10:00-10:25 HUM 202
“Using Video Self-Reflection to Become a More Effective Teacher”
Teachers are often told they should reflect on their teaching. In fact, reflection is widely accepted to be an excellent way to think critically about one’s own strengths and weaknesses in the classroom. Then why isn’t it more widely practiced? In this presentation the speaker will present materials developed by taking a qualitative look at being a reflective teacher through the use of video recordings. This video reflection guide can benefit both novice and experienced teachers by providing a path towards painless self-reflection.
10:00-10:25 HUM 587
“Empowering Advanced L2 Writers through the Use of Corpus Technology as a Proofreading Resource”
Awkward word combinations and incorrect use of prepositions are common problems that many L2 writers share because they simply lack the intuitions about the target language. Lack of intuitions poses many challenges for L2 proofreading. This presentation will argue that L2 writers can exploit corpus technology for L2 proofreading to find appropriate and accurate word combinations and prepositions. The presenter will also suggest several teacher- and student-led classroom activities for L2 proofreading using an online corpus tool: JustTheWord.
10:30-10:55 HUM 132
“The Effectiveness of Peer Review”
The presenter will discuss the benefits of using peer review in intermediate and advanced ESL reading and writing classrooms, as well as discussing her successful personal experience with peer review. She will discuss how to best prepare students for peer review sessions and offer general guidelines/tips for teachers on how to conduct a successful peer review session. The presenter’s goal is to encourage ESL writing teachers to use peer review in their intermediate and advanced ESL classrooms.
10:35-10:55 HUM 202
“Teaching Tips on Helping Students Find Errors and Edit Their Own Writing”
Error-free papers is not a realistic goal for writing teachers, but comprehensible texts in which the writer’s intended meaning is carefully crafted is, and this requires a carefully edited final copy. If we expect students to hand in carefully edited work, we should take care to teach our students the self-editing skills they need. The presenter will share some teaching practices that she developed from different sources and from her own experience as an ESL student, and used in her grammar editing workshops as well as in her one-on-one tutoring sessions. The presenter will then, with the audience’s participation, use one example of materials used in a workshop to train students.
10:30-10:55 HUM 587
“Teaching Vocabulary to High Beginners: Beyond Individual Words”
High beginners are often already used to learning individual words. For further vocabulary development, however, they also need to be aware of lexical chunks, such as collocations and phrasal verbs. The presenter examined some activities for teaching lexical chunks at a high beginning class at City College of San Francisco. Based on the students’ feedback on the activities, the presenter will provide effective classroom activities to raise high beginners’ awareness of lexical chunks and practice using them.
11:00-11:25 HUM 132
“Building Peer Response Skills Incrementally in an Academic ESL Reading and Writing Class”
In academic ESL reading and writing classes, peer response need not begin and end with reviews of completed essay drafts. Giving and receiving peer feedback effectively requires considerable training, practice, and trust among students. Incorporating peer response throughout the composing cycle helps students develop habits of responding thoughtfully to one another’s ideas. The presenter will share a variety of techniques, activities, and sample materials used to build peer response skills in her advanced ESL Reading and Writing courses at the American Language Institute.
11:00-11:25 HUM 202
“Camera as Coach: Video Self-Assessment for Oral Communication Students”
Ever wished the feedback you gave your ESL speech students had more impact? Looking for ways to promote learner investment? Learn about an assessment procedure for a university ESL speech course in which students evaluated a video of their oral presentation and then collaborated with the teacher to identify learning goals. Results included an increased awareness of performance criteria, motivation, and learner autonomy. Successes, challenges, and solutions will be shared, along with a handout containing self-assessment material and technology tips.
11:00-11:25 HUM 477
“ESL and Diabetes Prevention: The Role of Stories and Scaffolding”
This presentation will highlight the final phases of a larger 5-year project supported by the California Diabetes Program. The project aims to reduce the risk of Type 2 diabetes among adult immigrants through a diabetes-prevention ESL curriculum. The presenter will share lessons learned from the curriculum development and classroom observation phases. This presentation will feature the stories-based Learner’s Lives as Curriculum model and emphasize the role of classroom scaffolding in promoting learner engagement with health content.
11:30-12:00 HUM 132
“Support, Sharing and Collaboration among ESL Colleagues”
Research suggests that teacher-teacher collaboration can play a significant role in teacher development. The presenter will share findings from interviews with ALI teachers and coordinators and discuss the questions: In what ways do teachers support, share and collaborate? How does collaboration promote teacher development? And finally, what are the factors that foster a culture of voluntary collaboration? The presentation will provide an understanding of the value of collaborative work environments, as well as suggestions for promoting teacher collaboration in other ESL/FL workplaces.
