2016 Tesol Convention Full Program PDF

TESOL2016 International Convention
& English Language Expo

58 APRIL 2016 BALTIMORE, MARYLAND, USA
PROGRAM BOOK
TESOL2016
58 APRIL 2016 BALTIMORE, MARYLAND, USA
International Convention
TESOL Board of Directors (20152016)

OFFICERS DIRECTORS
Andy Curtis Misty Adoniou John Schmidt TESOL International
President University of Canberra Texas International Convention & English
Anaheim University Canberra, Australia EducationConsortium Language Expo
Anaheim, California, USA Austin, Texas,USA 58 April 2016
Deborah Healey Baltimore Convention Center
Dudley Reynolds University of Oregon Tony Silva 1 West Pratt Street
President-Elect Eugene, Oregon, USA Purdue University Baltimore, MD 21201 USA
Carnegie Mellon West Lafayette, Indiana, USA
UniversityQatar Leslie Barratt
Doha, Qatar Convention Program Chair Deborah Short TESOL International
Rajabhat Roi-Et University Academic Language Research Association
Yilin Sun Roi-Et, Thailand & Training, LLC 1925 Ballenger Avenue
Past President Arlington, Virginia, USA Suite 550
Seattle Colleges Aya Matsuda Alexandria, VA 22314-6820 USA
Seattle, Washington, USA Arizona State University Kyungsook Yeum
Tempe, Arizona, USA Sookmyung Womens Toll free 888.547.3369
University Tel. +1 703.836.0774
Luciana de Oliveira Yongsan-Gu, Seoul, Korea Fax +1 703.836.7864
University of Miami Email: info@tesol.org
Coral Gables, Florida, USA Rosa Aronson Web: www.tesol.org
Executive Director
Alexandria, Virginia, USA
WWW.TESOLCONVENTION.ORG 1
JOIN US ON
Wednesday 6 April
English along the fracture lines:
Responding to challenges in
todays geopolitical landscape
John Knagg, Paul Smith
Time: 11.30 - 12.15
Venue: Convention Center
All images Mat Wright
(Room 320)
Thursday 7 April
The British Council was founded to create a friendly knowledge and Benchmarking English language
policy, abilities and motivations
understanding between the people of the UK and the wider world. across Latin America
We are delighted to partner with TESOL International Association on Liz Shepherd, Allan Taggart,
the 50th Anniversary Celebration Block Party James Shipton
and VIP Reception.
Time: 17.00 - 17.45
We work in over 100 countries, connecting millions of people with
high quality English language programmes and services to help them
gain access to career and study prospects worldwide.
Friday 8 April
We work with hundreds of partners globally from national and local
government, education institutions and businesses. We draw on over BRITISH COUNCIL
80 years experience in design, development and delivery of English
language work in developing and post-conflict countries, harnessing
SIGNATURE EVENT
the best expertise from the UK and our well-established global Shakespeare Lives:
network. Love, death and revenge in the
English language classroom
Visit our booth (218) to meet senior British Council Time: 10.30 - 11.15
colleagues to discuss relevant, affordable and high Venue: Hilton Baltimore
quality solutions that respond to your needs. (Room Key 12)
Our areas of expertise:

English for education systems The British Council are
Pre-service and in-service teacher training delighted to partner on the
Curriculum development TESOL International Association
50th Anniversary Block Party
Assessment
Teaching Time: 19.00 - 21.00
Venue: Hilton Baltimore Hotel,
Research Eutaw Street (next to hotel)
Market and education intelligence.
www.britishcouncil.org/learnenglish www.britishcouncil.org/learnenglishteens www.britishcouncil.org/learnenglishkids
www.teachingenglish.org.uk www.britishcouncil.org/englishagenda
TABLE OF CONTENTS
WELCOME
Welcome 5
2016 Convention Planning Team and Leaders 5
Week at a Glance 7
New Member Orientation 8
About TESOL 8
TESOL Organizational Meetings 11
Awards, Travel Grants, and Scholarships 13
Keynote Speakers 15
TESOL in Focus 16
The TESOL Classroom of the Future 17
Electronic Village and Technology Showcase 19
TESOL 50th Anniversary Celebration & Block Party 21
Tea With Distinguished TESOLers 22
Invited Speaker Sessions 23
Public Policy and Advocacy 25
Research Spotlight 27
Best of Affiliate Sessions 28
Colloquia & Presentations From Colleague Organizations 29
Job MarketPlace 31
ELT Leadership Management Certificate Program 32
Thank you 34
Maps
Baltimore Convention Center 36
Hilton Baltimore 38
TESOL Strategic and Event Partners 41
How To Use This Book 43
Community College Day 44
PreK12 Day 46
Abstracts 49
Poster Sessions 200
English Language Expo
Classroom of the Future Sessions 206
Exhibit Hall Map 207
Exhibitor Booth Numbers 208
Exhibitor Listings 209
Indexes
Presenter Index and Email Directory 217
Content Area Index 236
Notes 259
The American Federation of Teachers salutes the TESOL International Association on
its 50th anniversary, as it brings together champions of children and youth to advance the
profession of teaching English to speakers of other languages.
TESOL has been the leading voice for best practices in English language teaching and learning
and has worked to achieve the highest standards of excellence.
Across the nation, the AFTs 1.6 million members are working with parents and community
partners to reclaim the promise of public education. We are fighting to preserve neighbor-
hood public schools where all children can find the building blocks of successincluding
high-quality early childhood education, parental and community involvement, and an enriching
curriculum and after-school activities that support the whole child.
As part of our commitment to English language learners, the AFT and PBS station WETA
have collaborated for over a decade to produce ColorinColorado.org, the nations leading
online source of research-based ELL information and materials for educators and parents.
The AFT will continue to work with TESOL members and others to build bridges with students
and communities of diverse backgrounds.
Randi Weingarten Lorretta Johnson Mary Cathryn Ricker

president secretary-treasurer executive vice president
The American Federation of Teachers is a union of 1.6 million professionals that champions fairness; democracy;
economic opportunity; and high-quality public education, healthcare and public services for our students, their families
and our communities. We are committed to advancing these principles through community engagement, organizing,
collective bargaining and political activism, and especially through the work our members do.
WELCOME
2016 CONVENTION
PLANNING TEAM
WELCOME
PROGRAM CHAIR LOCAL CO-CHAIRS
Leslie Barratt Doaa Rashed
Rajabhat Roi-Et University University of Maryland
Baltimore County
ASSOCIATE Yeji Yoon
PROGRAM CHAIRS University of Maryland
Brock Brady Baltimore County
Congratulations! You are helping to make U.S. Peace Corps
Laura Hook
history by participating in this 50th anniversary Diane Carter Maryland State
Department of Education
Indiana UniversityPurdue
convention of TESOLInternational Association. University Indianapolis
Since 1966, the annual convention has drawn scholars from

around the world to share the most up-to-date research and
TEAM LEADERS
practices in the field of teaching English to speakers of other
languages. This year, we celebrate and reflect on that history HOSPITALITY & PRE- AND
as we move beyond the borders and limitations of the past to ENTERTAINMENT POSTCONVENTION
Myles Hoenig INSTITUTES
share new research and innovative practices. Prince Georges County Sherry Lyons
Public Schools Montgomery Coalition for
Here in Baltimore, you will find more than 1,000 sessions Adult English Literacy
Gilda Martinez-Alba
to choose from, including keynotes and other invited Towson University
presentations as well as those from among the best of our EDUCATIONAL
SITE VISITS
affiliates worldwide, from TESOL members everywhere, and JOB MARKETPLACE Karen Blinder
from those who support the profession. To get the most out Diana Siemer Montgomery College
Esperanza Center
of the convention, plan your schedule of sessions and 50th
TEA WITH
anniversary events for each day in advance and include time POSTER SESSIONS DISTINGUISHED
to explore the latest materials in the Expo Hall, the Electronic Alex Garrido TESOLERS
The Community College Rosemary Orlando
Village, and the Technology Showcase. To get involved with of Baltimore County Southern New
TESOL beyond your membership, attend the TESOL Town Hampshire University
Meeting and at least one interest section open meeting on VOLUNTEERS
COORDINATOR PREK12 DREAM DAY
Wednesday and the Annual Business Meeting onFriday. Tara Theroux Ilhye Yoon
Prince Georges County Maryland State
On behalf of the 2016 Convention Team, welcome to TESOLs Public Schools Department of Education
celebration of the past 50 yearsand commitment to the next
50years. BAG & PROGRAM COMMUNITY
DISTRIBUTION COLLEGE DAY
Jaqueline Sumner Diane H. Dunlap
Leslie Barratt, Convention Program Chair Prince Georges Montgomery College
Brock Brady, Associate Convention Program Chair Community College
Diane Carter, Associate Convention Program Chair ROUNDTABLE

DISCUSSIONS
Rahila A. Siddiqui
Prince Georges
Community College
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WEEK AT A GLANCE
MONDAY, 4 APRIL 2016

Registration Hours
WELCOME
Monday . . . . . . . . 3 pm6 pm 8 am5:15 pm PreK12 Dream Day+ . . . . . . . . . . . . . . . . . . . various times/locations, BCC
Tuesday . . . . . . . . 7 am7 pm 8 am5:15 pm Community College Day+ . . . . . . . . . . . . . . . various times/locations, BCC
Wednesday . . . . . 7 am5 pm 5 pm9 pm Preconvention Institutes+. . . . . . . . . . . . . . . . . . . . various locations, BCC
Thursday . . . . . . . . 7 am5 pm
Friday . . . . . . . . . . 7 am3 pm TUESDAY, 5 APRIL 2016
English Language 8 am12 pm Educational Site Visits+. . . . . . . . . . . . . . . . . . . various locations, Off-Site

Expo Hours 8 am5 pm Preconvention Institutes+. . . . . . . . . . . . . . . . . . . . various locations, BCC
(various times)
Wednesday .8:30 am5:30 pm 8:30 am4:30 pm Affiliate Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317, BCC
Thursday . . . 8:30 am5:30 pm 8:30 am4:45 pm Doctoral Research Forum . . . . . . . . . . . . . . Holiday 23, Hilton Baltimore
Friday . . . . . 8:30 am3:30 pm 8:30 am4:45 pm Masters Student Forum. . . . . . . . . . . . . . . . Holiday 23, Hilton Baltimore
Job MarketPlace 3:30 pm5 pm Reception for New Members
& First-Time Attendees. . . . . . . . . . . . . . . . . . . . Key 16, Hilton Baltimore
Thursday. . . 8:30 am5:30 pm 5:30 pm7 pm Opening Keynote: Aziz Abu Sarah . . . . . . . . . . . . . . . . . . . Ballroom, BCC
Friday . . . . . 8:30 am5:30 pm
Saturday . . . 8:30 am3:30 pm
WEDNESDAY, 6 APRIL 2016
8 am9 am Presidential Keynote: Andy Curtis. . . . . . . . . . . . . . . . . . . Ballroom, BCC
Join the 12:30 pm1:45 pm
4 pm5 pm
Poster Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Expo Hall, BCC
Town Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . Holiday 3, Hilton Baltimore
Conversation! 5 pm6:30 pm Interest Section Open Meetings . . . . . . . . . . . . . . . . . . . . . . see page 11
6:45 pm8:15 pm Interest Section Open Meetings. . . . . . . . . . . . . . . . . . . . . . . see page 11
THURSDAY, 7 APRIL 2016

#TESOL16 8 am9 am James E. Alatis Plenary: Jeanette Altarriba. . . . . . . . . . . Ballroom, BCC
9 am10 am The Wizard of Oz: A TESOL Tale (a musical). . . . . . . . . . . Ballroom, BCC
11:15 am12:45 pm Affiliate Colloquium . . . . . . . . . . . . . . . . . . . . . . . . Key 6, Hilton Baltimore
TESOL Press 12:30 pm1:45 pm Poster Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Expo Hall, BCC
Bookstore Hours 1 pm4 pm Interest Section Assembly. . . . . . . . . . . . . . . . . . . Peale, Hilton Baltimore
POP-UP BOOKSTORE 1:30 pm2:30 pm Ice Cream Break . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Expo Hall, BCC
(Located in Registration Area)
Monday. . . . 7 am10 am, FRIDAY, 8 APRIL 2016
3 pm6 pm
8 am9 am Friday Keynote: Anne Curzan. . . . . . . . . . . . . . . . . . . . . . . . Ballroom, BCC
Tuesday. . . . 7 am5:30 pm 12:30 pm1:45 pm Poster Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Expo Hall, BCC
TESOL PRESS BOOKSTORE 5 pm6:30 pm TESOL Annual Business Meeting. . . . . . . . . . . Key 78, Hilton Baltimore
(Located in Expo Hall) 7 pm9 pm TESOLs 50th Anniversary Celebration . . Eutaw Street, Hilton Baltimore
Wednesday. 8:30 am5:30 pm
Thursday. . . 8:30 am5:30 pm SATURDAY, 9 APRIL 2016
Friday. . . . . . 8:30 am3:30 pm
8 am12 pm Postconvention Institutes+ . . . . . . . . . various locations, Hilton Baltimore
Concurrent and exhibitor sessions are Wednesday, Thursday, and Friday beginning at
9:30am each day, with the last session starting at 5 pm.
+ Ticketed Event BCC = Baltimore Convention Center
ABOUT TESOL
Is this your first TESOL convention?

Are you a new member of TESOL?
The Reception for

NewMembers & FirstTime
Attendees is for you.
Tuesday, 5 April, 3:30 pm5 pm
Key 16, Hilton Baltimore For nearly 50 years, TESOL
International Association
INFORMATION
ASSOCIATION
has been bringing together

There is so much going on with so many opportunities at
educators, researchers,
the TESOL convention, it can really help to have someone administrators, and students
sort it all out for you. Inmuch the same way, if youre a to advance the profession of
new TESOL member, its very helpful to learn about all teaching English to speakers of
that TESOL International Association has to offer. otherlanguages.
With more than 13,000
So here is your chance members representing
160countries, and more than
HEAR from TESOL volunteer leadership and staff. 105 worldwide affiliates, TESOL
Askquestions directly to TESOLs president and offers everyone involved in
executive director. English language teaching and
learning an opportunity to be
MEET veteran members of TESOL and listen to their part of a dynamic community
helpful suggestions on how to navigate the convention where professionals like you
and the many benefits of the association. connect with and inspire each
other to achieve the highest
CONNECT with other attendees and share your thoughts standards ofexcellence.
about TESOL and the international convention.
WIN something! A drawing will be held at the end
of the reception for some special TESOL prizes.
ABOUT THE TESOL CONVENTION

The very first official gathering of the field took place in Tucson, Arizona
in 1964 and was organized by the five founding associations of TESOL.
The second and third gatherings were in San Diego, California and New
York, New York. It was at the New York gathering that TESOL International
Association was founded. The first convention of the new association
was in Miami Beach, Florida in 1967. From those humble beginnings, the
international convention has grown to be the largest gathering of ESOL
professionals in the world, with more than 6,500 attendees from more
than 75 countries representing all areas of the field.
8 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

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BOOTH #107
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ESL TEACHING
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Stop by , located in the Expo Hall
Chat with TESOL Staff and Board Members

Meet the TESOL Interest Sections
Enter to win Daily Prizes

Daily Prize Drawings:
Wednesday & Thursday, 3:45 pm
Friday, 2:45 pm
Enjoy an Ice Cream Break

Thursday, 1:30 pm
Browse the TESOL Press Bookstore

all titles 30% off list price!
TESOL ORGANIZATIONAL MEETINGS
Meetings listed here are located in the Hilton Baltimore or the Baltimore Convention Center (*).
TUESDAY, 5 APRIL
8:30 am11:30 am Leadership Briefing. . . . . . . . . . . . . . . . . Holiday 6
8:30 am4:30 pm Affiliate Leaders Workshop. . . . . . . . . . . . . 317*
1 pm5 pm IS Leaders Workshop. . . . . . . . . . . . . . . Holiday 6
1 pm5 pm TESOL Committee &
Council Meetings . . . . . . . . . . . . . . . . . . . . various
7 pm9 pm IS Steering Committee Meetings. . . . . Holiday 6
INFORMATION
ASSOCIATION
WEDNESDAY, 6 APRIL
1 pm3 pm Affiliate Editors Workshop. . . . . . . . . . . . . . Ruth
2 pm3 pm IS Editors Workshop . . . . . . . . . . . . . . . . . . . Paca
3 pm4 pm IS Community Managers Workshop. . . . Carroll
4 pm5 pm Town Meeting . . . . . . . . . . . . . . . . . . . . . Holiday 3
This meeting will be led by TESOL President Andy Curtis
and attended by the Board of Directors and the Executive
Director. The meeting provides a forum for the membership
to ask questions about TESOLs professional activities and
offer comments and suggestions relating to current and
upcomingactivities.
Interest Section Open Meetings THURSDAY, 7 APRIL

5 pm6:30 pm Adult Education. . . . . . . . . . . . . . . . . . . . . . . . 321*
Bilingual Education . . . . . . . . . . . . . . . . . . . . 316* 9:30 am11 am Affiliate Assembly. . . . . . . . . . . . . . . . . . . . . Key 6
Elementary Education. . . . . . . . . . . . . . . . . . . 318* 1 pm2 pm IS Assembly. . . . . . . . . . . . . . . . . . . . . . . . . . Peale
English as a Foreign Language. . . . . . . . . . . 324*
Higher Education. . . . . . . . . . . . . . . . . . . . . . . 322*
International Teaching Assistants. . . . . . . . 319* FRIDAY, 8 APRIL
Materials Writers . . . . . . . . . . . . . . . . . . . . . . 323* 5 pm6:30 pm Annual Business Meeting. . . . . . . . . . . . Key 78
Secondary Schools. . . . . . . . . . . . . . . . . . . . . 317* This meeting is open to all attendees. Members vote on
Teacher Education. . . . . . . . . . . . . . . . . . . . . . 320* resolutions, learn about the state of the association, and
observe the installation of newly elected officers of TESOL.
Eligible voting members will be wearing badges encoded with
6:45 pm8:15 pm Applied Linguistics. . . . . . . . . . . . . . . . . . . . . 326* the word member and will be seated in a designated area.
Computer-Assisted
Language Learning. . . . . . . . . . . . . . . . . Holiday 4
English for Specific Purposes . . . . . . . . . . . 324*
Intensive English Programs. . . . . . . . . . . . . . 321*
Intercultural Communication . . . . . . . . . . . . 317*
Nonnative English Speakers in TESOL. . . . 318*
Program Administration. . . . . . . . . . . . . . . . . 319*
Refugee Concerns. . . . . . . . . . . . . . . . . . . . . . 323*
Second Language Writing. . . . . . . . . . . . . . . 325*
Speech/Pronunciation/Listening. . . . . . . . . 320*
Social Responsibility. . . . . . . . . . . . . . . . . . . 322*
Video and Digital Media . . . . . . . . . . . . . . . . 316*

AWARDS, TRAVEL GRANTS,

AND SCHOLARSHIPS
The TESOL Awards Committee thanks the many readers who

volunteered their time adjudicating these awards and the institutional
and university sponsors who support many of the awards.
TESOL is proud to offer the following awards, travel grants, and scholarships:
Albert H. Marckwardt TESOL Award for TESOL Awards for

Travel Grants Distinguished Research International
presented by ETS TOEFL Participationat TESOL
D. Scott Enright TESOL Interest presented by ETS TOEFL
2016 AWARD WINNERS:
INFORMATION
ASSOCIATION
Section Service Award
Bonny Norton and Ron Darvin
TESOL Leadership
James E. Alatis Award Mentoring Program
for Service to TESOL
TESOL Professional
Mary Finocchiaro Award for Development Scholarships
Excellence in Nonpublished
Pedagogical Materials FEATURED SESSION:
TESOL Virginia French
Investment and the Right to
Speak in the 21st Century Allen Award
Ruth Crymes TESOL
Academies Fellowships Wednesday, 6 April, 1 pm1:45 pm;
Key 11, Hilton Baltimore TESOL/TEFL Travel Grant
Ruth Crymes TESOL Fellowship Professional Development
for Graduate Study TESOL Teacher of Travel Grant for Practicing
the Year Award ESL/EFL Teachers
2014 AWARD WINNER: presented by National
Shelley Staples presented by Betty Azar
Geographic Learning
FEATURED SESSION:
Development and Evaluation of 2016 AWARD WINNER:
a Corpus-Informed Curriculum Shannon Tanghe
for International Nurses FEATURED SESSION:
Friday, 8 April, 1 pm1:45 pm; Teaching to Learn:
318,BCC Focus on Teacher
Inquiry Stance
Thursday, 7 April,
TESOL Award for an 10:30am11:15am;
OutstandingPaper on Holiday 3, HiltonBaltimore
NNEST Issues
presented by Eastern
Carolina University
DID YOU KNOW?

Every year, TESOL International gives away more
thanUS$50,000 through its awards programs.
To apply for an award or nominate a colleague, go to www.tesol.org/awards
KEYNOTE SPEAKERS
OPENING KEYNOTE JAMES E. ALATIS PLENARY

AZIZ ABU SARAH JEANETTE ALTARRIBA
Tuesday, 5 April 2016 Thursday, 7 April 2016
5:30 pm7 pm 8 am9 am
Revolutionizing Education: Beyond Linguistic Borders:
Building Peace in a Language Learning
Divided World Cradled in Cognition
Aziz Abu Sarah shares how education played a major role in his The key to fluency in a second language lies in knowing basic
transformation from a radical to a peacebuilder, and how his contextual and motivational features that must be present
educationalwork in Syria, Afghanistan, Israel-Palestine, and in order to facilitate language learning. This plenary reviews
the United Stateshas helped bridge the gap between hostile evidence-based research nestled in a cognitive approach
communities. Abu Sarah explores how education has the power promoting effective language learning and theories used to
to heal conflicts, from the geopolitical stage to the classroom. derive those approaches for classroom use.
Aziz Abu Sarah is the executive director at the Center for Dr. Jeanette Altarriba is professor in the Department of
World Religions, Diplomacy, and Conflict Resolution. Aziz is an Psychology at the University at AlbanySUNY. Dr. Altarriba is
expert on Middle East politics and conflict resolution strategies, vice provost and dean for undergraduate education, and she
has published articles in The New York Times, Haaretz, the directs a research program in the areas of bilingual language
Jerusalem Post, and others, and regularly provides analysis for processing; second language acquisition; and emotion,
international television news programs. attention, memory, and cognition.
SPONSORED BY:
HIGHLIGHTS
PRESIDENTIAL KEYNOTE MORNING KEYNOTE
ANDY CURTIS ANNE CURZAN
Wednesday, 6 April 2016 Friday, 8 April 2016
8 am9 am 8 am9 am
Reflecting Forward, Survey Says:
Reflecting Back: Looking Determining What English
in the Mirror at 50 Usage Is and Isnt Acceptable
The idea of teachers as reflective practitioners has been part of Is it acceptable to use impact as a verb? They as a singular
English language teacher training and development for a long generic pronoun? How should ESL/EFL instructors or students
time. Central to the metaphor of reflection is the mirror. Who do decide? Curzan offers a lively historical perspective on well-
we see when we look in the mirror, how did we get here, and known grammar/style rules and an insiders look at completing
where are wegoing? the annual ballot for the American Heritage Dictionary
usagepanel.
Dr. Andy Curtis, the 50th president of TESOL International
Association, received his MA in applied linguistics and English Dr. Anne Curzan is Arthur F. Thurnau Professor of English
language teaching and his PhD in international education from at the University of Michigan. She previously taught ESL at a
the University of York in England. An independent consultant university in Wuhan, China for 2 years. Her research focuses on
with numerous publications, Andy has been invited to work with the history of the English language, attitudes about language
teachers in Europe, Asia, Africa, and the Middle East, as well as change, language and gender, lexicography, and pedagogy.
North, South, and Central America.
TESOL IN FOCUS
What initiatives is your association spearheading to advance the field?

Learn more about special projects and other initiatives at these special
sessions sponsored by TESOL. All sessions take place at the Hilton
Baltimore or the Baltimore Convention Center (*).
Wednesday, 6 April
The TESOL P12 Professional
Teaching Standards
PRESENTER: Diane StaehrFenner
10 am10:45 am; Key 1
Becoming a Leader in TESOL
International Association
PRESENTER: Andy Curtis
11:30 am12:15 pm; Carroll
Implementing the Short-
Term TEFL/TESL Certificate
Standards in Online Programs
PRESENTER: Sarah Sahr
11:30 am12:15 pm; 319* Thursday, 7 April The Future of TESOL
Interest Sections
HIGHLIGHTS
The CCSS in Mathematics Strategies for Writing Presenters: Sarah Sahr, Joe McVeigh
for ELLs: High School Successful TESOL International 2 pm2:45 pm; Peale
PRESENTER: Luciana deOliveira Convention Session Proposals
PRESENTER: John Schmidt
I Want to Write a Book! Getting
1 pm1:45 pm; Key 10
10 am10:45 am; Key 5 Published With TESOL
The CCSS in Content-Area PRESENTER: Robyn BrinksLockwood
Literacy for ELLs: Grades 612 Developing and Delivering 2 pm3:45 pm; Holiday 4
PRESENTER: Luciana deOliveira Successful TESOL International
Convention Presentations
2 pm2:45 pm; Key 10
PRESENTER: Trish Morita-Mullaney Friday, 8 April
How to Get Published in TESOL 11 am11:45 am; Key 5 Sharing Responsibility, Engaging
and Applied Linguistics Journals Families, and Advocating for
PRESENTER: Brian Paltridge
Beyond Borders: The TESOL
Encyclopedia of English English/Dual Language Learners
2 pm4 pm; Peale PRESENTER: Sarah Sahr
Language Teaching
Pronunciation in the Classroom: PRESENTER: John Liontas 9:30 am10:15 am; 320*
TheOverlooked Essential 11:30 am12:15 pm; Key 10 Cat Got Your Tongue?
PRESENTER: Tamara Jones
Challenges and Opportunities: Inspiring Teachers While
2 pm2:45 pm; Holiday 3 Demistifying English Idioms
Visions of TESOL Publications
Social Justice in English Beyond the Borders PRESENTER: Patrick T. Randolph
Language Teaching PRESENTER: Ke Xu 10 am10:45 am; Holiday 3
PRESENTER: Laura Jacob 1 pm2:45 pm; Brent Wordless Books to Work
MAPS
3 pm3:45 pm; Holiday 3 on Words and More!

Affiliate Task Force Update PRESENTER: Gilda Martinez-Alba
PRESENTER: Valerie Borchelt 11 am11:45 am; Holiday 3
4 pm4:45 pm; Holiday 1

THE TESOL CLASSROOM OF THE FUTURE
What will a standard classroom look

like 5,10, or even 20 years from now?
What new advances in
pedagogy will be available?
What sort of devices
or technology
will teachers and
students be using?
What kinds of
classroom design
and classroom
furniture might
webe using?
HIGHLIGHTS
See a list of Classroom of the Future presentations on page 206.
The TESOL Classroom of the Future

attempts to help answer these kinds The TESOL Classroom of
of questions. This area in the English the Future is made possible
withsupport from
Language Expo features sessions from
your peers, as well as demonstrations
of cutting-edge technology from the
exhibitors featured on the floor.
Check the TESOL website, mobile
app, and special program insert for
a complete list of presentation and
demonstration times.
Center for English Language Learning
and
College of Education:
Department of Learning, Teaching, and Curriculum
100% Online TESOL

Masters Degree and
Certificate at the
University of Missouri
TESOL degree and certificate
programs are offered by the
Department of Learning,
Teaching and Curriculum in
the MU College of Education.
Masters of Education
in Learning, Teaching,
and Curriculum with a
TESOL focus
Complete details at:
http://online.missouri.edu/
degreeprograms/ed-tesol/
masters.aspx
Graduate Certificate
in TESOL
Complete details at:
http://online.missouri.edu/
Proud co-sponsors of degreeprograms/ed-tesol/
TESOLs 50th Anniversary Block Party gradcertificate.aspx
Learn from classmates who
are practicing teachers
The Center for English Language Learning offers
around the world! Current
English courses that support many of the University of students are teaching in
Missouris 2,500+ international students representing China, Czech Republic,
nearly 120 countries. Were an exciting, vibrant and Egypt, Germany, Japan,
Korea, Laos, Philippines,
growing Center, and were honored to support your
Qatar, Singapore, Thailand,
fun at the TESOL 50th Anniversary Block Party. and the U.S.A.
Visit us in beautiful Columbia, Missouri, Contact:
one of the USAs most livable small cities.
Dr. Rachel Pinnow
https://cellmu.missouri.edu/ TESOL Program Coordinator
pinnowr@missouri.edu
Irene A. Juzkiw, Director, English Language Support Program
Lily Sorenson, Director, Intensive English Program Dr. Nikki Ashcraft
Mark S. Algren, Executive Director, Center for English Language Learning ashcraftn@missouri.edu
ELECTRONIC VILLAGE AND
TECHNOLOGY SHOWCASE
Visit Holiday Ballrooms 4 & 5 (2nd Floor Hilton Baltimore) for Ideas on Technology and Language Learning!
Electronic Village Technology Showcase Events

Hilton Baltimore, Holiday Ballroom 5 Hilton Baltimore, Ballroom 4
The Technology Showcase features the CALLIS
CALL for Newcomers Academic Session as well as InterSection
Learn CALL basics from experts and enhance sessions and a theme-based series of Hot
your teaching with computer resources in this Topics. These sessions will also be webcast on
90-minute hands-on introduction to CALL. theInternet.
Special Events COORDINATORS: John Madden, Deborah Healey

CALL Academic Session
The Electronic Village (EV) and the Project-based learning (PBL), a dynamic learner-
Ask Us: Free Advice for CALL centered approach to active exploration of
Technology Showcase are hosted
The EV is open to all attendees who wish to real-world problems and challenges, promotes the
by the Computer-Assisted Language
explore and learn about using technology, use of authentic resources, critical thinking skills,
Learning (CALL) Interest Section.
computers, software, and websites, or practice collaboration, and other beneficial strategies for
Conference attendees can explore what theyve learned in Pre- and Postconvention English language proficiency development. New
computer-based and other technology Institutes and EV workshops. Our CALL expert possibilities abound when PBL is facilitated in
resources for language teaching and volunteers are available to answer questions online, mobile, and blended learning environments.
learning in face-to-face classrooms and share expertise incorporating CALL into the
and online. Highlights include ES/FL curriculum. COORDINATOR: Jack Watson
the latest in CALL technology and
COORDINATORS: Deborah Healey, Tom Robb
teaching, such as presentations and Special InterSection
demonstrations by teachers, software
and web designers, curriculum Electronic Village (CALL with SRIS)
specialists, CALL authors, and other Technology Fairs Innovating Language Learning
CALL practitioners. Topics include Through Technology for
HIGHLIGHTS
Explore ways to use CALL in your classroom
multimedia, Internet-based resources, from presenters who are stationed around the
hardware, and mobile technology Environmental Responsibility
EV computer lab space. Discover how your
devices and applications. Thursday: 9:30 am11:15 am
colleagues use the online materials and the latest
technologies. Ask questions and get hands-on
EV Events Coordinator experience. This event offers multiple presentation
Mobile Apps for
Aaron Schwartz, Ohio University, times focusing on presentations of interest to Education Showcase
Ohio, USA specific interest sections. This session provides ESOL teachers with the
EV Technology Fair Themes include mobile devices, opportunity to demonstrate pedagogical uses for
EV Managers theirfavorite mobile applications.
classroom use, and self-access.
Andy Bowman, Wichita State
COORDINATORS: Claudio Fleury, Jos Antnio COORDINATORS: Tom Robb, Audra Hilterbran
University, Kansas, USA
Stephanie Korslund, Iowa State
daSilva
University, Iowa, USA
Developers Showcase
Justin Shewell, Arizona State
EV Technology Fair Classics Discover the latest ideas in applied technology
EV Fair Classics are repeat performances of for ESOL educational settings, including stand-
University, Arizona, USA
outstanding presentations from past EV Fairs. alone software and Internet-based applications.
Explore tried-and-true ways to use CALL in Attend this presentation to see unique and original
your classroom or extended classroom. Several creations designed by teachers and researchers.
Access the EV schedule online at
presentations will be webcast from the EV COORDINATOR: Andy Bowman
http://call-is.org/ev/ Technology Fair Classics.
schedule.php COORDINATORS: Christine Sabieh, Hot Topics Sessions
MariaTomeho-Palermino Online Course Development in MOOCs
or scan this code with a
FreeOnline Tools for Teachers and Learners
QR-enabled mobile device:
Electronic Village Miniworkshops CALL in K12
Get hands-on practice with small groups and an

instructor who specializes in using a particular Find Webcasts of Technology Showcase Events at
application or Internet-based resource. Space is http://callis2016.pbworks.com/
limited, so stop by the EV early to sign up (no cost
toattend).
COORDINATORS: Sandy Wagner, Katie Mitchell
ELECTRONIC VILLAGE AND
TECHNOLOGY SHOWCASE
(continued)
2016 Electronic Village Schedule At-A-Glance (Holiday Ballroom 5, 2nd Floor Hilton)
Times Wednesday, April 6 Thursday, April 7 Friday, April 8
8 am Ask Us: 8 am8:30 am Ask Us: 8 am8:30 am Ask Us: 8 am8:30 am
8:30 am Technology Fair: Mobile Devices* Technology Fair: Classroom Tools* Technology Fair: Classroom Tools*
9 am 8:30 am9:20 am 8:30 am9:20 am 8:30 am9:20 am
9:30 am Ask Us: 9:30 am10 am Ask Us: 9:30 am10 am Ask Us: 9:30 am10 am
10 am Technology Fair: Self-Access* Technology Fair: Self-Access* Technology Fair Classics
10:30 am 10 am10:50 am 10 am10:50 am 10 am10:50 am
11 am Technology Fair: Classroom Tools* Technology Fair: Mobile Devices* Technology Fair: Mobile Devices*
11:30 am 11 am11:50 am 11 am11:50 am 11 am11:50 am
12 pm Ask Us: 12 pm12:30 pm Ask Us: 12 pm12:30 pm
CALL for Newcomers
12:30 pm
12 pm1:30 pm EV Miniworkshop
1 pm
EV Miniworkshop 12:30 pm1:50 pm
1:30 pm
EV Miniworkshop 1 pm2:20 pm
2 pm
1:40 pm3:10 pm EV Miniworkshop
2:30 pm Technology Fair Classics 2 pm3:20 pm
3 pm Ask Us: 3:10 pm3:30 pm 2:30 pm3:20 pm
3:30 pm Technology Fair: Classroom Tools*
EV Miniworkshop Ask Us: 3:30 pm4:30 pm
4 pm 3:30 pm4:30 pm
3:30 pm4:50 pm
4:30 pm Ask Us: 4:30 pm5 pm EV closed after 4:30 pm
EV closed after 5 pm SEE YOU NEXT YEAR!

EV closed after 5 pm
CALL-IS Open Meeting TESOL Annual Business Meeting
5 pm EV 2017 Planning Meeting: 5 pm6:30 pm
& Steering Committee Election
5:30 pm7 pm TESOLs 50th Anniversary Celebration
HIGHLIGHTS
6:45 pm8:15 pm in Holiday Ballroom 4

7 pm9 pm
2016 Technology Showcase Schedule AtAGlance (Holiday Ballroom 4, 2nd Floor Hilton)
Times Wednesday, April 6 Thursday, April 7 Friday, April 8
8 am Hot Topics: Going Massive Hot Topics: Google and Beyond
Hot Topics: CALL in K12
8:30 am Online Course Development In MOOCs* Free Online Tools for Teachers and Learners*
8 am9:20 am
9 am 8 am9:20 am 8 am9:20 am
9:30 am TESOL 50th Anniversary Special Event
10 am InterSection (CALL with MWIS) Special InterSection (CALL with SRIS) Leadership Panel
Creating, Adapting, and Innovating Language Learning Through History of the EV Retrospective: Over Three
10:30 am Using Content for Mobile Apps Technology for Environmental Responsibility Decades of Professional Development in CALL
9:30 am11:15 am 9:30 am11:15 am 9:30 am10:45 am
11 am
11:30 am Hot Topics: Meaningful Play
The CALL Community: Hot Topics: When and How to Flip: Gaming and Language Learning*
12 pm Using http://community.tesol.org Best Practices for Flipping the Classroom* 11 am12:50 pm
12:30 pm 11:30am12:40 pm 11:30 am12:40 pm
1 pm InterSection: ESP with VDMIS and CALL-IS
1:30 pm The Electronic Village Online: Mobile Apps for
One Size Fits One:
Best of 2015 Education Showcase
2 pm Incorporating Technology IntoESP Courses
1 pm2:50 pm 1 pm2:45 pm
2:30 pm 1 pm2:45pm
3 pm CALL-IS Academic Session
InterSection (ITA with MWIS and CALL)
3:30 pm Project-Based Learning:
Developers Showcase Strategies for Developing and
Pedagogical Possibilities for Online,
4 pm 3 pm4:50 pm Delivering Training Materials for ITAs
Mobile, and Blended Learning
4:30 pm 3 pm4:45 pm
MAPS
3 pm4:45 pm
Tech Showcase Closed
5 pm Technology Showcase closed after 5 pm Technology Showcase closed after 5 pm
SEE YOU NEXT YEAR!
* Note that specific themes are subject to change. Please see the CALL-IS EV Program Book included in your bag for more information.
Please visit the EV ahead of time to pick up a free ticket. First come, first served. Limited to 20 seats.
Key for abbreviations: EV = Electronic Village; Ask Us = Ask Us: Free Advice for Call.

