Kearney, University at BuffaloSUNY, USA

Does Audiovisual Contextualization Enhance

Students Comprehension/Retention of L2 idioms?
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This session investigates whether audiovisual contextualization

increases comprehension and retention of not only comparatively
transparent L2 idioms, such as wear ones heart on ones sleeve,
butof more opaque ones too, such as mums the word.
CA
Monica Karlsson, Halmstad University, Sweden
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Enjoy Readers Theater! A Literacy

Intervention Tool for All Students
Generation 1.5 Learners Verb Tense

Use in Academic Writing
Spotlight Readers Theater incorporates read-aloud narration, dialogue,

and directions. Students read parts using oral language and reading to
perform the play. By applying their reading skills to act out the story,
struggling readers and ELLs can improve their reading fluency and
expressiveness, and gain a greater understanding of a story.
Barbara Jones, Santillana USA, USA

ESL to EFL: Shuttling Between Views,

Realities, Opportunities and Challenges
The researchers, (US-based teacher educator and US-based ESOL

teacher), engage in individual self-studies to examine how their recent
professional and contextual shift from ESL to EFL contexts mediated
their approach to teaching and teacher education.
Bengu CaliskanSelvi, Middle East Technical University, Turkey
Ali FuadSelvi, Middle East Technical University, Turkey

This session examines verb tense use in essays of developmental

writers. The findings indicate notable differences in verb tense errors
made by monolingual English writers, English-dominant Generation 1.5
writers, and ESL users. The misuse of the perfect aspect is notable in
the writing of bilinguals. Pedagogical implications are discussed.
Olga Griswold, California State University, Pomona, USA

Handwriting Without Tears: Strategies for Success
Handwriting fluency is a foundational skill that influences academic

achievement. Handwriting Without Tears is a comprehensive,
easy-to-use curriculum that addresses students diverse abilities.
This workshop provides dynamic instruction in teaching methodology
for developing legibility from print through cursive. It includes simple
lesson plans that require minimal preparation and online resources.
Charley Stoessel, Handwriting Without Tears, USA

ESL/Mainstream Collaboration:
Coplanning Practices and Strategies
Harmonizing Cultures in the ELL Classroom
Content Area: CLIL
When students from different cultural backgrounds come together

in the ELL classroom conflicts invariably result. In this session, the
presenters share practical and engaging activities for integrating the
teaching of culture in the secondary language classroom with a special
emphasis on reducing conflict and increasing harmony.
ESL teachers are often faced with the monumental challenge of

planning instruction with the mainstream classroom teachers with
whom they coteach. The presenter shares the practices and strategies
of one successful coteaching pair, discussing tips and tools that
teachers can employ in their own coplanning sessions.
Sarah Grosik, University of Pennsylvania, USA

Ann Wintergerst, St. Johns University, USA

Exploring a Culturally Responsive Teaching

Continuum: Increasing ESOL Instruction Effectiveness

How Is Native Listening Different

From Nonnative Listening?
This session explores a developmental, multidimensional, culturally

responsive teaching (CRT) theoretical framework. The presenter
briefly reviews literature concerning CRT and linguistically-responsive
instruction for ESOL students while involving participants in a
discussion related to the nature and implications of a developmental
CRT continuum for ESOL educators and TESOL programs.
Amie Sarker, Dallas Baptist University, USA
Practice-Oriented
Research-Oriented
Why do learners of English have difficulty acquiring listening skill?

What role does culture play in listening? What are some approaches
and techniques that facilitate listening skill development? In this
roundtable discussion, the facilitator will encourage participants to
respond to these questions and others that arise during the discussion.
Bronia Holmes, University of South Carolina, USA
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Invited Speaker
151
Identifying Gifted ELLs With the Hispanic

Bilingual Gifted Screening Instrument
Its Okay to Have Fun in the Classroom
Its time to close the book! Simple, enjoyable activities that are a
regular part of the classroom experience can help lower students
affective filters and increase motivation and participation. This
presentation demonstrates an assortment of classroom management
techniques, vocabulary reinforcement activities, songs to practice
various skills, and task-based games.
This session covers reasons for the underrepresentation of Hispanic

ELLs in gifted and talented (GT) programs and also analyzes the
effectiveness of the Hispanic Bilingual Gifted Screening Instrument
(HBGSI) in identifying these students. This presentation statistically
analyzes the HBGSI and ways it can be further improved.
Alma Contreras-Vanegas, Sam Houston State University, USA

This study describes a teacher development project with 20 teachermentors and approximately 200 EFL teachers. It involved collaborative
work and investigated the nature of challenges faced by mentors
working with teachers in local contexts, the mentors interventions
in the practices of those teachers, and mentors reflections on
theirpractices.
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Marilisa Shimazumi, Pontificia Universidade Catolica So Paulo, Brazil

Incorporating Technology Into

LowLevel Adult Classrooms
This presentation reports on an empirical study investigating Japanese

EFL learners L2 selves as an essential element for their motivation.
Using Drnyeis self-based motivational system, the study investigates
how the negotiation between EFL learners actual and ideal L2 selves
affects their motivation. Practical suggestions are discussed based on
the results.
Moena Mukai, San Francisco State University, USA
Kazuaki Kumagai, Indiana University of Pennsylvania, USA

Learning and Thinking Critically: Thats Skillful
This session examines resources and methods that allow teachers

to effectively integrate language technology tools into beginning and
intermediate adult ESL classrooms. Participants learn online resources
beneficial for adult learners, tips on teaching adults with varying levels
of technological skills, and activities and techniques for teaching
withtechnology.
Dorothy Zemach, Macmillan Publishing, Canada
Jody Fernando, Azusa Pacific University, USA

This session provides teachers with creative, engaging ways students

can learn pronunciation of consonant and vowel sounds that limit
communicative competence, and an activity for the different verb
tenses. Teachers take away practical strategies that will liven up any
classroom for learners of Asian and Middle Eastern backgrounds.
Christina Bailey, Azusa Pacific University, USA
Melissa Pott, ELS Berkeley, USA
Colloquium

Making ICE: Teaching Austrian Engineers

ESP Vocabulary Using Model Kits
Academic Session
Academic success requires skills, and a successful ESL student needs

to learn language and how to think critically. Discover Skillful, which
helps teachers prepare their students for academic work in English
by teaching not only language but the necessary skills to engage with
topics, texts, and discourse with classmates.
Innovative and Interactive Strategies for

Teaching Grammar and Pronunciation
SATURDAY, 29 MARCH
Jolene Jaquays, The University of MichiganFlint, USA

Sara Okello, The University of MichiganFlint, USA
Japanese Learners Negotiation Between

Actual/Ideal L2 Selves for Motivation
Implementing a Mentoring Programme:

Meeting Teachers Professional Needs
152
Discussion Group
The use of hands-on activities as an effective teaching method that

engages students is well known. This session documents a novel
activity where model kit internal combustion engines (ICE) were used
to teach ESP to undergraduate engineers in Austria, and argues for the
related motivational benefits to their L2 learning.
Adrian Millward-Sadler, University of Applied Sciences FH-Joanneum,
Austria
Annette Casey, University of Applied Sciences FH-Joanneum, Austria
Exhibitor Session
Forum Session
InterSection

Marginal Comments? Interrupting the

Cycle of Evaluative Feedback
Sustaining Our Voices in TESOL:

Next Generation of LGBTQ Research
This session considers various points at which feedback can be

strategically injected into the higher education writing process,
making the process itself and the relevant learning objectives more
transparent, and thereby increasing the chances of feedback resulting
in positive change.
This research-oriented Roundtable session provides an opportunity

for TESOL researchers and practitioners to share and develop their
research ideas, activities, and agendas in the area of LGBTQ and
sexual identity inquiry in TESOL contexts with other scholars, students,
and professionals.
John Barritt, Lewis & Clark College, USA

Lara Ravitch, University of Oregon, USA

New Standards, New Assessments:

English Language Learners Facing New Challenges
This roundtable discussion will allow participants to share their

knowledge, concerns, and opinions regarding the impact of the new
assessments (PARCC & Smarter Balanced) aligned to the Common Core
States Standards on English language learners in K-12.
Gladys Scott, William Paterson University, USA

Reading for MeaningFluently
Learn how to develop fluency, support vocabulary, and promote

comprehension by combining the powerful, research-based strategies
of teacher modeling, repeated reading, and progress monitoring.
Accelerate the reading achievement of Title I, special education, ELL,
and mainstream students using these research-proven strategies.
Kristi Vincent, Read Naturally, Inc., USA

Starting From Scratch:

Developing and Sustaining an EAP Program

Sustenance and Renewal in a Changing

and Demanding Profession
No one enters this profession hoping to become burned out, cynical

and discouraged. Take a break and explore personal practices and
community connections that can keep our passion alive and our spirits
fed as we work to meet our students complex needs. We cant live by
curricula and standards alone!
Jan Dormer, Messiah College, USA

Teachers of Gulf Arabs (TOGA) Forum

This Roundtable is a response to the growing population of Gulf Arab

students in ESL programs throughout the world. These students bring
unique cultural issues to the classroom which the facilitator has
experienced both as an administrator and ESL instructor. Participants
can share their perspectives in an engaging discussion.
Miriam Parris, Texas Intensive English Program, USA
What does it take to get a university-wide EAP program started?

What are the major factors to consider in program design and
administration? This session offers participants the opportunity to
learn about and discuss the development and implementation of an
EAP program.
Stew Markel, University of Notre Dame, USA
Teaching Pronunciation Using the Prosody Pyramid

This workshop present a way to make pronunciation teaching more

effective, using a simple pyramid of the essential musical cues in
spoken English. These elements must be mastered before using time
and energy drilling sounds. Participants work with practical tasks to
teach these core concepts.
Judy Gilbert, Consultant, USA
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Invited Speaker
153
TESOL Practicums and Online Technologies:

Possibilities for the Next Generation
Creating and Choosing 21st Century

Materials for Adult Education
This panel provides a framework for analyzing the need for languagelearning materials in adult English language programs, considering
the sociolinguistic skills required for 21st century work and academic
settings. The proposed framework will help materials writers and
teachers in choosing what skills to teach, and how best to teach them.
This session considers how the use of online technologies in teacher

education programs and ELT classes come to bear on the principles and
practices of TESOL practicums. The discussion also considers online
and mixed mode contexts and provide opportunity to address issues
identified by the organizer and participants.
Carolyn Kristjnsson, Trinity Western University, Canada

The Effect of NoteTaking Strategies

on TestTaking Performance
Bill Bliss, Language & Communication Workshop, USA

Aylin Bunk, Mt. Hood Community College, USA
Rebeca Fernandez, Davidson College, USA
Laura Horani, Portland Community College, USA
Ronna Magy, Los Angeles Unified School District, USA
Donna Price, San Diego Community College, USA
Gilda Rubio-Festa, Central Piedmont Community College, USA
Stephen Jones, Community College of Philadelphia, USA
Previous research has found note taking is a weak skill for ELLs
preparing for college. Students attitudes towards note taking also
impact their performance. The presenters summarize their studys
results, examining the relationships between attitude towards note
taking and test-day performance, and make recommendations for
classroom use.
Zita Bodonyi, ELS Language Centers, USA
Jinkyung(Stephanie) Kim, USA

Using Film to Build Intercultural Literacy

in a Reading/Writing Course
This session explores how film can be used in a reading/writing course

to promote intercultural understanding. Themes such as cultural, racial,
physical, linguistic, and generational differences are found in both
films and texts. The presenters demonstrate how, through synthesis,
students can develop critical and original thinking skills.
Sarah Barnhardt, The Community College of Baltimore County, USA
Chester Gates, The Community College of Baltimore County, USA

Whats in a Name?:
Sociolinguistic Implications of ELL Naming Practices
SATURDAY, 29 MARCH
154
With the world becoming ever smaller and people from varied cultural
backgrounds interacting with one another, certain language difficulties,
even with something as simple as exchanging names, will arise. This
session shows the sociolinguistic and cultural implications that the
adoption of English names has on students and teachers alike.
Clarissa Codrington, Eastern Michigan University, USA
Trisha Dowling, Eastern Michigan University, USA
Renee Dean, Eastern Michigan University, USA
Academic Session
Colloquium
Discussion Group

Disciplinary Differences, Disciplinary Genres

Knowledge of academic genres is essential for success in

undergraduate and graduate study. However, written genres, defined
in part by faculty expectations, vary widely across disciplines in
organization, conventions, and language. This panel applies research
into key genres in science, business, information systems, and
psychology to L2 writing instruction.
Gena Bennett, Independent Researcher, USA
Silvia Pessoa, Carnegie Mellon University, Qatar
Ryan Miller, Carnegie Mellon University, USA
Kate Moran, University of Denver, USA
Kyung-Hee Bae, Rice University, USA

Feedback 2.0: Using AudioVisual/Digital

Commentary to Improve Student Writing
Presenters discuss the benefits of and techniques for providing digital

(video audio, screencasting) feedback on university-level student
writing in face to face, hybrid, and online courses in order to increase
learner uptake. Panelists demonstrate software applications and
feedback techniques, provide samples, and present tips, caveats, and
student outcomes and reflections.
Johanna Katchen, National Tsing Hua University, Taiwan, Taiwan
Larissa Olesova, George Mason University, USA
Luciana deOliveira, Teachers College, Columbia University, USA
Alsu Gilmetdinova, Purdue University College of Education, USA
Anna Grigoryan, Pepperdine University, USA
Kay Losey, Grand Valley State University, USA
Christel Broady, Georgetown COllege, USA
Exhibitor Session
Forum Session
InterSection
Integrating Civics Content into Adult

ESL Literacy Instruction
Voices From the NNEST Blog:

Envisioning Landscapes for Future Generations
The Office of Vocational and Adult Education (OVAE, U.S. Department

of Education) supports projects that integrate civics content into Adult
ESL Literacy Instruction. Panelists describe examples of federallysupported projects that incorporate civics instruction while helping
students build English language and literacy skills. Handouts provide
further information and resources.

of Education, USA
Ana Solano-Campos, Emory University, USA

Ana Wu, City College of San Francisco, USA
Shu-Chun Tseng, Warsaw Community Schools, USA
Terry Doyle, City College of San Francisco, USA

Making Lessons Unforgettable With

Theater Techniques and Stagecraft
Content Area: Arts
Armed with the secrets of the stage, language teachers can bring
lessons to life, engaging their audiences and facilitating powerful
experiences. Come see how common theatrical practices for warm-ups,
cold readings, improvisation, playwriting, scene work, and more can be
put to intriguing and effective use to foster language learning.
Christopher Stillwell, University of California, Irvine, USA
Jill Rolston-Yates, Texas Intensive English Program, USA
The NNEST of the Month blog will celebrate its 100th interview.
Interviewers discuss the growth of the NNEST movement and its
present state as a field of inquiry, reflect on NNEST issues and
triumphs in various contexts and geographical areas, and explore what
challenges might affect the next generation.

US Higher Education:
Dreams and Realities for English Learners
The complexities of entering higher education in the US, as faced

by long-term ELs, DREAMers, and international students, will be
addressed in this session. The challenges are often handled with
little institutional support and funding. Advocating for change,
building socially responsible communities, and fostering institutional
involvement will be explored.

Writing & Multilingual Student

Success in Higher Education
This panel presents examples of defining and tracking the success

of multilingual students who complete an IEP or college ESL
program. Presenters elaborate on their local assessments and
definitions. Participants are asked to contribute to a broad discussion
of the reading and writing successes of multilingual students in
highereducation.
Caralyn Bushey, Maryland English Institute, USA
Kenneth Janjigian, American University, USA
Jennifer Ritter, Westminster College, USA
Tara Smith, University of Alaska Anchorage, USA
AnneMarie FoersterLuu, Montgomery County Public Schools, USA

Earlene Gentry, Fulbright Commission, Egypt
Heather Robertson, University of Southern California, USA
Johnnie JohnsonHafernik, University of San Francisco, USA
Lucienne Aarsen, University of Southern California, USA
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Invited Speaker
155
2:00 pm

Ready Listening
When their classmates are speaking, learners need to be ready

listenersprepared, respectful, focused, and interested in what
they hear. This session explores simple, effective techniques for
encouraging good classroom listening. And it suggests that a
group of ready listeners can create an optimal environment for
languagedevelopment.
Rhoda McGraw, Ecole des Ponts ParisTech, France
Development of a New Track Within

an ELT Masters Program
Successful program development requires several key skills:

identifying trends, developing standards-based overview, aggregating
appropriate talent, operationalizing core curriculum, and reflecting
for continual improvement. Three experienced administrators share
how these skills guided the development of a new ELT track within an
existing masters program. Attendees become equipped with program
developmentresources.
Julia Austin, University of Alabama at Birmingham, USA
Susan Spezzini, University of Alabama at Birmingham, USA
Susan Olmstead-Wang, University of Alabama at Birmingham, USA

Core Competencies for Mainstream

Educators of English Language Learners
In this session we propose a comprehensive framework to empower

teachers of adolescent multilingual learners in curriculum development
and professional growth. Building on post-methods pedagogy, the
competencies pose learning areas that represent flexible principles
designed to shift fundamental attitudes and knowledge informing
teachers classroom practice and facilitating student learning.
Christine Malsbary, University of Hawaii Manoa, USA
Betsy Gilliland, University of Hawaii, USA
Jessica Miranda, University of Hawaii at Manoa, USA

ELT for the Next Generation:

MOOCs and Online Teacher Training
Jeff Magato, USA

English Language Learners Hybrid Reading

Strategies and Learning Experiences

Delivering Effective Professional

Development Through Webinars
This presentation reports findings of a qualitative case study. The

findings include ELLs use of hybrid reading strategies, learning
experiences, and influential factors when they read computer-based
texts at home and school. The presenters discuss implications for
parents and teachers and suggest future directions for education in
new learning environments.
Ho Ryong Park, Murray State University, USA
Teacher educators are increasingly called upon to give talks and

workshops using new technologies. The presenter shares a framework
and techniques for delivering effective professional development
through webinars. Topics include engaging the audience, structuring
the presentation, increasing participant interaction and involvement,
and making effective use of audio, video, and computers.

English Language Teaching for the Next

Generation of Immigrant Families
This session focuses on the bilingual language practices of adolescents

from immigrant families. The characteristics of language practice of
Korean-American bilinguals and how language ideology and ethnic
identity are involved in language learning for Korean-American are
discussed. Participants leave with a deeper understanding for KoreanAmerican students learning of languages.
SATURDAY, 29 MARCH
SeJeong Yang, The Ohio State University, USA
156
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
ESLLibrary.com: 1000 ReadyMade Lessons

and 2000 Printable Flashcards Online
Investigating ContentArea Professor

Feedback in Second Language Writing
Come discover ESL-Library.com, one of the worlds leading resource

sites for English teachers. Find out how to subscribe and access
over 1000 ready-made lesson plans, filled with student-centered
activities, and over 2000 ready-to-print images for your classroom.
www.esl-library.com
Ben Buckwold, Red River Press Inc., Canada
This presentation covers a longitudinal study of former IEP students,

their written assignments, and their professors feedback on these
assignments. Attendees leave with a stronger understanding of
content-area professor concerns for international student work as well
as strategies to overcome these issues in their own writing classes.
Heidi Holycross-Lui, University of Northern Colorado, USA
Elaine Steneck, University of Northern Colorado, USA
Facilitating Undergraduate Research

Through Interdisciplinary Collaboration
Linguistic Accuracy in L2 Writing:

Why and How
Norman Evans, USA
Research suggests that teaching academic research skills (ARS)

through interdisciplinary collaboration yields positive learning
outcomes. This session examines instructor and student perceptions
of the development and application of integrated ARS/ESL writing
curricula. Discussion of results details pros, cons, and adaptations of
this collaborative teaching approach.
Lindsay Hansen, University of Utah, USA
Darby Fanning, University of Utah, USA

This session presents the use of art in effective, communicative

lessons. Paintings provide the focus for activities and tasks,
encouraging work in all skill areas and building critical thinking skills.
The participants leave with specific techniques and activities easily
adapted for their courses and the language needs of their students.
Suzanne Donsky, University of St. Thomas, USA
Integrating Community: Answering the Challenge

of Refugee ESL Program Implementation
Relevant beyond the refugee sphere, this presentation offers a

volunteer-based refugee ESL program as a guide for developing similar
programs reliant on community engagement. Three strategies that
can be applied to different contexts are discussed: connecting to
community organizations and universities, implementing internship
programs, and offering various service-learning opportunities.
Making Grammar Engaging (and Fun)
Are you looking for ways to keep your students interested, involved,
and invested in learning grammar? Attend this session for a
demonstration of classroom-proven strategies for student engagement
that include structure-targeted grammar games, write-your-owngrammar-rule activities, and real life content.

Meeting the Standards:

ESOL Teachers as Advocates for ELLs
Research-Oriented
According to the TESOL teacher education standards, ESOL teachers

must advocate for their ELLs. Based on a survey of over 500 ESOL
teachers and individual interviews with 15 teachers, this presentation
addresses how teachers advocate, and factors which promote and
inhibit advocacy actions. Implications for teacher education programs
are explored.
Heather Linville, American University, USA
Motivational Partnerships:
Enabling Student Initiated SelfMotivation
Paul Cave, Brigham Young UniversityProvo, USA
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Leanne Cameron, International Rescue Committee, USA
Practice-Oriented
Invited Speaker

Fostering Critical Thinking and

Language Skills Through Art
157
NES Preservice Teachers and NNESTs:

Critical Study on Advocacy
Scaffolding Mathematics and Science Learning

in the Elementary Mainstream Classroom
This presentation focuses on the perceptions of preservice NESTs

enrolled in ESL-related courses towards NESTs and NNESTs in K-12
classrooms. The data was gathered using qualitative and quantitative
methods. Implications of the study are discussed in light of the results
of the data analysis.
ELs use language to learn mathematics and science in the mainstream

classroom. This practice-oriented presentation demonstrates 10
instructional strategies for teaching academic language while
teaching mathematics and science content to ELs. Photos, video clips,
demonstrations, and written language data illustrate the effectiveness
of these techniques.
Burcu Ates, Sam Houston State University, USA

Mary Petron, Sam Houston State University, USA
Alma Contreras-Vanegas, Sam Houston State University, USA

Our WorldInspires Teachers, Inspires Students
How can we inspire English teachers and students in pre-school and

primary schools worldwide to use English in real ways and become
engaged 21st century citizens? The answer: Our World. Come see how
compelling content coupled with stunning National Geographic photos
and videos breathes new life into the language classroom!
Joan KangShin, National Geographic Learning | Cengage Learning, USA
JoAnn(Jodi) Crandall, National Geographic Learning, USA
Saturday, 2:00 PM2:45 PM
Plagiarism, Punishment, and Pedagogical Responses

Mark Wolfersberger, USA

Pronunciation Games and Playful Activities

to Promote Communication
Games can be a powerful way for students to improve linguistic skills

outside of a textbook. Games can motivate students, make repetitive
exercises fun, provide instant feedback, and let players fail without
penalty. Participants experience a team game, a whole-class mixer, and
a small-group game for vocabulary, grammar, listening, speaking.
Marsha Chan, Mission College and Sunburst Media, USA
Elizabeth Franklin, University of Northern Colorado, USA
SelfPublishing Ebooks and Paperbacks

Dorothy Zemach, USA

Christine Coombe, USA

Struggling ELLs:
Basal Reading or LiteratureBased Curriculum?
While literature-based curricula offer many advantages, the empirical

research presented in this session argues that basal reading has
its merits as well and can benefit struggling beginner ELLs. The
study discussed calls for the integration of both curricula to support
suchstudents.
Ya-Ning Hsu, Columbia University, USA

Supporting Curriculum Design Capacity:

Whats at Stake?
In this interactive session, the presenters share the strategies and

tools employed to support English faculty in developing new skills in
teaching a proficiency-based curriculum, to envision learning through
tasks rather than by targeting grammatical structures, and to stretch
the notion of reading and writing to include critical thinking.
SATURDAY, 29 MARCH
Radmila Popovic, World Learning, USA

Neil OFlaherty, World Learning, USA
158
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Taking Digital Stories to the Next Level:

Making Documentaries
Using digital stories to have students share their culture with the class
can be motivating. What happens after that? After making their first
video, students have some background knowledge about making a
video. It would be advantageous to use this new knowledge and build
on it to make documentaries.
Gilda Martinez-Alba, Towson University, USA
Laura Hook, Howard County Public Schools, USA
Teaching Young Learners English in the 21st Century

Joan KangShin, University of Maryland, Baltimore County, USA

The Pathway to Thinking Critically
Critical thinking is an important skill for todays students, but how can
we help students develop critical thinking within regular ESL classes?
The presenters demonstrate how specific activities from the National
Geographic Pathways series develop reading, writing, listening, and
speaking as well as critical thinking.
Keith Folse, National Geographic Learning|Cengage Learning, USA

The Real Thing DVD Series Promotes

Students College Success
The Real Thing and More of The Real Thing contain authentic videos of
diverse college classes, ideal for students practicing the language and
culture of the mainstream curriculum. The accompanying skill-building
books coach students in note taking, preparing for tests, and learning
behaviors vital for success in American colleges.
Martha Kendall, Highland Publishing, USA
What Is This Thing Called TIRF?

What Is the Future of Corpus Linguistics in TESOL?

Susan Conrad, USA

When Collaboration Fails:

Trust in ESL and Content Teacher Relationships
Collaboration between ESL and Content Area Teachers is a key

factor in the success of ELLs. Trust is hypothesized as an element of
collaboration. This presentation examines how a lack of trust leads to
a false sense of collaboration. The author presents a possible theory
for understanding phenomena.
Jeremy Ortloff, Hobart and William Smith Colleges, USA

TESOL Career Path Development

Across the Generations
In times of increasing uncertainty in the workplace, TESOL

professionals across the generations find new ways to re-ignite, retool,
and retire in English language teaching. Four speakers, representing
diverse interests and experiences, tell their stories and generate new
ideas for those attending this forum round table.
Jaclyn Gishbaugher, The Ohio State University, USA
Charles Hall, University of Memphis, USA
Stephen Hanchey, U. S.Department of State, USA
Deirdre Hand, H. D. Cooke Elementary School, USA
Rejane McCorkel, Fairfax Schools, USA

Using Classroom Video in PreService

Teacher Education
Kathryn Harris, USA

Corporate ESL and Intercultural Training:

Case Studies in Program Delivery

Using DTR (Do, Talk and Record) in Teaching ESL

Norma Smith, lecturer, Timor-Leste
Invited Speaker
Practice-Oriented
Research-Oriented
David Kertzner, ProActive English, USA

Karin Goettsch, Cargill, USA
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Using DTR in ESL presents a unique way of teaching/ learning

experience in ESL. The learners Do something, TALK about it and finally
RECORD the experience through a small book.
Language, communication, and cultural training in corporate settings

can be challenging and rewarding for ESL teachers extending their
comfort zones to the private sector. This workshop helps answer three
critical questions that lead to success: What does the company want,
what can I do, and how will we measure success?
159
Developing Academic Language and

Literacy for Students in Grades 412
Researching English Language Teacher

Education in Chile: Multiple Perspectives
New national standards provide opportunities to re-conceptualize

what language development means for ELs in academic contexts.
Taking a 21st century approach to language and literacy development,
presenters show how language is embedded in new standards
practices, and apply the approach to US history lessons using
multimodal strategies.
The six papers included in this colloquium provide insights on the

scope of English language teacher education in Chile regarding the
competences that teachers must develop in both pre-service and
in-service education programs and explore the connections between
research, theory, and practice, as perceived by future teachers, and
teacher educators.
Laura Wright, Center for Applied Linguistics, USA

Marlon Valencia, University of Toronto, Canada

Manka Varghese, University of Washington, USA
Antoinette Gagn, University of Toronto, Canada
Michel RiquelmeSanderson, University of Washington, USA
Candy Veas, Universidad de Playa Ancha, Chile
Roberto Silva, Universidad de Playa Ancha, Chile

Exploring Technology Solutions Across

the IEP Campus and Curriculum
Enrollment growth at university IEPs leads to new challenges: faculty/

administrative expansion, increased amounts of data, and changes in
available physical space. Presenters demonstrate how one IEP uses
technology to ease transition while enhancing classroom success.
Workshop participants collaboratively troubleshoot and strategize
ways to benefit their programs through technology use.
Erica Coffelt, Ohio University, USA
Abraham Reshad, Ohio University, USA
Andrea Johannes, Ohio University, USA
Chris Distasio, Ohio University, USA

Nonverbal Communication:
Going Beyond the Mona Lisa Smile
In times of advanced technology, face-to-face interaction and creative

expression shouldnt be neglected. This workshop invites participants
to share their perceptions based on holistic observations of students
and how to incorporate body movement and oral expression techniques
into EFL classroom practice to stimulate students understanding of the
target language.
SATURDAY, 29 MARCH
Vania Rodrigues, Casa Thomas Jefferson, USA

Luis Dantas, Casa Thomas Jefferson, USA
Academic Session
Colloquium

ServiceLearning in TESOL Higher Education

This colloquium on service-learning in TESOL Higher Education present

the recent research and scholarship on service-learning in TESOL
from experienced scholars in the US and abroad. Speakers describes
representative service-learning projects in IEP, EAP, study abroad, and
undergraduate higher education settings around the world.
Adrian Wurr, The University of Tulsa, USA
Nuray Grove, University of Richmond, USA
Lance Askildson, Kennesaw State University, USA
Nagwa Kassabgy, American University in Cairo, Egypt
Yasmine SalahEl-Din, American University in Cairo, Egypt
Carla Amaro-Jimenez, The University of Texas at Arlington, USA
160
Communicative Teaching Strategies Using

Picture Books as Reality for Each
Come and experience a balanced program of communicative language

teaching using a variety of comprehension, expression, languagefocused learning, and fluency strategies. We experience these using
picture books that are not only selected based on readability but also
using tellability criteria.
Ana Lado, Marymount University, USA
Discussion Group
Exhibitor Session
Forum Session
InterSection
Confronting Underlying Racism for

Effective Intercultural Communication
This workshop discusses how underlying racism prohibits positive,

proactive intercultural communication encounters, and the necessary
tools and strategies to move beyond prejudice and stereotypes
to achieve effective intercultural communication. The workshop
includes theory, research, and a new approach to a well-used tool in
intercultural communication training: the D.I.E. exercise.
Daniel Velasco, The Chicago School of Professional Psychology & Tokyo
Medical/Dental U, USA
Michelle Bell, University of South Florida, USA
Mentoring Boot Camp:

Developing the Next Generation
Ana Traversa, Indiana University-Purdue University Indianapolis, USA
Assessment for Engagement:

Extensive Reading and Canvas Quizzes
Reading teachers want to make sure that their students are reading
a variety of texts and that they are interacting with the text in
meaningful ways. The presenters provide guidelines for writing
engaging, extensive reading quiz questions as well as guidelines for
classroom discussions based on those quizzes.
Ben McMurry, Utah Valley University, USA
Jim Pettersson, Utah Valley University, USA

Mentoring can maintain standards and help new hires and current
teachers adjust to new teaching demands. It also leads to quality
teaching, teacher retention, collaboration, and positive outcomes.
However, what are best practices and what tools are necessary to
mentor effectively? Presenters lead participants through the process of
effective mentoring.
Kelly Healey, Tolman High School, Pawtucket Public School
Department,USA
Lisa Hollinger, University of North Texas, USA
Karen Lioy, University of North Texas, USA
The RAMP to Standards: How to Align CCSS for All

MiaAriela Allen, Imagine Learning, USA
Research-Oriented
Effectiveness of Extensive Reading

Activities in an L2 Setting
For a successful implementation of an extensive reading program,

the present study explored the effectiveness of various extensive
reading activities in an L2 class to find out whether the activities could
influence the L2 students reading attitudes and lead them to read
more in and out of class.
Namhee Suk, Northern Arizona University, USA

Feedback Loop: Effective Ways to

Teach and Learn From Students
Student-centered teaching and the development of autonomous

learning can be enhanced by a series of reflective, evaluative and
prospective activities. This session briefly explains the rationale and
principles of autonomous learning cycles; provides examples of selfmade, easy-to-adapt templates; and invites participants to share their
experience and thoughts.
Claudia Kunschak, Ritsumeikan University, Japan
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
This session explores the role of intentionally planning for and

including critical language in district/school curriculum, keeping
English learners in mind for their development of academic knowledge.
Examples illustrate how curricular units are constructed and enacted by
teachers to apprentice their students into becoming engaged, critical,
and contributing young scholars.
Practice-Oriented
This session offers a novel approach to the assessment of cultural

knowledge among international medical graduates in U.S. residency
programs. The presenters discuss the nature of interculturally
competent care and make recommendations on the instructional
uses of a test of intercultural communication skills in medical ESP
educationcontexts.
Invited Speaker
This workshop is designed for teachers and administrators who may

need support in further developing interpersonal or soft skills needed
in English language program contexts. Participants learn and practice
strategies for improving their communication and decision-making
skills along with enhancing their ability to manage expectations,
address confrontations, and motivate others.
Assessing Intercultural Readiness Among

Internationals in Medical Residency Programs
Management Soft Skills for Teachers

and Administrators
3:00 pm
161
From Coursework to Classroom:

Learning to Scaffold Instruction for ELs
Language Digs: ITAs as Linguistic Anthropologists
International teaching assistants face a challenge similar to

linguistic anthropologists: collecting language and making sense
of its connection to social and cultural practices. This presentation
shares a project in which ITAs examine discourse communities
through gathering and critically analyzing samples of spoken English.
Pedagogical implications for ITA programs are discussed.
The goal of this presentation is to demonstrate how history teachers

learned to scaffold instruction for ELs from coursework to the
classroom. Research-based outcomes for three phases of secondary
content teacher learning: coursework experiences, student teaching,
and full-time teaching will be shared to inform participants own
teacher preparation efforts.
Laura Schall-Leckrone, Lesley University, USA

Graduate L2 Writers in the Disciplines:

A LanguageSupported Curriculum
In this presentation, data and implications derived from a mixedmethod longitudinal research project on graduate L2 writers are
presented in order to substantiate the claim that writing in the
disciplines research and practice could be more responsive to the
internationalization of U.S. higher education.
Karyn Mallett, George Mason University, USA
Anna Habib, George Mason University, USA
Jennifer Haan, University of Dayton, USA
How to Run an English Spelling Bee
A spelling bee is a great American tradition and a great classroom

activity for all levelsa chance for students to focus on vocabulary
and pronunciation while having fun. Knowing the rules makes it even
more fun. The presenter has been a pronouncer for spelling bees
around the world.
Peter Sokolowski, Merriam-Webster, Inc., USA

Implementing Backward Design in an IEP

Because accrediting commissions are mandating assessment-based

standards, IEPs would benefit from using backward design to develop
their curricula. This session describes the challenges in ensuring that
all faculty understand and accept this curriculum design process,
including the formative and summative assessments that are essential
elements of the design.
SATURDAY, 29 MARCH

Preparing ESOL Teachers to Be

21st Century Educators
After describing the shift in TESOL teacher education from a

knowledge based framework to a dispositional mindset approach,
the presentation outlines the criteria for becoming 21st century
educators. Presenters explain how 21st century skills and dispositions
can be integrated into TESOL teacher education curriculum before a
concluding audience discussion.
Gwendolyn Williams, University of West Florida, USA
Rod Case, University of Nevada, Reno, USA
Steve Iams, The Ohio State University, USA
162
Christine Guro, University of Hawaii at Manoa, USA

Scaffolding Academic Language for Quality

Interaction Through SIOP and CCSS
Content Area: Middle School/Preparatory Education
Presenters explain how teachers can use the Interaction component of

the SIOP Model to construct effective academic discussions to increase
English learners academic language development. Presenters outline
how to identify, teach, and scaffold the use of language students
should use in academic conversations as prescribed by the CCSS.
Marybelle Marrero-Colon, Center for Applied Linguistics, USA

Screening for Classroom Readiness With

Sustainable Oral English Assessments
Many institutions are discovering a need to supplement standardized

English language entrance examinations, but creating and
implementing on-campus assessments can be a daunting task. This
presentation focuses on oral interviews and gives attendees ideas,
materials, and procedures to craft valid, workable oral assessments to
meet their institutions specific needs.
Maureen Burke, University of Iowa, USA
Jen Brown, University of Iowa, USA
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Teaching Students to Effectively

Listen for Academic Purposes
Using Collaborative Online Tools

for Academic Writing
College students need to be able to absorb and process the content of

lectures and apply it to papers, projects, and group discussions. Which
strategies help students listen effectively for academic purposes?
Activities that connect listening to speaking, employ authentic
materials, and flip the classroom are discussed.
Robyn BrinksLockwood, Stanford University, USA

Kelly Sippell, University of Michigan Press, USA
Amy Walton, Iowa State Univeristy, USA

Tech Training for Teachers:

Lessons From the Language Classroom
How can supervisors and mentors help more teachers take advantage
of educational technologies? This session demonstrates a multifaceted approach to tech training for teachers, incorporating concepts
familiar to language teachers, such as group work, task-based
instruction, and learner training. Essential applications for training are
also demonstrated.
Mary Christianson, ELS Educational Services, USA
The Complete ListeningSpeaking Course:

Student Centered, Teacher Guided
This text-workbook emphasizes students active roles teaching each

other, with instructor guidance. Approximately 4 hours of recorded
exercises accompany engaging topics. Features include pronunciation
practice, minimal pairs, intonation patterns, and more, using everyday
casual/educated American English for intermediateadvanced levels,
high schooluniversity, Downloadable sample chapters free for all
JAGPublications.
David Christiansen, JAG Publications, USA

Using Wordless Picture Books to

Support Literacy Learners
Wordless picture books are an important prereading strategy on

the journey toward print literacy. This hands-on workshop connects
research to classroom practice through the use of visuals. A variety
of instructional activities are demonstrated that support the diverse
backgrounds of adult EAL literacy learners.
Elsie Johnson, English Central, Canada
Google Docs offers a way to connect ESL students with academic

English and their communities. This presentation describes how the
tool can be used to foster student collaboration on an original research
and writing project. The presenter shares adaptable materials and
guidelines for collaboration and assessment with online tools.

