Title

Presenters

Description

Location and

Interest Section

EL Stories in Teacher Education

Shoshannah Hernandez, Huntington University

Building on the presenter’s previous research, which explored the factors of identity, responsibility, and self-efficacy and their relation to secondary teachers’ willingness to differentiate, this session will explore an additional factor: teachers’ awareness of English learner (EL) experiences and needs. The presenter will explore how interaction with ELs and exposure to ELs’ stories and perspectives during teacher education and TESOL/EL certification programs could lead to a deeper understanding of EL needs and, in turn, more willingness to meet those needs. The presenter will detail activities and assignments currently used in TESOL/EL courses which utilize interaction and storytelling to help pre- and in-service teachers gain this awareness. Session participants will have opportunities to give feedback on the activities presented and share their own ideas for other activities or assignments that may also promote awareness of EL needs among pre- and in-service teachers.

Salon A

Teacher Education, University/Higher Education

Translanguaging in High School ENL

Woongsik Choi, Purdue University

In English-dominant classrooms of multilingual learners, it is crucial to incorporate asset-based multilingual approaches, such as translanguaging practices (García et al., 2017). However, research shows that a multilingual approach may face limitations due to contextual and individual factors in classrooms. More research is needed to better understand how a multilingual approach to teaching and learning English takes place in secondary classrooms in Indiana, where the multilingual learner population is growing rapidly (Morita-Mullaney, 2017).
Through a lens of translanguaging (García, 2009), this qualitative case study explores and describes translanguaging classroom practices in a high school English as a New Language (ENL) classroom and multilingual learners' voices about translanguaging. The context is an urban high school in Indiana. The participants are an English-Spanish speaking ENL teacher and four students from the Democratic Republic of the Congo, Mexico, Honduras, and Puerto Rico. Their language repertoires include Lingala, French, Arabic, Spanish, and English. Data come from observations, interviews, and photographs of classroom activities collected during the Spring 2022 semester. Through thematic analysis, patterns of translanguaging classroom practices and students’ perceptions of such practices were identified. The findings point to the need for more inclusion of translanguaging, technology, and multilingualism in secondary English language classrooms.

Salon B

Applied Linguistics, K-12, Secondary Schools

Transforming Word Problems into Stories

Eliza Talamantes, Lafayette School Corporation

This session will strive to show educators a new way to look at and present math word problems. Many times, students are provided worksheets with bland word problems with varied and random contexts. This practice is unhelpful and unappealing to multilingual learners. Three alternative routines to these type of word problems will be demonstrated: 3 Reads, 3 Act Tasks, and Slow Reveal Graphs.  Through these math routines, students are provided interesting, engaging stories to practice math and language in authentic ways.

Salon C

Elementary Education, K-12

Including ELs in High Ability Classrooms

Donna Albrecht, Indiana University Southeast

Participants will learn about practical, high-impact teaching practices for including English Learners (ELs) in Gifted classrooms.  It is imperative that we not miss the advanced potential of students solely based on their English language levels. Furthermore, guidance from the U.S. Departments of Education and Justice requires schools to identify the number of ELs in advanced educational settings (English Learner Took Kit, 2015). It is past time to focus on how to better serve this population. The driving question behind this work is: what are the implications of identifying, or not identifying, English learning students who have high abilities/gifts/talents - for the students, for our schools, and for society? Participants will engage in learning activities based on The Framework for Teaching and Learning in the High Ability/Gifted-English Learner Collaborative Classroom which was designed over several years by the presenter with participating school districts. The framework was based on reviews of the research on successful practices with gifted students and English learners, input from practitioners from both fields, and has been field-tested with many educators. The session will provide participants with activities and resources on the key modules of this framework including strategies from both gifted and second language acquisition pedagogy.  Participants will be provided with tools for self and peer evaluation to allow educators to set goals and work together for change. The framework and references will be provided.

Salon D

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

One Thing You Wish You Had Known

Mark Emmett, Program for Intensive English

This session is an informative presentation geared towards new teachers in the TESOL industry. Of course, more veteran teachers are also welcome to attend. In the presentation, I reveal the results of a survey I sent out to current colleagues, former colleagues and friends in various locations around the world. I have taught TESOL- related courses for over 35 years in Asia, Europe, Australia, the Middle East and the U.S. and, throughout that time, I have met and worked with some amazing colleagues. I asked them the question, "What do you know now that you wish you had known when you started your career?" These are their responses.