NEW SESSION:
The Electronic Village Online: The Classroom ofthe Future
Best of 2015 Located in the Exhibit Hall, the Classroom of the Future will
For 5 weeks in January and February, participants include a showcase of the future of classroom design, technology,
and ESOL experts engage in collaborative, online and pedagogy. Come experience the futuretoday! See session titles
discussion or hands-on virtual workshops of and descriptions on page 206.
professional and scholarly benefit. These 5-week
sessions allow a fuller development of ideas than is
possible in convention sessions. The Electronic Village Schedule
EVO sessions are sponsored by a TESOL interest is Available Online
section or affiliate, an IATEFL special interest group, Visit http://call-is.org
or other groups or affiliates. Sponsors provide no
financial support. or scan this code with a QR-enabled mobile device:
Come to the EVO session in the Holiday4Ballroom Selected Technology Showcase events
on Wednesday, 1 pm, or to learn more, visit will be webcasted at
http://evosessions.pbworks.com/ http://callis2016.pbworks.com
#evosessions
TESOL 50TH
HIGHLIGHTS
ANNIVERSARY
CELEBRATION
&BLOCK PARTY
Friday, 8 April 2016 7 pm9 pm
LOCATION: Eutaw Street
(The outdoor area between the
two Baltimore Hilton buildings)
TESOL THANKS ITS GENEROUS

50 TH ANNIVERSARY PARTNER
National Geographic Learning
Join your TESOL colleagues in
AND SUPPORTING EVENT PARTNER
celebration of TESOLs 50 years at
British Council TESOLs biggest networking event
THANKS TO EVENT PARTNERS ever. Enjoy food from Baltimores
University of Missouri
Center for English Language Learning various ethnic communities and
CALCenter for Applied Linguistics celebrate with some TESOL
Visit Baltimore birthday cake.
TEA WITH DISTINGUISHED TESOLERS
Renew your energy with a light snack and gather with a

small, casual group of colleagues to discuss a current topic
ofinterest with a leading TESOL expert.
Each tea topic is limited to nine attendees. Teas will take place 3 pm3:45 pm Wednesday
Friday in the Hilton Baltimore hotel. Tickets are not transferable and are only valid for the tea
printed on each ticket. A light snack is provided.
All teas are US$45. Tickets to Tea With Distinguished TESOLers that are not sold in advance
can be purchased on-site at the TESOL registration desk. To order tickets, please see the
registration form. These teas sell out quickly, so register early!
Wednesday, 6 April 2016

Session # Host Topic
T01 Brock Brady Rethinking Classroom Management for Both Novice and Seasoned Teachers
T02 Liying Cheng From Testing to Assessment: Connecting Language Teaching, Learning, and Assessment
T03 Christine Coombe Mentoring: An Essential Leadership Development Skill
T04 Elizabeth Hanson-Smith Gamify (Turn Activities Into Games) Your Class: It Works!
T05 Joyce Kling English Medium Instruction
T06 Suhanthie Motha Race and Empire in TESOL
T07 Dudley Reynolds Finding Your Place in TESOLs Next 50 Years
T09 Joan Kang Shin Teaching English to Young Learners With International Childrens Songs
HIGHLIGHTS
Thursday, 7 April 2016

T10 Kyung-Hee Bae Graduate ESL Students: Understanding/Addressing Their Communicative Needs and Experiences
T11 Gary Carkin Methods of Teaching English Through Drama
T12 Mary Ann Christison, Denise Murray Online Language Teacher Education
T13 Ayanna Cooper Supporting Educators of ELLs Through Strong Leadership
T14 Andy Curtis Leading and Managing Change and Innovation in TESOL
T15 Ester deJong Preparing Mainstream Teachers to Work With ELLs
T16 Beverley Earles The Impact of Unspoken Rules in IEP Management and Survival
T17 David Nunan Fostering Autonomy Through Contact Assignments
T18 Tarana Patel Exploring Business Avenues for Entrepreneurial Opportunities in TESOL
T20 Christel Broady Advocacy for Immigrant Families and Their K12 Children in the USA
Friday, 8 April 2016

T19 Jeanette Altarriba Cognitive Approaches to Encoding a New Language
T21 Deena Boraie Exploring Your Assessment Literacy by Critically Evaluating an Assessment Task
T22 Keith Folse Teaching Vocabulary in TESOL
T23 Donald Freeman Exploring What Works in ELT Professional Development
T24 Deborah Healey How Lessons Learned From the MOOC Can Inform Classroom Teaching
MAPS
T25 Awad Ibrahim What TESOLers Need to Know About Hip Hop and Blackness
T26 Rashi Jain Beyond Native/Nonnative Borders: Exploring Translingualism in Teacher Identity
T27 Mary Lou McCloskey Reading Development for Students With Interrupted Education

INVITED SPEAKER SESSIONS
Find abstracts for these sessions in the program under the date and time for each session.
All sessions take place in Holiday 6 in the Hilton.
Wednesday, 6 April Thursday, 7 April

The Every Teacher Challenge 50 Years of TESOL
for K12 Schools Materials for Teaching and
PRESENTER: Annela Teemant Learning Vocabulary
2 pm2:45 pm PRESENTER: Keith Folse
1 pm1:45 pm
Five Essential Tips for Using
Songs to Teach English Conflict Zones and
PRESENTER: Joan Kang Shin TwoTeacher Trainers
9:30 am10:15 am PRESENTER: Eric Dwyer
10:30 am11:15 am
Perils and Strategies in
Retention and Completion IEPs and Students: Challenges,
Within Community College IEPs Opportunities With
PRESENTER: Jose Carmona Universities, Accreditation,
3 pm3:45 pm Private Partnerships Friday, 8 April
PRESENTERS: Mark Algren, Kurk Gayle, African Storytelling:
Preparing ELLs for College Suzanne Panferov, JoAnn McCarthy, Mary

and Career Success Reeves, Michelle Bell AJourney Across Borders

PRESENTER: Libia Gil 3 pm4:45 pm PRESENTER: Raouf Mama
HIGHLIGHTS
1 pm1:45 pm 10:30 am11:15 am
People at Risk: Mobility
The Use of Captions: Theoretical Beyond Borders Breaking Borders With the
and Pedagogical Considerations PRESENTER: Earlene Gentry Stories: Birth to Death
PRESENTERS: Susan Gass, Paula Winke 9:30 am10:15 am PRESENTER: Joan Wink
10:30 am11:15 am 9:30 am10:15 am
Rethinking Written Feedback:
Theory and Practice Creating TESOL:
PRESENTER: Ahmar Mahboob FiveFantastic Founders
2 pm2:45 pm 50Years of Forward Reflection
PRESENTERS: Jun Liu, Amy Schlessman,
Rosemary Feal, Terrance Wiley
3 pm3:45 pm
Do You See Me? Knowing
the Reality of Immigrants
PRESENTER: Christel Broady
1 pm1:45 pm
Personal and Professional
Growth Through Life Satisfaction
PRESENTERS: Neil J Anderson,
ChristineCoombe
2 pm2:45 pm
CHANGING THE WAY THE
WORLD LEARNS ENGLISH.
See Voxys presentation live
April 7, 10 AM
Visit us at Booth 1444C
Recommended by:
Support Your Teachers and Proud Sponsor

of PreK12 Day
Students With ELL Experts
Partner with Corwin authors and experts to develop PD programs that give teachers
the knowledge and skills to support English learners in every classroom.
Diane
Debbie Margo
Staehr
Zacarian Gottlieb
Fenner
Judie Margarita Shelley

Haynes Caldern Fairbairn
Visit Corwin booth #227 or www.corwin.com

PUBLIC POLICY AND ADVOCACY
What are some of the new education initiatives coming out of Washington, DC? What is
happening with legislation impacting K12, adult education, and immigration reform? To
answer these and other questions, TESOL International Association has arranged for speakers
from the U.S. Department of Education, U.S. Department of State, U.S. Department of
Homeland Security, U.S. Department of Justice, and other experts to present information on
education laws, policies, and initiatives impacting English language teaching and learning.
All of the following sessions will be in the Hilton Baltimore, Holiday 2.
Wednesday, 6 April Thursday, 7 April U.S. Citizenship

When Scammers Target U.S. Federal Education and and Naturalization
Your Students: Tips and Language Policy Update
Tools for Teachers An overview of the legislative The Office of Citizenship at the U.S.
FEATURING: Representatives from the
proposals and federal initiatives Department of Homeland Security is
TESOL International Association sponsoring a series of special sessions
U.S. Federal Trade Commission
ismonitoring
9:30 am10:15 am and workshops with information and
10 am11:45 am resources on the naturalization process
Hot Topics and Updates National and State in the United States.
From SEVP Initiatives in Adult ESL
FEATURING: Representatives from the
FEATURING: Representatives Thursday, 7 April
Student and Exchange Visitor Program,
from the Office of Vocational and
U.S. Department of Homeland Security Becoming a U.S. Citizen:
HIGHLIGHTS

Adult Education, U.S. Department
11:30 am12:15 pm ofEducation TheNaturalization Process
2 pm3:45 pm 1 pm2:30 pm
Hot Topics for Intensive
English Programs Improving Listening Skills for
FEATURING: Speakers from English Friday, 8 April the Naturalization Process
USA and the Consortium of University 3 pm4:30 pm
and College Intensive English Crossing Borders With
Programs (UCIEP) Digital Storytelling
1 pm2:45 pm FEATURING: Speakers from the Friday, 8 April
American Immigration Council
Immigration 101 10:30 am11:15 am The U.S. Naturalization Test:
FEATURING: Speakers from the Teaching Objectives
American Immigration Council
SPECIAL PUBLIC 9:30 am10:30 am
5 pm5:45 pm POLICY SESSION:
ELLs, Immigrant Students,
Guide to the Adult Citizenship
Education Content
and U.S. Law Standards: An Overview
FEATURING: Representatives from
the Office of Civil Rights at the 11:30 am12:30 pm
U.S.Department of Education, the
U.S. Department of Justice, and
theMigrant Legal Action Program
1 pm4:45 pm
Public Policy and Advocacy sessions are sponsored by
THE CENTER FOR APPLIED LINGUISTICS
Congratulates the
TESOL International Association
on 50 Years of Excellence
CAL is proud to be a sponsor for the TESOL 2016 International
Convention and English Language Expo and to celebrate
TESOLs 50th anniversary.
CAL looks forward to continuing our long collaboration with
TESOL for many years to come as we work together to advance
English language teaching and learning.
HERES TO ANOTHER 50 YEARS OF TESOL SUCCESS.
SPOTLIGHT ON CAL RESOURCES

CAL Institutes SEVEN
Research-based professional development workshops PRINCIPLES
CAL Institutes provide OF EFFECTIVE
research-based strategies and
practical, hands-on tools to INSTRUCTION
help English learners succeed for English Learners
in the classroom.
www.cal.org/institutes
Fundamentals of Sheltered Instruction:

Featuring the SIOP Model
New Self-Paced Online Course from CAL
This affordable online course
helps teachers and administrators
increase their knowledge of
research-based sheltered instruction
to support the language and content Visit the CAL
learning needs of English learners. booth to pick up
a free copy.
www.cal.org/siop
www.cal.org
RESEARCH SPOTLIGHT
TESOL is strongly committed to research as a way to improve professional knowledge and inform
classroom practice. TESOLs Research Standing Committee (RSC) created the following sessions,
which are led by experienced researchers. Anyone interested in research is encouraged to attend.
Findabstracts for these sessions in the program book under the date and time for each session.
All of these sessions are in Hilton Baltimore or the Baltimore Convention Center (*).
Tuesday, 5 April Thursday, 7 April

RSC WORKSHOP TESOL RESEARCH
1 pm4:45 pm; 327* AGENDA FAIR
9:30 am11:15 am, Key 3
Research Mentoring Workshop
This event is designed to support Reflecting Forward:
emergent and early-career researchers The Next 50Years of
in various stages of their research TESOL Research
design and development, such as
framing, methodological considerations, PRESENTERS: Lucilla Lopriore,
Gertrude TinkerSachs, Suhanthie
implementation, and data analysis.
Motha, Ryuko Kubota, Rachel Grant, Friday, 8 April
FACILITATORS: Lucilla Lopriore, Anne Burns, Mashael Al-Hamly
Rebeca Tapia, Xuesong (Andy) Gao, John RESEARCH COLLOQUIUM C
Rogers, Patrick Ng Chin Leong RESEARCH COMMITTEE 10 am11:45 am; Key 1
OPEN DISCUSSION
11:30 am1:45 pm; 318* Language Teacher Identity
Wednesday, 6 April and Agency: Insights
Beyond Research From Research
RESEARCH COLLOQUIUM A
HIGHLIGHTS
Borders: TESOLQuarterly PRESENTERS: Manka Varghese, Suhanthie
10 am11:45 am; Key 11
and TESOL Journal Motha, John Gilbert, Hayriye Kayi-Aydar,
Teachers Engagement With FACILITATORS: Rebeca Tapia, Jenelle Reeves, Xuesong (Andy) Gao
Research in Practice, Advocacy, Brian Paltridge, Ahmar Mahboob,
and Professional Growth Robert JohnsonRogers
A BROWN BAG CONVERSATION
PRESENTERS: Judy Sharkey, Thomas Farrell, JOINT SESSION WITH NABE 12:30 pm1:30pm; Exhibit Hall,
Mary Scholl, Carla Lynn Reichmann, RoundtableArea*
Brian Morgan 2 pm3:45 pm; Key 3
Addressing Multiliteracies
Building Collaborative
TESOL AWARD FOR

and Multimodalities for Practitioner-Researcher

DISTINGUISHED RESEARCH Networks
1 pm1:45 pm; Key 11 Learners of English: NABE/
Bring your lunch and share your thoughts.
TESOL Connections
Investment and the Right to PRESENTERS: Rachel Grant,
Speak in the 21st Century MarjorieHaley, Theresa Austin, Maria
In this session, the recipients of the 2016 Jos Botelho, Marie Christine Polizzi,
Anita Pandey, SylviaSanchez
TESOL Award for Distinguished Research
present the empirical study for which the
award was given.
PRESENTERS: Bonny Norton, Ron Darvin
RESEARCH COLLOQUIUM B
3 pm4:45 pm; Key 11
Ethics in Transnational Research:
Researcher Perspectives
PRESENTERS: Peter DeCosta, Scott Sterling,
Sandra Kouritzin, Satoru Nakagawa, Xuesong
(Andy) Gao, Jian Tao, Christine Casanave,
Mike Baynham, Jessica Bradley
BEST OF AFFILIATE SESSIONS
The Best of Affiliate sessions are chosen from submissions from TESOL affiliates. Affiliates
are encouraged to submit sessions that showcase their members and the topics they are
discussing. Finds abstracts for these sessions in the program book under the date and time
for each session; all sessions are hosted in the Hilton Baltimore.
MEXICO TESOL TESOL ARABIA

Encouraging Mindfulness Emotional and Social
Through Active Learning Intelligence Effects on
6 April, 9:30 am10:15 am; Classroom Motivation
Douglas and Behavior
PRESENTER: Leticia Vela 7 April, 3 pm3:45 pm; Douglas
PRESENTER: Sufian AbuRmaileh
YAKUT TESOL
Effectiveness of Audio MICHIGAN TESOL
Feedback for EFL Students Making Smartphones and
in Online Courses Tablets WorkToward,
6 April, 3 pm3:45 pm; Douglas Not Against,
AFFILIATE COLLOQUIUM
PRESENTER: Natalya Alexeeva Classroom Efficacy
TESOL Affiliates Role in Intercultural 8 April, 9:30 am10:15 am;
KENTUCKY TESOL Douglas
Competence Development
Garnering the Power PRESENTER: Courtney King
HIGHLIGHTS

7 April, 11:15 am12:45 pm; Key 6
of Technology for
Intercultural communicative competence Coteaching and MASSACHUSETTS TESOL
(ICC) recognizes English as a world language Collaboration Flipping the Classroom
considering international contexts as settings
of English language use impacted by different 6 April, 5 pm5:45 pm; Douglas to Teach English for
cultures and circumstances. Panel participants PRESENTER: Christel Broady Academic Purposes
representing TESOL affiliates discuss aspects of 8 April, 10:30 am11:15 am;
ICC as it relates to ICC development, and impact MINNESOTA TESOL Douglas
within and between TESOL affiliates. PRESENTER: Ilka Kostka
Planning for Language
PRESENTERS: Sanjay Arora, English Language
Teachers Association of India; Arifa Rahman,
Instruction With Common
Core Standards TESOL ITALY
Bangladesh English Language Teachers Association;
Sarah E. Elia, New York State TESOL; Mira 7 April, 2 pm2:45 pm; Douglas Content and EFL Teachers
Namsrai, Mongolia TESOL; Naziha Ali, TESOL PRESENTER: Kristina Robertson Collaboration in CLIL
Arabia; Mohamed Azaza, TESOL Arabia; Sufian
AbuRmaileh, TESOL Arabia
8 April, 2 pm2:45 pm; Douglas
PRESENTER: Lina Vellucci
MAPS

COLLOQUIA & PRESENTATIONS
FROMCOLLEAGUE ORGANIZATIONS
Find abstracts for these sessions in the program book under the date and time for each session.
All sessions are located in the Hilton Baltimore or the Baltimore Convention Center (*).
Connecting Language
Acquisition and
Academic Achievement;
TheLatest From WIDA
Sponsored by WIDA
6 April, 9:30 am10:15 am; Holiday 1
PRESENTER: Jesse Markow
Teacher Voices, English,

and Multilingualism:
Building Peace
ThroughLanguage Planning
Sponsored by TIRF
6 April, 10:30 am12 pm; Holiday 1
PRESENTERS: Kathleen Bailey,
RyanDamerow, Joseph LoBianco
Preparing Mainstream All In! How Educators ELLs and the Common
Teachers to Work With ELLs Can Advocate for ELLs Core State Standards
Sponsored by the National Science
HIGHLIGHTS
Sponsored by NEA Sponsored by AFT
Teachers Association
7 April, 1 pm1:45 pm; Holiday 1 8 April, 1 pm1:45 pm; Holiday 1
6 April, 1 pm1:45 pm; Holiday 1
PRESENTER: William MorenoIII PRESENTER: Giselle Lundy-Ponce
PRESENTER: Carolyn Hayes
Time for Multilingualism?:

Maximizing Association Strategies for Classroom
Bilingual(ized) Networks for Member Value Assessment at Different
English Instruction for Sponsored by the International Proficiency Levels
Literacy Association Sponsored by the International
Improved Outcomes
8 April, 9:30 am10:15 am; Holiday 1 Language Testing Association
Sponsored by NABE PRESENTERS: Marcie Post, Tiffany Sears 8 April, 3 pm3:45 pm; 336*
6 April, 2 pm2:45 pm; Holiday 1 PRESENTERS: Diane Schmitt,
PRESENTER: Anita Pandey The IEP as a Collaborator in DeborahCrusan, Lia Plakans
Campus Internationalization
Empowering Language
Sponsored by NAFSA: Association of
Learners by Developing International Educators
and Recognizing 8 April, 11:30 am12:15 pm; Holiday 1
21stCentury Literacies PRESENTERS: Joann NgHartmann,
Sponsored by ACTFL ScottStevens
6 April, 3 pm3:45 pm; Holiday 1
PRESENTERS: Marty Abbott,
PaulSandrock, Elvira Swender
TESOL | Te a c hing Englis h t o S pe a k e rs
o f O t he r L a ngua ge s
Mary Wong, Ph.D., Field-based Program Director, Myanmar, Winter Term
Bringi ng R e l e v a n t L e a r n in g t o Mu lt ic u lt u r a l S et t in g s
The TESOL programs at Azusa Pacific equip teachers with the vision Programs Offered:
and skills to educate diverse populations of English learners, both locally and
internationally. Graduates have taught around the globe in more than 40
M.A. in TESOL
countries, passionately pursuing their calling to bridge cultural and linguistic Certificate in TESOL
differences and make a meaningful impact in the lives of students.
Certificate in TEFL
Enjoy engaging, practical training led by experienced faculty.
Gain valuable teaching tools grounded in a Christian worldview.
Choose from flexible program formats tailored to meet your needs.
Study abroad options and conference travel awards available.
On c ampus | F ield - b ase d | O n lin e
Contact us today!
(626) 815-3844 | tesol@apu.edu | apu.edu/tesol
901 E. Alosta Ave., Azusa, CA 91702
18605
PROFESSIONAL DEVELOPMENT
MARKETPLACE
Looking for a job? Have jobs to fill? Curious about trends
in English language teaching employment? Dontmiss
the Job MarketPlace at the TESOL convention, Baltimore
Convention Center, Level 100, Halls E/F.
Every year, recruiters and job seekers from all over the world
BACK BY POPULAR meet at Job MarketPlace to fill a variety of English language
DEMAND: education jobs available worldwide: long and short term;
teaching and administrative; public and private; Pre-K12, adult,
RSUM REVIEWS
and higher education.
MINI RECRUITER
PRESENTATIONS
START HERE: www.tesol.org/jmp
Registered Recruiters* JOB SEEKERS

Adams County School District 50
Al Hussan International Schools Construct or upload Meet recruiters and
Baltimore County Public Schools electronic rsums interview faceto-face
Bilkent University, School of Search jobs online Network with other
EnglishLanguage
professionals in the field
ELI-University of Jeddah Request interviews online
PROFESSIONAL
Get your rsum reviewed
DEVELOPMENT
English First
Maintain a personal
Jeffco Public Schools
calendar of scheduled Attend presentations
Niagara College Saudi Arabia
interviews givenby recruiters
Raytheon
Shantou University, China
Springfield Public Schools
STSSSI Systems Integration
The American University of Iraq, FREE admission to Job MarketPlace
Sulaimani
The New York Public Library with your paid convention registration.
USD497 Lawrence Public Schools Only registered convention attendees may interview in the
Vinnell Arabia
Job MarketPlace. Even if you have not registered with the
Yasar University School of
ForeignLanguages Job MarketPlace, feel free to stop by and browse through the
*as of printing jobs, and see which companies and institutions have come to
recruit: You never know what you might find.
PROFESSIONAL DEVELOPMENT
ELT Leadership Management

Certificate Program
The ELT Leadership Management Certificate Program (ELT LMCP) provides quality
professional development and leadership training for ELT professionals in their current or
future leadership, administrative, or management roles in various kinds of ELT organizations
and institutions. This program is open to TESOL members andnonmembers.
To earn the 10-hour certificate, participants must complete a 7-hour required workshop and
two 90-minute elective workshops (3 hours total). All workshops must be completed at the
2016 TESOL convention.
FEES: US$300 for members, US$375 for nonmembers
ELT LMCP Registration Terms

Enrollment is limited to 100 participants for the
7-hour required workshop; all other workshops
are limited to approximately 35 participants.
Participants will be admitted to the ELT LMCP
on a first-come, first-served basis. Prepurchased
tickets can be picked up on-site at the registration
area of the convention center.
NOTE: The updated Leadership

PROFESSIONAL
DEVELOPMENT
Development Certificate Program

(LDCP) provides training for TESOL
members (membership required)
interested in developing their
knowledge and skills as current
or future leaders within TESOL
International Association. The LDCP
is now offered as an online-only
4-week course. The TESOL website
has information about all of TESOLs
certificate training programs at
www.tesol.org/leadershiptraining.

REQUIRED ELT LMCP WORKSHOP
LMCP: Leadership and Management Fundamentals

Tuesday, 5 April, 9 am5 pm
This interactive workshop focuses on three key areas of leadership and
management: qualities of effective leaders, strategic planning, and
leadership for teacher change (supervision).
WORKSHOP LEADERS: Neil J Anderson, Brigham Young University, Hawaii,
USA; Fernando Fleurquin, University of North Texas, Texas, USA
REQUIRED ELECTIVE WORKSHOPS (choose two)
LMCP1: Financial LMCP3: How to Run LMCP5: Effective

Planning: Budgets Effective Meetings Time Management
and Course Costing Thursday, 7 April, 9:30 am11 am Strategies for ELT
Wednesday, 6 April, 9:30 am11 am This workshop focuses on the Leaders/Professionals
This workshop provides an essential components of organizing Thursday, 7 April, 3 pm4:30 pm
introduction to budgeting and and running a good meeting from the
This workshop focuses on the skills,
course costing. ELT professionals perspective of working as a team.
strategies, and tools you need to
who are not familiar with financial Participants discuss setting agendas,
more effectively manage your time.
concepts will be able to prepare and establishing priorities, keeping the
Workshop participants explore
understand institutional or program meeting on track, and dealing with
their current definitions and uses of
budgets and to determine the cost of difficult people.
time, learn about the most common
a course or program. WORKSHOP LEADER: Richard Robison, time wasters, and review the most
Azusa Pacific University, California, USA
WORKSHOP LEADER: successful time management
FernandoFleurquin, University of strategies identified in the literature.
North Texas, Texas, USA LMCP4: Facilitating Groups WORKSHOP LEADERS:
ChristineCoombe, Dubai Mens
and Building Teams
PROFESSIONAL
DEVELOPMENT
College, United Arab Emirates;
LMCP2: Hiring Essentials Thursday, 7 April, 11:30 am1 pm JustinShewell, Arizona
Wednesday, 6 April, 12:30 pm2 pm This workshop focuses on the skills State University, Arizona, USA;
This workshop focuses on the skills you need to facilitate groups and Mashael Al-Hamly, Kuwait University,
you need to recruit and vet applicants build teams. Workshop participants Kuwait
for positions in your organization. consider the advantages and
Workshop participants consider disadvantages of working in
how to match the skills required for teams and groups, examine what
specific positions with appropriate characteristics make a good team,
applicants in order to find the right understand the dysfunctions of teams,
persons for the jobs. and review team leadership functions.
WORKSHOP LEADER: Renee Feather, WORKSHOP LEADER: Renee Feather,
Educational Consulting Services, LLC, Educational Consulting Services, LLC,
Colorado, USA Colorado, USA
THANK YOU
TESOL would like to thank the following reviewers and interest section leaders who helped
with the adjudication process for all concurrent and poster proposals. (Interest section leaders
are indicated in bold.)
Elizabeth P. Aamodt Susan Bleyle Catherine Condon Madden Liz England Kim Green Rania Jabr
Monique Abbett Heather Blum Lavette Coney Zohreh Eslami Betty Green Michelle Jackson
Randa Abdelmagid Mari Bodensteiner Robert Connor Bettney Esther Brent A. Green Valerie S. Jakar
Paul Abraham Heather Boldt Alma L. Contreras-Vanegas Mohammad Etedali Bridget Green Eunjee Jang
Della Abrahams Suzanne Bonn Jane Conzett Jacqueline Evans Susan Greene Najma Janjua
Shahid Abrar-ul-Hassan Steven Bookman Amy Cook Beth Evans Bonnie Greenwood Melina Jimenez
Shady Abuyusuf Elizabeth Bowles Todd Cooper Rhoda Fagerland Rob Griffin Melanie Jipping
Yalda Ahmadvand Donette Brantner-Artenie Ayanna Cooper Anne Fairbrother Olga Griswold M. Karen Jogan
Al Tiyb Al khaiyali Michelle Bridges Elizabeth Corah-Hopkins Ming Fang Janet Gross Ann Johns
Jalal Albaqshi Robyn Brinks Lockwood James Corcoran Heidi Faust Yi Guan Brianna Johnson
Mark Albee Mackenzie Bristow Kelly Costner David Fay Denise Maria Guarino De Debbi Johnson
Moises Elias Alcantara Ayre Toby Brody Elena Cotos Miguel Fernandez Felice Mark Johnson
Julie Alemany Alan Broomhead Shawna Courter Shanan Fitts Nilufer Guler Stefanie Johnson
Naziha Ali Meriam Brown Sandra Cox Shannon Fitzsimmons- Margret Guntren Kerry Johnson
Amany H. AlKhayat Charlotte Brown Janay Crabtree Doolan Christine Guro Kathleen Margaret
Danilo Alpizar Lobo Joy Brown JoAnn (Jodi) Crandall Claudio Fleury Sasse KyongYoung Ha Johnson Scholl
Jawharah Alruwais Shirley Brown Gene Cressler Monika Floyd Mary Beth Haan Duff Johnston
Khalid Al-Seghayer Stacy Brown Deborah Crusan Gladys Focho Debbie Hadas Kelly Johnston
Aaron Alvero Lili Bruess Tunde Csepelyi Anne Marie Foerster Luu Elizabeth Haga Sunny Jonas
Mokhtar Al-Zuraiki Udambor Bumandalai Brenda Custodio Jenny Formentin Helena Hall Camille Jones
Yukari Amos Lucy Bunning Jos Antnio da Silva Douglas Forster Andy Halvorsen Tamara Jones
Poonam Anand John Bunting Teresa Dalle Edo Forsythe Pascal Hamon Terry Jordens
Michael Anderson Jessica Burchett Jennifer Daniels Abby Franchitti Feifei Han Jin Kyeong Jung
Elena Andrei Debra Burgess Phoebe Daurio Carolina Pereira Barretto Julie Hanks JoAnn Jurchan-Rizzo
Fanja Andrianarivo Kathleen Burke Peter De Costa Freire deCastro Lindsay Hansen DJ Kaiser
Geeta Aneja Morag Burke Carlos De la Paz Arroyo Debra Friedman Elizabeth Hanson-Smith Afsaneh Kamangar
Tuba Angay-Crowder Melinda Burks Patricia de Oliveira Lucas Jing Fu Christopher Hastings Hee-Seung Kang
Maria Antonini Michael Burri Sandra de Rezende Donna T. Fujimoto Jerri Haynes Seong-Yoon Kang
Karen Asenavage Robert W. Bushong Nitzie De Sanley Sunao Fukunaga Patty Heiser Michael Karas
Nikki Ashcraft Linda Butler Andrea De Toledo Susan Gaer Graciela Helguero-Balcells Eva Kartchava
Sofiya Asher Hitesh C. Bhakat Karin deJonge-Kannan Lauryn Gallo Andrea Hellman Nagwa Kassabgy
Renee Ashmeade Joy M. Brown Saundra Deltac Linda Galloway Sheri Henderson Dorothy Kauffman
Mohamed Ashraf EL Zamil Cecilia Cabrera Martirena Sarah DeMola Bernadette Garcia Joel Heng Hartse Hayriye Kayi-Aydar
Erhan Aslan Catherine Caldwell Karen Dennis Ismael Garrido Tracy Henninger-Willey Kenneth Kelch
Jane Averill Megan Calvert Cynthia L. Z. DeRoma Peggy Garza Erin Hernandez Kristina Kellermann
Ahmed Awaad Maxi-Ann Campbell Deirdre Derrick Roger Gee Kristin Hiller Rochelle Keogh
Tatiana Babenko Nigel Caplan Gabriel Diaz Maggioli Elise Geither Mary Hillis David Kertzner
Han Suk Bae Jill Cargile Robert Dickey Earlene Gentry Jennifer Himmel Sara Keyes Ray
Kyung-Hee Bae Gemma Carrillo Ai-Chu Ding Linda Gerena Eli Hinkel Rania Khalil
Jim Bame Steven Carruthers Juhyun Do Ginger Gibbs Eliana Hirano Raj Khatri
Sandra Bancroft-Billings Shirlaine Castellino Victoria Donaldson Lauren Gibson Jennifer Hirashiki Pokharel Khila
THANK YOU
Sanjoy Banerjee Janice Cate Angela Dornbusch Karen Gibson Cecelia Hitte Tabitha Kidwell
Lety Banks Robby Caughey Brenda Dostie Judy Gilbert Jane Hoelker Cynthia Kilpatrick
Terry Barakat Sharon Cavusgil Julie Doty Jas Gill Marvin D. Hoffland Ye-Kyoung Kim
Suzanne Bardasz Ral Cervantes Desouches Ellen Dougherty Betsy Gilliland Tobie Hoffman Soonhyang Kim
Sarah Barnhardt Leena Chakrabarti Trisha Dowling Rosario Giraldez Camila Hfling Soo Hyon Kim
Leslie Barratt Hoi Yuen Chan Julia Geist Drew Marie C. Girault Laura Holland EunGyong Kim
Mary Barratt Elisabeth Chan Qian Du Jaclyn J. Gishbaugher Melody Holm-Terasaki Yuzo Kimura
Barbara Barrett Mary Chang Scott Duarte Mihaela Giurca Anna Hood Elena King
Kathryn Bartholomew Chi-Fang Chang Elizabeth Duncan Melanie Gobert Katherine Houseman Cheyne Kirkpatrick
Christine Bauer-Ramazani Amy Alice Chastain Karen Dundon Heather Godfrey Gaddis Peggy Hrolenok Yuriko Kite
Carol Bearse Manoj B. Chhaya Kaye Dunn Alicia Rose Going Marianne Hsu Santelli Christina Kitson
Genene Beaumont Liz Tin-Lei Chiang Beverley M. Earles Kristen Goldenberg Jim Hu Hale Hatice Kizilcik
Angela B. Bell Eunjeong Choi Katherine Earley Deborah Goldman Philip Hubbard Gabriela Kleckova
Gena Bennett M. Sidury Christiansen Samuela Eckstut Lynn Goldstein Wanda Huber Bozana Knezevic
Ray Bennett Nelli Cirineo Anne Ediger Robert Gole Amanda R. Huensch Laura Knudson
Heather Benucci Jeanette Clement Ilknur Eginli Stephanie Gollobin Toni Hull Joanna Koch
Marcellino Berardo Rob Clment Nahida El Assi Sean Gomez Ibtesam Hussein Reiko Komiyama
Rebecca Bergey Daniela Coelho Abir El Shaban Manuel De Jesus Gomez Ju-A Hwang Akira Kondo
Dawn Bikowski James Cohen Elda Elizondo Portillo Martha Iancu John Kopec
Sharon Bjorck Douglas W. Coleman Olga Ellis Melanie Gonzalez Brenda P. Imber Stephanie Korslund
Emily Blair Jersus Colmenares Eman Elturki Casey Gordon Constantine Ioannou Ilka Kostka
Tasha Bleistein Ellen Comis Sarah Emory Barbara Gourlay Yuko Iwai Katya Koubek
John Graney

Lisa Kovacs-Morgan Reza Mazloom-Farzaghy Seungku Park Cameron Romney Lea Sobocan Tamara Warhol
Nasrin Kowkabi Susan McAlister Ho Ryong Park Glenda Rose Amir H. Soheili-Mehr Amber Warren
Beth Kozbial Ernst Jacqueline McCafferty Jaehan Park David Ross Laura Adele Soracco Jack Watson
Eileen Kramer Sean McClelland Maria Parker Zaline Roy-Campbell Patricia Speers Jodi Weber
Elka Kristonagy Robb McCollum Francesca Pase Karen Russikoff James Stakenburg Jing Wei
Miriam Kroeger Christine McCourt Patricia Pashby Marilyn J. Rymniak Suzan Stamper Ruth Ann Weinstein
Kenneth Kuo-Pin Chi Alexandra McCourt Michael Pasquale David Saavedra Shelley Staples Cara Wenig Mori
Steven Kurowski Carrie McDermott Tarana Patel Christine Sabieh John Stasinopoulos Debbie West
Rachida Labbas Tracey McGee Caroline Payant Shaheed Sabrin Stephanie J. Stauffer Gordon West
Silvia Laborde Kimberly McGrath Moreira Mary Peacock Fabiana Sacchi Angela Steadman Kelli Westphal
Jennifer Lacroix Margaret McKenzie Pamela Pearson Amira Salama W. Jason Stegemoller Jennifer Wiebe
Cheri Ladd Claire McLaughlin Nancy Pederson Derina Samuel Jenny Stenseth Beth Wiens
Gabriela Ladron de Kathryn McLaughlin-Rojas Jeanne Peine Carolyn Samuel Vance Stevens Nico Wiersema
Guevara de Leon Laura McWhorter Giselle Pempedjian Harisimran S. Sandhu John Evar Strid Rebecca Wilkes
Ricky Lam Melissa Meisterheim Cassandra Perrone Julia Sandler Jamie Sturges Howard Williams
Barbara Lapornik Miki Mendelsohn Silvia Pessoa Shaeley Santiago Y. Paul Sussman Gwendolyn Williams
Theresa Rita Laquerre Grazzia Mara Mendoza Rhonda Petree Kathy Santo Chatwara Suwannamai Mary Willis-Gordon
Ditlev Larsen Chirinos Jim Pettersson Lucia Santos Duran John W. Wilson
Kathy Larson Christopher Meoli Lorraine V. Pierce Dinorah Sapp Ethel Swartley Deborah Wilson-Allam
Suman Laudari Polly Merdinger Nadezda Pimenova Nowak Sarah Carol Swett Adria Winfield
Margaret V. Layton Jennifer Meyer Juan Pino-Silva Juli Sarris Robert Taferner Dawn Wink
Brooke Leach Grable Adebola Michael Angelo Pitillo Elke Savoy Nicholas Richard Taggart Carter A. Winkle
Ju Seong (John) Lee Carol Miele Nihat Polat Leo Schmitt Rebecca Tang Ilene Winokur
Paoli Lee JoAnn Miller Anne Politz Melanie Schneider Agnes Tang Ann Wintergerst
Joseph J. Lee Dale Miller Dyanis Popova George Scholz Gordon Tapper Cynthia S Wiseman
Jungmin Lee Ryan Miller Ildiko Porter-Szucs Celeste Scholz Jonathan Tarbox Bryan Woerner
Alice S. Lee Comfort Mingot Diane Potts Susan R. Schranck Christine Tardy Wing Yan Wong
Martha Lengeling Norbella Miranda Josie Prado Brooke Schreiber Tara Tarpey Shinian Wu
Cynthia Lennox Ariadne Miranda Hana Prashker Katharina Schuhmann Becky Tarver Chase Yong Wu
Lisa Leopold Thomas Mitchell Dan Presson Aaron Schwartz Heather Tatton-Harris Qiong Xia
Patrick Leung Abdulrazak Mohamed Emily Quade Suzanne Scott Karen Taylor Saihua Xia
Ellen Lewin Elsagheer Christina Quartararo Stephanie Sebolt Brad Teague Wu Ya-Li
Kristina Lewis Nancy Montgomery Carolyn Quarterman Walter Segura barbara Thompson Se Jeong Yang
Zhi Li Patricia Moon Tapper Marcela Quintana Lara Mary Theresa Seig Emily Thrush Qin Yao
Eddy LI Michele Moragne e Silva Muhammad Qureshi Ali Fuad Selvi Lynn Tiemann Lora Yasen
Li-Fen Lin Meghan Moran Juval V Racelis Arindam Sengupta Ruecker Todd Aiden Yeh
Bennett Lindauer Tommy Dean Morgan Maria Rossana Ramirez- Roxanna Senyshyn Ronald J. Toering Kyungsook Yeum
Peggy Lindsey Jill L. Morin Avila Marti Sevier Zuzana Tomas Youngjoo Yi
Eve Nora Litt Leslie Morris Francisco Ramos Noha Shaaban Thu Tran Amelia Yongue
Quiandi Liu Katie Morris Laura Ramos Fauzia Shamim Martha E. Tummons May Youn
Yingliang Liu Jennifer Mott-Smith Terri Rapoport Frances Shapiro-Skrobe Duygu Uslu Fang Yu
Katherine Lobo Robin Murie Karen Rauser Judy Sharkey Baburhan Uzum Rui(Eric) Yuan
Stephen Looney Sandra I. Musanti Lara Ravitch Steven Sharp Suzanne van der Valk Debbie Zacarian
Linda Lpez Elizabeth (Beth) Neely Kristin Raymond Annis N. Shaver Linda Van Doren Sandra Zappa-Hollman
Mario Lopez-Barrios Debbie Nelson Michele Regalla Donna Shaw Margaret van Naerssen Joanna Zawodniak
Kay Losey Karen Newman Kirsten Reitan Cai Shengrong Sara Vandenberg Deqi Zen
Lauren Lovvorn Melanie Newman-Morrow Lourdes Rey Beth Sheppard Vit Vanicek Melissa Zervos
THANK YOU
Grace Low Hanh Nguyen Kathleen Reynolds Cynthia Shermeyer Lindsay Vecchio Wenqing Zhang
Kris Lowrey Christine Nile Kate Mastruserio Reynolds Justin Shewell Heidi Vellenga Cong Zhang
Bryan Lowry Suchada Nimmannit Jakraphan Riamliw Sagun Shrestha Patricia Verbovszky Lawrence Jun Zhang
Teresa Lucas Lance Noe Anastasia Riazantseva Elena Shvidko Lorrie Stoops Verplaetse Ruilan Zhao
Mehmet Murat Luleci Francis Noji Janne Rice Leslie Siebert Elena Vestri Cheng Zhou
Kara Mac Donald Deborah Norland Elsa Richter Joseph Siegel Vander Viana Ally Zhou
Joy MacFarland Judith OLoughlin Julie Riddlebarger Diana Siemer Isabela Villas Boas Yuan Zhuang
John P. Madden Diane Obara Bruce Rindler Tony Silva Polina Vinogradova Monica Beatriz Ziegler
Laura Mahalingappa Carol Ochsner Michel Antonio Riquelme Anthony Silva Dilafruz Vosieva Lynn Zimmerman
Janella Maldonado Evelin Amada Ojeda Sanderson Katie Silvester Seniye Vural Emilija Zlatkovska
Miralynn Malupa-Kim Naveda Susanne Rizzo Lindsey Simanowitz Robert Wachman Clare Zuraw
Chadia Mansour Flor Olivares Eunseok Ro Virginia Simmons Sandy Wagner Lawrence Zwier
Douglas Margolis David Olsher Thomas Robb Navin Singh Daniela C. Wagner-Loera
Ruiz Maria Clara Onatra Alison Roberts Ann Sinsheimer Alice Wahl Lachman
Paula Markus M. Christine ONeill Heather Robertson Elizabeth Skelton Angela Waigand
Elizabeth Marnell Rebecca Oreto Richard E. Robison Christine Slater Margi Wald
Helaine Marshall Janet Orr Aida Rodomanchenko Raymond Smith Lara Wallace
Kevin Martin Jeremy Ortloff Vania Rodrigues Tara Smith Tara-Ann Waller
Elaine Martyn Akiko Ota John Rogers Shira Smith Chelsea Walter
Reena Mathew Brennan Pardee Dawn Rogier Joye Smith-Munson Joanna Waluk
Monica Maxwell-Paegle Elsie Paredes Amy Roither Debra Snell Wendy Wang
Sheila Mayne Seonmin Park Yasmine Romero Monica Snow Sherry Ward
Jeongbin Hannah Park Carol Romett
BALTIMORE CONVENTION CENTER
CONWAY STREET
LEVEL 100
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Drive In S
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CHARLES STREET
Expo
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Street Lobby HALL C HALL D
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SKYWALK S V S
to Inner Harbor E
and Hotels S
CHARLES STREET
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Office S S Box
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Seating
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PRATT STREET LOBBY
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CONWAY STREET
LEVEL 400
VIP
WEST
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BALLROOM II BALLROOM IV
VIP
EAST
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PLENARY SESSIONS
HOWARD STREET
BALLROOM I BALLROOM III

