You can find session descriptions below, organized by time
Title | Presenters | Description | Interest Section |
Indiana Migrant Education Program | Emily Salinas, IDOE- Migrant Education | The Indiana Migrant Education Program provides services to more than 1700 migratory students each year within our state, nearly 75% of whom are English Language Learners. Visit us to learn more about our current population, how we provide services to students, and best practices to support our migratory students and families. | Adult/Community Programs; Advocacy; K-12; Other: Migrant Education |
Exploring Community ESL Teaching | Susan (Feng) Luo, Ball State University; Nell Rose Hill, Ball State University; Safwan Abdulwahhab Malasalih, Ball State University | ESL teaching goes beyond school and classroom contexts. Community ESL programs connect learners to relevant real-life materials. This discussion introduces how an ESL program has been implemented in a local community. Through discussion, presenters invite critical thought and suggestions on the improvement of community ESL teaching. | Adult/Community Programs; Refugee Concerns; University/Higher Education |
Embedding FoK in Teacher Education | Pengtong Qu, Butler University | According to the U.S. Census (2011), about 22% of school-aged children speak a language other than English at home; the population in K-12 settings is getting culturally and linguistically diverse. Pre-service teachers need to be prepared to teach students coming from diverse backgrounds. This study is about developing pre-service teachers’ understanding of FoK in multilingual families. | Applied Linguistics; Elementary Education; K-12; Teacher Education |
Program Models for Bilingual Students | Hyunsil Park, Purdue University; Virak Chan, Purdue University | This presentation synthesizes emergent bilingual students’ challenges in the U.S. K-12 setting and identifies effective bilingual education models based on existing literature. It also describes how these models can contribute to reducing students’ challenges, and to promoting academic achievement, and language development. | Elementary Education; K-12 |
Wow! Look at that Background Knowledge! | Chad Hyatt, Indianapolis Public Schools; Katheryn Ferguson, Indianapolis Public Schools | Are your English Learners struggling to engage with classroom lessons and content? Have you heard someone say, “These students don’t have any background knowledge”? Participants will redesign standards-based curriculum and walk away with conceptual examples of how teachers can validate culture and relevant background knowledge that students bring to classrooms. | Elementary Education; K-12; Secondary Schools; Teacher Education; University/Higher Education |
Development of Alt Can Do Descriptors | Laurene Christensen, WIDA at the Wisconsin Center for Education Research; James Mitchell, WIDA at the Wisconsin Center for Education Research; Kristen Burton, WIDA at the Wisconsin Center for Education Research | This session will provide an overview of instructional tools to support the ongoing English language development of multilingual learners with the most significant cognitive disabilities, including a language- and disability-related needs framework and Alternate Can Do Descriptors that describe English language development for this population of students. | K-12 |
All Things EL: Updates from IDOE's Team | Erica Sponberg, IDOE; Adam Pitt, Indiana Department of Education; Nicole Leach, Indiana Department of Education | IDOE’s EL team will provide English learner-related updates and resources covering a wide scope of areas for the 2021-2022 school year. EL student data is at the forefront and this presentation will take a look at COVID’s academic impact on ELs, a WIDA ACCESS results breakdown, and new WIDA growth and accountability reports. Next, attention will be turned to some exciting upcoming opportunities for professional learning, networking with peers, an overview of the 2020 Edition of the WIDA Standards rollout, and much more. Attendees will be able to discuss key topics with peers as well as participate in a Q&A. | K-12; Teacher Education |
Teaching lessons on diversity and equity | Safia Diarra, Earlham College | Since the pandemic, our international students have faced racism and mistreatment in various ways. It is therefore imperative that we begin to focus our teaching lessons on diversity and equity. After teaching a course entitled: Experiencing the U.S. from Many Perspectives, I have found meaningful course materials, assignments and discussion questions that have proved to be successful in understanding the background of racial disparities and why those disparities continue today. | Teacher Education; University/Higher Education |
Title | Presenters | Description | Interest Section |
Fostering ESL Conversation Hour at IUPUI | Heather Thomas, IUPUI; Diego Padilla Garcia-Moreno, IUPUI | From theory to practice, learn how IUPUI's ESL Tutoring Center carries out its Conversation Hour with international and domestic ESL students. Join us as we discuss the creation and development of both program and sessions, along with the benefits that groups like these can have for all ESL university students. | Adult/Community Programs; Applied Linguistics; Secondary Schools; Teacher Education; University/Higher Education |
Challenging Linguistic Bias | Allison Segarra Hansen, Marian University; Nicole Carey, Indy Equity Collaborative | In this workshop we will explore the inextricable link between language and identity. We will facilitate an exploration of social identities including an interrogation of participants’ relationship with language(s). This will allow participants to locate unidentified bias or preference they hold for English. In addition, we will provide multiple strategies to build inclusive environments for the emergent bilingual including culturally responsive pedagogy, specifically highlighting translanguaging as an ideology and a scaffold. | Advocacy; K-12 |
Making content accessible to CLD student | Virak Chan, Purdue University; Woongsik Choi, Purdue University; Tirtha Karki, Purdue University | In this discussion group, we will try to connect theories to practices in examining what make content accessible to CLD students. The section will discuss things like culturally & linguistically responsive pedagogy, genre approach, and translanguaging. Participants will have opportunities to discuss issues and share experiences related to the topics. | Applied Linguistics; K-12 |