Am I an NNEST?: A New Generations

Identities and Perspectives
Past discourses in TESOL have tended to dichotomize practitioners

over-simplistically as NNESTs/NESTs. There is an urgent need to
explore dynamic poststructural/postcolonial/postmodern identities
across the NNEST-NEST continuum. Five NNESTs address this gap
through critical and reflective self-narratives, and engage the audience
in new dialogues about complex present-day teacher realities.
Rashi Jain, University of Maryland College Park, USA
Yu Bai, University of Maryland College Park, USA
Anthony Adawu, University of Maryland College Park, USA
Dian Marissa, University of Maryland College Park, USA
Bedrettin Yazan, University of Maryland College Park, USA
The Use of Portfolios to Develop Writing

Competence and Autonomy
Integrating Brain Research in EFL

Practice to Deal With Diversity
This session presents the results of action research using portfolios

with Mexican trainees. The purpose was to build a portfolio, taking
into account constructivist concepts as zone of proximal development
and scaffolding by implementing writing instruction and tasks, in order
to enhance writing creativity and autonomy in the students.
Invited Speaker
Practice-Oriented
Research-Oriented

Considering classroom diversity, presenters share knowledge about

the brain, engaging participants in work that raises awareness of how
brains teach and learn best. Various dimensions of cerebral operations
are illustrated in various teaching practices. Participants leave with
tips based on neuroscientific findings that facilitate effective teaching
and learning.
Denise DeFelice, Casa Thomas Jefferson, Brazil
Lucia Santos, Casa Thomas Jefferson, Brazil
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
MaradelCarmen CastilloSalazar, Benemrita Universidad Autnoma

de Puebla, Mexico
RebecaElena TapiaCarlin, Benemrita Universidad Autonma de
Puebla, Mexico
Celso PrezCarranza, Benemrita Universidad Autnoma de Puebla,
Mexico
163
4:00 pm
Online Oral Skills Course Design:

Considerations of a Successful Model
Designing online oral skills courses requires a conceptual model that

addresses the needs of second language learners in an online context.
A model is introduced and participants discuss its application to their
own teaching. Participants practice aspects in the design of an online
course following the model.
Anastassia Tzoytzoyrakos, University of Southern California, USA
Barry Griner, University of Southern California, USA
Mary-Ann Murphy, University of Southern California, USA

Renewing Academic Language in DualLanguage

Programs for College and Career
Building academic language proficiency in two languages for gradelevel content learning is the focus and challenge in dual-language
programs in this era of Common Core Standards. Session participants
experience firsthand instructional strategies in Spanish and in English
with academic language features across three linguistic levels:
discourse, sentence structure, and vocabulary.
Liliana Minaya-Rowe, University of Connecticut, USA
Abie Benitez, New Haven Public Schools, USA
Pedro Mendia-Landa, New Haven Public Schools, USA

Writing on the Wall:

Fun With Cooperative Poster Paper Activities
This session introduces energizing activities that require students to

work cooperatively around a piece of poster paper while practicing
speaking, listening, reading, and writing. After this interactive
workshop, participants are able to use the following activities with
students: scavenger hunts, graffiti brainstorming, teams tour, group
drawing, and observation charts.
SATURDAY, 29 MARCH
Meg Parker, University of California Irvine Extension, USA

Alice Lin, University of California Irvine Extension, USA
164
Academic Session
Colloquium

Discussion Group
Beyond the Classroom:

Exploring Careers for ELT Professionals
There are many career opportunities for ELT professionals outside the
classroom. The jobs of academic program coordinator, test developer,
and text book editor will be explored as viable career options for those
with TESL experience looking to apply their skills and knowledge in
non-classroom positions.
Kristina Scholz, Educational Testing Service, USA
Rebecca Meyer, Oxford University Press, USA
Betsy Buford, Northern Arizona University, USA

Bringing Conversation Partners Into the

Speaking and Listening Classroom
This session presents a two-term collaborative action research project

that investigated making conversation partners central to an academic
speaking and listening curriculum, with emphasis on fostering the
integration of learners with the community and aligning conversation
partner activities to learning outcomes. Sample activities and insights
about action research are provided.
Laurel Bond, Colorado State University, USA
Beth Cloven, Colorado State University, USA

Coaching: Principles and Practice

This discussion includes principles of coaching novice and experienced

teachers along with strategies for implementation. Coaches attitudes
and techniques are effectively instrumental during pre- and postclass
observation phases. The presenter and participants review and share
these aspects, which feature prominently in discussions about teacher
development and familiar skills refinement.
Catherine Cox, Casa Thomas Jefferson, Brazil
Exhibitor Session
Forum Session
InterSection
Critical Program Development in

an L2 Reading Course
Facilitating Language Learner Motivation:

Teacher Motivational Practice and Teacher Training
This presentation discusses the process of critical program

development in a university ESL reading course. The presenter shares
materials designed to emphasize L2 literacy as a socially engaged
activity, while also calling for goals and learning objectives of similar
reading courses to be updated drawing on theories of critical literacy.
Whose responsibility is it to motivate language learners? This session

discusses results of a classroom-oriented investigation focused on (1)
the teachers role in facilitating learner motivation and (2) how to train
teachers to be more proficient motivators. Responses from teacher
participants indicate several guiding principles for implementing
motivation-related training modules.
Gordon West, University of Hawaii at Manoa, USA

Critical Thinking:
Asking Questions About the Questions
What does critical thinking really mean? How do we teach it? Often
classroom materials develop critical thinking by including a few
opinion questions for discussion, but that is insufficient. Lets get closer
to our ultimate goal by identifying the subskills of critical thinking and
understanding how to teach them.
Nicole Graham, English Central, Canada

Digital Learning Tools From MerriamWebster
Merriam-Webster has new digital products for English language

learners, including a free online dictionary with quizzes to help learners
acquire new vocabulary independently, a mobile dictionary app with
voice recognition, and a daily writing tip. Jane Mairs, author of the Ask
the Editor blog at LearnersDictionary.com, presents.
Jane Mairs, Merriam-Webster, Inc., USA


What is the role of diversity consciousness in sustaining global

communities like TESOL? How are policies in these regions addressing
issues of inclusiveness and social justice related to special needs,
GLBTQ, minority language, culture or race? Examination of the
conference theme, TESOL activities promoting inclusiveness and survey
results offer insights.
Invited Speaker
Practice-Oriented
Research-Oriented

Imagine, Research, Create, Teach:

A Template for Project and CBI
Participants leave this presentation armed with fresh ideas and

methods for creating innovative units and projects for secondary
students in conjunction with CBI and Common Core standards. The
topic of Native American life and history will be used to illustrate this
template. Audience will be asked to participate.
Susan Gottschalk, Escambia County School District, USA
Cang Pham, Escambia County School District, USA

Life Skills Made Easy by Macmillan Education
The gap between employer expectation and graduate performance is

a growing concern for the labour market. As an employer, Macmillan
Education invests in training new starters in basic life skills, including
time management and prioritisation. This session presents practical
activities to develop these life skills from primary to adult.
Jo Greig, Macmillan Education and Red Nova Learning, USA

Marathon Writers: Helping Students Build

Comfort and SelfReliance in Writing
ESL student writers often struggle in paraphrasing and integrating

other writers ideas in their writing. Specifically, learners have
trouble determining what, when, and how to express their own ideas
and the ideas of others. This practice-oriented session contributes
ideas for helping students become more self-reliant and confident in
theirwriting.
Shiao-wei Chu, University of Idaho, USA
Tara Sipiora, University of Idaho, USA
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Okon Effiong, Qatar University, Qatar

Ester Jong, University of Florida, USA
Elisabeth Chan, University of North Texas, USA
Inez Heath, Teachers College Columbia University, USA
Arieh Sherris, Teachers College Columbia University, USA
Shelby Thayne, Utah State University, USA

165
Next Generation Standards:

Common Core and Teacher Collaboration
We examine how ESOL and mainstream elementary teachers

collaborate as they implement new Common Core standards. We offer
implications for ongoing teacher development and learning and reveal
the potential for content and language teachers to attend to language
demands and interact in deeper and more sustained ways than before.
Megan Peercy, University of Maryland, USA
Melinda Martin-Beltran, University of Maryland, USA
Bedrettin Yazan, University of Maryland, USA
Did you know that thousands of species live in one gram of soil?
At National Geographic Learning, we are fascinated by the world.
Join a reading panel chaired by National Geographic Learning
members Larry Zwier and David Bohlke and discuss the needs of the
21stcenturyreader.
Larry Zwier, National Geographic Learning|Cengage Learning, USA
David Bohlke, National Geographic Learning|Cengage Learning, USA

Reviewing EAP Instruction Research:

What Learning Transfers, and How Far?
A nine-dimension analytic framework used to assess findings in

psychology research on learning transfer is used to review over 40
empirical studies of EAP instruction. Patterns emerge to answer two
questions: What kind of learning transfers in EAP instruction settings?
How far (i.e., when and where) does that learning transfer?
The Next Generation: Transitioning From

TeachingFaculty to AdministrativeFaculty
Meet administrators from a unique IEP that is governed solely by its

full-time faculty members. Presenters briefly describe the program
leadership structure, introduce their rotating management positions,
share their experiences, and discuss useful strategies to help support
teachers transitioning into administrative positions in programs of any
type or size.
MarkAndrew James, Arizona State University, USA
Lisa McKinney, Portland State University, USA

Monika Mulder, Portland State University, USA
Wayne Gregory, Portland State University, USA

Teaching English Reading Skills and Fraud

Awareness With Online Materials
Persons with low literacy in English may be vulnerable to scams.

Avoiding fraud is a practical life skill. Presenters describe resources
from the Federal Trade Commission website consumer.gov that
were developed for such readers and provide strategies for using
them to increase awareness while reinforcing reading, writing, and
listeningskills.
Jennifer Leach, Federal Trade Commission, USA
Deborah Kennedy, Center for Applied Linguistics, USA
Miriam Burt, Center for Applied Linguistics, USA

The How and Why of iPads in the

Language Classroom
SATURDAY, 29 MARCH
The National Geographic Learning Reading Panel
166

A Bibliography and Other Resources

for Teaching English to Lawyers
Educators from U.S. law schools share a bibliography they complied

of the resources they use to prepare international students to earn
their Masters in Law (LL.M.) Presenters also provide an overview
of institutional resources available to students, including intensive
summer and academic year support programs focused on four
skillsdevelopment.
Michelle Ueland, Georgetown University, USA
Cynthia Flamm, Boston University, USA
Kirsten Schaetzel, Georgetown University, USA
Shelley Saltzman, Columbia University, USA
Alissa Hartig, Pennsylvania State University, USA
Meri WestMaffet, University of California, Hastings College of the Law,
USA
Larissa Majlessi, Georgetown University, USA
Are you in a one-computer classroom in your college or university?

Attend this demonstration to learn how iPads can offer a much needed
technology boost that will enhance teaching and learning and bring
your classroom into the 21st century.
Academic Session
Colloquium
Discussion Group
Exhibitor Session
Forum Session
InterSection
Interactive Mobile Tools for the Next Generation
Mobile devices with video cameras have ushered in new opportunities

for ESL/EFL learners. While cloud-based tools like Evernote and
Voicethread provide innovative methods for interaction, gaming
platforms such as ARIS make novel use of cameras as learning tools.
This CALL/VDM-IS InterSection seeks to explore these opportunities
and related challenges.
Erica Coffelt, Ohio University, USA
Thomas Healy, Pratt Institute, USA
Najma Janjua, Kagawa Prefectural University, Japan
Abraham Reshad, Ohio University, USA
Gabriela Arguedas, Colegio Tecnico Profesional Ricardo Castro Beer,
Costa Rica
5:00 pm


Integrate Language and Culture Teaching to

Enhance Students Intercultural Sensitivity
Collaboration or CoTeaching? Investigating the

CoTeaching Practices of ESL/BE Teachers
Although co-teaching has become an increasingly common model for

instructing ELLs, preservice and practicing teachers often have fuzzy
notions about its implementation. In this presentation we present six
models of co-teaching, share our approach to interviewing ESL/BE
teachers about co-teaching, and report the results of our research.
Melanie Schneider, University of Wisconsin-Whitewater, USA

Comics to the Rescue:

Promoting Literacy With Comics Readers
Connecting English language learners with literature can sometimes

be a challenge. But using comics in the classroom can bring universal
appeal. This presentation examines ways of using comics to promote
not only reading fluency but also language development. Several
classroom activities with comics are shared and discussed.
Ian Bosiak, e-future ELT, Republic of Korea
This session presents some teaching techniques for developing

learners cross-cultural understanding and sensitivity to cultural
differences. The presenter suggests an idea of how to incorporate
teaching culture into teaching EFL, based on a process-oriented
approach that helps learners to progress through reflection
anddiscovery.
Jeonghyun Lee, The University of Texas at Austin, USA


Deconstructing Patchwriting: Undergraduate ESL

Writers Experiences of Learning to Paraphrase
This session breaks down the concept of patchwriting by examining

the actual patchwriting practices of a group of undergraduate ESL
writers and how they made decisions about what linguistic chunks
to keep and alter as they attempted to paraphrase. Findings of the
discussed study are shared and pedagogical implications outlined.
A Survey of Collocations of English

in the Globalizing World
Qian Du, Ohio University, USA
The differences in conceptualizing the English language are clear

manifestations of its characteristics as a global language. This session
aims to present a survey of collocations centered around the English
language and provide insights into how different conceptualizations
are manifested in collocations of the English language.
Ali FuadSelvi, Middle East Technical UniversityNorthern Cyprus, Turkey

Five Strategies for the Top Five Errors

in Advanced Composition
Lexico-grammatical errors pose a unique challenge at the advanced

level, when curricula have often shifted the focus of instruction
to discourse. Based on action research, this presentation provides
time-pressed teachers with five pedagogical strategies to address the
top five most frequent lexico-grammatical errors encountered at the
advanced level.
Robert Bushong, University of Delaware, USA
Florin Mihai, University of Central Florida, USA
Practice-Oriented
Research-Oriented
Roundtable
Teaching Tip
TESOL in Focus
Workshop
SATURDAY, 29 MARCH
Invited Speaker
167
Flipping a Grammar Class: What, Why, and How?

This session takes you beyond the hype of flippingone of the

most popular trends in higher education todayto discuss the real
benefits and challenges to flipping in an ESL context. Drawing on their
experience flipping an intermediate grammar class, two instructors
share tips and tools for flipping effectively.
Jennifer Lubkin, Georgetown University, USA
Andrew Screen, Georgetown University, USA

A highly replicable model of a successful academic program at

an urban community college serves as a blueprint for program
organization. Despite its overreliance on adjunct faculty, the program
maintains high student learning standards through unified curriculum,
changes in assessment culture, and multilayered mentoring of faculty.
Learn and leave empowered!
Elena Nehrebecki, Hudson County Community College, USA

Introduction to Linguistics: Liminal Spaces,

Threshold Concepts, and Instructional Design
Content Area: Accreditation
Applied linguistics is enjoying an increase in demand at the

undergraduate level. This talk presents a framework to meet the design
challenges inherent in an introductory linguistics course that must
meet the needs of diverse majors with multiple goals: from linguistics
majors to pre-service P-12 teachers pursuing certification.
Andrea Word, University of Alabama in Huntsville, USA
SATURDAY, 29 MARCH
Teachers of ELLs grow professionally and personally when they

engage in cultural experiences outside of their comfort zones. The
presenters describe an assignment in their teacher education program
that involves an experience, which is not part of the teachers usual
interactions, resulting in increased teacher empathy and sensitivity.
168
Stephanie Dewing, University of Colorado, USA

Angela Bell, University of Colorado, USA
Leslie Grant, University of Colorado, USA
Colloquium
The study discussed in this session investigated the relationship

between EAP learners individual belief systems and their perceived
transfer of academic literacy skills from an EAP program to the
disciplines in an international undergraduate program in Thailand. The
findings have implications for both classroom practice and institutionwide management.

Modeling DigitallyMediated Composition

Processes for ESL Writers
Modeling is often used when working with beginning writers and

simple texts. This interactive session demonstrates methods for
employing a computer and projector to model and explicate the type
of complex writing tasks and associated composition processes that
are otherwise particularly challenging to present and understand in the
ESL classroom.
Marvin LeNoue, University of Oregon, USA

The Development of an ESP Program

for Latino NICU Parents
An ESP program for Spanish-speaking parents of infants in the

Neonatal Intensive Care Unit (NICU) is described. Presenters
explain the design of the program and materials used to facilitate
communication between Latino parents and healthcare providers.
Handouts highlighting examples of teaching materials are provided.
Ana Traversa, Indiana University Purdue University Indianapolis, USA
Leaving Our Comfort Zones:

Cultural Experiences in Teacher Education
Academic Session
Life After English: Learning Transfer From

an Undergraduate EAP Program
Jonathan Green, Mahidol University International College, Thailand
Improving Student Learning Through Structured

Adjunct and FullTime Faculty Support

Tiered Texts for Academic Language and

Content Knowledge Development
Content Area: CLIL
Tiered texts build background knowledge and academic vocabulary to

scaffold language learners to access the target text. This presentation
showcases samples of tiered texts and acquaint participants with ways
to use them to support content knowledge and academic language
learning for English learners.
Wei Zhang, The University of Akron, USA
Lynn Smolen, The University of Akron, USA
Discussion Group
Exhibitor Session
Forum Session
InterSection
POSTER SESSIONS

12:30 pm1:45 pm
Adapting Resource Handbooks for

L2Learners University Orientation
Devon Jancin, Colorado State University, USA

Tara Brandenburg, Colorado State University, USA
Shannon Zeller, Colorado State University, USA
Affective Needs Assessment: AchievingIntegration

in Continuous Intake Classrooms
Julia Burns, Trinity Western University, Canada
Adele Hammond, Trinity Western University, Canada
Beliefs and Metaphors About Learning:

SLA is Cooking a Recipe
Maria Olivero, University of South Florida, USA
Class Blog Comments Promote Effective

Online Social Networking

Diane Obara, Rikkyo University, Japan
Eleanor Kelly, Rikkyo University, Japan
Yuki Sigler, Kent State University, USA
Im Not a
! Questioning Stereotypes

Marjorie Allen, William Rainey Harper College, USA
Impact of Cultural Identity and Attitudes

Toward Immigrant Students Schooling
Michael Wei, University of Missouri-Kansas City, USA
Jennifer Friend, University of Missouri-Kansas City, USA
D.C. Wang, University of North Texas, USA
Uzziel Pecina, University of Missouri-Kansas City, USA
Introducing World Englishes as Career

Inspiration for Japanese College Students
Margreta Arendt, Mukogawa Fort Wright Institute, USA
Language-Teacher Professional
Development Using Blogging
Linda Fisher, University of Cambridge, United Kingdom
(GreatBritain)
Expanding CBI: Integrating Pedagogy and

Relationships to Support Science Learning
Content Area: CLIL
Beth Wassell, Rowan University, USA
Sarah Braden, University of Utah, USA
Alex Grover, Rowan University, USA
Fluency Activities for ITAs:

Using Academic and Everyday English
Jennifer Grill, Florida State University, USA
MariaBeatriz Mendoza, Florida State University, USA
ESL Undergraduate Language Proficiency

Gains: Universities Construing,
Scaffolding, and Assessment
Laurie Knox, University of Tennessee Knoxville, USA
Exploring Ways of Making and Using

Flashcards to Learn Vocabulary
LauraAdele Soracco, Bilkent University, Turkey
Enhancing Students Interest in World

Incidents Through Authentic Materials
Mitaka Yoneda, Mukogawa Womens University, Japan
Exploring Oral Presentations From

EFL Students Points of View
Amy Ives, Hokkaido University of EducationHakodate, Japan

Sarah Lee, Asia University, USA
Exploring Bullying Interculturally: Joint Project

of Japanese and American Students
POSTER SESSIONS
Poster Sessions are self-explanatory exhibits that allow participants

to engage in informal discussion. For each poster session there will
be a corresponding bulletin board display. Conference attendees
may stroll through the poster session area to discuss the topics
with presenters. The displays and presenters change each day.
Postersessions are located on the Expo Hall floor.
Leveling the Playing Field With Leveled

Readers and Other Books
Nancy Meredith, The University of Texas at Austin, USA
169
Measuring Difficulty From Self-Report

Checklists and a Vocabulary Test
POSTER SESSIONS

Aaron Gibson, Kyushu Sangyo University, Japan
Missing: Elementary ELLs in Gifted

and Talented Programs

Sultan Muhammad, Hazara University Mansehra, Pakistan
Salma Khatoon, Hazara University Mansehra, Pakistan

Jean Cunningham, University of Florida, USA
Optimizing Texts in the Classroom

With Five Reading Subskills.
Phonemic Awareness and Student Authors:

Approaching Balanced ESL Reading Instruction
Positive Feedback for Beginners in the EFL Classroom
Predicting L2 Spoken Language

Ability With Lexical Proficiency
Preparing ESL and GED Students for Whats Ahead

Christelle PalpacuerLee, Rutgers University, USA
Jessie Curtis, Rutgers, USA
Promoting Struggling Students Success Through

Individualized, Collaborative Advising Sessions
Maiko Hata, University of Oregon, USA
170
Writing for Government Purposes: A Beginning

Peggy Garza, George C. Marshall Center, Germany
Project ExCELL: Excellence for Connecticuts

English Language Learners
Laureen Avery, UCLA Center X, USA
Jason Cervone, UCLA Center X, USA
Lisa DiMartino, UCLA Center X, USA
Using Online Resources in an English

for Academic Purposes Course
Claudia JottoKawachi-Furlan, Federal University of
SoCarlos, Brazil
Stefanie DellaRosa, Federal University of So Carlos, Brazil
ElianeHercules Augusto-Navarro, Federal University of
So Carlos, Brazil
Preparing Special Education Pre-Service

Teachers to Teach English Language Learners
Training Tutors Who Work With ELL

Students in College Settings
Content Area: Community College and Technical Education
Ellen Lewin, Minneapolis Community and Technical College,
USA

Yunjung You, Purdue University, USA
Social-Networking and EFL Secondary

Education:Notions and Implications
Hicham Mahda, Ministry of Education, Morocco

Grazzia Mendoza, Zamorano University, Honduras
Juana Espinoza, Zamorano University, Honduras
Smart Negotiation: Cutting Down on

Negotiation Time With Arab Students
Imad Al-Hawamdeh, INTO Oregon State University, USA

CindyAnne Ralston, University of Illinois at Chicago, USA
Renewing ESL Instruction With a New

Generation of Student Teachers
Yelena Toben, Drexel University, USA

MaraRossana Ramirez-Avila, FundaemColegio
Politecnico, Ecuador
Reading Strategy Use of University

Students of English in Pakistan
12:30 pm1:45 pm
A Multimedia VIllage Supports and

Retains Adult ESL Students
Elizabeth Treadgold, Edmonds Community College, USA
Action Research for Practical, Sustainable

Problem-Solving in EFL Classrooms
Katherine Bain, English Language Fellow Program, USA
Jose Lobo, Centro Cultural Colombo Americano, Colombia
All Aboard: Faculty Mastering

New Technology Together
Assessing Second Language Pragmatics

Through Computer Mediated Role-Play Tasks
Iftikhar Haider, University of Illinois at Urbana
Champaign,USA
Bargaining for Grades: Strategies

for Positive Outcomes
Diana Haughton, Portland State University, USA
Stephanie Gurung, Concordia University, USA
Do You Hear What I Hear: Measuring

International Students Intelligibility

Mariel Ridley, LEAP Academy University Charter School, USA
Daniela Wagner-Loera, University of Maryland, USA
Exploring Repetition: Collaboration and Technology

Tools for Innovative Repetition Practice
Lora Yasen, Tokyo International University of America, USA
Marianne Stipe, Tokyo International University of
America,USA
Meeting the Needs, Fulfilling the Wants:

Impacts of Tailor-Made Materials
Patricia deOliveiraLucas, Federal University of So
Carlos,Brazil
Nelson Viana, Federal University of So Carlos, Brazil
Claudia JottoKawachiFurlan, Federal University of So
Carlos, Brazil
Roberta deOliveiraGuedes, Federal University of So
Carlos, Brazil
EFL Teachers Professional Development:

A Review of Literature
Exploring and Renewing Vocabulary Strategies:

Effective Acquisition Activities for ELLs
Making Microteaching Work: Establishing a

Successful Student-Managed MA Elective
Kodiak Atwood, Tokyo International University, Japan

Fnu Rostati, University at Albany, USA
iELF: An Online Language Learning Resource

Randall Sadler, University of Illinois at Urbana-Champaign,
USA
Julie Kierski, University of Illinois at Urbana-Champaign, USA
Susan Faivre, University of Illinois at Urbana-Champaign, USA

Linda Pratt, Rochester Institute of Technology, USA
How Music and Media Influence World Englishes

Danielle Harrison, University of Louisiana at Lafayette, USA

Amber Young, ELS Language Centers, USA
Freewriting Warm-Ups Bring Fun

Creativity to Writing Class
Change in L2 Affective Factors

During an Academic Year
Culturally Savvy Teaching: Identifying

and Overcoming Culture Clashes
Four Visual Learning Strategies for Effective

Second Language Acquisition
Van Hillier, San Diego State University, USA

Noriko Iwamoto, Toyo University, Japan
Factors Influencing Student Evaluations of Teaching

Korey Rice, University of Oregon, USA
POSTER SESSIONS

Andrea Holloway, Texas International Education
Consortium,USA
Amanda Sekour, Texas International Education
Consortium,USA
NNESTs Mentoring NESTs: The Pragmatics

of Constructive Criticism
Aaron Sponseller, Hiroshima University, Japan
Previewing the ITA Test, Maximizing Success

Peggy Allen Heidish, Carnegie Mellon University, USA
Promoting Global Awareness via an

Asian Youth Forum (AYF)
Kip Cates, Tottori University, Japan
171
Seedfolks Companion: Students

Work-Text for the Novel

12:30 pm1:45 pm
Joyce Flager, JAG Publications, USA
POSTER SESSIONS
Strategies of Learning English by

YLs in Nepal: Case Study
ShyamB. Pandey, Nepal English Language Teachers
Association, Nepal
Sagun Shrestha, Nepal English Language Teachers
Association, Nepal

Daniela Coelho, Higher College of Technology, United Arab
Emirates
Teacher Training in the Community ESL Setting
Teaching Civic Education Through ELT

Ralinavalona JohnsonJemima, Ministry of National
Education, Madagascar
Teaching Technical English for Hydraulics Students

Mahmoud Debabeche, University of BiskraAlgeria, Algeria
Abdallah Farhi, University of Biskra, Algeria
Tayeb Bouhitem, University of Biskra, Algeria
The Development of Formulaic Sequences:

ALongitudinal Learner Corpus Investigation
The Effect of Dictionary Type on

Incidental Learning of Nouns
Weaving Community Into the Tapestry

of Elementary ELL Programs
Julie Bradley, Cedar Rapids Community School District, USA
Ann DiGiacomo, Cedar Rapids Community School District,
USA
172
Beginner Oral Skills Empowerment Through

Nontraditional Oral Presentations
Grazzia Mendoza, Zamorano University, Honduras
Patricia Dyer, Widener University, USA
Juana Espinoza, Zamorano University, Honduras
The Washback Effect of Iranian

School-Leaving Test of English
Shiva Gholamhosseinzadeh, Mazandaran University, Islamic
Republic of Iran
Mahmoud MoradiAbbasabadi, Mazandaran University, Iran
Annotated Videos: Self-Assessments and

Peer Reviews That Build Fluency
Elka Kristonagy, Yale University, USA
The Public Art Walking Tour

Content Area: Arts
Gitte Maronde, Harold Washington College, USA
Alter Egos: Comics and Student Identity

Melanie Jipping, Tokyo International University of
America,USA
Lora Yasen, Tokyo International University of America, USA

Samuel Barclay, Ehime University, Japan
Academic Language Development

Through Text Analysis
Cynthia Lundgren, Hamline University, USA
Deirdre Kramer, DBK Consulting, USA

Eman Elturki, Washington State University, USA
A View From the Other Side:

SelfPortrayals of Secondary ELLs
Kristin OConnor, North Rockland Central School District, USA
Seonhee Cho, College of Mount Saint Vincent, USA

Patrik McDade, People-Places-Things, USA
A Sensitization to Foreign Languages Program:

Enriching the Linguistic Environment
Community Engagement With

the Portland ESL Network
Heidi Dryden, Portland ESL Network, USA
Ariana Chandler, Portland State University, USA
Development of an ESL Course for

Domestic Violence Peer Counselors
Ana DeCarolis, Mujeres Unidas y Activas, USA
Discovering the Reciprocal Benefits of a

Community ESL Teaching Practicum

Regina Weaver, Portland State University, USA
Joshua Reed, Portland State University, USA
Effects of Explicit and Implicit

Instruction in Reading Strategies

Alison Kwan, Alaska Literacy Program, USA
Polly Smith, Alaska Literacy Program, USA

Yukiko Taki, Matsuyama University, Japan
Examining Cultural Stereotypes for

SelfAwareness and Mutual Understanding
Mary Black, Southern Illinois University Carbondale, USA
Expanding Web-Based Extensive

Reading in the ESL/EFL Classroom
Exploring Writing Through a Creative

Newsletter Publication
Flor deOlivares, Universidad de Oriente, El Salvador
Fabricio Paz, Universidad de Oriente, El Salvador
Teresa Hidalgo, Universidad de Oriente, El Salvador
Kathy Turcios, Universidad de Oriente, El Salvador
Carlos Turcios, Universidad de Oriente, El Salvador
Helping NES Teachers in China Bridge

Cultural and Linguistic Canyons
Austin Pack, Brigham Young University, USA
Linguistic Item Characteristics on

Math Test Item Bias for ELLs
Yuan-Ling Liaw, University of Washington, USA
Lost as What to Do: Rural Teachers

Professional Development Needs
Successful Intercultural Communication

Strategies of Japanese Study Abroad Students
Robert Diem, University of Oregon, USA
Miki Diem, Kurume University, Japan
The Challenges of ESP Assessment

for Military English
Peggy Garza, George C. Marshall Center, Germany
The Places Youll Go: Putting

Cooperative Learning Into Action
Ellen SherriffsHall, Mukogawa Fort Wright Institute, USA
Global Issues and World Organizations

Sharyn Moore, ELS Language Center, USA
Tom Shandorf, Istituto Americano, USA
Real Beginners Learn Vocabulary/Sight

WordsThrough Coloring

Douglas Forster, Japan Womens University, Japan
Organizing a Health Literacy Collaborative

for Adult ESOL Learners
POSTER SESSIONS
Nurturing North American Language Revitalization

Arieh Sherris, Columbia University, USA
Jill Robbins, Strategic Learning Unlimited, USA
University and District ESOL Coaching

Partnership: A Pilot Study
Felice Russell, Kennesaw State University, USA
Using Idioms to Motivate Future EFL Teachers

Jargaltuya Ragchaa, Dornod Institute, Mongolia
Using Literature Circles Based on

Language Memoirs in ESL Classes
Marilena Draganescu, University of Maryland,
CollegePark,USA

Holly Hansen-Thomas, Texas Womans University, USA
Grosso Liliana, Texas Womans University, USA
173
174
CONCURRENT
SESSIONS
TESOL
CAFE
EXPO HALL
JOB
MARKETPLACE
CONCURRENT
SESSIONS
KEYNOTE SESSIONS
MAPS
A101 is
Quiet Room
OREGON CONVENTION CENTER
LEVEL 1
CONCURRENT
SESSIONS
ELECTRONIC
VILLAGE
MAPS
TECHNOLOGY
SHOWCASE
CONCURRENT
SESSIONS
OREGON CONVENTION CENTER

LEVEL 2
175
176
ROUNDTABLES
POSTER SESSIONS
CLASSROOM
OF THE
FUTURE
821 823
820
721
813 815 817

812 814 816
713
320 322
221 223
220 222
121
312 314 316

213 215 217
212 214 216
113 115
112 114 116 118 120 122
321 323
420 422
313 315 317
412 414 416
126
446
645 647
744
745
844 846
139 141
238
239
338 340
145 147
244
245
339 341 343 345 347
438
639
738 740
739 741
838
845 847
944 946
151
351
651
851
951 953
130 132 134 136 138 140 142 144 146 148 150 152
127 129 131 133 135
234
231 233 235
330 332
331
TESOL IS
631
TESOL
Center
831 833 835 837 839 841
930 932 934 936 938 940
226 228 230
227
326
327
426
621 623 625 627
726
720 722
615
727
824 826
827
924 926
927 929 931 933 935 937 939 941 943 945 947
712 714 716
717
920
912 914 916
913 915 917 919 921 923
EXHIBITORS
MAIN
ENTRANCE
MINI PRESENTATIONS
1
3
11
7
10
G
RE
BAG PICKUP
N
TIO
RA
IST
JOB MARKET PLACE
16 15 14 13 12
17 18 19 20 21 22 23 24
32 31 30 29 28 27 26 25
33 35 36 37 38 39 40 41
RESUME REVIEW
ENGLISH LANGUAGE EXPO AND

JOBMARKETPLACE EXHIBIT HALL MAP
EXHIBITOR BOOTH NUMBERS

Please check the addendum for additions and changes.
316
926
347
814
727
827
821
315
312
625
323
230
841
341
227
330
332
233
326
339
226
322
438
621
416
216
317
823
647
938
744
745
713
321
930
151
831
147
338
446
720
924
920
152
422
416
812
327
220
845
115
233
345
320
726
932
LDS & Associates, LLC

Learning A-Z
LearningU
Macmillan Education
Mango Languages
McGraw-Hill Education
Merriam-Webster
MM Publications
MONDIALE-Testing
Monterey Institute of International Studies
Multilingual Matters
National Geographic Learning
New Readers Press
Nova Southeastern University
Oxford University Press
Pacific Learning
Peace Corps
Pearson School
Pearson ELT
PhonicsQ
Piel Canela Peru Fair Trade Organization
Pro Lingua Associates
Protea Textware Ptt Ltd
Read Naturally, Inc.
Reading Horizons
Renaissance Learning
Robotel, Inc
Routledge, Taylor & Francis Group
Saint Leo University, Bridge Program
Sanako Inc.
SANS, Inc. 21st Century Technology for Language Learning
Santillana USA Publishing Co., Inc.
Saudi Aramco
Scholastic Inc.
SIT Graduate Institute
Sprout English / Red River Press
StudentUniverse
Sunburst Media
TESL Canada Federation
TESOL Center
TESOL Interest Sections
The College Board
The New School University
The New York Times
Thompson Rivers University
Townsend Press
U.S. Department of State Office of English Language Programs
UC San Diego Extension
University of Michigan Press
University of North Texas, Intensive English Language Intitute
Velazquez Press
Virco Inc
Vision Wear International
WIDA
Wiley
623
940
228
838
126
645
121
639
846
826
717
851
420
738
245
231
817
244
238
222
213
615
234
740
739
627
947
820
816
133
741
722
839
847
946
340
127
234
714
631
426
844
343
833
712
824
651
217
721
716
221
314
414
235
412
EXHIBITORS
Advance Consulting for Education, Inc.

Alliant International University
Alta Book Center Publishers
American College of Education
American English Institute, University of Oregon
American Federation of Teachers
American TESOL Institute of FL
Anaheim University
Annenberg Learner
Asia for Kids and Culture for Kids
Barrons Educational Series, Inc.
Benchmark Education
Black Cat
BrainPOP ESL
British Council
Cambridge English Language Assessment
Cambridge University Press
Cambium Learning Technologies
CaMLA
CASAS
Caslon Publishing and Consulting
CELTA St Giles San Francisco
Center for Applied Linguistics
Color Vowel Chart
Command Performance Language Institute
Compass Publishing
Continental
Corwin
CTB McGraw-Hill
Digital Directions International Inc.
DynEd International
Edmentum
e-future Ltd.
Ellevation LLC
ELS Language Centers
English Central
English Talk Shop LLC
EnglishCentral, Inc.
ESL-Library.com/Red River Press
ETS, Educational Testing Service
Federal Trade Commission
First Book
Handwriting Without Tears
Hawthorn Muscat English Language Centre
Heinemann
Highland Publishing
I Am the Color Stories
IELTS USA
IIE, Council for International Exchange of Scholars
JAG Publications
Key Publications
Kurzweil/IntelliTools
Language Arts Press
Language Cloud
Language Testing International, Inc.
Laureate Vocational Saudi Arabia
177
EXHIBITOR LISTINGS
BOOTH #316
BOOTH #727
2617 Cushing Rd
Mississauga, ON L5K 1X4 Canada
Phone: +1 416.884.2993
Contact: Dianne Tyers
Advance Consulting for Education, Inc.,
specializes in English language teacher training.
We have a suite of training courses, both online
and classroom-based, for teachers at various
stages of their careers. We also run The PD
Exchange, an online professional development
membership site for English language teachers.
107 Pacific Hall

Eugene, OR 97405 USA
Phone: +1 541.346.3945
Contact: aei.uoregon.edu
The American English Institute (AEI) is an
accredited program of the Department of
Linguistics that serves the University of
Oregon through scholarship, English-language
instruction, and English language professional
training. The AEI also assists international
students in becoming integrated into campus life
and having a successful academic experience.
Advance Consulting
for Education, Inc.
BOOTH #926
EXHIBITORS
Alliant International University

10455 Pomerado Rd
San Diego, CA 92131 USA
Phone: +1 858.635.4442
Contact: Mary Ellen Butler-Pascoe
Alliant International University is a private, notfor-profit, WASC-accredited institution offering
certificate, masters and doctorate programs in
TESOL. Alliant offers on-campus, hybrid, and
online learning formats. Visit tesol.alliant.edu for
scholarship and program details.
BOOTH #347
Alta Book Center Publishers

PO Box 4467
Rockville, MD 20849 USA
Phone: 800.ALTA.ESL (800.258.2375)
Contact: Simone Almendares-Berman
Alta Book Center is a publisher of English
language teaching and learning materials. Altas
teacher development materials provide activities
that make language teaching more effective,
less time-consuming, and more learner centered.
Altas language learner materials are student
centered and interactive.
American English Institute,

University of Oregon
BOOTH #827
American Federation of Teachers

555 New Jersey Ave, NW
Washington, DC 20001 USA
Phone: +1 202.393.5688
Contact: Giselle Lundy-Ponce
The American Federation of Teachers is a union of
professionals that champions fairness; democracy;
economic opportunity; and high-quality public
education, healthcare, and public services for our
students, their families, and our communities.
We are committed to advancing these principles
through community engagement, organizing,
collective bargaining, and political activism.
BOOTH #821
American TESOL Institute of FL

8875 Hidden River Parkway, Ste #300
Tampa, FL 33637 USA
Phone: +1 813.975.7404
Contact: Leigh Blanchard
American TESOL Institute (ATI) was incorporated
in 2004 to meet the global demand for
professionally trained English teachers, and
provides TESOL certification courses. ATIs
mission is the standardizing of an introductory
English teacher training program for individuals
wishing to teach English.
BOOTH #315
Anaheim University
1240 S. State College Blvd, #110
Anaheim, CA 92806 USA
Phone: +1 714.772.3330
Contact: David Bracey
Anaheim University offers accredited online
doctoral, masters, graduate/undergraduate
diploma and certificate programs in TESOL as
well as an online certificate in teaching English
to young learners. World-acclaimed TESOL
faculty (including five former TESOL presidents)
teach live HD webcam classes.
BOOTH #312
Annenberg Learner
1301 Pennsylvania Ave, NW, Ste 302
Phone: +1 202.783.0500
Contact: Michele McLeod
Preview Annenberg Learners interactive
website: Connect with English. Students can
view the video story of Rebecca Casey, practice
using English vocabulary and grammar, and
improve their comprehension on this free
website. Explore our multidisciplinary collection
of learning resources, all with closed captions.
(www.learner.org)
BOOTH #625
Asia for Kids and Culture for Kids

4480 Lake Forest Dr, Ste 302
Cincinnati, OH 45242 USA
Phone: +1 513.563.3100
Contact: Selina Yoon
Asia for Kids and Culture for Kids offer
supplemental resource materials: bilingual
books, DVDs, software, posters, music,
crafts, picture dictionaries, and word-to-word
dictionaries in 100+ languagesArabic,
Spanish, Chinese, Korean, Burmese, Karen,
Hmong, French, Haitian, Vietnamese, Russian,
Somali, Gujarati, Hindi, Polish, Portuguese, and
more. (asiaforkids.com; cultureforkids.com)
BOOTH #323
Barrons Educational Series, Inc.

250 Wireless Blvd
Hauppauge, NY 11788 USA
Phone: 800.645.3476
Contact: Frederick Glasser
Barrons is publisher of test preparation books
for TOEFL, IELTS, and TOEIC, and also publishes
Spanish and bilingual childrens books.
178
BOOTH #230
BOOTH #233
BOOTH #326
629 Fifth Ave

Pelham, NY 10803 USA
Phone: +1 914.637.7255
Contact: Kristin DeMarco
Benchmark Education publishes ESL and
Spanish resources that help ELs meet the
Common Core and other new standards for
literacy, language, and content. Products
include the Content Connections Big Books,
English Explorers language-leveled texts, Genre
Workshop books, and RIGOR intervention
series for older ELs reading at primary
levels. (www.benchmarkeducation.com)
24 Prime Parkway
Natick, MA 01760 USA
Phone: +1 781.276.0629
Contact: Debby Frohbieter
IntelliTools and Kurzweil Educational Systems
are part of Cambium Learning Technologies.
IntelliTools is a leading provider of assistive
technology hardware and software for Pre K-5
classrooms. Kurzweil Educational Systems, Inc.
is recognized as a leading provider of text-tospeech software for individuals with learning
difficulties, and the blind or vision impaired.
Argus 1 Building, 535 W. William St, Ste 310

Ann Arbor, MI 48103-4978 USA
Phone: +1 734.763.2944
Contact: Alexis Kielwasser
CaMLA is a not-for-profit collaboration
between the University of Michigan and the
University of Cambridge, two institutions
with long and distinguished histories in
the field of English language assessment,
teaching, and research. CaMLA examinations
are widely utilized and recognized by
schools, universities, and employers
worldwide. (www.CambridgeMichigan.org)
Benchmark Education
BOOTH #841
Black Cat
8154 Ridgeway Ave

Skokie, IL 60076 USA
Phone: +1 847.676.1596
Contact: Daniel Eastman
Black Cat is a worldwide leader in English
language readers and reading programs. Our
beautifully designed and innovative selection
goes beyond just text to include audio, exercises,
and cultural dossiers. The graded readers,
designed to address students at all levels, are
available in print, digital and e-book formats.
Cambium
BOOTH #330
Cambridge English
Language Assessment
1 Hills Rd
Cambridge, CB1 2EU UK
Phone: +44 1223 552853
Contact: Annamaria Biroova
Cambridge English Language Assessment
is part of the University of Cambridge and a
not-for-profit organisation. We provide the most
valuable range of qualifications for learners and
teachers of English in the world. We produce the
Cambridge English: Advanced (CAE) exam, which
is accepted for admission to universities and
colleges worldwide.
BrainPOP ESL
71 W. 23rd St
New York, NY 10010 USA
Phone: +1 212.574.6036
Contact: Sasha Pettit
BrainPOP ESL is the newest addition to
BrainPOPs products. Lessons involve an
animated movie and supporting features that
reinforce vocabulary, grammar, pronunciation,
reading comprehension, and writing.
BOOTH #227
British Council
Bridgewater House, 58 Whitworth St
Manchester, M1 6BB UK
Phone: +44 (0) 161 957 7651
Contact: Amy Rogers
The British Council is a Royal Charter
charity, established as the United Kingdoms
international organisation for educational
opportunities and cultural relations. Our 7,000
staff in more than 100 countries work with
thousands of professionals and policy makers
and millions of young people every year
through English, arts, education, and society
programmes.
BOOTH #339
CASAS
5151 Murphy Canyon Rd, Ste 220

San Diego, CA 92129 USA
Phone: +1 858.292.2900
Contact: Jane Eguez
CASAS, an independent not-for-profit
organization, offers the most widely used
system for assessing the basic language skills
of adults in common life and work situations.
CASAS provides a framework for implementing
quality programs with a built-in standardized
accountability system.
BOOTH #226
BOOTH #332
Cambridge University Press

32 Avenue of the Americas
Phone: +1 212.337.5006
Contact: Carine Mitchell
Cambridge publishes ESL texts (print and
digital), including the new edition of Ventures,
Interchange, and Touchstone; skills texts for
language schools and colleges, including
Grammar and Beyond; academic preparation and
developmental writing texts; and professional
development materials. Cambridge is also
the sole source for McGraw-Hill ESL in the
UnitedStates.
Caslon Publishing and Consulting

825 N. 27th St
Philadelphia, PA 19130 USA
Phone: +1 215.765.3260
Contact: Rebecca Field
Caslon is an independent publisher. We make
professional development books and resources
for teachers and administrators who have ELLs/
bilingual learners in their districts and schools.
Topics include, among others: differentiating
instruction and assessment for ELLs, teaching for
biliteracy, special education and ELLs, guides for
leadership teams, and foundational textbooks.
EXHIBITORS
BOOTH #341
CaMLA
BOOTH #322
CELTA St Giles San Francisco

785 Market St, Ste 300
San Francisco, CA 94103 USA
Phone: +1 415.788.3552
Contact: Megan McEnulty
St Giles San Francisco was one of the first
organizations in the United States to offer the
internationally recognized TEFL certificate:
the Cambridge Certificate in English Language
Teaching to Adults (CELTA). Trainee teachers
have the opportunity to practice teaching
international students, preparing them effectively
for ESL teaching jobs around theworld.
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BOOTH #438
BOOTH #317
BOOTH #744
4646 40th Street, NW

Phone: +1 202.362.0700
Contact: Sophia Birdas
CAL is a private, nonprofit organization working
to improve communication through better
understanding of language and culture. CAL has
earned a national and international reputation
for its contributions to ESL and foreign language
education, research, refugee cultural orientation,
literacy development, language assessment,
andmore.
520 E. Bainbridge St
Elizabethtown, PA 17022 USA
Phone: 800.233.0759
Contact: Eric Beck
Continental: Quality and Value for 70 Years. Our
K12 ELL materials cover phonics, assessment
literacy, content reading, and intervention
programs. We offer more than 300 leveled
readers along with our Finish Line for ELLs.
(www.continentalpress.com)
1350 Bayshore Hwy, Ste 850

Burlingame, CA 94010 USA
Phone: 800.765.4375
Contact: Andrew Berrafato
DynEd is an English language learning software
and research-based multimedia ELL/ESL
courseware. DynEd develops four language skills
(listening, speaking, reading, and writing) while
it monitors and directs students progress, with
extensive teacher support. DynEds curriculum
covers all levels of learners from pre-K through
adults with unique courseware for each level.
Center for Applied Linguistics
BOOTH #621
BOOTH #823
Corwin
809 Rio Vista St

Santa Fe, NM 87501 USA
Phone: +1 301.219.6297
Contact: Karen Taylor
The Color Vowel Chart is an innovative visual
tool that helps people discover, practice, and
master the sounds of English. The chart is used
across the United States and around the world
by English language teachers, speech therapists,
reading specialists, pronunciation/accent
trainers, dialect coaches, and choral directors.
2455 Teller Rd
Thousand Oaks, CA 91320 USA
Phone: +1 805.410.7408
Contact: Stephanie Trkay
Corwin is the premier publisher of professional
resources that equip Pre-K12 educators
with innovative tools to improve teaching
and learning so all children can succeed. Our
books and multimedia products offer practical,
research-based strategies created by experts.
Visit our website for resources on language
development, reading, literacy coaching,
andmore. (www.corwin.com)
BOOTH #416
BOOTH #647
Color Vowel Chart
EXHIBITORS
Continental
Command Performance
Language Institute
28 Hopkins Ct
Berkeley, CA 94706 USA
Phone: +1 510.524.1191
Contact: Contee Seely
Help your students achieve real acquisition
through comprehensible input using: dynamic
interactive TPR software Live Action English
Interactive; NEW More Live Action English
Interactive; TPR for all levels; fluency-producing
TPR Storytelling; Stephen Krashen books; easy
novellas; bingo for vocabulary, grammar, and
sound discrimination; and conversation via quick
and easy symbols.
CTB McGraw-Hill
20 Ryan Ranch Rd
Monterey, CA 93940 USA
Phone: +1 831.393.7995
Contact: Bob Stock
CTB/McGraw-Hill provides a comprehensive
suite of research-based language assessment
products and educational programs for Pre-K12
and adult education programs. Serving ELLs
and Spanish-speaking students, CTBs language
product offerings for bilingual students and adult
learners include LAS Links, LAS Links Espaol,
and TABE Complete Language Assessment
SystemEnglish.
BOOTH #938
BOOTH #216
Compass Publishing
11912 Rivera Rd, Ste D
Santa Fe Springs, CA 90670 USA
Phone: +1 562.698.9023
Contact: Albert Chiang
Compass Publishing provides market focused
educational materials for students of all ages
and for teachers. Compass primary emphasis is
on language-related materials with digital and
audio support.
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Digital Directions International Inc.