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HILTON BALTIMORE, 1ST FLOOR
Concurrent Sessions
MAPS

Technology Electronic
Showcase Village
Invited Speaker
Sessions
Concurrent Sessions
HILTON BALTIMORE, 2ND FLOOR
WWW.TESOLCONVENTION.ORG
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MAPS
HILTON BALTIMORE, 3RD FLOOR
Concurrent Sessions
Quiet/Prayer
Room
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MAPS

TESOL International Association gratefully
EVENT PARTNERS
STRATEGIC AND
acknowledges the generous support of its partners.
STRATEGIC PARTNERS
EVENT PARTNERS
These partnerships are current as of 17 February 2016.
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Learn more at hamline.edu/TESOL16

HOW TO USE THIS BOOK
HOW TO USE THIS BOOK

Types of Sessions Interest Section Icons
Academic Session (1 hour, 45 minutes): Research-Oriented Presentation Adult Education
Anin-depth session sponsored by a specific (45 minutes): An oral summary, with occasional
interest section. reference to notes or a text, that discusses the Applied Linguistics
presenters work in relation to theory
Colloquium (1 hour, 45 minutes): and/orpractice. Bilingual Education
A forum for a group of scholars to formally
present and discuss current ELT issues. Roundtable Discussion (45 minutes): Computer-Assisted Language Learning
Presenters exchange papers in advance and Peer-to-peer facilitated discussions, limited to
discuss positions during the session. the first nine attendees per table. Elementary Education
Discussion Group (45 minutes): Teaching Tip (20 minutes): Similar in content
An opportunity to discuss a hot topic within to a practice-oriented presentation but shorter. English as a Foreign Language
TESOL within a structured roundtable format. It is an oral summary, with occasional reference
to notes or a text that discusses the presenters English for Specific Purposes
Exhibitor Session (45 minutes): work in relation to practice.
A session sponsored by an exhibitor. Higher Education
TESOL in Focus: Sessions sponsored by
Forum Session: (75 minutes): TESOL highlighting special projects and Intensive English Programs
A session sponsored by a forum. initiatives to further the field, or partnerships
with colleague associations. Intercultural Communication
InterSection: (1 hour, 45 minutes): Ticketed Event: Ticketed events are a great International Teaching Assistants
Academic sessions that represent a way to enhance your convention experience.
collaboration between two or more interest Byattending a ticketed event, you are assured Materials Writers
sections or other entities. of a more intimate and interactive session.
Anyremaining tickets for events may be Nonnative English Speakers in TESOL
Invited Speaker (45 minutes): purchased at the registration counters.
Sessions featuring a speaker selected by the
program committee because he or she has a Program Administration
Workshop (1 hour, 45 minutes):
message that is important to TESOL members. A carefully structured, hands-on, professional
Refugee Concerns
development activity. The leader helps
Practice-Oriented (45 minutes): participants solve a problem or develop a
A session that shows, as well as tells, a Secondary Schools
specific teaching or research technique.
technique for teaching or testing.
Second Language Writing
Speech, Pronunciation, and Listening
Poster sessions are self-explanatory exhibits that allow participants to engage in informal discussion. Social Responsibility
For each poster session, there will be a corresponding bulletin board display. Conference attendees
may stroll through the poster session area in the Exhibit Hall to discuss the topics with presenters. Teacher Education
Thedisplays and presenters change each day. Poster sessions are listed on page 200.
Video and Digital Media
Sample Abstract:
TYPE OF SESSION ICON Friday, 1:00 pm1:45 pm DAY, TIME

Hilton Baltimore, Holiday 6 SITE, ROOM
SESSION TITLE Do You See Me? Knowing the Reality of Immigrants

DESCRIPTION This presentation explores the realities of immigrant families in the USA and the effect of home
culture and language on how children connect to U.S. schooling. Also, it provides strategies to
connect better to ELL families and to transform schools into culturally responsive communities
for all members.
PRESENTER Christel Broady, Georgetown College, USA
Please note: Abstracts are arranged by date followed by start

time, then by end time, and then in alphabetical order by title.
COMMUNITY COLLEGE DAY
An interactive 1-day program for teachers and
administrators of community college programs.
This one-of-a-kind event is designed exclusively for STRAND A: Curriculum Redesign

MONDAY, 4 APRIL
community college educators and features sessions STRAND B: Technology

STRAND C: Assessment
on a variety of topics such as curriculum redesign,
STRAND D: Writing
formative assessment, teaching grammar, literature
STRAND E: Sociopolitical Issues
in academic writing, working with ELLs with special
needs, and much more.
MONDAY, 4 APRIL 2016 10:00 am11:15 am

For the location of a ticketed session, please check your ticket.
STRAND A: Beyond the ESL Classroom:
Writing Curricula and Post-ESL
8:30 am9:45 am Support Reconsidered
Stephanie Landon, Frederick Community College, USA
STRAND A: Accommodating Changing Laws
and Federal/State Mandates: Reaching English
Language Proficiency on the Road to Completion STRAND B: Personal Devices in the
Usha Venkatesh, Montgomery College, USA Classroom: Distraction or Engagement?
Carrie D. Shaw, Montgomery College, USA Nellie Deutsch, Atlantic University, Canada
STRAND B: Not Your Ordinary ESL Lab: STRAND C: Setting a Clear Framework and
Creating a Comprehensive Support Assessment Goals to Facilitate Transition From
System for Multilingual Students Adult ESL Into Academic ESL Programs
Elena Lawrick, Reading Area Community College, USA Goedele Gulikers, Prince Georges Community College, USA
STRAND C: New Ideas in Placement Testing STRAND D: Teaching Grammar More

Muhammad Ali Khan (MAK), Michigan Technological University, USA Efficiently and More Effectively
John Nelson, University of Maryland, USA
STRAND D: Does Literature Have a Role

in Teaching Academic Writing? STRAND E: Working With Special-Needs
Jona Colson, Montgomery College, USA Students Who Have a Learning Disability
Robert Giron, Montgomery College, USA Maria Ammar, Salt Lake Community College, USA
STRAND E: Learning Communities:

A Place to Transition to College-Credit Courses
Lori Edmonds, Montgomery College, USA
Amanda LeBleu, Montgomery College, USA

MONDAY, 4 APRIL
11:30 am12:30 pm 3:00 pm4:15 pm
KEYNOTE SPEAKER: STRAND A: Meeting Students Where TheyAre:

All Together Now: The Need for EAP for the 21st-Century Classroom
Collaboration and Activism in Pre-K Ann Sallie, Montgomery College, USA
Higher Education Classrooms Usha Venkatesh, Montgomery College, USA
Giselle Lundy-Ponce, American Federation
ofTeachers, USA
STRAND B: Distance Education Viability in ESL:
The Case for Hybridity
Linda Robinson Fellag, Community College of Philadelphia, USA
1:30 pm2:45 pm Girija Nagaswami, Community College of Philadelphia, USA
Lyn Buchheit, Community College of Philadelphia, USA
STRAND A: Looking Back at the Road Ahead:

Implications of Changing Pedagogies STRAND C: Defining Success:
and Theories for the EAP classroom Student Goals vs Institutional Standards
Henry N. Caballero, Montgomery College, USA Eileen Cotter, Montgomery College, USA
Usha Venkatesh, Montgomery College, USA
STRAND D: From Dealing With to

STRAND B: Tech Tools With Mobile Devices Learning With Multilingual Writers:
for Community College Language Teachers TheImportance of Staff Development in
Susan Gaer, Santa Ana College School of Continuing Education, USA a Community College Writing Center
Jennifer Staben, College of Lake County, USA
STRAND C: Rubrics Revealed and More!

Demystifying the Marvels of Formative Assessment STRAND E: Crossing Cultural Borders
Jayme Adelson-Goldstein, Lighthearted Learning, USA Diane L. Ogden, Snow College, USA
Udambor Bumandalai, Snow College, USA
STRAND D: When Is Second Language

Writing Good Enough? 4:30 pm5:30 pm
Denise L. Warner, Lansing Community College, USA
PANEL DISCUSSION: Myths and
Misperceptions About Generation 1.5
STRAND E: Distant Relation or KeyPlayer? Olga Weston, Bergen Community College, USA
ESL in Community College Bill Jiang, Bergen Community College, USA
Eileen Kelley, Holyoke Community College, USA Minah C. Woo, Howard Community College, USA
Vivian Leskes, Holyoke Community College, USA Grace Lin, Northern Virginia Community College, USA
Eileen Cotter, Montgomery College, USA
Henry N. Caballero, Montgomery College, USA
PreK12 DAY
An interactive education program for primary and
secondary mainstream and ESL teachers and administrators
PreK12 Day is designed to equip attendees with new strategies and resources for
MONDAY, 4 APRIL
working withELLs.
PreK-12 DAY
STRAND A: Academic Language and PreK12 Day is generously sponsored by

Common Core Expectations
STRAND B: Scaffolding Rigor in Learning
STRAND C: Meaningful Content-Area Connections
STRAND D: Ensuring Equity Through Leadership
STRAND E: Hot Topics
MONDAY, 4 APRIL 2016 10:00 am11:15 am

STRAND A: Persuasion and Argument: Shifting
Focus for Writing Instruction in the Common Core
8:30 am9:45 am
Judith B. OLoughlin, Language Matters Education Consultants, LLC,USA
STRAND A: Supporting ELLs With

Writing in the Content Areas STRAND B: Close Encounters of the Reading Kind
Pamela Mesta, Carroll County Public Schools, USA Pamela Mesta, Carroll County Public Schools, USA
Olga Reber, Carroll County Public Schools, USA Olga Reber, Carroll County Public Schools, USA
Melissa Thomas, Carroll County Public Schools, USA Melissa Thomas, Carroll County Public Schools, USA
STRAND B: Assessment as and for Language Learning STRAND C: Engaging ELLs in Content Curricula
Margo Gottlieb, WIDA Consortium, University of WisconsinMadison, Through Linguistic Differentiation
USA Shelley Fairbairn, Drake University, USA
Stephaney Jones-Vo, Heartland Area Education Agency, USA
STRAND C: Using the Practices of the Next

Generation Science Standards and the Common STRAND D: Practices and Tools for Differentiated
Core State Standards to Inform Teaching Instruction for All Proficiency Levels
Emily Miller, University of WisconsinMadison, USA Troy Dassler, WIDA Consortium, University of WisconsinMadison, USA
STRAND D: Inclusive Teacher Evaluation STRAND E: Instructing Students With

for All Educators of ELLs Limited or Interrupted Formal Education:
Diane StaehrFenner, DSF Consulting, USA An Intervention That Works
Ayanna Cooper, Consultant, USA Helaine W. Marshall, Long Island UniversityHudson, USA
STRAND E: Connecting PreK to Elementary With

Developmentally Appropriate Practices for ELLs
Karen Nemeth, Language Castle LLC, USA

11:30 am12:30 pm 3:00 pm4:15pm
MONDAY, 4 APRIL
PreK-12 DAY
KEYNOTE SPEAKER: STRAND A: Dialogic Teaching and Learning:
All Together Now: The Need for Response-able Classroom Talk Practices
Collaboration and Activism in Pre-K Maureen P. Boyd, University at BuffaloSUNY, USA
Higher Education Classrooms Lori Potteiger, University at BuffaloSUNY, USA
Giselle Lundy-Ponce, American Federation Liz Tynan, University at BuffaloSUNY, USA
ofTeachers, USA
STRAND B: Instructional Supports

That Increase Achievement
1:30 pm2:45pm Annela Teemant, Indiana University Purdue University Indianapolis, USA
Serena Tyra, Educational Consultant, USA
STRAND A: Academic Language in the Context

of College and Career Ready Standards STRAND C: Students at the Core:
Troy Dassler, WIDA Consortium, University of WisconsinMadison, USA Making Mathematics Accessible for ELLs
Anita Bright, Portland State University, USA
Erin Sylves, Fairfax County Public Schools, USA
STRAND B: Singable Books: Flexible, Fun
Resources That Scaffold Rigor in Learning
Betty AnsinSmallwood, Succeeding with ELLs (SWELL), USA STRAND D: Preventing Long-Term ELLs:
Transforming Schools to Meet Core Standards
Margarita Caldern, Johns Hopkins University, USA
STRAND C: Culturally Relevant Instruction Shawn Slakk, Margarita Caldern & Associates, USA
Through Project-Based Learning
Erin Sullivan, Baltimore City Public Schools, USA
STRAND E: Parent/Family Involvement, Engagement,
or Empowerment: Whats in Your Classroom/School?
STRAND D: Taking Action! Ideas for Implementing Gina BorgioliYoder, Indiana University Purdue University Indianapolis,
the WIDA Standards Framework USA
Margo Gottlieb, WIDA Consortium, University of WisconsinMadison, Donielle Jones, Metropolitan School District of Pike Township, USA
USA Eric Craig, Metropolitan School District of Lawrence Township, USA
4:30 pm5:30 pm
STRAND E: Supporting Unaccompanied
Immigrant Youth in U.S. Schools
Laura Gardner, Anne Arundel County Public Schools, USA PANEL DISCUSSION: Reaching ELLs Living
Monica Lopez, Anne Arundel County Public Schools, USA With Trauma and Chronic Stress
Debbie Zacarian, Zacarian & Associates, USA
Judie Haynes, USA
Laura Lukens, North Kansas City Schools, USA
Social awareness
has always been
like a second
language to us.
The New School has always championed reflective, morally engaged learning that embraces global
perspectives. Thats why our faculty of world-renowned experts, including Scott Thornbury, Jeremy
Harmer, Lesley Painter-Farrell, and Anne Katz address the needs of TESOL teachers and English
students around the world. Study with top experts in the fieldonline, in New York City, or in
combination. Concentrations are offered in Teaching and Curriculum Development.
newschool.edu/tesol
THE
NEW
SCHOOL
Equal Opportunity Institution/ Photo by Martin Seck

ABSTRACTS
Please check the addendum for cancellations and changes to sessions.
Monday, 5:00 pm9:00 pm
MONDAY, 4 APRIL
MONDAY, 4 APRIL 2016
Taking and Holding the Floor:
For the location of a ticketed session, please check your ticket. Strategies for Increasing Student Participation
This workshop offers strategies for increasing student participation
5:00 pm in the ESL classroom. PCI participants reflect on and practice a range
of strategies not only for raising student awareness of verbal and
nonverbal cues for engaging in discussion in the U.S. classroom, but
Monday, 5:00 pm9:00 pm also for offering students a venue for practicing these cues in scripted
and nonscripted scenarios.
Five Best Practices for Academic Cathy Raymond, Washington University, USA
Success for New Arrivals Pam Dzunu, Washington University, USA
Who are the new arrivals? What are their unique needs? This session Charlotte Wallace, Washington University, USA
explores five ways schools can help newcomers. Discover program
options for building basic literacy, critical content-area strategies, and
techniques to build resilience, as well as how to work with the families
to support students within and outside the school environment.
Participants are involved in five hands-on activities. Tracking Professional Development Through
Audio Journaling and Blogging
Judith OLoughlin, Language Matters Education Consultants, LLC, USA
Because TESOL professionals come from various backgrounds and
Brenda Custodio, Newcomer and ELL Services, USA
disciplines, teachers beliefs and actual teaching practices sometimes
misalign. The goal of this workshop is to guide teacher educators,
Monday, 5:00 pm9:00 pm teacher-trainers, and mentors how to use audio journaling and blogs
to monitor their trainees professional growth and development.
Promoting Fluency in All Skills: Participants design their own audio journaling and blogging prompts
Maximizing Implicit Learning Opportunities for their particular teaching contexts.
Many ESL students have knowledge of English but cannot use Miralynn F. Malupa-Kim, Alliant International University, USA
the language fluently. For this reason, instructors should pay
more attention to fluency development through implicit learning
opportunities. In this workshop, participants engage in, create, and
evaluate fluency-building activities for each skill, and leave with a
packet of materials and procedures for implementing fluency-promoting
activities in their classrooms.
Doreen Ewert, University of San Francisco, USA
Responding to Ineffective Writing From Sources

Teachers may find it hard to take a pedagogically-oriented approach to
plagiarism because of the ethical discourse that pervades many of our
programs. In this workshop, we work with insights from the literature
to develop effective, nonpunitive strategies for giving feedback about
problematic source use in margin comments and student conferences.
Zuzana Toma, Eastern Michigan University, USA
Jennifer Mott-Smith, Towson University, USA
Roundtable
Invited Speaker Practice-Oriented Research-Oriented Discussion Teaching Tip TESOL in Focus Workshop
Celebrating 50 years of tesol
new! new! new! new!
new! Visit us in Booth 426
Look for our exhibitor sessions:

Keith Folse: Teaching ESL Grammar (workshop)
4/6/16, 3:004:45 pm / Room Key 12, Hilton
Robyn Brinks Lockwood: Communicating on Campus

4/8/16, 10:3011:15 am / Room Tubman, Hilton
www.press.umich.edu/elt/
new edition! new! new! new edition!

TUESDAY, 5 APRIL 2016 Tuesday, 8:00 am12:00 pm
Systematic Approaches to Training
Raters of ESL Speaking and Writing
8:00 am In order to reliably assess language performance, program
administrators must understand issues involved in performance
Tuesday, 8:00 am12:00 pm assessments and have the tools to train their teachers how to
reliably rate performance. This workshop provides those tools. At
the conclusion of the training, program administrators should have
Building Secondary Newcomers Language
increased confidence in their ability to train their teachers and conduct
and Literacy Skills in Content Instruction
program-wide language performance assessments.
Secondary newcomer students may be doing not only double the
worklearning a new language as well as contentbut even Troy Cox, Brigham Young University, USA
TUESDAY, 5 APRIL
Judson Hart, Brigham Young University, USA
quadruple the work, learning beginning literacy skills and formal
schooling norms simultaneously. In this hands-on workshop,
participants design instructional strategies for developing the language Tuesday, 8:00 am12:00 pm
and literacy skills of newcomers in the secondary content classroom.
Annie Duguay, Center for Applied Linguistics, USA The GO TO Strategies: Guiding Teachers
Jos Medina, Center for Applied Linguistics, USA to Scaffold Content Language
How can teachers create scaffolded, rigorous content lessons for ELLs
Tuesday, 8:00 am12:00 pm in Grades K12? This PCI introduces resources that enable teachers
to incorporate a variety of research-based strategies to promote
academic language and content learning. Presenters model strategies,
Promoting Fluency and Making Meaning
and participants then actively engage in demonstrations and plan
in the L2 Reading Classroom
scaffolded lessons using strategy resources. Participants receive
Reading is making meaning of text. To successfully teach reading, copies of all resources shared in the workshop.
teachers need to know how to help readers develop fluency and
understand how texts work. This hands-on workshop focuses on Linda NewLevine, ESL/EFL Consultant, USA
Laura Lukens, North Kansas City Schools, USA
these twin objectives. Participants learn how to use readers theater
Betty AnsinSmallwood, Succeeding With ELLs (SWELL), USA
and extensive reading to promote fluency, and how to expand the
boundaries of extensive reading to promote meaning making.
Nolan Weil, Utah State University, USA 9:00 am
Tuesday, 8:00 am12:00 pm Tuesday, 9:00 am4:00 pm
Publishing in Academic Journals: Creating Concrete and Celebratory Lessons

Understanding the Peer Review Process Within the English Language Classroom
This workshop provided participants with an understanding of what is Through individual and collaborative work, participants explore,
involved in publishing in academic journals with a focus, in particular, design, and develop lessons that engage all students. Utilizing a
on the process of peer review. The workshop is led by the current learning inventory, participants discover their own learning preferences
editors of TESOL Quarterly, Brian Paltridge and Ahmar Mahboob. and how those preferences impact lesson planning. This session
Participants are sent an article to review before attending the PCI. provides tools needed to create a teaching and learning climate
Brian Paltridge, University of Sydney, Australia where all learners can function together in active and engaged English
Ahmar Mahboob, University of Sydney, Australia languageclassrooms.
Marge TyeZuba, International Educational Consultant, USA
Roundtable
Equipped for Success: Finding, Using, and Creating Open Educational

ELLs in High School Equivalency Testing Resources for ESL Classrooms
Adults learning English may struggle with the language and content Participants in this workshop develop skills to identify and use
needed for high school equivalency (HSE) instruction. Cultural open educational resources (OER). Participants complete a series
assumptions in materials may also challenge them. In this workshop, of activities, after which they will be able to differentiate between
participants practice evidence-based strategies to help students learn different types of open licenses, locate and attribute OER, and add a
HSE content while improving language skills and building problem- Creative Commons license to their own work.
solving and critical thinking skills. Finally, participants create or adapt Jodi Ruback, Washington State Board for Community and Technical
activities for their own instructional contexts. Colleges, USA
Miriam Burt, Center for Applied Linguistics, USA Jess Thompson, State Board for Community and Technical Colleges, USA
TUESDAY, 5 APRIL
DeAnna Coon, Center for Applied Linguistics, USA Tria Skirko, Wenatchee Valley Community College-Omak Campus, USA
Essential Skills for Becoming an Learn to Write Better MultipleChoice

Effective and Reflective Leader and Essay Items
This PCI creates a space for teachers and administrators to reflect on Are you a classroom teacher, TESOL professor, or assessment
their leadership skills. Through case study discussions and role plays, specialist who would you like to improve the multiple-choice and essay
participants analyze successful and unsuccessful leadership styles. We items you write for high-school-age and adult students? Come discuss
consider how trust, power, and time/stress management can be used sound test-development principles, evaluate commercially available
to lead more effectively. Participants leave the PCI with a renewed test questions, and write defensible test items of your own. Bring your
sense of their leadership potential. own tests, essay rubrics, and evaluation criteria, and improve them.
Michelle Bell, University of South Florida, USA Ildiko Porter-Szucs, Eastern Michigan University, USA
Ariadne Miranda, University of South Florida, USA Hoda Zaki, Camden County College, USA
Essentials of Pronunciation Teaching and Learning Neuroscience and Education in Synergy:

Through explanations and demonstrations, participants gain skill and Invigorating the Language Learning Experience
confidence in meeting the challenges of teaching pronunciation to Presenters share knowledge about how brains operate, engaging
learners from a variety of backgrounds. Participants are familiarized participants in work that helps them experience learning by way of
with the core features of pronunciation along with techniques for activities supported by neuroscientific research data. By understanding
addressing those elements of speech that have the most impact on how brains learn, the audience acquires skill in shifting the action
overall intelligibility. focus to students, optimizing their cognitive engagement through
Donna Brinton, Educational Consultant, USA whole-brain activities, giving them control over their learning.
Lynn Henrichsen, Brigham Young University, USA Participants are empowered to enhance their practices.
Tamara Jones, Howard Community College, USA Denise DeFelice, Casa Thomas Jefferson, Brazil
Colleen Meyers, University of Minnesota, USA Lucia Santos, Casa Thomas Jefferson, Brazil
Carolyn Quarterman, North Carolina State University, USA
Academic Session Colloquium Discussion Group Exhibitor Session Forum Session InterSection

Tuesday, 9:00 am4:00 pm Tuesday, 1:00 pm5:00 pm
Phonological Awareness for ESL/EFL Educators: Effective Planning for Managing Change in
Sound Practices Postsecondary English Language Programs
Workshop participants engage in a series of multimodal phonological Although systematic planning is critical for effective program
awareness activities to reveal that 1) what we think we are doing management, it is oftentimes neglected and, therefore, change occurs
when we speak English is often different from what we are really under duress or in an ad hoc manner. After a discussion of theoretical
doing, 2) what our students hear in spoken English is often different models of planning, participants examine authentic plans for program
from what we think we are modeling for them, and 3) treating our development, including review of curriculum, assessment, and student
own phonological awareness as a topic for life-long learning makes us services, and receive assistance in developing plans. Bibliography and
better language teachers. templates provided.
Karen Taylor, English Language Training Solutions, USA Mary Reeves, Commission on English Language Program
TUESDAY, 5 APRIL
Shirley Thompson, English Language Training Solutions, USA Accreditation,USA
Robin Barr, American University, USA Heidi Vellenga, Commission on English Language Program
Accreditation,USA
Tuesday, 9:00 am4:00 pm Joe McVeigh, Independent Consultant, USA
Bruce Rindler, Boston University, USA
Understanding the Language Standards
to Support Language Learners Tuesday, 1:00 pm5:00 pm
Academic language comprises vocabulary, form (grammar), and
function. Learn to embrace the form! Gain a deeper understanding of Listen Again: Strategies for an Integrated
the forms required in the CCSS while engaging in interactive activities. Approach to Listening Skills
Discover how to support your ELLS as they increase academic language This workshop offers a step-by-step approach to teaching listening
while learning content. Spend some time creating lessons for your skills, rather than testing listening ability. Topics include listening
classroom. It will be a fast-paced, fun-filled, grammar-focused day! diagnostics, end-of-course assessment, metacognitive listening
Jennifer D. Green, Western Washington University, USA strategies/checklists, lesson planning, and activities and exercises
Yuliya Ardasheva, Washington State University Tri-Cities, USA focusing on the aural skills that differentiate listening from reading,
Eileen M. Gonzlez, University of Saint Joseph, USA allowing learners to comprehend utterance content and speaker intent.
Jeannie Slayton, University of Connecticut American Language Marnie Reed, Boston University, USA
Institute,USA Christina Michaud, Boston University, USA
Teresa Devore, New York City Schools, USA
Tuesday, 1:00 pm5:00 pm
1:00 pm
Long-Term ELLs: Action Plans for
Empowering Access to Complex Text
Tuesday, 1:00 pm5:00 pm This interactive workshop addresses the urgency to integrate research-
based academic practices specifically designed for secondary long-
Beyond the Daily Lesson: term ELLs into the rigor of Common Core classrooms. Participants
Plan Units to Support Student Goals analyze research data, learn and practice innovative academic reading
Planning beyond the daily lesson allows teachers to make space for and speaking strategies that promote confidence and success with
student voice and cultivate the skills students need to attain their complex text, and contribute in roundtable discussions resulting in
goals. In this session, participants design instructional units by creating drafts of practical classroom/site action plans.
needs assessment activities, exploring the learning cycle and how it Elizabeth Hartung-Cole, USA
relates to instructional planning, identifying instructional resources,
using organizational tools, and working with case studies.
Emily Becketti, Arlington Education and Employment Program (REEP), USA
Roundtable
Tuesday, 1:00 pm5:00 pm Tuesday, 1:00 pm5:00 pm
Perceived Threats: Evidencing Programs Value Teaching Writing in the ESOL Classroom:
and Managing Public-Private Partnerships Handling the Workload
Beyond traditional responsibilities of managing effective language Teaching writing in the ESOL classroom neednt be frustrating or
programs, administrators find themselves having to respond to real time consuming. This PCI focuses on three issues: teaching writing,
or perceived threats to their programs autonomy, structure, and giving effective feedback, and maintaining student interest in writing.
standards: For example, financial exigency evaluations, new corporate- Participants come away with the scaffolding they need to teach writing
sector partnerships, and pressure to lower grading thresholds and in their own classrooms as well as with ideas, materials, and the
stretch curriculum beyond acceptable limits. How do we maintain confidence to do it well.
control and move forward? Experienced facilitators offer strategies. Melanie Rockenhaus, Scuola Normale Superiore, Italy
Mark Algren, University of Missouri, USA
TUESDAY, 5 APRIL
Beverley Earles, Kansas State University, USA Tuesday, 1:00 pm5:00 pm

Katherine Earley, University of New Hampshire, USA
Tara Smith, University of Alaska, USA
Carter Winkle, Barry University, USA Techniques for Teacher Observation,
Sherry Warren, University of South Carolina, USA Coaching, and Conferencing
Mary Wood, Kansas State University, USA This workshop for anyone interested in teacher observation explores
guidelines for maximizing benefits of observations and conferences.
Topics include etiquettes of observation, ways of promoting reflection,
and techniques for giving useful feedback that recipients can
comfortably hear.
Christopher Stillwell, University of California, USA
5:30 pm
Tuesday, 5:30 pm7:00 pm

Convention Center, Ballroom
OPENING KEYNOTE
Revolutionizing Education:
Building Peace in a Divided World
Aziz Abu Sarah shares how education played a
major role in his transformation from a radical
to a peacebuilder, and how his educational
work in Syria, Afghanistan, Israel-Palestine, and
the United States has helped bridge the gap
between hostile communities. Aziz explores how
education has the power to heal conflicts, from the geopolitical stage
to theclassroom.
Aziz Abu Sarah, Center for World Religions, Diplomacy, and Conflict
Resolution, USA
SPONSORED BY:

Thinking about a new placement test?

