Title

Presenters

Description

Location and

Interest Section

Teaching Rhythm and Intonation

Denise Mussman, University of Missouri - St. Louis

Learn about patterns of word stress, rhythm, phrasal stress, and intonation plus develop fun assignments for students to improve their speaking skills! The presenter will briefly explain suprasegmental features of English and then share a number of activities that help ESL students hear these patterns and practice them through class exercises as well as authentic communicative activities.

Salon A

Adult/Community Programs, Intensive English Program, K-12, University/Higher Education

Course reconstruction for resiliency

Virak Chan, Purdue University

Since the beginning of COVID-19 pandemic in early 2020, many schools around the world have been shut down, and teachers have been forced to leave their physical classrooms indefinitely, impacting the ways in which teacher education courses and their field experiences are conducted. At schools, practicing teachers have to recreate a learning environment that is 100 percent virtual, hybrid/hy-flex, or fully face to face with required health precautions. In the mix, are emerging ESL educators, needing field experiences that are altered due to these varied instructional models. In this presentation, I will share my experience reconstructing an undergraduate course in teaching and learning English as a new language and its field experience components in response to the evolving circumstances caused by COVID-19 pandemics. I will also discuss the challenges and opportunities of the different models of field experience integrated into the course to build resiliency and inclusivity.

Salon B

Teacher Education, University/Higher Education

Family Engagement: Powerful Partners

Lisa Netsch, Perry Township Schools

; Jeannette Cosio-Ermel, Perry Township Schools

; Kjack William, Perry Township Schools

In this session, we will share our structures that has lead to the partnerships for an inclusive language program serving adults and their children. As a K-12 district serving over 7500 multilinguals, we recognized the need to serve the whole family. We will share how our program began and what it has grown to today.

Salon C Adult/Community Programs

Advocacy between ENL and World Languages

Donna Albrecht, Indiana University Southeast (INTESOL Higher Ed Rep)

; Meghan Worcester, IFLTA Advocacy Chair

This discussion will provide the opportunity to seek ways to advocate between and across English as a New Language and World Language programs. Proposed topics include, but are not limited to funding, building cultural competency across population groups, and strengthening bi/multilingual identity.

Salon D

Advocacy, K-12, Teacher Education, University/Higher Education

Serving ELs: Our Teacher Prep Journey

Kate Reinhardt, University of Indianapolis

; Dylan Torres, University of Indianapolis

; Katelyn Skinner, University of Indianapolis

; Ryan Kost, University of Indianapolis

How are content area pre-service teachers being prepared to serve ELs in their future general education classroom? Focusing on this guiding question, three senior, pre-service secondary education teachers (majoring in English Education and Social Studies Education) share their personal experiences learning about and working with ELs during the four years of their teacher preparation coursework. Additionally, a teacher educator presents how she has integrated content regarding serving ELs in the secondary classroom into the teacher preparation curriculum at her university. After reflecting on their experiences, panelists will discuss how teacher education should evolve regarding teacher preparation of content teachers. Time will be allotted for questions, comments, and discussion from the audience.

Salon E

Teacher Education

My Language Story: Decoding and Meaning

Amy Halsall, MSD of Warren Township

Do you want to learn more about teaching decoding so that multilingual students can make meaning and learn language faster? Are you an elementary or K -12 educator? Do you have a passion for working with multilingual learners? Then this session is for you. The presenter  works at a dual language school and has classroom experience, experience teaching multilingual learners, and is multilingual. She has been teaching for  20 years  in schools with a significant number of multilingual learners. She will use her background to engage with you and enrich your understanding of working with multilingual learners and teaching you decoding and language strategies. When you leave the session, you will have gained information about: decoding and ML’s, foundational literacy skills, and  native language supports to help your ML students learn language. The presenter looks forward to sharing her successes with you so that you can grow your multilingual learners in the area of language and literacy too.

GB 1-2

Elementary Education, K-12

Consideration of linguistic challenges

Okyoung Lim, Marian University

; Tomisina Staltari, Marian University

; Vanessa Gomez, Marian University

According to the National Center for Education Statistics (2021), 10.2% of students identified as English Language Learners (ELLs) in our public school systems and about 3.9 million Hispanic EL public school students constituted over three-quarters (76.8 percent) of EL student enrollment overall. Since ELs spend most of their time in the general education classroom, mainstream  teachers are required to teach the grade level standards using effective knowledge and skills to help ELs access grade-level curricula (Gilmour, 2018; Samson & Collins, 2012). Planning and delivering effective instruction for ELs requires extensive knowledge of the dynamic relationships between the student’s native language and English, the student’s culture and mainstream culture, and the student’s internal and external conditions (Brown, 2004). Teachers should think linguistically to identify the specific language demands of different academic tasks and how to best help students meet these demands. Understanding Spanish speaking ELs’ challenges in phonology, morphology, syntax, semantic, and pragmatic will provide meaningful insight to their lessons.