269 Sam Grange Ct
Carbondale, CO 81623 USA
Phone: +1 516.379.4337
Contact: Alan Stern
HELP Math is the leading online, supplemental
curriculum in the United States that addresses
the specific issues of teaching mathematics
to ELLs, students with special needs, and all
students struggling to achieve math mastery.
DynEd International
BOOTH #745
Edmentum
3232 McKinney Ave, Ste 400

Dallas, TX 75204 USA
Edmentum, Inc. is a leading provider of online
learning solutions designed to advance student
achievement for academic and career success.
With more than 50 years of experience driving
significant momentum in the industry, Edmentum
is redefining the 21st century classroom through
applied innovation and award winning programs.
BOOTH #713
e-future Ltd.
4F LK Bldg 196-8 Jamsil-dong, Songpa-gu

Seoul, 138-862 Korea (South)
Phone: +82 2 3400 0554
Contact: Ian Bosiak
e-future is an innovative and adaptive ELT
publisher. We research, develop, and design our
products with the learner in mind. Our materials
have been proven by teachers and students
alike and incorporate both modern teaching
methodologies with cutting-edge technology to
better support ELLs academically, emotionally,
and creatively.
BOOTH #321
Ellevation LLC
PO Box 961870
Boston, MA 02196 USA
Phone: +1 617.307.5757
Contact: Teddy Rice
Ellevation is a web-based software platform
that supports the unique needs of ESL students
and the educators that serve them. With
Ellevation, school districts enhance instruction,
improve collaboration, and simplify compliance
requirements so educators can focus on helping
ELLs succeed.
BOOTH #930
BOOTH #338
BOOTH #920
400 Alexander Park

Princeton, NJ 08540 USA
Phone: +1 609.750.3587
Contact: Kathe Drost
The mission of ELS is to provide English
language and educational exchange programs
that exceed the academic, professional, and
social expectations of our clients throughout
theworld.
301-915 Grosvenor Ave

Winnipeg, MB R3M 0M5 Canada
Phone: +1 204.452.8241
Contact: Ben Buckwold
ESL Library offers more than 1,000 ready-made
lesson plans and 2,000 printable flashcards for
English teachers around the world. Log on, print,
and photocopy amazing resources to enhance
your classes.
BOOTH #151
BOOTH #446
8001 MacArthur Blvd

Cabin John, MD 20818 USA
Phone: +1 301.263.2700
Contact: Ali Bentolila
The Handwriting Without Tears K5 curriculum
is a proven success in making legible and fluent
handwriting easy to teach and easy to learn.
This research-based curriculum features our
developmentally appropriate, multisensory tools
and teaching strategies that address diverse
learning styles, ensuring all children succeed.
60 St. Clair Avenue E.

Toronto, ON M4T 1N5 Canada
Phone: 877.518.4170
Contact: Nicole Graham
English Central distributes innovative, awardwinning ELT publishers to schools, bookstores,
and individuals in the United States and Canada.
We are proud to represent Garnet Education,
Macmillan, Abax, DELTA, Language Solutions,
EnglishCentral.com, and Helbling Languages.
660 Rosedale Rd
Princeton, NJ 08541 USA
Phone: +1 609.683.2744
Contact: Michael Knab
The TOEFL tests for student success!
Provide your students with more opportunities
worldwide. From admissions to placement
and progress monitoring, you get the
accurate and comprehensive information
you need to confidently guide your students
in English language learning. The TOEFL
tests: TOEFL iBT, TOEFL ITP and TOEFL
Junior. (www.ets.org/toefl)
BOOTH #422
BOOTH #720
BOOTH #416
600 Pennsylvania Ave, NW

Phone: +1 202.326.2933
Contact: Dawne Holz
What to know, what to do. Consumer protection
basics...plain and simple. Quick and easy-touse resources to learn about managing your
money; credit, loans, and debt; and scams and
identity theft. Order free copies of print materials
for yourself, your students, or anyone else.
(Consumer.gov)
PO Box 554
Los Gatos, CA 95031 USA
Phone: +1 408.353.5756
Contact: Martha Kendall
The Real Thing and More of The Real Thing
are DVD/book series that prepare students for
college success by providing hours of guided
practice with authentic examples of mainstream
classes in the academic curriculum. Inside
America teaches English in the context of
American culture using practical examples of
everyday life.
ELS Language Centers
English Central
BOOTH #831
English Talk Shop LLC
BOOTH #147
EnglishCentral, Inc.
5 Water St, 3rd floor
Arlington, MA 02420 USA
Phone: +1 617.807.0711
Contact: Alan Schwartz
EnglishCentral, Inc. is a web-based system
for English language learning that combines
engaging video content with the latest
vocabulary learning and speech assessment
technology. In a phrase, its: YouTube meets
Pimsleur meets Guitar Hero.
ETS, Educational Testing Service
Federal Trade Commission
BOOTH #924
First Book
1319 F St NW, Ste 1000

Phone: +1 202.350.2241
Contact: Kayla Gatalica
First Book is an international nonprofit social
enterprise that provides access to new books
and educational resources for educators
serving children in need. Since 1992, First Book
has distributed more than 100 million brand
new free and low-cost books for children in
need. Questions? E-mail help@firstbook.org.
(www.firstbook.org)
Handwriting Without Tears
Heinemann
361 Hanover St
Portsmouth, NH 03801 USA
Phone: +1 503.702.1390
Contact: Marlene Hill
Heinemann is a publisher of professional
resources and a provider of educational services
for K12 educators, including ELLs and dual
language/bilingual students. Our commitment to
our work and customers enthusiastic response
to our offerings has made us the leading
publisher in this area. (www.heinemann.com)
Highland Publishing
EXHIBITORS
10470 NW 2nd St
Portland, OR 97231 USA
Phone: +1 503.713.3468
Contact: Nancy Hiser
The most comprehensive pronunciation software,
American Speechsounds has professional,
academic, business, and healthcare versions,
with substantial content covering all aspects
of pronunciation and an authoring feature that
allows customizing to meet specific needs.
Now PC and Mac compatible, with a citizenship
iPhone app.
ESL-Library.com/Red River Press
BOOTH #327
IELTS USA
825 Colorado Blvd, Ste 201

Los Angeles, CA 90041 USA
Phone: +1 323.255.2771
Contact: Guy Edwards
IELTS is an English language proficiency test
designed to test communicative abilities of
nonnative speakers wanting to study or work in
English-speaking environments. It is accepted
by more than 8,000 organizations worldwide,
including more than 3,000 U.S. institutions
and programs, includeing all standard varieties
ofEnglish.
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BOOTH #220
BOOTH #345
BOOTH #940
1400 K St, NW
Phone: +1 202.686.6245
Contact: Dylan Gipson
For more than 60 years, the Council for
International Exchange of Scholars has helped
administer the Fulbright Scholar Program, the
U.S. governments flagship academic exchange
effort, on behalf of the U.S. Department of State,
Bureau of Educational and Cultural Affairs.
821 Bowie Rd
Rockville, MD 20852 USA
Phone: +1 301.424.8900
Contact: Michael Berman
Language Arts Press is a new ESL publisher
with a mission: to break barriers of affordability
and accessibility while creating cutting-edge,
high quality materials. Designed for high school,
higher education, and vocational students, our
flagship products (fold-out Language Cards)
develop academic writing skills, pronunciation
accuracy, and workplace communication skills.
1840 E. River Rd, Ste 320

Tucson, AZ 85718 USA
Phone: +1 520.618.3853
Contact: Jorie Barnum
Learning A-Zs affordable, easy-to-use teacher
resources fill the teaching gaps left by many
reading, writing, and science education
programs. Learning A-Zs resources are already
being used in nearly half of the school districts in
the United States and Canada, and in more than
155 countries worldwide.
Infinite English/Vocefy
BOOTH #320
IIE, Council for International

Exchange of Scholars
110 Tiburon Blvd, Ste 5

Mill Valley, CA 94941 USA
Phone: +1 804.513.0326
Contact: Otis Fulton
Infinite English, a mobile/cloud application, uses
voice recognition and text to speech technology
to assist users in gaining spoken English fluency
by using a smart device to act as a virtual
tutor. It offers unlimited extensive reading on
any content, with immediate, accurate fluency
and pronunciation feedback, definitions,
andtranslations.
D
E
L
E
NC
CA
EXHIBITORS
BOOTH #845
JAG Publications
3940 Laurel Canyon Blvd, #1301
Studio City, CA 91604 USA
Phone: +1 818.505.9002
Contact: Joan Ashkenas
We strive to publish materials that motivate and
make students glad to be in class. Materials
range from beginner to advanced, middle school
to university. Subjects include U.S. history,
music, short stories, teaching the novel, writing,
drama, and conflict resolution. Visit our website
for free downloadable sample chapters of
allpublications.
BOOTH #233
Kurzweil/IntelliTools
24 Prime Park Way
Natick, MA 01760 USA
Phone: +1 781.276.0629
Contact: Miki Feldman
IntelliTools and Kurzweil Educational
Systems are part of Cambium Learning
Technologies. IntelliTools is a leading provider
of assistive technology hardware and software
for Pre-K5 classrooms. Kurzweil Educational
Systems, Inc. is recognized as a leading provider
of text-to-speech software for individuals
with learning difficulties, and the blind or
visionimpaired.
182
Language Arts Press
Language Cloud
The Soho 1201, 2-7-4 Aomi, Koto-ku
Tokyo, 135-0064 Japan
Phone: +81 80 4806 8500
Contact: John Martyn
Language Cloud is a web and mobile platform
with tools and analytics for language instructors
and students.
BOOTH #726
Language Testing
International, Inc.
445 Hamilton Ave
White Plains, NY 10601 USA
Phone: +1 914.207.2067
Contact: Gabriel Cruz
LTI, the exclusive provider of American
Council on the Teaching of Foreign Languages
(ACTFL) assessments, provides English
testing covering all four skills, appropriate
for all ESOL populations, including recent
immigrants; LEP, vocational, adult, and secondary
education students; and heritage speakers of
otherlanguages.
Learning A-Z
BOOTH #228
LearningU
1220 N. Main, Ste 6

Springville, UT 84663 USA
Phone: 888.505.1414 ext. 101
Contact: Kent Johnson
LearningU is a provider of online language
learning solutions for consumers, government
agencies, educational institutions, and
businesses. We specialize in providing the tools
and resources necessary for nonnative English
speakers to enhance their careers and obtain
their educational goals.
BOOTH #838
Macmillan Education
Macmillan Building, 4 Crinan St, Islington
London, N1 9XW UK
Phone: +44 2078 434 739
Contact: Jo Greig
Macmillan Education, part of the Macmillan
Publishing Group, is a global publisher of
ELT materials for all ages, from preschool to
university and the professional workplace.
To accompany our publications, we offer a range
of pioneering digital formats, and a wealth of
educational and training services.
BOOTH #623
LDS & Associates, LLC

13681 Newport, Ste 8-354
Tustin, CA 92780 USA
Phone: +1 714.838.6002
Contact: Lorna Sikorski
LDS & Associates offers the highest caliber
assessment and instruction solutions for adult
second language learners to polish speaking
skills and advanced English. For instructors, see
our innovative distance learning professional
education. Download our themed catalogs
for trainer education, student materials, and
multimedia options in our online store.
BOOTH #645
McGraw-Hill Education
1221 Avenue of the Americas
Phone: +1 212.512.3501
Contact: Elizabeth Schacht
McGraw-Hill Education partners around the
world with students, educators, administrators,
and other professionals to deliver engaging,
adaptive and personalized solutions that improve
performance and results. We combine proven,
research-based content with the best emerging
digital technologies to guide assessment,
teaching, and learning to achieve the best
possible outcome.
BOOTH #121
BOOTH #717
BOOTH #245
47 Federal St
Springfield, MA 01105 USA
Phone: +1 413.734.3134
Contact: Donald Bernier
Merriam-Webster is Americas leading provider
of language information in print and digital
formats. Visit our booth to learn about the new
Merriam-Websters Elementary Dictionary, our
Visual Dictionary, and the new Merriam-Webster
Unabridged siteAmericas largest, most
comprehensive dictionary reinvented for todays
audience with more than 5,000 new words
anddefinitions.
St Nicholas House, 31-34 High St

Bristol, BS1 2AW UK
Phone: +44 1173 158 562
Contact: Elinor Robertson
Multilingual Matters is dedicated to publishing
the very best textbooks and research
monographs in the fields of applied linguistics,
literacy education, multicultural education, and
immigrant language learning.
198 Madison Ave

Phone: +1 212.726.6311
Contact: Keyana Shaw
Oxford University Press is committed to
publishing materials of the highest quality. We
are proud of our role in furthering the universitys
long tradition of excellence in research,
scholarship, and education.
BOOTH #851
BOOTH #231
10650 Toebben Dr
Independence, KY 41051 USA
Phone: 888.915.3276
Contact: National Geographic Learning
Cengage Learning
National Geographic Learning provides quality
Pre-K12, academic, and adult education
instructional solutions for reading, writing,
science, social studies, ESL/ELD, and
Spanish/Dual language.
15362 Graham St
Huntington Beach, CA 92649 USA
Phone: +1 480.239.7161
Contact: Janie Rosenthal
Pacific Learning is the dedicated provider of
Grade Pre-K8 literacy solutions since 1999. Our
supplemental resources are research-based,
aligned to Common Core State Standards, and
designed to increase instructional excellence
and student achievement. We specialize in
literacy resources for the following areas:
comprehension strategies, intervention, leveled
reading, and more!
Merriam-Webster
BOOTH #639
MM Publications
124 New Bond St
London, W1S 1DX UK
Phone: +30 6978 487 547
Contact: Ryan Stacy
MM Publications is an international publishing
house specialising in the production of English
language teaching books. Continuous research
and development helped us in becoming a
serious player in the international ELT market,
and we have developed rapidly since our
establishment in 1993.
MONDIALE-Testing
Obermatta 41,
Fiesch, 3984 Switzerland
Phone: +49 6151 47030
Contact: Martin Beck
MONDIALE-Testing offers a large portfolio of
online language tests based on the CEF. We
are recognized as an independent language
testing organization and are operating worldwide. One of our newest test developments is
the MONDIALE Online Technical English Test.
We are a recognized member of the ICC and
theEALTA.
BOOTH #826
Monterey Institute of
International Studies
460 Pierce St
Monterey, CA 93940 USA
Phone: +1 831.647.4113
Contact: Carol Johnson
We train the next generation of leaders
in language education and ESL teaching.
Our curriculum is distinguished for its solid
foundation in the fields of language teaching,
linguistics, and program administration. Our
faculty will train you in a broad range of topics
necessary to your development as language
education professionals.
BOOTH #420
New Readers Press

104 Marcellus St
Syracuse, NY 13204 USA
Phone: 800.448.8878
Contact: Lisa Keller
New Readers Press improves life skills with
innovative high quality ESL and GED learning
materials for reading, writing, mathematics,
science, and social studies. Our programs and
activities ensure that every adult and child
student reaches his or her full potential.
BOOTH #738
Nova Southeastern University

Abraham S. Fischler
School of Education
1750 N.E. 167th St
North Miami Beach, FL 33162 USA
Phone: +1 954.262.8358
Contact: Lenny Jacobskind
NSUs Abraham S. Fischler School of Education is
one of the nations largest schools of education
at an accredited university. Our ideas, our
approach, and our programs inspire educators to
inspire their students to move the world. Cause
an effect online, on-site, or on campus.
Oxford University Press
Pacific Learning
BOOTH #817
Peace Corps
1111 20th St NW
Washington, DC 20526
Phone: +1 202.692.1825
Contact: Allyson Snell
Since 1961, the Peace Corps gives Americans
the opportunity to become global citizens
and serve their country by tackling the
most pressing needs of people around
theworld. (www.peacecorps.gov)
EXHIBITORS
BOOTH #846
Multilingual Matters
BOOTH #244
Pearson School
2645 Sierra Rd
San Jose, CA 95132 USA
Phone: +1 480.457.6017
Contact: Claudia Salinas
Pearson School Achievement Services (SAS)
delivers proven solutions that enable educators
to support and sustain the transformation and
quality of instruction required for our students
to achieve college and career readiness in a
competitive global economy.
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BOOTH #238
BOOTH #615
BOOTH #627
10 Bank St, 10th floor

White Plains, NY 10606 USA
Phone: +1 914.287.8160
Contact: Victoria Denkus
Pearson ELT will help guide you to the best
products and resources for your students.
See how we are integrating technology into
everything we do, making learning more
efficient, effective, powerful, and personal.
PO Box 1348
Brattleboro, VT 05302 USA
Phone: 800.366.4775
Contact: Andy Burrows
Publisher of ELL texts and teacher resource
materials (mostly photocopyable) designed to
foster student-centered learning. Celebrating
support for and from the TESOL community since
1980! Thank you!
BOOTH #222
BOOTH #234
2911 Peach St
Wisconsin Rapids, WI 54494 USA
Phone: +1 715.424.3636
Contact: Julie Vetrone
Renaissance Learning is a leading provider of
cloud-based assessment, teaching, and learning
solutions that fit the K12 classroom, improve
school performance, and accelerate learning
for all. Renaissance Learning enables educators
to deliver highly differentiated and timely
instruction while driving personalized student
practice in reading, writing, and math every day.
3402 E. John St
Seattle, WA 98112 USA
Phone: +1 206.325.7989
Contact: Phyllis Herzog
PhonicsQ includes field-tested picture cues
in four formats (color posters, playing cards,
blackline masters, and color wall cards including
word lists) that link letters and sounds to
enhance reading, spelling, and pronunciation for
learners of all ages.
Contact: Virginia Westwood

With more than 20 years experience, Protea
Textware creates award-winning interactive
multimedia packages that set the international
standard in ESL and EFL resources. With both
online and CD-ROM versions, its easy to access
and use our effective learning products. We
understand the particular challenges you face
inteaching.
Pearson ELT
Pro Lingua Associates
PhonicsQ
Protea Textware Ptt Ltd
BOOTH #740
EXHIBITORS
Phonologics, Inc.
54 Middlesex Tpke
Bedford, MA 01730 USA
Phone: +1 603.305.9918
Contact: Rita MacAuslan
Phonologics has developed a cost-effective,
real-time automated intelligibility scoring tool
for a wide range of applications in commercial
businesses, educational institutions, and
foreign and domestic government agencies,
as well as for use by individuals. Phonologics
flagship product is our Automated Pronunciation
Screening Test (APST).
2945 Lone Oak Dr, Ste 190

St. Paul, MN 55121 USA
Phone: 800.788.4085
Contact: Laura Abrams
Read Naturally provides supplemental reading
programs for struggling readers. The flagship
program has successfully improved reading
fluency and comprehension skills in students
nationwide for 20 years by combining teachermodeling, repeated reading, and progress
monitoring. Read Naturally also provides
programs for reading assessment, phonics,
vocabulary, and ELLs.
BOOTH #213
BOOTH #739
ELED
C
N
A
C
Piel Canela Peru Fair

Trade Organization
1520 Wallace Rd, NW, #204
Salem, OR 97304 USA
Phone: +1 503.930.9130
Contact: Maria Espinoza
Helping improve the life conditions of our
artisans and promoting Perus art and culture, we
work with the fair trade organization from Peru.
We have Peruvian handicrafts: finger puppets,
musical instruments, ocarinas, maracas, woven
tapestries, childrens sweaters, alpaca fiber
clothing, shawls, blankets, hats, fine handmade
jewelry, andeans dolls, and more.
184
Read Naturally, Inc.
Reading Horizons
60 North Cutler Dr, Ste 101
North Salt Lake, UT 84054 USA
Phone: +1 801.295.7054
Contact: Tyson Smith
Founded on scientifically-based reading research,
this explicit, systematic, intensive phonics
reading system is complete with interactive
software and teachers kits designed for Grades
K12 and adults.
Renaissance Learning
BOOTH #947
Robotel, Inc
3185 rue Delaunay

Laval, QC H7L 5A4 Canada
Phone: +1 450.680.1448
Contact: Gerry Sullivan
Robotel is a world leader in digital language lab
solutions. Our SmartClass+ Digital Language Lab
platform supports desktops, laptops, and tablets
(iPad & Android), and both wired and wireless
networks. Workstations can be school-supplied
or BYOD (Bring Your Own Device). SmartClass+
HomeWork supports web-based access to selfstudy language exercises.
BOOTH #820
Routledge, Taylor & Francis Group

711 Third Ave, 8th Floor
Phone: +1 917.351.7161
Contact: Eleanor Reading
Routledge provides professionals, researchers,
professors, and students with books, journals,
eProducts, resources, and information on the
subject of education. Stop by our booth to
browse our newest and bestselling titles, and
receive a 20% discount and free shipping on
book purchases.
BOOTH #816
Saint Leo University,

Bridge Program
School of Arts and Sciences
University Campus, MC 2127, PO Box 6665
Saint Leo, FL 33574 USA
Phone: +1 352.588.8384
Contact: Iona Sarieva
The Bridge Program at Saint Leo University
offers focused EAP instruction and academic
support to intermediate and higher-intermediate
level students. The goal is to assure their
smooth transition to regular university classes.
While in the program, students earn up to 23
university-level elective and 7 general education
academiccredits.
BOOTH #741
SANS, Inc. 21st Century

Technology for Language Learning
BOOTH #722
Santillana USA Publishing Co., Inc.

2023 N.W. 84th Ave
Doral, FL 33122 USA
Phone: +1 305.591.9522
Contact: Carolina Bacigalupo
Santillana USA is dedicated to the diffusion
of the Spanish and English languages, with
second language instructional materials and
childrens literature for K12 education. We
work in conjunction with other Santillana
offices around the world to bring you the best in
bothlanguages.
BOOTH #127
9009 West Loop S., MS-112

Houston, TX 77096 USA
Phone: +1 713.432.4675
Contact: Tracie Esparza
The Saudi Arabian Oil Company (Saudi Aramco)
is the worlds largest crude oil producer and
exporter, holding approximately one-fourth of
global oil reserves. It also ranks among the
leading producers of natural gas and in refining
capacity. Saudi Aramco employs experienced
professionals in all fields supporting its
energyoperations.
130 Turner St
Waltham, MA 02453 USA
Phone: +1 617.321.3185
Contact: Evan Becker
StudentUniverse is a Boston-based technology
company that provides exclusive travel discounts,
rewards, and experiences for students, faculty,
and youth (1625). Leveraging proprietary
verification technology, StudentUniverse
negotiates exclusive airfares with more than 65
airline partners globally, and features discounted
rates on hotels and tours all over the world.
BOOTH #847
BOOTH #234
557 Broadway
Phone: +1 212.965.7462
Contact: Emily Murphy
Scholastic is the worlds largest publisher and
distributor of childrens books and a leader in
educational technology and teacher materials,
creating products for use in school and at home.
PO Box 2572
Sunnyvale, CA 94087-0572 USA
Phone: +1 408.245.8514
Contact: Marsha Chan
We produce books, CDs, DVDs, software,
classroom games, labs, and resource centers for
beginningadvanced levels, including: Phrase by
Phrase Pronunciation and Listening in American
English, English for Child Care, English for Child
Development, Look in the Lake Pronunciation
& Phonics Cards, Kiss Your Accent Goodbye,
Connected Speech, Spelling Fusion, Issues
inEnglish.
Saudi Aramco
Scholastic Inc.
BOOTH #946
SIT Graduate Institute

PO Box 676
Brattleboro, VT 05302-0676 USA
Phone: 800.336.1616
Contact: Jennifer Core
SIT Graduate Institute equips students with
theoretical knowledge, field experience, and
professional skills. Programs are based on an
experiential learning model and a commitment to
social justice and intercultural communication.
SITs MA in teaching program has engaged in
cohort-based teacher education for more than
40 years.
BOOTH #340
Sprout English/Red River Press

162-2025 Corydon Avenue, Ste 76
Winnipeg, MB R3P 0N5 Canada
Phone: +1 204.452.8241
Contact: Ben Buckwold
Sprout English is a resource site for teachers
who teach English to young learners. Find and
print more than 1,000 ready-made worksheets,
lessons, games, and projects for children ages
5 to 13.
StudentUniverse
Sunburst Media
BOOTH #844
The College Board

45 Columbus Ave
Phone: 866.630.9305
We promote excellence and equity in education
through programs for K12 and higher education
institutions and by providing students a path to
college opportunities, including financial support
and scholarships. We also serve the education
community through research and advocacy
on behalf of students, educators, schools,
andcolleges.
EXHIBITORS
10 White Wood Ln
North Branford, CT 06471 USA
Phone: 877.315.SANS
Contact: Stella Derum
SANS Inc. provides language learning
instructional technology for in-classroom,
blended, or virtual learning. The Sony Virtuoso/
Soloist Language Software Suite is a fully
integrated, digital language lab. SANSSpace
is a Virtual Learning Environment with tools for
content management, collaboration, and a digital
comparative recorder to help develop listening
and speaking skills.
BOOTH #839
BOOTH #343
The New School University

68 Fifth Ave
Phone: +1 212.229.5372
Contact: Gabriel Diaz Maggioli
The New School MATESOL program is a
30-credit MA with a global focus that is
completed entirely online or through a
combination of on-campus and online courses.
The program can be completed part- or full
time and offers concentrations in teaching and
curriculum development.
185
BOOTH #833
BOOTH #217
BOOTH #314
613 South Ave

Weston, MA 02493 USA
Phone: +1 301.461.3883
Contact: Paula Sumberg
Visit the New York Times booth for a reduced
rate home delivery or digital subscription and
receive a complimentary gift with your order.
The New York Times is the largest metropolitan
newspaper in the United States and is often
relied upon as the authoritative reference for
modern events. Subscribe today!
9500 Gilman Dr, Dept 0170N

La Jolla, CA 92093 USA
Phone: +1 858.534.9275
Contact: Natalie Leroux-Lindsey
The Education department at UC San Diego
Extension provides integrated professional
development for school communities and
educational institutions while incorporating best
practices and the latest research in content,
pedagogy, andragogy, and administration. Our
offerings prepare you for the modern classroom
and are available on campus, on-site, and online.
2027 Harpers Way

Torrance, CA 90501 USA
Phone: +1 804.379.2306
Contact: Jed Haislip
Virco is a leading U.S. manufacturer of school
furniture and equipment. With sales in more
than 70 countries, our products and designs have
been tested in classrooms around the world, and
are backed by a 10-year warranty.
The New York Times
BOOTH #712
Thompson Rivers University

900 McGill Rd
Kamloops, BC V2C 0C8 Canada
Phone: +1 250.371.5764
Contact: Lori De Frias
TRU is a comprehensive university based in
Kamloops, British Columbia, Canada. We
welcome international students from around the
world, and operate student exchange programs,
field schools, accreditations, joint programs,
and customized training programs in more than
80countries.
BOOTH #824
EXHIBITORS
Townsend Press
439 Kelley Dr
West Berlin, NJ 08091-9284 USA
Phone: 800.225.8894
Contact: George Henry
Townsend Press publishes reading and
vocabulary texts and original and classic
paperbacks for reading levels 5 to 12 and
above. New is a series of 60 levelled books for
firstgraders.
BOOTH #651
U.S. Department of State Office

of English Language Programs
2200 C St, NW, Floor 4
Phone: +1 202.687.1837
Contact: Ben Perdue
The U.S. Department of State Office of English
Language Programs creates and implements
high quality, targeted English language programs
in specific regions and countries of the world.
The Office has a staff of Regional English
Language Officers (RELOs), program specialists,
and support staff based in Washington, DC
andinternationally.
186
UC San Diego Extension
BOOTH #721
University of Michigan Press

839 Greene St
Ann Arbor, MI 48104 USA
Phone: +1 734.763.3237
Contact: Jason Contrucci
The University of Michigan Press has a rich
tradition of publishing English for academic
purposes textbooks and leading-edge teacher
training textbooks. We are the publisher of
Academic Writing for Graduate Students,
Readers Choice, the Four Point series,
Clear Grammar, and the Myths research-topracticevolumes.
BOOTH #716
University of North Texas,

Intensive English Language Intitute
1155 Union Circle #311067
Denton, TX 76203 USA
Phone: +1 940.565.4686
Contact: Dr. Fernando Fleurquin
The University of North Texass Intensive English
Language Institute (IELI) provides an outstanding
program for academic English. Established in
1977, accredited by CEA, and a member of
English USA and UCIEP, IELI offers a 7-level
program, from beginner to advanced with five
starting dates per year.
BOOTH #221
Velzquez Press
9682 Telstar Ave, Ste 110
El Monte, CA 91731 USA
Phone: +1 626.448.3448
Contact: Jonathan Ruiz
Velzquez Press is the preeminent authority
in academic language and biliteracy.
Common Core Academic Vocabulary is in 90
language translations, and helps ESL teachers
implementing CCSS. Velzquezs Word to Word
dictionaries are used in state standardize
tests as ELL accommodations to improve
testingscores.
Virco Inc.
BOOTH #414
Vision Wear International

PO Box 1736
Provo, UT 84603 USA
Phone: +1 801.222.9159
Contact: Eric Speckhard
Vision Wear International is your supplier of all
things flag related, offering t-shirts, flags, and
other items.
BOOTH #235
WIDA
1025 W. Johnson St
Madison, WI 53706 USA
Phone: +1 608.263.3900
Contact: Danielle Maillette
WIDA advances academic language
development and academic achievement for
linguistically diverse students through highquality standards, assessments, research, and
professional development for educators.
BOOTH #412
Wiley
111 River St
Hoboken, NJ 07030 USA
Phone: +1 781.388.8200
Contact: Taryn Walsh
Founded in 1807, Wiley is an independent,
global publisher of print and electronic products.
Wiley specializes in scientific and technical
books, journals, textbooks and education
materials, professional and consumer books, and
subscription services. (www.wiley.com)
PRESENTER INDEX AND EMAIL DIRECTORY

A
Augusto-Navarro, Eliane. . . . . . . . . . . . . . . . . 149, 170

eaugustonavarro@gmail.com
Austin, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
jaustin@uab.edu
Avery, Laureen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
avery@gseis.ucla.edu
Ayvaz, Engin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
engin.ayvaz@yasar.edu.tr
B
Bae, Kyung-Hee. . . . . . . . . . . . . . . . . . . . . . . . . 77, 154
kbae@rice.edu
Bae, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
bae@usfca.edu
Baecher, Laura . . . . . . . . . . . . . . . . . . . . . . . 67, 85, 122
lhbaecher@gmail.com
Baer-Simahk, Bonnie. . . . . . . . . . . . . . . . . . . . . . . . . 93
baer-simahkb@fitchburg.k12.ma.us
Baez, Mary Louise . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Bagdon, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 110
elizabeth.bagdon@ed.gov
Baharom, Sakina . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
sakina@unitar.my
Bai, Yu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
baiyu2@gmail.com
Bailey, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 141
abailey@gseis.ucla.edu
Bailey, Christina . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Bailey, Kathi. . . . . . . . . . . . . . . . . .21, 47, 104, 138, 159
kbailey@miis.edu
Bain, Katherine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
ktbain53@gmail.com
Baker, Amanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
abaker@uow.edu.au
Baker, Lottie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 141
lbaker@ceee.gwu.edu
Balatayo, Jomeline. . . . . . . . . . . . . . . . . . . . . . . . . . 130
jomeline.balatayo@gmail.com
Balter, Allison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
allison.e.balter@gmail.com
Bame, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Banegas, Daro Luis. . . . . . . . . . . . . . . . . . 24, 58, 140
dariobanegas@hotmail.com
Banks, Lety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
lety.banks@gmail.com
Bao, Ze. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
jenniferbao0820@gmail.com
Barclay, Samuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
samuelcbarclay@gmail.com
Bard, Jeff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Barkley, Lori. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
lbarkley@pdx.edu
Barnhardt, Sarah . . . . . . . . . . . . . . . . . . . . . . . . 96, 154
sbarnhardt@ccbcmd.edu
Barratt, Leslie. . . . . . . . . . . . . . . . . . . . . . . . . 18, 36, 76
lesliebarratt@indstate.edu
PRESENTER INDEXES
Aarsen, Lucienne. . . . . . . . . . . . . . . . . . . . . . . . . . . 155

aarsen@usc.edu
Abbott, Stacey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
stacey.abbott@cobbk12.org
Abraham, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . 72, 118
paul.abraham@simmons.edu
Abrams, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
debra.abrams@colostate.edu
Abu-Rmaileh, Sufian. . . . . . . . . . . . . . . . . . . . . . . . 114
sufian12000@yahoo.com
Accurso, Kathryn. . . . . . . . . . . . . . . . . . . . . . . . . . . 141
kaccurso@educ.umass.edu
Acquaviva, Kristen. . . . . . . . . . . . . . . . . . . . . . . . . . . 49
kacquaviva@gmail.com
Acton, William . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 56
william.acton@twu.ca
Adawu, Anthony . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
aadawu@umd.edu
Adelson-Goldstein, Jayme. . . . . . . 18, 37, 83, 101, 113
lightheartedlearning@gmail.com
Adkins, Myrna Ann. . . . . . . . . . . . . . . . . . . . . . . . . . 94
maadkins@springinstitute.org
Aitchison, Janet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Akbari, Ramin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
akbari_ram@yahoo.com
AkinciMidas, Defne. . . . . . . . . . . . . . . . . . . . . . 24, 119
akinci@metu.edu.tr
AlSinani, Salima. . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Albers, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
talbers@alc.edu
Albert, Antonia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
antonia.albert@minerd.gob.do
Alejandro, Josu. . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
josue2000pr@yahoo.com
Algren, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . 12, 53, 92
malgren@ku.edu
Al-Hamly, Mashael. . . . . . . . 12, 18, 21, 29, 49, 92, 123
mashael2@hotmail.com
Al-Hawamdeh, Imad. . . . . . . . . . . . . . . . . . . . . . . . 170
imadhawamdeh@gmail.com
Allen, DavidP.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Allen, Dawn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
dallen@willread.org
Allen, Marjorie. . . . . . . . . . . . . . . . . . . . . . . . . . 133, 169
mallen@harpercollege.edu
Allen, MiaAriela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
mia.allen@imaginelearning.com
Almufti, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
melanie@tiec.org
Alongi, Pietro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Alvarado, Nery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
nalvarado@hct.ac.ae
Alvarez, LuisaCristina. . . . . . . . . . . . . . . . . . . . . . . 44
luisacristina.a@gmail.com
Alves, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
mark.alves@montgomerycollege.edu
Amaral, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

amarae@danbury.k12.ct.us
Amaro-Jimenez, Carla. . . . . . . . . . . . . . . . . . . . . . . 160
amaro@uta.edu
Ambler, Alicia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
alicia-ambler@uiowa.edu
Anderson, Kimberly. . . . . . . . . . . . . . . . . . . . . . . . . . 74
kwate@emich.edu
Anderson, Neil J. . . . . . . . . 12, 29, 36, 53, 64, 98, 165
neil_anderson@byu.edu
Andrade, Maureen. . . . . . . . . . . . . . . . . . . . . . 40, 106
maureen.andrade@uvu.edu
Andrews, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . 67
bandrews@benchmarkeducation.com
Andrianarivo, Eva. . . . . . . . . . . . . . . . . . . . . . . . . . . 80
andrianarivofanja@yahoo.com
Ao, Narentuya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
nrtycoco@126.com
Appel, Elinor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
eappel@uw.edu
Archer, Lennox. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
archer@usf.edu
Ardasheva, Yuliya. . . . . . . . . . . . . . . . . . . . . . . . . . . 106
jearda@gmail.com
Arena, Carla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
carlaarena@gmail.com
Arendt, Margreta. . . . . . . . . . . . . . . . . . . . . . . . . . . 169
pparendt@gmail.com
Arguedas, Gabriela . . . . . . . . . . . . . . . . . . . . . . . . . 167
gabriela.arguedas@yahoo.com
Arias, M.Beatriz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
barias@cal.org
Arnold, Nike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
nikearnold@gmail.com
Arshavskaya, Ekaterina. . . . . . . . . . . . . . . . . . . . . . . 68
Artiglieve, Marcus. . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Asenavage, Karen . . . . . . . . . . . . . . . . . . . . . . . 99, 138
kasen@udel.edu
Ashcraft, Nikki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
gonikki@hotmail.com
Ashley, Teri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
teri.ashley@colostate.edu
Askarov, Doniyor . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
don5131@mail.ru
Askildson, Lance. . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
laskilds@kennesaw.edu
Aslan, Erhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
erhanaslan1@yahoo.com
Atawneh, Ahmad. . . . . . . . . . . . . . . . . . . . . . . . . . . 129
atawnehahmad@gmail.com
Ates, Burcu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52, 158
bxa013@shsu.edu
Atkinson, Dwight. . . . . . . . . . . . . . . . . . . . . . . . . . . 60
dwightatki@gmail.com
Atwood, Kodiak. . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
kodiak.atwood@gmail.com
August, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 147
daugust@air.org
187
PRESENTER INDEXES
188
Barritt, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

barritt@lclark.edu
Barsony, Ildiko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
ibars001@fiu.edu
Bathrick, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
bobbsf@mac.com
Batungwanayo, Emmanuel . . . . . . . . . . . . . . . . 18, 78
Bauerly, Teri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Bauer-Ramazani, Christine. . . . . . . . . . . . . . . . . . . . 16
Bax, Stephen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Bayley, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . 23, 127
Beaumont, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
jbeaumont@bmcc.cuny.edu
Bebic, Sanja. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
sbebic@cal.org
Beck, Errin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
errink@pdx.edu
Beck, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
beck@mondiale.de
Becker, Evan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
evan.becker@studentuniverse.com
Becker, Helene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
beckerh@norwalkps.org
Beckett, Gulbahar. . . . . . . . . . . . . . . . . . . . . . . 12, 109
becketgh@ucmail.uc.edu
Bedein, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . 24, 50
susanbedein@gmail.com
Beeman, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
kbeeman@cntrmail.org
Behel, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
anacbehel@bellsouth.net
Behrens, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
mlbehrens@jacks.sdstate.edu
Bell, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
abell6@uccs.edu
Bell, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Belmihoub, Kamal. . . . . . . . . . . . . . . . . . . . . . . . . . . 81
kbelmiho@purdue.edu
Benesch, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
sarah.benesch@csi.cuny.edu
Benitez, Abie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Benitt, Nora. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 139
Benner, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
sbenner@iastate.edu
Bennett, Gena. . . . . . . . . . . . . . . . . . . . 47, 95, 144, 154
genabennett@yahoo.com
Bennett, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 65
jbennett@intercultural.org
Bennett, Milton. . . . . . . . . . . . . . . . . . . . . . . . . . 18, 125
milton.bennett@idrinstitute.org
Bennett, Ray. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
rbennett@yorku.ca
Berardo, Marcellino. . . . . . . . . . . . . . . . . . . . . . . . . 44
mberardo@ku.edu
Berg, Helen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
hxb001@shsu.edu
Bergsleithner, Joara. . . . . . . . . . . . . . . . . . . . . . . . . 148
joaramb@hotmail.com
Berman, Marisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
mberman@qcc.cuny.edu
Berman, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
michael.berman@montgomerycollege.edu
Bernaldez, Brenda. . . . . . . . . . . . . . . . . . . . . . . . 18, 70