Think about Cambridge Michigan Language Assessments (CaMLA)

Practical assessment solutions for student placement and progress
CaMLA English Placement Test CaMLA Speaking Test

Confidently place your students into appropriate levels This 10-minute test provides meaningful results about
(CEFR A1C1) and classes based on a CaMLA EPT score. spoken English language proficiency. A quick, reliable way
This accurate test measures general language proficiency to test a students ability to speak comprehensible English.
in listening, grammar, vocabulary, and reading. The Tests CEFR levels A2C1.
CaMLA EPT is a great alternative to the discontinued
Compass ESL Tests. Available in paper- or computer- CaMLA Writing Test
based formats. Assesses general writing ability at the CEFR A2C1 levels.
80-item multiple-choice exam The 2-task design gives you meaningful results about your
students written English proficiency in 45 minutes.
60 minutes active test-time
6 forms available
Instant results when using the computer-based version
See us at Booth 318
CambridgeMichigan.org
JOIN US ON
Wednesday 6 April
English along the fracture lines:
Responding to challenges in
todays geopolitical landscape
John Knagg, Paul Smith
Time: 11.30 - 12.15
Venue: Convention Center
All images Mat Wright
(Room 320)
Thursday 7 April
Benchmarking English language
The British Council was founded to create a friendly policy, abilities and motivations
knowledge and understanding between the people of the UK across Latin America
and the wider world. We are delighted to partner with TESOL Liz Shepherd, Allan Taggart,
International Association on the 50th Anniversary Celebration James Shipton
Block Party and VIP Reception. Time: 17.00 - 17.45
We work in over 100 countries, connecting millions of English Friday 8 April

language teachers and learners with high quality language Friday 8 April
materials. Whether you are new to English language teaching,
or whether you are taking the next steps in your career and
BRITISH COUNCIL
development, you will find valuable help and opportunities at SIGNATURE EVENT
the British Council booth. Shakespeare Lives:
Love, death and revenge in the
Visit our booth (218) to find free resources, essential English language classroom
information, teaching tips and materials, discussions Time: 10.30 - 11.15
and support networks to help you achieve your goals. Venue: Hilton Baltimore
(Room Key 12)
The British Council provides support to English for teachers
and learners globally through:
free online resources The British Council are
delighted to partner on the
free research publications
TESOL International Association
continuing professional development 50th Anniversary Block Party
pre-service and in-service teacher training Time: 19.00 - 21.00
Venue: Hilton Baltimore Hotel,
classroom teaching Eutaw Street (next to hotel)
assessment.
www.britishcouncil.org/learnenglish www.britishcouncil.org/learnenglishteens www.britishcouncil.org/learnenglishkids
www.teachingenglish.org.uk www.britishcouncil.org/englishagenda
WEDNESDAY, 6 APRIL 2016 Wednesday, 9:30 am10:15 am
Convention Center, 341
Branching Out From ESL to Support
Students and Your Institution
8:00 am Content Area: Higher Education
Help your college, help your students, and help yourself. ESL programs
Wednesday, 8:00 am9:00 am can fill a need for short-courses on U.S. culture, language development,
Convention Center, Ballroom or language use. This can help students who drop courses at midterm
maintain full-time status, and can create a cross-cultural environment
PRESIDENTIAL KEYNOTE for international and domestic student collaboration
Reflecting Forward, Reflecting Back: Jeffrey Knowling, University of Iowa, USA
Looking in the Mirror at 50 Melissa Meisterheim, University of Iowa, USA
Content Area: Leadership Jennifer Brown, University of Iowa, USA
The idea of teachers as reflective practitioners
has been part of English language teacher training Wednesday, 9:30 am10:15 am
and development for a long time. Central to the Convention Center, 339
metaphor of reflection is the mirror. Who do we Bridging the Gap:
see when we look in the mirror, how did we get University Practice for Academic Success
here, and where are we going? Content Area: Intensive English Programs
Andy Curtis, TESOL International Association, USA Navigating the culture of a U.S. university classroom can be a serious
challenge for ESL students. By providing examples of class activities
9:30 am and the perspective of students, teachers, and administrators, this
WEDNESDAY, 6 APRIL
workshop outlines a successful model for transitioning international
students from an Intensive English Program to the university
Wednesday, 9:30 am10:15 am lecturehall.
Anne Kerkian, University of Rhode Island, USA
Becoming Visible: Adult Immigrant Sarah Lopolito, University of Rhode Island, USA
English Learner Identity and Agency
Content Area: Second Language Acquisition Wednesday, 9:30 am10:15 am
This one-year visual ethnography of a community-based English as Hilton Baltimore, Holiday 1
a second language course investigates how multimodal discourse Connecting Language Acquisition and Academic
mediates the complex interplay among learner identity, agency, Achievement: The Latest From WIDA
metadiscourses, and English learning in interviews and multimodal Content Area: Second Language Acquisition
narratives created by ten low-literacy adult immigrant learners, using
critical discourse analysis (Gee, 2004; Rogers, 2004). How do current WIDA activities and resources support connections
between language acquisition and academic achievement from Pre-K
Andrea Lypka, University of South Florida, USA Grade 12? Resources for educators, research findings, and more are
shared in this session.
Wednesday, 9:30 am10:15 am Jesse Markow, WIDA, USA
Beyond Borders: Flipping to Build Digital Citizenship
Content Area: CALL/Computer-Assisted Language Learning/
Technologyin Education
Based on actual experience with economically disadvantaged
students, this presentation aims at showing how flipping can promote
independent learning and harness current technological development
to empower learners. Attendees get a glimpse of what flipping is and
learn about ways of creating digital material for a traditional class.
Jos Antnio daSilva, Casa Thomas Jefferson, Brazil
Roundtable
Wednesday, 9:30 am10:15 am Wednesday, 9:30 am10:15 am
Convention Center, 323 Convention Center, 332
Creating Buy-In: Integrating IEP Diversity in Troubled Times:
CoreCurricula and TOEFL Prep Helping ITAs Negotiate the Current Landscape
Content Area: Assessment/Testing Content Area: Intercultural Communication
Instructors should help students see the connection between IEP While ITAs enrich campus diversity, they may also suffer from
classroom tasks and skills assessed in the TOEFL. This interactive unfair treatment. The presenters discuss a joint project with the
session provides participants with the tools necessary to seamlessly campus diversity office designed to provide awareness of rights and
integrate TOEFL prep into course curricula. The presenters provide obligations, to promote diversity as a broader cultural value, and to
insight as assessment specialists, review the scoring practices, and encourage ITAs to join the conversation about diversity.
present a quick overview. Anna Moldawa-Shetty, Yale University, USA
Jeri Ahern, University of Pennsylvania, USA Elka Kristonagy, Yale University, USA
Eve Nora Litt, University of Pennsylvania, USA Jim Tierney, Yale University, USA

Convention Center, 340 Hilton Baltimore, Douglas
Crossing Borders From Developmental Writing: Encouraging Mindfulness Through Active Learning
Are We to ESL Yet? What is mindful learning and why is it important? In this session
Content Area: Personal and Professional Development for Teachers attendees learn the answer to this question as they participate in
Student needs, budget woes, and personal interest converged to push hands-on activities that can be applied right away in their classes to
a Developmental English professor to seek TESOL training from an encourage both mindfulness and active learning.
ESL professor. We examine lessons learned through cross-training and Leticia Vela, MEXTESOL, Mexico
WEDNESDAY, 6 APRIL
team-teaching ESL. We discuss ESL versus developmental English,

and provide resources for working with colleagues for the benefit of Wednesday, 9:30 am10:15 am
multilingual students. Hilton Baltimore, Holiday 6
Tara Smith, University of Alaska Anchorage, USA Five Essential Tips for Using Songs to Teach English
Sarah Kirk, University of Alaska, USA Content Area: English as a Foreign Language
Do you use songs to teach English? This interactive workshop presents
Wednesday, 9:30 am10:15 am five essential tips for using songs to teach young learners English.
Hilton Baltimore, Key 6 Teachers leave the room with a collection of musical games, activities,
Culturally Relevant Pedagogy That and techniques that are effective for teaching and practicing the
Transcends Heroes and Holidays language in songs.
Content Area: Culture Joan Kang Shin, University of Maryland, Baltimore County, USA
The need for culturally relevant pedagogy remains vital in the ESL
classroom to best support English learners. In this hands-on workshop, Wednesday, 9:30 am10:15 am
attendees examine specific strategies that increase cultural relevance Convention Center, 350
and develop their own action plan for implementing these strategies in
Fostering Learner Autonomy, Confidence,
their classroom. Fluency, and Much More
Juli Sarris, University of Northern Colorado, USA Content Area: Listening, Speaking/Speech
Do your students often feel a lack of confidence when speaking in
English? Have you tried to use technology to help them with improving
confidence and fluency? This presentation shows you ways to foster
learner autonomy, confidence, pronunciation, fluency, and accuracy by
using Voice Recorder.
Thu Tran, Missouri University of Science and Technology, USA

Granular Insight Into Learner Assessment, Professional and Identity Challenges
Progress, and Performance That NNESTs in Toronto Encounter
The CEFR has allowed teachers across the world to accurately describe Content Area: Nonnative English Speakers in TESOL
a learners ability with English. Adding more granular insight allows In this presentation, the presenter shares the findings of qualitative
teachers to take control of the CEFR, making it a tool that measures research that aimed at investigating the professional challenges
performance, provides insight into progress, and highlights options for that ESL instructors (who speak English as an additional language)
teaching and learning. encounter in Toronto, the impact of these challenges on the
Mike Mayor, Pearson ELT, United Kingdom (Great Britain) participants professional identities, and how the participants manage
Sara Davila, Pearson ELT, USA these challenges.
Ahmed Kandil, University of Toronto, Canada
Wednesday, 9:30 am10:15 am
Hilton Baltimore, Key 9 Wednesday, 9:30 am10:15 am
IntlUni: Convention Center, 348
The Challenges of the Multilingual and Proofreading Games for Accuracy
Multicultural Learning Space and Fluency in TESOL Writing
Content Area: Higher Education Content Area: Second Language Writing/Composition
In this presentation, the challenges of the multilingual and Energetic games can be effective and enticing tools that encourage
multicultural learning space in many European HEIs today, along with students to practice their proofreading and peer editing skills,
a rubric of principles and recommendations from a pan-European particularly in ESL/EFL contexts. Session participants learn how to
Erasmus project are presented. Illustrative samples practice from a teach and play several exciting peer editing games to take back to their
selection of European partner universities are provided.
WEDNESDAY, 6 APRIL
educational institutions.
Joyce Kling, University of Copenhagen, Denmark Loren Lee Chiesi, Al Akhawayn University, Morocco
Elizabeth Fate, Riyadh College of Technology for Girls, Saudi Arabia
Wednesday, 9:30 am10:15 am Elinor Westfold, Language Pacifica, USA
Language Teachers Professional Language Wednesday, 9:30 am10:15 am
Functions and Skills: Description and Development Convention Center, 343
Content Area: Educational Linguistics Prosodic Syllable Lengthening of
The purpose of the presentation is to outline the model of NNESTs and Their L2 Experiences
the EFL teachers target language use both in and outside the Content Area: Phonology/Pronunciation
classroom. The speakers present teaching and assessment NNESTs often do not attain prosodic syllable lengthening. To support
materials aimed at developing language teachers professional prosody acquisition, the presenters describe a study on the lengthening
communicativecompetence. of two syllable types by 34 NNESTs and compare acoustic results
Alexey Korenev, Lomonosov Moscow State University, with individual characteristics and L2 experiences. Based on findings
RussianFederation from this study, attendees consider recommended applications to
Tatiana Ershova, Lomonosov Moscow State University, pronunciation teaching.
RussianFederation Suzanne Franks, University of Alabama at Birmingham, USA
Susan Spezzini, University of Alabama at Birmingham, USA
Wednesday, 9:30 am10:15 am Josephine Prado, University of Alabama at Birmingham, USA
Learn Beyond, Teach Beyond, Go Beyond
Go Beyond is a six-level series structured on detailed mapping to the
CEFR and providing an innovative mix of print and digital. The session
walks through the course and shows how the scaffolded approach
eases teacher planning while the digital components keep students
engaged and coming back for more.
Andreina Espaa, RedNova Learning, USA
Janet Raskin, Red Nova Learning, USA
Roundtable
Hilton Baltimore, Key 5 Hilton Baltimore, Holiday 2
Strategic-Reader Training for L2 Reading Success When Scammers Target Your Students:
Content Area: Reading and Literacy Tips and Tools for Teachers
Skilled readers, by definition, are strategic; that is, they use reading Content Area: Teacher Education
strategies in combination to achieve their reading goals. We can Every day, scams that target adult learners threaten their financial
help our L2 students become more strategic by regularly integrating security. This session promotes an exchange of ideas: presenters
strategic-reader training into instruction. In this presentation, we give practical information about scams and what to do about them;
explore training techniques for L2 students at varying reading- participants share their scam-related experiences. Each group leaves
proficiency levels. with next steps to help students avoid scams
Fredricka Stoller, Northern Arizona University, USA Monica Vaca, U.S. Federal Trade Commission, USA
William Grabe, Northern Arizona University, USA Monica Leach, U.S. Federal Trade Commission, USA

Convention Center, 321 Hilton Baltimore, Tubman
Teaching English Grammar to World Link, Third Edition Builds
Speakers of Other Languages Fluency for the 21st Century
Learn from Eli Hinkel about practical, research-based English Engage with innovative technology and National Geographic video
grammar instruction. See how her new book provides a thorough as coauthors Nancy Douglas and James Morgan present the new
and rounded overview of principles, strategies, techniques, and edition of the best-selling World Link series. Increase meaningful
applications currently dominant in a range of instructional settings communication by meeting the needs of the 21st-century learner
around the world, and how it will help you develop your professional withWorld Links enhanced print, online, and video resources.
knowledgeand skills.
WEDNESDAY, 6 APRIL
James Morgan, National Geographic Learning, USA

Eli Hinkel, Seattle Pacific University, USA Nancy Douglas, National Geographic Learning, USA

Top-Down and Bottom-Up Listening Teaching and Learning English in
Strategies Interacting Together Difficult Circumstances
Content Area: Second Language Acquisition Content Area: Culture
The interactive approach to ESL listening is currently widely ELT professionals work in a variety of difficult circumstances, including
recognized. However, ESL instructors put little emphasis on equally low-resource settings, politically or religiously repressive societies,
implementing top-down and bottom-up listening strategies. This regions suffering from violent conflict, or classrooms serving refugees.
presentation provides hands-on experience with the interactive Presenters explore the challenges of working in these situations,
approach and shows benefits of simultaneous use of top-down and drawing on research, their Christian faith, and good ELT practices.
bottom-up listening strategies. Michael Medley, Eastern Mennonite University, USA
Justyna Hjeltness, Washington State University, USA Esther Bettney, Comunidad Educativa Evangelica, Honduras
Yang Liu, Washington State University, USA Tarun KumariKharbamon, English and Foreign Languages University,
Shillong Campus, India
Using Blogging to Develop Writing
Skills and Bridge Cultures
Content Area: Second Language Writing/Composition
This session demonstrates the use of blogging as a successful
means to develop and improve college level writing and multimedia
communication skills while simultaneously creating a sense of
community that reaches across cultural and geographic borders.
Rachel Toncelli, Brown University, USA
Olivia Mansion, Brown University, USA

Age Factor in SLA: Current Research and Implications Breaking the Unwanted Stepchild Curse:
Using various data sources in different settings, this session tackles Elevating the Image of ESL
the unresolved debates about the age factor in SLA. After challenging Content Area: Program Administration
the veracity of the dictum, the earlier the better and its implications The field of ESL has become a well-established discipline. Yet,
for L2 policy and education, the session offers new frameworks, despite its pivotal role in fostering NNESs success, ESL programs
focusing on biological, learner-related, and environmental factors. and professionals often receive minimal respect from mainstream
Nihat Polat, Duquesne University, USA administrators and faculty. This workshop focuses on the realities of
David Birdsong, University of Texas at Austin, USA many ESL departments and offers solutions to elevate their status.
Alene Moyer, University of Maryland, USA Patrick T. Randolph, Western Michigan University, USA
David Singleton, University of Pannonia, Hungary Tamara Jones, Howard Community College, USA
Manne Bylund, Stockholm University & Linnaeus University, Sweden Ildiko Porter-Szucs, Eastern Michigan University, USA
Chris Dunsmore, The University of Nebraska, Lincoln, USA
Wednesday, 9:30 am11:15 am Lisa vonReichbauer, Ferris State University, USA
Hilton Baltimore, Carroll Kyle McIntosh, University of Tampa, USA
Beyond Cognates: Promoting Metalinguistic
Awareness in Emergent Spanish Bilinguals Wednesday, 9:30 am11:15 am
Content Area: Elementary School/ Primary Education Hilton Baltimore, Holiday 4
Participants explore how to foster the development of academic Creating, Adapting, and Using
language in emergent bilinguals by building metalinguistic awareness Content for Mobile Apps_
to promote cross-linguistic transfer. Presenters describe linguistic The changing nature of content presentation poses an impressive array
similarities and differences between English and Spanish and guide of challenges and opportunities for educational materials writers.
WEDNESDAY, 6 APRIL
participants through classroom activities that assist language learners Learn about some of the differences between web and mobile content,
in making connections beyond cognates. rationale for classroom use of mobile content, and examples of how to
Barbara Kennedy, Center for Applied Linguistics, USA write and adapt content for mobile applications.
Sandy Wagner, Defense Language Institute, USA
Wednesday, 9:30 am11:15 am Susan Gaer, Santa Ana College, USA
Hilton Baltimore, Latrobe
Nick Robinson, ELTjam, United Kingdom (Great Britain)
Kurtis Foster, Missouri State University, Aland Islands
Beyond Inner Circle Borders: DiversifyingESOL
Materials Through World Englishes
Content Area: World Englishes
How do you bring students to an awareness and appreciation of
Dream Act: What Teachers Can Do
diverse English-speaking cultures worldwide? This workshop answers
Content Area: Advocacy
this question by demonstrating how to incorporate World Englishes in
ESOL materials. Participants explore and experiment with materials DREAMers are undocumented youth who dream of pursuing a college
that include World Englishes for listening, speaking, reading, and education at in-state tuition rates. As an educator, what can you do to
writing activities. support DREAMers and move others to action? Learn how to become
Mary Romney, Capital Community College, USA involved in an online advocacy community.
Shondel Nero, New York University, USA Lori Dodson, Montgomery County Public Schools, USA
Anne Marie FoersterLuu, Montgomery County Public Schools, USA
Sandra Duval, Montgomery County Public Schools, USA
Maryam Saroughi, George Mason University, USA
Roundtable
English for Journalists The Little MOOC That Could Interview Poems: Bridging Peace
Content Area: CALL/Computer-Assisted Language Learning/ andIntercultural Communication
Technologyin Education Content Area: Social Responsibility/Sociopolitical Concerns
We present a project sponsored by the Regional English Language This workshop uses an interview poetry activity to bridge teaching
Office in Budapest to create and conduct a regional online course in intercultural communications and peacebuilding. The presenter shares
English for Journalists. We discuss the projects genesis, goals and her journey examining moment to moment decisions as a teacher
design, issues for multinational collaboration, pilot course results, educator through the lens of peacebuilding. Participants explore
plans for the course materials, and the projects impact. their own work through a dialogue technique drawn from conflict
Maggie Sokolik, University of California, Berkeley, USA transformation studies.
Yaroslava Fedoriv, National University of Kyiv-Mohyla Academy, Ukraine Leslie Turpin, SIT Graduate Institute, USA
Timea Tiboldi, School of English and American Studies, Hungary
Adisa Imamovi, University of Tuzla, Bosnia and Herzegovina Wednesday, 9:30 am11:15 am
Dragana Filipovi, University of Belgrade, Serbia Convention Center, 327
Alexandru Oltean, Babes-Bolyai University, Romania
Fazli Rrezja, Vocational Judicial-Economy Secondary School, NESTs and NNESTs Meet Together:
Bete Kaupasa, Nordic High School, Latvia Creating a Collaborative Working Environment
Denisa Kralovicov, University of St. Cyril and Methodius, Slovakia Content Area: Nonnative English Speakers in TESOL
Elena Smykovskaya, Belarusian State University, Belarus Presenters provide a forum for NESTs and NNESTs to discuss
George Chinnery, US Department of State, USA challenges and opportunities for NEST-NNESTs working collaboratively.
Gergo Santha, US Embassy, Budapest, Hungary Included are: moving away from the NES/NNES dichotomy, NNEST-
Mark Young, Voice of America, USA NEST collaboration, and issues with hiring and working with NNESTs.
WEDNESDAY, 6 APRIL
Soonhyang Kim, University of North Florida, USA

Wednesday, 9:30 am11:15 am Liz England, Shenandoah University, Afghanistan
Convention Center, 324 Yingliang Liu, Wuhan University of Technology, China
Expanding EAL Classroom Borders
to Make Room for Metaphor Wednesday, 9:30 am11:15 am
Content Area: Personal and Professional Development for Teachers Hilton Baltimore, Johnson
This workshop facilitates the development and sharing of ideas and Overcoming Fear: Creating Dialogue Around
resources for building metaphor comprehension activities into EAL Diversity Issues in the Classroom
classrooms. An overview is provided of why EAL learners need help Content Area: Intercultural Communication
with metaphor comprehension, followed by suggested resources, and a Facing diversity issues can be scary. However, English language
brainstorming session on how to fit this in amidst competing priorities. teachers must do this critical work in order to model authentic
Tina Beynen, Western University, Canada communication and move towards a more just society. This workshop
examines the need for dialogue, offer techniques for engaging in it,
Wednesday, 9:30 am11:15 am and discuss strategies for sustaining this vital work.
Convention Center, 325 Dana Horstein, Northeastern Illinois University, USA
Integrating Skills in the Language Classroom Ana Solano-Campos, University of Massachusetts, USA
Content Area: Teaching Methodology and Strategy Cheryl Woelk, Language for Peace, Canada
Omar Longus, Salem State University, USA
The presentation looks at different ways of integrating the productive
and receptive skills in the classroom. The presentation begins by
examining the importance of integrating skills and then moves to the
discussion of challenges that face teachers in integrating skills. The
presenter provides some practical and useful examples.
Khalid Waziri, English Language Teachers Association for Afghans,
Afghanistan

Convention Center, 330 Hilton Baltimore, Key 3
Postsecondary Writing: Singable Books: For Language, Reading,
Reflecting Future Writing Expectations Music, Lessons, Standards, and FUN!
Students write throughout high school, yet postsecondary writing may Content Area: Elementary School/ Primary Education
differ considerably. This panel considers transitions from high school How can teachers of elementary ELLs address standards for English
writing to writing in higher education or the workplace. Panelists Language Arts, K-5, while engaging childrens love of music? Learn
discuss students perspectives on writing expectations, common issues about singable books as flexible resources that can be expanded into a
faced when adjusting to academic discourse, and writing development standards-based, instructional approach. Hands-on planning time with
for career transitions. books provided.
Marybelle Marrero-Coln, Center for Applied Linguistics, USA Betty AnsinSmallwood, Succeeding With English Language Learners,
Natalia Jacobsen, George Washington University, USA USA
Betsy Gilliland, University of Hawaii, USA
Nancy Overman, Georgetown University, USA
Ditlev Larsen, Winona State University, USA Wednesday, 9:30 am11:15 am
Hilton Baltimore, Key 10
Teaching Writing to Adult Learners:
Lessons From the Field
Pronunciation Boot Camp:
Teaching the Musical Aspects of Pronunciation Presenters describe the importance of academic writing in adult
Content Area: Phonology/Pronunciation education, the outcomes of a survey of and interviews with adult
educators, the types of writing that adults need to engage in, and
Theres more to pronunciation than just consonants and vowels. approaches to effective instruction. Participants have opportunities to
This workshop presents basic techniques and activities for helping
WEDNESDAY, 6 APRIL
reflect on and discuss their own approaches and concerns.
students master word stress, rhythm, prominence, intonation, and
connected speechskills that research shows are crucial in giving Joy KreeftPeyton, Center for Applied Linguistics, USA
Kirsten Schaetzel, Georgetown University, USA
students understandable pronunciation. The use of teaching tools and
Ann Johns, San Diego State University, USA
communicative activities is emphasized.
Betsy Parrish, Hamline University, USA
Marla Yoshida, University of California, Irvine, USA
Wednesday, 9:30 am11:15 am Convention Center, 345
Technology, Globalization, and ELLs:
Reflecting Forward: A Workshop on Fostering Students Critical Cosmopolitanism
Responding to Plagiarism Nonpunitively Content Area: Intercultural Communication
Content Area: Teaching Methodology and Strategy
Discourses of globalization and cosmopolitanism are increasingly
To move forward to a nonpunitive response to plagiarism, we must relevant for ELLs, who regularly move within and across borders of
reflect on our emotional reactions to it. In this workshop for IEP their multiple worlds. This session explores the role of technology and
and composition instructors, the presenters work with insights digital media in creating learning experiences that expand students
from the literature and classrooms to evaluate teachers responses understanding of the world and promote critical cosmopolitanism.
to problematic source use and develop strategies for giving
Laura Hamman, University of Wisconsin-Madison, USA
effectivefeedback. Li Rui, University of Wisconsin-Madison, USA
Zuzana Toma, Eastern Michigan University, USA Rachel Manley, University of Wisconsin-Madison, USA
Jennifer Mott-Smith, Towson University, USA Margaret Hawkins, University of Wisconsin-Madison, USA
Roundtable
Wednesday, 9:30 am11:15 am 10:00 am
Unaccompanied Minors from Central America:
Adapting to Meet Their Needs
Convention Center, Roundtable Discussion Area in Expo area
Recently, a large number of cities has been hosting an influx of
Becoming Bi/plurilingual: Linguistic and Professional
undocumented minors from El Salvador, Honduras, and Guatemala.
Identity Development Beyond Borders
These students are primarily refugees from criminal gangs and poverty.
Content Area: Bilingual Education
This ESP/Refugee Concerns IS InterSection presents strategies
for healing the emotional issues in addition to addressing the Using the notion of being and becoming bi/plurilingual as a
interruptedschooling. springboard to understand identity formation requires delving into
Robert Connor, Tulane University, USA teachers linguistic and cultural trajectories. This interactive session
Deborah Norland, Luther College, USA inspires ESL and bilingual teachers to consider how their linguistic
and cultural trajectories have shaped their professional identities as
teachers and as bilingual beings.
Convention Center, 342 Patricia Venegas, University of Wisconsin-Madison, USA
Understanding EFL Professional Development
From Three National Perspectives Wednesday, 10:00 am10:45 am
Content Area: Teacher Education Convention Center, Roundtable Discussion Area in Expo area
Professional development is meant to shape what teachers do and Bursting Cultural Bubbles, Building Community Bridges
thus what their students learn. This colloquium reports on an ongoing Content Area: Intensive English Programs
large-scale research project examining public-sector EFL teaching in Engaging ESL students in service learning projects stimulates firsthand
Chile, Turkey, and Qatar in which teachers understandings of what cultural knowledge as it breaks students out of their own cultural
they learned and used from professional development were analyzed. bubbles and builds bridges into local communities. This session
WEDNESDAY, 6 APRIL
Donald Freeman, University of Michigan, USA explores multiple ways to identify, implement, and reflect on short
Claudia Cameratti, University of Michigan, USA projects to connect students to each other and their local communities.
Kathleen Graves, University of Michigan, USA Terry Goodfellow, University of South Carolina, USA
Dudley Reynolds, Carnegie-Mellon University in Qatar, Qatar
Wednesday, 9:30 am11:15 am Convention Center, Roundtable Discussion Area in Expo area
Convention Center, 336 Curricular Expectations for English:
Visual Thinking Strategies: Across Stages and Borders
A Tool for Fluency Building in EFL Content Area: Second Language Acquisition
Content Area: Arts The discourse on common core standards started in the West in the
In this workshop we explore how Visual Thinking Strategies can help 1990s to ensure that students are college and career ready in literacy
promote fluency and accuracy in the expression of EFL learners while no later than the end of high school. The discourse has now extended
enhancing their critical thinking skills and engaging them in real-life beyond borders to countries like India where learning Indicators make
communication. The strategies to be presented help make students curricular expectations achievable.
thinking visible and target language development. Kirti Kapur, National Council of Educational Research and Training, India
Gabriel DiazMaggioli, National Administration of Public Education,
Uruguay Wednesday, 10:00 am10:45 am
Diversity in Chinas Classrooms:
Rethinking Stereotpyes
Content Area: Culture
Using a linguistic anthropology framework and survey data, attendees
challenge their assumptions about Chinese culture and explore how
knowledge about Chinese diversity can aid teachers with their own
teaching techniques. If you are interested in celebrating the diversity of
your students, this is the discussion for you.
Brenna Shepherd, UC Irvine, USA

Convention Center, Roundtable Discussion Area in Expo area Hilton Baltimore, Key 11
Internationally Adopted ELL: Teachers Engagement With Research in
A Different Kind of English Language Learning Practice, Advocacy, and Professional Growth
Content Area: Elementary School/ Primary Education How do prospective and veteran teachers notions of and interests
Teachers face challenges when assigned internationally adopted ELLs. in inquiry, reflection, and advocacy affect how and whether they
Adoptees needs appear similar to other ELLs, but these children learn engage in and/or pursue research? How do their answers affect
English at a different rate and in a different way than the nonadopted their professional identities and practices? Presenters address these
ELL. The presenters share data, resources, and techniques providing questions with the goal of including teachers work and voices in
stakeholders greater knowledge in supporting these students. TESOL research.
Kelly Sheranko, Calvert County Public Schools, USA Judy Sharkey, University of New Hampshire, USA
Thomas Farrell, Brock University, Canada
Mary Scholl, Centro Espiral Mana, Costa Rica
Wednesday, 10:00 am10:45 am Carla Lynn Reichmann, Universidade Federal da Paraba, Brazil
Hilton Baltimore, Key 1 Brian Morgan, Glendon College, York University, Canada
The TESOL P12 Professional Teaching Standards
This session discusses how the TESOL P12 Professional Teaching
Standards are used for national recognition of teacher education 10:30 am
programs in the United States. Information is also shared applying
the standards in other contexts both in the United States and Wednesday, 10:30 am11:15 am
internationally for professional development in schools, districts, Hilton Baltimore, Key 6
andbeyond. A Focus on Collective Beliefs in Language
Diane StaehrFenner, TESOL International Association, USA Teacher Cognition Research
WEDNESDAY, 6 APRIL
Content Area: Research/Research Methodology
Wednesday, 10:00 am10:45 am This presentation describes and evaluates the processes and tools
Convention Center, Roundtable Discussion Area in Expo area used to develop an interpretation of the collectiveas opposed to
Transitioning ELLs Into Post-Secondary individualepistemological beliefs and classroom practices of a group
and Career-Based Opportunities of Indonesian language teacher educators. It also addresses the use of
Content Area: Adult Education these processes and tools in language teacher education.
A community college Adult ESL program transitions advanced ELLs to Neil England, University of Technology Sydney, Australia
a STEM Pathways model, integrating career preparation and language
skills. Focusing learning outcomes onto careers and post-secondary Wednesday, 10:30 am11:15 am
education is a major change for the program. The successes and Convention Center, 346
challenges of outreach, instruction and advising are addressed during Access for All: Universal Design for Online Learning
this session. Content Area: Distance Learning/Online Learning
Beth Koo, Central Piedmont Community College, USA
Online ESL courses provide students a level of accessibility that can
easily take cultural differences, as well as physical and cognitive
Wednesday, 10:00 am10:45 am differences, into account during design and implementation. Using
Convention Center, Roundtable Discussion Area in Expo area the principles of Universal Design, instructors can create an online
Working With a Unique ESOL Student: classroom presence which bridges multiple differences within a class.
The Internationally Adopted Child Sarah Barnhardt, The Community College of Baltimore County, USA
Content Area: Elementary School/ Primary Education Chester Gates, The Community College of Baltimore County, USA
Older internationally adopted children often struggle in school,
with the ESOL teacher on the front line. This session, led by an
ESOL professional who adopted an older Russian child, invites
both ESOL teachers and adoptive parents to share experiences
regarding these childrens complex needs, and offers strategies for
overcomingchallenges.
Stacie Miller, Community College of Baltimore County, USA
Roundtable
Addressing Cultural and Linguistic Diversity Beyond Classroom Borders:
in Schools: Collaborative Teacher Inquiry Successes and Challenges of IEP Tutoring
Content Area: Personal and Professional Development for Teachers Content Area: Intensive English Programs
A professional development series entitled Embracing All Children: This session addresses the major challenges associated with getting
Addressing Cultural and Linguistic Diversity in Our Schools served to IEP students to use tutoring services and suggests several proven
guide urban teachers through an inquiry-based research study focused strategies that could help turn a tutoring center into an efficient
on implementing evidence-based practices into everyday teaching. learning resource for IEP students.
Teachers gained practical experience embedding evidence-based Olena Zastezhko, The University of Dayton, USA
practice into daily teaching routines to improve outcomes for ELLs.
Kristin Kurtzworth-Keen, Canisius College, USA Wednesday, 10:30 am11:15 am
Kelly Harper, Canisius College, USA Convention Center, 331
Michele Marable, Canisius College, USA
Beyond Levels: Strategies for Managing
Multilevel ESL Classrooms
Wednesday, 10:30 am11:15 am Content Area: Teaching Methodology and Strategy
All classrooms are multilevel, but some have wider gaps between
Addressing ESL Teacher Candidates Professional levels than others. In this session, discover some classroom-proven
Dispositions: A Critical Incident Analysis
strategies for providing appropriate content and practice for all the
Content Area: Teacher Education adult learners in your ESL classroom.
This session presents research on professional dispositions in ESL Glenda Rose, Texas A&M University, USA
teacher candidates, using critical incident analysis. Professional
WEDNESDAY, 6 APRIL
dispositions are an essential part of teacher education. The findings

enabled exploration of factors that caused teacher candidates to be
unsuccessful. Implications and recommendations for teacher education
programs are emphasized. Beyond the IEP: Exploring University Faculty
Expectations Through Needs Assessment
Timothy Micek, Ohio Dominican University, USA
Content Area: Intensive English Programs
Yurimi Grigsby, Concordia University Chicago, USA While the main goal of academic-oriented IEPs is to prepare students
Brenda Custodio, Newcomer and ELL Services, USA for university coursework, IEPs frequently lack the necessary
communication with university faculty to make informed curricular
Wednesday, 10:30 am11:15 am decisions. Using online surveys and interviews, presenters identify
Convention Center, 332 students academic language needs for curriculum development while
opening the door for collaboration with faculty.
Beyond Brainstorming:
Using Concept Maps in Academic Writing Susan Sullivan-Tuncan, Creighton University, USA
Content Area: Second Language Writing/Composition Maria Isabel Barros, Creighton University, USA
Shane Zephier, Creighton University, USA
In academic writing, concept maps can be used to improve coherence
and cohesion. This presentation shows what this tool is, and how
it can be used in ESL college writing at different levels. Attendees Wednesday, 10:30 am11:15 am
engage in hands-on practice activities.
Beyond the Textbook: Teaching English
Alan Kennedy, Columbia University, USA
With Open Educational Resources
Elizabeth Bottcher, Columbia University, USA
Babi Kruchin, Columbia University, USA Content Area: Distance Learning/Online Learning
In this session, presenters show how Open Educational Resources
(OER) provide an enhanced educational experience and increased
access to instructional materials needed for learning English. With
OER, instructors are able to more closely align learning objectives,
content, activities and assessment to create a more personalized and
motivating learning experience.
Lindsey Rothschild, Holyoke Community College, USA
Eileen Kelley, Holyoke Community College, USA

Hilton Baltimore, Tubman Convention Center, 322
Choose Your OwnStyle Adventures Hands-On Comprehension Strategies for All Students
in the ELT Classroom Many ELLs struggle to read and comprehend even basic texts.
YOU are the hero! Try multipath stories as part of an extensive Evidence-based, hands-on comprehension strategies can change that.
reading (ER) program as the focus of discussion tasks, as support for This is an interactive workshop. Participants learn proven activities and
writing, to target reluctant readers, and more. Appropriate from upper strategies to boost comprehension for all levels of ELLs.
elementary to adult. Examples drawn from the Atama-ii Books series, Jill Haney, Saddleback Educational, USA
but applicable to any CYOA-style story.
Marcos Benevides, Atama-ii Books, Japan Wednesday, 10:30 am11:15 am
Wednesday, 10:30 am11:15 am Hopes and Dreams: Stories Based
Hilton Baltimore, Key 12 on the Immigrant Experience
Common Mistakes at ELT Exams Teachers Author Tana Reiff talks about how and why the Hopes and Dreams
and Students Should Avoid series came about and describes the significant research supporting
Good testing procedure, as well as good language use, can be achieved the stories. She also demonstrates how the thought-group lines
through errors avoidance. In order for tests to be reliably diagnostic, certain develop good reading skills. Participants sample the stories by reading
testing mistakes must be avoided. The common testing problems provided aloud dramatic moments in the characters lives. Raffle.
here have been drawn from wide experience with tests prepared for the Arthur Burrows, Pro Lingua Associates, USA
classroom, and therefore are representative. Raymond Clark, Pro Lingua Associates, USA
Andrew Betsis, Global ELT Ltd, United Kingdom (Great Britain) Tana Reiff, Pro Lingua Associates, USA
Lawrence Mamas, Global ELT Ltd, United Kingdom (Great Britain)
WEDNESDAY, 6 APRIL
Wednesday, 10:30 am11:15 am Convention Center, 341
Convention Center, 350 Korean Undergraduate Engineering Students
Engaging English Learners Through Childrens Books Attitudes Toward English-Medium Policies
Content Area: Intensive English Programs Content Area: Higher Education
Presenters provide engaging activities using childrens books for How does a schools English-medium instruction (EMI) policy affect
listening, vocabulary, and grammar skills. Insight on how to use simple students attitudes toward EMI? This presentation demonstrates the
stories for beginning and intermediate levels is provided to teach differences in the EMI policies of engineering schools in Korea and
difficult language skills such as similes, metaphors, and verb tenses. A the differences in their students opinions of EMI classes, students
book list is provided for classroom use. own and instructors English abilities, English language education, and
Christina Bailey, ELS Educational Services, USA code-switching strategies.
Eun Gyong (E.G.) Kim, Korea Advanced Institute of Science and
Wednesday, 10:30 am11:15 am Technology, Korea, Republic of
Hilton Baltimore, Key 9 Jeongyeon Kim, Ulsan National Institute of Science and Technology,
Korea, Republic of
Exploring NNESTs Strategies for Soo-Ok Kweon, Pohang University of Science & Technology, Korea,
Confronting Credibility Challenges Republic of
Content Area: Nonnative English Speakers in TESOL
In this session, the presenter share her experience as a program
administrator mentoring NNESTs on how to confront challenges to
their credibility. NNESTs, in her program, share their points of view
through video interviews where they explore empowering strategies.
Participants gain ideas to create equitable workplaces.
Ariadne Miranda, University of South Florida, USA
Roundtable
Making Customized ELT Games and Science Language in Action:
Videos With Speak Agent Instructional Strategies to Teach Science Language
Learn how to make interactive games and videos for vocabulary and Content Area: Math and Science
grammar instruction within minutes. With Speak Agent, its quick, easy, This presentation illustrates the linguistic features of science language
and free to find open educational resources and to customize them as being simultaneously technical, abstract, dense, and tightly knit with
to your students needs. Shave hours off preparation time, printing, authentic K12 science texts, and demonstrates instructional strategies to
copying, and grading, plus get real-time formative assessments. teach science language to ELLs. Participants participate in the analysis of
Benjamin Grimley, Speak Agent, USA science texts and the demonstration of teaching activities.
Katie Cunningham, Speak Agent, USA Wei Zhang, The University of Akron, USA

Promoting English Learning Through Chess Teach Internationally With the English
Content Area: English as a Foreign Language Language Fellow Program
Although it has never been explicitly mentioned in literature, using Learn how you can promote English language teaching and learning
chess to teach languages is supported by CBI principles. Learners can internationally on paid 10-month projects supported by U.S. Embassies.
naturally develop their language proficiency and their cognitive skills Through the English Language Fellow Program, you can help students
through chess because it lends itself to being rich in content that fills acquire English language skills, conduct teacher training, develop
the need for comprehensible input. resources, and more. Join us to hear from program staff and alumni.
Chaouki Mkaddem, Ministry of Education, Tunisia Danielle Yates, U.S. Department of State, English Language Programs, USA
WEDNESDAY, 6 APRIL
Alice Murray, U.S. Department of State,

Wednesday, 10:30 am11:15 am Curtis Chan, U.S. Department of State,
Convention Center, 323 Jennifer Hodgson, U.S. Department of State,
Pushing the Boundaries of Oral Placement Exams:
Assessing Interactional Competence Wednesday, 10:30 am11:15 am
Hilton Baltimore, Holiday 6
Content Area: Assessment/Testing
The Use of Captions:
This practice-oriented presentation illustrates the importance and
Theoretical and Pedagogical Considerations
challenges of assessing interactional competence in an IEP oral placement
Content Area: Applied Linguistics
exam. Attendees learn best practices and strategies to design and
implement interactional components of oral placement exams that align This presentation concerns the pedagogical use of captions. The
with program curricula. Materials and rubrics are also disseminated. presenters briefly present results from studies of foreign language
Jacqueline Gianico, The Pennsylvania State University, USA learning and then turn to eye-tracking data from Chinese and Arabic
Frances Bose, The Pennsylvania State University, USA learners of English. Based on eye movement data, they report on how
Abigail Kahn, The Pennsylvania State University, USA students use captions in an ESL video-based activity.
Susan Gass, Michigan State University, USA
Wednesday, 10:30 am11:15 am Paula Winke, Michigan State University, USA
Scaffolding Lesson-Planning for Preservice Wednesday, 10:30 am11:15 am
Undergraduate TESOL Certificate Students Convention Center, 326
Content Area: Higher Education What Happens to Our ESL Program Graduates?:
A Research Project
This presentation describes and demonstrates lesson-planning
scaffolding as taught in an undergraduate TESOL methods course. The Content Area: Higher Education
presenter discusses the sequencing of lesson-planning instruction over What happens to our ESL students after they complete our programs?
one semester and how it is facilitated by collaboration with community Learn about a project that tracked the graduates of an academic-
partners to provide authentic teaching opportunitiesconcluding with intensive ESL program at Bergen Community Collegehow it was
five tips for successful lesson-planning instruction. designed, what data was collected, and what changes were made as a
Shannon Fitzsimmons-Doolan, Texas A&M UniversityCorpus Christi, result of the findings.
USA Harold Kahn, Bergen Community College, USA