GB 3

Intensive English Program, Teacher Education

Statewide Approaches for EL Advancement

Adam Pitt, Indiana Department of Education

; Chelsea Isley, IDOE

In this session, IDOE’s EL team will spotlight and lead discussions on a wide range of timely EL topics. The overarching theme of this session will be approaches and actions that the state, corporation, school, and individual educator can all make to support and lift multilingual students. These actions will be tied to current EL trends and issues, which include: EL academic recovery data, which highlights that ELs are struggling to bounce back and are in dire need of support post-2020; the EL Teacher of Record requirements, which went into full effect this school year; and the 2020 WIDA Standards rollout, which underlines an instructional tool to support all teachers of MLs. IDOE will also review newly created and updated resources to support stakeholders in these actions, as well as upcoming professional development opportunities which align to these efforts.

GB 4

Advocacy, Elementary Education, K-12, Refugee Concerns, Teacher Education

Making your LMS manageable for learners

Continued from previous session period

GB 5

Second Language Storytelling With Music

Laura Colantonio, IUPUI Program for Intensive English

This session will discuss the power of music in an intensive English program Advanced Speaking and Listening course in the Fall of 2021. The presenter will walk the audience through the final project, which required fourteen students to create YouTube playlists of English music around a central theme that shared their story. Stories could have included themes from their personal lives, their lives before coming to the U.S., their academic careers, and more.

In order to execute the final project, the instructor focused on skills integration to guide the students through the steps of story and theme decisions, song selections, and lyrical analysis using skills borrowed from creative writing. The presenter will explain the challenges that arose while instructing students to analyze music in their non-native language.

Scholars in Second Language Acquisition have researched the use of music in language-learning contexts and its benefits for vocabulary acquisition and listening comprehension. The presenter will provide the positive pedagogical evidence of connecting music with second language learning used to guide the project.

By the end of the session, the audience will receive techniques and resources on how this project can be implemented across all ages and levels of English learners.

GB 6

Intensive English Program, University/Higher Education

Translanguaging: Story and Identity

Wiktoria Kozlowska, Purdue University

Given the prevalence of multicultural and multilingual students in the classroom, it is crucial to consider the ways in which their identities intersect with their sense of belonging in the school environment. The presenters in this panel will examine the identities and translanguaging practices of these multilingual students through the lens of two recently published books: Remaking Multilingualism: A Translanguaging Approach (Octu-Grillman & Borjian, 2021) and The Multilingual Adolescent Experience: Small Stories of Integration and Socialization by Polish Families in Ireland (Machowska-Kosciak, 2020). By combining the perspectives of these two books, the presenters will construct an argument for encouraging the use of translanguaging — the understanding that each student draws from a unique and dynamic linguistic repertoire in order to inform pedagogy — in the classroom. Additional considerations include parental language ideology, formal and informal school policies, and students’ experiences with language- and identity-based storytelling. Open discussion will provide opportunities for educators to share their own stories and collectively gain a better understanding of advocacy and support for multilingual and multicultural students.

GB 7-8

Advocacy, K-12, Teacher Education

Impact of ENL Certification on Learning

Annela Teemant, Indiana University Purdue University Indianapolis

; Brandon Sherman, Indiana University Purdue University Indianapolis

There is a persistent need for general education, content, and specialist teachers to be well-prepared to educate a growing multilingual student population. It is also essential to understand how professional learning approaches support teachers to expand their teaching repertories for multilingual students. The add-on English as a New Language licensure in Indiana is the central mechanism for preparing teachers. Yet, research into what knowledge and how ENL Certification directly benefits teachers and students is an area of neglected research.

This session begins by introducing the ENL Certification program’s framework for teacher learning. The presenters share research outcomes from a multi-year federal grant study of the impact of ENL Certification in Indiana. Data include classroom observation, teacher survey, student achievement, and English proficiency scores. Presenters make clear connections between the research instruments and everyday teaching practices to ensure rich understandings of various types of teacher knowledge. Using descriptive, multiple regression, and quasi-experimental analyses, the presenters invite discussion of key findings highlighting the relative impact of teacher knowledge of culture, language, pedagogy, and equity mindedness on student learning. Implications for the content, design,  and evaluation of teachers’ professional learning in general and through certification programs will be presented.  Handouts will be provided.

Veterans 1

Elementary Education, Teacher Education, University/Higher Education

Changing Lives for Teachers and Students

Sabrina King, Readable English LLC

; Becky Mungle, Readable English

Come hear the story of a practitioner and coach who witnessed the growth of multilingual (ML) students as well as an educator in the classroom. Both were part of a new and revolutionary reading program that unlocks the code hidden behind the rules and exceptions of the English language. Learn how teachers supported student growth with Readable English in the classroom and on WIDA ACCESS by making the English language phonetic while keeping the spelling intact. Students were able to access grade level content material throughout the school year to gain academic vocabulary quickly.

Veterans 2 Intensive English Program

Equitable Dual Language Instruction

Continued from previous session period

Veterans 3