bernaldezb@state.gov
Bibby, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
michael.bibby@britishcouncil.org.mx
Bicknell, Roy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
roy.bicknell@besig.org
Biesenbach-Lucas, Sigrun . . . . . . . . . . . . . . . . . . . . 74
sea2skye@aol.com
Bires, Madeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
biresml@uwec.edu
Birkby, Stuart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
sjb1027@gmail.com
Bishara, Salameh. . . . . . . . . . . . . . . . . . . . . . . . . . . 64
sbishara@elcjhl.org
Bishop, Hugh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
hbishop@illinois.edu
Black, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
mary.marycblack@gmail.com
Blasky, Andy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Blinder, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
blinder1@umbc.edu
Bliss, Bill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
bill.bliss@languageandcommunication.org
Bloch, Joel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
cherepaha@excite.com
Bloemke, Nathaniel. . . . . . . . . . . . . . . . . . . . . . . . . . 51
nbloemke@ufl.edu
Bodonyi, Zita. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
zbodonyi@els.edu
Bohlke, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Boldin, Tudy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
tudy.boldin@wmich.edu
Bond, Laurel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
laurel.bond@colostate.edu
Bonesteel, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
lboneste@bu.edu
Bookstrom, Eric . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
eric.bookstrom@jefferson.kyschools.us
Boon, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
andrew.boon@tyg.jp
Boraie, Deena. . . . . . . . . . . . . . . . . . . . . . 9, 11, 89, 123
dboraie@aucegypt.edu
Bosiak, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132, 167
ian@eltkorea.com
Bottoms, SueAnn. . . . . . . . . . . . . . . . . . . . . . . . . . . 141
sueann.bottoms@oregonstate.edu
Boucher-Yip, Esther. . . . . . . . . . . . . . . . . . . . . . . . . 124
esther_30@hotmail.com
Bouhitem, Tayeb. . . . . . . . . . . . . . . . . . . . . . . . . . . .172
t.bouhitem@univ-biskra.dz
Boulima, Jamila . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
jboulima@hotmail.com
Bowden, Jameson. . . . . . . . . . . . . . . . . . . . . . . . . . 106
jameson.bowden@jefferson.kyschools.us
Bowman, Andy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Bowman, Ingrid. . . . . . . . . . . . . . . . . . . . . . . . 123, 143
bowman@sbcc.edu
Boyd, Frances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
fab1@columbia.edu
Boyle, Beth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Boyle, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Boyum, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 25, 48
rboyum@gmail.com
Braden, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
sarah.braden@utah.edu
Bradley, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
jubradley@cr.k12.ia.us
Brady, Brock. . . . . . . . . . . . . . . . . . 18, 78, 95, 116, 133
bradytesolpe@gmail.com
Brandenburg, Tara. . . . . . . . . . . . . . . . . . . . . . . . . . 169
tbrand@rams.colostate.edu
Brantner-Artenie, Donette. . . . . . . . . . . . . . . . . . . . 74
dcb2@georgetown.edu
Breiseth, Lydia . . . . . . . . . . . . . . . . . . . . . . . 25, 51, 147
lbreiseth@weta.com
Brezinsky, John. . . . . . . . . . . . . . . . . . . . . . 44, 60, 130
Bright, Anita. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 116
abright@pdx.edu
BrinksLockwood, Robyn. . . . . . . . . . . . . . . . . 50, 163
rbrinks@stanford.edu
Brinton, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Brisk, Mara Estela . . . . . . . . . . . . . . . 23, 50, 128, 139
maria.brisk@bc.edu
Broady, Christel . . . . . . . . . . . . . . . . . . . . . . . . . 37, 154
christel_broady@georgetowncollege.edu
Broomhead, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . 46
alanbroomhead@yahoo.com
Brown, H.Douglas. . . . . . . . . . . . . . . . . . . . . . . . 18, 55
dougbrown@wavecable.com
Brown, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . 16, 162
jennifer-e-brown@uiowa.edu
Brown, Katie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 92
katie.brown@bellinghamschools.org
Brown, Kimberley. . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Brown, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
brown@centerforliteracy.org
BrownParker, Jennifer . . . . . . . . . . . . . . . . . . . . . . 107
jennifer.brown@esl.gatech.edu
Brux, Ryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
ryanbrux@gmail.com
Bryan, Kisha . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77, 104
kbryan@fscj.edu
Buckley, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Buckwold, Ben. . . . . . . . . . . . . . . . . . . . . . . . . 148, 157
Buford, Betsy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Buhl, Deanna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
dedeandjj@yahoo.com
Bunk, Aylin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
aylin.bunk@mhcc.edu
Bunting, John D.. . . . . . . . . . . . . . . . . . . . . . . . . . 21, 118
Burke, Maureen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
maureen-burke@uiowa.edu
Burkett, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
sburkett@iastate.edu
Burns, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 104, 117
achburns@gmail.com
Burns, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
yuliyaburns@gmail.com
Burri, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 56
mikeburri@gmx.net
Burrill, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
mrburrill@aol.com
Burrows, Andy . . . . . . . . . . . . . . 84, 124, 170, 171, 173
andy@prolinguaassociates.com
Burt, Miriam . . . . . . . . . . . . . . . . . . . . . . . . . . . 135, 166
mburt@cal.org
Bus, Danielle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
danielle.bus@gmail.com
Bushey, Caralyn . . . . . . . . . . . . . . . . . . . . . 77, 127, 155
caralynbushey@hotmail.com
Bushong, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
rwbushong@yahoo.com
ButlerPascoe, MaryEllen. . . . . . . . . . . . . . . . . . . . . 62
mbutler@alliant.edu
Byeon, Seongah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
annabsa@ufl.edu
Chiappy, Adita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

antonioirizar33@yahoo.com
Chiesi, LorenLee . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Cho, Seonhee. . . . . . . . . . . . . . . . . . . . . . . . . . . 95, 172
seonhee.cho@mountsaintvincent.edu
Choi, Eunjeong. . . . . . . . . . . . . . . . . . . . . . . 73, 97, 101
silver0828@gmail.com
Chou, Arthur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
achou@academiclearningcompany.com
Chou, I-Chia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
chouih@gmail.com
Christensen, Ami . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
christa@uwec.edu
Christensen, Laurene. . . . . . . . . . . . . . . . . . . . . 46, 118
chri1010@umn.edu
Christian, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . 118
garr0185@umn.edu
Christiansen, David . . . . . . . . . . . . . . . . . . . . . . . . . 163
kridave@gmail.com
Christianson, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . 163
mchristianson@els.edu
Christison, MaryAnn. . . . . . . . . . . . . . . . . . . . 122, 132
mac@linguistics.utah.edu
Chu, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
chul@email.arizona.edu
Chu, Shiao-wei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
wei7728@vandals.uidaho.edu
Chun, Christian. . . . . . . . . . . . . . . . . . . . . . . . . . 72, 104
c_w_chun@yahoo.com
Chyi, Kenneth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
kennethchyi@gmail.com
Ciechanowski, Kathryn. . . . . . . . . . . . . . . . . . . . . . 141
kathryn.ciechanowski@oregonstate.edu
Cimasko, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
tony.cimasko@miamioh.edu
Civera, Isabel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
icivera@ub.edu
Clark, Autumn. . . . . . . . . . . . . . . . . . . . . . . . 43, 90, 99
aclark@rennert.com
Clark, Ray. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84, 124
ray@prolinguaassociates.com
ClavijoOlarte, Amparo . . . . . . . . . . . . . . . 23, 45, 139
aclavijoolarte@yahoo.com
Cleary, Kevin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
cleary.isc@tmd.ac.jp
Clement, Jeanette. . . . . . . . . . . . . . . . . . . . . . . . . . . 72
clement@duq.edu
Cloven, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . 131, 164
beth.cloven@colostate.edu
Cobb, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . 111, 144
cmcobb@yahoo.com
Codrington, Clarissa. . . . . . . . . . . . . . . . . . . . . . . . . 154
ccodring@emich.edu
Coelho, Daniela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
danielamjcoelho@yahoo.com
Coffelt, Erica. . . . . . . . . . . . . . . . . . . . . . . . . . . 160, 167
erica.coffelt@gmail.com
Coffelt, Luke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
lukecoffelt@yahoo.com
Cohen, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
jcohen2@niu.edu
PRESENTER INDEXES
Cai, Jigang. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

caijigang@fudan.edu.cn
CaliskanSelvi, Bengu. . . . . . . . . . . . . . . . . . . . . . . . 151
cbengu@metu.edu.tr
Calleja, Raoul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
rcalleja@hunter.cuny.edu
Cameratti, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . 113
ccamerat@umich.edu
Cameron, Leanne. . . . . . . . . . . . . . . . . . . . . . . . . . . 157
leanne.cameron@rescue.org
Campbell-Larsen, John. . . . . . . . . . . . . . . . . . . . . . 121
joncamlar@hotmail.com
Cano, Paula. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
pautrini@hotmail.com
Capitelli, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
sacapitelli@usfca.edu
Caplan, Nigel. . . . . . . . . . . . . . . . . . . . . 18, 112, 137, 154
nacaplan@udel.edu
Caprario, Marcella. . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
mcaprario@pace.edu
Carlson, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
carlsol@uwec.edu
Carlson, Tom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
carlsotg@uwec.edu
Carnell, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
susan.carnell@unt.edu
Carr, ThereseGleason. . . . . . . . . . . . . . . . . . . . . . . 90
Carranza, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . 111
rebeccacarranza@comcast.net
Carrettin, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
carrettinsandra@gmail.com
Carrier, Michael. . . . . . . . . . . . . . . . . . . . . . . 25, 48, 67
mcarrier@btconnect.com
Carrison, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . 137
catherine.carrison@evergreenps.org
Carroll, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
jcarroll@qcc.cuny.edu
Carter, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 92
dhcarter@iupui.edu
Carter, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
jxc027@gmail.com
Casal, J.Elliott. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
jc102404@ohio.edu
Casanave, Christine Pearson . . . . . . . . . . . . . . . . . . 85

casanave@redshift.com
Case, Rod. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150, 162
rcase@unr.edu
Casey, Annette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
annette.casey@fh-joanneum.at
CastilloSalazar, MaradelCarmen . . . . . . . . . . . . 163
carmencassal757@hotmail.com
Castro, Carolina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
barrettocarol@yahoo.com.br
Cates, Kip. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
kcates@rstu.jp
Cavage, Christina. . . . . . . . . . . . . . . . . . . . . . . . 73, 126
eslteach1@mac.com
Cave, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 36, 157
paulcave87@gmail.com
Celce-Murcia, Marianne. . . . . . . . . . . . . . . . . . . . . . . 76
celcemurc@aol.com
Celedn-Pattichis, Sylvia . . . . . . . . . . . . . . . . . . . . 114
sceledon@unm.edu
Cepik, Saban. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
saban.cepik@zirve.edu.tr
Cervone, Jason. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
jcervone@gseis.ucla.edu
Cesar, Alexandria. . . . . . . . . . . . . . . . . . . . . . . . 73, 141
cesar@pdx.edu
Cetola, Caitlin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
caitlin.cetola@gmail.com
Cevallos, Tatiana. . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Chakrabarti, Leena. . . . . . . . . . . . . . . . . . . . . . . . . . . 70
leena@ksu.edu
Chamberlin-Quinlisk, Carla. . . . . . . . . . . . . . . . . . . . 71
crc5@psu.edu
Chamcharatsri, PisarnBee. . . . . . . . . . . . . . . . . . . . 48
bee@unm.edu
Chamot, AnnaUhl. . . . . . . . . . . . . . . . . . . . . . . . 21, 121
Chan, Elisabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 12, 165
Chandler, Ariana. . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Chan, Marsha. . . . . . . . . . . . . . . . . . . . . . . 118, 146, 158
marsha@sunburstmedia.com
Chang, Yu-jung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
yujunguw@gmail.com
Chapman, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
chapman.m@cambridgemichigan.org
Chastain, Amy Alice. . . . . . . . . . . . . . . . . . . . . . 92, 147
mlleamyalice@gmail.com
Chasteen, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
cchasteen@rohanwoods.org
Chea, Kagnarith. . . . . . . . . . . . . . . . . . . . . . . . . . 12, 59
kagnarith.chea@idp.com
Chen, I-An. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
ichen@educ.umass.edu
Chen, Ying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Chen, YingHuei . . . . . . . . . . . . . . . . . . . . . . . . . 93, 127
yinghueichen@gmail.com
Cheney, Molly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
mcheney@uw.edu
Cheng, Liying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
liying.cheng@queensu.ca
Chi, Kenneth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
kennethchyi@gmail.com
189
PRESENTER INDEXES
190
Cohen, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

rcohen@hostos.cuny.edu
Colbert, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
colbertd@trine.edu
Coleman, Celeste. . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Coleman, Doug. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Collier, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
catherine@crosscultured.com
Collier, Virginia. . . . . . . . . . . . . . . . . . . . . . . . . . 50, 112
Collins, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
ian.collins@yasar.edu.tr
Collins, Tim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86, 124
tgcollins@earthlink.net
Colombo, Michaela. . . . . . . . . . . . . . . . . . . . . . . . . . 121
Colson, Jona. . . . . . . . . . . . . . . . . . . . . . . . . . . 100, 123
jonathan.colson@montgomerycollege.edu
Coma, Blanca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
blancacomatesol@gmail.com
Comer, Brooke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
brooke_c@aucegypt.edu
Condruk, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Conley, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
rnconley@ucdavis.edu
Connor, Ulla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
uconnor@iupui.edu
Conrad, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 159
Contreras-Vanegas, Alma. . . . . . . . . . . . . . . . 152, 158
alc058@shsu.edu
Cook, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70, 128
amycook3@gmail.com
Cook, Misty. . . . . . . . . . . . . . . . . . . . . . . . . . . . 105, 127
elcmsw@nus.edu.sg
Coombe, Christine. . . 12, 18, 21, 29, 49, 64, 73, 98, 158
ccoombe@hct.ac.ae
Cooper, Ayanna . . . . . . . . . . . . . . . . . . . . . . . . . 37, 104
rarb4@msn.com
Copija, Eva. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
eva.copija@wmich.edu
Coronado, Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
kcoronad@harpercollege.edu
Cortes, Viviana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
vcortes@gsu.edu
Cotsonas, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
diane.cotsonas@utah.edu
Cox, Catherine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
katy.cox@thomas.org.br
Cox, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
michelle.cox@dartmouth.edu
Cox, Shannon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Cox, Troy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
troy_cox@byu.edu
Coyne, Amanda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
acoyne@mhc.ab.ca
Cozza, Vanessa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
vanessa.cozza@tricity.wsu.edu
Crandall, JoAnn . . . . . . . . . . . . . . . . . . . . . . . . . 76, 158
crandall@umbc.edu
Crandall, Marian. . . . . . . . . . . . . . . . . . . . . . . . . 55, 108
mcrandall@ets.org
Crawford, Sarita. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
sarita.crawford@colostate.edu
Creamer, Tonya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
tcreamer@ed.sc.gov
Crosby, Cate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
cathryn.crosby@uc.edu
Crosby, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
kacrosby@ucdavis.edu
Crusan, Deborah. . . . . . . . . . . . . . . . . . . . . . 25, 43, 75
deborah.crusan@wright.edu
Cruz, CA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
createopportunities4u@gmail.com
Cruz, Gabriel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
cruz@languagetesting.com
Csepelyi, Tunde . . . . . . . . . . . . . . . . . . . . . . . . . 76, 109
tcsepelyi@tmcc.edu
Cuckler, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
bobcuckler@yahoo.com
Cummings, MarthaClark. . . . . . . . . . . . . . . . . . . . . . 92
mccaizu@gmail.com
Cummins, Jim. . . . . . . . . . . . . . . . . . . . . . . . 23, 50, 117
jcummins@oise.utoronto.ca
Cunningham, Courtney. . . . . . . . . . . . . . . . . . . . . . . 58
cbc@uoregon.edu
Cunningham, Jean. . . . . . . . . . . . . . . . . . . . . . . . . . 170
jac5326@gmail.com
Curinga, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . 122
rcuringa@gc.cuny.edu
Curtain, Helene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
hcurtain@uwm.edu
Curtis, Andy. . . . . . . . . . . . . . . . . . . . . . . . . 41, 62, 140
andycurtiswork@gmail.com
Curtis, Jane. . . . . . . . . . . . . . . . . . . . . . . . . 83, 157, 166
jcurtis@roosevelt.edu
Curtis, Jessie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
jessie.curtis@gse.rutgers.edu
Curtis, Vicki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Custodio, Brenda. . . . . . . . . . . . . . . . . . . . . 37, 60, 122
custodio.1@osu.edu
Czipczer-DiFiore, Rita. . . . . . . . . . . . . . . . . . . . . . . . 98
rid210@lehigh.edu
D
Daft, Bethany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
b-daft@onu.edu
Dagenais, Diane. . . . . . . . . . . . . . . . . . . . . . 23, 94, 117
Dahnweih, Gonwo. . . . . . . . . . . . . . . . . . . . . . . . . . 126
gonwokay@gmail.com
Dalle, Teresa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
tsdalle@memphis.edu
Damron, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Julie_Damron@byu.edu
DAngelo-Bello, Lynn. . . . . . . . . . . . . . . . . . . . . . . . . 98
lmd204@lehigh.edu
Daniel, MayraC.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Daniels, Marcel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
mdaniels4@gsu.edu
Daniels, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
daniels@kochi-tech.ac.jp
Daniels, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Dantas, Luis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
luisfadantas@gmail.com
Darvishi, Farideh . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
fdarvishi@uh.edu
Daurio, Phoebe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

phoebed@pdx.edu
David, Nicholas. . . . . . . . . . . . . . . . . . . . . . . . . . . 89, 111
nicholaselidavid@gmail.com
Davidson, Althea. . . . . . . . . . . . . . . . . . . . . . . 101, 145
altheandavidson@yahoo.com
Day, Jeremy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
jeremy@english360.com
Day, Tracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
tracyday1@boisestate.edu
DeCarolis, Ana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
ana@mujeresunidas.com
deCubaRomero, Natalia. . . . . . . . . . . . . . . . . . . . 144
natalia.decuba@ncc.edu
DeFelice, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
denisefelice@gmail.com
deGongora, Rina. . . . . . . . . . . . . . . . . . . . . 21, 85, 118
rdegongora@iga.edu
deJong, Ester. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
edejong@coe.ufl.edu
delaHoz, Jenny. . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
deMatos, Lorraine. . . . . . . . . . . . . . . . . . . . . . . 25, 48
lorraine@culturainglesasp.com.br
deOlivares, Flor. . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
flor2005m@hotmail.com
deOliveira, Luciana. . . . . . . . . . 77, 110, 128, 142, 154
ludeoliveira@yahoo.com
deOliveiraGuedes, Roberta. . . . . . . . . . . . . . . . . . 171
deOliveiraLucas, Patricia. . . . . . . . . . . . . . . . 149, 171
patypatinha@yahoo.com.br
DeToledo, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . 48
detoledo@newschool.edu
Deacon, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
dkdeacon@svsu.edu
Dean, Renee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
rndean@gmail.com
Debabeche, Mahmoud . . . . . . . . . . . . . . . . . . . . . . 172
m.debabeche@univ-biskra.dz
DeCapua, Andrea. . . . . . . . . . . . . . . . . . . . . . . . 64, 82
drandreadecapua@gmail.com
DeCoster, Brendan. . . . . . . . . . . . . . . . . . . . . . . . . . 129
bdecoster@gmail.com
DeCou, Kia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
kialynn@hotmail.com
DeHond, Garrett. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
gdehond@ucdavis.edu
Delija, Shpresa . . . . . . . . . . . . . . . . . . . . . . . . . . . 73, 81
shzdr268@yahoo.com
DellaRosa, Stefanie. . . . . . . . . . . . . . . . . . . . . . . . . 170
stefanie.dellarosa@gmail.com
DeMichele, Shirley. . . . . . . . . . . . . . . . . . . . . . . 24, 144
shirley2010@gmail.com
Denny, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
gdenny@uark.edu
Densky, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
kdensky@tru.ca
DeRoma, Cynthia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
cynthax@gmail.com
Despagne, Colette. . . . . . . . . . . . . . . . . . . . . . . . . . . 79
colette.despagne@gmail.com
DeStefano, Katie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
destefkm@uwec.edu
Drury, Roger. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Dryden, Heidi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
heidi.dryden@gmail.com
Du, Qian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
duq@ohio.edu
Duarte, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . 125, 142
duarte@udel.edu
Dubetz, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
nancy.dubetz@lehman.cuny.edu
Duff, Patricia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
patricia.duff@ubc.ca
Duguay, Annie . . . . . . . . . . . . . . . . . . 40, 83, 150, 160
aduguay@cal.org
Dujsik, Darunee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
nu_dujsik@yahoo.com
Dunlap, Katie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
katie.dunlap@tiec.org
Dunn, William. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
wdunn@ualberta.ca
Dupuy, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
rdupuy@uci.edu
Durey, Joshua. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
jdurey@atu.edu
Durgunoglu, Aydin. . . . . . . . . . . . . . . . . . . . . . . . . . 112
adurguno@d.umn.edu
DutraGross, Rhonda. . . . . . . . . . . . . . . . . . . . . . . . . 74
Dwaileebe, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . 80
jpdwaileebe@yahoo.com
Dwyer, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 92, 141
eric.dwyer@fiu.edu
Dyer, Patricia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
pmdyer@mail.widener.edu
E
Early, Margaret. . . . . . . . . . . . . . . . . . . . . . . . . . 23, 117
East, Debbie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36, 139
debbie.east1@me.com
Easterda, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
karen.easterday@colorado.edu
Ebira, Korrin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
kebira@aoce.utah.edu
Eckstein, Grant. . . . . . . . . . . . . . . . . . . . . . . . . . 40, 52
granteckstein@gmail.com
Edmonds, Lori. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
le1@umbc.edu
Edwards, Guy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
gedwards@ieltsusa.org
Effiong, Okon . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 165
okon@qu.edu.qa
Egbert, Joy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
jegbert@wsu.edu
Eguez, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50, 147
jeguez@casas.org
Einterz, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
john.einterz@colorado.edu
Eisen, Andy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
aeisen2@illinois.edu
Ekkens, Kristin . . . . . . . . . . . . . . . . . . . . . . 63, 138, 159
kekkens@c3-consulting.com
Elizondo, Elda. . . . . . . . . . . . . . . . . . . . . . . . . 21, 56, 76
elda.elizondo@centrocultural.cr
Ellingboe, Brenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
brendajean6@msn.com
Elliott, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
robert@uoregon.edu
EltantawiShadiEltantawi, Hamdi. . . . . . . . . . . . . 113
hashadi6@yahoo.co.uk
Elturki, Eman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
eman.elturki@email.wsu.edu
Emerande, Sidonie. . . . . . . . . . . . . . . . . . . . . . . . . . 80
antsavavo@yahoo.com
Endacott, Jason . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
jendacot@uark.edu
England, Liz. . . . . . . . . . . . 18, 47, 64, 80, 97, 144, 159
liztesol@yahoo.com
England, Yuliya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
yengland@umbc.edu
Ergun, AmandaKay. . . . . . . . . . . . . . . . . . . . . . . . . 146
akergun@fhsu.edu
Ernst, BethKozbial. . . . . . . . . . . . . . . . . . . . . . . . . . . 55
beth.ernst@wmich.edu
Ernst-Slavit, Gisela. . . . . . . . . . . . . . . . . 61, 69, 77, 104
gernst@wsu.edu
Espinoza, Juana. . . . . . . . . . . . . . . . . . . . . . . . 170, 172
jayestas@zamorano.edu
Esseili, Fatima. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
fatima.esseili@balamand.edu.lb
Estell, Marti. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 48
estellme@state.gov
Evans, Darryl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
darryl.evans@wright.edu
Evans, Katherine. . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
ktevans@ucdavis.edu
Evans, Norman. . . . . . . . . . . . . . . . 21, 40, 53, 106, 157
norman_evans@byu.edu
Ewert, Doreen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 37, 117
dewert@usfca.edu
F
Fagan, Kathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
fagan@centerforliteracy.org
Fahim, Norah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
nfahim@uw.edu
Faivre, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
sfaivre@illinois.edu
Falcomer, Katia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
katia.falcomer@thomas.org.br
Fallon, Bethany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
brs25@drexel.edu
Fang, Ming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136, 148
mifang@fiu.edu
Fanning, Darby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
darby.fanning@utah.edu
Farhi, Abdallah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
a.farhi@univ-biskra.dz
Farina, Marcella. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
marcella.farina@ucf.edu
Farnsworth, Timothy. . . . . . . . . . . . . . . . . . . . . 57, 127
tim.farnsworth@gmail.com
Farrell, Thomas. . . . . . . . . . . . . . . . . . . . . . . 47, 55, 144
tfarrell@brocku.ca
Fast, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . 99, 131
fast@okayama-u.ac.jp
PRESENTER INDEXES
DestradesMendoza, Olivia. . . . . . . . . . . . . . . . . . . 103

sol.indigena@gmail.com
Deubelbeiss, David . . . . . . . . . . . . . . . . . . . . . . . . . 50
david.deubelbeiss@englishcentral.com
Deutsch, Nellie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Dewing, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . 168
sdewing2@uccs.edu
DiazMaggioli, Gabriel. . . . . . . . . . . . . . . . . . . . . . . . 59
diazmagg@newschool.edu
Diaz-Rico, Lynne. . . . . . . . . . . . . . . . . . . . . . . . . 68, 90
lynnediazrico@yahoo.com
DiCerbo, Patricia. . . . . . . . . . . . . . . . . . . . . . . . . 25, 141
pdicerbo@ceee.gwu.edu
Dickerson, Sherry. . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Dickey, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
rjdickey@content-english.org
Diem, Miki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
mikidiem@yahoo.co.jp
Diem, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
robertdiem@gmail.com
Dieng, Adama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
adamadieng78@yahoo.fr
Dietrich, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . 61, 69
sarah.dietrich@salemstate.edu
DiGiacomo, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
adigiacomo@cr.k12.ia.us
Dilek, Amber. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
DiMartino, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
dimartino@gseis.ucla.edu
Diniz, Luciana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Distasio, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
distasio@ohio.edu
Divers, Darrin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
ddivers@uoregon.edu
Do, Juhyun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Dodson, Eric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
eric.d.dodson@gmail.com
Dodson, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
jelo81@msn.com
Dodson, Jenny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
jdodson@ets.org
Doman, Evelyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
edoman@umac.mo
Donahue, Tonya. . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
tdonahue@eacs.k12.in.us
Donkor, Richmond. . . . . . . . . . . . . . . . . . . . . . . . . . . 65
richmond.donkor@mytwu.ca
Donsky, Suzanne . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
sldonsky@stthomas.edu
Dormer, Jan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84, 153
jan.dormer@gmail.com
Dornbusch, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Doty, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . 99, 107, 161
juliedoty@yahoo.com
Dougherty, Ellen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Dowling, Trisha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
tdowlin3@emich.edu
Doyle, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Draganescu, Marilena. . . . . . . . . . . . . . . . . . . . . . . 173
mari4@umbc.edu
Driver, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
edriver@umd.edu
191
PRESENTER INDEXES
192
Fatneva, Anna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
anna.fatneva@gmail.com
Fauss, Russell. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
rfauss@willamette.edu
Faust, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64, 122
fausth1@umbc.edu
Feak, Christine . . . . . . . . . . . . . . . . . . . 18, 112, 126, 137
cfeak@umich.edu
Feather, Renee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Feinstein-Whittaker, Marjorie . . . . . . . . . . . . . . . . . 77
wg@prospeech.com
Feldman, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . 120
mfeldman@bu.edu
Feltman, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
pfeltman@wes.org
Ferguson, Teresa . . . . . . . . . . . . . . . . . . . . . . . . 24, 79
teresa.ferguson@cobbk12.org
Fernandez, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . 83
rachel.fernandez@unx.uci.edu
Fernandez, Rebeca . . . . . . . . . . . . . . . . . . . . . . . . . 154
refernandez@davidson.edu
Fernndez-Pea, JosRamn. . . . . . . . . . . . . . . . . 49
marilynr@lacnyc.org
Fernando, Jody. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
jfernando@apu.edu
Ferreira, Daniel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
ferreira@icu.ac.jp
FerrerAriza, Erica. . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
eferrer@uninorte.edu.co
Ferris, Dana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52, 108
drferris@ucdavis.edu
Field, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
rdfield@casloninc.com
Fifer, Ashley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
ashley.fifer@ncc.edu
Fine, Beverly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
bevf@brainpop.com
Finger, AlexisGerard. . . . . . . . . . . . . . . . . . . . . . . . 94
fingerag@drexel.edu
FinnMiller, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
finnmiller@verizon.net
Fischer, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
mary.fischer@tiec.org
Fisher, Alisha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
longa1am@cmich.edu
Fisher, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Flager, Joyce. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
info@jagpublications-esl.com
Flahive, Doug. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
doug.flahive@colostate.edu
Flamm, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
cflamm@bu.edu
Fleurquin, Fernando . . . . . . . . . . . . . . . . . . . . . . . . . 29
Fleury, Claudio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Flores, Vincent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
vflores@fulbright.or.kr
FoersterLuu, Anne Marie. . . . . . . . . . . . . 12, 139, 155
foerstea@gmail.com
Folse, Keith. . . . . . . . . . . . . . . . . . . . . . . . . 78, 108, 159
keith.folse@ucf.edu
Fonseca, AnaLu. . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Fontanella, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Forman, Gretchen . . . . . . . . . . . . . . . . . . . . . . . . . . 103
gforman@illinois.edu
Forrester, Lindy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
lforrester@mps-edu.org
Forster, Douglas. . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
dforster2000@yahoo.com
Foss, Amanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
amanda_foss@ecboe.org
Foster, Dayna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
dayna.foster@wright.edu
Franchitti, Abby. . . . . . . . . . . . . . . . . . . . . . . . . 36, 124
arfran@gmail.com
Franco, Luis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
luisefrancom@gmail.com
Franeta, Sonja. . . . . . . . . . . . . . . . . . . . . . . 64, 92, 104
sfraneta@yahoo.com
Franklin, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 158
elizabeth.franklin@unco.edu
Frazier, Stefan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
stefan.frazier@sjsu.edu
Frederick, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
amyfrederick@usfamily.net
Freedman, Leora . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
leora.freedman@utoronto.ca
Freeman, David . . . . . . . . . . . . . . . . 21, 50, 77, 98, 119
david.freeman@utb.edu
Freeman, Donald. . . . . . . . . . . . . . . . . . . . . . . . 113, 117
donaldfr@umich.edu
Freeman, Yvonne. . . . . . . . . . . . . . . . . . 21, 50, 77, 119
yvonne.freeman@utb.edu
Freitez, Freddy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
freitez2@illinois.edu
Frendo, Evan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
evan.frendo@gmail.com
Friend, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
friendji@umkc.edu
Frodesen, Jan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
frodesen@linguistics.ucsb.edu
Frydland, Nan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
nanfrydland@gmail.com
FuadSelvi, Ali. . . . . . . . . . . . . . . . . . . . . . . 23, 151, 167
alifuad@metu.edu.tr
Fujimoto, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
fujimotodonna@gmail.com
Fuller, Bonnie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
bfuller@towson.edu
Fulton, Otis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
otis@infinite-english.com
G
Gabriel, Raafat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
mrraafat@aucegypt.edu
Gaer, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16, 73
susangaer@gmail.com
Gagn, Antoinette. . . . . . . . . . . . . . . . . . . . . . . . . . 160
antoinette.gagne@gmail.com
Gao, Xuesong(Andy) . . . . . . . . . . . . . . . . . . . . . 62, 71
xsgao@hku.hk
Garbarino, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
annegarbarino@globalvillageproject.org
Garca, Georgia. . . . . . . . . . . . . . . . . . . . . . . . . . 25, 141

gegarcia@illinois.edu
GarciadeParades, Lizzie . . . . . . . . . . . . . . . . . . 12, 59
lizzie@els.edu.pa
GarciaGomez, Pablo. . . . . . . . . . . . . . . . . . . . 140, 145
pggomez@ets.org
Gardy, Jacqueline. . . . . . . . . . . . . . . . . . . . . . . . . . . 117
jacqueline.gardy@gmail.com
Garegnani, Danielle. . . . . . . . . . . . . . . . . . . . . . . . . 145
Garnett, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
mike.thejetties@gmail.com
Garton, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 40
s.garton@aston.ac.uk
Garza, Peggy. . . . . . . . . . . . . . . . . . . . . . . . . . . 170, 173
garzap@marshallcenter.org
Gates, Chester. . . . . . . . . . . . . . . . . . . . . . . . . . . 96, 154
chester.gates@comcast.net
GatesTapia, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . 140
amg544@nau.edu
Gautam, Ganga. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
gangag@gmail.com
Gebremedhin, Katherine. . . . . . . . . . . . . . . . . . . . . . 49
kgebreme@wes.org
Geddes, Joann . . . . . . . . . . . . . . . . . . . . . . . . . . . 19, 90
geddes@lclark.edu
Gee, Roger. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Gelardi, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
kgelardi@sbcglobal.net
Gentry, Earlene. . . . . . . . . . . . . . . . . . . . . . . . . . 53, 155
gentryearlene@yahoo.com
Gerena, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 109
lgerena@york.cuny.edu
Gholamhosseinzadeh, Shiva . . . . . . . . . . . . . . . . . 172
shiva_ghlm62@yahoo.com
Gibson, Aaron. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
aaronlgibson@gmail.com
Gilbert, Judy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
judybgilbert@comcast.net
Giles, Lori. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
lorigiles@hotmail.com
Gilliland, Betsy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
betsygilliland@gmail.com
Gilmetdinova, Alsu. . . . . . . . . . . . . . . . . . 134, 142, 154
alsurgf@gmail.com
Gilpatrick, Marjaneh. . . . . . . . . . . . . . . . . . . . . . . . . . 86
marjaneh.gilpatrick@gcu.edu
Ginley, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Giron, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Gishbaugher, Jaclyn. . . . . . . . . . . . . . . . . . . . . . . . . 159
jaclynjgish@gmail.com
GisiHimmel, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . 48
jhimmel@cal.org
Goering, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
cgoering@uark.edu
Goettsch, Karin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Going, AliciaRose . . . . . . . . . . . . . . . . . . . . . . . . . . 121
argoing@uoregon.edu
Goldenberg, Claude. . . . . . . . . . . . . . . . . . . . . . . 18, 81
cgoldenberg@stanford.edu
Griswold, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

ovgriswold@csupomona.edu
Grode, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
jsgrode@gmail.com
Grosik, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
sgrosik@sas.upenn.edu
Grote, Joanna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
grote.joanna@gmail.com
Grove, Nuray. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
ngrove@richmond.edu
Grover, Alex. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
grover27@students.rowan.edu
Gu, PeiYa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
peiyag@gmail.com
Guinn-Collins, Shannon. . . . . . . . . . . . . . . . . . . . . . 44
Guro, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
ccmg604@hawaiiantel.net
Gurung, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . 171
Guzzardo, JulieAnn. . . . . . . . . . . . . . . . . . . . . . . . . . 111
H
Haan, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
jhaan1@udayton.edu
Habib, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
ahabib@gmu.edu
Hadjioannou, Xenia. . . . . . . . . . . . . . . . . . . . . . . . . . 45
xuh12@psu.edu
Hahn, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
lhahn@illinois.edu
Haider, Iftikhar. . . . . . . . . . . . . . . . . . . . . . . . . . 96, 171
linguain3@gmail.com
Halbert, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
anne.halbert@uconn.edu
Hall, Charles . . . . . . . . . . . . . . . . . . . . . . . . 19, 146, 159
tefl.memphis@gmail.com
Hall, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
chris.hall@wright.edu
Hall, JoanKelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
jkh11@psu.edu
Hammond, Adele. . . . . . . . . . . . . . . . . . . . . . . . . . . 169
tbaemb@gmail.com
Hamstra, Caitlin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
thele1ca@cmich.edu
Han, ZhaoHong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
zhh2@columbia.edu
Hanchey, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . 159
sghanchey@gmail.com
Hand, Deirdre. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
dhand08@gmail.com
Hanks, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
julieannahanks@gmail.com
Hann, Fergus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Hansen, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
hanse@u.washington.edu
Hansen, Christa. . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 76
Hansen, Lindsay. . . . . . . . . . . . . . . . . . . . . . . . 134, 157
lindsayhansen1181@gmail.com
Hansen-Thomas, Holly . . . . . . . . . . . . . . . . . . . . . . 173
whansenthomas@yahoo.com
Hanson-Smith, Elizabeth . . . . . . . . . . . . . . . . . . . . . 57
ehansonsmi@yahoo.com
Hardacre, Bahiyyih. . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Hardwick, Randy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
randyontheglobe@yahoo.com
Hardwick, SusanW.. . . . . . . . . . . . . . . . . . . . . . . . . 110
susanh@uoregon.edu
Harish, Sindhu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
sinduharish@yahoo.co.in
Harman, Travis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
harman@drexel.edu
Harms, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
emkayharms@gmail.com
Harries, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
pattiharries@hotmail.com
Harris, Erica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55, 71
harrise@lclark.edu
Harris, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 70
julie.harris@oup.com
Harris, Kathryn. . . . . . . . . . . . . . . . . . . . . . . 21, 141, 159
harriska@pdx.edu
Harrison, Cathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Harrison, Danielle. . . . . . . . . . . . . . . . . . . . . . . . . . . 171
erasmus_omega@yahoo.com
Hartig, Alissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
ajh329@psu.edu
Hartshorn, James. . . . . . . . . . . . . . . . . . . . 40, 53, 106
james_hartshorn@byu.edu
Hastings, Christopher . . . . . . . . . . . . . . . . . . . . 18, 120
christopherhastings@gmail.com
Hata, Maiko. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82, 170
hata@uoregon.edu
Haughton, Diana . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
diana.haughton@pdx.edu
Haun, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
haunj@pdx.edu
Haynes, Judie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 39, 53
judieh@optonline.net
Healey, Deborah. . . . . . . . . . . . . . . . . . . 16, 21, 41, 122
Healey, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
kellymhealey@gmail.com
Healy, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . 99, 167
thomas_healy@mac.com
Heath, Inez . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 165
Hedgcock, John . . . . . . . . . . . . . . . . . . . . . 78, 94, 108
jhedgcoc@miis.edu
Hegarty, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Heidish, Peggy Allen. . . . . . . . . . . . . . . . . . 75, 107, 171
ph1r@andrew.cmu.edu
Heiman, Joan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
joan.heiman@colostate.edu
Heise, Jen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
jheise@icsd.k12.ny.us
Heitman, Char. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
heitman@uoregon.edu
Helgesen, Marc. . . . . . . . . . . . . . . . . . . . . . 71, 100, 117
march@mgu.ac.jp
Hellman, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . 12, 139
andreabhellman@missouristate.edu
Hendrickson, Wendy. . . . . . . . . . . . . . . . . . . . . . . . 100
wendyharkinshendrickson@gmail.com
HengHartse, Joel. . . . . . . . . . . . . . . . . . . . . . . . . . . 146
joelhartse@gmail.com
PRESENTER INDEXES
Gollobin, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . 135