Wednesday, 10:30 am12:00 pm Wednesday, 11:30 am1:15 pm
Hilton Baltimore, Holiday 1 Convention Center, 323
Teacher Voices, English, and Multilingualism: Using Content and Task-Based Teaching
Building Peace Through Language Planning to Address Grammar More Effectively
Content Area: Advocacy Content Area: Grammar
This session discusses English in conflict-affected SE Asian contexts, Abstract: Traditional grammar instruction strongly focuses on rules and
where language choices, methods, and symbolic practices form part of controlled practice. However, cognitive science shows that this method
contested and sometimes violent relations between groups of people. is not the best means to acquire language. This session demonstrates
The presentation describes a decision-making approach to language how to practically use CBI and task-based language teaching methods
education that involves teachers, community representatives, and to teach grammar in light of new research.
officials in facilitated dialogues. Heather Mehrtens, The University of Maryland, College Park, USA
Kathleen Bailey, Middlebury Institute of International Studies at Sara Gramley, The University of Illinois, USA
Monterey, USA
Joseph LoBianco, University of Melbourne, Australia Wednesday, 11:30 am1:15 pm
Ryan Damerow, The International Research Foundation for English Convention Center, 341
Language Education, USA
Working With Faculty Across the Curriculum
to Develop Writing Pedagogy
Wednesday, 10:30 am12:15 pm Content Area: Second Language Writing/Composition
Although writing is assigned across the curriculum, the conventions
Building Partnerships to Support HighSchool-
and expectations of disciplinary genres are often opaque to ESL
College Writing Transitions
students, and disciplinary faculty often lack information about writing
Content Area: Second Language Writing/Composition pedagogy. The presenters share collaborative research among ESL
WEDNESDAY, 6 APRIL
In this workshop, the facilitators discuss the disconnect between the writing teachers and disciplinary faculty to create research-based tools
way different institutions teach writing along with their own experiences that enhance disciplinary writing instruction.
creating cross-institutional partnerships to improve student high school- Ryan Miller, Kent State University, USA
college transitions. Participants are asked to share their experiences and Silvia Pessoa, Carnegie Mellon University in Qatar, Qatar
leave the workshop with strategies to begin forming local partnerships. Thomas Mitchell, Carnegie Mellon University in Qatar, Qatar
Todd Ruecker, University of New Mexico, USA Sandra Zappa-Hollman, University of British Columbia, Canada
Liz Kirwan, West High School, USA Lisya Seloni, Illinois State University, USA
Christina Ortmeier-Hooper, University of New Hampshire, USA Elena Shvidko, Purdue University, USA
Jill Jeffery, Brooklyn College-CUNY, USA
11:30 am
Developing Critical Thinking:
Teaching Students to Ask Their Own Questions
Wednesday, 11:30 am1:15 pm Content Area: Teaching Methodology and Strategy
Hilton Baltimore, Johnson
Given its ubiquitous association with higher education, critical
Research and Protecting ESL Students:
thinking is regularly interwoven into IEP curricular goals. However,
Honoring Classrooms and Adjudicating Requests
related instruction is rarely implemented systematically and is often
Content Area: Program Administration
taught prescriptively. This session presents question-asking activities
What issues must administrators and faculty consider when and constructs designed to foster critical thinking by developing
responding to research requests? Is an IRB signature enough? What students question-asking abilities. Examples across levels/courses
is informed consent for an ESL population? Types, amount, and impact areprovided.
of research involving ESL students are discussed by experienced Suzanne Meyer, The University of Tennessee, USA
administrators and ESL researchers with a range of opinions.
Beverley Earles, Kansas State University, USA
Jacqueline Evans, Northern Arizona University, USA
Maureen Burke, The University of Iowa, USA
Peter DeCosta, Michigan State University, USA
Scott Sterling, Indiana State University, USA
Kara MacDonald, Defense Language Institute, USA
Roundtable
Wednesday, 11:30 am11:50 am Wednesday, 11:30 am12:15 pm
Convention Center, 342 Hilton Baltimore, Carroll
Using Critical Incidents in Writing Class Becoming a Leader in TESOL
Content Area: Second Language Writing/Composition International Association
Are you looking for a stimulating writing activity for your ELLs? One Would you like to become part of the leadership of TESOL? Are you
such activity is using critical incidents. Having students write a critical interested in being mentored as part of TESOL Leadership Mentoring
incident, a cross-cultural problematic situation, along with why Program or completing the associations Leadership or Management
miscommunication may have occurred, is a proven way to incorporate Development Programs? If your answer to either of these questions is
culture into your writing class. yes, then this is the session for you!
Ann Wintergerst, St. Johns University, USA Andy Curtis, Anaheim University, Canada

Accelerating Access to Healthcare Careers Beyond Grammar: Promoting Pragmatic

Through a Workforce Pathway Competence in Grammar Instruction
Content Area: Content-Based and CLIL/Content and Language Content Area: Teaching Methodology and Strategy
Integrated Learning To succeed in higher education, learners are expected to use English
Adult immigrants experience many hurdles reaching career and life not only correctly but also appropriately. ESOL instructors should
goals. Embedding language instruction with career training accelerates provide opportunities for students to analyze, understand, and practice
ELLs on their journey. Learn about the development of a healthcare pragmatically-appropriate grammar use. The presenters share and
career pathway (vision to implementation), including curriculum participants create authentic practice activities to promote pragmatic
and instructional innovations. Success stories and data illustrate competence with grammar instruction.
WEDNESDAY, 6 APRIL
effectiveness. Participants receive steps for pathway design. Christine Bobal, Virginia Tech Language and Culture Institute, USA
Heather Tatton-Harris, Carlos Rosario International Public Charter Lily Jaffie-Shupe, Virginia Tech Language and Culture Institute, USA
School, USA
Laurel Anderson, Carlos Rosario International Public Charter School, USA Wednesday, 11:30 am12:15 pm
Karen Rivas, Carlos Rosario International Public Charter School, USA Convention Center, 349
Beyond Science Borders: Making Language
Wednesday, 11:30 am12:15 pm and Content Accessible to ELs
Convention Center, 338 Content Area: Content-Based and CLIL/Content and Language
Anchoring English Rhythm in Reality Integrated Learning
Content Area: Phonology/Pronunciation The purpose of this practice-oriented presentation is to provide educators
Linguistic research has shown definitively that stress-timed rhythm is a with frameworks they can use in the science classroom to make science
fiction. It has also identified the rhythm of most spontaneously spoken language and content accessible to elementary-aged English learners
English phrases. This presentation introduces the alternative model of (ELs). We provide and model three frameworks to help educators plan,
rhythm and shows TESOL practitioners how to begin using the actual create, and evaluate successful science lessons for ELs.
rhythm of English with their students. Margarita Huerta, University of Nevada, USA
Wayne Dickerson, University of Illinois at Urbana-Champaign, USA Tracy Spies, University of Nevada, USA
Tiberio Garza, University of Nevada, USA
Wednesday, 11:30 am12:15 pm
Back Between the Covers?
Courebooksin the Modern World
Content Area: Materials Writers and Curriculum/Materials Development
Whats left for course book users and designers in an age of adaptive
learning and digital outreach? And when learning theories have
trashed their grammar-based ladder-learning? But modern coursebooks
CAN support learning and take students to the wider world; teachers
can use them creatively and appropriately. This session explains how.
Jeremy Harmer, The New School, USA

Hilton Baltimore, Key 7 Convention Center, 321
Beyond the Text: Connecting Authentic Comics to the Rescue: MotivatingStudents
Texts to Real-world Tasks and Promoting Literacy
Content Area: Teaching Methodology and Strategy Engaging ELLs with literature can be challenging for teachers and
Authentic tasks paired with authentic texts can help students transfer intimidating for students. But using comics in the classroom can bring
receptive skills from inside to outside the classroom. The presenters universal appeal and motivation. This hands-on workshop introduces
share a process for creating real-world reading and listening tasks that fun and interesting ways promote reading fluency and language
connect to authentic texts. Participants practice creating tasks with a development though comics. Ideas for classroom activities are shared
variety of texts they can use in class. and discussed.
Autumn Westphal, Rennert New York TESOL Center, USA Ian Bosiak, e-future ELT, USA
Noga Laor, Rennert New York, USA
James Stakenburg, Rennert New York, USA Wednesday, 11:30 am12:15 pm
Wednesday, 11:30 am12:15 pm Connecting Beyond Borders With Mobile Devices
Convention Center, 326 Content Area: Adult Education
Building a Collaborative Team to Mobile devices have reached a global critical mass. In this high energy
Serve Schools With Fewer ELLs stimulating presentation, you learn how to effectively manage devices
Content Area: Program Administration of multiple platforms in the same classroom and receive a handout full
What happens in schools and other educational facilities with a of engaging lesson ideas to take back to your classroom.
handful of ELLs and no ESOL teacher based at the school? Please Susan Gaer, Santa Ana College School of Continuing Education, USA
join us to discuss how one district formed an ESOL Instructional Lead
WEDNESDAY, 6 APRIL
Teacher (ILT) team. Logistics for team deployment, services provided, Wednesday, 11:30 am12:15 pm
and PD collaborative efforts are covered. Convention Center, 339
Karen Gibson, Prince Georges County Public Schools, USA Contextualizing Language Learning:
Sabrina Steward-Salters, Prince Georges County Public Schools, USA Using CBI in IEPs
Sharon Walker, Prince Georges County Public Schools, USA
Content Area: Content-Based and CLIL/Content and Language
Kirsten Lennon, Prince Georges County Public Schools, USA
Integrated Learning
Andrea Worthington-Garcia, Prince Georges County Public Schools,
USA CBI is gaining wide acceptance in IEP postsecondary settings,
Tara Theroux, Prince Georges County Public Schools, USA as it effectively bridges barriers between content and language
Melissa Kochanowski, Prince Georges County Public Schools, USA demands that are so prevalent. Participants gain insight into CBI
Kia McDaniel, Prince Georges County Public Schools, USA models of design, sample course syllabi, and appropriate, authentic
text selection in conjunction with teacher supplemented and ESL
Wednesday, 11:30 am12:15 pm commercialresources.
Convention Center, 350 Lejla Maley, Otterbein University, USA
Case Study: a Flipped Blended Course Gwendolyn DeRosa, Otterbein University, USA
on Pronunciation Pedagogy
Content Area: Phonology/Pronunciation Wednesday, 11:30 am12:15 pm
This presentation synthesizes the process and findings of a qualitative
case study aimed at designing, implementing, and evaluating a teacher Ebony Teacher: Exploring Intercultural
training blended course on communicative pronunciation pedagogy Interactions in the Korean Classroom
within a situated and flipped learning approach for in-service teachers Content Area: Culture
of English in Colombia. Success factors and recommendations are This presentation examines the impact of intercultural interactions in
made for pronunciation teaching. the Korean classroom based upon a TEFL experience. Research focuses
Martha Ramirez, Pearson, Colombia on memorable moments narrated by the teacher, who identifies as a
Black native speaker encountering more than culturalshock.
Quanisha Charles, Indiana University of Pennsylvania, USA
Roundtable
EFL Students Response to Enhance Learning and Writing
Multimodal Teacher Feedback With Theme-Based Classes
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Higher Education
Technologyin Education The presenter describes a gender theme-based composition class that
This research explores how multimodality facilitated the meaning- includes linked writing assignments and salient aspects of a curriculum
making process; and enhanced student-teacher interpersonal utilizing a novel and non-fiction writings about gender issues,
relationship through multimodal teacher feedback, (enriched-pdf. especially intersexuality, a current Lesbian-Gay-Bisexual-Transsexual-
documents of EFL students assignments with marks, highlighting and Intersex issue. The class design is built on the premise that theme-
audio comments), utilizing triangulated data: feedback analysis, semi- based classes enhance student learning and writing.
structured interviews and verbal reports from both the instructor and Sally Baxter, California State University East Bay, USA
students (n=8).
Yun Shen, TransPac Aviation Academy, USA Wednesday, 11:30 am12:15 pm
Diane Potts, Lancaster University, United Kingdom (Great Britain) Convention Center, 317
Enhancing ESL Writing Teachers Feedback
Wednesday, 11:30 am12:15 pm Practices Through Reflective Practice
Convention Center, 320 Content Area: Teacher Education
English Along the Fracture Lines: Responding to Reflective practice presents teachers with an opportunity to look within
Challenges in Todays Geopolitical Landscape themselves, thereby challenging themselves to their strengths and
Join the British Council to discover how the organisation is providing weaknesses. This session introduces reflective teaching strategies as a
high-quality English language learning and assessment in some of means for teacher development, using ESL writing teachers feedback
the worlds most challenging environments. From strengthening the
WEDNESDAY, 6 APRIL
practices as examples. Presenters provide examples and resources for

education system in Lebanon to coping with the large influx of Syrian teachers reflective practices.
refugee children, to providing much needed English language skills to
Hee-Seung Kang, Case Western Reserve University, USA
migrants in U.K. prisons.
Kyung Min Kim, Indiana University of Pennsylvania, USA
Paul Smith, British Council, United Kingdom (Great Britain)
John Knagg, British Council, United Kingdom (Great Britain)
ESP Interventions With Parents of
Neonatal Intensive Care Unit Babies
English Language Teacher Education in Libya: Content Area: English for Specific Purposes
A Case Study
An impact study presenting the results of grant funded interventions
Content Area: Teacher Education
on Latino LEP parents of neonatal intensive care unit (NICU) babies.
The presenter discusses a case study that was conducted to explore Participants completed six interventions designed to provide English
a Libyan English Language Teacher Education programs affordances language competency to enable greater parental participation as
and constraints as reported by its teacher educators, student teachers, stakeholders in the medical treatment of their children.
and graduates with the aim of providing insights for reformation
Daniel Rueckert, Indiana University Purdue University Indianapolis, USA
and improving its effectiveness in preparing efficient English
Esen Gokpinar-Shelton, Indiana University, USA
languageteachers. Ulla Connor, Indiana University, USA
Entisar Elsherif, Indiana University of Pennsylvania, USA

Hilton Baltimore, Peale Hilton Baltimore, Paca
Evaluating and Improving Rater Training How to Be a Critical Consumer of ESL/EFL Materials
for ITA Performance Tests The more familiar you are with your students needs, the better
Content Area: Assessment/Testing equipped you will be to choose appropriate textbooks. This workshop
Evaluations of the fairness and credibility of an international teaching provides guidelines for selecting and evaluating materials, based on
assistant teaching simulation test identified problems with three your course objectives, budget constraints, and teaching philosophy, as
criteria. These problems are best approached through principled well as suggests alternatives to using a traditional series.
changes in rater training. The presenters outline what changes they Monica Weiss
made and a model for their evaluation of the new rater training.
Greta Gorsuch, Texas Tech University, USA Wednesday, 11:30 am12:15 pm
Dustin Florence, Texas Tech University, USA Convention Center, 319
Jeremy Gevara, Pennsylvania State University, USA Implementing the Short-term TEFL/TESL
Certificate Standards in Online Programs
Wednesday, 11:30 am12:15 pm TESOL International Association launched its Standards for Short-
Hilton Baltimore, Key 12 Term Certificate Programs in September 2015. This session addresses
Every Picture Tell Their Story! issues pertaining to the application of the standards in online/blended
WRiTE BRAiN BOOKS are illustrated, wordless books that inspire learning environments. Participants leave with an understanding of
students K12 to author their own storybooks, which are then the standards and how they have been applied to TESOLs online Core
published. Our inspired curricula provide opportunities for teachers to Certificate Program.
motivate and engage every type of learner. Students become confident, Sarah Sahr, TESOL International Association, USA
and test-readiness is increased in an 8-week process. Join us! Jan Dormer, Messiah College, USA
WEDNESDAY, 6 APRIL
Julia Gabor, WRiTE BRAiN BOOKS, USA
Meredith Scott Lynn, WRiTE BRAiN Books, USA Wednesday, 11:30 am12:15 pm
Jeryn Warren, WRiTE BRAiN Books, USA Convention Center, 343
Investigating Collaborative Writing: Languaging
Wednesday, 11:30 am12:15 pm Events and Perceptions of Learners
Convention Center, 345 Content Area: English as a Foreign Language
Great Graphics! Designing Visual Materials This session reports on preliminary research conducted to determine
for Enhanced Language Learning the effect of a collaborative writing activity on learners writing
Content Area: Materials Writers and Curriculum/Materials Development performance and attitudes toward paired work. In addition, the types
This presentation offers tools and tricks for visually enhancing of languaging events and the purposes of L1 usage observed during the
materials development in online and print formats. Attendees learn activity are discussed.
how to develop materials that improve language learning via visual Wendy McFeely, American University in Cairo, Egypt
effectiveness, with specific research and examples covering font Susanne Rizzo, American University in Cairo, Egypt
choice, color balance, and aesthetic organization.
Olivia Conner, University of Colorado Boulder, USA Wednesday, 11:30 am12:15 pm
Juniper Stokes, University of Colorado Boulder, USA Hilton Baltimore, Key 3
Just Right Picture Books for Science
Wednesday, 11:30 am12:15 pm Lessons and Science Experiments
Hilton Baltimore, Holiday 2 Content Area: Standards, Common Core State Standards
Hot Topics and Updates From SEVP Addressing the Next Generation Science Standards for ELLs with
Content Area: Advocacy informational text presented through the visuals and narration of
Representatives from the Student and Exchange Visitor Program picture books supports the comprehension of technical vocabulary,
(SEVP)a program within the U.S. Department of Homeland Security, discipline-specific concepts, and provides opportunities for hands-on
U.S. Immigrations and Customs Enforcement agencywill provide practice. The presenter demonstrates a science lesson, introduced
ESL-focused updates on policy and other program hot topics. through picture books and models an accompanying experiment.
Meredith Duffy, U.S. Department of Homeland Security, USA Judith B. OLoughlin, Language Matters Education Consultants, LLC,
USA
Roundtable
Managing a Paradigm Shift in Assessment: Reflecting on Student-Led Discussion:
a Matter of Mindset Moving Forward to University-Level Expectations
Content Area: Assessment/Testing Content Area: Higher Education
Presenter describes a paradigm shift from traditional, summative This presentation demonstrates how to use student-led discussions
assessment of adults to an authentic, formative system in an EFL while incorporating multimodal material design in advanced level
setting. She then discusses challenges and resistance faced to oral communication classes to enhance the teaching of speaking
implement the project and the solutions found. Managing change and and critical thinking skills essential for student success in a
nurturing a school that learns is the focus of this session. universityenvironment.
Isabela VillasBoas, Casa Thomas Jefferson, Brazil Kimberly McGrathMoreira, The University of Miami, USA
Lori Giles, EmbryRiddle Aeronautical University, USA
Convention Center, 318 Wednesday, 11:30 am12:15 pm
Practical WritingWriting for Life Hilton Baltimore, Tubman
Join us for a presentation of Practical Writing aimed at Intermediate to Rising to the Challenge:
Advanced learners who need to use written English both at school and Effective ESL Reading Instruction in K6
in their personal lives.Fun and convenient way to improve your writing Reading comprehension involves the orchestration of a wide range of
using computer (Mac/PC), smart phone, and tablet. skills and strategies. All these bits and pieces need to work together
Maryam Hallez, Clarity English, USA seamlessly for comprehension to occur. This presentation examines
the multiple facets of ESL reading comprehension and the pillars of
effective reading instruction with a focus on K6.
WEDNESDAY, 6 APRIL
Convention Center, 328 Gloria Ramrez, Oxford University Press, USA

Preparing Students for College Reading and Writing:
A Digital Resource Wednesday, 11:30 am12:15 pm
Content Area: Integrated Skills Hilton Baltimore, Key 9
An integrated reading and writing course, developed by non-profit Teacher Motivation:

Factors Influencing NNES Teacher
NROC, is a publicly available digital resource that can support teachers
Candidates Initial Career Choice
working with ELLs. The session demonstrates media-rich course
components and highlights ways they prepare ELLs for credit-bearing
college courses, as a supplement to classroom instruction or as a This presentation reports on a qualitative study that focuses on
blended course. motivational factors for NNESTs to enter the TESOL profession. Data
Jane Conzett, Xavier University, USA were collected from 52 NNES teacher candidates enrolled in U.S.-
based TESOL graduate programs. Major themes and implications for
teacher education programs are discussed.
Convention Center, 347 Shengrong Cai, Wright State University, USA
Reflecting Forward: A Path Appears
Content Area: Social Responsibility/Sociopolitical Concerns
The PBS documentary A Path Appears, showcasing organizations
making a difference combatting social issues domestically and abroad,
is the springboard for engaging activities that help advanced students
improve their listening and speaking skills. In a poster session,
the students describe the organizations and highlight their own
experiences at local organizations.
Catherine DeGaytan, Arizona State University, USA
Mark DeGaytan, Arizona State University, USA
Norma L. Gorham, English Language Specialist and Consultant, USA

Hilton Baltimore, Key 2 Hilton Baltimore, Key 6
Teaching Academic Writing With Voices From the Field:
ResearchBased Construction Techniques Enacting Core Practices in TESOL
Content Area: Grammar Content Area: Teacher Education
Much recent research on formulaic expressions and collocations This session includes the voices of teacher educators, student
has shown that written academic discourse and text can be teachers, and early career teachers. We critically examine the ways
successfully built with a broad range of prefab sentence chunks and in which our use of core practices for teaching ELLs has created
commonly-occurring expressions. This presentation offers a number challenges and opportunities for understanding and enacting practice
of practical techniques to improve students production of L2 written within our K-12 and university teacher education classrooms.
academicprose. Megan Peercy, University of Maryland, USA
Eli Hinkel, Seattle Pacific University, USA Daisy Fredricks, University of Maryland, USA
Megan DeStefano, University of Maryland, USA
Wednesday, 11:30 am12:15 pm Tabitha Kidwell, University of Maryland, USA
Rebekah Ramirez, University of Maryland, USA
Johanna Tigert, University of Maryland, USA
Teaching Culture as a Complex Dynamic System Nancy Canales, University of Maryland, USA
Participants complete different activities to explore how to teach the Tunisia Ellis, Prince Georges County Public Schools, USA
complexity of culture to their language students, using principles from Stephanie Heard, Prince Georges County Public Schools, USA
the conceptual framework of Dynamic Systems Theory. With these Erica Kraybill, Prince Georges County Public Schools, USA
activities, participants will be able to more effectively integrate the Andrew Mallory, University of Maryland, USA
teaching of culture into their language classrooms. Lisa Nam, Howard County Public Schools, USA
Dianne Tyers, Advance Consulting for Education, Inc, Canada Christopher Wilhelm, University of Maryland, USA
WEDNESDAY, 6 APRIL
Wednesday, 11:30 am12:15 pm 1:00 pm
Theyre Doing It Wrong:
Wednesday, 1:00 pm1:30 pm
Note-Taking in English for Academic Purposes
Hilton Baltimore, Latrobe
Students take notes from lectures, books, and other resources, but in
Issues and Challenges of Students With
the age of copy and paste a continuum of weak note-taking practices
Interrupted Formal Education
spans taking photos/videos of everything a lecturer says to try to write
Content Area: High School/Secondary Education
every word. These 10 practical strategies can enhance note-taking
skills for both teachers and students. This session explores the various causes of interrupted schooling and the
Ken Beatty, Anaheim University, Canada impact this educational gap has on academic achievement. Suggested
programming and the creation of culturally and linguistically appropriate
classroom strategies to address the academic and non-academic needs
Wednesday, 11:30 am12:15 pm of these students is the focus of the presentation. Resources provided.
Brenda Custodio, Ohio State University, USA
Trauma-Informed Care in Refugee Resettlement: Judith OLoughlin, Language Matters LLC, USA
Barriers and Opportunities Around Implementation
Content Area: Refugee Concerns
This mixed-methods study evaluates the effect of training on Convention Center, 325
knowledge of and attitudes towards trauma-informed care among
TEST is Not a Four Letter Word
staff at a refugee resettlement agency. Themes regarding barriers and
opportunities around implementation are also discussed. Presentation
participants are supported in evaluating their own and their This session focuses on authentic assessment methods, giving
organizations readiness for adopting a trauma-informed approach. teachers a collection of ideas and resources for dynamic assessment
Jennifer Ballard-Kang, University of Louisville, USA that they can readily use in their own classroom. The content of the
session provides a stronger understanding of authentic assessment
and teachers will leave with cache of resources for future use.
Olivia Conner, University of Colorado Boulder, USA
Nick Einterz, University of Colorado at Boulder, USA
Roundtable
Wednesday, 1:00 pm1:45 pm Wednesday, 1:00 pm1:45 pm
Academic Language Beyond Listening Comprehension: Promoting
Important for All Students, Essential for ELLs Intensive Listening Through Authentic Media
Content Area: Mainstream Classrooms Content Area: Listening, Speaking/Speech
Academic language is central to schooling and academic success. To The practice of intensive listening (decoding sounds) is often absent in
participate in content area learning, students need to simultaneously the traditional listening class focused on comprehension. Through the
learn the language of the disciplines. This presentation guides use of authentic videos and audio podcasts, this session introduces
participants in unpacking academic language use across different ways to promote intensive listening in and out of the classroom.
content areas and in planning instruction that addresses both content Practice activities and assessment tools are shared.
and language. Pascal Hamon, Missouri State University, USA
Gisela Ernst-Slavit, Washington State University, USA
Margo Gottlieb, Illinois Resource Center, USA Wednesday, 1:00 pm1:45 pm
Wednesday, 1:00 pm1:45 pm Beyond the Page: Engaging Students
Convention Center, 331 With Audio Feedback on Writing
Best Practices for Teaching Content Area: Second Language Writing/Composition
AdultLiteracy Language Learners Presenters demonstrates how to use free web-based tools for audio
Content Area: Reading and Literacy recording and screencasting to provide feedback at different levels of
Adult literacy-level ESL students are often overlooked and underserved proficiency. They show how audio feedback can save time, allow for
in adult education programs despite their desperate need. This session more substantive feedback, and increase student motivation when
explains the special needs of these language learners and offers compared with written feedback.
WEDNESDAY, 6 APRIL
instructional techniques and strategies that are based on adult literacy Carrie Berkman, University of North Carolina, USA
research and reflections of personal application. Sherrie Smith, University of North Carolina, USA
Melinda Brown-Mason, Language Consultants International at Park
University, USA Wednesday, 1:00 pm1:45 pm
Wednesday, 1:00 pm1:45 pm Credit Where Credit Is Due
Hilton Baltimore, Key 8 Content Area: Community College and Technical Education
Beyond Fun: Warm-Ups and Presenters review the current issues in the awarding of academic
Icebreakers for the Busy Teacher
credit for ESL in higher education. Discussion focuses on political,
Content Area: Listening, Speaking/Speech academic, and social trends that affect the status of ESL programs and
Effective warm-ups and icebreakers help create an environment with courses. This discussion session offers an opportunity to collaborate on
less-inhibited students who are ready to meaningfully practice and positive strategies for strengthening ESL programs.
internalize English. Participants experience and discuss how to adapt Vivian Leskes, Holyoke Community College, USA
ten activities, and leave this workshop with fresh ideas that help the Eileen Kelley, Holyoke Community College, USA
busy teacher motivate students and get them ready to learn!
Noga Laor, Rennert New York, USA Wednesday, 1:00 pm1:45 pm
Autumn Westphal, Rennert New York, USA Convention Center, 340
James Stakenburg, Rennert New York, USA
Developing New Perspectives on Mobile
Learning Integration in Higher Education
Are you curious about how to implement mobile learning in your
context? Join us for a robust discussion around integration of mobile
learning in higher education. You leave with an understanding of
the challenges and affordances behind such an initiative and how to
maximize the benefits for your context.
Erik Thornquist, Zayed University, United Arab Emirates

Digital Citizenship: Beyond Borders in Cyberspace Increasing Teacher Effectiveness
Content Area: CALL/Computer-Assisted Language Learning/ in Online ESL Learning
Technologyin Education Content Area: Distance Learning/Online Learning
Digital citizenship is defined as appropriate and responsible behavior Online language learning environments require ESL teachers to
in cyberspace. But how do you teach students from the jungles of help participants build a successful community of learners. This
Guatemala or refugee camps in Thailand about digital citizenship and presentation reviews relevant research on teaching presence, suggests
the language necessary to navigate it? This presentation demonstrate strategies to enhance online teacher performance, and demonstrates
techniques for teaching ELLs digital citizenship. how to incorporate these strategies in online EFL teacher training and
Jennifer Meyer, Bedford County Schools, USA ESL business writing programs.
Harriet Strahlman, Tennessee Technological University, USA Celeste Scholz, University of Oregon, USA
Wanda Walker, University of Oregon, USA
Wednesday, 1:00 pm1:45 pm Leslie Opp-Beckman, University of Oregon, USA
Exposure Frequency and Audiovisual Wednesday, 1:00 pm1:45 pm
Effects on Incidental Word Learning Hilton Baltimore, Tubman
Content Area: Vocabulary, Lexicon Inspire Your Students With TED Talks!
Current research implies that much vocabulary is learned incidentally This TED talks great! But how do I use it in my language classroom?
while reading. Studies have explored influences on incidental word If youve asked that question, this session is for you! Using materials
learning, with mixed results and competing claims. In this study, developed by National Geographic Learning and TED, the presenters
exposure frequency and aural enhancement were controlled as demonstrate how TED Talks build essential communication skills
while inspiring learners with great ideas.
WEDNESDAY, 6 APRIL
possible variables. Results are presented, along with implications for
vocabulary teaching and learning. Ian Martin, National Geographic Learning, USA
Jonathan Malone, University of Maryland, USA Sean Bermingham, National Geographic Learning, USA

Improving Oral Proficiency Tests: Learn Language and Content With

A Conversation Analysis Approach Concept Maps, Games, and More!
Content Area: Assessment/Testing ELLs need rich, motivating resources that allow them to engage in
content while developing their language and literacy skills. With
This presentation demonstrates the utility of a conversation analysis the sample lesson topic of recycling, the presenters demonstrate
approach for improving oral proficiency tests. Through the analysis meaningful use of new tools and resources from BrainPOP, BrainPOP
of video recordings from pilot in-house oral placement tests, we ESL, and Crayolas ColorCycle campaign. Come join us and play!
identified key areas of interviewer variability. These observations
and the resulting interviewer training practices and test protocols are Beverly Fine, BrainPOP, USA
Anne Paonessa, Batavia School District 101, USA
presented and discussed.
Daisuke Kimura, Pennsylvania State University, USA
Nikki Mattson, Pennsylvania State University, USA
Michael Amory, Pennsylvania State University, USA
Roundtable
Making Instructional Videos: Nonnative-English-Speaking Teachers Anxieties:
The Technology, Planning, and On-Camera Delivery Self-Perceptions of Their Communicative Limitations
Content Area: Media (Print, Broadcast, Video, and Digital) Content Area: Nonnative English Speakers in TESOL
In this interactive session, three experienced video makers explain We examined NNESTs self-perceived English proficiency, anxieties
their choices for the technology used in their work, from the cameras due to self-perceived lack of communicative confidence, and strategies
to the editing software. The presenters also identify and explain their to reduce those anxieties. Twenty NNESTs completed a self-perceived
unique approaches to making ESL videos and share instructional video English proficiency level questionnaire and were interviewed. Their
models for participants to evaluate. anxieties originated from students, colleagues, and other potential
Jennifer Lebedev, Independent, USA reasons. To reduce anxieties, they applied five main strategies.
Vicki Hollett, Independent, USA Mikyoung Lee, University of Munich, Germany
Linda Butler, Independent, USA
Wednesday, 1:00 pm1:45 pm Hilton Baltimore, Holiday 6
Convention Center, 317 Preparing ELLs for College and Career Success
Manageable Technology for Teacher Educators Libia Gil, Assistant Deputy Secretary and Director of OELA, provides a
Content Area: CALL/Computer-Assisted Language Learning/ national profile with the latest data trends for ELLs including growth
Technologyin Education rates, academic performance, and other indicators of status in our
An online MA TESOL program director introduces ways to use schools. In addition, she addresses current Department of Education
technology to enhance teacher education for those who find social priority activities to support ELLs.
media and flipping the classroom to be intimidating ideas. Easy-to- Libia Gil, OELA, USA
WEDNESDAY, 6 APRIL
use apps and free or low-cost technology options are introduced with
practical examples of how to apply them. Wednesday, 1:00 pm1:45 pm
Tasha Bleistein, Azusa Pacific University, USA Hilton Baltimore, Key 7
Saudi Students Expectations Regarding
Wednesday, 1:00 pm1:45 pm the Academic Environment of IEPs
Convention Center, 343 Content Area: Intensive English Programs
Negotiating the Cultural Minefield Based on a qualitative study, this presentation focuses on Saudi
of International Accreditation students expectations regarding the academic environment of IEPs
Content Area: Accreditation/Certification/Credentialing prior to their arrival in the United States. After discussing their
Some commentators liken the international accreditation industry to findings, the presenters offer practical suggestions to ESL teachers
modern-day cultural imperialism, imposing Western values on non- and administrators to help facilitate the transition to the U.S.
Western education systems. This presentation focuses on a Turkish academicenvironment.
universitys attempts to receive international accreditation, and reports Florin Mihai, University of Central Florida, USA
research data from a study of the processs impact on the institutions Ahmad Alsherbi, Taif University, Saudi Arabia
organizational culture.
Ian Collins, Yaar University, Turkey Wednesday, 1:00 pm1:45 pm
Science for All:
Using Next Generation Science Standards
Content Area: Math and Science
The Next Generation Science Standards are written to better prepare
all students to be scientifically literate and ready for STEM careers.
They are arranged in a coherent manner across grades, provide all
students access to a challenging science education, and are written to
reflect how science is practiced in todays world.
Carolyn Hayes, National Science Teachers Association, USA

Selling Quality ESP: Truth and Lies: Authenticity and Artifice
ConvincingStakeholders to Do It Right in the Coursebook Experience
Content Area: English for Specific Purposes Authenticity is not just a language issue; there is authentic experience,
Stakeholders often have lofty visions for the goals ESP training will authentic content, and authentic learning. But thats not the whole
achieve, yet they balk at paying for the training required to produce story, either. This session looks at what authenticity can mean in a
quality results. Through explanation and demonstration followed by 21st-century coursebookand where the fiction and lies come in!
small-group exercises, session participants learn strategies to help Jeremy Harmer, English Central, Canada
their stakeholders choose quality training over incomplete, nominal
language support. Wednesday, 1:00 pm1:45 pm
Christina Havenland, Parkland College, USA Convention Center, 339
Using Communicative Student Presentations
Wednesday, 1:00 pm1:45 pm to Promote Active Listening
So Thats How You Score TOEFL iBT Speaking Items Student presentations provide practice for later study at the
The presenters give an overview of the speaking tasks on the TOEFL university, but traditionally they often result in the student presenting
iBT test and provide a detailed explanation of the official rubrics essentially only to the teacher. In this demonstration, the presenters
used to score test taker responses. Actual test taker responses are share their experience creating a speaking task that maximizes
played and participants practice scoring the responses using the audience engagement by including elements of debate, presentation,
scoringrubrics. androleplay.
Marian Crandall, Educational Testing Service, USA Jenny Merritt, University of Arizona, USA
WEDNESDAY, 6 APRIL
Terry Axe, Educational Testing Service, USA Kate VanRoekel, University of Arizona, USA

The CCSS in Mathematics for ELLs: High School Using Longitudinal Research to Inform
The CCSS for Mathematics provide a rigorous set of content outcomes Preservice Program Design
for students but present specific challenges for ELLs. The presenters Content Area: Teacher Education
describe student-centered and research-based practices for supporting Results from a study of a programs effectiveness in preparing
ELLs in high school mathematics, focusing on a variety of mathematics elementary teachers to effectively teach ELLs were used in designing
content and different educational contexts. new preservice programs. Data included portfolio artifacts, internship
Luciana deOliveira, University of Miami, USA evaluations, pre- and postattitude surveys, teaching observations using
Mary Avalos, University of Miami, USA core practices for effective instruction of ELLs, and student scores on
Anita Bright, Portland State University, USA state ESL proficiency tests.
Holly Hansen-Thomas, Texas Womans University, USA Nancy Dubetz, Lehman CollegeCUNY, USA
Jennifer Collett, Lehman CollegeCUNY, USA
Wednesday, 1:00 pm1:45 pm Deborah Coffey, University of Delaware, USA
Thinking Outside the Paragraph
Stuck between sentences and rhetoric, the paragraph suffers from
middle child syndrome. However, paragraphing decisions play an
important role in packaging writing content. Presenters demonstrate
ways to teach paragraphing as a critical thinking skill that supports
prewriting, drafting, and revising.
Colin Ward, Lone Star College, USA
Alice Savage, Lone Star College, USA
Roundtable
Video Killed the ESL Teacher: Career Pathways & WIOA for Adult ELLs:
Is Screencasting Feedback Worth It? Vision to Implementation
Content Area: Second Language Writing/Composition Content Area: Program Administration
New technologies can overwhelm and intimidate frazzled teachers. Increasing career opportunities for adult ELLs is an important
Is screencasting worth the time and effort? This session explores goal under WIOA 2014. This panel, composed of researchers and
the efficacy of video feedback for teachers and students alike. Going practitioners, examines the programmatic designs and instructional
beyond the borders of traditional written comments, presenters practices of various career pathway models. Participants take away
share action research, best practices, and caveats for creating a new ELL issues to be considered as well as best practices for designing
feedback protocol. career pathways.
Samantha Parkes, University of Miami, Intensive English Program, USA Heather Tatton-Harris, Carlos Rosario International Public Charter
Mariah Schuemann, University of Miami, USA School, USA
Matt Kaeiser, University of Miami, USA Heide Wrigley, Literacywork International, USA
Kelley Keith, Mt. Hood Community College, USA
Wednesday, 1:00 pm2:15 pm Tracy Henninger-Willey, Lane Community College, USA
Convention Center, 316 Carole VinogradBausell, Literacy Council of Northern Virginia, USA
Representative, U.S. Department of Education, Office of Career,
50 Years of TESOL Technical, and Adult Education, USA
Content Area: Personal and Professional Development for Teachers
This year, we visit the critical issues for TESOL career path Wednesday, 1:00 pm2:45 pm
development for those anticipating TESOL retirement sooner or Convention Center, 330
later. No age limits here! In roundtable discussions led by outstanding Comprehensibility Requires a Listener:
WEDNESDAY, 6 APRIL
TESOL leaders with broad international experience, we address these Applying Critical Pronunciation
topics: finances, health, volunteerism, and professional engagement. Research and Pedagogy
Please join us! Listeners beliefs and attitudes toward L2 speech can influence their
Liz England, Shenandoah University, USA comprehension of it. Learners also internalize attitudes toward their
Mary Lou McCloskey, Educo, USA speech, affecting their self-evaluations of it and their willingness
Christopher Hastings, English Language Fellows Program, USA to communicate. Thus, their beliefs and attitudes toward their
Neil Anderson, Brigham Young University, USA own and other varieties of English are important considerations in
Anne Burns, Aston, United Kingdom (Great Britain) classroompractice.
Rejane McCorkel, Alexandria Virginia Public Schools, USA
H. Douglas Brown, San Francisco State University, USA Nicholas Subtirelu, Georgia State University, USA
Suchada Nimmannit, Chulalongkorn University, Thailand Stephanie Lindemann, Georgia State University, USA
Jennifer A. Foote, University of Alberta, Canada
Convention Center, 321 Wednesday, 1:00 pm2:45 pm
Assessing ELLs Language Trajectories:
Distinguishing Difference From Disability Giving Voice and Visibility to ELLs:
The Descriptive Review Process
Content Area: Elementary School/ Primary Education
International students entering U.S. schoolswhether immigrants,
exchange students, or college attendeesoften have unique learning How can elementary ESL educators move beyond the boundaries of
styles, learning disabilities, or other special needs. This presentation dominant notions of academic success to give voice and visibility to
surveys a set of specific assessment tools matched to teaching our students strengths and struggles? Learn about the descriptive
interventions designed to address learning differences and screen for review process, a collaborative teacher inquiry that more richly informs
learning challenges due to disability. instructional practice and empowers both students and teachers.
Lynne Diaz-Rico, California State University, San Bernardino, USA Kathleen Copeland, University of Delaware, USA
Steve Daniel Przymus, University of Arizona, USA Man Jiang, University of Delaware, USA
Todd Fletcher, University of Arizona, USA Ann Parry, University of Delaware, USA
Denise Solon, University of Delaware, USA
Brittany Zezima, University of Delaware, USA