The purpose of this study is to suggest best practices for all teachers working with Spanish speaking ELLs  to meet their linguistic needs. This session will highlight the concept of comprehensible input in language and academic learning and discuss the methods and strategies that maximize comprehensibility of ELLs.

GB 3

Applied Linguistics, K-12, Teacher Education

Once upon a time in my ESL classroom

Negin Hosseini Goodrich, Purdue University

Several scholars have discussed the power of storytelling in ESL/EFL classrooms (e.g. Bala, 2015; Fitzgibbon & Wilhelm, 1998). Drawing on research, I usually share the stories of my linguistic and cultural growth with my international graduate and undergraduate students.
I self-identify as an Iranian-American permanent learner of English and an ESL instructor at the university level. Living with my American husband for 12 years, I use my personal life stories to show the students my path of improvement in English. My stories answer to the following questions:
(1) How did living in an American family improve my English?
(2) How did I become a self-regulated English learner?
I showcase self-regulated learning tools that I have been using in my daily life in the past 10 years (for example, listening to the English audiobooks while driving 100 miles to the campus). I also share the stories of my interactions with my American family, and the techniques I apply to learn from them (for example, noting down their idiomatic language).
In their final evaluations, the students usually provide positive feedback on my narratives and report that they are motivated to become self-regulated English learners using the tools that I recommended.

GB 4

University/Higher Education

ENL Certification Leads to MLs' Advocacy

Jessica Belcher, Avon Intermediate School West, 5th Grade Teacher

; Gina Borgioli Yoder, IUPUI School of Education, ENL Program

In this session, participants will learn from Dr. Gina Borgioli Yoder, Clinical Associate Professor in the ENL program at the IUPUI School of Education, about how practicum assignments are embedded into the ENL certification program at IUPUI to support teachers in reflecting upon and improving their classroom practice with multilingual learners and their families. In addition, Jessica Belcher, a classroom teacher who recently finished the ENL certification through IUPUI, will share stories of how she used knowledge gained in the program to advocate for multi-lingual learners in her classroom and school. Also, Jessica will give examples of how she has improved communication with multilingual families to better include them in their child’s education. Finally, session participants will have the opportunity to explore ways in which they can further advocate for their ML students and families. 

GB 5

Advocacy

Extensive Reading in R/W and L/S classes

Christina Brandle, Taylor University

According to the Extensive Reading Foundation, “‘Extensive Reading’ or ‘ER’ for short, is an approach to language learning that encourages students to read a large amount of books, or other reading material, that is relatively easy for them to understand.”  (erfoundation.org)

This sounds admirable, but can silent reading be justified in a language classroom? Class time is precious, ER learning is not always easy to assess, and a good broad reading library is expensive to maintain. 

In this session I will give examples and explain how I have set up my classes to incorporate ER into all aspects of the course, from the syllabus and grading/assessment rubrics to the warm-ups and lesson plans. I will report on what has worked well and what has not worked for my students and my ongoing process of evaluation.

In this session, participants will gain a greater understanding of ER and its role in the development of students’ critical thinking skills, come away with specifics as to how it can be used in their L/S and R/W classes, and be given some accessible online resources for graded readers.

GB 6

Intensive English Program, Secondary Schools, University/Higher Education

GB 7-8 

Muted Advocacy for Asian ELs

Trish Morita-Mullaney, Purdue University

Asian American and Pacific Islander (AAPI) multilingual learners and educators are often racialized as hard-working, reproducing an additive and homogenous stereotype of the cooperative model minority. As such, they are regarded as needing less support when it comes to language and/or educational services and constructed as being the "better immigrant." Such stereotypes create a hierarchy of multilingual learners, suggesting that because AAPIs need less language services they earn the collective status of being high achieving. In this session, we will examine this stereotypical construction and how it mediates language programming decisions and how it may be muting the unique identities and rights of AAPI youth and educators.

Veterans 1

Advocacy, Applied Linguistics, Elementary Education, K-12, Refugee Concerns

Strategies to Support Language Learners

Jennifer Jump, Teacher Created Materials, Academic Officer

In this session, learners will:
• Discover how to create a language rich environment to foster word consciousness for ELs in any instructional setting
• Engage with practical strategies to support students in understanding complex text
• Practice authentic language development activities for immediate application in all four domains
• Use high-utility strategies to support students in writing in response to text

Veterans 2

Elementary Education, K-12, Secondary Schools