Gomez, German. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Gong, Gwendolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Gonzales, Ray. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
ray.gonzales@montgomerycollege.edu
Goodall, Maya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
maya.goodall@tematerials.com
Goodin, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
mgoodin@sansinc.com
Gorsuch, Greta. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
greta.gorsuch@ttu.edu
Gottlieb, Margo. . . . . . . . . . . . . . . . . . . . . . . 61, 77, 104
mgottlieb@cntrmail.org
Gottschalk, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Gould, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
egould@ku.edu
Graddol, David. . . . . . . . . . . . . . . . . . . . . . . . 11, 43, 65
david@english.co.uk
Graham, Nicole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
nicole@englishcentral.net
Gram, Kaitlin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
kaitlin.gram@gmail.com
Graney, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
john.graney@sfcollege.edu
Grant, Leslie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
lgrant@uccs.edu
Grant, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . 21, 39, 117
Grant, Rosalie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
rmgrant@wisc.edu
Graves, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
gravesk@umich.edu
Green, Brent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Green, Gigi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
ggreen@salemstate.edu
Green, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
jdgreen0605@yahoo.com
Green, Jonathan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
jonathan.gre@mahidol.ac.th
Greenberg, Ingrid. . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
igreenbe@sdccd.edu
Greenspan, Carrie. . . . . . . . . . . . . . . . . . . . . . . . . . . 137
greenspanc@norwalkps.org
Greer, Brittney. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
brittney_greer@byu.net
Gregg, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
hg227@georgetown.edu
Gregory, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
kgregory@albany.edu
Gregory, Wayne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
wgregory@pdx.edu
Greig, Jo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Griffee, Dale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
dale.griffee@ttu.edu
Griffin, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . 111, 144
rgriffin@okcu.edu
Grigoryan, Anna. . . . . . . . . . . . . . . . . . . . . . . . 123, 154
annagrig13@gmail.com
Grill, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
jgrill@fsu.edu
Griner, Barry. . . . . . . . . . . . . . . . . . . . . . . . . . . . 82, 164
griner@usc.edu
193
PRESENTER INDEXES
194
Henrichsen, Lynn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
lynn_henrichsen@byu.edu
Henriksen, Linda. . . . . . . . . . . . . . . . . . . . . . . . 124, 148
lkhenriksen@yahoo.com
Henry, Keith. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Hepfer, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
hepfera@seattleu.edu
Herrington, TyAnna. . . . . . . . . . . . . . . . . . . . . . . . . 107
ty@gatech.edu
Herrmann, Christopher. . . . . . . . . . . . . . . . . . . . . . . 95
christophe4herrmann@gmail.com
Herrmann, Erick. . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
eherrmann@corelearn.com
Herzog, Phyllis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
prherzog@comcast.net
Hidalgo, Teresa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
mt_hidalgo_1490@hotmail.com
Higgins, Cybele. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
higginsc@lanecc.edu
Hilanto, Thamir. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
thilanto@mail.sdsu.edu
Hiller, Kristin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
kristin.hiller@gmail.com
Hillier, Van. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
rhillier@mail.sdsu.edu
Himmel, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
jhimmel@cal.org
Hines, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
shines@ets.org
Hinkel, Eli. . . . . . . . . . . . . . . . . . . . . . . . . . . 76, 102, 125
elihinkel@yahoo.com
Hittepole, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . 123
raquelschrot@yahoo.com
Hjeltness, Justyna . . . . . . . . . . . . . . . . . . . . . . . . . . 143
justyna.hjeltness@gmail.com
Hock, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Hockman, Marisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
mlk239@psu.edu
Hodgson-Drysdale, Tracy. . . . . . . . . . . . . . . . . . . . 128
tracy@lrn2read.com
Hoelker, Jane. . . . . . . . . . . . . . . . . . . . . 12, 64, 110, 165
jhoelker@gmail.com
Hoffman, Brooke . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
brooke.hoffman@temple.edu
Hoffman, Matthew. . . . . . . . . . . . . . . . . . . . . . . . . . 138
mhoffman@inths.org
Hoffman, Tobie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
tobie@drexel.edu
Holbrook, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
david.holbrook@wyo.gov
HolbrookBricker, Meredith. . . . . . . . . . . . . . . . . . . . 47
meredith.bricker@gmail.com
Holland, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
lgh@uoregon.edu
Holliday, Adrian . . . . . . . . . . . . . . . . . . . . . . . . . 65, 92
adrianholliay42@gmail.com
Hollinger, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
lisa.hollinger@unt.edu
Holloway, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . 171
andrea.holloway@tiec.org
Holm, Ingrid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
holm@acad.umass.edu
Holmes, Bronia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

bronia_holmes@epi.sc.edu
Holycross-Lui, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . 157
heidi.holycrosslui@unco.edu
Holzberlein, SaraK.. . . . . . . . . . . . . . . . . . . . . . . . . . 84
sholzberlein@yahoo.com
Holzknecht, AnnMarie . . . . . . . . . . . . . . . . . . . . . . . 61
adamrau@sdccd.edu
Honegger, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
mxh2584@louisiana.edu
Hong, JaeHwa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
jaehwa.hong@twu.ca
Honorof, Doug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
honorof@haskins.yale.edu
Hood, Sally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
hood@up.edu
Hook, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24, 159
laura_hook@hcpss.org
Hopkins, Megan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
meganbhopkins@gmail.com
Horak-Smith, Kathy. . . . . . . . . . . . . . . . . . . . . . . . . 106
ksmith@tarleton.edu
Horani, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
lhorani@pcc.edu
Horwitz, Elaine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
horwitz@austin.utexas.edu
Howard, Lori. . . . . . . . . . . . . . . . . . . . . . . . . . . . 37, 147
lbhoward@casas.org
Hsu, Wen-Hsien. . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
hsuwenhsien@ntu.edu.tw
Hsu, Ya-Ning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
hsu2@tc.edu
Hu, Jiayi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
jiayih@iastate.edu
Hu, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120, 146
jhu@tru.ca
Huang, Chuanning. . . . . . . . . . . . . . . . . . . . . . . . . . 140
Huang, Hung-Tzu. . . . . . . . . . . . . . . . . . . . . . . . . . . 120
hthuang@mx.nthu.edu.tw
Huang, Qing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
qhuang@chinadaily.com.cn
Hubbard, Holly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
holly_hubbard@ecboe.org
Hubbard, Phillip. . . . . . . . . . . . . . . . . . . 71, 25, 48, 110
phubbard@stanford.edu
Hubbell, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
ahubbel@lps.org
Huck, Carla . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
huckca@danbury.k12.ct.us
Hughes, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
rebecca.hughes@learninga-z.com
Hunt, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
hunt14@illinois.edu
Huot, Bophany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
bhuot@ccsf.edu
Hutchinson, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
mhutchinson@psu.edu
Hutchison, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
nhutchison@howardcc.edu
Hyland, Ken. . . . . . . . . . . . . . . . . . . . . . . . . . 46, 71, 104
khyland@hku.hk
Hyon, Sunny. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

shyon@csusb.edu
Hyte, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
heidihyte@gmail.com
I
Iams, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
seiams7@gmail.com
Idapalapati, SrinivasaRao . . . . . . . . . . . . . . . . . . . 133
idasrini@gmail.com
Imai, Hiroyuki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
himai@kansai-u.ac.jp
Irizar, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
antonioirizar33@yahoo.es
Ives, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Iwamoto, Noriko. . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
J
Jabari, NedaelhakM.K.. . . . . . . . . . . . . . . . . . . . . . 129
nida_w2004@yahoo.com
Jacob, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
ljacob@mtsac.edu
Jain, Rashi. . . . . . . . . . . . . . . . . . . . . . . . . . . 56, 75, 163
rjain@umd.edu
Jakar, ValerieS.. . . . . . . . . . . . . . . . . 21, 40, 53, 75, 113
vsjakar@gmail.com
James, Mark Andrew. . . . . . . . . . . . . . . . . . . . 134, 166
mark.a.james@asu.edu
Jancin, Devon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
djancin@gmail.com
Janjigian, Kenneth. . . . . . . . . . . . . . . . . . . . . . . . . . 155
janjigia@american.edu
Janjua, Najma. . . . . . . . . . . . . . . . . . . . . . . . . . . 77, 167
janjua@chs.pref.kagawa.jp
Jaquays, Jolene . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
jjaquays@umflint.edu
Jayaraman, S.Neela . . . . . . . . . . . . . . . . . . . . . . . . . 91
nj.neela@gmail.com
Jee, Youngeun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
yejee0508@gmail.com
Jeffery, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
jillvjeffery@gmail.com
Jenkins, Rob. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Jenkins, Zoe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
zjenkins@kansaigaidai.ac.jp
Jeon, Hyejin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
jeon@educ.umass.edu
Jipping, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . 59, 172
meljipp@yahoo.com
Johannes, Andrea . . . . . . . . . . . . . . . . . . . . . . . . . . 160
johannes@ohio.edu
Johnson, Britt. . . . . . . . . . . . . . . . . . . . 76, 82, 125, 138
brjohns@uoregon.edu
Johnson, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . 79, 125
carol.johnson@renlearn.com
Johnson, Christopher. . . . . . . . . . . . . . . . . . . . . . . . 55
christopher.johnson@laureate.net
Johnson, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
djjohns3@illinois.edu
Johnson, Elsie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
elsie.johnson@eyeonliteracy.com
Johnson, Feng-Ling. . . . . . . . . . . . . . . . . . . . . . . . . . 68
fmjohnson@nwc.edu
Johnson, Stefanie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
stefaniejohnson@me.com
JohnsonHafernik, Johnnie. . . . . . . . . . . . . . . . . . . 155
hafernik@usfca.edu
JohnsonJemima, Ralinavalona. . . . . . . . . . . . . . . 172
ezaka2010@gmail.com
Johnston, Brenda. . . . . . . . . . . . . . . . . . . . . . . . . . . 117
bjohnston@sd40.bc.ca
Johnstone, Rosemeire. . . . . . . . . . . . . . . . . . . . . . . 103
rjohnstone@fullsail.com
Jones, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
cbacigalupo@santillanausa.com
Jones, Stephen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
stjones18@gmail.com
Jones, Tamara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
jonestamara@hotmail.com
Jones, Tammy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
trjones1@memphis.edu
Jong, Ester. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 165
Jordan, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
jordan.jen@gmail.com
Jordan, Mariangela . . . . . . . . . . . . . . . . . . . . . . . . . 110
mj427@cornell.edu
JottoKawachi-Furlan, Claudia. . . . . . . . . . . . 170, 171
claudiajk@hotmail.com
Junqueira, Luciana. . . . . . . . . . . . . . . . . . . . . . . . . . . 83
lucyjunqueira@yahoo.com.br
Kleckova, Gabriela. . . . . . . . . . . . 24, 46, 96, 103, 110

gabriela_kleckova@yahoo.com
Klein, Elaine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
eklein@gc.cuny.edu
Knagg, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
john.knagg@britishcouncil.org
Knezevic, Bozana. . . . . . . . . . . . . . . . . . . . . . . . 12, 103
bknez@pfri.hr
Knight, Kevin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Knittel, Pam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 147
pknittel@poughkeepsieschools.org
Knowlton, Lee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
leeknowlton@gmail.com
Knox, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
lknox1@utk.edu
Koenig, Koala. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
kkoenig11@winona.edu
Komiyama, Reiko. . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
rkomiyama@csus.edu
KonanLucien, Ngata. . . . . . . . . . . . . . . . . . . . . . . . . 54
neiculok@yahoo.fr
Konkel, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 62
mkonkel@ets.org
Kopp, Cynthia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
koppc@rowan.edu
Kopriva, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Korslund, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . 16
Kouritzin, Sandie . . . . . . . . . . . . . . . . . . . . . . . . 12, 109
kouritzin@shaw.ca
Kozak, Zsuzsanna. . . . . . . . . . . . . . . . . . . . . . . . . . . 128
visualworldf@gmail.com
Krall, Ken. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
ken@bostonacademyofenglish.com
Kramer, Deirdre . . . . . . . . . . . . . . . . . . . . . . . . 105, 172
deirdre.kramer@gmail.com
Krauth, Leah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
lkrauth_02@yahoo.com
Krauza, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
wkrauza@tru.ca
Kristjnsson, Carolyn. . . . . . . . . . . . . . . . . . . . . . . . 154
kristjan@twu.ca
Kristonagy, Elka. . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Krocker, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
mkrocker@ets.org
Kubota, Ryuko . . . . . . . . . . . . . . . . . . . . . . . 23, 65, 95
ryuko.kubota@ubc.ca
Kuhel, Karen. . . . . . . . . . . . . . . . . . . . . . . . . 12, 37, 139
kkuhel@kennesaw.edu
Kuhlman, Natalie. . . . . . . . . . . . . . . . . . . . . . . . 12, 103
nkuhlman@mail.sdsu.edu
Kuhn, Jeff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
jkuhn72@gmail.com
KuizengaRomijn, Elizabeth. . . . . . . . . . . . . . . . . . . 57
ekuiz@earthlink.net
Kumagai, Kazuaki. . . . . . . . . . . . . . . . . . . . . . . . . . .152
kazuaki.kuma@gmail.com
Kumazawa, Masako. . . . . . . . . . . . . . . . . . . . . . . . . 114
Kunschak, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . 161
claudia.kunschak@azalumni.com
Kupiec, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Kurtz, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
lmk229@psu.edu
PRESENTER INDEXES
Kaiser, DJ. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

djkaiser@webster.edu
Kamhi-Stein, Lia. . . . . . . . . . . . . . . . . . . . . . . . . 23, 47
lkamhis@exchange.calstatela.edu
KangShin, Joan. . . . . . . . . . . . . . . . . . 21, 76, 158, 159
jshin2@umbc.edu
Karlsson, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . 150
mica.karlsson@glocalnet.net
Kassabgy, Nagwa. . . . . . . . . . . . . . . . . . . . . . . . . . . 160
nkassabgy@aucegypt.edu
Kassas, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
sckassas@yahoo.com
Katchen, Johanna. . . . . . . . . . . . . . . . . . . . . . . . 95, 154
jekatchen@yahoo.com
Katz, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
ila-katz@pacbell.net
Katz, Yaacov. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
KatzWilner, Lynda. . . . . . . . . . . . . . . . . . . . . . . . . . . 77
lkwilner@successfully-speaking.com
KayiAydar, Hayriye. . . . . . . . . . . . . . 66, 95, 123, 138
hayriyek@uark.edu
Kearney, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
ekearney@buffalo.edu
Keck, Casey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
caseykeck@boisestate.edu
Kehe, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
dkehe@whatcom.ctc.edu
Kehe, Peggy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
djkehe@comcast.net
Kelch, Ken. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
kkelch@alliant.edu
Keller, Isa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
isa.keller@saintpaul.edu
Kelley, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Kelley, Molly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
molly-kelley@uiowa.edu
Kelly, Charles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Kelly, Curtis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
ctskelly@gmail.com
Kelly, Eleanor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
eckelly@rikkyo.ac.jp
Kendall, Martha. . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
esl@highlandpublishing.com
Kennedy, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . . 166
dkennedy@cal.org
Keogh, Rochelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
rkeogh@uark.edu
Kertzner, David. . . . . . . . . . . . . . . . . . . . . . . . . 127, 159
dkertzner@proactive-english.com
Kessler, Greg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
kessler@ohio.edu
Keuk, ChanNarith . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
keukrith@gmail.com
KhamiStein, La. . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Khatoon, Salma . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
manalktk@yahoo.com
Khodakova, Anastasia. . . . . . . . . . . . . . . . . . . . . . . 122
anastasiakhodakova@gmail.com
Kibler, Amanda. . . . . . . . . . . . . . . . 12, 23, 94, 106, 117
amanda.kibler@gmail.com
Kidwell, Tabitha . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
tabithajulia@yahoo.com
Kielstra, Nathan . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 75
nathan.kielstra@twu.ca
Kierski, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
kierski2@illinois.edu
Kim, Deoksoon. . . . . . . . . . . . . . . . . . . . . . 117, 156, 169
deoksoonk@usf.edu
Kim, Jinkyung(Stephanie). . . . . . . . . . . . . . . . . . . 154
gangnim@gmail.com
Kim, KyungMin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
k.kim7@iup.edu
Kim, SooHyon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
soohyon.kim@unh.edu
Kim, YouJin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
paran37@hotmail.com
Kimura, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
kelly@soka.ac.jp
King, Ana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
aking@ccc.edu
King, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
jmking@aum.edu.mn
King, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
steve.king@cengage.com
Kinsella, Kate . . . . . . . . . . . . . . . . . . . . . . . . . 21, 74, 94
katek@sfsu.edu
Kirshner-Morris, Leslie. . . . . . . . . . . . . . . . . . . . . . . . . 9
Kitao, Kenji . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
kkitao@mail.doshisha.ac.jp
Kitao, S. Kathleen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
kkitao217@yahoo.com
Klassen, Marshall. . . . . . . . . . . . . . . . . . . . . . . . . . . 128
mklassen@purdue.edu
195
Kusey, Crystal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

crystalkusey@hotmail.com
Kushner, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
kushners@frederick.k12.va.us
Kwan, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
arkwan@uaa.alaska.edu
PRESENTER INDEXES
196
Labadie, Kristina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Kristina.Labadie@evergreenps.org
Laborde, Silvia . . . . . . . . . . . . . . . . . . . . . . . 12, 113, 139
silvia.laborde@alianza.edu.uy
Lado, Ana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Laidemitt, Heidi . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
heidilaide@gmail.com
Lam, Moses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
moses@moseslam.com
Landers, Stuart. . . . . . . . . . . . . . . . . . . . . . 46, 131, 164
stuart.landers@colostate.edu
Lang, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . 64, 150
sarahm.lang@cms.k12.nc.us
Laor, Noga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90, 99
nlaor@rennert.com
Laquerre, Theresa. . . . . . . . . . . . . . . . . . . . . . . . . . .110
tlaquerre@abschools.org
Lara, Alfonso. . . . . . . . . . . . . . . . . . . . . . . . . . . 142, 145
Larsen, Ditlev . . . . . . . . . . . . . . . . . . . . . . . . . . 110, 128
dlarsen@winona.edu
Larsen-Freeman, Diane. . . . . . . . . . . . . . . . . . . . 11, 133
dianelf@umich.edu
Lauth, Charles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
lil12toes@aol.com
Lavigne, Anthony. . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
lavigne.gaidai@gmail.com
Lawrence, Geoff. . . . . . . . . . . . . . . . . . . . . 63, 118, 153
glawrenc@yorku.ca
Leach, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
jleach@ftc.gov
Lebedev, Jennifer. . . . . . . . . . . . . . . . . . . . . 73, 95, 117
jenniferlebedev@gmail.com
Ledbetter, Victoria. . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Lee, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16, 73
dleetn@gmail.com
Lee, Ena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
ena@sfu.ca
Lee, Heekyeong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
hlee@miis.edu
Lee, Icy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80, 95
icylee@cuhk.edu.hk
Lee, Jeonghyun . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
jeonghyun.lee@utexas.edu
Lee, JeremyJoseph. . . . . . . . . . . . . . . . . . . . . . . . . 117
Lee, Joseph J.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
josephjlee1@gmail.com
Lee, JuHee. . . . . . . . . . . . . . . . . . . . . . . . . . 73, 101, 130
juhee901@utexas.edu
Lee, Naomi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64, 114
naomidlee@gmail.com
Lee, Ri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
lily2121@gmail.com
Lee, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Lefever, Samuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
samuel@hi.is
Legutke, Michael(Mitch). . . . . . . . 23, 40, 82, 94, 139
michael.k.legutke@anglistik.uni-giessen.de
Leitch, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
jwl_leitch@yahoo.ca
Leksi, Ymer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
yleksi@yahoo.co.uk
Lems, Kristin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Lengeling, Martha . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Lennox, Cynthia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
lennox@duq.edu
LeNoue, Marvin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
makahaz1@gmail.com
Lenz, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
klenz@uci.edu
Leslie, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
dleslie@emoregon.org
Levasseur, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
jlevasseur@educ.umass.edu
LeVelle, Kimberly. . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
klevelle@gmail.com
Levine, Jason. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
collolearn@gmail.com
Levine, Linda New. . . . . . . . . . . . . . . . . . . . . . . 49, 69
lnewlevine@aol.com
Levis, John. . . . . . . . . . . . . . . . . . . . . . . 39, 52, 95, 140
jlevis@iastate.edu
Lewin, Ellen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
ellen.lewin@minneapolis.edu
Li, Guofang. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
liguo@msu.edu
Li, Mimi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
mli3@mail.usf.edu
Li, VickieWaiKei . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
vickiewkli@gmail.com
Li, Wensha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 120
wsli@21stcentury.com.cn
Liaw, Yuan-Ling . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
linda08@uw.edu
Lightbown, Patsy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Liliana, Grosso. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
lgrosso@twu.edu
Lin, Alice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Lin, Angel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 127
Lindahl, Kristen. . . . . . . . . . . . . . . . . . . . . . . . . . 85, 113
kristen.lindahl@gmail.com
Lindauer, Bennett. . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
lindaueb@georgetown.edu
Lindeman, Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . 81
lindeman@soka.ac.jp
Lindsay, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
lindsays@pdx.edu
Linse, Caroline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
clinse@aol.com
Linville, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
linville@american.edu
Liontas, John I.. . . . . . . . . . . . . . . . . . . . . . . . . . . 71, 117
liontas@usf.edu
Lioy, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Karen.Lioy@unt.edu
Lippincott, Dianna. . . . . . . . . . . . . . . . . . . . . . . 16, 122
Litman, DeanneAline . . . . . . . . . . . . . . . . . . . . . . . 104
dlitma@hotmail.com
Little, William. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
wslittle@yahoo.com
Liu, Ching-Kang. . . . . . . . . . . . . . . . . . . . . . . . . 77, 138
ckliu@mail.ntpu.edu.tw
Liu, Dilin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96, 123
dliu@as.ua.edu
Liu, Jun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 46
junliu@gsu.edu
Liu, Qiandi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
ql29@nau.edu
Liu, Yeu-Ting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Livingston, Marcia . . . . . . . . . . . . . . . . . . . . . . . . . . 105
malivingston@gmail.com
Lo, Chelsea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
chelsea.lo@gmail.com
Lo, Fang-Ying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
flo@asia.edu.tw
Lobo, Jose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Lockwood, RobynL.. . . . . . . . . . . . . . . . . . . . . . . . . 117
robynb@swbell.net
Loflin, Cameron . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
cameron@learningu.com
Longus, Omar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
olongus@salemstate.edu
Lopez, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 125, 142
julo@udel.edu
Lpez-Gopar, Mario. . . . . . . . . . . . . . . 23, 94, 104, 117
lopezmario@yahoo.com
Lopriore, Lucilla . . . . . . . . . . . . . . . . . . . . . . 23, 40, 46
lloprio@tin.it
Lorenzutti, Nico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
zutti25@gmail.com
Loring, Ariel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
afloring@ucdavis.edu
Losey, Kay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
loseyk@gvsu.edu
Lu, Jinjin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Jlu14@utas.edu.au
Lubkin, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . 109, 168
jelubkin@gmail.com
Lucas, Teresa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
tlucas26@yahoo.com
Lucero, Audrey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Lukens, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
llukens@nkcsd.k12.mo.us
Lundgren, Cynthia. . . . . . . . . . . . . . . . . . . . . . 105, 172
clundgren@hamline.edu
Luo, Jianzhong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
luojianzhongyuan@126.com
Luster, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
luster@ksu.edu
Luvison, Nicole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
nluvison@pce.uw.edu
Lynn, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65, 142
sarahlynn41@gmail.com
McEnulty, Megan . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

McGrathMoreira, Kimberly. . . . . . . . . . . . . . . . . . . . 78
kmcgrath@miami.edu
McGraw, Rhoda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
rhoda.mcgraw@mail.enpc.fr
McKenzie, Margaret. . . . . . . . . . . . . . . . . . . . . . . . . . 37
margaret.mckenzie@cobbk12.org
McKinney, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
mckinnlj@pdx.edu
McLaughlin, Louise. . . . . . . . . . . . . . . . . . . . . . . . . 143
lniclochlainn@gmail.com
McLaughlin, Susanne. . . . . . . . . . . . . . . . . 83, 157, 166
smclaugh@roosevelt.edu
McLellanHoward, Anne . . . . . . . . . . . . . . . . . . 71, 150
ahoward@sky.miyazaki-mic.ac.jp
McMurry, Ben . . . . . . . . . . . . . . . . . . . . . . . . . . . 40, 161
benmcmurry@gmail.com
McNamara, Suzanna . . . . . . . . . . . . . . . . . . . . . . . . 122
smcnamara@bronxinternationalhs.com
McNeil, Levi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
levitesolma@yahoo.com
McPherron, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
pm39@hunter.cuny.edu
McVeigh, Joe. . . . . . . . . . . . . . 65, 83, 92, 127, 151, 156
joe@joemcveigh.org
Measday, Ellen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
emeasday@comcast.net
Meiron, Beryl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Mellos, Vickie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
vmellos@mail.sdsu.edu
Mendelsohn, Miki. . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
mendelso@princeton.edu
Mendelson, Melissa . . . . . . . . . . . . . . . . . . . . . . . . . 134
melissa.mendelson@utah.edu
Mendez, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Mendia-Landa, Pedro . . . . . . . . . . . . . . . . . . . . . . . 164
Mendoza, Grazzia. . . . . . . . . . . . . . . . . . . . . . . 170, 172
grazziem01@yahoo.com
Mendoza, Maria Beatriz. . . . . . . . . . . . . . . . . . . . . . 169
mmendoza@admin.fsu.edu
Meoli, Christopher. . . . . . . . . . . . . . . . . . . . . . . . . . 102
cmeoli@ethical-education.com
Mercado, Leonardo A.. . . . . . . . . . . . . . . . . . . . 78, 122
lmercado@icpna.edu.pe
Mercuri, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . . 53, 137
sandra.mercuri@utb.edu
Meredith, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
nmeredith1@gmail.com
Messekher, Hayat. . . . . . . . . . . . . . . . . . . . . . . . 47, 116
hmessekher@yahoo.com
Meyer, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Meyers, Colleen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
meyer002@umn.edu
Micek, Tim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
micekt@ohiodominican.edu
Michaud, Christina. . . . . . . . . . . . . . . . . . . . . . . 38, 93
cmichaud@bu.edu
Mihai, Florin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Florin.Mihai@ucf.edu
Miller, Angel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
angelmiller1@gmail.com
PRESENTER INDEXES
Mabbott, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

amabbott@hamline.edu
MacDonald, Rita. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
rkmacdonald@wisc.edu
MacDuff, Fife. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
fife-macduffrt@state.gov
Maceda, Janet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Machado, Crystal. . . . . . . . . . . . . . . . . . . . . . . . . . . 116
crystal.machado@iup.edu
Macintosh, Heather. . . . . . . . . . . . . . . . . . . . . . . . . 64
Mackey, Daphne. . . . . . . . . . . . . . . . . . . . . . . . . 83, 89
daphne_mackey@comcast.net
Macknish, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . 116
MacLaughlin, Courtney. . . . . . . . . . . . . . . . . . . . . . 116
courtney.maclaughlin@iup.edu
MacRae, Julia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
youst@pdx.edu
Madden, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Maduli-Williams, Denise. . . . . . . . . . . . . . . . . . . . . . 78
dmaduli@ccsf.edu
Magato, Jeff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Mager, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Magoto, Jeff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Magy, Ronna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
ronnawrite@sbcglobal.net
Mahalingappa, Laura. . . . . . . . . . . . . . . . . . . . . . . . . 67
Mahboob, Ahmar. . . . . . . . . . . . 21, 23, 46, 71, 74, 103
ahmar.mahboob@sydney.edu.au
Mahda, Hicham. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
hicham.mahda@gmail.com
Mairs, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Majlessi, Larissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
lm992@law.georgetown.edu
Mak, Pauline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
pwwmak@gmail.com
Makikalli, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Malln, MariaTeresa . . . . . . . . . . . . . . . . . . . . . 24, 54
etiam40@gmail.com
Mallett, Karyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
kmallet1@gmu.edu
Malone, Margaret. . . . . . . . . . . . . . . . . . . . . . . . . . . 127
mmalone@cal.org
Maloy, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
jmaloy@qcc.cuny.edu
Malsbary, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . 156
malsbary@hawaii.edu
Malupa-Kim, Miralynn. . . . . . . . . . . . . . . . . . . . . . . . 37
miramalkim@yahoo.com
ManchesterHa, Katie. . . . . . . . . . . . . . . . . . . . . . . . . 36
Mannes, Adina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
adina.mannes@gmail.com
MarcenaroBonsignore, Gabriela. . . . . . . . . . . . . . . 98
gabymarcenaro@gmail.com
Margelis, Nicholas . . . . . . . . . . . . . . . . . . . . . . . . . . 139
nicholas.margelis@wmich.edu
Marissa, Dian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
dmarissa@umd.edu
Markee, Numa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
nppm@illinois.edu
Markel, Stew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

smarkel@nd.edu
Markos, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
amy.markos@asu.edu
Markow, Jesse. . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 122
markow@wisc.edu
Marlow, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . 44
stephaniemarlow1@boisestate.edu
Maronde, Gitte . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
bmaronde@sbcglobal.net
Marrero-Colon, Marybelle. . . . . . . . . . . . . . . . . 64, 162
mmarrero-colon@cal.org
Marsh, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
dmarsh@cambridge.org
Marshall, Helaine . . . . . . . . . . . . . . . . . . . . . 50, 64, 116
helaine.marshall@liu.edu
Martin, Deb. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
martind@rowan.edu
Martin, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
lmartin@pce.uw.edu
Martin, PeterClyde . . . . . . . . . . . . . . . . . . . . . . . . . 106
pmartin@ithaca.edu
Martin-Beltran, Melinda . . . . . . . . . . . . . . . . . . . . . 166
memb@umd.edu
Martinez, Alma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Martinez-Alba, Gilda. . . . . . . . . . . . . . . . . 24, 116, 159
gmartinez@towson.edu
Martyn, Billy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
john@languagecloud.co
Martyn, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
john@languagecloud.co
Maruniak, Yvonne. . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Maschmann, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Mass, Allison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
almass90@ameritech.net
Matsuda, Aya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
aya.matsuda@asu.edu
Maurer, Virginia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
vmaurer@fas.harvard.edu
Maurice, Keith. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19, 90
kmaurice@eli.uta.edu
Mayer, Lindsey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
ljanemayer@gmail.com
Mayne, Sheila. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
smayne@sas.upenn.edu
McBride, Ed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
ejm51181@lausd.net
McCafferty, Jacqueline . . . . . . . . . . . . . . . . . . . . . . . 71
mccafferty@rowan.edu
McCarthy, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
emily.mccarthy@usdoj.gov
McClane, Richard. . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
mcclane57@yahoo.com
McCloskey, Mary Lou. . . . . . . . . . . . . . . . . . . . 100, 128
mlmcc@mindspring.com
McCorkel, Rejane. . . . . . . . . . . . . . . . . . . . . . . . . . . 159
rmccorke09@su.edu
McCormick, Ursala. . . . . . . . . . . . . . . . . . . . . . . . . . . 71
ursala@lclark.edu
McDade, Patrik. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
patrik@pptpdx.com
197
PRESENTER INDEXES
198
Miller, Carla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

carlamiller30@yahoo.com
Miller, Cleve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
cleve@english360.com
Miller, Debbie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
debbiem@sfsu.edu
Miller, Don. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
dmiller5@csustan.edu
Miller, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
jlm8@columbia.edu
Miller, Ryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
rtmiller@andrew.cmu.edu
Millward-Sadler, Adrian. . . . . . . . . . . . . . . . . . . . . .152
adrian.millward-sadler@fh-joanneum.at
Minaya-Rowe, Liliana. . . . . . . . . . . . . . . . . . . . . . . . 164
Miranda, Jessica. . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
wellsjess@hawaii.edu
Mischler, Shannon . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
smischler@tiu11.org
Mitchell, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
mitchell.896@osu.edu
Moffie, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
heather.moffie@colostate.edu
Moldawa-Shetty, Anna. . . . . . . . . . . . . . . . . . . . . . 109
anna.moldawa@yale.edu
Molina, Sarina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
sarina@sandiego.edu
Molitor, Kris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Montagano, Pierre. . . . . . . . . . . . . . . . . . . . . . . . . . 121
Moon, Russell. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
russell.moon@colorado.edu
Moore, Jana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43, 68
jana_moore@ferris.ac.jp
Moore, Jason. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Moore, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Moore, Sharyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
smoore@els.edu
MoradiAbbasabadi, Mahmoud. . . . . . . . . . . . . . . 172
shiva_ghlm62@yahoo.com
Morales, Aneury. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
moralesa@norwalkps.org
Moran, Kate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
kate.moran@gmail.com
Morano, Todd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Morew, Boris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
boris.morew@tellmemore.com
Morgan, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
bmorgan@yorku.ca
Morgan, Joseph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
joseph.morgan@unlv.edu
Morrison, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . 128
morrisonj@evangel.edu
Morrison, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
jmorriso@tricity.wsu.edu
Motha, Suhanthie. . . . . . . . . . . . . . . . . . . . . . . . . . . 128
smotha@uw.edu
Mott-Smith, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . 67
jmottsmith@towson.edu
Moussu, Lucie. . . . . . . . . . . . . . . . . . . . 21, 36, 119, 128
moussu@ualberta.ca
Muhammad, Sultan. . . . . . . . . . . . . . . . . . . . . . . . . 170
sultan.muhammad@hu.edu.pk
Mukai, Moena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

moenam0713@gmail.com
Mulder, Monika. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
monikam@pdx.edu
MullerLevis, Greta. . . . . . . . . . . . . . . . . . . . . . 39, 140
gmlevis@iastate.edu
Munezane, Yoko. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Muoz, Arturo. . . . . . . . . . . . . . . . . . . . . . . . . 21, 56, 72
arturo.munoz@centrocultural.cr
Munro, Murray. . . . . . . . . . . . . . . . . . . . . . . . . . . . 71, 95
mjmunro@sfu.ca
Munson, Gloria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
gmunson@eli.uta.edu
Murphy, Brenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
bmurphy@su.edu
Murphy, Hadyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
hzmurphy@iastate.edu
Murphy, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
murphyje@rowan.edu
Murphy, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
jmmurphy@gsu.edu
Murphy, Mary-Ann. . . . . . . . . . . . . . . . . . . . . . . . . . 164
marymurp@usc.edu
Murray, Alice. . . . . . . . . . . . . . . . . . . 102, 108, 131, 144
murrayam@state.gov
Murray, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
denise.murray@mq.edu.au
Musa, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
cmusa@mtroyal.ca
Musanti, SandraI.. . . . . . . . . . . . . . . . . . . . . . . . . . . 114
sandra.musanti@utb.edu
Musser, Kristen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
kmusser@atu.edu
Mussman, Denise. . . . . . . . . . . . . . . . . . . . . . . . . . . 148
denise@umsl.edu
Mustafa, Blerta. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
blerta.mustafa@gmail.com
Myers, CeAnn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
ceann.c.myers@gmail.com
Myrick, Adelia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
amyrick@kodiak.alaska.edu
N
Naiditch, Fernando . . . . . . . . . . . . . . . . . . . . . . . . . . 71
naiditchf@mail.montclair.edu
Nakayama, Thomas. . . . . . . . . . . . . . . . . . . . . 92, 109
t.nakayama@neu.edu
Nam, Kyoung-Ah. . . . . . . . . . . . . . . . . . . . . . . . . . . 109
nam@american.edu
Nash, Morgan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
morgannash11@gmail.com
NDom, Ali. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
peace_ali3@yahoo.fr
Nehrebecki, Elena . . . . . . . . . . . . . . . . . . . . . . . . . . 168
enehrebecki@hccc.edu
Nelson, Gayle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
gaylenelson@gsu.edu
Nemeth, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . 94, 112
karenlela1@comcast.net
Nero, Shondel. . . . . . . . . . . . . . . . . . 21, 23, 77, 118, 127
shondel.nero@nyu.edu
Nevarez-LaTorre, Aida. . . . . . . . . . . . . . . . . . . . . . . . 53
nevarezlator@fordham.edu
New, Jeremy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
jeremynew45@gmail.com
Newbegin, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
man311@lehigh.edu
Newton, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . . 94
michelle.kirchgrabe@icsd.k12.ny.us
Ngom, Tamba. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
tngom@hotmail.com
Nguyen, Cuong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
nguye308@msu.edu
Nichols, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Nigon, Brittany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
britt.nigon@gmail.com
Nile, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
snile@willamette.edu
Nimmannit, Suchada. . . . . . . . . . . . . . . . . . . . . . 18, 47
suchadan@chula.ac.th
Noonan, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
noonan_a@hotmail.com
Norton, Bonny . . . . . . . . . . . . . . . . . . . . . . . . . . 92, 138
bonny.norton@ubc.ca
Numrich, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
can1@columbia.edu
Nunan, David . . . . . . . . . . . . . . . . . . . . . . . . . . 82, 104
davidcnunan@gmail.com
Nur, Christianty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
elcvnur@nus.edu.sg
Nurmukhamedov, Ulugbek . . . . . . . . . . . . . . . . . . 134
un3@nau.edu
Nuwash, Cheryl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
cheryl@tiec.org
O
Obara, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
dianelamb.ohiojapan@gmail.com
Obenda, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
donna.obenda@unt.edu
OConnor, Cheryl . . . . . . . . . . . . . . . . . . . . . . . . 23, 139
OConnor, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Oda, Masaki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
oda@lit.tamagawa.ac.jp
OFlaherty, Neil. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
neil.oflaherty@sit.edu
Okello, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
sokello@umflint.edu
Olesova, Larissa. . . . . . . . . . . . . . . . . . . . . 24, 46, 154
lolesova@gmail.com
Olinger, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
olinger3@illinois.edu
Oliveira, LucianaC.. . . . . . . . . . . . . . . . . . . . . . . . . . . 66
ld2593@tc.columbia.edu
Oliver, Gretchen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
goliver@albany.edu
Olivero, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
mariaolivero@mail.usf.edu
Olmstead-Wang, Susan . . . . . . . . . . . . . . . . . . . . . 156
olmstes@uab.edu
OLoughlin, JudithB . . . . . . . . . . . . . . . . . . 12, 37, 139
joeslteach@aol.com
OluyemisiAina, Mary. . . . . . . . . . . . . . . . . . . . . . . . 125

Onnen, MaryJane . . . . . . . . . . . . . . . . . . . . . . . . . . 131
mary.jane.onnen@gccaz.edu
Orlando, Rosemary. . . . . . . . . . . . . . . . . . . . . . . . . . 62
r.orlando@snhu.edu
Ortactepe, Deniz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
denizortactepe@yahoo.com
Ortloff, Jeremy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
ortloff@hws.edu
Osborn, Jacquie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
jlosborn@svsu.edu
Ostacher, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
jostacher@middlesexcc.edu
Oswalt, Meghan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
smeghan@pdx.edu
Ouimet, Irene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Overman, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
overmann@georgetown.edu
Pitsuwan, Surin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11, 41

Plakans, Lia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 43
lia-plakans@uiowa.edu
Platt, Rita. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24, 115
ritaplatt@hotmail.com
Plautz, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
gplautz@aoce.utah.edu
Polat, Nihat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
polatn@duq.edu
Pollard, Laurel. . . . . . . . . . . . . . . . . . . . . . . . . . . 82, 138
lpollard@dakotacom.net
Pollock, Pamela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
pmpollock.harvard@gmail.com
Ponder, Marilyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Pontoppidan, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . 150
lisapont@bu.edu
Pool, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Poole, Dana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
darsenal@gmail.com
Poole, Paige . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
paige.m.poole@gmail.com
Pooler, Emilie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Popovic, Radmila. . . . . . . . . . . . . . . . . . . . . . . . 90, 158
rpopovic27@yahoo.com
Porter, Abby. . . . . . . . . . . . . . . . . . . . . . . . . . . 131, 149
abbymporter@gmail.com
Porter, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
cporter@cntrmail.org
Porter-Szucs, Ildiko. . . . . . . . . . . . . . . . . . . . . . . . . . 62
perter-szucs.i@cambridgemichigan.org
Pott, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Poulos, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
aspoulos@wisc.edu
Powell, Daphne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
daphne_powell@yahoo.com
Pratt, Kristen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Pratt, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
ldpelc@rit.edu
Price, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . 61, 154
dprice@sdccd.edu
Prichard, Caleb. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
prichard@okayama-u.ac.jp
Primicias, Grace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Prin, Julio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 59
Protacio, MariaSelena. . . . . . . . . . . . . . . . . . . . . . . . 79
selena.protacio@wmich.edu
Purgason, Kitty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
kitty.purgason@biola.edu
Putnam, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
mputnam@ut.edu
Putney, LeAnnG.. . . . . . . . . . . . . . . . . . . . . . . . . . . 130
putneyl@unlv.nevada.edu
PRESENTER INDEXES
Pack, Austin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