Hiring and Getting Hired in the TESOL Field Language, Culture, Identity Roundtable
Content Area: Personal and Professional Development for Teachers Content Area: Bilingual Education
Designed for administrators and applicants, this workshop provides Presenters discuss issues revolving around language, culture, and
opportunities to examine the faculty selection process in several identity as these three topics may affect them as second language
brief modules. Practice activities allow attendees to discuss job learners living in-between cultures.
descriptions, application elements, search committee make-up, Francisco Ramos, Loyola Marymount University, USA
interview format, applicant evaluation, as well as to brainstorm about Constantine Ioannou, Ottawa Carleton Education Network, Canada
portfolio compilation, interview preparation, and interview behavior. Ester deJong, University of Florida, USA
Sigrun Biesenbach-Lucas, Georgetown University, USA Dawn Wink, Santa Fe Community College, USA
Deanna Wormuth, Georgetown University, USA Eric Dwyer, Florida International University, USA
Alsu Gilmetdinova, Kazan National Research Technical University, USA
Hilton Baltimore, Holiday 2 Wednesday, 1:00 pm2:45 pm
Hot Topics for Intensives English Programs
Content Area: Advocacy Practical Approaches to Intercultural
Communication in Bilingual Education
This session updates U.S. IEPs on trends in enrollment, visa issuance,
SEVP policy, and advocacy efforts. IEP teachers and administrators gain
insight on latest advocacy efforts and how they can assist the industry Bilingual Education goes beyond borders by letting students become
and their own programs. intercultural communicators. Participants discuss a practical overview
of Intercultural Communication in the framework of Bilingual
Cheryl Delk-LeGood, EnglishUSA, USA
WEDNESDAY, 6 APRIL
Sean Cochran, University of Fullerton, USA Education. Then educators identify and examine tips to intercultural
Gordon Clark, Indiana University, USA communication. Finally, participants create their own intercultural
Patricia Juza, Haviva Parnes, USA activities based on the given tips.
Monica Rodrguez-Bonces, Pearson, Colombia
Wednesday, 1:00 pm2:45 pm Jeisson Rodriguez, ECCI, Colombia
Instructor-Guided Peer Review: Wednesday, 1:00 pm2:45 pm
Maximizing Benefits and Moving Beyond Writing Convention Center, 350
Content Area: Teaching Methodology and Strategy Teaching ESL With the Brain in Mind:
Working Memory
Peer review is standard practice in writing instruction but could
Content Area: Adult Education
be used both more effectively and in broader contexts. Presenters
share strategies for more effective guidance and increased student Research shows that a strong working memory is crucial to successful
engagement in peer review for writing and oral presentation. second language learning. This presentation demonstrates how to
Participants leave with tactics and materials to adapt for their apply theory-based and field-tested activities to build learners working
teachingcontexts. memory. A mission for 21st century instructors: teaching with the brain
Heather Gregg Zitlau, Georgetown University, USA in mind to enhance student achievement in the classroom andbeyond.
Stephanie Gallop, Georgetown University, USA James Chang, 1199SEIU Education Fund, USA
Austin Kaufmann, Michigan State University, USA
Ian Nichols, University of Pennsylvania, USA
Roundtable
Convention Center, 336 Convention Center, Roundtable Discussion Area in Expo area
The GO TO Strategies: InnovativeScaffolding Beyond Four Walls:
Options for EFL Teachers ESL Entrepreneurship in the Virtual World
Content Area: Elementary School/ Primary Education Content Area: Distance Learning/Online Learning
How can teachers create scaffolded, rigorous lessons for primary and Are you interested in teaching or tutoring English online? Lets get started!
secondary EFL students? This workshop introduces resources that Participants discuss how to find students, assess levels and goals, create
enable EFL teachers to infuse lessons with research-based strategies individualized learning plans, facilitate web-conferenced classes and
that promote second language learning. Presenters model strategies, tutorials, and use online tools to keep students engaged between lessons.
participants engage in demonstrations and plan scaffolded lessons. Glenda Rose, Glenda Rose Education and Training Consultants, USA
Participants receive copies of all strategies resources.
Laura Lukens, North Kansas City Schools, USA Wednesday, 2:00 pm2:45 pm
Linda NewLevine, ESL/EFL Consultant, USA Convention Center, 317
Betty AnsinSmallwood, Succeeding With ELLs (SWELL), USA
Beyond Tradition: Using Systemic Functional
Linguistics in Preparing ESL Teachers
2:00 pm Content Area: Grammar
In this practice-oriented presentation, participants learn about current
Wednesday, 2:00 pm2:45 pm research on systemic functional linguistics (SFL) in teacher preparation.
Convention Center, Roundtable Discussion Area in Expo area They view projects by teacher learners, examine some aspects of
SFL on the clause level, and explore typical school texts from an SFL
Academic Writing Skills of Graduate
perspective for application to teacher training.
International Students
Content Area: Second Language Writing/Composition Jacqueline Nenchin, Molloy College, USA
WEDNESDAY, 6 APRIL
Faith Tripp, Molloy College, USA

The study discussed sheds more light on experiences of graduate
international students with academic writing. Students writing habits,
perceived strengths, challenges, and types of support available to Wednesday, 2:00 pm2:45 pm
improve their writing skills are discussed. Implications for practitioners
and researchers, along with potential areas for future research, are Beyond Traditional Language Teaching:
also discussed. International Students of Art and Design
Diana Akhmedjanova, University at AlbanySUNY, USA Content Area: Materials Writers and Curriculum/Materials Development
A growing number of international students are enrolling in art
Wednesday, 2:00 pm2:45 pm and design programs while the fields of art and design are driving
Convention Center, 323 innovation in the 21st century. Share your experiences teaching English
to artists and designers to prepare them for a future of success beyond
ACTFL TestingProficiency,
the classroom.
PerformanceK12 and Higher Education
The American Council on the Teaching of Foreign Languages (ACTFL) Lisa Johnson, Savannah College of Art and Design, USA
established the most widely accepted standards for measuring
language proficiency and performance. This session presents ACTFLs Wednesday, 2:00 pm2:45 pm
tests of speaking, writing, reading, and listening for such diverse Convention Center, 318
purposes as placement, progress measurement, HS and college credit, Breaking Down Borders: Integrating Culture
and teacher and interpreter certification. Into Business English Skills Lessons
Brett Laquercia, Language Testing International, USA Content Area: Business and Vocational Workplace English
Although culture is an important part of Business English courses,
books dont often integrate teaching culture and Business English
skills. The presenters share ways to teach these skills within various
cultural contexts (national, corporate, regional and personal).
Attendees leave with practical ideas to implement in their Business
English courses.
James Stakenburg, Rennert New York TESOL Center, USA
Noga Laor, Rennert New York, USA
Autumn Westphal, Rennert New York, USA

CAL Research-Based Resources Developing Lexical Segmentation of L2 Speech:
for Pre-K12 Educators Explicit vs. Implicit Practice
Learn about CALs research-based resources designed to help Pre-K12 Content Area: Listening, Speaking/Speech
educators boost ELL achievement. Featured resources offer authentic L2 listening problems are often attributed to deficient lexical
classroom videos with companion guides to inform classroom practice segmentation (LS) skills. Pedagogies addressing LS issues explicitly
with a focus on key topics such as academic literacy, sheltered raise awareness to features of speech (e.g., reductions), which
instruction, dual language, newcomers, and Spanish literacy. Enter to unfavourably deemphasizes comprehension. The study discussed
win free CAL resources. investigates an alternative approach by using reading-while-listening
Annie Duguay, Center for Applied Linguistics, USA instruction to implicitly improve LS for 88 EFL learners.
Matthew Wallace, National Institute of Education, Singapore
Wednesday, 2:00 pm2:45 pm Roehl Sybing, Nanzan Junior College, Japan
Chinese EFL Students Beliefs and Their Wednesday, 2:00 pm2:45 pm
Engagement With Error Correction Hilton Baltimore, Key 4
Content Area: Second Language Writing/Composition Education Connections: Online Teacher
The qualitative multiple-case study involving six Chinese EFL students Collaboration Around the Common Core
explored the impact of learner beliefs on students engagement with Education Connections is an online network of teachers that provides
error correction, by drawing on data collected from multiple sources. educators with a community of peers and resources for implementing
Learner beliefs about teachers role, L2 writing, and self-efficacy were the Common Core with ELLs. Presenters guide participants through a
found to affect students mental effort and strategies to use WCF. tour of Education Connections and engage participants in developing
and evaluating Common Core lessons for ELLs.
WEDNESDAY, 6 APRIL
Ye Han, The University of Hong Kong, Hong Kong
Yingying Li, The University of Hong Kong, Hong Kong Shereen Bhalla, Center for Applied Linguistics, USA
Lindsey Massoud, Center for Applied Linguistics, USA
Wednesday, 2:00 pm2:45 pm Joanna Duggan, Center for Applied Linguistics, USA
Convention Center, 328 Sarah Catherine K. Moore, Center for Applied Linguistics, USA
Collaborating Beyond Cultural and
LinguisticBorders: an Interdisciplinary Approach Wednesday, 2:00 pm2:45 pm
Error Correction in ESL Writing Using
This practice-oriented, interdisciplinary presentation aims to provide
the Learners Own Corpora
collaborative strategies for college instruction based on integrative
motivation theories that emphasize cultural exchanges in order to help
international students achieve both language learning success and The presenter discusses using his learners corpora to raise their
integration into the university community. awareness of the types of errors they make. The ESL corpus consists
Geraldine Wagner, Johnson & Wales University, USA of writing collected over two years from his students. The presentation
Anne Shaw, Johnson & Wales University, USA focuses on the application of corpus analyses to classroom teaching.
Ann Schroth, Johnson & Wales University, USA John Stasinopoulos, College of DuPage, USA
Roundtable
Exploring the Impact of School Culture Latina Preservice Teachers and
on Classroom Assessment SocialJustice in Global Contexts
Content Area: Assessment/Testing Content Area: Bilingual Education
Institutional culture is often reported as controlling assessments Study abroad programs are promoted as beneficial to developing
carried out by teachers. The presenter reports an exploratory study on intercultural competence of mainstream preservice teachers. This
the impact of school culture on classroom assessments carried out study examines the social justice commitment of minority participants,
by three ESL teachers, their response to the culture, and discuss the documenting the experiences of Latinas in a teaching practicum in
implications of the study for ESL teacher educators. Costa Rica. Suggestions for designing programs focusing on global
Santosh Mahapatra, Birla Institute of Technology and Science Pilani, India citizenship and social justice are provided.
Mary Petron, Sam Houston State University, USA
Wednesday, 2:00 pm2:45 pm Burcu Ates, Sam Houston State University, USA
Hilton Baltimore, Tubman Clara Lobo-Guerrero, Sam Houston State University, USA
Global Models of Effective ESP Programs
Content Area: English for Specific Purposes Wednesday, 2:00 pm2:45 pm
See ways U.S. Department of State programs are making a difference
Learning to Teach Beyond National Borders
in ESP worldwide. Presenters discuss successful ESP programs in areas
such as journalism, the environment, government/diplomacy, and law. Content Area: Teacher Education
Participants learn tools and best practices to design and implement This session addresses the challenges of developing international
their own successful ESP programs. teaching practicum courses that maximize MA students opportunities
Alice Murray, U.S. Department of State, USA to learn the realities of teaching internationally. We discuss challenges
WEDNESDAY, 6 APRIL
George Cinnery, U.S. Department of State, (logistical, academic, and emotional) for NNEST and U.S.-raised novice
Diane Millar, U.S. Department of State, teachers in third country situations, and how to anticipate and address
these challenges.
Wednesday, 2:00 pm2:45 pm Betsy Gilliland, University of Hawaii Manoa, USA
Going Beyond the Borders of North Korea Wednesday, 2:00 pm2:45 pm
Content Area: Personal and Professional Development for Teachers Convention Center, Roundtable Discussion Area in Expo area
One of the strongest borders in existence is the border between North NNESTs of ESL: At Home Among Strangers?
Korea and the rest of the world. However, through education, many Content Area: Nonnative English Speakers in TESOL
North Koreans and foreigners are able to move beyond this border. This This presentation explores challenges of the new-coming NNESTs in
discussion focuses on education going beyond borders of North Korea North American ESL programs in the context of nativism, identity, and
and how to help. impostor theories. It focuses on the NNEST coping strategies targeted
Daris Chang, University of Southern California, USA to making their teaching more effective and establishing connections
with students and NEST colleagues.
Wednesday, 2:00 pm2:45 pm Olga Makinina, Carleton University, Canada
How Can Technology Assist With Your ESL Program Wednesday, 2:00 pm2:45 pm
Designing an ESL program that incorporates computer, tablet and Convention Center, 341
smart phones technologies with a traditional program format can be Online Software for Listening and Comprehension
challenging but also very rewarding. The attendees will discuss ways Support students using HearBuilder Online, multiplatform software
to support a blended approach to ESL instruction and then plan a for elementary students to practice following directions, phonological
suggested implementation process. awareness, auditory memory, and sequencing. All titles meet the
Jill Rosolek, English Discoveries Online, USA principles of Universal Design of Learning and support differentiated
instruction. Theory/research behind programs are reviewed,
software/data collection is demonstrated, and results of research
studies areshared.
Staci Jackson, Super Duper Publications, USA

Convention Center, 343 Hilton Baltimore, Holiday 3
POO: Health, Hygiene; Developmental and Pronunciation in the Classroom:
Educational Implications and Opportunities The Overlooked Essential
Content Area: Advocacy Incorporating pronunciation instruction into other skills benefits not
Open defecation and diarrhea are the reality for 40% of humanity. only students speaking abilities, but also their vocabulary acquisition,
Universal access to water, sanitation, and hygiene (WASH) are lacking listening skills, grammatical accuracy, reading skill, and spelling. In
and lead to 4,000 deaths daily. This session looks at the impact on this presentation, the author of TESOLs newest pronunciation book
students of a WASH EFL module trialed in two different undergraduate suggests practical ways for all teachers to integrate pronunciation into
settings in Middle Eastern universities. all their lessons.
Rob Clment, Sohar University, Oman Tamara Jones, Howard Community College, USA
Eman AlNafjan, King Saud bin Abdulaziz University for Health Science, William Acton, Trinity Western University, Canada
Saudi Arabia Veronica Sardegna, University of Pittsburgh, USA
John Murphy, Georgia State University, USA
Marnie Reed, Boston University, USA
Wednesday, 2:00 pm2:45 pm Minah Woo, Howard Community College, USA
Convention Center, 319 Monika Floyd, University of Potsdam, Germany
Power-Packing Instruction for Long-Term ELLs: Rebecca Price, Howard Community College, USA
A Teachers Toolbox Kay Ahmad, Montgomery College, USA
Motivating and engaging LTELLs is critical to their progress. Learn to Wednesday, 2:00 pm2:45 pm
build power-packed instructional units that integrate the teaching of Hilton Baltimore, Key 6
needed skills and strategies into interesting and important real-world Reflective Practice in Action:
WEDNESDAY, 6 APRIL
themes. Use motivating topic-related multimedia, adolescent literature Secondary Teachers Developing Their Identities
and informational texts to advance students academic listening, note Content Area: Teacher Education
taking, reading and writing skills.
Reflective practice is encouraged for teachers because it is assumed
Nancy Cloud, Rhode Island Teachers of English Language Learners, USA to lead to better teaching. This study traces the development of five
secondary English teachers in Macao over 20 months to investigate if
Wednesday, 2:00 pm2:45 pm and/or how they incorporated the lessons learned from their reflections
Hilton Baltimore, Key 8 into their current teaching practices.
Preparing At-Risk Learners to be Successful Alice Shu-Ju Lee, University of Macau, Macau
at Second Language Learning Matilda Wong, University of Macau, Macau
Content Area: Community College and Technical Education
SLA Counselors help learners to understand the process of language Wednesday, 2:00 pm2:45 pm
acquisition takes time, motivation and participation. Participants are Convention Center, 340
able to 1) describe the SLA Counselor initiative; 2) articulate the types Reworking Pathways:
of supports and materials necessary for this initiative; and 3) evaluate Integrating EAP and General Education
learner feedback on the helpfulness of this initiative. Content Area: Content-Based and CLIL/Content and Language
Kate MastruserioReynolds, University of Wisconsin, Qatar Integrated Learning
Zadjia Zahi, Qatar University, Qatar The presentation reports on the contributions of three EAP
Hayat ElSamad, Qatar University, Qatar professionals recruited to teach EAP in a new undergraduate pathway
program at their university. The program incorporates Gen Ed and EAP
classes. Within the programs curricular constraints, the presenters
discuss how to facilitate the acquisition of English and Gen Ed content.
Marcellino Berardo, University of Kansas, USA
Kellie SmithHerrod, Applied English Center, USA
Camille Olcese, University of Kansas, USA
Roundtable
Scholarship on L2 Writing in 2015: The Year in Review The CCSS in Content-Area Literacy for ELLs:
Content Area: Second Language Writing/Composition Grades 6-12
Having difficulty keeping up with the scholarship in your research The CCSS for Literacy in History/Social Studies, Science, and Technical
area? Even in a relatively small field like second language writing, Subjects provide a rigorous set of literacy outcomes for students but
staying abreast of the current literature can be difficult. To address this present specific challenges for ELLs. Presenters describe research-
situation, this session provides an overview and synthesis of second based practices for supporting ELLs in content-area literacy. Based on
language writing scholarship published during 2015. the TESOL Press Series CCSS and ELLs.
Tony Silva, Purdue University, USA Luciana deOliveira, University of Miami, USA
Yue Chen, Purdue University, USA Ann Johns, San Diego State University, USA
Kai Yang, Purdue University, USA Pamela Spycher, WestEd, USA
Ashley Velazquez, Purdue University, USA Kristen Wilcox, University at AlbanySUNY, USA

Hilton Baltimore, Johnson Convention Center, 332
Supporting NNS Lecturers for English The Dog Ate My Homework:

Medium Instruction in Higher Education Transforming Homework for EL Success
Content Area: Content-Based and CLIL/Content and Language Content Area: Assessment/Testing
Integrated Learning This presentation summarizes the latest research on homework and
As universities in non-Anglophone countries implement English why homework is a hotly debated issue in education today, especially
medium instruction (EMI) policies, NNES university lecturers are for ELs. This presentation emphasizes why homework challenges
and often fails ELs and suggests ways in which teachers can assign
WEDNESDAY, 6 APRIL
increasingly expected to teach their content in English. From their

research in Korea, Denmark, and Taiwan, the presenters report brief homework that increase motivation and encourage academic success
case studies and engage the audience in discussing ways to support for ELs.
lecturers for EMI. Terry Waldspurger, Kent County Public Schools, USA
Christopher Stillwell, University of California, Irvine, USA
Joyce Kling, University of Copenhagen, Denmark Wednesday, 2:00 pm2:45 pm
Jaehan Park, Pennsylvania State University, USA Hilton Baltimore, Holiday 6
The Every Teacher Challenge for K12 Schools
Wednesday, 2:00 pm2:45 pm Content Area: Mainstream Classrooms
Hilton Baltimore, Key 2 ESL specialists alone cannot close the achievement and opportunity
Task Complexity and Quality of Learners gaps for ELLs. However, preparing every teacher requires radical
Production During Peer Interaction change, starting with how we approach general education colleagues.
Content Area: Applied Linguistics This session provides concrete recommendations for how to meet
This study investigates the effect of task complexity on the accuracy the every teacher challenge based on 15 years of professional
and interaction of adult Spanish-speaking ESL learners in their development research.
speaking performance. Findings showed that complex tasks enhance Annela Teemant, Indiana University Purdue University Indianapolis, USA
accuracy and interaction frequency, which might help teachers and
syllabus designers improve learners oral performance through an Wednesday, 2:00 pm2:45 pm
appropriate task elaboration and implementation. Hilton Baltimore, Key 7
Constanza PenaBarahona, University of Talca, Chile The Need to Emphasize Prosodic Elements
in IEP Communication Courses
Advanced communication courses designed to prepare ESL students for
academic presentations and discussions should give equal priority to
the prosodic elements of speech delivery. Participants are shown how
and why features such as intonation, stress, rhythm and pace need be
infused into student presentations.
Michael Reed, The University of Findlay, USA

The Power of Collaboration and Writing Up Graduate Research Papers:
Active Engagement for ELLs Two Tried and Tested Approaches
Content Area: Elementary School/ Primary Education Content Area: Intensive English Programs
ELLs thrive on collaboration and are actively engaged when learning The presenters share two approaches to help international graduate
through the hands-on and visual approaches, of project-based students develop the skills for writing a research paper in the standard
learning, Maker Education and cooperative learning. Join us in this Introduction, Method, Results and Discussion (IMRAD) format. In
interactivepresentation to learn how to weave these activities into approach 1, students collaborate on a research project. In approach 2,
your owninstruction. students investigate topics related to their own fields.
Judie Haynes, EverythingESL.net, USA Charlotte Young, Old Dominion University, USA
Karen Nemeth, Language Castle LLC, USA Kathy Moulton, Old Dominion University, USA

The Relationship Between Vocabulary WVLB: ELL Students Report About The
Knowledge and Proficiency Test Scores School Community Through Technology
Content Area: Assessment/Testing Content Area: Elementary School/ Primary Education
Many international students applying to U.S. universities need a How can ELL students develop the four domains of authentic language
minimum score on an English proficiency test. Although many skills acquisition through technology? Weekly Voices from the Branch is
are needed, vocabulary knowledgeboth depth and breadthseems a 5-10 minute weekly news show developed and produced by ELL
to be positively correlated with reaching these minimums. A pilot students using iPads and Macs. Watch how ELL students become
WEDNESDAY, 6 APRIL
study was conducted to ascertain the relationship between vocabulary school rock stars while providing a service: school communication.
knowledge and proficiency scores. Lee Ayoub, Long Branch Elementary School, USA
Ray Knight, University of South Carolina, USA Greg DAddario, Long Branch Elementary School, USA
Alisha Biler, University of South Carolina, USA Sandra Sterne, Long Branch Elementary School, USA
Grace White-Bracley, Long Branch Elementary School, USA
Hilton Baltimore, Holiday 1 Wednesday, 2:00 pm3:45 pm
Time for Multilingualism?: Bilingual(ized) Convention Center, 331
English Instruction for Improved Outcomes Gamification for Language Learning
Content Area: Personal and Professional Development for Teachers Content Area: Materials Writers and Curriculum/Materials Development
This session focuses on how TESOL and bilingual education could join Gamification is the use of game elements in non-game contexts. This
hands for enhanced outcomes. The primary objective is to argue in workshop gives participants hands-on experience of gamification and
favor of a multilingual turn in early instruction and assessment, and how it can be used in class. Participants complete challenges to get
to propose a multilingual approach. Replacements for monolingual them thinking, talking, and creating activities they can then apply to
theories and practices are proposed, and research directions outlined. their own classes.
Anita Pandey, Morgan State University, USA Wade Alley, Universidad Panamericana, Mexico
Enrique Barba, Universidad Panamericana, Mexico
Roundtable
Taking Preservice Teachers in Underdeveloped Addressing Gaps: Training Workplace English
Areas Beyond the Classroom Professionals and Client Decision Makers
Content Area: Teacher Education Content Area: English for Specific Purposes
A panel of teacher trainers discuss implementing an innovative An innovative business model describes a credentialing program to
train the trainer model for middle and high school teachers in an train English for occupational purposes professionals in partnership
underdeveloped area of China. U.S. teacher trainers provided initial between U.S. and international universities. The latter will establish
training and developed a peer-led training network across rural client participation centers for industry to provide input to training,
and urban schools. Participants gain insight into how to develop worksites for needs assessment, recruitment of graduates; and receive
similarprograms. coaching in sound program design.
Gena Rhoades, U.S. Department of State, English Language Programs, Anne Lomperis, Language Training Designs, USA
USA
Tim Collins, National Louis University, USA Wednesday, 3:00 pm3:45 pm
Dan Sloan, U.S. Department of State, USA Hilton Baltimore, Key 5
Rebekah Gordon, U.S. Department of State, English Language Programs,
USA Balancing the Benefits of UniversityCommunity
Amy Li, Hezhong High School, China TESOL Partnerships: Win-Win
Chen (Gabrielle) Hu, Nayong Middle School, China Content Area: Teacher Education
This session explores the contributions that university-community
Wednesday, 2:00 pm4:00 pm partnerships offer to multiple stakeholders. We highlight the mutual
Hilton Baltimore, Peale learning opportunities for preservice teachers, immigrant and refugee
How to Get Published in TESOL and background ELLs and TESOL faculty. The presenters describe models
WEDNESDAY, 6 APRIL
Applied Linguistics Journals of successful partnerships, share materials co-designed within

partnerships, and present guidelines for effective collaborative
This session provides authors with advice on how to get published
relationships.
in academic journals. Editors from a number of journals discuss
what they are looking for in submissions to their journal and answer Raichle Farrelly, Saint Michaels College, USA
audiencequestions. Zuzana Toma, Eastern Michigan University, USA
Jenna Bollinger, Eastern Michigan University, USA
Brian Paltridge, University of Sydney, Australia
Ahmar Mahboob, University of Sydney, Australia
3:00 pm Beyond IEP Borders: Investigating the Language
Demands of Undergraduate Courses
Wednesday, 3:00 pm3:45 pm Content Area: Research/Research Methodology
Convention Center, 350 This session introduces a project that analyzed the specific language
Adding a Short-Term TESOL Certificate to Your IEP demands found in five general education undergraduate courses
Content Area: Teacher Education at a large U.S. university. The purpose of this project was to foster
After having run ad-hoc teacher training programs for many years, in meaningful discussion surrounding IEP curriculum, IEP instructor
2011 the presenters institution pursued a more standardized program. expectations, university admissions, and the real world of the
In this presentation, the presenter discusses the process they went undergraduate classroom language.
through, including pitfalls, in an attempt to provide a blueprint for other Sandra Janusch, University of Washington, USA
institutes wishing to run similar programs. Wei Zuo, University of Washington, USA
Nasrin Nazemi, University of Washington, USA
Curt Reese, University of Texas at Austin, USA

Hilton Baltimore, Holiday 6 Hilton Baltimore, Holiday 1
Community College IEPs: Perils and Empowering Language Learners by Developing
Strategies in Retention and Completion and Recognizing 21st-Century Literacies
Content Area: Community College and Technical Education Content Area: Reading and Literacy
Community colleges across the United States are being held 21st-century literacies involve developing fluency with technology,
accountable for retention and completion rates similarly to 4-year building cross-cultural connections, sharing information with global
colleges and universities. What are the problems faced by IEPs, and communities, managing and synthesizing multiple streams of
what strategies work well to comply with new regulations? These and information, creating and analyzing multimedia texts, attending to
many other issues and strategies are discussed in this session. ethical responsibilities, and recognizing proficiency development.
Jose Carmona, USA Marty Abbott, American Council on the Teaching of Foreign Languages,
USA
Wednesday, 3:00 pm3:45 pm Paul Sandrock, American Council on the Teaching of Foreign Languages,
Convention Center, 324 USA
Elvira Swender, American Council on the Teaching of Foreign Languages,
Developing Language Skills Using Creative Activities USA
This workshop demonstrates how creativity can support the Wednesday, 3:00 pm3:45 pm
development of both problem-solving and language skills. The Convention Center, 319
presenter explains the challenges that ESL students encounter when Encouraging Language Emergence for
asked to perform tasks that elicit creativity. The presenter offers ideas Secondary Science and Math ELLs
and strategies that can help ESL students become more effective
communicators and creative thinkers.
Integrated Learning
WEDNESDAY, 6 APRIL
Mohamed Elhess, Washington State University, USA
Findings from a comparative case study that investigated secondary
math and science teachers multimodal support of linguistic and
Wednesday, 3:00 pm3:45 pm conceptual development of mainstreamed ELLs is presented.
Hilton Baltimore, Key 7 Discussion of language emergence, related to receptive skills and
Effective Error Engagement in Academic ESL Writing productive skills in content area classes, is the focus of the session.
Content Area: Intensive English Programs Karen Gregory, University at AlbanySUNY, USA
Do you spend a lot of time editing papers only to see limited
improvement in your students writing and editing skills? This session Wednesday, 3:00 pm3:45 pm
introduce approaches to get your high intermediate and advanced ESL Hilton Baltimore,
writers thinking about and noticing their own error patterns, as well as English Medium Instruction
boosting their writing confidence. Joyce Kling, University of Copenhagen, Denmark
Crystal BockThiessen, University of Nebraska-Lincoln, USA
Wednesday, 3:00 pm3:45 pm Convention Center, 342
Hilton Baltimore, Douglas
Exploring the Development of Writing
Effectiveness of Audio Feedback for Through the ELT Masters Thesis
EFL Students in Online Courses Content Area: Second Language Writing/Composition
This presentation discusses survey findings of audio feedback
The study discussed investigated the impact of completing a thesis
effectiveness for EFL students in an online course. The presentation
on the writing development of students from seven ELT masters
overviews differences of students perceptions by instructors language
level programs in Colombia. The findings offer important insights into
background and students levels of language proficiency. The results
effective instructional practices involved in the writing process as
of this study help instructors implement different types of feedback for
students learn to write scholarly and appropriate features of this genre.
EFL students.
Julio Gomez, Universidad Externado de Colombia, Colombia
Natalya Alexeeva, North-Eastern Federal University, Russian Federation
Zarmena Emelyanova, North-Eastern Federal University,
RussianFederation
Roundtable
Hilton Baltimore, Convention Center, 346
Finding Your Place in TESOLs Next 50 Years Giving Voice to ESL Students Through
Dudley Reynolds, Carnegie Mellon University in Qatar, Qatar Teaching Language Variation
Wednesday, 3:00 pm3:45 pm Skill- and content-based activities designed to boost the linguistic
Hilton Baltimore, competency of ESL students concerning ethnic or social language
From Testing to Assessment: ConnectingLanguage variation are introduced. Through the introduction to variation in
Teaching, Learning, and Assessment American English, students learn to more faithfully express their
Liying Cheng, Queens University, Canada identities, interact more fully with their American peers, and thus,
better succeed at university.
Wednesday, 3:00 pm3:45 pm Vance Schaefer, University of Mississippi, USA
Gaining Consistency in Grading Wednesday, 3:00 pm3:45 pm
ESL Writing via E-Norming Convention Center, 340
Content Area: Second Language Writing/Composition IATEFL: Introduction and Networking
An online, self-paced norming workshop promotes consistent, impartial IATEFL (The International Association of Teachers of English as
evaluation of student writing without the need for faculty meetings to a Foreign Language) and TESOL are both celebrating their 50th
norm essays. The workshop also fosters conversations about teaching, conferences this year (IATEFLs is next week, in the United Kingdom).
learning, assessment, and student success. Presenters describe The associations have much in common, including members, affiliates,
steps taken to establish the workshop, its functions, and results of and associates around the world. Come learn about IATEFL and bond.
userfeedback. Susan Barduhn, IATEFL, United Kingdom (Great Britain)
WEDNESDAY, 6 APRIL
Ramon Diaz, Community College of Philadelphia, USA

Marianne Mielke, Community College of Philadelphia, USA Wednesday, 3:00 pm3:45 pm
Linda R. Fellag, Community College of Philadelphia, USA Convention Center, 339
Iron Teacher: Templates for Teachable Moments
Wednesday, 3:00 pm3:45 pm Content Area: Higher Education
Hilton Baltimore,
Breaking news? This would be perfect for my class! But how?
Gamify (Turn Activities Into Games) Your Class: Presenters offer templates for overnight creation of fully-integrated,
It Works! multimedia lesson plans based on real-time news and cultural events.
Elizabeth Hanson-Smith, University of Oregon, USA Participants take home classroom-ready lesson plans and are primed to
create more on their own.
Wednesday, 3:00 pm3:45 pm Ashley Fifer, Nassau Community College, USA
Convention Center, 328 Natalia deCuba, Nassau Community College, USA
Gaming Achievement Design Crossovers:
Designing Quests and Digital Badges Wednesday, 3:00 pm3:45 pm
Content Area: CALL/Computer-Assisted Language Learning/ Convention Center, 337
Technologyin Education L1 Audio-Recorded Feedback and the Use
Gamification techniques have moved beyond industry borders to of Cross-Platform Messaging Apps
become a hot topic in education. Studying best practices in game Content Area: English as a Foreign Language
achievement design can provide educators with a framework to build This study investigates the effectiveness of audio-recorded feedback in
meaningful quests (assignments) and rewards (badges) for language L1 Arabic writing of beginner learners. It reports on students reactions
learning activities. This presentation demonstrates ways to leverage to the use of L1 and phone applications as part of the writing process.
game design in teaching ESL. Findings reveal positive reception as an effective electronic feedback
Lora Yasen, Tokyo International University of America, USA tool at the organization level.
Melanie Jipping, Tokyo International University of America, USA
Chadia Mansour, Qatar University, Qatar
Noureddine Cherif, Qatar University, Qatar

Learning and Leading: New Approaches to Reading
A Saturday Volunteer Program for Newcomers Instruction for PreK-K ELs
Content Area: High School/Secondary Education Content Area: Reading and Literacy
In a suburban Portland, Oregon school district, an innovative Saturday New trends in early childhood education are changing how teachers
Newcomer Academy brings together Newcomer English learners approach reading instruction for young ELs. Go beyond the borders of
and former EL high school volunteers. Newcomers English language traditional K-12 schools with research-based strategies that connect L1
acquisition is accelerated through scaffolded, one-on-one interactions, and English, blending innovative technology with traditional literature
while the volunteers funds of knowledge as mentors of successful to strengthen early literacy at school and home.
language learning strengthen their own academic identities. Karen Nemeth, Language Castle LLC, USA
Barbara Page, Beaverton School District, USA Kathleen Hayes, Highlights High Five, USA
Toshiko Maurizio, Beaverton School District, USA
Hilton Baltimore, Key 2 New Ways to Scaffold Language and Content
Longitudinal Learner Corpus: Content Area: Content-Based and CLIL/Content and Language
Trends and Uniqueness in Multiword Sequence Use Integrated Learning
Content Area: Vocabulary, Lexicon Presenters demonstrate ways to scaffold activities for ELLs in
Knowledge of multiword sequences is deemed a marker of language ESL/EFL classrooms. Strategies include ways to make content
proficiency. This session discusses research that explored collective understandable with videos and visuals, ways to discuss academic
and unique usages of multiword sequences in a longitudinal learner content with clarifying bookmarks and constructive conversation tools;
WEDNESDAY, 6 APRIL
corpus. Pedagogical implications to assist in building learners and close reading strategies that focus on complex text and finding
repertoire of multiword sequences are provided. theconnections.
Eman Elturki, Washington State University, USA Dimitra Bechlikoudi, Athens Greece Public Schools, Greece
Lydia Stack, Understanding Language, USA
Hilton Baltimore, Wednesday, 3:00 pm3:45 pm
Mentoring: An Essential Leadership Hilton Baltimore, Key 10
Development Skill Peer-Led ESL Program That Works:
Christine Coombe, Dubai Mens College, United Arab Emirates a Community-Based Study
Wednesday, 3:00 pm3:45 pm This session presents findings of a study conducted within an
Convention Center, 323 informal ESL program on the role of volunteer facilitators. Analysis of
Mobile App: Listening, Speaking, Reading, facilitator interviews, with reference to programs guiding educational
Writing at an ELLs Fingertips principles, reveals how peer-to-peer interaction contributes to the
Use the technology in your ELLs hands to provide quick access to sustainability of this community in terms of increased self-confidence
engaging academic content while providing every teacher with current and languageawareness.
data for their entire class. Productivity tools like DynEds MyDynEdApp Natalia Balyasnikova, University of British Columbia, Canada
allow student access to DynEd and teacher access to documentation
for effective teaching and user analytics for better coaching. Wednesday, 3:00 pm3:45 pm
Andrew Berrafato, DynEd International, Inc., USA Hilton Baltimore,
Andrew Blasky, DynEd International, Inc., USA Race and Empire in TESOL
David Tipping, DynEd International, Inc., USA Suhanthie Motha, University of Washington, USA
Roundtable
Hilton Baltimore, Hilton Baltimore,
Rethinking Classroom Management for Teaching English to Young Learners With
Both Novice and Seasoned Teachers International Childrens Songs
Brock Brady, Peace Corps, USA Joan Kang Shin, University of Maryland, USA