Support systems for refugee students | Katie Brooks, Butler University; Kameron Packard, MSD Decatur Township | Students who are refugees often have experienced trauma and interrupted schooling. This interactive workshop will provide an overview of research-informed district, school, and classroom practices for supporting them. Participants will network and share their successful practices with each other. We will host additional online follow-up discussions throughout the academic year. | Elementary Education; K-12; Refugee Concerns; Secondary Schools |
Lesson Planning with Language Goals | Claire Clark, Franklin Township Community Schools | Ever have trouble knowing where to begin with lesson planning when you have Level 1s and Level 4/5s in the same class? Ever wonder how to make WiDA goals feasible with all the content you're required to teach? Have teachers come up to you asking these same questions and you're not sure what to say? If you answer yes to any of these questions then join me with an open mind and a lesson idea for us to practice with together! | K-12 |
Advancing ALTELLA: Revamping Alt ACCESS | Laurene Christensen, WIDA at the Wisconsin Center for Education Research; Kristen Burton, WIDA at the Wisconsin Center for Education Research; James Mitchell, WIDA at the Wisconsin Center for Education Research | This session presents an overview of Advancing ALTELLA, a federally-funded project to redesign Alternate ACCESS and build a screening tool that identifies students for the assessment. Participants will leave with an understanding of the project activities and information on how to participate in these activities. Materials will be disseminated. | K-12 |
Explicit Phonics Instruction for ELLs | Ethan Lynn, Reading Horizons | This workshop will feature hands-on and active training focused on the teaching of phonological awareness skills and explicit phonics to ELLs of all ages. Specifically, you’ll learn how to effectively teach the alphabetic principle, single syllable word decoding patterns, and multi-syllable word decoding patterns. | Teacher Education; Other: Reading/Literacy |
Technology Based Curriculum PreK-12 | Eric Scott, MindPlay, News-O-Matic |
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Sponsored Presentation |
Title | Presenters | Description | Interest Section |
Tech to the Families | Amanda Crecelius, PATINS Project | This presentation will cover G-Suite, Google Meet, Google Assistant, Google Translate, Google Interpretor Mode, Gmail, Chrome Extensions: Google Translate, MOTE, Google Read & Write, as well as, YouTube& Book Creator App and some extra tools for building supportive relationships with multilingual families. | Adult/Community Programs; Elementary Ed; K-12; Secondary Schools; Teacher Education; Technology |
Audiovisual Effects in the ELA Classroom: Contextualizing Stories in the Modern World | Layney Kirchoff, Purdue University | With reference to texts Romeo & Juliet, Greek Mythology (Odyssey and Iliad), and The Outsiders, Miss Layne Kirchoff provides a session regarding the audiovisual accompaniment used consistently in her 8th grade Language Arts classroom. Audiovisual accompaniment techniques mentioned include background music, visual display, decor, low lighting, and Virtual Reality. Underlying theory of audiovisual effects in the general and ELL Language Arts classroom will be attributed with references to John Hattie's (2009-2021) "Influences of student learning," along with student testimonies. | Advocacy; Secondary Schools; Teacher Education |
How Globalization Shapes ELT Practices | Vikrant Chap, Purdue University | This research presentation challenges the notion of culture as a static concept by employing a critical theory to investigate the perspectives of social actors within the context ELT curriculum. It contributes to the understanding of how globalization affects local culture, and how social actors preserve cultural identity in their discussions of global issues in ELT classrooms. | Avocacy; Teacher Education |
Coaching learning communities for equity | Katie Brooks, Butler University; Cathy Bhathena, College of Education, Butler University | Instructional coaching typically focuses on teacher compliance to a model or professional growth. Our emerging coaching model supports teachers in both professional growth and addressing systemic inequities. In this workshop, we will share our model and elicit feedback from educators that will help us to grow in our thinking. | Elementary Education; K-12; Refugee Concerns; Secondary Schools; Teacher Education |
Nonverbal Communication and Disability | Laurene Christensen, WIDA at the Wisconsin Center for Education Research; Shyyan Vitaliy, Smarter Balanced Assessment Consortium | This session will discuss intercultural implications of nonverbal communication for multilingual learners with disabilities. It will provide an overview of important cultural similarities and differences in nonverbal communication as well as important considerations for this diverse population of students. Materials will be provided. | K-12 |
Book Talks - Latinx Identity in Kid Lit | Julie Majercak, Belzer Middle School MSD Lawrence Township | How can teachers promote Latinx mIddle- grades and young adult fiction authors and their books to tween and teen readers? In this interactive session, we will review some favorites and create a comprehensive list to share with Indiana educators and librarians. Come prepared to talk up a book and share literature activities you have done with your students. | K-12; Secondary Schools |
African students in online MEd TESOL | Jan Dormer, Messiah University | Research suggests that African international graduate students in American programs may face challenges, especially when instruction is online. Research was conducted with African graduates of an online M.Ed. TESOL program. Perceptions of the effectiveness and applicability of the program for African contexts, and implications for programming, will be shared. | Teacher Education; University/Higher Education |