Pala, Ozgur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
palaozgur_tr@yahoo.com
Palencia, Ana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
anaepalencia@hotmail.com
PalpacuerLee, Christelle. . . . . . . . . . . . . . . . . . . . . 170
christelle.palpacuer-lee@gse.rutgers.edu
Paltridge, Brian. . . . . . . . . . . . . . . . . . . . . . . 23, 71, 103
brian.paltridge@sydney.edu.au
Pan, Yi-Ching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
yichingpan@yahoo.com.tw
Pandey, ShyamB.. . . . . . . . . . . . . . . . . . . . . . . . . . . 172
shyampandey15@gmail.com
Paonessa, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
anne.paonessa.irc@gmail.com
Pappamihiel, Eleni. . . . . . . . . . . . . . . . . . . . . . . . 12, 116
pappamihieln@uncw.edu
Paredes, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
tonyhanz24@gmail.com
Park, Ho Ryong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
ho.park@murraystate.edu
Park, Hyojung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
park493@purdue.edu
Park, Jaehan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
jp31@indiana.edu
Park, Seo Hyun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
park.1050@buckeyemail.osu.edu
Parker, Meg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
meg.parker@unx.uci.edu
Parris, Miriam. . . . . . . . . . . . . . . . . . . . . . . . . . . 92, 153
parrismiriam@aol.com
Parrish, Betsy. . . . . . . . . . . . . . . . . . . . . . . . . . . 46, 96
bparrish@hamline.edu
Patel, Tarana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
tarana.patel@gmail.com
Patton, Elliot. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Payant, Caroline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
cpayant@uidaho.edu
Paz, Fabricio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
nestor-fabricio-paz@hotmail.com
Pearsall, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 64
jennifer.pearsall@cms.k12.nc.us
Pearson, Angelique. . . . . . . . . . . . . . . . . . . . . . . . . . 92
Pearson, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
ppearson1@gsu.edu
Pecina, Uzziel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
pecinau@umkc.edu
Peck, Catherine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
catherine.peck@rmit.edu.vn
Peercy, Megan. . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 166
mpeercy@umd.edu
Pelc, LindaA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
lindaannpelc@yahoo.com
Pelissero, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
a_pelissero@yahoo.com
Pender, Jean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
penderjean@googlemail.com
Penner, JaniceGT. . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
pennerj@douglascollege.ca
Pennington, Martha. . . . . . . . . . . . . . . . . . . . . . . . . . 71
Perdue, Benjamin. . . . . . . . . . . . . . . . . . . . . . . . 82, 86
Perez, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
heidi.perez@lawrence.k12.ma.us
PrezCarranza, Celso . . . . . . . . . . . . . . . . . . . . . . . 163
celsopeca@hotmail.com
Perren, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
jperren@emich.edu
Perrone, Cassandra. . . . . . . . . . . . . . . . . . . . . . . . . 137
perronec@norwalkps.org
Pessoa, Silvia . . . . . . . . . . . . . . . . . . . . . . . . . . . 95, 154
spessoa@qatar.cmu.edu
Peters, Kimberly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
peters@rowan.edu
Petersen, Danielle . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
peter2dm@cmich.edu
Petkova, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
mginevska@yahoo.com
Petring, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
jane.petring@college-em.qc.ca
Petron, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . 9, 52, 158
map042@shsu.edu
Petrovich, Aleksandra. . . . . . . . . . . . . . . . . . . . . . . 50
petrovic@uw.edu
Pettersson, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
jim.pettersson@uvu.edu
Pettitt, Nicole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
npettitt1@gsu.edu
Pham, Cang. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Phung, Linh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
lphung@chatham.edu
Pickering, Lucy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
lucy.pickering@tamuc.edu
Pierce, Janet. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24, 46
jpierce494@comcast.net
Pierro, Evelyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
evelyn.pierro@colostate.edu
Pierson, Herbert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
piersonh@stjohns.edu
Pino-Silva, Juan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
jpinosil@gmial.com
Pinweha, Sumanee . . . . . . . . . . . . . . . . . . . . . . . . . . 51
spinweha@gmail.com
Pitillo, Angelo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
amp3@nyu.edu
199
Q
Qing, Huang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Quarterman, Carolyn. . . . . . . . . . . . . . . . . . . . . . . . . 39
Quasha, Steve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
quasha@sugiyama-u.ac.jp
Quick, Becki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
bquick@uoregon.edu
Qureshi, Asif. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
maq7@nau.edu
PRESENTER INDEXES
200
Raffo, Marcela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 70

raffomm@state.gov
Ragchaa, Jargaltuya . . . . . . . . . . . . . . . . . . . . . . . . 173
rjargaltuya@yahoo.com
Ralston, CindyAnne . . . . . . . . . . . . . . . . . . . . . . . . 170
caralston@sbcglobal.net
Ramanathan, Hema. . . . . . . . . . . . . . . . . . . . . . 12, 109
hramanat@gmail.com
Ramey, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
anna.ramey@auis.edu.iq
Ramirez, Ana Sylvia. . . . . . . . . . . . . . . . . . . . . . . . . . 85
aramirez@iga.edu
Ramirez, SylviaG.. . . . . . . . . . . . . . . . . . . . . . . . 107, 121
sramirez@miracosta.edu
Ramrez, J. Andrs. . . . . . . . . . . . . . . . . . . 39, 118, 137
jramirez@ric.edu
RamrezGalindo, Maribel. . . . . . . . . . . . . 23, 45, 139
mbelra@yahoo.com
Ramirez-Avila, MaraRossana. . . . . . . . . . . . . . . . 170
mrramirez_a@hotmail.com
Ramos, Francisco. . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
framos@lmu.edu
Randall, JanetBeth. . . . . . . . . . . . . . . . . . . . . . . . . 136
jrandall5@gsu.edu
Randolph, Patrick T.. . . . . . . . . . . . . . . . . . . 72, 111, 139
patrick.randolph@wmich.edu
Rauser, Karen. . . . . . . . . . . . . . . . . . . . . . . . 47, 56, 116
kcrauser@gmail.com
Ravitch, Lara. . . . . . . . . . . . . . . . . . . . . . . . . . . 120, 153
ravitch@uoregon.edu
Reavi, Tamara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Reder, Stephen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
reders@pdx.edu
Reed, Joshua. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
jjreed@pdx.edu
Reed, Marnie. . . . . . . . . . . . . . . . . . . . . . . . . . 9, 38, 93
tesol@bu.edu
Reeves, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
reevesd@norwalkps.org
Reeves, Jenelle. . . . . . . . . . . . . . . . . . . . . . . . . . 48, 137
jreeves2@unl.edu
Reichen, Bethany. . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
breichen@albany.edu
Reis, Davi. . . . . . . . . . . . . . . . . . . . . . . . 47, 95, 142, 155
reisd@duq.edu
Rentz, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Reppen, Randi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Reshad, Abraham. . . . . . . . . . . . . . . . . . . . . . . 160, 167
reshada@ohio.edu
Restivo, Silvia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

restivos@frederick.k12.va.us
Reyes, Rogelio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
rogelioereyes@gmail.com
Reynolds, Dudley. . . . . . . . . . . . . . . . . . . . . . . . . . . 123
dreynolds@cmu.edu
Reynolds, Kate Mastruserio. . . . . . . . . . . . . . . 82, 126
reynolkm@uwec.edu
Reynolds-Young, Danielle. . . . . . . . . . . . . . . . . . . . 145
reynoldd@canby.k12.or.us
Rhoades, Gena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
genausc@gmail.com
Rice, Korey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
korey@uoregon.edu
Ricker, Brooke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
bmr220@psu.edu
Ridley, Mariel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
mariel_ridley@yahoo.com
Riess, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Rifaat, Nehad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
nehadrw@aucegypt.edu
Rindler, Bruce. . . . . . . . . . . . . . . . . . . . . . . . 19, 90, 127
brindler@bu.edu
Rios, Shari. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Rios-Vega, JuanA.. . . . . . . . . . . . . . . . . . . . . . . . . . . 92
jarios@uncg.edu
RiquelmeSanderson, Michel. . . . . . . . . . . . . . . . . 160
miriquel@uw.edu
Ritter, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
jritter@westminstercollege.edu
Rivera, Charlene. . . . . . . . . . . . . . . . . . . . . . . . . 25, 141
crivera@gw.edu
Rivers, DamianJ.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
damian.rivers@lang.osaka-u.ac.jp
Robb, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16, 117
tom@tomrobb.com
Robbins, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Roberge, Amilee. . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
amileeroberge@gmail.com
Robertson, Heather. . . . . . . . . . . . . . . . . . . . . . . . . 155
heatherr@usc.edu
Robinson, Nick. . . . . . . . . . . . . . . . . . . . . . . . . . . 57, 65
nick@eltjam.com
Robinson, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
peterr@cl.aoyama.ac.jp
Robison, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Rodrigues, Vania . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
vaniarodrig@gmail.com
Rodriguez-Bonces, Monica. . . . . . . . . . . . . . . . . . . . 73
adriana.r@adinet.com.uy
RodriguezLamas, Adriana. . . . . . . . . . . . . . . . . . . . 98
mrodriguezbonces@gmail.com
Rogers, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Rogers, Mickey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Rogier, Dawn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
dawnrogier@gmail.com
Roither, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
amyroither@hotmail.com
Roland, Willisa. . . . . . . . . . . . . . . . . . . . . . . . . . 37, 104
wroland@ets.org
Rolston-Yates, Jill. . . . . . . . . . . . . . . . . . . . . . . . 19, 155
jrolston-yates@tiec.org
RomanoGillette, Carmela. . . . . . . . . . . . . . . . . . . . 145

cargil@msu.edu
Romney, Mary. . . . . . . . . . . . . . . . . . . . . . . 37, 104, 138
m.romney@sbcglobal.net
Rosa, Rodrigo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
rodrigo.rosa@culturainglesasp.com.br
Rosalia, Christine. . . . . . . . . . . . . . . . . . . . . . . . 39, 47
crosalia@hunter.cuny.edu
Rosenberg, Rick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Rosenthal, Roger. . . . . . . . . . . . . . . . . . . . . . . . . . . 110
rrosenthal@mlap.org
Ross, AndrewS.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
andrew.ross@canberra.edu.au
Rossiter, Marian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Rostati, Fnu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
capri_oci@yahoo.com
Roth, Eruc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
ric@compellingconversations.com
Royal, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
droyal@usf.edu
Royal, Krista . . . . . . . . . . . . . . . . . . . . . . . . 53, 92, 142
kbittenb@usf.edu
Roy-Campbell, ZalineM.. . . . . . . . . . . . . . . . . . . . . . 77
zmroycam@syr.edu
Rubio-Festa, Gilda. . . . . . . . . . . . . . . . . . . . . . . 76, 154
gilda.rubio-festa@cpcc.edu
Rudolph, Nathanael. . . . . . . . . . . . . . . . . . . . . . . . . . 47
najoru13@mukogawa-u.ac.jp
Ruecker, Todd. . . . . . . . . . . . . . . . . . . . . . . . 48, 56, 110
truecker@unm.edu
Ruiz, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
jruiz@academiclearningcompany.com
Russell, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
barbara.russell@auis.edu.iq
Russell, Felice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
frussel3@kennesaw.edu
Rymes, Betsy . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 117
Rymniak, Marilyn J.. . . . . . . . . . . . . . . . . . . . . . . . . . 49
marilynr@lacnyc.org
S
Sabapathy, Chitra. . . . . . . . . . . . . . . . . . . . . . . . . . . 127
elccs@nus.edu.sg
Sabieh, Christine . . . . . . . . . . . . . . . . . . . . . . . . . 16, 61
sabieh@hotmail.com
Sabraw, Stacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
ssabraw@msu.edu
Sacris, Carleen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
sacris1@illinois.edu
Sadio, Ousmane. . . . . . . . . . . . . . . . . . . . . . . . . . 18, 78
Sadler, Randall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
rsadler@illinois.edu
Sadorra, MariaLuisaC.. . . . . . . . . . . . . . . . . . . . . . 127
elcsml@nus.edu.sg
Saenkhum, Tanita. . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
tsaenkhum@utk.edu
Sagar, Anurag. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
sagar@centerforliteracy.org
Sahbazian, Sadi . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
sadi.sahbazian@montgomerycollege.edu
Schmitt, T.Leo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
baltit1@gmail.com
Schneider, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . . 167
schneidm@uww.edu
Scholz, Kristina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Schorr, Bob. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
bdmschorr@yahoo.com
Schulte, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 93, 132
juliaschulte@gmail.com
Schwartz, Aaron. . . . . . . . . . . . . . . . . . 16, 93, 139, 160
schwara1@ohio.edu
Schwartz, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
alan@englishcentral.com
Schwartz, Gail. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
gail.schwartz@unx.uci.edu
Scott, Chyllis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
chyllisscott@gmail.com
Scott, Gladys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
scottg@wpunj.edu
Screen, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
aps57@georgetown.edu
Seaman, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
alan.seaman@wheaton.edu
Seely, Contee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
consee@aol.com
Segota, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . 58, 95
jsegota@tesol.org
Seiti, Luis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
luizseiti@yahoo.com
Sekour, Amanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
amanda.sekour@tiec.org
Selvi, Ali Fuad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
selvi@metu.edu.tr
Serena, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
melissaserena@yahoo.com
Shaaban, Kassim . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
shaaban@aub.edu.lb
Shamim, Fauzia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
fauzia.shamim@yahoo.com
Shandorf, Tom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
istame@tin.it
Shannon, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
shannonj@trine.edu
Shapiro, Shawna. . . . . . . . . . . . . . . . . . . . . . . . . 95, 123
sshapiro@middlebury.edu
Sharar, Gina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
gsharar@mac.com
Sharkey, Judy. . . . . . . . . . . . . . . . . . . . . . . 23, 45, 139
judy.sharkey@unh.edu
Shaw, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Shaw, Rachael. . . . . . . . . . . . . . . . . . . . . . . . 76, 83, 112
rachael.m.shaw@uscis.dhs.gov
Sheppard, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
SherriffsHall, Ellen. . . . . . . . . . . . . . . . . . . . . . . . . . 173
ellens@mfwi.edu
Sherris, Arieh . . . . . . . . . . . . . . . . . . . . . . . 12, 165, 173
arieh.sherris@gmail.com
Shewell, Justin. . . . . . . . . . . . . . . . . . . . . . . . . . . 16, 29
Shibata, Katie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
kshibata@ieltsusa.org
Shier, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
shierl@pdx.edu
Shimazumi, Marilisa. . . . . . . . . . . . . . . . . . . . . . . . . 152

marilisa.shimazumi@culturainglesasp.com.br
Shin, Dong-shin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
dsshin@niu.edu
Shore, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 141
jshore@ets.org
Short, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . . 94, 122
deborah.short@comcast.net
Shreck, Richard. . . . . . . . . . . . . . . . . . . . . . . . . . 12, 139
Shrestha, Sagun. . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
sagunshrestha4@gmail.com
Shvidko, Elena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
elenashvidko@gmail.com
Shyyan, Vitaliy . . . . . . . . . . . . . . . . . . . . . . . . . . 46, 118
shyya001@umn.edu
Siczek, Megan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
msiczek@gwu.edu
Siegel, Aki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
siegel@rikkyo.ac.jp
Siegel, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . 135, 142
jojo.siegel@gmail.com
Sigler, Yuki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
yukifujiwara@gmail.com
Silflow, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133
sjhipple@uidaho.edu
Silva, Cecilia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
c.silva@tcu.edu
Silva, Roberto. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
rsilvatorres@gmail.com
Silva, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
tony@purdue.edu
Simmons, Virginia. . . . . . . . . . . . . . . . . . . . . . . . . . . 76
vsimmons@horrycountyschools.net
Simoni, Fozilet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
fozi_simoni@yahoo.com
Singer, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
david.singer@cambiumtech.com
Singer, TonyaWard. . . . . . . . . . . . . . . . . . . . . . . . . 137
mail@tonyasinger.com
Singh, Eilidh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
eilidh.singh@ubc.ca
Sinha, Yogesh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
yogeshksinha@yahoo.co.in
Sipiora, Tara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
tsipiora@uidaho.edu
Sippell, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
ksippell@umich.edu
Siskin, Claire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
csiskin@edvista.com
Sizcek, Megan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
msiczek@gwu.edu
Skelton, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
skelton@fvtc.edu
Slater, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
slat7549@vandals.uidaho.edu
Slayton, Jeannie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
jeannie.slayton@uconn.edu
Smallwood, BettyAnsin. . . . . . . . . . . . . . 49, 94, 102
bsmallwood@cal.org
Smart, Jonathan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
smartjon@gmail.com
PRESENTER INDEXES
Sahr, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 98

Saito-Stehberger, Dana. . . . . . . . . . . . . . . . . . . . . . . 83
dana.saito-stehberger@unx.uci.edu
SalahEl-Din, Yasmine. . . . . . . . . . . . . . . . . . . . . . . 160
yasmine@aucegypt.edu
Salas, Carlee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
salasca@msu.edu
Salem, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
lsalem@lps.org
Saltzman, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . . 166
sas5@columbia.edu
Sanchez, Raul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
raul.sanchez@nyu.edu
Sanders, Harlow. . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Sandler, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
jdeak@uw.edu
Santelli, Marianne. . . . . . . . . . . . . . . . . . . . . . . . . . . 90
msantelli@middlesexcc.edu
Santos, Lucia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
luciamariamsantos@gmail.com
Santos, Maricel. . . . . . . . . . . . . . . . . . . . . . . . . 64, 149
mgsantos@sfsu.edu
Sardegna, Veronica. . . . . . . . . . . . . . . . . . . . . 109, 130
sardegna@mail.utexas.edu
Sarker, Amie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
amie@dbu.edu
Sarwar, Zakia . . . . . . . . . . . . . . . . . . . . . . . 12, 109, 130
sarwar.zakia@gmail.com
Satlow, Eleanor. . . . . . . . . . . . . . . . . . . . . . . . . . 24, 50
ecbraunsatlow@gmail.com
Satrom, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
heather.satrom@montgomerycollege.edu
Sauer, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 120
Sauer, Jesse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
jesse.sauer@gmail.com
Savage, Alice. . . . . . . . . . . . . . . . . . . . . . . . . . . . 66, 73
alice.o.savage@lonestar.edu
Savage, K.Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
klynnsav@aol.com
Sayer, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . 23, 94, 117
Scales, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
andrew.scales@ubc.ca
Schaefer, Lynn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
lynnr@uca.edu
Schaetzel, Kirsten. . . . . . . . . . . . . . . . . . . . . . . . . . . 166
kas@law.georgetown.edu
Schafers, Gail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
gschafers@fontbonne.edu
Schallert, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
dschallert@austin.utexas.edu
Schall-Leckrone, Laura . . . . . . . . . . . . . . . . . . . . . . 162
lschalll@lesley.edu
Schecter, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . 23, 127
Schiffelbein, Kathryn. . . . . . . . . . . . . . . . . . . . . . . . 133
kschiffel@uidaho.edu
Schmidt, Gary. . . . . . . . . . . . . . . . . . . . . 19, 21, 103, 118
gschmidt70@hotmail.com
Schmidt, John. . . . . . . . . . . . . . . . . . . . 12, 64, 98, 144
jrs78705@yahoo.com
Schmitt, Diane . . . . . . . . . . . . . . . . . . . . . . 25, 43, 144
diane.schmitt@ntu.ac.uk
201
PRESENTER INDEXES
202
Smith, Annie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

annie.brightminds@gmail.com
Smith, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . 24, 46
esmith@mail.hockaday.org
Smith, Norma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
smithnorma6235@gmail.com
Smith, Polly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Smith, Sedef. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
sedef.smith@lamar.edu
Smith, Tara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36, 155
tmsmith@uaa.alaska.edu
SmithHerrod, Kellie. . . . . . . . . . . . . . . . . . . . . . . . . 44
ksherrod@ku.edu
Smolen, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
lsmolen@uakron.edu
Snell, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
rsnell@mail.sdsu.edu
Snow, Candice. . . . . . . . . . . . . . . . . . . . . . . . . . . . 89, 111
candice.snow@byu.edu
Snow, Don. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65, 113
donsnow48@hotmail.com
Snyder, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . 56, 75
ses223@nau.edu
Sobocan, Lea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
lea.sobocan@iatefl.si
Soelberg, Nathan. . . . . . . . . . . . . . . . . . . . . . . . . . . 149
nsoelber@uoregon.edu
Sohn, Hyang-jin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
hsohn@ku.edu
Sohn, Jija. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
tmk@gmail.com
Sokolik, Maggie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
sokolik@berkeley.edu
Sokolowski, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . 162
psokolowski@merriam-webster.com
Solano-Campos, Ana. . . . . . . . . . . . . . . . . . . . . . . . 155
atsolan@emory.edu
Solorzano, Helen . . . . . . . . . . . . . . . . . . . . . 19, 41, 107
hsolorzano@comcast.net
Song, Jayoung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
jayoung.song@utexas.edu
Song, Juyoung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
jsong2@murraystate.edu
Song, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
ksong@umsl.edu
Soracco, LauraAdele. . . . . . . . . . . . . . . . . . . . . . . . 169
laurasoracco@gmail.com
Sorensen, Vicki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
sorensen@uta.edu
Sorenson, Lily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
lil_sorenson@yahoo.com
Sorenson, LuAnn . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
lsorenso@illinois.edu
Sosnowski, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
jsosnow2@illinois.edu
Soto, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98, 110
mc.soto@hotmail.com
Sow, MikaielouMamadouSadio. . . . . . . . . . . . . . . 63
mamahaysow@yahoo.com
Spada, Nina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Spezzini, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
spezzini@uab.edu
Spice, Joanna. . . . . . . . . . . . . . . . . . . . . . . . . . . 99, 107

joanna.spice@unt.edu
Spies, Tracy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
tracy.spies@unlv.edu
Spillane, Mamie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Spitzer, Linnea . . . . . . . . . . . . . . . . . . . . . . . . . . 97, 106
linneas@pdx.edu
Spitzman, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
espitzman@jwu.edu
Sponseller, Aaron. . . . . . . . . . . . . . . . . . . . . . . . . . . 171
akuron24@yahoo.com
Springer, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
springer.miis@gmail.com
Spycher, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
pspycher@wested.org
Sroda, M.Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
msroda@murraystate.edu
Staben, Jenny. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
jstaben@clcillinois.edu
Stabler-Havener, Michelle. . . . . . . . . . . . . . . . . . . . . 69
michelle.stablerhavener@gmail.com
Stack, Lydia. . . . . . . . . . . . . . . . . . . . . . . . 64, 100, 128
lstack@mac.com
Stacy, Adrienne. . . . . . . . . . . . . . . . . . . . . . . . . . . . .135
adriennestacy@gmail.com
Staeheli, Molly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
momastaeheli@gmail.com
StaehrFenner, Diane. . . . . . . . . . . . . . 12, 66, 104, 116
diane@dsfconsulting.net
Stakenburg, James . . . . . . . . . . . . . . . . . . . 47, 90, 99
tesol@rennert.com
Stam, Gale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
gstam@nl.edu
Stamper, Suzan. . . . . . . . . . . . . . . . . . . . . . . . . . 12, 109
stamper@ied.edu.hk
Staples, Shelley . . . . . . . . . . . . . . . . . . . . . . . . . 77, 127
shelley.staples@nau.edu
Stasinopoulos, John. . . . . . . . . . . . . . . . . . . . . . . . . 115
stasinop@cod.edu
Statan, Larry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
lstatan@mac.com
Steadman, Angel. . . . . . . . . . . . . . . . . . . . . . . . . . . 126
amiller2@email.arizona.edu
Steeley, Sherry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
sls229@georgetown.edu
Steinfeld, Arlene. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
steinfelda@norwalkps.org
Steneck, Elaine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
elaine.steneck@unco.edu
Stenseth, Jenny . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Stephen, Pindie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
pstephen@iom.int
Stetsenko, Elena. . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
stets002@umn.edu
Stevens, Vance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
vancestev@gmail.com
Stillwell, Christopher. . . . . . . . . . . . . . 19, 38, 100, 155
stillwellc@aol.com
Stipe, Marianne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
mstipe@willamette.edu
Stoessel, Charley . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
charley.stoessel@hwtears.com
Stoller, Fredricka L.. . . . . . . . . . . . . . . . . . . . . . . . 21, 75

Strand, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
suza_@yahoo.com
Strauss, Janet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
jstrauss@nisl.net
Stremler, Kay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 74
kstremle@emich.edu
Stringer, Calyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
kharosheeyozhek@gmail.com
Stroupe, Richmond . . . . . . . . . . . . . . . . . . . . . . 12, 139
Suarez, Debra. . . . . . . . . . . . . . . . . . . . 48, 65, 83, 155
debra.suarez@ed.gov
Sucena, Mariana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
mariana.sucena@uol.com.br
Suk, Namhee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
ns76@nau.edu
Sullivan, Jack. . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 139
Surth, Lilian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Swamy, Rakesh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Swartley, Ethel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
ethel.swartley@du.edu
Sweet, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
dsweet@salemstate.edu
Sydorenko, Tetyana. . . . . . . . . . . . . . . . . . . . . . . . . 122
tanya.sydorenko@gmail.com
Sykes, CharlesJeremy. . . . . . . . . . . . . . . . . . . . . . . 110
cjeremysykes@yahoo.com
Szabo, Olivia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
oszabo@bu.edu
T
Taggart, Allan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
allan.taggart@britishcouncil.org
Takatsu, Noriyuki. . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
noritakatsu@gmail.com
Taki, Yukiko. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
ytaki@cc.matsuyama-u.ac.jp
Tang, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
rjt202@psu.edu
TapiaCarlin, RebecaElena. . . . . . . . . . . . 23, 103, 163
rebetapc@yahoo.com.mx
Tardy, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . 71, 95
ctardy@email.arizona.edu
Tatton-Harris, Heather. . . . . . . . . . . . . . . . . . . 91, 109
heathertatton@gmail.com
Taylor, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50, 71
ltaylor@casas.org
Taylor, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
tayshelley@gmail.com
Taylor, Tamara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
tamara.taylor@unt.edu
TaylordeCaballero, Karen. . . . . . . . . . . . . . . . 36, 124
katmail68@yahoo.com
TaylorWampler, Wendy. . . . . . . . . . . . . . . . . . . . . . 63
wtwampler@willread.org
Teaman, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
teaman@wilmina.ac.jp
Templeman, Maureen. . . . . . . . . . . . . . . . . . . . . . . . 66
Teng, Lin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
lten372@aucklanduni.ac.nz
Tsukanova, Natalia. . . . . . . . . . . . . . . . . . . . . . . . . . 50
tsukanovan@gmail.com
Tuason, GwenHeller. . . . . . . . . . . . . . . . . . . . . . . . . 78
gtuason@pdx.edu
Tummons, Liz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
tummonsm@missouri.edu
Turcios, Carlos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
charly_turcios@hotmail.com
Turcios, Kathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
kashuitajk@gmail.com
Tyers, Dianne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45, 139
dianne@aceducation.ca
Tzoytzoyrakos, Anastassia. . . . . . . . . . . . . . . . 82, 164
tzoytzoy@usc.edu
U
Ueland, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
mmu2@law.georgetown.edu
Uhler, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
uhlerjl@state.gov
Ulloa, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
ulloa@uoregon.edu
Ur, Penny. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105, 125
pennyur@gmail.com
Uzum, Baburhan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
baburhanuzum@gmail.com
V
Vahle, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
beltvahle@hotmail.com
Valdes, Guadalupe. . . . . . . . . . . . . . . . . . . . 12, 64, 106
gvaldes@stanford.edu
Valencia, Marlon. . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
marlonval24@yahoo.com
Valentine, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
jvalenti@usc.edu
vanderLinden, WimJ.. . . . . . . . . . . . . . . . . . . . 19, 57
wim_vanderlinden@ctb.com
VanElderen, Anya. . . . . . . . . . . . . . . . . . . . . . . . . . 123
avelde23@yahoo.com
vanNaerssen, Margaret . . . . . . . . . . . . . . . . . . . . . . 93
mvannaerssen@immaculata.edu
Vanderhoff, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Vandrick, Stephanie. . . . . . . . . . . . . . . . . . . 77, 85, 104
vandricks@usfca.edu
Vanek, Jenifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 97, 136
vanek008@umn.edu
Vargas, Carlos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
carlos.vargas@centrocultural.cr
Varghese, Manka . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
mankav@u.washington.edu
Veas, Candy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
candyveas@gmail.com
Vega-Nieves, Naomi . . . . . . . . . . . . . . . . . . . . . . . . 119
nvega@sagrado.edu
Velasco, Daniel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
dvelasco@thechicagoschool.edu
Vellenga, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
vellenga@psu.edu
Verratti, Rosie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
nverratti@howardcc.edu
Viana, Nelson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

nlsviana@gmail.com
Villarreal, Dan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
djvill@ucdavis.edu
VillasBoas, Isabela. . . . . . . . . . . . . . . . . . . 115, 122, 155
isabela.villasboas@thomas.org.br
Vimont, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
ahill@harpercollege.edu
Vincent, Kristi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Vinogradov, Patsy . . . . . . . . . . . . . . . . . . . . . . . . . . 40
pvinogradov01@hamline.edu
Vinogradova, Polina. . . . . . . . . . . . . . . . . . . . . . 79, 129
vinograd@american.edu
Visgatis, Brad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
visgatis@oiu.jp
Vittorio, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
vittorip@newschool.edu
Vizcarrondo, Christopher . . . . . . . . . . . . . . . . . . . . . 51
VonSumeren, Matthew. . . . . . . . . . . . . . . . . . . . . . 131
Vorholt, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53, 71
juliev@lclark.edu
Vroom, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
sara.vroom@my.wheaton.edu
W
Wagner, Sandy. . . . . . . . . . . . . . . . . . . . . . . . . 107, 139
sandylw303@aol.com
Wagner-Loera, Daniela. . . . . . . . . . . . . . . . . . . 77, 171
daniela.loera@gmail.com
Wald, Margi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
mwald@berkeley.edu
Walker, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
anne.walker@email.und.edu
Walker, Shawn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
shawn.walker@chemeketa.edu
Walker, Wayne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
wayne.walker@colostate.edu
Wall, Roslyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Walqui, Aida. . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 106
Walters, Candace. . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Walton, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
amycbwalton@gmail.com
Wa-Mbaleka, Safary . . . . . . . . . . . . . . . . . . . . . . . . 121
wa-mbalekas@aiias.edu
Wang, D.C.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
dcwang@unt.edu
Wang, Hilary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
hilaryw@pdx.edu
Wang, Junju . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
wangjunju@sdu.edu.cn
Wang, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
wwang@emich.edu
Ward, Colin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66, 73
cwardesl@me.com
Warfield, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
sarahwarf@gmail.com
Waring, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12, 116
swaring@edcount.com
Wassell, Beth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
wassell@rowan.edu
PRESENTER INDEXES
Teng, Yanjaing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

tengyanjiang@gmail.com
Terrell, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
eegenna@gmail.com
ThandiweDlodlo, Michaeline. . . . . . . . . . . . . . . 18, 78
Thayne, Shelby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
shelby.thayne@gmail.com
Thevenot, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . 115
thevenot@gmail.com
Thibeault, Connie. . . . . . . . . . . . . . . . . . . . . . . . 25, 62
connie.thibeault@fcps.edu
Thinsan, Snea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Thomas, Suneeta. . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
thomas53@purdue.edu
Thomas, Wayne. . . . . . . . . . . . . . . . . . . . . . . . . 50, 112
Thompson, Shirley. . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Thornbury, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
thornbus@newschool.edu
Thorne, Steven. . . . . . . . . . . . . . . . . . . . . . . . . . . 19, 60
steven.thorne@pdx.edu
Thorpe, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
jthorpe@wested.org
Throssell, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
paul.throssell@utas.edu.au
Thrush, EmilyA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
ethrush@memphis.edu
Thusat, Joshua. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
jthusat@ccc.edu
Tigli, Tufan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
tufantigli@hotmail.com
Timpa, Ronna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
ronna@workplaceesl.com
TinkerSachs, Gertrude. . . . . . . . . . . . . . . . . . . . . . . 77
tinkersachs@yahoo.com
Tippit, Marigayden. . . . . . . . . . . . . . . . . . . . . . . . . . . 95
mtippit@email.uark.edu
Toben, Yelena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
yyt23@drexel.edu
Toohey, Kelleen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
toohey@sfu.ca
Torbert, AnthonyC.. . . . . . . . . . . . . . . . . . . . . . . . . 105
3tony@ba.kobegakuin.ac.jp
Tracy, Holly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
htracy@lps.org
Tran, Thu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
tranthu@mst.edu
Tran, Yune. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Traversa, Ana . . . . . . . . . . . . . . . . . . . . . . . . . . 161, 168
antraver@iupui.edu
Treadgold, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . 170
streadgo@edcc.edu
Treadway, Adriana. . . . . . . . . . . . . . . . . . . . . . . . . . 80
treadway@uark.edu
Tretter, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
tom.tretter@louisville.edu
Trez, Nadja. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
nadja.trez@dpi.nc.gov
Trujillo, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
jennifer.trujillo@pearson.com
Tseng, Shu-Chun . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
tseng22@gmail.com
203
PRESENTER INDEXES
204
Watters, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Weal, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
ew@tenaya.com
Weaver, Regina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
dbrw@pdx.edu
Weber, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
rweber@eacs.k12.in.us
Webster, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . 53, 145
ewebster@msu.edu
Weger, Heather . . . . . . . . . . . . . . . . . . . . . . . . 54, 109
hdw2@georgetown.edu
Wei, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
weiyou@umkc.edu
Weigle, Sara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
sweigle@gsu.edu
Weil, Nolan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
nolan.weil@usu.edu
Weinburgh, Molly. . . . . . . . . . . . . . . . . . . . . . . . . . . 106
m.weinburgh@tcu.edu
Wen, Fang. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
wenfang@whu.edu.cn
WernerThayne, Shelby. . . . . . . . . . . . . . . . . . . . . . . 36
shelby.werner@gmail.com
West, Gordon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
gordonbw@hawaii.edu
WestMaffet, Meri. . . . . . . . . . . . . . . . . . . . . . . . . . . 166
maffetm@uchastings.edu
Westerfield, Kay. . . . . . . . . . . . . . . . . . . . . 19, 127, 146
kwesterf@uoregon.edu
Westfold, Elinor. . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
elinoraw@gmail.com
Whitlow, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
cwhitlow@salemstate.edu
Wiebusch, Fiona. . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
fiona.wiebusch@rmit.edu.vn
Wiederholt, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . 126
kwied@sfsu.edu
Wilcox, Kristen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
wilcoxkristen@hotmail.com
Wiley, TerranceG.. . . . . . . . . . . . . . . . . . . . . . . . . 71, 79
Williams, Eran. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
williamsem2@state.gov
Williams, Gwendolyn. . . . . . . . . . . . . . . . . . . . 150, 162
gwilliams1@uwf.edu
Williams, Molly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
mwillia1@lps.org
Williams, Stacey. . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
williams_mother@yahoo.com
Wilmes, Carsten. . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Wilson, Josh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
ichifish@gmail.com
Wink, Dawn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
dawn@dawnwink.com
Wink, Joan. . . . . . . . . . . . . . . . . . . . . . . . . . . 50, 71, 130
joan@joanwink.com
Winkle, Carter. . . . . . . . . . . . . . . . . . . . . . . . . . . 64, 92
cwinkle@barry.edu
Wintergerst, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . 151
winterga@stjohns.edu
Wiseman, CynthiaS.. . . . . . . . . . . . . . . . . . . . . . . . . 36
cwiseman@bmcc.cuny.edu
Wisla, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

hwisla@gmail.com
Wisniewska, Ingrid. . . . . . . . . . . . . . . . . . . . . . . . . . . 79
iwisniewska@lycos.com
Wissler-Mitchell, Randi. . . . . . . . . . . . . . . . . . . . . . . 92
randi@tiec.org
Woelk, Cheryl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
clwoelk@gmail.com
Wolf, MikyungKim. . . . . . . . . . . . . . . . . . . . . . . 25, 141
mkwolf@ets.org
Wolfe, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24, 115
john.wolfe@mpls.k12.mn.us
Wolfersberger, Mark . . . . . . . . . . . . . . . . . . . . . 21, 158
Wolfson, Inna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
inna.wolfson@saintpaul.edu
Wong, LillianL.C.. . . . . . . . . . . . . . . . . . . . . . . . 21, 104
lillianwong@hku.hk
Wong, Shelley. . . . . . . . . . . . . . . . . . . . . . . 64, 128, 155
swong1@gmu.edu
Wong, SoonFen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
elcwsf@nus.edu.sg
Wood, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . 53, 145
rwood@ets.org
Word, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
worda@uah.edu
Wrenn, Diana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
dwrenn1@gsu.edu
Wright, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
fromzerotoessay@gmail.com
Wright, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
lwright@cal.org
Wu, Ana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128, 155
awu@ccsf.edu
Wu, Fang-Yi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
wu.fang.yi331@gmail.com
Wu, Yi-ju. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
yijuwu@umail.ucsb.edu
Wurr, Adrian. . . . . . . . . . . . . . . . . . . . . . . . . . . 148, 160
ajwurr@gmail.com
Wynn, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
ewynn@jwu.edu
X
Xu, Ke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95, 111
kexu@aol.com
Y
Yang, SeJeong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
yang.1876@buckeyemail.osu.edu
Yasen, Lora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171, 172
lyasen@willamette.edu
Yazan, Bedrettin. . . . . . . . . . . . . . . . . . . . . . . . 163, 166
byazan@umd.edu
Yerian, Keli. . . . . . . . . . . . . . . . . . . . . . . . . . 125, 130, 171
yerian@uoregon.edu
Ying, Ying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Yogi, Minako. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
minayogi@edu.u-ryukyu.ac.jp
Yoneda, Mitaka. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
You, Yunjung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
yeyou@purdue.edu
Young, Amber. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

Ayoung@els.edu
Young, Richard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
rfyoung@wisc.edu
Yu, Fang. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Yue, Ying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Yun, Jeehwan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
ybigun@kice.re.kr
Z
Zacarian, Debbie . . . . . . . . . . . . . . . . . . . . . . . 39, 104
debbie@zacarianconsulting.com
ZahnPristas, Natasha. . . . . . . . . . . . . . . . . . . . . . . . 69
nmzahnpristas@kodiak.alaska.edu
Zaika, Fernando. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
fzke@yahoo.com
Zaki, Abdellatif. . . . . . . . . . . . . . . . . . . . . . . . . . . 18, 78
Zamalin, Marina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Zamarippa, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
mary.zamarripa@gccisd.net
Zanatta, Theresa. . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
tezanatta@gmail.com
Zapata, Chinger. . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
chingerzapata@yahoo.com
Zehner, Roberta. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
zehner@rowan.edu
Zeller, Shannon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
shannon.zeller@gmail.com
Zemach, Dorothy. . . . . . . . . . . . . 21, 76, 145, 152, 158
zemach@comcast.net
Zeng, Yuyue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
jiujiang85@hotmail.com
Zhang, Bi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
zhang.142@wright.edu
Zhang, Cong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
zhang978@purdue.edu
Zhang, Donglan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
donglan.zhang@auckland.ac.nz
Zhang, Lawrence Jun. . . . . . . . . . . . . . . 21, 62, 73, 90
lj.zhang@auckland.ac.nz
Zhang, Lily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
lily@stu.edu.cn
Zhang, Wei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
wz23@uakron.edu
Zhang, Ying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Zhao, Qing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
qing_zhao@uml.edu
Zhu, Wei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
wzhu@usf.edu
Zhuang, Yuan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
yuan.zhuang@nau.edu
Zimmerman, Lynn. . . . . . . . . . . . . . . . . . . . . . . . . . 117
lwzimmerman@sbcglobal.net
Zinchuk, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 150
jzinchuk@uw.edu
Zwier, Larry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
CONTENT AREA INDEX

To search by interest section, type of session, or
keyword, please use the Convention Itinerary Plannerat
www.tesolconvention.org.
3:00 pm3:45 pm
3:00 pm4:45 pm
NOTE: All 12:30 pm1:45 pm sessions are poster sessions

and can be found on pages 169173.
4:00 pm5:45 pm
SATURDAY
9:30 am11:15 am
ACCREDITATION
THURSDAY
4:00 pm4:45 pm
SATURDAY
5:00 pm5:45 pm
10:30 am11:15 am
CEA Accreditation: Striving for Success
at an International Organization
Introduction to Linguistics: Liminal Spaces,
Threshold Concepts, and Instructional Design
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
Task-Based Lessons Produce Real-Life Learning

Reading Strategies to Develop Critical
Thinking and Improve Test Scores
ESOL Students Prepare for the Real
World With Project-Based Learning
Help Students Take Charge of
Their Own Learning
Digital Literacy for Adult English Language
Learners: Using Learner Web
Developing Preemployment
Skills for L1/L2 Students
Organizing a Health Literacy Collaborative
for Adult ESOL Learners
Incorporating Technology Into
Low-Level Adult Classrooms
ADULT EDUCATION
THURSDAY
9:30 am11:15 am
11:30 am12:15 pm
11:30 am12:15 pm
1:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
FRIDAY
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
FRIDAY
3:00 pm3:45 pm
4:00 pm4:45 pm
APPLIED LINGUISTICS
TUESDAY
9:00 am4:00 pm
THURSDAY
9:30 am10:15 am
10:30 am12:15 pm
1:00 pm1:45 pm
A Multimedia Village Supports and

Retains Adult ESL Students
Considerations and Strategies for
Teaching a Multilevel Adult ESL Class
Five Tasks to Connect ESL
Reading and Writing Skills
Examining the Effects of Comprehensive
Vocabulary Instruction for Adult ELLs
Motivation at the Edge of Chaos
Five Pillars of Designing and Delivering
Hybrid Courses to Adults
SERV 1000: Boldly Going Where ESL
Students Havent Gone Before
Building an Architecture of Inclusion:

College Access for English Learners
Undocumented Students in Class,
What Do I Need to Know?
1:00 pm3:45 pm
2:00 pm2:45 pm
4:00 pm4:45 pm
FRIDAY
11:30 am1:15 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
Engaging in Motivational Teaching Practices

Using Linguistic Landscaping With
Teachers and Students in EFL Contexts
Reading and Writing Expectations of
Matriculated University Students
A Corpus Linguistics Approach to
the Acquisition of English Lexis
TESOL as Intercultural Communication
Job Fairs: Bridging Business
and Academic English
Research-Based Guidelines for English
Language Development Instruction
Innovation and Change in English
Language Education
Change in L2 Affective Factors
During an Academic Year
Meeting the Needs, Fulfilling the Wants:
Impacts of Tailor-Made Materials
CONTENT AREA INDEX
2:00 pm2:45 pm
ADVOCACY
Teacher Motivation and the Prickly
Matter of Handling Feedback
Academic Language: Bridging the
Gap for Successful Transitions
Global Englishes in Adult ESL: Classroom
Materials, Tools, and Strategies
Moving Toward College-and-CareerFocused Adult ESOL Instruction
Motivate, Gain, and Persist in Small,
Open-Enrollment Adult Programs
Sustaining the Next Generation: A Blended
Academic English Support Program
Increasing Students Academic Success
Through Differentiated Instruction
How Adult Learners Benefit From the
Mutually Adaptive Learning Paradigm
205
12:30 pm1:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
SATURDAY
8:00 am9:00 am
9:30 am11:15 am
10:30 am11:15 am
10:30 am11:15 am
11:30 am12:15 pm
11:30 am12:15 pm
1:00 pm1:20 pm
3:00 pm3:45 pm
The Development of Formulaic Sequences: A

Longitudinal Learner Corpus Investigation
Task Complexity, Interaction, and Vocabulary
Learning in Task-Based Instruction
English Culture in Palestinian Textbooks
Mitigation Strategies in the Disagreement
Sequences of Low-Level Learners
Complexity Theory: Renewing
Our Understanding of Language,
Learning, and Teaching
Identity and TESOL: Directions for the future
Helping EFL Graduate Students Identify
Authors Positioning in Research Articles
The Relationships Between Test Tasks,
Strategy Use, and Test Performance
Formulaic Expressions: What Your
Textbook Is Not Telling You
The Role of Instruction in EFL Classes
Creating Engaging ELT Materials:
Songs, Movie Scenes, and Beyond
Assessment for Engagement: Extensive
Reading and Canvas Quizzes
ARTS
FRIDAY
11:30 am11:50 am
12:30 pm1:45 pm
SATURDAY
1:00 pm2:45 pm
THURSDAY
9:30 am11:15 am
11:30 am12:15 pm
CONTENT AREA INDEX
12:30 pm1:45 pm
206
12:30 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
FRIDAY
9:30 am10:15 am
12:30 pm1:45 pm
12:30 pm1:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
4:00 pm5:45 pm
5:00 pm5:45 pm
SATURDAY
10:30 am11:15 am
11:30 am12:15 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
Art for Motivation and Communication

in Language Learning
The Public Art Walking Tour
Making Lessons Unforgettable With
Theater Techniques and Stagecraft
3:00 pm3:45 pm
3:00 pm3:45 pm
1:00 pm1:45 pm
Supporting Teachers and Learners Using
Assessment of and for Learning
Assessment Just Like the Professionals Do It
Next Generation of Digital Language
Assessment Delivery
Affective Needs Assessment: Achieving
Integration in Continuous Intake Classrooms
Exploring Oral Presentations From
EFL Students Points of View
Issues in Dynamic Assessment
Overcoming Challenges to Formative
Assessment Implementation
Second Language Writing
AssessmentExploring the Future
Creating Scaffolded Tasks for the TOEFL Test