Social Justice in English Language Teaching Teaching Radical Revision and Thinking
Presenters address social justice issues in ELT and share perspectives To High School ELL Writers
gained from compiling chapters for a new TESOL Press book, Social Content Area: High School/Secondary Education
Justice in ELT. Presenters discuss the need for advocacy in the TESOL High school EL writers are often unsure and reluctant to revise their
profession, provide a vision for addressing global injustices in the texts. Presenters share strategies for teaching explicit revision
classroom, and provide concrete classroom activities. techniques using genre-based approaches. By sharing lessons and
Laura Jacob, Mt. San Antonio College, USA student writing, the presenters illustrate how students move beyond
Christopher Hastings, ITMO University, Russian Federation teacher-says-I fix to seeing revision as a critical thinking process
essential to writing well.
Wednesday, 3:00 pm3:45 pm Liz Kirwan, Manchester West High School, Manchester School District
Convention Center, 326 NH, USA
Syrian Refugee NNESTs: Christina Ortmeier-Hooper, University of New Hampshire, USA
Teacher Identity and the Fear of English Wendy Perron, Manchester School District, USA
WEDNESDAY, 6 APRIL
Framed within Rudolph, Selvi, and Yazans conceptualization of the Wednesday, 3:00 pm3:45 pm
NNEST movement, the study discussed aims at adding to the literature
on teacher identity and NNESTs by examining refugee NNESTs identity Utilizing Authentic Video to Prepare
construction and experiences of teaching English to Syrian refugee for General Education Courses
students in Lebanon within nonformal education contexts. Content Area: Media (Print, Broadcast, Video, and Digital)
Fares Karam, University of Virginia, USA This presentation discusses a research project in a university intensive
Amanda Kibler, University of Virginia, USA English program where authentic videos of general education classes
Paul Yoder, University of Virginia, USA were collected for the purpose of acclimating ESL students to
Christine Monaghan, New York University, USA university lectures and classroom culture. The rationale, method of
collection, outcomes, and benefits of this project are examined.
Wednesday, 3:00 pm3:45 pm Erin Kuester, University of Iowa, USA
Hilton Baltimore, Tubman
Teaching Collocations and Language Wednesday, 3:00 pm3:45 pm
Patterns in Academic Writing Convention Center, 344
Developing students proficiency with key academic vocabulary Working With Differences:
together with corresponding language patterns and collocations is Indonesian-American University
essential for success in academic writing. The authors of the Word Partnerships Across the Archipelago
Combination Card demonstrate how to teach students to use high- Content Area: Intercultural Communication
frequency academic vocabulary, collocations, and language patterns
Creating positive and functional cross-cultural workspaces involves
correctly and confidently.
negotiating differences. Presenters explore how differences can be
Michael Berman, Montgomery College, USA productive by sharing data from American teachers and 22 Indonesian
Mark Alves, Montgomery College, USA universities. Presenters highlight insights helpful to administrators,
Ray Gonzales, Montgomery College, USA hosts, and teachers in structuring programs, navigating cross-cultural
work, and celebrating differences in Indonesia and beyond.
Jennifer Uhler, U.S. Department of State, Indonesia
Jesse Kiendl, English Language Specialist Program, USA

The U.S. Department of Education: Defining, Exploring, and Measuring
Supporting English Language Learning Cultural and Linguistic Competence
Content Area: Bilingual Education How does one measure cultural and linguistic competence? This panel
Representatives from the Office of Early Learning, Office of English explores current research and experiences with the marginalization
Language Acquisition, and the Office of Career, Technical and Adult of outer circle English speaking countries, working and living in a
Education discuss federally-funded initiatives that support ELLs. new culture, building programs communicative competence, NNEST
Emphasis is on encouraging greater awareness and use of the hiring practices, and the measurement of ones cultural and linguistic
departments resources for improving outcomes for young children, competence.
youth, and adults. Jeffrey McDevitt, Gulf University for Science and Technology, Kuwait
Debra Suarez, U.S. Department of Education, Office of Career, Technical, Rebecca Oreto, Carnegie Mellon University, USA
and Adult Education, USA Yilin Sun, South Seattle College, USA
Salim Razi, Cannakkale Onsekiz Mart University, Turkey
Valiantsina Holubeva, Institute of IT & Business Administration, Russian
Wednesday, 3:00 pm4:45 pm Federation
Beyond Functions: Current Perspectives Wednesday, 3:00 pm4:45 pm
on Teaching and Learning Pragmatics Convention Center, 341
Content Area: Discourse and Pragmatics
Digital Literacies and Multimodality
Want to teach authentic social communication? Including speech Second Language Writing
acts, politeness, conversation, and institutional discourse, pragmatics Content Area: Second Language Writing/Composition
studies how people use and understand language as social action,
This colloquium explores the process by which second language
WEDNESDAY, 6 APRIL
problems language learners face, and ways to foster learning.
writers acquire the digital and multimodal practices required to
Panelists share research and practical resources for teaching
engage in new literacies of the 21st century. Papers investigate how
pragmatics across a variety of ESOL contexts.
these learners draw upon multiple languages, modes, and material
Kathleen Bardovi-Harlig, Indiana University, USA resources to produce multimodal and digital texts in second language
Noriko Ishihara, Hosei University, Japan classroomsettings.
Noel Houck, California State University, Pomona, USA
Donna Tatsuki, Kobe City University of Foreign Studies, Japan Kathryn Howard, California State University, San Bernardino, USA
Zohreh Eslami, Texas A & M University, USA Tamara Warhol, University of Mississippi, USA
Polina Vinogradova, American University, USA
Bridging the Gulf Between Non-Arab
Teachers and Arab Learners Ethics in Transnational Research:
This colloquium focuses on ethical issues that emerge in transnational
Understanding Arab learners educational background, traditions, and contexts during the research process. Panel members explore
beliefs can aid non-Arab instructors. The presenters, all with extensive these complex ethical quandaries, including narratives of their own
teaching experience in Gulf Arab countries, offer insights and share experiences and other examples.
strategies that instructors can use to help lessen the gulf between
them and their students and to help students achieve excellence. Peter DeCosta, Michigan State University, USA
Scott Sterling, Indiana State University, USA
Angela Waigand, University of Calgary in Qatar, Qatar Sandra Kouritzin, University of Manitoba, Canada
Mark Algren, University of Missouri, USA Satoru Nakagawa, University of Manitoba & University of Winnipeg,
Jenifah AbuHassan, American University of Sharjah, United Arab Canada
Emirates Xuesong Gao, University of Hong Kong, Hong Kong
Lori Giles, Embry-Riddle Aeronautical University, USA Jian Tao, University of Hong Kong, Hong Kong
Sherry Ward, Texas A&M University at Qatar, Qatar Christine Casanave, Temple University, Japan Campus, USA
Mike Baynham, University of Leeds, United Kingdom (Great Britain)
Jessica Bradley, University of Leeds, United Kingdom (Great Britain)
Roundtable
Teacher Activists Supporting Students Using Drama Activities in EFL Classroom:
to Transform Their Communities Why Bother?
Content Area: Advocacy Content Area: English as a Foreign Language
Putting constructivist and motivational theory into action, teacher The workshop highlights drama as a valuable teaching tool for teaching
activists engage ELLs to transform their communities. Using authentic English as a foreign language especially in speaking and listening.
student voices, presenters provide participants with examples of This interactive workshop develops EFL/ESL teachers ability to use
dispositions and methods that have made a difference and built hands-on drama activities to improve their learners speaking and
programs on a foundation of safety, belonging, and academic progress. listeningskills.
Josie Prado, The University of Alabama at Birmingham, USA Hicham Mahda, Ministry of Education, Morocco
Kelly Hill, The University of Alabama at Birmingham, USA
Cindy Hunt, Decatur City Schools, USA
Anne Marie FoersterLuu, Montgomery County School System, USA 4:00 pm

Teaching ESL Grammar:
E L
What Every Teacher Needs to Know
E D Beyond Authentic Audiences:
Publishing Student Writing With Tech Apps
CA NC
The second edition of Keys to Teaching Grammar to English Language
Learners is the only teacher training book to show contrastive analysis
of 16 grammar points in students native languages, provide key
This session reports on the use of technological applications to
vocabulary for grammar, offer annotated student exercises for each
WEDNESDAY, 6 APRIL
publish student writing for authentic purposes. Research notes

grammar point, and provide answers to hot seat questions. that technological tools can assist with acquisition, development
Keith Folse, University of Central Florida, USA of students multiliteracy skills, and opportunities for negotiation
of meaning. Examples of the use of Aurasma, Vine, Chatterpix, and
Wednesday, 3:00 pm4:45 pm Twitter are reviewed.
Convention Center, 325 Emily Lepkowski, New York City Department of Education, USA
The Talk Toolbox:
Four Ways to Rethink Talk in Classrooms Wednesday, 4:00 pm4:45 pm
Content Area: Discourse and Pragmatics Hilton Baltimore, Key 2
The best (and worst) moments of teaching center around interactions Accent: Communication Tool or Speaker Identity?
with students. Discourse analysis allows teachers to unlock the Content Area: Listening, Speaking/Speech
secrets of why our interactions unfold the way they do. This interactive Second language learner accents are often of concern to their English
workshop introduces you to the basics of classroom discourse teachers, but what do ELLs think of their accent? Our research explores
analysis by examining teacher questions, lesson structuring, and this question, finding that the answer heavily depends on whether they
reflectivepractice. view their accent as a tool or as part of their identity.
Christine Jacknick, Borough of Manhattan Community CollegeCUNY, Kelly Cover, Indiana University, USA
USA Lisa TittleCaballero, University of Washington, USA
Maureen Matarese, Borough of Manhattan Community CollegeCUNY, Mohammed Alshehri, University of Washington, USA
USA
Steve Mann, University of Warwick, United Kingdom (Great Britain)
Steve Walsh, Newcastle University, United Kingdom (Great Britain)

Activating Conversational Competence: Beyond English Borders: Home Language
A Process Approach Strategies for the Elementary Classroom
Content Area: Intensive English Programs Content Area: Elementary School/ Primary Education
Although communicative approaches often include conversation Research shows that children who have a strong foundation in their
models, current methodologies deemphasize intensive and prescriptive home language achieve greater success at school. Session participants
techniques because they are often thought of as behavioristic and examines a range of strategies and resources to infuse the elementary
old-fashioned. This workshop offers an intensive four-step pedagogical classroom with opportunities to include students home languages, as
sequence that activates conversational competence by ensuring well as ways to encourage family-based home language development.
that students internalize, personalize, and extend the model for Paula Markus, Toronto District School Board, Canada
theirownuse. Sandra Mills-Fisher, Toronto District School Board, Canada
Joan Saslow, Independent Author and Researcher, USA
Allen Ascher, Independent Author and Consultant, USA Wednesday, 4:00 pm4:45 pm
Wednesday, 4:00 pm4:45 pm Beyond Textbooks: Engaging Students in
Convention Center, 350 Developing Open-Source Materials
Advance Through Adversity: Studying an Content Area: Materials Writers and Curriculum/Materials Development
English-Chinese Blingual Immersion Program This presentation describes a process for building course materials
Content Area: Bilingual Education in two content-based ESL classes where traditional textbooks were
This presentation aims to examine the challenges and difficulties inadequate. Using online resources and students as informants, the
experienced by an English-Chinese bilingual program in the largest presenters worked with their institutions library services to create
WEDNESDAY, 6 APRIL
school district of a southwestern state. Participants walk away with relevant open-source materials and assignments that can be shared
insights into how to advance bilingual programs in the midst of all the across institutions.
constraints in the current socio-cultural and political contexts. Robin Murie, University of Minnesota, USA
Liping Wei, University of Houston-Victoria, USA Alyssa Bonnac, University of Minnesota, USA
Chaolin Chang, Mandarin Chinese Immersion School, USA
Convention Center, 318 Beyond the Toughest Job:
Better Together: An Integrated Approach Peace Corps New English Teaching Credential
to Teaching International Law Students Content Area: Accreditation/Certification/Credentialing
Content Area: English for Specific Purposes The Peace Corps TEFL Certificate (120 hours of training and 2 years
Two ELT professionals and a law professor share objective-driven of supervised teaching experience) allows volunteers with little ELT
activities designed for international students whose learning needs background to support counterpart teachers and students throughout
require both legal and language learning expertise in the classroom. service and lead to a TESOL career after service. Participants are
The presenters focus on legal case reading, exploring vocabulary encouraged to provide input on its potential employment value.
in context, and investigating the cultural backgrounds of relevant Brock Brady, Peace Corps, USA
legalcases.
Lindsey Kurtz, The Pennsylvania State University, USA
Rebecca Zoshak, The Pennsylvania State University, USA
Tiffany Bennett, Penn State Law, USA
Roundtable
Borders Reconsidered: Grammatical Perspectives Developing EAP Grammar Curricula
on Native and Nonnative Teacher Writing With Gen Ed Colleagues
Content Area: Nonnative English Speakers in TESOL Content Area: Grammar
This research presentation features an analysis from a systemic The presentation reports on a collaboration between ESL faculty
functional linguistics perspective of NEST and NNEST learners and their Gen Ed colleagues in environmental studies. The team
autobiographical texts. The analysis deconstructs the dichotomy developed grammar curricula as language components to a sequence
between the concepts of native and nonnative speakers and provides of environmental studies courses in a pathway program at their
evidence of similar levels of writing development. The implications for university. The development of the grammar curricula and wider
teacher training are discussed. applicationarediscussed.
Jacqueline Nenchin, Molloy College, USA Marcellino Berardo, University of Kansas, USA
David KapustaPofahl, University of Kansas, USA
Wednesday, 4:00 pm4:45 pm Marina Greene, University of Kansas, USA
Hilton Baltimore, Key 10 Monica McCuistion, University of Kansas, USA
John Hestand, Applied English Center, USA
Building Bridges to Higher Learning: Robert Hagen, University of Kansas, USA
Metacognitive Skills for Low-Level Learners Ali Brox, University of Kansas, USA
Metacognitive skills such as goal setting, self-assessment, learning Wednesday, 4:00 pm4:45 pm
strategies, and study skills are proven to increase students effectiveness Hilton Baltimore, Tubman
in learning, and yet they are often reserved for high-level classes. In this Engaging and Developing 21st-Century
hands-on session, the presenter introduces engaging low-level activities Global Citizens With Time Zones
WEDNESDAY, 6 APRIL
to develop learning-to-learn skills in our low-level ESOL learners.

Learners benefit when language instruction is paired with global
Sarah Lynn, Harvard University, USA content. This presentation explores how classroom materials
developed with National Geographic content, images, and video
Wednesday, 4:00 pm4:45 pm engage teenage learners and provide the ideal context for developing
Convention Center, 319 the language skills and cross-cultural understanding necessary for the
Creating an Integrated Instructional Program next generation of global learners.
to Support All Newcomer Needs Anders Bylund, National Geographic Learning, USA
Content Area: High School/Secondary Education Andrew Robinson, National Geographic Learning, Singapore
The needs of newcomers can be all encompassing. Learn how one
school addressed these needs of beginning EL students on Maslows Wednesday, 4:00 pm4:45 pm
hierarchy through systems put in place to address social and emotional Convention Center, 323
needs and to create a positive learning environment for students to Engaging Students in Academic Discourse
feel safe and access grade-level curriculum. Through the Academic Formulas List
Karyn Niles, Fairfax County Public Schools, USA Content Area: Vocabulary, Lexicon
Jennifer Santiago, Fairfax County Public Schools, USA While the Academic Word List contributes substantially to vocabulary
Cassandra Eatmon, Fairfax County Public Schools, USA acquisition in EAP settings, proficiency at the discourse level remains a
challenge. The Academic Formulas List (AFL), a set of useful academic
lexical chunks, helps address this challenge. This presentation offers
activities to assist students in AFL acquisition.
Susanne Rizzo, The American University in Cairo, Egypt
Alissa Nostas, Arizona State University, USA
Mariah Fairley, The American University in Cairo, Egypt

ESL Teachers Writing Conference Beliefs LGBT Topics in the Adult ESL Classroom:
and Practices: Under Examination A Case Study
Content Area: Second Language Writing/Composition Content Area: Teacher Education
This qualitative multiple-case study examined L2 writing teachers Lesbian, gay, bisexual and transgender topics raised in an adult ESL
practices and beliefs as well as students views toward student- classroom, and an experienced, out gay teachers response from a case
teacher conferencing. Interviews and stimulated recalls were methods study is presented. Findings, teaching implications and strategies for
of collecting data in this study. The presenters share their findings and teachers and mentors are discussed. Participants also share further
offer training strategies for effective conferencing. suggestions to suit their own practice.
Nouf Alqahtani, University of Idaho, USA Patrick Huang, EC Toronto, Canada
Caroline Payant, University of Idaho, USA
Wednesday, 4:00 pm4:45 pm Hilton Baltimore, Key 6
Convention Center, 348 Strategies to Increase Student Retention
Flipping the Feedback: Screencasting Written and Engagement in Online Courses
Feedback in TESOL Composition Classes Content Area: Distance Learning/Online Learning
Content Area: CALL/Computer-Assisted Language Learning/ Online courses tend to have higher attrition rates than face-to-face
Technologyin Education classes. In this session, the presenters share proven strategies they
The speaker presents the results of implementing screencasting have applied in their online teacher training courses to boost student
(recording and narrating actions on a computer screen) as an retention and completion rates, including information about course
alternative to writing conferences. Real examples are shown, design, communication and feedback, community building, and
WEDNESDAY, 6 APRIL
including how the technique was used in peer feedback. Advantages, studentcollaboration.
challenges, and directions for future research are discussed. Char Heitman, University of Oregon, USA
Ron Martinez, Universidade Federal do Paran, Brazil Linda Wesley, University of Oregon, USA
Donna Shaw, University of Oregon, USA
Flipping the ITA Classroom: Convention Center, 346
Practical Strategies for Success Take Out Your Phone:
Content Area: International Teaching Assistants Using Nearpod to Engage Learners
Flipped classrooms have become increasingly popular in recent years, Content Area: CALL/Computer-Assisted Language Learning/
but how can this idea improve ITA classes, which already focus class Technologyin Education
time on practice? This hands-on session presents new resources This presentation covers all the steps involved in utilizing the Nearpod
and strategies for the flipped ITA classroom that can be modified for app in university ESL classes. Downloaded on students cell phones
different teaching contexts. or other wireless devices, Nearpod can be used to present lessons,
A. C. Kemp, Massachusetts Institute of Technology, USA engage learners, assess students, and provide feedback in an
interactive, technology-inclusive environment.
Wednesday, 4:00 pm4:45 pm Beth Ernst, Western Michigan University, USA
Convention Center, 317 Sally Thelen, Western Michigan University, USA
Going Beyond Borders for Adjunct Faculty Members:
A Holistic Approach
This presentation reports on a holistic program of professional
development targeted towards adjunct faculty, including addressing
the challenges faced by many programs in onboarding, supporting, and
evaluating part-time teachers, with the goal of building professional
and personal excellence in a university IEP, and supporting adjuncts in
their varied professional goals.
Brenna Seifried, University of Dayton, USA
Roundtable
Talk to Me! Transcending Barriers of Teaching English in Renewed Circumstances:
Intercultural Communication Prospects for Collaboration With Cuba
Content Area: Intercultural Communication Content Area: English as a Foreign Language
ESL classrooms provide international students with _opportunities This forum session highlights the circumstances pertaining to the
for intercultural communication and deep cultural sharing. However, teaching of English in Cuba by touching on the challenges of the
sharing deep culture is often a challenging and emotionally stressful past and emphasizing the prospects for the future. In this session,
task. This workshop demonstrates a structured discussion program that presenters and participants review efforts with Cuban colleagues by
helps students and teachers participate in deeper, more meaningful evaluating current and future possibilities for collaborative projects.
conversations with less stress. Robert Griffin, Oklahoma City University, USA
Abbey Maedgen, Texas Intensive English Program, USA Adita Chiappy, Institute for Literature and Linguistics, Cuba
Andrea Holloway, University of Texas, USA Liz England, Shenandoah University, USA

Teaching English Pronunciation to Spanish Speakers: Strategic Job Application Letters
Enhanced Priorities for ELT Beyond Borders
Content Area: English as a Foreign Language Content Area: Personal and Professional Development for Teachers
Improved listening comprehension and speaking skills for Spanish This workshop provides an interactive framework for writing a
speakers can be achieved by adjusting pronunciation strands to fit powerful cover letter. Activities help answer key questions about
students needs. A research-based sequencing that accelerates both interpreting job ads, recognizing and highlighting relevant strengths,
WEDNESDAY, 6 APRIL
acquisition and learning is presented. A set of priorities for teaching and demonstrating a good fit between the advertised position and
pronunciation is proposed. applicants skill set.
Raul Billini, ProLingua English Solutions, Dominican Republic Jane Dunphy, Massachusetts Institute of Technology, USA
Wednesday, 4:00 pm4:45 pm 5:00 pm

Hilton Baltimore, Carroll
Translanguaging in Bilingual and ESL Classrooms:
Beyond Misconstructions and Misconceptions Wednesday, 5:00 pm5:20 pm
Beyond Paragraph and Sentence Borders:
Drawing on the work of Garca and her colleagues, the presenters
Transitioning With Appropriate Linking Adverbials
discuss misconstructions of bilingualism and misconceptions about
teaching emergent bilinguals. They define translanguaging and
suggest strategic uses of translanguaging, providing specific classroom Making effective and accurate use of transitional language is a
examples of how translanguaging leads to the acquisition of English, critical skill often missing in L2 students writing. In this teaching tip,
supports content learning, and affirms student identity. the presenter applies corpus-based research to identify key linking
David Freeman, The University of Texas, USA adverbials and demonstrates activities that can be easily integrated
Yvonne Freeman, The University of Texas, USA into a variety of ESL composition courses.
Mary Soto, California State University, USA Maggie BullockOliveira, University of Cincinnati, USA

Increasing Students Engagement by Combining Beyond the Borders of Traditional
Comics and Student-Made Video Feedback on ESL Writing
Content Area: Teaching Methodology and Strategy Content Area: Higher Education
Students learn more when they enjoy and are engaged in learning. This Are you a writing instructor dreaming of reducing paper-grading time
session introduces a project that aims to capture students interest by while still improving your students writing skills? Join two veteran
combining comic book translation with basic film making. Students writing teachers to learn how to utilize a feedback technique that
translate a comic book from their native language and then perform promotes both goals by providing effective comments and by using
their translation in English. content and grammar checklists that are proficiency-level adaptable.
Davi Baldussi, Northern Michigan University, USA Hoda Zaki, Camden County College, USA
James Dyer, Northern Michigan University, USA Ildiko Porter-Szucs, Eastern Michigan University, USA

Innovative Games: A Catalyst to Beyond the EAP Border Into Graduate Studies:
Academic Reading Correction Cross-Institutional Curricular Models
Content Area: English as a Foreign Language Content Area: English for Specific Purposes
In IELTS or TOEFL test preparation courses, Vietnamese students have Developing an EAP curriculum for graduate students is a challenge
always taken a passive role. The presenter describes how she has used since courses often enroll students from a range of disciplines and
games during reading correction time. If implemented flexibly, these programs of study. This cross-institutional survey of exemplary
innovative games can make the reading correction process challenging graduate EAP course syllabi offers recommendations for designing
WEDNESDAY, 6 APRIL
to highly-motivated students and stimulating to less amicable learners. major assignments and guiding students graduate study preparation
Hao Vo, The University of Economics and Law, Viet Nam with both rigor and flexibility.
Jin Kim, University of Illinois at Urbana-Champaign, USA
Wednesday, 5:00 pm5:20 pm Nigel Caplan, University of Delaware, USA
Special Collections: Learner Autonomy Wednesday, 5:00 pm5:45 pm
in an Inspiring Classroom Hilton Baltimore, Key 6
Content Area: Higher Education Beyond Traditional Classroom Borders:
This presentation guides instructors of ESL students at an intermediate Diversifying Practica for Online Environments
level in developing lesson plans using their universitys special Content Area: Teacher Education
collections. Given that special collections is as much a museum as This presentation explores and invites discussion of two key areas
a part of the library, students derive inspiration in writing from close where TESOL practica need to address online modes of interaction:
contact with these remarkable materials. 1) onsite practica managed by online TESOL programs; and 2) online
Molly Kelley, The University of Iowa, USA practica for teaching ESOL online. Central to this discussion is the
application or need for evolution of professional standards.
Wednesday, 5:00 pm5:45 pm Carolyn Kristjansson, Trinity Western University, Canada
Convention Center, 325 Jan Edwards Dormer, Messiah College, USA
Reza Mazloom-Farzaghy, TESL Ontario, Canada
A Guide to Borderless Self
Content Area: Higher Education
This session emphasizes the role of guided imagery in reducing
improper code-switching and fostering a positive image of future
L2-self. It highlights the use of personalized positive affirmations
to lower students affective filters and to promote borderless
L2-self while blending the instruction of language skills through
multisensorytechniques.
Elena Reiss, Lehigh University, USA
Rita DiFiore, Lehigh University, USA
Teresa Cusumano, Lehigh University, USA
Roundtable
Collective Inquiry Integration Model for Dissolving Borders for U.S.-Bound Chinese
Learning at Hillcrest Elementary School Undergraduates and Their Professors
Content Area: Elementary School/ Primary Education Content Area: Content-Based and CLIL/Content and Language
Watch, learn, and reflect how Marylands largest ELL populated Integrated Learning
elementary school addresses the achievement gap by integrating This session describes the goals, curriculum, and insights from a
components of Sheltered Instruction Observation Protocol and 4-week university jumpstart program in Beijing for newly admitted
attributes of formative assessment. This novel approach combines undergraduates. Data from 3 years of research suggest that the
professional learning experiences with formative walkthroughs and program improves students academic English and helps them
observations to promote a learning organization culture. transition to American university life. The programs U.S. faculty also
Sandra Mackin, Frederick County Public Schools, USA receive unexpected enrichment.
Katherine Gull, Frederick County Public Schools, USA Johnnie Johnson Hafernik, University of San Francisco, USA
Robert Keller Bathrick, University of San Francisco, USA
Developing Strategic L2 Writers Through Explicit Convention Center, 350
Self-Regulated Learning Strategy Instruction English in the World and MA TESOL in New York
Content Area: English as a Foreign Language In this presentation, the course designer of English in the World:
Conceptualized in self-regulated learning theory, this session reports Political, Economic and Ethical Considerations will provide an
quasi-experimental research on a strategy-based writing instruction. illustrated course overview and show how it is integrated in The
Findings reveal that explicit self-regulated learning instruction had New Schools MA TESOL curriculum and its progressive, global, and
interdisciplinary approach to teaching.
WEDNESDAY, 6 APRIL
positive effects on fostering independent, strategic L2 writers with

high writing proficiency and positive motivational beliefs. Theoretical Scott Thornbury, The New School, USA
and pedagogical implications are discussed.
Lin Sophie Teng, The University of Auckland, New Zealand Wednesday, 5:00 pm5:45 pm
Lawrence Jun Zhang, The University of Auckland, New Zealand Hilton Baltimore, Douglas
Garnering the Power of Technology for
Wednesday, 5:00 pm5:45 pm Coteaching and Collaboration
Convention Center, 346 Participants learn how to utilize technology for planning between
Digital Storytelling: Some Practical mainstream and ESL teachers in order to overcome the limitation
Activities in Writing Classes of time and space in lesson preparations. Further, they learn what
Content Area: CALL/Computer-Assisted Language Learning/ coteaching and collaboration are and what both of them can look like
Technologyin Education in mainstream classrooms servings ELLs.
Several aspects of digital storytelling are elaborated on, including Christel Broady, Georgetown College, USA
definition, effects on writing, and applications in practice. It helps
students to know how to write, improves critical thinking skills, and Wednesday, 5:00 pm5:45 pm
enhances their creativity. Four practical activities are proposed in the Hilton Baltimore, Holiday 2
presentations to apply digital storytelling effectively into developing Immigration 101
students writing abilities. This interactive workshop focuses on immigration laws and policies
Hanh Dinh, Murray State University, USA from historic and contemporary perspectives. Attendees get an
Nhu Le, Murray State University, USA understanding of push-pull factors, pathways to citizenship and the
process of naturalization, and Deferred Action for Childhood Arrivals
(DACA). Participants gain practical tools to facilitate conversations and
create a welcoming environment for immigrants.
Claire Tesh, Immigration Council, USA

Learning in FOCUS: Motivation, Memory, Reinterpreting Think-Aloud in L2 Metaphor
Meaning in a Blended Classroom. Comprehension: A Hermeneutic Perspective
Motivation, memory, and meaningthe 3 Msare the foundation Content Area: Applied Linguistics
stones of FOCUS. This practical session explores ways in which print In this empirical study, the presenters used a hermeneutic approach
and digital materials can reflect these priorities and help you to create to examine the potential of using Think Aloud for helping L2 learners
the optimum learning conditions inside and outside the classroom. understand metaphors. Findings indicate that, while interpreting
Vaughan Jones, Pearson English, United Kingdom (Great Britain) metaphors, learner not only addressed the researchers or herself but
also highly addressed the text. Text-addressed forms were especially
Wednesday, 5:00 pm5:45 pm helpful to learner.
Hilton Baltimore, Key 9 Farzaneh SalehiKahrizsangi, University of Ottawa, Canada
Negotiating Identities and Imagining Stephanie Arnott, University of Ottawa, Canada
Communities in an MA-TESOL Program
Content Area: Teacher Education Wednesday, 5:00 pm5:45 pm
Using an imagined communities framework, this multiple case study Convention Center, 326
analyzes classroom talk, interviews, syllabi, and students assignments Teacher Collaboration in South Korea:
to explore the emergent, contingent, shifting, and sometimes contested Effects of Positioning in Coteaching
nature of four NNESTs professional identities during their first Content Area: Nonnative English Speakers in TESOL
semester in an MA-TESOL program at a U.S. university. This session describes a semester-long critical qualitative study
Debra Friedman, Indiana University, USA examining six cooperating coteachers in English language classrooms
in public elementary schools in South Korea. Using classroom
WEDNESDAY, 6 APRIL
Wednesday, 5:00 pm5:45 pm observations, interviews, and questionnaires analyzed with positioning
Convention Center, 339 theory, complexities of teacher positioning are investigated.
Recommendations for teacher collaboration training are offered.
Options in Offering Oral Corrective Feedback
Content Area: Listening, Speaking/Speech Shannon Tanghe, Dankook University, Korea, Republic of
Students are usually hungry for feedback so they may improve what
they have not done well enough. In oral communication, offering Wednesday, 5:00 pm5:45 pm
corrective feedback is challenging due to risk of making the students Convention Center, 343
feel uncomfortable and lose face. This session provides participants The Bilingual Game: Promoting English Language
with ways to effectively give oral corrective feedback. Learning Across Subjects School-Wide.
Thu Tran, Missouri University of Science and Technology, USA Content Area: Nonnative English Speakers in TESOL
Pedagogic translation is known to facilitate language learning in the
Wednesday, 5:00 pm5:45 pm EFL class because students mentally juggle two languages for better
Convention Center, 344 understanding. This session proposes tips on how this approach can be
used by teachers of all subjects to help Non Native Speakers grasp the
Reflecting on Effective Management
basics of different subjects in English.
of Language Program Personnel
Content Area: Program Administration Gladys Focho, Cameroon English Language and Literature Teachers
Association, Cameroon
A successful Language Program leader or administrator effectively
manages personnel issues, and this is achieved through exploring,
sustaining and renewing proficient LP teachers and administrators. The
presentation provides hands-on and practical advice about three major
personnel issues that LP administrators face: recruitment, supervision,
and professional development.
Raafat Gabriel, American University in Cairo, Egypt
Ihab Abdallah, American University in Cairo, Egypt
Roundtable
Convention Center, 331 Hilton Baltimore, Johnson
The Pronunciation Listening Connection Understanding Relationship to Place in
for Lonely Starbucks Lovers a Laotian American Community
Content Area: Listening, Speaking/Speech Content Area: Refugee Concerns
Balanced listening instruction involves the inclusion of more bottom-up How do children experience their parents memories of the homeland?
skill-building, with the incorporation of pronunciation awareness, about This presentation explores how a teacher/researcher created a
features such as word stress patterns, focus, linking, and blending. In bricolage methodology to work within a Laotian American diaspora
this presentation, the speakers share research-based, practical tips community to co-create inter-generational drama and literacy projects
for integrating fun, interactive pronunciation practice into listening for sharing and understanding memories of place and cultural identity.
comprehension lessons. Leslie Turpin, SIT Graduate Institute, USA
Sarah Saxer, Howard Community College, USA
Nancy Hutchison, Howard Community College, USA Wednesday, 5:00 pm5:45 pm
Tamara Jones, Howard Community College, USA Hilton Baltimore, Tubman
Use It or Lose It:
Wednesday, 5:00 pm5:45 pm Performance in Language Learning
Convention Center, 337 One of the great mysteries of language learning is how students
Theres a Smarter Way to Test transfer things they have memorized short-term to a more permanent
Language Skills for Placement automaticity. Lets look at range of activities that provoke them into
Assessments that use automated scoring engines are more than a trying to combine and use the language they have been studying as
simplistic assessment of grammar, style, mechanics, and fluency. Using they struggle to produce meaningful content.
advanced scoring technology, the Versant English Placement Test, Jeremy Harmer, English Central, Canada
which provides scores almost immediately, is efficient and scalable
WEDNESDAY, 6 APRIL
and, more importantly, reliable.