11:30-12:00 HUM 202
“Become a Better Facilitator of Class Discussions: Investigate Your Teacher Talk”
As teachers, we seek to be effective facilitators of class discussions. To do so, we need to understand how our teacher talk affects learner participation. The presenter will describe an action research project in which she examined her own teacher talk. Sharing insights from her project, she will discuss how taping and analyzing classroom interaction can enable teachers to modify their teacher talk and invite greater participation. The presenter will offer suggestions for teachers interested in investigating their own teacher talk.
11:30-12:00 HUM 477
“Academic Literacy Development in the University: Case Study”
The processes by which unprepared freshmen are able to develop their academic literacy are overlooked by those in the academy. The presenter will describe a case study of the development of a student’s academic literacy in the first year of college. The information for this project was obtained through interviews with the student and her teacher, observation of her ESL classes, and analysis of her writing. The presenter will provide 4 major findings of her success studies as well as important implications for students and teachers in the TESOL field.
1:30-1:55 HUM 129
“Ready, Set, Action! Incorporating Drama Activities in the ESL Classroom”
Have you ever had difficulties in promoting students’ motivation to learn English? Have you ever seen students struggling with speaking English with confidence? Research has shown that the use of drama can help ESL teachers overcome these problems. The presenter will discuss how to incorporate drama activities in the ESL classroom based on the feedback from her ALI students in Listening/Speaking class. The presenter will also demonstrate useful short drama activities that can be easily integrated into any ESL class.
1:30-1:55 HUM 202
“’So, are you saying about the pilot study?’ – Teaching a Pragmatic Skill for Asking a Teacher Clarification Questions in an Academic ESL Classroom.”
Have you ever wondered whether your college ESL students really understand you? This presentation features teaching materials designed to teach an important pragmatic skill for college classrooms: asking a teacher clarification questions. The presenter will share samples of pragmatics teaching materials that make use of awareness raising and will report on piloting these materials, including observation and feedback from teacher and students. Implications for future materials development will be discussed along with suggestions for adapting these materials for other contexts.
1:30-1:55 HUM 211
“Interlanguage Pragmatics: An Intimidating Term, Followed by a Colon”
Second language learners bring a wealth of communicative and pragmatic skills to the classroom from their mother tongue. However, many communicative lessons do little to take advantage of these resources. Using the tool of conversation analysis, the presenter examines the talk in interaction of English language learner’s casual conversations to illuminate the positive and negative transfers of pragmatic conventions. Building awareness of interlanguage pragmatics can hopefully lead to more informed communicative lessons.
2:00-2:25 HUM 129
“Mentor Teaching as a Tool for Self-Reflective Practice in L2 Professional Development”
The presenter will discuss how being an ESL mentor teacher can help inform one’s own teaching practice, using information gathered from her own experience at the ALI and from interviews with other teachers who have participated in the mentoring program. Specific areas of focus are collaboration between mentor and mentee, how the practice of mentoring is grounded in relationship-building and context, and ways in which the exchange of roles between mentor and mentee can foster reflection-in-action.
2:00-2:25 HUM 202
“The Minority Language Speaker’s Inheritance”
Languages hold everything we understand of ourselves and our world. This knowledge is intellectual property designed, constructed and gifted to generations of speakers of different languages. What happens when minority language speakers privilege English over their own? What do they lose or what have they already lost? This talk presents a problem-posing method in a Beginning-High Level ESL class with the goal of initiating awareness to the issue of intellectual property loss and what it means to the identity of immigrant minority language speakers.
Please contact firstname.lastname@example.org to request the presentation handout.
2:00-2:25 HUM 211
“Coping Strategies: 3 Case Studies of Advanced ESL students at a Community College”
ESL teachers may often wonder how their advanced students meet the demands of content courses while taking ESL reading and writing classes. In this presentation, the speaker will discuss the findings from three case studies on the coping strategies of advanced academic ESL students in a community college setting. The presenter will also discuss the implications for teaching and make suggestions on how to help students find connections between their ESL reading and writing courses and content classes.
2:30-2:55 HUM 129
“USE it or Lose it: Integrating Communicative Vocabulary Production Tasks into an ESL Movie Class”
Bo Eun Yang
“I understand the meaning of the word, but being able to use it is another story.” Then how can we help learners transfer their receptive knowledge into productive lexicon? To address this issue, the presenter conducted action research in which she integrated communicative vocabulary production tasks into an ESL movie class at CCSF. This presentation will describe how she created and adjusted the tasks drawing on students’ input and self-reflection. The sample lessons, including a sequence of scaffolding activities, will provide a useful framework for vocabulary teaching.
2:30-2:55 HUM 202
“Citizenship ESL: Empowering Students Through Hybrid Instruction”
Promoting student empowerment through citizenship education comes from the idea that individual participation is at the root of a healthy, functioning democracy. Working through the lens of critical pedagogy, the presenter combines ideas of community and student empowerment in creating a US citizenship and ESL basic skills course in a hybrid online format. The presentation outlines reasons for teaching citizenship in an online context, methods of online community building, and effective online instruction practices, while documenting the process of building an online course.