ELLs and Automated Scoring of
Essays: Critical Considerations
Creative, Innovative, and Multimodal
Standardized Assessments: An
Update and Dialogue
Previewing the ITA Test, Maximizing Success
The Washback Effect of Iranian
School-Leaving Test of English
The Impact of Feedback Format
on Academic Writing
Examining the Use of English Proficiency
Placement Tests in Kindergarten
Creating Better Classroom
Assessments in K12 Schools
Using Challenge Exams to Improve
IEP Placement Decisions
Creating Student-Friendly Rubrics in 5 Steps
Assessing Language Skills Needed
to Teach English in English
Linguistic Item Characteristics on
Math Test Item Bias for ELLs
The Challenges of ESP Assessment
for Military English
Assessing Intercultural Readiness Among
Internationals in Medical Residency Programs
Screening for Classroom Readiness With
Sustainable Oral English Assessments
BILINGUAL EDUCATION
THURSDAY
9:30 am12:15 pm
ASSESSMENT
WEDNESDAY
1:00 pm5:00 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
FRIDAY
12:30 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
A Celebration of 40 Years of
Multilingualism Within TESOL
RTI in Strategies-Based Instruction
(SBI) for Bilingual Students
Accented Speakers in a Globalized World
Implementing the National Bilingual
Program: Diagnosing for a School Policy
Teaching Civic Education Through ELT
Developing a Bilingual Literacy Program
Through Teacher Initiative and Collaboration
Dual Language Education for
a Transformed World
Mathematics Discourse Communities:
Advancing Latina/o Mathematics
Learning and Academic Literacy.
Mentor Text: Using Childrens Literature
to Teach Writing (Bilingual Session)
5:00 pm5:45 pm
SATURDAY
9:30 am10:15 am
SATURDAY
12:30 pm1:45 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
11:30 am12:15 pm
2:00 pm2:45 pm
3:00 pm4:45 pm
Exploring Vygotsky: Reviewing A Distant

Mentor for Multiliteracy Success
1:00 pm1:45 pm
Bidirectional Multilingualism as Social
Capital: English Plus One More
SATURDAY
11:30 am12:15 pm
2:00 pm3:45 pm
Get (and Keep) That Job: Helping

Students Develop Workplace Skills
Integrating Soft Skills Into ELL Instruction
to Enhance Employment Opportunities
Corporate ESL and Intercultural Training:
Case Studies in Program Delivery
CALL/TECHNOLOGY IN EDUCATION
TUESDAY
1:00 pm5:00 pm
THURSDAY
9:30 am10:15 am
9:30 am9:50 am
10:30 am11:15 am
11:30 am11:50 am
11:30 am1:15 pm
11:30 am1:15 pm
Integrating CALL With Web

2.0 and Social Media
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
FRIDAY
9:30 am10:15 am
9:30 am10:15 am
1:00 pm1:45 pm
10:30 am11:15 am
10:30 am11:15 am
11:30 am12:15 pm
11:30 am12:15 pm
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
2:00 pm3:45 pm
2:00 pm2:45 pm
4:00 pm4:45 pm
Do-It-Yourself Electronic Interactive Board

Using Brainshark to Create
Student-Generated Projects
Exploring EFL Learners ComputerMediated Oral Communication Strategies
Hear Me Now! Improving Academic Skills
With Student-Created Podcasts
Blended Language Learning: An Effective
Solution (Not Without Its Challenges)
ASSURE: Successfully Integrating
Technology in the Language Classroom
Virtual Prezi Roadtrips: Engage
Student Interest in Local Regions
4:00 pm5:45 pm
5:00 pm5:45 pm
SATURDAY
9:30 am9:50 am
9:30 am12:15 pm
9:30 am10:15 am
11:30 am12:15 pm
11:30 am12:15 pm
Language-Teacher Professional
Development Using Blogging
Socializing International Students Into the
Academic Culture of Instructional Technology
The Crucial Role of Teaching Presence
in Online ESOL Programs
Building Community Through
Collaboration in Online Environments
Self-Regulated Learners: Just Clicks Away!
Building and Sustaining Classroom
Community Through Technology
Leaps of Imagination and Dreaming:
Implementing an iPad Lab
Accessing Learning: BYOD in Language Class
Talking About Writing: Exploring
Screencasting for Writing Feedback
Gamification of Learning Outcomes
The Overall Impact of CALL on
Moving Beyond the Boundaries: Language
Learning With Mobile Devices
e-Learning: What Students Have to Tell Us
Linking Formal and Informal English Learning
Through Mobile Learning Activities
Create a Digital Course Pack
Paper, Pens, and iPads: Writing
for Todays Student
Using iPads to Enhance Intensive
Academic English Instruction
iELF: An Online Language Learning Resource
Can We Enhance Feedback to University
Students Using Screencast Software?
Building Games for Language
Education: Exploring Best Practices
Digital Tools for ELs: Constructing
Language and Content Knowledge
Developing Interactive Grammar Materials
to Promote Learner Autonomy
Techifying Your Ideas
A Pedagogy of Multiliteracies in
ESL Instruction: How and Why
Animated Video Integration for First-Timers
Emerging Technologies: Managing a Changing
Landscape With Mobile Technologies
Increasing Learner Autonomy and
Motivation Through Blogging
Developing Classroom Interactional
Competence With Head-Held Camcorders
Using Twitter, Storytelling, and Screencasting
Apps to Reimagine Your Classroom
CONTENT AREA INDEX
11:30 am12:15 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
A Sensitization to Foreign Languages

Program: Enriching the Linguistic Environment
Nurturing North American
Language Revitalization
Identifying Gifted ELLs With the Hispanic
Bilingual Gifted Screening Instrument
Language Choices of Novice Bilingual Teachers
During Sheltered English Instruction
English Language Teaching for the Next
Generation of Immigrant Families
Renewing Academic Language in DualLanguage Programs for College and Career
BUSINESS AND VOCATIONAL

WORKPLACE ENGLISH
FRIDAY
11:30 am12:15 pm
12:30 pm1:45 pm
207
12:30 pm1:45 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
2:00 pm3:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
Alter Egos: Comics and Student Identity

Community Engagement With
the Portland ESL Network
Digital Composing: Utilizing Students
Web Skills for L2 Collaborative Writing
English Language Learners Hybrid Reading
Strategies and Learning Experiences
Exploring Technology Solutions Across
the IEP Campus and Curriculum
Tech Training for Teachers: Lessons
From the Language Classroom
Using Collaborative Online Tools
for Academic Writing
The How and Why of iPads in
the Language Classroom
Flipping a Grammar Class:
What, Why, and How?
SATURDAY
1:00 pm1:45 pm
5:00 pm5:45 pm
COMMON CORE STATE STANDARDS

TUESDAY
9:00 am4:00 pm
THURSDAY
9:30 am11:15 am
2:00 pm2:45 pm
2:00 pm2:45 pm
CLASSROOM MANAGEMENT
2:00 pm2:45 pm
THURSDAY
11:30 am12:15 pm
11:30 am1:15 pm
FRIDAY
9:30 am11:15 am
3:00 pm3:45 pm
FRIDAY
1:00 pm1:20 pm
SATURDAY
9:30 am10:15 am
1:00 pm1:45 pm
Effective Group Work in the Classroom

Mixing Oil and Water: Teaching Chinese
and Saudi Students Together
Teaching Study Skills
Increasing Oral Participation
Among Reluctant Learners
Lets Be Adult About This: Motivating
IEP Students to Learn
Its Okay to Have Fun in the Classroom
11:30 am12:15 pm
11:30 am1:15 pm
2:00 pm2:45 pm
SATURDAY
9:30 am11:15 am
1:00 pm1:45 pm
CLIL
THURSDAY
9:30 am11:15 am
12:30 pm1:45 pm
2:00 pm2:45 pm
CONTENT AREA INDEX
2:00 pm3:45 pm
208
3:00 pm4:45 pm
5:00 pm5:45 pm
FRIDAY
11:30 am12:15 pm
5:00 pm5:45 pm
2:00 pm3:45 pm
Promoting Scientific Literacy: Teaching Data
Interpretation Through a Cultural Lens
Expanding CBI: Integrating Pedagogy and
Relationships to Support Science Learning
Researching Academic Language: Examples
From Upper Elementary Classrooms
Developing Projects Related to
Your Courses Textbooks
Conceptualizations of Academic Language
in the Content Areas for ELLs
Facilitating Content and Language Integrated
Learning (CLIL) Through Web-Based Activities
Training for CLIL: Teacher Competences
An ESL Parent Involvement Program
That Supports the Next Generation
ESL/Mainstream Collaboration:
Coplanning Practices and Strategies
Tiered Texts for Academic Language and
Content Knowledge Development
2:00 pm6:00 pm
4:00 pm4:45 pm
Aligning Teaching, Learning, and

Assessment With the Common Core
Unwrapping the Content and Language
Demands of the Standards
Common Core State Standards:
What Do Teachers of ELLs Say?
Reading Informational Text in
School: Depth Versus Breadth
Using Common Core Standards for
Adult Education for Adult ESL
Linking Language Objectives to CCSS
in General and Special Education
Discourse Structures That Provide
ELLs Access to the Common Core
Close Reading With English Learners:
Reading and Writing for the
Common Core Standards
Academic Vocabulary Strategies to
Help ELLs Meet the Common Core
New Standards, New Assessments: English
Language Learners Facing New Challenges
Developing Academic Language and
Literacy for Students in Grades 4-12
The RAMP to Standards: How
to Align CCSS for All
Next Generation Standards: Common
Core and Teacher Collaboration
COMMUNITY COLLEGE AND

TECHNICAL EDUCATION
THURSDAY
12:30 pm1:45 pm
Training Tutors Who Work With ELL

Students in College Settings
CONTENT-BASED INSTRUCTION
CULTURE
THURSDAY
9:30 am10:15 am
THURSDAY
1:00 pm1:45 pm
9:30 am11:15 am
12:30 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
FRIDAY
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm2:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
SATURDAY
9:30 am10:15 am
9:30 am11:15 am
10:30 am11:15 am
11:30 am12:15 pm
11:30 am11:50 am
1:00 pm1:45 pm
2:00 pm2:45 pm
4:00 pm4:45 pm
FRIDAY
2:00 pm2:45 pm
5:00 pm5:45 pm
SATURDAY
1:00 pm1:45 pm
1:00 pm1:45 pm
11:30 am12:15 pm
Exploring Repetition: Collaboration
and Technology Tools for Innovative
Repetition Practice
Promoting Academic Literacy and Intercultural
Competence Through Service Learning
Scaffolding for Success: Increasing ELLs
Access to Content Area Curriculum
The Whole Package: Introducing Academic
Skills Through Young Adult Novels
The Making-Meaning Dance: Variety and
Frequency of Instructional Strategies
Human Library Inspired Project: Promoting
Cultural Awareness Through Dialogue
Cultural Influences on International Teaching

Assistants Classroom Interactions
The World Heritage Project: Discovering
and Teaching Our Cultural Identity
Dilemmas in Addressing Culture in
the Modern Language Classroom
Exploring a Culturally Responsive
Teaching Continuum: Increasing
ESOL Instruction Effectiveness
Exploring Collaborative Methods: The
Next Generation of Cultural Fluency
CULTURE AND SOCIOLINGUISTICS

THURSDAY
11:30 am12:15 pm
11:30 am12:15 pm
11:30 am12:15 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
1:00 pm2:45 pm
Adjunct-Linked CBI: Connecting Your

IEP, Community, and University
Integrating Language and Content
in the Secondary Classroom
Take Me Out to the Ballgame: IEP Electives
Balancing Language and Academic Content
in English Language Development
Critical Thinking Language Instruction Using
Psychology Content, Experiments, and Activities
Creating a Recycling Action Project
for a Sustainable Future
Fostering Critical Thinking and
Language Skills Through Art
Using DTR (Do, Talk and
Record) in Teaching ESL
Imagine, Research, Create, Teach: A
Template for Project and CBI
An Alternative Approach to
Culture: From the Bottom Up
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
FRIDAY
11:30 am1:15 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
Sexual Identity in ESL Classrooms:

Exploring Attitudes of LGBT Students
Teaching Humor: Does It Help?
The Future Kingdom: Saudi Experiences
Within U.S. Universities
! Questioning Stereotypes
Im Not a
Smart Negotiation: Cutting Down on
Negotiation Time With Arab Students
The Transformative Educator:
Upsetting the Balance
The Innovative Trend of Using
Address Terms in China
The Latin American English Language
Learner in the 21st Century
Sharing the Burden of Equality:
A Guide for NESTs
When Assumptions and Priorities
Collide: Exploring Intercultural
Communication and Schooling
Developing Intercultural Competence
Through Targeting Cultural Stereotypes
Culturally Savvy Teaching: Identifying
and Overcoming Culture Clashes
How Music and Media Influence World Englishes
Promoting Global Awareness via
an Asian Youth Forum (AYF)
Facilitating Cross-Cultural Understanding
Through Course Design
CONTENT AREA INDEX
2:00 pm2:45 pm
From Nebulous to Fabulous: Renewing

an IEP Communication Class
Production-Oriented Preparation Tasks to
Enhance Language Learning and Performance
Exploring Bullying Interculturally: Joint
Project of Japanese and American Students
Make It Work: Service Learning
in the IEP Context
Writers Workshop and Language Nests
to Nurture Heritage Languages
Content Language Integrated Learning and
ESP Medical Research Writing Curriculum
Project-Based and Service Learning for
Explorations in Business English
209
2:00 pm2:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
SATURDAY
10:30 am11:15 am
10:30 am11:15 am
11:30 am12:15 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
2:00 pm6:00 pm
How Do Critical Incident Exercises

Build Intercultural Competence?
Exploring ESOL Teaching Strategies to Build
Intercultural Awareness and Communication
Platforms and Perspectives: Encouraging
Purposeful Communication Among
Chinese English Learners
Using E-Pal Projects to Create Intercultural
Awareness: Stages and Evaluation
Using Web-Mediated Intercultural
Exchanges in EFL Learning and Teaching
Experiential Intercultural Skills Building
in the English Language Classroom
The Second Language Socialization of
an International Teaching Assistant
Intercultural Communication: More Than Culture
Learning, More Than Language Proficiency
Examining Cultural Stereotypes for SelfAwareness and Mutual Understanding
Global Issues and World Organizations
Helping NES Teachers in China Bridge
Cultural and Linguistic Canyons
Successful Intercultural Communication
Strategies of Japanese Study Abroad Students
1:00 pm1:45 pm
Harmonizing Cultures in the ELL Classroom
Using Film to Build Intercultural Literacy
in a Reading/Writing Course
Whats in a Name?: Sociolinguistic
Implications of ELL Naming Practices
Confronting Underlying Racism for
Effective Intercultural Communication
DISCOURSE AND PRAGMATICS

THURSDAY
9:30 am10:15 am
FRIDAY
10:30 am11:15 am
CONTENT AREA INDEX
12:30 pm1:45 pm
210
12:30 pm1:45 pm
EDUCATIONAL LINGUISTICS
THURSDAY
8:00 am9:00 am
1:00 pm3:45 pm
ELEMENTARY SCHOOL/ PRIMARY EDUCATION

THURSDAY
9:30 am11:15 am
9:30 am11:15 am
11:30 am11:50 am
11:30 am12:15 pm
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
FRIDAY
9:30 am10:15 am
9:30 am11:15 am
11:30 am12:15 pm
11:30 am12:15 pm
11:30 am12:15 pm
12:30 pm1:45 pm
A Corpus-Based Study of Apology Expressions

Through Computer-Mediated
Communicative Role-Play Tasks
Through Computer Mediated Role-Play Tasks
NNESTs Mentoring NESTs: The
Pragmatics of Constructive Criticism
2:00 pm2:45 pm
2:00 pm2:45 pm
SATURDAY
9:30 am11:15 am
9:30 am10:15 am
10:30 am11:15 am
11:30 am12:15 pm
1:00 pm1:45 pm

Workshop on Megatrends in TESOL
Renew Your Language Teaching

With Collaborative Conversation
Strategies to Scaffold Rigor and
Create Relevance for ELLs
English Teaching in Primary School:
the Cte dIvoire Experience.
Teaching What You Dont Know: Is It Possible?
Thematic Pictures: Developing Vocabulary
and Language Skills Across Content Areas
Missing: Elementary ELLs in Gifted
and Talented Programs
Common Core Meets Mother Goose
Elementary ELL Pedagogy: Lessons
From ESL and Bilingual Teachers
Understanding I Forgot: Unpacking
Conversations About Text With Struggling ELs
Young Learners of English
Need 21st Century Skills
Best Practices in Teaching Asylum Refugees
Quality Pre-K for ELLs: Why? What? and How?
Oral Narrative Retell Performance Among
Spanish-Speaking First and Second Graders
Quality Pre-K for ELLs: A Practical
Discussion of Key Issues
Technology at Our Fingertips:
Valuable Tools and Insights
Weaving Community Into the Tapestry
of Elementary ELL Programs
Explore New Research-Based Approaches
for Teaching Pre-KK ELLs
Leading ELLs Toward Academic Achievement:
Implementing an Inclusion Model
ELL Para and Teacher Collaboration:
Strategies for Building Academic Language
Where Are All the Young Learner Researchers?
Disrupting Preservice Teachers Commonly Held
Assumptions About Bilingual/Diverse Families
Collaborative Planning for Young English
Learners in Literacy Instruction
Developing Language and Preliteracy
Skills in Early Childhood With SIOP
ENGLISH AS A FOREIGN LANGUAGE

THURSDAY
9:30 am10:15 am
9:30 am11:15 am
11:30 am1:15 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm4:45 pm
3:00 pm3:45 pm
5:00 pm5:45 pm
FRIDAY
9:30 am10:15 am
9:30 am10:15 am
9:30 am11:15 am
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
9:30 am10:15 am
9:30 am10:15 am
A Musical Approach to Free Language

Use: An Experiential Cycle
Job Marketplace Tips: Through
the Eyes of a Recruiter
Seeing the Forest and Choosing the
Trees: Exploring Learner Autonomy
Professional Development: English Teacher
Training through Videoconference Mentoring
Strategies of Learning English by
YLs in Nepal: Case Study
Teaching English as an International
Language: Implications and Challenges
10 Things You Should Know About
Teaching Your Chinese Students
Developing Arab Students
Critical Thinking Skills
Searching for the Perfect Text: GenreBased Instruction for Oral Presentations
Linguistic Biographies and EFL
Teacher Development
Reading Anxiety: Its Effects on Reading
Strategy and Reading Comprehension
The Use and Usefulness of Machine
Assessment on EFL Writing
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
2:00 pm3:45 pm
3:00 pm4:45 pm
5:00 pm5:20 pm
Teaching Lexis From Authentic Texts:

Awareness Raising, Practice, and Recycling
Using Idioms to Motivate Future EFL Teachers
Communicative Teaching in Very Large Classes
Innovative and Interactive Strategies for
Teaching Grammar and Pronunciation
Japanese Learners Negotiation Between
Actual/Ideal L2 Selves for Motivation
Nonverbal Communication: Going
Beyond the Mona Lisa Smile
Integrating Brain Research in EFL
Practice to Deal With Diversity
Integrate Language and Culture Teaching to
Enhance Students Intercultural Sensitivity
ENGLISH AS A MEDIUM OF INSTRUCTION

THURSDAY
9:30 am11:15 am
FRIDAY
9:30 am11:15 am
9:30 am11:15 am
SATURDAY
9:30 am10:15 am
The Contextualized English Camp: A

New Framework for Planning
Disrupting the Prime Directive of
Monolingual L2 Delivery
Faculty Voices on Teaching Through
English-Medium Instruction: What Do
University Professors Know and Need?
ENGLISH FOR SPECIFIC PURPOSES

THURSDAY
9:30 am11:15 am
10:30 am12:15 pm
12:30 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
FRIDAY
9:30 am10:15 am
10:30 am11:15 am
12:30 pm1:45 pm
The ABCs of Creating Effective Contextualized

Curricula for ESP Programs
Creating Formative Assessments That
Guide Teaching in ESP Courses
Enhancing Students Interest in World
Incidents Through Authentic Materials
Exploring the Educational Challenges
of the Next Generation of Nurses
Technical Communication Course for
International Students: Collaboration,
Design, and Teaching
English for Tourism: Designing
Courses for the Next Generation
Rhetorical Structure of Marketing
Research Articles
Supporting the Transition From International
Graduate Student to Professional
Teaching Technical English for
Hydraulics Students
CONTENT AREA INDEX
SATURDAY
9:30 am10:15 am
Connecting Institutions to Collaboratively

Empower Access Students and Teacher Trainees
Indonesia, Thailand, and Vietnam:
Southeast Asian Learners of English
Breaking The Ice: Going Beyond Simple
Icebreakers Through Motivation
Social-Networking and EFL Secondary
Education: Notions and Implications
Using Online Resources in an English
for Academic Purposes Course
Writing for Government Purposes: A Beginning
Mobile Learning: The Reality of Chatting,
Note Taking, and Assignments
ELT Education in Turkey: A Multifaceted
Programmatic Evaluation
Exploring Challenges of Curriculum
Renewal in Sustaining an EFL Program
Innovating Intercultural Understanding
Through Multicultural Literature
Beyond the Gap Fill: Song
Activities for EFL Classrooms
Language Learner Emotions: Beyond
Confidence and Anxiety
Principles for Teaching Culture in ELT
11:30 am1:45 pm
211
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
5:00 pm5:45 pm
SATURDAY
9:30 am11:15 am
10:30 am11:15 am
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
Developing International Graduate Students

Job Market Skills Using Behavioral Interviews
EAP Support for Graduate Students:
Challenges and Successes
Research Designed Medical ESP Program
How to Structure a Conditional Admission
EAP Chemistry Support Class
1:00 pm1:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
FRIDAY
9:30 am10:15 am
9:30 am10:15 am
9:30 am11:15 am
CONTENT AREA INDEX
9:30 am11:15 am
212
10:30 am11:15 am
2:00 pm2:20 pm
SATURDAY
9:30 am9:50 am
10:30 am11:15 am
2:00 pm2:45 pm
THURSDAY
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
Exploring the Diversity of ESP and

Building an Inclusive Community
An English Language Needs Analysis of
High-Tech Entrepreneurs in Japan
English for Specific Purposes: Agent
of Social and Economic Progress
Development of an ESL Course for
Domestic Violence Peer Counselors
Making ICE: Teaching Austrian Engineers
ESP Vocabulary Using Model Kits
Reviewing EAP Instruction Research:
What Learning Transfers, and How Far?
Life After English: Learning Transfer From
an Undergraduate EAP Program
The Development of an ESP Program
for Latino NICU Parents
1:00 pm2:45 pm
1:00 pm2:45 pm
4:00 pm4:45 pm
FRIDAY
1:00 pm1:45 pm
3:00 pm4:45 pm
SATURDAY
12:30 pm1:45 pm
Impact of Cultural Identity and Attitudes

Toward Immigrant Students Schooling
Best Practices for Newly-Arrived
Secondary Immigrants
Transforming School Culture Through
English Clubs in Mauritania
Culturally and Linguistically Responsive
Instruction for EL Academic Success
Re-Defining Relevance: Cultural and
Social Tools for Secondary ELLs
Integrating Tech Tools in the EL Classroom
Addressing Newcomers and Long Term
ELLs: From Fossilization to Fluency
Building BRIDGES: Pre-Ninth Grade
Intervention for Low Literacy Newcomers
A View From the Other Side: SelfPortrayals of Secondary ELLs
HIGHER EDUCATION
GRAMMAR
THURSDAY
10:30 am11:15 am
HIGH SCHOOL/SECONDARY EDUCATION
Inquiry-Based ESL Grammar: Discovering

a Better Way of Learning
Exploring Grammar Across Disciplines
for Rapid and Sustained Success
Grammar off the Charts: Meaningful
Materials for Lower Levels
Understanding and Teaching Passive
Voice and Related Constructions
THURSDAY
9:30 am9:50 am
9:30 am11:15 am
10:30 am11:15 am
11:30 am11:50 am
12:30 pm1:45 pm
12:30 pm1:45 pm
A Holistic Approach to Teaching Beginning

Grammar to Arabic Speakers
Grammatical Structures in Action: Strategies
for Understanding Contextual Dynamics
From Intuition to Pedagogy: The
Essence of Lesson Prep
TED Talks and So Does Grammar:
Integrating Grammar in Communication
Extra! Extra! A Register Analysis of
USA Today and Newsademic
Using Adverbials to Generate Song
Lyrics and One Act Plays
Out of Necessity for Schematic Use of Grammar
Teaching Motivation Behind Prepositions
Making Grammar Engaging (and Fun)
2:00 pm2:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
FRIDAY
9:30 am10:15 am
iMovie as a Tool for Paced Reading

Professional Development of NNEST
Writing Professionals in TESOL
Providing Focused Feedback in the
Speaking/Listening Classroom
Exploring Culture & Integrating Academic
Language Skills Through Readers Theater
Class Blog Comments Promote
Effective Online Social Networking
Positive Feedback for Beginners
in the EFL Classroom
Defining English Language Teacher
Research in the Cambodian Context
Exploring Reading Skills & Strategies
Reading to Write to Sustain
University-Level Writing
IEP Student Success: Overcoming
Challenges for the Next Generation
Teaching Oral Skills Online: Perspectives From
Administrators, Designers, and Faculty
Topics of Science in the Classroom
9:30 am10:15 am
10:30 am10:50 am
11:30 am1:15 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
SATURDAY
10:30 am11:15 am
10:30 am11:15 am
11:30 am12:15 pm
11:30 am12:15 pm
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
Advising the New Generation of

College-Bound Chinese Students
The Heart of Writing Instruction is Reflective
(In)Civility USA: Effective Academic
Etiquette for Precollege ELLs
Assumptions and Reality: A
University Needs Analysis
Right to Participate: Empowerment
Through Social Strategy Use
Beginner Oral Skills Empowerment Through
Nontraditional Oral Presentations
Using Literature Circles Based on
Language Memoirs in ESL Classes
ESL to EFL: Shuttling Between Views,
Realities, Opportunities and Challenges
Marginal Comments? Interrupting the
Cycle of Evaluative Feedback
1:00 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
2:00 pm3:45 pm
2:00 pm2:45 pm
4:00 pm5:45 pm
5:00 pm5:45 pm
Starting From Scratch: Developing

and Sustaining an EAP Program
Teachers of Gulf Arabs (TOGA) Forum
Facilitating Undergraduate Research
Through Interdisciplinary Collaboration
Service-Learning in TESOL Higher Education
Supporting Curriculum Design
Capacity: Whats at Stake?
A Bibliography and Other Resources
for Teaching English to Lawyers
Leaving Our Comfort Zones: Cultural
Experiences in Teacher Education
INTEGRATED SKILLS
THURSDAY
1:00 pm1:45 pm
4:00 pm4:45 pm
FRIDAY
11:30 am12:15 pm
SATURDAY
11:30 am12:15 pm
1:00 pm1:45 pm
2:00 pm2:20 pm
Five Ways to Integrate Workplace

Readiness in ESL Classes
Off the Page, On the Air
ELT & Poetry: Strategies and
Benefits for College Learners
How Curricular Crossover Can
Revitalize Instruction
The Effect of Note-Taking Strategies
on Test-Taking Performance
Ready Listening
INTENSIVE ENGLISH PROGRAMS

THURSDAY
9:30 am10:15 am
9:30 am11:15 am
10:30 am11:15 am
10:30 am11:15 am
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
5:00 pm5:45 pm
Creating and Using an Anthology for

English for Academic Purposes
Exploring Language: Creating CorpusBased Classroom Materials
A Novel Guide to Local Exploration
Connecting With Millennials: Online Tools
for Training Future ELT Educators
Renewing ESL Instruction With a New
Generation of Student Teachers
Flipping the ESL Classroom: Promoting
Student Interaction, Engagement, & Learning
Teaching Cohesion Strategies: Going
Beyond Emphatic Logical Connectors
Taking the American Academic Experience to
International Students: Onsite Workshops
Measuring the Participation Grade: Language
Skill Activities and Data Collection
CONTENT AREA INDEX
12:30 pm1:45 pm
Mentoring New Teachers for

Higher Education ESOL
Harnessing the Power of Focus:
Exploring Meditation for ELT
Critical ELT Pedagogies: Challenges
and Applications
Bargaining for Grades: Strategies
for Positive Outcomes
Exploring and Renewing Vocabulary Strategies:
Effective Acquisition Activities for ELLs
Factors Influencing Student
Evaluations of Teaching
Exploring Institutional Practices: Renewing
Commitment to Linguistic Support for NNES
Timed Reading: Choosing Your Own Path?
How Can We Support ELLs in
Mainstream University Classes?
Implementing A Context-Based Cooperative
Learning Pedagogy: An Action Research Study
Shared Faculty Governance
and IEP Adminstration
The Case for Credit: EAP Courses
and Academic Credit
Professor and ESL Student Interactions:
Why Do They Matter?
TESOL in the Outer Circle: The
Case of the Philippines
Training Students and Teachers in
Analytical Revision Techniques
10 Ways to Play Tic-Tac-Toe
for Language Practice
Assisting International Students in
Transition: Theory Into Practice
213
FRIDAY
9:30 am10:45 am
9:30 am10:15 am
9:30 am10:15 am
9:30 am9:50 am
10:30 am11:15 am
11:30 am12:15 pm
11:30 am11:50 am
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
4:00 pm4:45 pm
4:00 pm5:45 pm
SATURDAY
9:30 am11:15 am
9:30 am11:15 am
11:30 am12:15 pm
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
3:00 pm4:45 pm
4:00 pm4:45 pm
Fostering Unions Between Gulf

Arabs and Other Cultures
Intersections: Saudi Students and IEP
Teachers Perceptions of an IEP
Orientation and Strategies Instruction
for the Next Generation IEP Student
Writing the Major Research Question
Students as Teachers: Exploring
Peer-to-Peer Teaching
Arab and Chinese Students:
Exploring Teacher Bias
Exploring Reading and Writing Through Rap
Enticing the Reticent Reader
Keeping ESL Teachers From Becoming
Their Own Worst Enemies
Leadership Skills and Styles Affecting Leaders
Flipping the IEP Research Classroom:
An Instructional Alternative
IEPs for Chinese Scholars: Design and
Sensemaking in Multicultural Contexts
Exploring Spoken and Written Arabic
to Improve Classroom Instruction
Teaching Critical Thinking Skills in
Academic Preparation Courses
Service Learning and ESL: Integrating
Campus and Community
Service Learning and Relevance for the
IEP Student: Connecting Communities
The Places Youll Go: Putting
Cooperative Learning Into Action
Corpus-Based Methods for Teaching
Grammar to Beginners
Teaching Strategic Source Attribution
to Advanced, College-Bound ELLs
Implementing Backward Design in an IEP
Writing on the Wall: Fun With
Cooperative Poster Paper Activities
Bringing Conversation Partners Into the
Speaking and Listening Classroom
FRIDAY
11:30 am12:15 pm
1:00 pm1:45 pm
1:00 pm2:45 pm
SATURDAY
11:30 am12:15 pm
12:30 pm1:45 pm
3:00 pm3:45 pm
CONTENT AREA INDEX
214
THURSDAY
11:30 am1:15 pm
12:30 pm1:45 pm
2:00 pm2:45 pm
Applying Integrated Course Design

Principles to ITA Curricula
Fluency Activities for ITAs: Using
Academic and Everyday English
ITAs Attitudes To Teaching in U.S.
Classrooms: Implications for Practice
Teaching Explicit Styles of Communication

to International Teaching Assistants
Annotated Videos: Self-Assessments
and Peer Reviews That Build Fluency
Language Digs: ITAs as Linguistic
Anthropologists
LANGUAGE POLICY AND PLANNING

THURSDAY
9:30 am10:15 am
4:00 pm4:45 pm
FRIDAY
9:30 am10:15 am
10:30 am11:15 am
3:00 pm4:45 pm
What Do University IEP Students

Think About English-Only?
Redesigning the K12 EFL Curriculum
Language Proficiency Benchmarks to
Validate Second Language Writing Courses
Examining Teacher Perspectives on Language
Policy in Buenos Aires, Argentina
English Language Policies in the Arab
World: Issues and Implications
LEADERSHIP
FRIDAY
9:30 am11:15 am
SATURDAY
9:30 am11:15 am
4:00 pm4:45 pm
5:00 pm5:45 pm
INTERNATIONAL TEACHING ASSISTANTS
Using Student Feedback to Identify

Components of ITA Teaching Effectiveness
Exploring the Use of Audio Journals
to Sustain Language Practice
Recent Research Regarding ITAs:
Theory and Practical Implications
Leveraging ELL Director Influence on

the District Leadership Team
Leadership in Learning Organizations Through
Nurturing a Classroom Service Culture
The Next Generation: Transitioning From
Teaching-Faculty to Administrative-Faculty
Improving Student Learning Through Structured
Adjunct and Full-Time Faculty Support
LISTENING, SPEAKING
TUESDAY
5:00 pm9:00 pm
THURSDAY
11:30 am12:15 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
4:00 pm5:45 pm
4:00 pm5:45 pm
FRIDAY
11:30 am1:15 pm
11:30 am1:15 pm
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
1:00 pm2:45 pm
1:00 pm1:45 pm
3:00 pm3:45 pm
5:00 pm5:45 pm
9:30 am10:15 am
9:30 am10:15 am
9:30 am11:15 am
10:30 am11:15 am
Listen Again: Strategies for an Integrated
Approach to Listening Skills
1:00 pm1:45 pm
1:00 pm1:45 pm
Low Stakes but High Rewards: Autonomous

Formal Presentation Practice
Fostering Presentation Competence: Instituting
a Comprehensive Presentation Curriculum
Sustaining Learner Investment Through
Facilitating ELL Self-Correction Goals
Teaching With TED: An Advanced
Listening and Speaking Course
Boosting Listening Comprehension Through
Explicit Instruction in Metacognitive Strategies
Breaking New Ground in Oral Communication
Icelandic Childrens English Learning
Outside the Classroom
Teaching Contemporary Storytelling Skills for
Social, Academic, and Professional Contexts
Teaching Reductions: Whatcha
Gonna Do With Em?
MAINSTREAM CLASSROOMS
FRIDAY
1:00 pm1:45 pm
21st Century Twist on a Classic: Audio Pen Pals

Engaging Listening and Compelling Speaking
with Long-Form Improvisational Comedy
Listen Outta Here! Preparing Learners
to Listen Beyond the Classroom
Movie Dubbing: A Holistic Approach to
Teaching Listening and Pronunciation
Obama as Pronunciation Teacher: Using
Political Speeches for Suprasegmentals
Can Mainstream Teachers Be

Language Teachers?
MATERIALS DEVELOPMENT
WEDNESDAY
1:00 pm5:00 pm
THURSDAY
10:30 am11:15 am
10:30 am11:15 am
11:30 am12:15 pm
Oral Fluency Activities: Tasks, Games,

Presentations, and More
Restoring Sound to the Sight of English Text
The Secrets of Successful Communicators
Do You Hear What I Hear: Measuring
International Students Intelligibility
Exploring Real English: Incorporating
Conversation Volunteers Into an IEP
Listening and the Language Learner
Oral Presentations: Appropriately Citing and
Interweaving Research, Graphics, and Video
Writing and Recording Original Audio
Tracks for Authentic Listening
Teaching Spoken English:
Content and Methodology
Learner Factors That Affect
Pronunciation Practice
Speaking Projects That Work: From Simple

Narratives to Cultural Examinations
Life at the Bottom: Bottom-Up Instruction
for L2 Listening Instruction
How Is Native Listening Different
From Nonnative Listening?
Teaching Pronunciation Using
the Prosody Pyramid
12:30 pm1:45 pm
1:00 pm2:45 pm
1:00 pm1:45 pm
2:00 pm3:45 pm
3:00 pm3:45 pm
4:00 pm5:45 pm
FRIDAY
9:30 am10:15 am
9:30 am10:15 am
10:30 am11:15 am
1:00 pm1:45 pm
4:00 pm4:45 pm
SATURDAY
9:30 am10:15 am
10:30 am11:15 am
2:00 pm2:45 pm
Curriculum Design for ESL Programs:

Focus on the Essentials
Curriculum Repair: If Its Broken, Fix It!
Paper, Electronic, or Smart Books:
Planning for Today and Tomorrow
Publishing, Self-Publishing, ReversePublishing: Getting Your Content Out There
Adapting Resource Handbooks for L2
Learners University Orientation
The Next Generation of Challenges in Authoring
Toolkits: Creating Student-Centered
Instruction in Low-Resource Environments
DIY NeuroELT: Making Your
Textbook More Brain-Friendly
Merging Professional Competence
With Graduate ESL Instruction
Publishing 101: Getting a Start
as a Published Author
Making Computer Literacy
Meaningful for Adult ELLs
Passion and Persistence: Independent
ESOL Authors Tell Their Stories
Enhance Teacher-Made Materials
Through Visual Consistency
Flipped Classes: Lessons Learned
The Flipped ESL Classroom: What to Flip?
An ESOL Materials Evaluation Framework
With a Learning Transfer Focus
Think Like a Video Game Designer
to Build Better Courses
Struggling ELLs: Basal Reading or
Literature-Based Curriculum?
CONTENT AREA INDEX
SATURDAY
9:30 am10:15 am
9:30 am10:15 am
9:30 am11:15 am
215
MATH AND SCIENCE
METHODOLOGY
THURSDAY
3:00 pm3:45 pm
THURSDAY
4:00 pm5:45 pm
FRIDAY
11:30 am12:15 pm
1:00 pm1:45 pm
3:00 pm3:45 pm
SATURDAY
10:30 am11:15 am
2:00 pm2:45 pm
Math-Focused Writing: Essential

to English Learner Success
Adolescent English Learners
Experiences With Writing in Science
Comic Relief for Newcomer and
Interrupted-Formal-Education ELLs
Multimodal Teacher Input and Science
Learning for Middle School ELS
FRIDAY
2:00 pm2:45 pm
SATURDAY
3:00 pm3:45 pm
To Flip or Not to Flip? Discuss.

