Indiana Teachers of English to Speakers of Other Languages


INTESOL 2022 Session Descriptions: 10:00

You can find session descriptions for 10:00-10:45 below

10:00 - 10:45

Michelle Greene, IUPUI; Jessica Belcher, Avon Community Schools; Sean Henseleit, IPS; Donna Kimmell, Avon Community Schools; Greg Pope, IPS

Title

Presenters

Description

Location and

Interest Section

Language Fossilization or Stabilization

Diego Padilla Garcia-Moreno, Indiana University - Purdue University, Indianapolis - ESL Tutoring Center

In this presentation by Indiana University - Purdue University, Indianapolis’s English as a Second Language (ESL) Tutoring Center, we will explore how language development tutors assist students who experience language cessation—also known as fossilization and stabilization, by focusing on three distinct stories from learners originating from the Philippines, China, and Mexico. Our aim is to provide attendees an idea of how language cessation manifests, what exacerbates it, and what methods or techniques have been found to work in resuming language development. As an ongoing effort of the ESL TC to support all ESL university students, including those with higher English proficiency levels who have none the less hit a wall in their language-learning journey, the aim of this presentation is to emphasize practical, actionable means that can be implemented to existing language support centers in academia.

Salon A

Applied Linguistics, University/Higher Education

Preparing teachers for CLD classrooms

Samarnh Pang, Purdue University

; Tirtha Karki, Purdue University

; Negar Bakhshandeh, Purdue University

This panel presentation focuses on theories and practices to enhance culturally and linguistically diverse (CLD) classrooms by increasing teachers' awareness and improving the quality of their instructional practices. The session will discuss 1) the considerations for designing and executing approaches to make their instruction culturally and linguistically relevant for CLD students, 2) incorporating the community language learning approach to maximize intercultural learning in the pre-service English teacher program, and 3) the significant role of teachers' beliefs regarding the use of culture and L1 as resources to address issues in teaching and assessing vocabulary in adult English language programs in CLD environments. The participants will be given the opportunity to discuss issues and share experiences related to the topics.

Salon B

Advocacy, Applied Linguistics, Teacher Education

Teaching Adult Emergent Readers

Amanda Shufflebarger, Indiana University East

This workshop is designed for teachers and tutors of language learners with refugee backgrounds who are also emergent readers (or acquiring a second language at the same time they are becoming literate for the first time). These LESLLA (Literacy Education and Second Language Learning for Adults) learners benefit from deliberate, research-based approaches to language and literacy instruction. In this hands-on, strengths-based workshop, we will begin by addressing oral language. Then, we will use role plays, scenarios, and model lessons to explore strategies for using learners’ knowledge of spoken English as a resource for helping them develop reading and writing skills in context. I will model and debrief several approaches, including the Language Experience Approach (in a literacy-level adult refugee classroom). Participants will leave with concrete, strengths-based strategies for working with LESLLA learners. This workshop is an adaptation of a 2019 PCI that I co-presented at TESOL 2019. I am happy to provide the outline of themes and activities as a separate attachment.

Salon C

Adult/Community Programs, Refugee Concerns

Identifying ELs for High Ability Programs

Donna Albrecht, Indiana University Southeast

Participants will learn about alternative ways to identify the underrepresented population of English Learners (ELs) for advanced educational programming including gifted classrooms.  With the Every Student Succeeds Act and guidance from the U.S. Departments of Education and Justice requiring schools to identify the number of ELs in advanced educational settings, it is time to focus on how to better identify and serve this population (English Learner Tool Kit, 2015). This session will provide participants with the methods and results of different identification strategies that have been piloted in Indiana school districts in urban, suburban, and rural settings. Three districts at different points in the journey will share ways to get started and keep moving. We will discuss the use of rapid language acquisition as one indicator of high ability, along with rapid growth on other measures such as NWEA in comparison with their EL peers. We will also discuss the use of separating data and reviewing students in their similar peer groups rather than looking at the student population as a whole. Learn with us about placement and service options, our pilot programs, and how to utilize your ENL team in this process of appropriate identification of ELs. The impact of making a few small changes in your process can make a large difference for your students and promote equitable services.

Salon D

K-12, High Ability/Gifted and Talented English Learners

Equity by Design- The Power of UDL

Grace Allely, TESOL International Association

In this presentation, you will learn more about how UDL is necessary for both equity and inclusion in multi-tiered systems of support. Participants learn more about UDL, its core components and principles, and also how it supports students to be ready for the future. We often talk about college and career readiness like having access to knowledge and content will allow our students to be successful. We know that success is much more than that. We have to be self-directed, problem-solvers, and collaborators. So, how can we design our classes to prepare all learners to learn independently while also providing them with a solid foundation in knowledge and skills? UDL is the answer.