Feedback Loop: Effective Ways to
Teach and Learn From Students
MIDDLE SCHOOL/PREPARATORY EDUCATION

Developing Academic Literacy
in High School Science
Scaffolding Mathematics and Science Learning
in the Elementary Mainstream Classroom
FRIDAY
1:00 pm1:45 pm
Crime Scene Investigations: Developing

Academic Language Through
Mathematics and Science
MEDIA (VIDEO AND DIGITAL)
SATURDAY
3:00 pm3:45 pm
THURSDAY
11:30 am12:15 pm
1:00 pm1:45 pm
NONNATIVE ENGLISH SPEAKERS IN TESOL
FRIDAY
9:30 am12:15 pm
11:30 am12:15 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm5:45 pm
SATURDAY
10:30 am11:15 am
Maxing Out Movie Trailers for Multiple Skills

Digital Media as a Catalyst for
Second Language Development
Progressive Use of Video in
English Language Teaching
BYOPBring Your Own Phone: Mobile
English Language Learning Opportunities
Social Media, Language Learning,
and ELA Curriculum
Stop Motion Animation: a Video
Project Even Shy Kids Love
Storytelling to Prevent Another Genocide
Maximizing Pair/Group Work Within
a Whole-Class Film Project
THURSDAY
9:30 am11:15 am
11:30 am12:15 pm
1:00 pm1:45 pm
5:00 pm5:45 pm
FRIDAY
9:30 am11:15 am
3:00 pm3:45 pm
4:00 pm5:45 pm
SATURDAY
9:30 am10:15 am
10:30 am11:15 am
10:30 am11:15 am
CONTENT AREA INDEX
216
Challenges of Task Parameters When

Preparing Teachers for TBLT
1:00 pm2:45 pm
3:00 pm4:45 pm
Scaffolding Academic Language for Quality

Interaction Through SIOP and CCSS
English Beyond Borders: Does It

Matter Where NNESTs Are From?
Always Remember Who You Are: Positive
Development of NNEST Identity
Proficiency and Professionalism: Arab Female
Teachers Perceptions and Experiences
Recommendations for Novice-NEST
and Trained-NNEST Teaching Teams
If I Were You: Using Case Studies
to Address Discrimination
Language Shift Among Puerto Rican Youth
Strategizing for Tenure: Linguistic and
Racial Minorities in Higher Education
A Value-Added Model in Support of NNEST
Making Sense of Emotions in NNESTs
Professional Identity and Agency
Strategic Planning and Mentoring: Key
to NNES Graduate Students Success
Voices From the NNEST Blog: Envisioning
Landscapes for Future Generations
Am I an NNEST?: A New Generations
Identities and Perspectives
ONLINE LEARNING
THURSDAY
11:30 am12:15 pm
FRIDAY
10:30 am11:15 am
4:00 pm4:45 pm
SATURDAY
10:30 am11:15 am
3:00 pm4:45 pm
5:00 pm5:45 pm
Exploring, Renewing: Massive Open Online
Courses (MOOCs) and L2 Writing
Online Distance Learning for Adult ESL
Learners: Promising Instructional Practice
Teaching Leadership Communication Skills to
Japanese Learners Through Online Forum
THURSDAY
9:30 am11:15 am
9:30 am10:15 am
10:30 am11:15 am
11:30 am12:15 pm
11:30 am12:15 pm
1:00 pm2:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
3:00 pm3:45 pm
FRIDAY
9:30 am11:15 am
11:30 am12:15 pm
4:00 pm4:45 pm
11:30 am12:15 pm
Acquisition of the Perception and

Production of Contrastive Stress
Exploring and Promoting the
Melody of Spoken English
Exploring Technology: Designing an

Online Learning Environment for ESL
Online Oral Skills Course Design:
Considerations of a Successful Model
THURSDAY
12:30 pm1:45 pm
FRIDAY
12:30 pm1:45 pm
2:00 pm2:45 pm
Integrating Pronunciation Across

the ESL/EFL Curriculum
Essentials of Haptic (Kinesthetic+Tactile)Integrated Pronunciation Instruction
Intensive Pronunciation Clinic: An Exploratory
Collaboration With Speech Language Pathology
Learners Views of Social Issues
in Pronunciation Learning
15 Content-Based Activities for Integrating
Pronunciation in Literate Skills Classes
Exploring Research Supporting Haptic
(movement + touch) Pronunciation Teaching
Teaching Basic English Intonation by NNESTs
The Effect of Input Modality on
Pronunciation Accuracy in ELLs
What Every ESL Teacher Should
Know About Pronunciation
Speak Fast; Speak Easy: The
Fight Club Technique
SATURDAY
12:30 pm1:45 pm
Action Research for Practical, Sustainable

Problem-Solving in EFL Classrooms
Reaching the Next Generation of Learners
Through Parent Involvement
Academic Language Development
Through Text Analysis
PROGRAM ADMINISTRATION
TUESDAY
5:00 pm9:00 pm
WEDNESDAY
1:00 pm5:00 pm
THURSDAY
9:30 am10:15 am
10:30 am11:15 am
11:30 am12:15 pm
Teaching Pronunciation: What
Teachers Need to Know
Focused Phonics - A Grammatical
Approach to Pronunciation
Why Students Need an APPLE a Day
Stressing Over Stress: Re-Analyzing
the Stress of Noun Constructions
Nigerian English Teachers as Models for
Contrastive Word Stress Assignment
Project ExCELL: Excellence for Connecticuts

English Language Learners
12:30 pm1:45 pm
1:00 pm1:45 pm
4:00 pm4:45 pm
Establishing a Newcomer Program

and Implementing Standards-Based
Instruction and Assessment
A Program-Wide Approach to Training
Teachers to Rate ESL Writing
Balancing Administrative Control and
Teacher Autonomy in Language Programs
From Teacher to Administrator:
An Autoethnographic Exploration
of Professional Renewal
Evaluation Without Grading: A New
Approach to Staff Appraisals
Promoting Struggling Students
Success Through Individualized,
Collaborative Advising Sessions
Marketing for Student Diversity: Internet
Tracking, Social Media, and More...
Supporting Struggling Students:
Three Points of Intervention
CONTENT AREA INDEX
11:30 am12:15 pm
1:00 pm1:45 pm
SATURDAY
10:30 am11:15 am
Visualizing Pronunciation for Learners:

Teaching Intonation and Stress Using Praat
Learners Can Teach Pronunciation Too:
Building Autonomy Through Peer Instruction
PRE-K THROUGH 12
PHONOLOGY/PRONUNCIATION
TUESDAY
9:00 am4:00 pm
4:00 pm4:45 pm
217
FRIDAY
9:30 am11:15 am
11:30 am12:15 pm
12:30 pm1:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
SATURDAY
11:30 am12:15 pm
11:30 am12:15 pm
2:00 pm2:45 pm
4:00 pm4:45 pm
From IEP Teacher to Administrator:
Opportunities, Challenges, Strategies, and Tips
5 Core Ideas to Build Effective
Professional Development Programs
Teacher Training in the Community ESL Setting
Tapping the Potential of ELL Paraprofessionals:
Providing Effective Professional Development
Reactive to Proactive: Teacher Mentoring
in a Growing ESL Program
Emotional Constructs of Professionalization
for International Graduate Students in TESOL
Google Your Department: Online
Resources for IEP Administrators
Development of a New Track Within
an ELT Masters Program
4:00 pm4:45 pm
5:00 pm5:45 pm
SATURDAY
9:30 am10:15 am
11:30 am12:15 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
READING AND LITERACY

WEDNESDAY
9:00 am4:00 pm
THURSDAY
12:30 pm1:45 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
FRIDAY
9:30 am11:15 am
CONTENT AREA INDEX
10:30 am11:15 am
218
1:00 pm1:45 pm
2:00 pm3:45 pm
Promising Practices for Adult Low-Literacy

ESL: Crossing Contexts, Enriching Classrooms
Leveling the Playing Field With
Leveled Readers and Other Books
Optimizing Texts in the Classroom
With Five Reading Subskills.
Phonemic Awareness and Student Authors:
Approaching Balanced ESL Reading Instruction
Reading Strategy Use of University
Students of English in Pakistan
Eyercize, Chunking, and Comprehension:
Blending Web 2.0 With Reading Fluency
Project ROCK: A High School ESL/MultiHandicapped Classroom Collaboration
Exploring the Reading (Dis)Engagement
of Two Struggling Middle School ELLs
Renewing a Phonics-Based Approach
in an IEP Reading Curriculum
Preparing ESL and EFL Educators
for L2 Literacy Instruction
Standards-Based Reading and Writing
Strategies for Long-term ELs
Narrow Reading and Incidental
Vocabulary Acquisition
Exploring Extensive Reading to Sustain
and Renew ELT Reading Instruction
Book Clubs in the Classroom:

Developing a Culture of Literacy
Boost Reading and Writing Skills
With Says-Does Analysis
Using Think-Alouds to Explore and
Sustain Strategic Reading
Teaching Reading to Saudi Learners of
English: Barriers and Breakthroughs
Accessing the Common Core: Supporting
ELs Through Language Analysis
Effects of Explicit and Implicit
Instruction in Reading Strategies
Expanding Web-Based Extensive
Reading in the ESL/EFL Classroom
Effectiveness of Extensive Reading
Activities in an L2 Setting
Critical Program Development
in an L2 Reading Course
REFUGEE CONCERNS
THURSDAY
9:30 am10:15 am
FRIDAY
1:00 pm3:45 pm
2:00 pm2:45 pm
SATURDAY
9:30 am10:15 am
2:00 pm2:45 pm
Literate Lives: Lessons From a

Refugee Womens Book Club
Addressing Novel and Complex Challenges
With Refugee Students and Families
North Korea to Chicago: Improbable
Journey, New Beginning
Overseas ESL for U.S-Bound Refugees:
Challenges and Opportunities
Integrating Community: Answering
the Challenge of Refugee ESL
Program Implementation
RESEARCH/RESEARCH METHODOLOGY
THURSDAY
5:00 pm5:45 pm
FRIDAY
3:00 pm3:45 pm
SATURDAY
1:00 pm1:45 pm
Scholarly Memoirs in TESOL: Exemplars,

Connections, and Contributions
Japanese University Students Outsideof-Class English-Related Time Use
Sustaining Our Voices in TESOL: Next
Generation of LGBTQ Research
SECOND LANGUAGE ACQUISITION

THURSDAY
12:30 pm1:45 pm
FRIDAY
1:00 pm1:45 pm
SATURDAY
1:00 pm1:45 pm
1:00 pm1:45 pm
5:00 pm5:45 pm
Beliefs and Metaphors About Learning:

SLA is Cooking a Recipe
5:00 pm5:45 pm
5:00 pm5:45 pm
Corpus-Driven Learning and SLA Theories:

What Do Experimental Data Say?
FRIDAY
9:30 am10:15 am
9:30 am12:15 pm
After the Bell: Creating ESL Programs

Beyond the School Day
Does Audiovisual Contextualization
Enhance Students Comprehension/
Retention of L2 idioms?
10:30 am11:15 am
10:30 am11:15 am
10:30 am11:15 am
SECOND LANGUAGE WRITING

THURSDAY
9:30 am10:15 am
9:30 am11:15 am
9:30 am10:15 am
10:30 am11:15 am
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm3:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
11:30 am12:15 pm
11:30 am12:15 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm5:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
SATURDAY
9:30 am10:15 am
9:30 am10:15 am
9:30 am10:45 am
10:30 am12:15 pm
11:30 am12:15 pm
Developing Self-Regulated L2 Writers: SelfEfficacy, SRL Strategies, and L2 Proficiency

Working Contexts of SLW Professionals
in Higher Education
Renew Your Approach to Drafts:
Getting Higher Quality Results
Scaffolding Academic Writing for
Beginning English Language Learners
Scholarship on L2 Writing in
2013: The Year in Review
Research-Based Curriculum for
Teaching Academic Writing
Syntax Development Strategy for
Arabic and Chinese L2 Learners
Teaching Argument Writing Through
Genre-Based Pedagogy in Korea
Caution, Pitfalls Alert! Navigational
Tools for Novice L2 Writing Teachers
Meeting IEP Students Needs: Corrective
Feedback in ESL Academic Writing
More Than Linguistic Accuracy: Feedback
on Graduate Academic Writing
Writing Circles for Publication: NNEST
and NEST Peer Collaboration
Lexical Diversity, Sophistication, and
Error in Generation 1.5 Writing
Renewing ESL Writing Programs
With Summative Portfolios
Exploring Definitions of Academic Writing:
A Teacher and Researcher Reflect
L2 Writing in Elementary School:
Challenges for Teachers and Learners
Constant Challenge: Time Limits and
Critical Thinking in EAP Writing
Explore Authentic Assignments to
Renew an EAP Writing Curriculum
Balancing Writing and Research Instruction
in Undergraduate Composition Courses
Teaching Elementary School ESL Narrative
Writing Through Genre-Based Pedagogy
Critical Reading Activities: Taking Students
Beyond Simplistic Source Use
ESL Writing Inaccuracy: Voices of Employers
CONTENT AREA INDEX
4:00 pm4:45 pm
Demystifying the Peer Review Process

in the Chinese EFL Classroom
Effective Online Pedagogy for Preparing
Second Language Writing Teachers
What Do Faculty Want? Perceptions
on Feedback to L2 Writers
Supporting L2 Development in
First-Year Composition
A Framework for Creating Cohesion
in Academic Writing
ESL Undergraduate Language Proficiency
Gains: Universities Construing,
Scaffolding, and Assessment
Making the Case for Summary-Response
Essay Writing: Techniques and Challenges
To MOOC or Not: A Question for
L2 Composition Teachers
Change of Students Perceptions Toward
Peer Feedback in Large Classes
Integrating Sociocultural Theory in
Writing Instruction for Grades K12
Exploring Writing Across the Disciplines
Through Academic Literacies
Cybertutoring: A Virtual Writing
Center for L2 Academic Writers
Next Generation Writing: Creating and
Assessing Effective Online Discussion Forums
Implementing Assessment as Learning
in L2 Writing Classrooms
Patterns of Interaction and Mediating Factors
in Wiki-Based Collaborative Writing
Revision and Strategy Use in Composing
Processes of Multilingual Writers
Save Time With Writing Lessons:
Use Photography and Video
11:30 am12:15 pm
Academic Literacy Experiences of

Undergraduate Writers: Instructors
and Students Perspectives
Singing the Way to Academic Writing Success
The Experiences of NNESTs in
First-Year Composition
219
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm2:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
To Write Is to Cite: Students Interpretations

of Incorporating Sources
Exploring Writing Through a Creative
Newsletter Publication
Addressing the Causes of
Unintentional Plagiarism
Disciplinary Differences, Disciplinary Genres
Generation 1.5 Learners Verb Tense
Use in Academic Writing
Investigating Content-Area Professor
Feedback in Second Language Writing
Graduate L2 Writers in the Disciplines:
A Language-Supported Curriculum
Marathon Writers: Helping Students Build
Comfort and Self-Reliance in Writing
Deconstructing Patchwriting:
Undergraduate ESL Writers Experiences
of Learning to Paraphrase
Five Strategies for the Top Five
Errors in Advanced Composition
Modeling Digitally-Mediated Composition
Processes for ESL Writers
SOCIAL RESPONSIBILITY/
SOCIOPOLITICAL CONCERNS
THURSDAY
9:30 am10:15 am
10:30 am11:45 am
10:30 am11:15 am
11:30 am12:15 pm
1:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
FRIDAY
9:30 am11:15 am
CONTENT AREA INDEX
11:30 am12:15 pm
220
2:00 pm2:45 pm
2:00 pm2:45 pm
Language Partners: Innovators for Language

Teaching and Learning in Prison
Fostering Sustainability: Bringing the
Environment Into the Language Classroom
Mentor Text 2: Scaffolding Reading
Instruction for Community College ESL
Addressing Academic and Cultural
Adjustment Needs of Iraqi Students
Confronting Intolerance: Teaching
English and a Culture of Respect
Part of the Solution: Making Language
Programs More Environmentally Sustainable
Discussing Islam in an ESL Classroom
SATURDAY
10:30 am11:45 am
11:30 am1:15 pm
11:30 am12:15 pm
SPECIAL NEEDS
THURSDAY
10:30 am11:15 am
12:30 pm1:45 pm
3:00 pm3:45 pm
FRIDAY
3:00 pm3:45 pm
SATURDAY
9:30 am10:15 am
Caught Between ESL and Special Education
In Their Own Words: Chinese Students

in American Universities
TEACHER DEVELOPMENT
THURSDAY
9:30 am11:15 am
9:30 am12:15 pm
9:30 am10:15 am
10:30 am11:15 am
10:30 am12:15 pm
10:30 am11:15 am
11:30 am12:15 pm
11:30 am12:15 pm
11:30 am12:15 pm
1:00 pm1:45 pm
1:00 pm2:15 pm
1:00 pm2:15 pm
Exploring and Sustaining Communicative

EFL Teaching to Nonnative Blind Learners
Preparing Special Education Pre-Service
Teachers to Teach English Language Learners
Caught Between Special Education
SPECIFIC LANGUAGE GROUPS
11:30 am12:15 pm
Motivating Performers and Audience to
Combat Prejudice Through Readers Theater
Gender Bias in the Moroccan
MEN ELT Guidelines
Amigos de Cuba Forum: Cuban--American
Roundtable on Collaboration in TESOL
From Cross Cultural Curriculum to
Socially Responsible Students
Teaching English in Difficult Circumstances:

Cuba and TESOLERS Unite
Reclaiming the Promise of ServiceLearning in TESOL Teacher Education
Service-Learning in TESOL:
Directions for Research
Building Teacher Confidence in Integrating

Transitions Skills From the Start
Exploring the Potential of a Flipped
Classroom in ESL Contexts
Sustaining Teacher Praxis in Support of ELLs
Central Asia Sustains Professionalism: Tips for
Organizing Successful Regional Conferences
Coming Home: ESL After EFL
From Untrained Language Teacher to
Professional Academic: A Case Study
Basic Training and Resources for
Untrained TESOL Novices
Developing ESL Teacher
Expertise: Finding Balance
English Language Teacher Training
in the Field Literally
Enhancing In-Service Training:
An Online Solution
Facilitating Effective Second Language
Teacher Learning and Development
Globetrotting Language Educators Explore
the World From the Oregon Trail
Teacher Renewal Through Research
and Reflective Practice
2:00 pm2:45 pm
2:00 pm3:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm4:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
FRIDAY
8:00 am9:00 am
9:30 am10:15 am
9:30 am10:45 am
10:30 am11:15 am
10:30 am11:15 am
11:30 am12:45 pm
11:30 am12:15 pm
11:30 am12:15 pm
11:30 am12:15 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm4:45 pm

Developing Teachers Reflective Skills
Through Classroom Observations
Performing Our Stories Through
Autoethnodramatic Narratives: The
ILGBTF Forum Colloquium
A Teacher Educators View of Professional
Development in Vietnam
How to Explore, Sustain, and Renew:
TESOL Professionals Gone Wild!
BELPaF Networking and Business Meeting
Doing Professional Development in International
EAP: Paradoxes, Perspectives, Best Practices
Implementing a Formative Peer
Observation Protocol
Sideline Coaching: Innovative and
Integrative ESOL Teacher Training
All Aboard: Faculty Mastering
New Technology Together
EFL Teachers Professional Development:
A Review of Literature
An Exploration of Saudi Learning Styles
and Western Teaching Perspectives
How Does Professional Development Influence
Public-Sector EFL Classroom Teaching?
Shifting Paradigms in Teacher
Development for the Next Generation
Starting and Sustaining Teacher
Communities of Practice in EFL Contexts
2:00 pm2:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
SATURDAY
9:30 am11:15 am
9:30 am10:15 am
10:30 am11:15 am
12:30 pm1:45 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
2:00 pm6:00 pm
2:00 pm3:45 pm
2:00 pm3:15 pm
4:00 pm4:45 pm
Encouraging Reflective Teaching in Composition

Classrooms: Practice, Process, and Publication
Shifting Attitudes About ELLs in
Content Area Teacher Candidates
ELL Teachers Developing, Sustaining,
and Renewing Teaching Philosophies
Writing Effective Student Learning Outcomes
Learners Autonomy in Large Class Through
Innovative Project-Based Learning
TESOL Generational Values: Passing
the Torch by Lighting the Way
At the Edge of Learning: Observing and
Transforming Teaching Together
Technology Integration in Adult ESL
Classrooms: Developing Teacher Awareness
Reflective Journaling: A Way to
Sustain the Passion for Teaching?
Lost as What to Do: Rural Teachers
Professional Development Needs
University and District ESOL Coaching
Partnership: A Pilot Study
Sustenance and Renewal in a Changing
and Demanding Profession
Delivering Effective Professional
Development Through Webinars
Mentoring Boot Camp: Developing
the Next Generation
Researching English Language Teacher
Education in Chile: Multiple Perspectives
TESOL Career Path Development
Across the Generations
Beyond the Classroom: Exploring
Careers for ELT Professionals
TEACHER EDUCATION
TUESDAY
5:00 pm9:00 pm
THURSDAY
9:30 am11:15 am
9:30 am11:15 am
10:30 am11:15 am
11:30 am1:15 pm
11:30 am12:15 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
Techniques for Teacher Observation,

Coaching, and Conferencing
Does Intercultural Education Really
Matter in Teacher Education?
From Teacher to Teacher Educator
Linguistically Diverse or Learning Disability?
Frames for Teaching Teachers
Practical Strategies for Developing
Well-Organized Lessons for ELLs
Does the Cambridge English
CELTA Meet Our Needs?
Teacher Training Programs/Approaches
in Africa, South America, and Vietnam
CONTENT AREA INDEX
2:00 pm2:45 pm
Best Practices for Sustainable InHouse Professional Development

Developing Multimedia and
Multicultural Literacies: Renewable
Resources for Teacher Education
English in Development: Teacher
Education in the Developing World
Feeding It Forward: Exploring and Renewing
the Teacher Observation Process
Forging New Territories in TESOL Through
Collaboration, Mentorship, and Scholarship
Speaking About Teaching: ITAs
Explore How Learning Works
The Next Generation of Mentoring:
Who Mentors Whom?
Building Genre Knowledge in Reflective Practice
Instant English Teachers: Just Add Training
Paradox, Possibility, and Professional
Development in TESOL
Teacher Professional Identity in a
Transnational Context: Stories and Issues
Interdisciplinary Teacher Collaboration in
Developing Instructional Strategies for ELs
221
1:00 pm1:20 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
FRIDAY
1:00 pm1:45 pm
1:00 pm2:45 pm
10:30 am11:15 am
11:30 am12:15 pm
12:30 pm1:45 pm
12:30 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
CONTENT AREA INDEX
2:00 pm2:45 pm
222
2:00 pm2:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
4:00 pm5:45 pm
Using a Reading Log to Teach

SLA to Preservice Teachers
Measuring the Professional
Identity of EFL Teachers
Preservice NNESTs Shifting Beliefs:
From Coursework to Coteaching
Service Learning as Teacher Development:
Lessons From a Pilot Project
Experienced vs. Novice Supervisors
Feedback: an Empirical Study
Exploring NNESTs Self-Efficacy, Teacher
Characteristics, and Contextual Factors
Teacher-Research Coursework and
Participant Perspectives: Examining
Relevance in Teacher Education
ELT Teachers Roles in Sustaining
Plurilingualism for the Next Generation
Postmethod Condition in the
Turkish ELT Curricula
Exploring Dispositional Tasks:
Developing the Will to Teach ELLs
Supervisory Feedback Given to
TESOL Candidates Lesson Plans
Virtual Clinical Practice: An
ESL Virtual Classroom
Preparing the Next Generation
of Teacher/Researchers
Exploring TESOL Courses Influence on
Preservice Teachers Emerging Identities
Mismatches and Negotiations of Teacher
and Learner Perceptions and Beliefs
Four Visual Learning Strategies for
Effective Second Language Acquisition
Making Microteaching Work: Establishing a
Successful Student-Managed MA Elective
Exploring an Invisible Medium:
Teacher Language Awareness
Among Mainstream Teachers
Japanese pre-service EFL teachers
future self-images toward CLT
Preparing Mainstream Teachers
for ELLs in Their Classrooms
Promoting EFL Teachers
Development as Researchers Through
Collaborative Action Research
Teaching Speaking Skills Through
Writing: Top Choices of 60 Teachers
Reverse Blending in Teacher Training:
When Online Takes the Lead
Best Practices in Online Teacher Training
The Fulbright Scholar Program and TESOL
4:00 pm4:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
SATURDAY
9:30 am10:15 am
9:30 am10:15 am
9:30 am11:15 am
9:30 am10:15 am
10:30 am10:50 am
10:30 am11:15 am
10:30 am11:15 am
11:30 am12:15 pm
12:30 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
3:00 pm3:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
5:00 pm5:45 pm
University-Based TEFL Certification Programs:

Critical Analysis and Best Practices
Strengths-Based Teaching: Exploring
Next-Generation EL Teachers Perceptions
Preparing Teachers for ELLs: One
Pedagogical Tool for Shifting Dispositions
Designing Training Materials: From
Challenge to Competency
Pre-Service Teachers Initial Perceptions
and Beliefs About English Learners
Preservice EFL Teacher Education in
Asia: Issues and Perspectives
The Impact of NS/NNS Identities
on Teacher Cognition
A Touch of Situated Learning:
Learn to Tell English Stories
Deprofessionalizing TESOL: Questions of
Access, Credential, Colonialism, and Elitism
Understanding Teacher Cognitions: The
Path to Effective Teacher Training.
Transforming Teacher Education: Preparing
Teachers for a Culturally Diverse World
Discovering the Reciprocal Benefits of a
Community ESL Teaching Practicum
Changes in Teacher Education
After the Great Recession
Implementing a Mentoring Programme:
Meeting Teachers Professional Needs
TESOL Practicums and Online Technologies:
Possibilities for the Next Generation
Core Competencies for Mainstream
Educators of English Language Learners
Meeting the Standards: ESOL
Teachers as Advocates for ELLs
NES Preservice Teachers and NNESTs:
Critical Study on Advocacy
When Collaboration Fails: Trust in ESL
and Content Teacher Relationships
From Coursework to Classroom: Learning
to Scaffold Instruction for ELs
Preparing ESOL Teachers to Be
21st Century Educators
The Use of Portfolios to Develop Writing
Competence and Autonomy
Coaching: Principles and Practice
Facilitating Language Learner
Motivation: Teacher Motivational
Practice and Teacher Training
Collaboration or Co-Teaching? Investigating
the Co-Teaching Practices of ESL/BE Teachers
VOCABULARY, LEXICON
NO CONTENT AREA
THURSDAY
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TUESDAY
9:00 am4:00 pm
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FRIDAY
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SATURDAY
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Exploring Ways of Making and Using

Flashcards to Learn Vocabulary
Measuring Difficulty From Self-Report
Checklists and a Vocabulary Test
Predicting L2 Spoken Language
Ability With Lexical Proficiency
Strategies for Building Academic
Vocabulary in Every Content Classroom
Beginning Writing Students and the
Vocabulary-Grammar Continuum
9:00 am4:00 pm
1:00 pm5:00 pm
1:00 pm5:00 pm
1:00 pm5:00 pm
1:00 pm5:00 pm
Strategies for Building Academic

Vocabulary in Every Content Classroom
Vocabulary Instruction for ELLs: Lessons
Learned From Teachers Action Research
A Cross-Discipline Comparative Study of
Linking Adverbials in Academic Writing
Idioms Are Always Easier in
Somebody Elses Class
The Effect of Dictionary Type on
Incidental Learning of Nouns
Word Games for Vocabulary and Fluency
A Corpus/Elicited Data Study of ESL
Synonym Use and Acqusition
Teaching a New Word or Multiword
Expression to Improve Retention
Researching the StudyBlue Vocabulary
Apps Utility for Advanced ESL Students
Exploring Variability: Use of
Collocations in L1 and L2 Writing
Corpus-Informed Vocabulary Learning Materials:
A Study For Improving Lexical Knowledge
Exploring Metaphors in Junior High
Science Textbooks for STEM ELLs
5:00 pm9:00 pm
WEDNESDAY
8:00 am12:00 pm
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WORLD ENGLISHES
1:00 pm5:00 pm
THURSDAY
12:30 pm1:45 pm
5:30 pm7:00 pm
SATURDAY
5:00 pm5:45 pm
Teaching World Englishes to Undergraduates:

Tensions and Pedagogical Insights
A Survey of Collocations of English
in the Globalizing World
THURSDAY
9:30 am10:15 am
9:30 am10:15 am
9:30 am10:15 am
9:30 am10:15 am
How Teacher Can Incorporate Music

and Song Into Teaching ESL
iPedagogy: Incorporating iPads and Touch
Technologies Into the Literacy Classroom
Metacognition as the Next Generation
Problem Solving Tools for Listening
Reaching English Learners Living
With Trauma and Chronic Stress
Behind the Scenes: A New Teachers Tool Kit
Essentials of Pronunciation
Teaching and Learning
Exploring How Academic Texts Work
Student Learning Through Effective
Assessment Practices
Research-Based Oral Language and Vocabulary
Development in Content Instruction
Sustaining Our Peers and
Mentoring New Teachers
Research Mentoring Workshop (PCE)
The Next Generation of Listening Instruction:
Beyond Comprehension Questions
Using Trace Effects to Spark Language
Learning and Teaching
East Asian Community Building
Assessment in English Language
Teaching: Reviewing Essentials
Closing the Achievement Gap With TechnologyEnriched Instruction for Diverse Learners
Ensuring Shared Responsibility
for ELLs/Bilingual Learners
Grammar and Academic
Writing: What to Expect
CONTENT AREA INDEX
FRIDAY
11:30 am12:15 pm
Introducing World Englishes as Career

Inspiration for Japanese College Students
Multilingual Writers and Writing Centers:

Research, Student, and Faculty Perspective
My PEARL of Wisdom: Instructional
Intervention Strategies for Diverse ELs
Advocacy and Collaboration for the
Benefit of NESTs and NNESTs
Exploring Black History as a Context
for English Language Teaching
Exploring Reading Instruction Alternatives
to Motivate Reluctant Adult ESL Students
Writing and Implementing Case Studies
for Language Teacher Educators
Creating Paired Reading Lessons for
Fluency and Critical Literacy
223
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CONTENT AREA INDEX
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224
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11:30 am1:45 pm
1:00 pm1:45 pm
1:00 pm1:45 pm
Multilevel Activities and Team

Projects for Beginners
National Geographic Learning Promotes
Rich Discussion in ESL Grades K12
Preparing ELLs for the Common
Core With BrainPOP ESL
The Intersection of Culture, Language,
and Education in K12 Classes
Changing Identities, New Englishes,
and ELF: Emerging Research Issues
National and State Initiatives in Adult ESL
On the Same Page: Teacher Education
for Content Area Colleagues
Toastmasters and ELT: A Vehicle for
Personal and Professional Development
HOTS, LOTS, and MOTSThinking Skills
A Multimodal Platform for English
Learning: Textbooks, Web, and Mobile
CASAS: AssessLearnAchieve
Help ELLs Succeed With Colorin Colorado!
NorthStar Lights the Way to
Student Achievement
Tools to Engage Students and Differentiate
InstructionNot Curriculum!
Becoming a U.S. Citizen: The
Naturalization Process
Explore Common Core, Sustain Successful
Strategies, Renew Academic Literacy
With a Little Help From an
Online Site: Rite Exams
Better Mousetraps for TESOLers?
My Top Ten List
Creating Classroom Activities
From Free TOEFL Resources
Everything You Need to Know About
Cambridge English: Advanced (CAE)
More Live Action English InteractiveNew
Survival-Level True-to-Life Software
Research and Teaching: Bridging the Gap
The Assessments the World Relies on
to Measure Language Proficiency
Focus Groups as a Means of
Identifying ELT Concerns
3 Major Trends in Education Technology
- Mobile,Big Data,Startups
Can Your Students Use the Reading
Skills Youve Taught Them?
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3:00 pm3:45 pm
Pairing Common Core and Language

Development Standards Through
Academic Language
Pursuing a Graduate Education in TESOL
Testing ITA Readiness With the International
Teaching Assistant Speaking Assessment
Two Approaches to ESP Course Design
The US Department of Education:
Supporting English Language Learning
Advocating for English Learners: Why and How
Common Core and English Language
Learners: New TESOL Book Series
Connecting the Common Core to
Comprehension and Fluency Instruction
Developing the TESOL edTPA:
Challenges and Responses
How to Get Published in ESOL and
Applied Linguistics Serials
Adopting a Collaborative Approach
to Program Administration
An Essential Mobile English Learning
Application for Educators
Cat Got Your Tougue? Classroom
Practices for Teaching Idioms
Creating a Professional Development Program:
Exploring, Sustaining and Renewing
Engaging Learners in the 21st
Century: Improving Outcomes
Enhancing Learner Metacognition
for Effective TESOL Instruction
Exploring Priorities and Possibilities for
Integrating Pronunciation Into ESP Lessons
Helping IEP Students Develop
Their Academic Writing Skills
Hot Topics in Enrollment, Visas,
SEVP and Advocacy for IEPs
Innovation in English Language Education,
Teacher Change and Professional Development
Organize and Access English
Sounds Using Picture Cues
Preparing English Learners for the Language
Demands of Classroom Collboration
Sustaining Teachers and Learners Through
Mentoring Processes: Sharing Our Stories
Teaching Reading Strategies Versus
Training Strategic Readers
The British Councils Work in ELT
WorldwideAn Introduction
The English Language Fellow Program:
The International Teaching Experience
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FRIDAY
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9:30 am11:15 am
9:30 am11:15 am
Experiential Learning Going Digital: Teacher

Education for the Next Generation
Tips for Writing Successful TESOL
International Convention Session Proposals
Building Intercultural Competence in the
Classroom: Equipping Young Learners
Improving Listening and Speaking
Skills for the Naturalization Process
Research and Practice on Emerging
Literacy for Adolescents & Adults
and Challenges in TESOL
Towards a More Inclusive TESOL Profession:
Diverse Contexts, Collaborative Endeavors
US Federal Education and
Language Policy Update
10:30 am11:15 am
10:30 am11:15 am
10:30 am11:15 am
11:30 am1:15 pm
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1:00 pm2:45 pm
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2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
2:00 pm2:45 pm
Adult ESOL Content-Based

Instruction for Student Engagement
and Community Leadership
Teachers as Experts: Ready-Made Workshops
Addressing Novice ELs and CCSS
Academic Language: The Pathway to
Student Success Across Content Areas
Communicating Across Cultures:
Two New Pro Lingua Books
Enhancing Language Teaching With
Insights From Other Fields
Higher-Level Vocabulary Learning
Strategies for Lower-Level Learners
Implementing Common Core Academic
Vocabulary in the ESL/ELD Classrooom
Research Articles in TESOL
Quarterly: Trends and Genre
Freewriting Warm-Ups Bring Fun
Creativity to Writing Class
Seedfolks Companion: Students
Work-Text for the Novel
Resources for Global Audiences From
Teaching Key Grammar With Key Vocabulary
Teaching L2 Composition: Purpose,
Process, and Practice
TOEFL Resources for Teachers and Learners
Classroom Pragmatics: Research and Best
Practices for Avoiding Potential Pitfalls
Shaping the Learning Experiences of
L2 Writers Across K16 Contexts
ELLs, Immigrant Students, and the Law
Culturally Relevant Reading for Educators
Dewey in the Virtual World
Elements of Program Quality for
Adult Citizenship Education
Increase Student Engagement With a
Virtual Language Learning Platform
International Travel for the
Student and Youth Market
Progress Monitoring Made Simple
With Curriculum-Based Measures
Three Domain (CBM3D)
Successful Student Outcomes via Innovative,
Interactive, Inductive, and Independent Learning
CONTENT AREA INDEX
9:30 am11:15 am
The U.S. Naturalization Test: Teaching Objectives

Using Mobile Devices in Class: Is It a Good idea?
Saving This Generation of Students: InService Training Strategies in Africa
Activities for the New Edition of Great Writing
Empowering Heritage, Community, and Native
American Learners Through Digital Stories
Opportunity Across the Americas
Teaching for the 21st Century
Teaching Beginners With Zero Prep and WOW!
Understanding the Relationship Between Adult
EL/Civics and Citizenship: Learning Outcomes
Blended Learning for English
Language Learners
CAL Research-Based Resources
for K12 Educators
Exploring Professional and Teacher
Training Resources From Pro Lingua
How Can Ministries of Education Train
Large Numbers of Teachers?
Next Generation ELT: Reading A-Z
ELL-Enhanced Digital Resources
The Future of Oral Exams: A
Look at Key Aspects
The New Michigan Test of English
Language Proficiency (MTELP) Series
TOEFL Success for Your Students
225
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4:00 pm4:45 pm
CONTENT AREA INDEX
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226
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4:00 pm4:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
4:00 pm4:45 pm
4:00 pm5:45 pm
The TESOL Professional Standards

for P12 Teachers
I Want to Write a Book! Getting
Published With TESOL
Are We Applying Pronunciation
Research to the Classroom?
Communication and Leadership Tips
From Toastmasters International
English Language Software for the Next
Generation: Sustaining Learners Interest
Englishes and Dialects in Classrooms:
Challenges and Possibilities for TESOL
How Might ESL/EFL Teachers Use
Corpus Tools in Their Classrooms?
Issues in Close Reading and Academic
Language for English Learners
Learn About the CELTA: High-Quality,
Practical, Four-Week TEFL Course
Lets Talk! ESL Students Needs vs.
Writing Centre Philosophy
Motivation of the Next Generation
of Students and Their Teachers
Successful Technology Models
in Adult Education ESL
Towards Self-Regulated Learning:
Helping English Language Learners
Develop Metacognitive Awareness
Using Technology to Effectively
Measure TOEFL iBT Preparation
Acceptance of Alternative Continuing
Professional Development by
School Administrations
Social Interaction and ELT Across Settings
College Bound: Mastering Reading
Skills for Academic Success
Coloring pronunciation across the ESL/
EFL curriculum: Why and How
Got Games?
Help Your TOEFL Students Be Testwise!
Rethinking Vocabulary
Strategies and Tools for Enhancing
Literacy Learning and Teacher Training
Using Bio-Statements to Promote Insight
Into Audience, Purpose, and Strategy
Responsive Pedagogy
4:00 pm5:45 pm
5:00 pm5:45 pm
5:00 pm5:45 pm
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5:00 pm5:45 pm
SATURDAY
9:30 am10:15 am
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11:30 am12:15 pm
11:30 am12:15 pm
12:30 pm1:45 pm
ESP in the IEP: Addressing a

Range of Specific Needs
Assessment: A Tool to Enhance
Opportunities for ESL Students
Computer-Assisted English
Learning With Tell Me More
Get Connected: 10 Key Benefits
of Online Learning
Opportunities for Collaboration With
What English Language Teachers Need to
Know About Curriculum Development
Why Tablets Should Replace Textbooks:
Tablets in the EFL Classroom
A New TESOL Credential: The
Peace Corps TEFL Certificate
IELTS 101: Questions and Answers to IELTS
Piloting eTextbooks in a
Community College Setting
Supporting ELs with Title I Funds
Cultural Context in Teacher Education
Research as Sustainable Practice: Lessons
and Insights From Classroom Collaborations
TESOL Standards Publications
as Practical Resources
Perspectives on Teaching in Different Contexts
Project Success: A New Approach for
Career and Educational Readiness
Reading for Success: The Smart
Approach to Academic Reading
The Mind SeriesSkills for the 21st Century
The Dances of English Language
Teacher Training Around the World
ESL Conversation Activities: A
Few of Our Favorite Things
Teacher Career Cycle Trajectories and
Ongoing Professional Development
An App to Make You an
Effective Learning Coach
An Open Mind Leads to a Master Mind
Sprout EnglishFun Stuff for Young Learners!
Teaching Collocations and Language
Patterns in Academic Writing
Real Beginners Learn Vocabulary/
Sight Words Through Coloring
12:30 pm1:45 pm
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4:00 pm5:45 pm
5:00 pm5:45 pm
Using Wordless Picture Books to

Support Literacy Learners
Critical Thinking: Asking Questions
About the Questions
Digital Learning Tools From Merriam-Webster
Life Skills Made Easy by Macmillan Education
Teaching English Reading Skills and Fraud
Awareness With Online Materials
The National Geographic
Learning Reading Panel
Interactive Mobile Tools for the Next Generation
Comics to the Rescue: Promoting
Literacy With Comics Readers
CONTENT AREA INDEX
2:00 pm6:00 pm
Preparing ESL and GED Students for Whats

Ahead 1:00 pm1:45 pm Enjoy Readers Theater!
A Literacy Intervention Tool for All Students
Handwriting Without Tears:
Learning and Thinking Critically: Thats Skillful
Reading for MeaningFluently
Creating and Choosing 21st Century
Materials for Adult Education
Feedback 2.0: Using Audio-Visual/Digital
Commentary to Improve Student Writing
Integrating Civics Content into
Adult ESL Literacy Instruction
US Higher Education: Dreams and
Realities for English Learners
Writing & Multilingual Student
Success in Higher Education
ELT for the Next Generation: MOOCs
and Online Teacher Training
ESL-Library.com: 1000 Ready-Made Lessons
and 2000 Printable Flashcards Online
Linguistic Accuracy in L2 Writing: Why and How
Motivational Partnerships: Enabling
Student Initiated Self-Motivation
Our WorldInspires Teachers, Inspires Students
Plagiarism, Punishment, and
Pedagogical Responses
Pronunciation Games and Playful
Activities to Promote Communication
Self-Publishing E-books and Paperbacks
Taking Digital Stories to the Next
Level: Making Documentaries
Teaching Young Learners English
in the 21st Century
The Pathway to Thinking Critically
The Real Thing DVD Series Promotes
Students College Success
Using Classroom Video in PreService Teacher Education
What Is the Future of Corpus
Linguistics in TESOL?
What Is This Thing Called TIRF?
Communicative Teaching Strategies Using
Picture Books as Reality for Each
Management Soft Skills for
Teachers and Administrators
How to Run an English Spelling Bee
Teaching Students to Effectively
Listen for Academic Purposes
The Complete ListeningSpeaking Course:
Student Centered, Teacher Guided
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Bring the world to the classroom with

New materials for Academic,
Adult, and International
New K12 programs
support Common Core
State Standards
Visit us at Booth 851

to learn more, or visit
NGL.Cengage.com/TESOL14
NGL.Cengage.com
888-915-3276

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PROGRAM BOOK

The TOEFL tests ...

TOEFL iBT TOEFL ITP TOEFL Junior TOEFL Primary Tests

TESOL Board of Directors (20132014)

Claire Bradin Siskin

Indianapolis Public Schools

University of West Bohemia

Texas International Education

Academic Language Research

University of Hong Kong

2629 March 2014

1925 Ballenger Avenue,

SEE YOU IN TORONTO!

Virco furniture solutions for moving forward www.virco.com 1-800-813-4150

Sage seating and Text tables

Youve made TESOL history by traveling to Oregon

Explore, Sustain, Renew!

Portland Community College

Portland Community College

Portland State University

Belmont Public Schools

TESOLers arriving early in Portland can participate in Preconvention

To navigate the convention, download the TESOL mobile convention

BAG & PROGRAM

John Schmidt, Convention Program Chair

Portland State University

The New School

Portland Community College

Lewis & Clark College

Portland State University

Brigham Young University

Beaverton School District

Portland State University

Innovating The Classroom of The Future

Asia's first choice in English Language Learning

Provides specialized teacher training, focusing on online teaching

Operating in hundreds of cities spanning 50 countries

Thursday. . . 8:30 am5:30 pm

PRECONVENTION INSTITUTES+ . . . . . . . various times/locations in OCC

Registration will take place in the

TUESDAY, 25 MARCH 2014

WEDNESDAY, 26 MARCH 2014

EDUCATIONAL SITE VISITS+ . . . . . . . . . . . . . . . various locations off-site

PRECONVENTION INSTITUTES+ . . . . . . . various times/locations in OCC

K12 DREAM DAY+ . . . . . . . . . . . . . . . . . . . . . . . various locations in Hilton

Masters Student Forum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D136, OCC

Doctoral Student Forum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D136, OCC

Reception for New Members & First-Time Attendees . . . . PB253, OCC

Opening Keynote: Surin Pitsuwan. . . . . . . . . . . . . . . . . . . . . Hall A, OCC

THURSDAY, 27 MARCH 2014

James Alatis Plenary: David Graddol . . . . . . . . . . . . . . . . . . Hall A, OCC

12:30 pm1:45 pm Poster Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Expo Hall

Job MarketPlace will take place

Town Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E146, OCC

Interest Section Open Meetings . . . . . . . . . . . . . . . . . . . . . . . See page 9

Interest Section Open Meetings . . . . . . . . . . . . . . . . . . . . . . . See page 9

FRIDAY, 28 MARCH 2014

Presidential Keynote: Deena Boraie. . . . . . . . . . . . . . . . . . . Hall A, OCC

12:30 pm1:45 pm Poster Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Expo Hall