Salon E

Elementary Education, K-12, Secondary Schools, Technology, University/Higher Education

See Me, Don't Just View Me

Rebecca Schroeder, Hamilton Southeastern High School

; Rhonda St. Hilaire, ENL IA HHS

; Jim Ziino, FHS ENL Teacher

 

 

A fresh look at how Maslow's Hierarchy of Needs is applied to ELL learners and their academic success. Personal testimony from a professional who immigrated from Trinidad sheds light on what potential scenarios could be impacting the ELL learners' experience in your classroom, and also their families' experiences as they attempt to integrate and acclimate to the US society and culture.

During the workshop the participant will review Maslow's Hierarchy, dig into potential differences or challenges in educational, familial, environmental, and social/cultural areas. After each section, the participant will work with a partner or group to discuss what they have seen in their own experiences and share out to get a variety of perspectives.

The workshop examines an analogous framework of the pitfalls of a 'stairs' approach versus a 'ramp' approach to ELLs and will conclude by encouraging a R.A.M.P. approach-(Respect, Accommodate, Make a Genuine Effort, and Provide Support). After this workshop, the participant will be able to better connect with their ELL students, advocate for their families, and gain insight into what could help each ELL get to self-actualization while paying attention to their esteem, belonging, safety, and physiological needs.

GB 1-2

Advocacy, K-12, Teacher Education

The Stories from all over the world: Using autobiography in college ESL Composition courses

Qian (Fiona) Wang, Purdue University

This presentation seeks to explore the use of autobiography in an English as a Second Language (ESL) composition course. The benefits of using autobiography in adult learning started to gain popularity in the early 1960s (Progoff, 1975). Many researchers have highlighted using autobiography as a tool to enhance growth and learning, as it encourages student self-reflection and personal development (Progoff, 1975). It promotes sharing experiences and examining individual life stories, and allows for freedom of expression, providing opportunities to connect with others and increasing self-confidence (Christensen 1981; Hiemstra, 2001; Birren & Svensson, 2006).
This presentation is constructed using Critical Theory to re-evaluate the benefits and issues of implementing author autobiography in a college-level ESL composition course. Several curriculum development and instructional design examples will also be presented in this section. Lastly, the speaker will include strategies to critically analyze the effectiveness of using autobiography in the ESL composition course.

GB 3

Adult/Community Programs, Applied Linguistics, Intensive English Program, Secondary Schools, Teacher Education, University/Higher Education

The Gift of Story

Diane Anderson, Retired IPS Elementary ENL Teacher

Activities in the session:
* #StoryIs (write your own, read #s from children’s book writers)
*Bookmark with affective elements, summary by presenter
*Share the “Book of Your Heart” with a partner (use guiding questions) after Schu’s story
*Reflect on book conversations in your learning community (after hearing Dav Pilkey story)
*Scan blog by Dr. DasGupta, take note of meaningful word, phrase, and sentence (topic: reading & health)
*Writing ideas: memoir, SOL, narrative
*Questions to listen for so we know what stories inspire our students (and questions that show inspiration is lacking)
*View a book trailer ( also discuss book talks, author visits)
*List ways to use story as clarifier (begin with ideas from book, brainstorm with partner)
*Writing: research, reports, quick writes
*In a small group, share quotes and talk about story developing compassion
*Hear how administrators and teachers use story to connect with students
*Jot down your memories of read aloud experiences (quick write)
*List of school-wide reading celebrations
*Browse collections of children’s books with read aloud/instructional ideas (add your own on post it notes)

NOTE: participants will receive links to online resources, bibliography of professional books that relate to the topic

GB 4

Elementary Education, K-12

Making your LMS manageable for learners (90 Minutes)

Joseph Sorell, Purdue University

Participants will begin by mapping priorities and balancing time demands in a curriculum map. An Excel spreadsheet template will be provided for mapping learning objectives, tasks, point values, and time estimates.
After mapping the course tasks, we will construct or modify some sample assignments. Examples will be given in Canvas and Brightspace. Participants will practice building assignments in a way that helps learners anticipate the type of work and the time demands of each task in a course.
Participants will learn how to create a live link between their LMS and time management apps, such as Google calendar or Shovel.
Finally, participants will see how learners can leverage these assignment designs to better plan their study time in Shovel. Instructors can also benefit by using Shovel to plan their class preparation and feedback workload.
Workshop participants are encouraged to bring a laptop with Wi-Fi access to their school or course LMS. Alternatively, participants can create a personal Canvas account at https://www.instructure.com/canvas/login/free-for-teacher.  They are also encouraged to bring digital or printed documents related to a course they would like to work on, such as the syllabus, schedule, and curriculum map.

GB 5

Secondary Schools, Technology, University/Higher Education

Sculpting Quality Student Academic Conversations: Teacher Reflections on Action Research

Michelle Greene, IUPUI; 

Jessica Belcher, Avon Community Schools; 

Sean Henseleit, IPS; 

Donna Kimmell, Avon Community Schools; 

Greg Pope, IPS

As members of a Second Language Literacy graduate course for ENL Licensure, practicing teachers explored strategies to bolster sustained and purposeful content-driven conversations among their students. Teachers built lessons utilizing strategies that center conversation as a foundation for teaching and learning. Working as both teachers and researchers of their own practice, they recorded and analyzed transcripts of student interactions during planned academic conversations. The Conversation Observation and Analysis Tool (COAT) (Zwiers and Hamerla, 2018) was used as part of the process of engaging praxis - assessment as a means for improving instruction. During this session, presenters will share about ways to support productive academic conversations amongst students and how the process of analyzing their students’ conversations revealed new reflections about their teaching.  GB 6

Collaborating with A Content Teacher

Traci Vermilion, MSD Washington Township

; Dani Hartnett, MSD Washington Township

 

Co-planning & collaboration in the real world, day to day hustle of our school environment is difficult. In this session we will present the triumphs and trails of collaborative planning, teaching, assessment and reflection of a content area teacher and ELL teacher. Through a scaffolded, four week unit, modeled off of children’s literature, beginning ELLs were taught grade level ELA standards and finished the unit with the creation of their own children’s book.  This session will cover everything from our planning process to specific strategies used in lessons and participants will leave with a four week unit ready to teach.

GB 7-8

K-12, Secondary Schools

Family Language Policies

Trish Morita-Mullaney, Purdue University

; Rong Zhang, Purdue University

; Anne Garcia, Purdue University

 

 

In this multisite case study, we examine the family language policies and related logics of emergent bilingual families living in the Midwest. Findings demonstrate the nimble adaptivity of children and their parents across school-based activities of formality and play-based activities of informality. For school related activities, more English is used, whereas play-based activities happen almost exclusively in their native languages. Implications posit that teacher education explore family language policies in the context of multilingual teaching. By detailing the rationales for why families make decisions about their language policies, we bring greater texture and nuance to how families adapt as their children develop and enter schools. Further, we identify the essential role that parents play in the language development of their children. Implications for pre- and in-service teacher education are discussed.

Veterans 1

Adult/Community Programs, Advocacy, Applied Linguistics, Elementary Education, K-12

The Power of Story: Writing the Blues

Dinorah Sapp, Broadview Learning Center/Monroe County Community School Corporation

The geographical location of an English classroom presents opportunities for teachers to highlight the local culture.  The purpose of this presentation is to demonstrate how teachers can adapt and incorporate local culture in their classroom, in this case through music.  Writing a blues song provides a cultural experience that integrates various language and academic skills. 
After an introduction to blues culture and music, students receive a prompt to write a two-line rhymed blues lyric in pairs (“Woke up this morning, couldn’t get out of bed…”)  Then, the instructor sets the lyrics to music (using online accompaniment music), and the class sings it as a group.  For homework, students write their own complete blues songs and prepare to perform them using the pattern learned in class. 
Because of the simplicity of the blues pattern and the ready availability of instrumental music online, teachers and students do not need any formal music training to implement this activity.  At the end of the presentation, participants will be able to create their own blues lyrics, will have a list of online resources for blues accompaniment, and will brainstorm ways to incorporate their own regional culture in their classroom.

Veterans 2

Adult/Community Programs, Intensive English Program

Equitable Dual Language Instruction (90 Minutes)

Viviana Hall, Global Dual Language Subject Matter Expert

; Luz Roth, Global Dual Language Specialist

┬íLeer en dos idiomas debe ser equitativo!  Participants will learn how to maximize small group instruction targeting differentiated BILITERACY practices that effectively support remote, hybrid, and face-to-face models.
Using Istation’s Reading & Lectura programs, we will
• track individual biliteracy improvement
• group students strategically
• identify language learners’ critical abilities and
• promote purposeful instructional delivery

Veterans 3

Technology

INTESOL is a 501(c)3 non-profit organization.

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