Terry Ambrose, Pearson, USA

Corwin Is the Proud Sponsor Corwin has
of PreK12 Dream Day one mission:
to enhance education
through intentional
professional learning.
We are proud to sponsor
TESOLs PreK12 Dream
Day Pre-Conference
Institute. Contact us to
learn more about PD
strategies and resources
for teaching English
language learners in
grades PreK12.
Learn more at www.corwin.com or visit booth #227

THURSDAY, 7 APRIL 2016 Thursday, 9:30 am10:15 am
Beyond Assimilation: Teaching Instructors
the New Cultural Rules of Engagement
8:00 am Content Area: Intercultural Communication
Assimilation is no longer the goal of language classes; rather,
Thursday, 8:00 am9:00 am teachers and learners analyze and appreciate cultural differences. The
Convention Center, Ballroom presenters use cultural orientation models to equip participants with
tools for effective teacher training which raises awareness of cultural
JAMES E. ALATIS PLENARY complexity, promotes understanding students backgrounds, and
Beyond Linguistic Borders: Language encourages analysis of cultural experiences.
Learning Cradled in Cognition Christine Bobal, Virginia Tech Language and Culture Institute, USA
Content Area: Intercultural Communication Janna Schaeffer, Virginia Tech Language and Culture Institute, USA
The key to fluency in a second language lies in
knowing basic contextual and motivational features Thursday, 9:30 am10:15 am
that must be present in order to facilitate language Convention Center, 332
learning. This presentation reviews evidence-based Beyond Borders: An Analysis of Teaching
research nestled in a cognitive approach promoting Assistant Rapport Building
effective language learning and theories used to derive those approaches Content Area: International Teaching Assistants
for classroomuse.
An analysis of the instructional discourse of ITAs in their classes
Jeanette Altarriba, University at AlbanySUNY, USA allowed the researchers to identify linguistic features contributing to
rapport building. For this session, the presenters propose to go beyond
9:30 am the traditional borders of most ESL researchers to include an analysis
of NS TA bridge-building practices.
Maria Mendoza, Florida State University, USA
Thursday, 9:30 am10:15 am Jennifer Grill, Florida State University, USA
Gordon Tapper, University of Florida, USA
Addressing Global TESOL Employment Issues:
Advocacy Through Data and Discussion
Thursday, 9:30 am10:15 am
Content Area: Advocacy Hilton Baltimore, Carroll
This session is an opportunity for teachers and administrators Beyond Borders: Latino ELLs Teacher
to discuss different employment issues facing TESOL educators Beliefs to Enhance Successful Learning
worldwide; attendees are encouraged to ask questions and share Content Area: Bilingual Education
concerns. Presenters provide the results and analysis from a 2015
This session presents a report of a study with four teachers of Latino
THURSDAY, 7 APRIL
TESOL member survey on employment issues, suggest relevant
resources, and facilitate attendee discussion. ELLs. The study aimed to identify teacher beliefs about ways to
enhance successful learning. It was conducted with primary school
Amy Pascucci, University of California, San Diego, USA teachers of Oregon through in-depth interviews and narratives.
Steven Humphries, Shenandoah University, USA
Findings revealed specific beliefs about teaching Latino ELLs.
Heather Robertson, University of Southern California, USA
Kyung-Hee Bae, Rice University, USA Rebeca Elena TapiaCarlin, Benemerita Universidad Autonoma de
Kara MacDonald, Defense Language Institute, USA Puebla, Mexico
Maria del Carmen CastilloSalazar, Benemerita Universidad Autonoma
de Puebla, Mexico
Roundtable
Thursday, 9:30 am10:15 am Thursday, 9:30 am10:15 am
Consumer.gov: Free Bilingual, Financial Enhancing ELLs Repertoire of Academic
Literacy Curricula for Adult Learners Formulaic Sequences Through Corpora
Consumer.gov and Consumidor.gov provide accessible information, Content Area: Vocabulary, Lexicon
in English and Spanish, on financial literacy to adults with limited Learner corpus research has demonstrated that ELLs written academic
experience as readers. New curricular materials enable teachers to use production is largely influenced by spoken register due to the frequency
the websites to develop content knowledge, reading proficiency, and and salience of spoken-like formulas. In this session, the presenter
Internet skills of native and nonnative English speakers and of native shares and discusses valuable resources and ideas to enhance
Spanish speakers. students repertoire of academic formulas.
Alvaro Puig, Federal Trade Commission, USA Eman Elturki, Washington State University, USA
Miriam Burt, Center for Applied Linguistics, USA
Thursday, 9:30 am10:15 am Convention Center, 323
Hilton Baltimore, Key 11 Equity and Enrichment in the TESOL Practicum
Developing Teachers Use of English in the Classroom Content Area: Teacher Education
Supporting teachers use of English in the classroom is a major Discrimination against non-native-speaking teachers of English exists
educational reform goal around the world. How this use of English in some TESOL practicums. This research-oriented presentation
relates to general proficiency is a central question for teacher presents a model for a multilingual, multicultural, team-teaching
development. This session examines how public-sector teachers in 23 approach to the practicum, which leverages complementary strengths
countries have used ELTeach to develop their classroom English. of individual participants, offering a rich, engaging, and equitable
Donald Freeman, University of Michigan, USA assignment for all. Applications across contexts are discussed.
Anne Katz, The New School, USA
Amanda Brown, Syracuse University, USA
Anne Burns, University of New South Wales, Sydney, Australia
Heather Ruiz, West Side Learning Center, USA

ELLs Self-Efficacy, Language Learning Evolution of Grammar Teaching:
Strategies, and Goal Orientation ThePast, Present, and Future
Content Area: Higher Education Over the past 50 years, as language teaching has evolved teaching
This sessions aim is to examine university ELLs self-efficacy, learning grammar, the best practices in grammar instruction have also been
strategies, and goal orientations. Using a survey adapted from MSLQ, redefined and enhanced. This discussion examines the story of
SILL, and PALS, results show that ELLs are mastery-goal oriented with grammar, from its structured disciplined past to a future filled with
high efficacies. Significant positive relationships between self-efficacy communicative application.
THURSDAY, 7 APRIL
and strategies, between strategies and goal orientations were found. Christina Cavage, Savannah College of Art and Design, USA
Hong Shi, Auburn University, USA Helen Hoyt Schmidt, Iowa State University, USA
Sara Davila, Pearson ELT, USA
Convention Center, 348 Thursday, 9:30 am10:15 am
Enhancing College Composition for Convention Center, 320
ELLs and Assessing Its Outcomes Grammar Strategies for Academic
Content Area: Second Language Writing/Composition Reading Comprehension
Content Area: Reading and Literacy
This presentation introduces the model and discusses assessment
results of an enhanced composition program for domestic and IEP students need to use reading strategies. This session presents
international L2 writers at an urban commuter campus of a large an instructional technique for helping students improve their
public university. Specifically, it addresses strengths of the enhanced comprehension through: (1) explicit instruction on the function of
composition and pedagogical implications for instructors and phrases and clauses, (2) extensive practice noticing these structures
programadministrators. in authentic texts, (3) guided practice using grammatical knowledge to
repair comprehension breakdowns.
Roxanna Senyshyn, Pennsylvania State University, Abington College, USA
Jaehan Park, Pennsylvania State University, Abington College, USA Chris Edwards, American University of Iraq, Iraq
Zayne Amer, American University of Iraq, Iraq

Hands On Minds On: Building Bridges Integrated Language Skills in Student
for Language Practice Oral Presentation Projects
Content Area: Content-Based and CLIL/Content and Language Content Area: Listening, Speaking/Speech
Integrated Learning Observe a project-based presentation that integrates language skills
Making is intertwined with learning. This practice-oriented session and builds student public speaking abilities. The students experience
proposes transforming classrooms into maker spaces in which students connected processes that apply technology, listening, speaking,
learn not only by doing, but also by creating artifacts, (e.g. foldables), grammar, reading, research, and writing to showcase mastery of a U.S.
that reflect and enhance the learning process. Participants leave with authored speech or poem. Project examples, presentation tips, and
making ideas that can be implemented in their classes. research guidelines are shared.
Jos Antnio daSilva, Casa Thomas Jefferson, Brazil Kristine Stoesz, Carlos Rosario International Public Charter School, USA
Carolina Barretto, Casa Thomas Jefferson, Brazil Ruth Ticktin, Carlos Rosario International Public Charter School, USA

Helping ALL (Academic Language Learners) Internationalization at Home: Campus Partnerships
Content Area: Teacher Education to Create Language Exchange Programs
Many have noted that no one is born a native speaker of academic Content Area: Intercultural Communication
English. In the Common Core era, centered around the use of academic Although universities strive to internationalize their campuses
language across the curriculum, we propose recentering on shared through internationalization at home initiatives, language classrooms
challenges and complexities facing all children in U.S. schools: the still often lack opportunities to communicate with native speakers.
acquisition of academic language. This presentation discusses the creation, classroom applications,
Andrea Word, The University of Alabama in Huntsville, USA and student perspectives of language exchange programs between
Rebecca Oxford, The University of Alabama in Huntsville, USA international IEP students and domestic students.
Cheyne Kirkpatrick, University of Denver, USA
Thursday, 9:30 am10:15 am Rachel DeDeyn, University of Denver, USA
High-Tech Learning Activities in Thursday, 9:30 am10:15 am
LowBandwidth Parts of the World Hilton Baltimore, Latrobe
Teachers are finding innovative ways to engage students with new Meaning in Movement: Dance Gets Students Talking
digital tools despite limited access to emerging technologies or the Content Area: Arts
Internet. Attendees hear hands-on how-tos from international Total Physical Response is a mainstay in teaching English learners, but
practitionersall U.S. Department of State granteesand systematic practical classroom applications are not easy to implement.
THURSDAY, 7 APRIL
reflectforward on the rapidly transforming future of new In this hands-on, body-in demonstration, see how physical games
technologies, even in underresourced areas. and using movement to make meaning can help ELLs make gains and
Rick Rosenberg, U.S. Department of State, USA buildcommunity.
Heidi Howland, U.S. Department of State, USA Beth Evans, Burlington High School, USA

People at Risk: Mobility Beyond Borders
Tsunamis of displaced people seem to be invading their neighbors.
When hope is limited, children may be sent alone. Often, women suffer
the most. Who receives the status of refugee or asylum-seeker? Who
is providing help? This talk seeks to summarize the situation in one
world region.
Earlene Gentry, Fulbright Commission (Retired), Egypt
Roundtable
Reaching Beyond Borders Through a Class NGO Fair Tearing Down the Secondary-Postsecondary
Content Area: Social Responsibility/Sociopolitical Concerns Border for Transitioning Multilingual Writers
Global educators recognize the need to extend curricula beyond Content Area: Second Language Writing/Composition
national borders to a broader, deeper understanding of the critical Framed by concepts of language socialization and identity, this
issues facing all humanity. This presentation demonstrates how presentation details the writing experiences of seven secondary
students can create a class Non-Government Organization Fair and multilingual learners across an academic curriculum. The extent to
website that increase learner autonomy and global awareness while which writing programs meet the needs of transitioning multilingual
meeting language proficiency objectives. writers is considered, and a postmethod pedagogical approach is
Grant Wolf, University of Delaware, USA suggested to address the secondary-postsecondary border.
Sarah HendersonLee, Minnesota State University, Mankato, USA
Hilton Baltimore, Key 9 Thursday, 9:30 am10:15 am
Research in Action: Multilinguals Convention Center, 322
Narratives Become Text for EFL Study The ESOL Teacher as a One-Man Band
Content Area: Culture Content Area: High School/Secondary Education
An enthusiastic NNEST created EFL study units based on students Signing your contract makes you an ESOL teacher, but did you know
responses to survey questions about their lives and their learning. The you become a multicultural master, extra-sensory advocate, inquisitive
resulting program for high school students has proved beneficial to investigator, and persistent parent figure as well? The presenter
both the students and the teachers understandings of their own and facilitates a discussion of under-identified responsibilities teachers
others ethnic and linguistic identities. must address during the year in order to support their ELLs.
Valerie S. Jakar, Shaanan Academic College of Education, Israel Kelly Sheranko, Calvert County Public Schools, USA

Social Media and New Student Orientation: Training Teachers for World English
Investigating Student Engagement Content Area: World Englishes
Content Area: Intensive English Programs TESOL is now a globally situated field, its purposes and expectations
This session discusses strategies for using social media to encourage defined not by native speakers, but by World English users. The
student engagement at New Student Orientation and beyond, as presenter shares some curricular adjustments made by her institution,
well as feedback from stakeholders, faculty, staff, and students in a and then facilitates a discussion of how TESOL programs can respond
university-level language program. Participants learn how to select and coherently to the needs of its stakeholders.
use social media platforms in their language programs.
THURSDAY, 7 APRIL
Elizabeth ODowd, Saint Michaels College, USA

Sarah Warfield, Virginia Commonwealth University, USA
Thursday, 9:30 am10:15 am Convention Center, 346
Hilton Baltimore, Key 12 Using Podcasts to Increase Student
Spiraling Language Into Writing at the Lowest Levels Engagement, Motivation, and Proficiency
This theory to practice session takes on the question, How can we Content Area: CALL/Computer-Assisted Language Learning/
help beginning writers communicate original ideas with very little Technologyin Education
language? Inspired by the work of Eli Hinkel, Ken Hyland, and Diane Over the past decade, student interest in podcasts has surged.
Larsen-Freeman, presenters share an approach in which relevant Language teachers and their students are using podcasts to record
vocabulary and grammar are spiraled into the writing process. course material, practice listening and pronunciation, and perfect
Colin Ward, Oxford University Press, USA speaking skills outside of class. This session teaches attendees how to
Alice Savage, Oxford University Press, USA effectively implement podcasts into their curriculum and classroom.
Kellie Pendley, CATS Academy Boston, USA

Are Classroom Teachers and Materials Color, Race and ELT: Shades of Meaning:
Publishers on the Same Page? 10 Years Later
Content Area: Materials Writers and Curriculum/Materials Development Content Area: Advocacy
This panel explores the origins of the gap between the design and the In 2006, Color, Race and English Language Teaching: Shades of
use of teaching materials in the classroom, presents research into the Meaning was published. The book was one of the first to focus on
ways that teachers actually use materials in classes, and explores race and color in TESOL. This colloquium brings together the editors
how a new generation of materials can allow a flexible approach to and authors, to see where we are, and where the field is now,
students needs. 10yearslater.
Stephen Jones, Community College of Philadelphia, USA Andrew Curtis, TESOL International Association, USA
Nick Robinson, ELTjam, United Kingdom (Great Britain) Mary Romney, University of Connecticut, USA
Eric Roth, University of South Carolina, USA
Jayme Adelson-Goldstein, Lighthearted Learning, USA Thursday, 9:30 am11:15 am
Thursday, 9:30 am11:15 am Community of Practice and ELLs: Instructional
Convention Center, 341 Strategies and Assessment Techniques
Beyond the Gulf: Best Practices Content Area: Intercultural Communication
With Gulf Arab Students
Communities of Practice (CoP) can help ELLs overcome anxiety,
Content Area: Intercultural Communication construct identity, and develop linguistic abilities. Presenters model the
Students from the Arabian/Persian Gulf have become increasingly use of CoP to engage ELLs at different levels of linguistic development.
visible in North American IEPs. This colloquium presents practical Using a template, participants practice and take away applicable
suggestions from veteran teachers who have worked with this strategies and techniques to apply CoP in teaching ESL.
population in both the Gulf and North America. The colloquium pays Abdelbaset Haridy, University of New Mexico, USA
particular attention to the needs of classroom teachers. Mustafa Hersi, University of New Mexico, USA
John Shannon, Indiana Tech, USA Natalia Rud, University of New Mexico, USA
Jas Gill, University of British Columbia, Canada
David Colbert, Trine University, USA Thursday, 9:30 am11:15 am
Sarah Kassas, Vanderbilt University, USA Hilton Baltimore, Key 8
Scott Rousseu, American University of Sharjah, United Arab Emirates Cultivating Attention: Mindfulness Activities
T. Leo Schmitt, Borough of Manhattan Community College-CUNY, USA for the English Language Classroom
Thursday, 9:30 am11:15 am Recent research suggests that mindfulness practices can enhance
attention, improve memory, and make us happier. In this workshop,
THURSDAY, 7 APRIL
participants experience several mindfulness activities ideally suited for
CheckCheckTesting 1, 2, 3:
Creating Authentic Listening Assessments the English language classroom. Ideas for integration and expansion
are discussed.
David Braasch, University of South Florida, USA
This presentation highlights the process of developing and designing David Royal, University of South Florida, USA
authentic listening formative assessments for an IEP at the university
level. The presenters explain their process for developing authentic
listening assessments at the university level as a way to meet learning
objectives in the programs curriculum.
JoAnn Mena, The University of Texas at San Antonio, USA
Lauren Heather, The University of Texas, USA
Lalia Aghai, The University of Texas, USA
Melody Fernandez, The University of Texas, USA
Roundtable
Effectiveness of Pronunciation Making Content Accessible for ELLs Through
Instruction: Models That Work an Immersion Simulation Experience
This panel discusses the positive effects of three approaches to Content Area: Teaching Methodology and Strategy
teaching pronunciation to adult learners: one based on helping learners Experience learning in a new language! Understand, briefly, what its
develop efficiency in private practice outside the classroom; another like to be an ELL while expanding the notion of scaffolding beyond
grounded in strategy training, awareness-raising, and students self- isolated strategies. First, you experience an immersion simulation.
assessments; and one that employs computer-assisted pronunciation Then, we engage in conversation about how to adapt the strategies to
training for enhancing students English perceptual acuity. your classroom.
Veronica Sardegna, University of Pittsburgh, USA Jennifer Green, Western Washington University, USA
Wayne Dickerson, University of Illinois at Urbana-Champaign, USA Cory Wright-Maley, St. Marys University, Canada
Ron Thomson, Brock University, Canada Yuliya Ardasheva, Washington State University, USA
Eileen Gonzlez, University of Saint Joseph, USA
Thursday, 9:30 am11:15 am Jeannie Slayton, University of Connecticut, USA
Elementary Education for ELs: Reflecting Thursday, 9:30 am11:15 am
on Critical Opportunities for Change Convention Center, 349
Change is the constant backdrop for elementary educators. During On the Road Again: Surviving and
TESOLs 50th anniversary year, EEIS and TEIS members share Thriving as Traveling Teachers
reflections on the most influential work in the field and discuss how Content Area: Personal and Professional Development for Teachers
those reflections can propel us forward to create positive change in the Many teachers face the challenges of providing ELL instruction in
education of young ELLs. multiple schools, often being required to travel to many schools in
Ester deJong, University of Florida, USA a single day. Participants create survival kits. Join us as we share
Karen N. Nemeth, Language Castle LLC, USA our favorite tips for not only surviving, but also thriving as traveling
Judie Haynes, everythingESL.net, USA ELLteachers!
Jessica Burchett, Marion City Schools, Ohio, USA
Andrea B. Hellman, Missouri State University, USA Lesley Morgan, Harrison County Schools, USA
Jessica Moats, Harrison County School, USA
Cari Levake, Harrison County Schools, USA
Innovating Language Learning Through Hilton Baltimore, Key 3
Technology for Environmental Responsibility
Reflecting Forward: The Next 50
Learn about new ways to engage students and help them take years of TESOL Research
ownership of their English, while increasing their awareness of
THURSDAY, 7 APRIL
This session focuses on the impact of TESOLs current Research

environmental issues. Through the use of apps and other technology
Agenda by highlighting the research of our 2015 minigrantees. In
resources, students can become more active learners and strengthen
groups, we will bring together leading research experts and doctoral
their global citizenship.
students to discuss the role of TESOLs Research Agenda and address
George M. Chinnery, Regional English Language Office, Hungary the issues, approaches, and challenges in TESOL research.
Gergo Santha, Regional English Language Office, Hungary
Ivana Bankovic, Primary School Branko Radicevic Sedlare, Serbia Lucilla Lopriore, Roma Tre University, Italy
Sanja Tasic, Primary School Jovan Arandjelovic Crvena Reka, Serbia Gertrude TinkerSachs, Georgia State University, USA
Marko Bankovic, Primary School Branko Radicevic Sedlare, Serbia Suhanthie Motha, University of Washington-Seattle, USA
Nora TartsayNemeth, Eotvos Lorand University, Hungary Ryuko Kubota, University of British Columbia, Canada
Jeff Kuhn, Ohio University, USA Rachel Grant, College of Staten IslandCUNY, USA
Lucilla Lopriore, Roma Tre University, Italy

Reflecting on Classroom Media Attendance Policies:
Use From Past to Future Strategies for Developing Policies That Work
Content Area: Media (Print, Broadcast, Video, and Digital) Content Area: Program Administration
As TESOL reflects forward from the past 50 years to the next 50 years, This roundtable discussion allows administrators and advisors to
VDMIS also examines where classroom video and media use has been discuss the increasing issue of student attendance. An experienced
and in which direction it could go. Presenters focus on both teacher-led academic advisor offers one successful approach toward revising
activities and student-generated assignments revolving around film attendance policies and looks at overall attendance improvement
and other media. based on the revisions. The discussion concludes with reflection on
Scott Duarte, University of Delaware, USA strategies employed by the presenter and participants.
Kenneth Chyi, Catholic University, Taiwan Angela Dornbusch, American English Institute, University of Oregon,
Julie Lopez, University of Delaware, USA USA
Christel Broady, Georgetown College, USA
Johanna Katchen, National Tsing Hua University, Taiwan Thursday, 10:00 am10:45 am
Thursday, 9:30 am11:15 am Building Literacy on Oral Competency
Using Self-Study to Advance Research
Open-ended standardized test questions require written responses.
in TESOL Teacher Education
ELLs need to show comprehension but may lack the writing skills. How
Self-study is an increasingly prominent genre of research methodology can time spent talking in class improve answers on written responses?
in teacher education. This collaborative session with the American What does a classroom look like and sound like when students talk
Educational Research Association introduces the methodology of self- more? Come. Find out.
study, providing an overview of the genre, its distinct characteristics
and criteria, example studies, and its potential contributions to Janice Cate, Jackson Public Schools, USA
TESOLresearch.
Nikki Ashcraft, University of Missouri, USA Thursday, 10:00 am10:45 am
Megan MadiganPeercy, University of Maryland, USA Convention Center, Roundtable Discussion Area in Expo area
Judy Sharkey, University of New Hampshire, USA Culture as a Primary Skill in the ESL Classroom
Laura Schall-Leckrone, Lesley University, USA Content Area: Applied Linguistics
Delia Racines, Tustin Unified School District, USA This presentation examines current ideas from several professionals
on the role culture should have in the ESL classroom and addresses the
10:00 am question, Should culture be taught as a primary skill?
Nathan Erhardt, University of Dayton, USA
THURSDAY, 7 APRIL
Convention Center, Roundtable Discussion Area in Expo area Thursday, 10:00 am10:45 am
Addressing Trauma and Its Impact
in the Adult ESL Classroom Developing NNESTs Professionalism
Content Area: Adult Education Through Self-Empowerment
Due to the potential impact of trauma on cognition and mental health,
it is critical for educators to address the role of trauma in the adult Under the influence of the native speaker fallacy, many NNESTs
ESL classroom. This roundtable discussion encourages sharing of in the ELT profession struggle with their professional identity as
best practices in working with trauma-impacted learners and tips for instructors. This presentation features the findings of a qualitative
creating a more trauma-informed learning environment. study on how four NNESTs have gained a sense of self-efficacy as
legitimate TESOL professionals.
Jennifer Ballard-Kang, University of Louisville, USA
Yelin Zhao, Oklahoma State University, USA
Roundtable
Convention Center, Roundtable Discussion Area in Expo area Hilton Baltimore, Holiday 2
Digital Literacy Matters in ELT U.S. Federal Education and Language Policy Update
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Advocacy
Technologyin Education With new Congress in place after the 2014 midterm election in the
Digital literacy skills have become essential for ELLs in the 21st United States, what are the current federal education issues impacting
century. Proficiency in accessing and creating digital content can the TESOL field? Learn about the latest developments on federal
benefit ELLs both in an academic setting and in the work place. education policy issues from Washington, DC, affecting ESL at the
Participants discuss strategies to successfully incorporate digital K12, adult, and higher education levels in the United States.
technologies in ELT. John Segota, TESOL International Association, USA
Laura Soracco, Green River College, USA
10:30 am
Intercultural Competency: Softening the Edges Thursday, 10:30 am11:15 am
Between Knowledges and Optimizing Engagement Convention Center, 339
Content Area: Intercultural Communication A 5-Step Method for Bridging the
Gap to Academic Vocabulary
TESOL and mainstream teachers attempting to start with what ELLs
Content Area: Vocabulary, Lexicon
know struggle to learn about all students knowledge bases and life
strategies and build diverse knowledges into the curriculum. A case This presentation demonstrates how to create materials for a
study outlining teacher strategies (e.g., drawing on parent/community 5-step process (building from contextualized gap-tasks to student-
resources) is presented before opening up discussion. generated writing), to scaffold learners in acquiring passive and active
Shelley Taylor, Western University, Canada knowledge of academic vocabulary. The process is effective at multiple
proficiency levels. Attendees receive detailed instructions, including an
introduction to COCA, and sample lessons.
Hilton Baltimore, Key 5 Bennett Lindauer, Georgetown University, USA
Heather Weger, Georgetown University, USA
Strategies for Writing Successful TESOL
International Convention Session Proposals
Prepare to submit a proposal for the 2017 TESOL International Thursday, 10:30 am11:15 am
Convention in Seattle. TESOL Convention Program Chairs provide
an update on the proposal procedures and guidelines, along with A Critical Race Pedagogy to Promote
an explanation of the scoring rubric and tips to enhance your International ESL Student Agency
proposal, framing your professional interests and expertise into a Content Area: Teaching Methodology and Strategy
successfulproposal. International ESL students attending universities in the United States
THURSDAY, 7 APRIL
John Schmidt, Texas International Education Consortium, USA face systemic discrimination. Using critical pedagogy informed by
critical race theory in first-year composition can offer students space
Thursday, 10:00 am10:45 am to explore issues concerning them in their community and provide
Convention Center, Roundtable Discussion Area in Expo area them with tools to advocate for themselves. This presentation provides
teaching strategies.
World Englishes Influence on
Teaching English in Europe Keely Mohon, Miami University, USA
English has been changing in many ways as a result of its different
uses. The presenter reviews the literature on European Englishes
and show how the new forms of English can be incorporated into
meaningful teaching that addresses the real needs of students.
John Stasinopoulos, College of DuPage, USA

Assessing the Experience of Comprehensible Input for Optimal
International Teaching Assistants Acquisition and Fluency
Content Area: International Teaching Assistants Learn the most effective techniques for providing comprehensible
Presenters share results from a comprehensive survey of ITAs at a input so that your students can speak spontaneously. Examples:
large research university designed to assess ITAs own views on the personalization of content based on students lives, maintaining
resources available to them and the campus climate in which they total comprehension, teacher narration of videos, scaffolded
teach. Participants leave with recommendations for best practices in readings, developing stories with students, ways of questioning, TPR,
ITA training and support. dramatizationFor all levels and all teachers.
Pamela Bogart, University of Michigan, USA Contee Seely, Command Performance Language Institute, USA
Angelo Pitillo, University of Michigan, USA
Laura Schram, University of Michigan Rackham Graduate School, USA Thursday, 10:30 am11:15 am
Thursday, 10:30 am11:15 am Conflict Zones and Two Teacher Trainers
Convention Center, 343 Content Area: Social Responsibility/Sociopolitical Concerns
BEST Plus 2.0 Update From CAL Danger, colonialism, optimism, privilege, violence, normalcy, and
Learn about BEST Plus 2.0, the enhanced version of CALs adult English academic tourism: These are themes addressed by two teacher
oral language proficiency assessment launched on 1 February 2016. trainersone from a country recovering from war and working to
See a demo by the CAL team, ask questions, and learn about our avoid more, and one dabbling in such places. Together they and the
ongoing operational testing program activities. participants contemplate their impact in such environments.
Anne Donovan, Center for Applied Linguistics, USA Eric Dwyer, Florida International University, USA
Bryan Woerner, Center for Applied Linguistics, USA Jean de Dieu AminiNgabonziza, Institute of Agriculture, Technology
and Education of Kibungo, Rwanda
Breaking Down Borders in Professional Convention Center, 337
Development: A Model for Expansion Designing Games for Language Gains:
Content Area: Teacher Education Enhancing Speaking Skills Amongst Learners
Providing engaging and diverse professional development opportunities Content Area: English as a Foreign Language
for teachers is always a challenge, but is also critical to supporting To address the varied language needs of their learners, teachers
teachers goals, skill development, and motivation, as well as are often required to supplement learning materials with self-
programmatic quality. Presenters share how they expanded their designed activities. Using her own teaching examples, the presenter
IEPs professional development opportunities and offer pertinent demonstrates how to design innovative language games for
THURSDAY, 7 APRIL
suggestions and resources for postsecondary contexts. enhancing speaking skills, participation, and active learning amongst
Hannaliisa Savolainen, Northern Arizona University, USA heterogeneous learners at the tertiary level.
Jacqueline Evans, Northern Arizona University, USA Ruchi Kaushik, University of Delhi, India

Building an NNES Community of Practice Discourse-Level Activities in CollegeLevel
Through Shared Discursive Practices ESL Grammar Instruction
Content Area: Nonnative English Speakers in TESOL Content Area: Grammar
To be recognized as somebody who does something, is, according to Do your ELLs find it challenging to start applying grammar to their own
Gee (2011), one of the tasks we do with language. The objective of this writing after years of fill-in-the-blank exercises? The presenter reports
talk is to describe and analyze the discursive practices of a group of the findings of a research study on the effectiveness of teaching ESL
English teachers in Mexico as an NNEST community of practice. grammar through connected discourse.
Araceli Salas, Benemerita Universidad de Puebla, Mexico Maria Alexeeva, University of Utah, USA
Roundtable
In Their Words: Understanding English Novice Teacher Growth:
Immersion Students Experience in Honduras ThePotential of Core Practices
Content Area: Bilingual Education Content Area: Teacher Education
This study explores the critical experience of students learning English Recent research in teacher education suggests that practice-based
in an immersion program in Honduras. Data were collected through pedagogies and a focus on high leverage teaching practices can
narrative reflections from 239 Kindergarten to Grade 11 students and support and foster novice teacher learning. This presentation
analyzed thematically. Through pictures and words, students described discusses opportunities for growth during the internship experiences
factors which supported and hindered their learning of English. of novice teachers who have engaged in practice-based work in their
Esther Bettney, Comunidad Educativa Evanglica, Honduras preserviceprogram.
Tabitha Kidwell, University of Maryland, College Park, USA
Thursday, 10:30 am11:15 am Megan Peercy, University of Maryland, College Park, USA
Hilton Baltimore, Latrobe Daisy Fredricks, University of Maryland, College Park, USA
Megan DeStefano, University of Maryland, College Park, USA
J-1 Scholar Proficiency Assessment: Johanna Tigert, University of Maryland, College Park, USA
Meeting the New DOS Regulation
When the U.S. Department of State implemented regulatory changes Convention Center, 331
to its J-1 Exchange Visitor Program, universities were challenged
Online Lesson Plans for Financial
to verify applicants English language proficiency. The presenters
Literacy and Consumer Protection
outline the process they undertook to meet this new regulation,
while discussing lessons learned and strategies that participants can
implement within their respective institutions. This bring-your-own-device session introduces an online resource
Sarah Grosik, University of Pennsylvania, USA for teaching financial literacy and consumer protection content
Eve Litt, University of Pennsylvania, USA while promoting language development, critical thinking, and web
Elizabeth Gillstrom, University of Pennsylvania, USA navigation skills. The resources features include lesson plans in
English and Spanish, differentiated for beginning and intermediate
levels. Participants explore the resources application to their
Thursday, 10:30 am11:15 am instructionalcontexts.
Miriam Burt, Center for Applied Linguistics, USA
Lexical Performance in a General English
DeAnna Coon, Center for Applied Linguistics, USA
Language Proficiency Writing Test
Alvaro Puig, Federal Trade Commission, Division of Consumer and
Content Area: Assessment/Testing Business Education, USA
Using online lexical frequency profiling tools to analyze test-taker
writing samples from the CELPIP-General test, a Canadian standardized
THURSDAY, 7 APRIL

test, independent investigation of the extent to which test-takers Hilton Baltimore, Paca
breadth of vocabulary usage unfolds as expected across rater
Pardon the Correction: Meeting Students
judgments of performance can contribute to a more complete picture Needs and Expectations With Confidence
ofa tests validity.
Many learners crave explicit, consistent verbal error correction, but
Scott Douglas, University of British Columbia, Okanagan Campus, Canada teachers can find giving it a challenge. In this session, the presenters
explore consequences of this gap, reflect on common assumptions and
beliefs about correction, and demonstrate surefire ways to provide
principled corrective feedback that drives progress in the classroom.
Matthew Noble, ELS Language Centers, USA
Stephanie Burns, ELS Language Centers, USA

Preparing Students for University-Level Disciplinary Teacher Development Through Outreach
Writing: Teacher and Student Perspectives Programs: Volunteering in Pakistan
The session discusses the results of a study conducted to explore This session reports on a volunteer teacher development initiative
teacher and student perspectives on the efficacy of first-year in Pakistan started by a group of TESOL Arabia leaders based in the
composition (FYC) classes in preparing L2 students for their United Arab Emirates. Presenters elaborate on the 3-year journey to
disciplinary writing. Recommendations are made for building raise awareness of the significant difference that initiatives beyond
connections between FYC courses and students academic literacy borders by TESOL organisations can make.
experiences at theuniversity. Naziha Ali, Emirates Aviation College, United Arab Emirates
Elena Shvidko, Purdue University, USA Christine Coombe, Dubai Mens College, United Arab Emirates
Hafeez Rehman, VistaBrainz Professional Development Centre, Pakistan
Reflecting on Communicative EFL Teaching Hilton Baltimore, Holiday 3
to Non-native Blind Learners Teaching to Learn: Focus on Teacher Inquiry Stance
Content Area: Learning Disabilities/Special Needs The presentation describes a collaborative effort to adapt teacher
Teaching EFL communicatively to blind nonnative learners is a inquiry stances at a graduate school of TESOL in South Korea. Faculty
challenge, particularly when done by a blind teacher. The presenters and students experiences indicate cultivating teacher inquiry stances
highlight two successful EFL teaching experiences to blind learners enhances both professional growth and classroom practices. Specific
(one of them by a blind teacher) explaining what the teachers did examples of effects on pedagogical practices are detailed.
before, during, and after their successful teaching ventures. Shannon Tanghe, Dankook University, Korea, Republic of
Raafat Gabriel, American University in Cairo, Egypt
Thursday, 10:30 am11:15 am Hilton Baltimore, Key 11
Hilton Baltimore, Key 10 Testing Four Skills for English Placement
Smart Practice: Brain-Based Approaches to Teaching Discover CaMLAs institutional testing options for placement within
Content Area: Adult Education a multilevel ESL program or IEP. Pairing the tried-and-true favorite,
CaMLA EPT, with the CaMLA Speaking Test and CaMLA Writing Test
What does recent research say about the mind, memory, and learning? creates a four-skills suite that is cost effective, reliable, and easy
How can we, as educators, translate these findings into engaging and toadminister.
enriching classroom learning? In this session attendees learn hands-
on classroom techniques to enrich student learning and strengthen Barbara Dobson, CaMLA, USA
student memory.
THURSDAY, 7 APRIL
Sarah Lynn, Harvard University, USA Thursday, 10:30 am11:15 am
Thursday, 10:30 am11:15 am Transitioning Efficiently From a

Traditional to a Hybrid Program
Speaking Skills Development of International
Students Outside the Classroom Environment
Content Area: Listening, Speaking/Speech In this new millennium, giving students what they need involves
making technology an integral part of the teaching-learning processes.
This presentation explores speaking skills development outside the Presenters explain how their institution transitioned from a traditional
classroom for international students in a direct entry program at The face-to-face to a hybrid program and give attendees a few guidelines
University of Sydney. The study investigates linguistic interaction in to help make the transition efficient and successful.
home, social, employment, and independent learning environments.
The presenter examines relevant research, outlines the survey results, Rosario Giraldez, Alianza Cultural UruguayEstados Unidos, Uruguay
and discusses the implications. Silvia Laborde, Alianza Cultural UruguayEstados Unidos, Uruguay
Mitchell Clark, The University of Sydney, Australia
Roundtable
Thursday, 10:30 am11:15 am Thursday, 10:30 am12:15 pm
Writing Across Borders: Collaboration Phonological Awareness: What Your
in the Cross-Cultural Classroom Brain Doesnt Want You to Know
Content Area: Second Language Writing/Composition Content Area: Phonology/Pronunciation
University students often struggle to collaborate productively. As Stop listening with your eyes, and train your ears! What learners
instructors in a cross-cultural composition classroom, we share how perceive in spoken English is often different from what you think
to overcome fears and profit from diversity by building a supportive youre modeling for them. Participate in a series of multimodal
climate, training for group work, and designing collaborative tasks for phonological awareness activities and discover practical techniques
composing and responding to texts with tools such as Google Apps. that support a sound approach for teaching pronunciation and
Amy Walton, Iowa State University, USA vocabularydevelopment.
Erin Todey, Ko University, Turkey Karen Taylor, English Language Training Solutions, USA

11:00 am
Integrating LGBTQ Topics Within the ESL Classroom
Content Area: Social Responsibility/Sociopolitical Concerns Thursday, 11:00 am11:45 am
This ILGBTF Forum session examines strategies for integrating LGBTQ
Tips for Developing and Delivering Successful
content into a variety of ESL, EAP, content and higher-ed contexts while
TESOL International Convention Presentations
addressing the complexities of this integration. A panel of educators
from different ESL contexts discusses strategies to implement LGBTQ Prepare to develop a strong proposal for the 2017 TESOL International
inclusive curricula and its impact. Convention in Seattle. A recent TESOL convention program chair
provides an update on the proposal procedures, guidelines, and
Miriam Morgenstern, History UnErased, Inc, USA scoring rubric. Conferees examine effective strategies to transform
Debra Fowler, History UnErased Inc., USA
professional interests and expertise into a successful TESOL proposal.
Thomas Kennedy, City College of San Francisco, USA
Lara Ravitch, University of Oregon, USA Lisa Dyson, TESOL International Association, USA
Thursday, 10:30 am12:15 pm 11:15 am

Integrating Critical and Creative Thinking
Thursday, 11:15 am12:45 pm
in EFL Classes Worldwide
TESOL Affiliates Role in Intercultural
See how teachers worldwide integrate critical and creative thinking Competence Development
into their EFL classes, and leave with ideas you can use on Monday
THURSDAY, 7 APRIL
Intercultural communicative competence (ICC) recognizes English

morning. Presenters are participants in U.S. State Department as a world language considering international contexts as settings
programs, including the English Language Specialist and Fellows of English language use impacted by different cultures and
Programs, the English Access Microscholarship Program, and the circumstances. Panel participants representing TESOL affiliates discuss
popular E-Teacher online courses. aspects of ICC as it relates to ICC development, and impact within and
Alice Murray, U.S. Department of State, USA between TESOL Affiliates.
Maria Snarski, U.S. Department of State, Sanjay Arora, English Language Teachers Association of India, India
Ruth Petzold, U.S. Department of State, Arifa Rahman, Bangladesh English Language Teachers Association,
Bangladesh
Sarah E. Elia, New York State TESOL, USA
Mira Namsrai, Mongolia TESOL, Mongolia
Naziha Ali, TESOL Arabia, United Arab Emirates
Mohamed Azaza, TESOL Arabia, United Arab Emirates
Sufian Abu-Rmaileh, TESOL Arabia, United Arab Emirates

11:30 am Thursday, 11:30 am1:15 pm
Facilitating Fluency: Four Dynamic Techniques
Beyond Borders: Writing as Translingual This practical workshop demonstrates four techniques that increase
Practice Across L1/L2 Writing Contexts student expression and decrease anxiety: idea framing, textmining,
Content Area: Second Language Writing/Composition notepadding, and wordposting. Participants prepare an activity and
experience the learner outcomes of the four techniques. The goal is for
This colloquium explores the pedagogical and theoretical possibilities participants to walk away with new ideas and usable skills.
that the translingual orientation to writing bring in addressing issues
on language difference. Critiquing the monolingual approaches to Joan Saslow, Independent author and researcher, USA
teaching writing, each presenter shares individual research that Allen Ascher, Independent Author and Consultant, USA
addresses the distinctions and intersections of second language
writing and translingual writing approaches to teaching writing. Thursday, 11:30 am1:45 pm
Lisya Seloni, Illinois State University, USA
Ditlev Larsen, Winona State University, USA Beyond Research Borders: TESOL
Cristina Snchez-Martn, Illinois State University, USA Quarterly and TESOL Journal
Melinda Harrison, University of Alabama at Birmingham, USA This session presents research trends over the past 2 years in TESOL
Sarah Hercula, Illinois State University, USA International Associations journals, TESOL Quarterly (1967) and TESOL
Journal (2010), as well as their connection to the TESOL Research
Thursday, 11:30 am1:15 pm Agenda. The trends that are discussed relate to topics addressed,
Convention Center, 346 methodologies employed, and locations of the authors.
BYOD in an IEP: Beyond Borders of Rebeca Elena TapiaCarlin, Benemerita Universidad Autonoma de
Conventional Classroom Technology Puebla, Mexico
Content Area: Intensive English Programs Brian Paltridge, University of Sydney, Australia
Ahmar Mahboob, University of Sydney, Australia
More than a buzzword, bringing your own device (BYOD) is an Robert JohnsonRogers, University of Qatar, Qatar
effective CALL practice that enhances classroom interaction,
engagement with content, and ownership of learning. Presenters
demonstrate how one IEP uses BYOD, inviting participants to Thursday, 11:30 am11:50 am
collaboratively share and strategize additional ways to use BYOD to
benefit students andprograms. Using Humans of New York to Learn
Beyond Classroom Borders
Erica Coffelt, Ohio University, USA
Aaron Schwartz, Ohio University, USA Content Area: Culture
Abe Reshad, Ohio University, USA Inspired by the popular website Humans of New York, this teaching tip
Kyle Butler, Ohio University, USA demonstrates step-by-step directions on how teachers can create a
THURSDAY, 7 APRIL
blog where students share their interviews of the humans of their IEP.
Thursday, 11:30 am1:15 pm The presenter shows lesson plans, rubrics, and a sample blog. Suitable
Hilton Baltimore, Calloway for any skill and level.
College and Career Readiness: Dinorah Sapp, University of Mississippi, USA
NewPerspectives on Materials and Instruction
Content Area: Adult Education Thursday, 11:30 am12:15 pm
Accelerating adult ESL learners college and career readiness requires Convention Center, 321
a new perspective on the texts and tools teachers and materials 50 Ways to Be a Better Teacher
writers use. Participants explore instructional strategies for navigating Teaching is performance. It is more than a system of procedures and
text complexity, acquiring academic language, citing textual evidence learning outcomes; it is a complex and multifaceted human activity.
and building content knowledge; skills learners need to succeed in This session by an experienced program director presents effective,
academic and workplace settings. practical strategies to develop yourself personally and professionally
Jayme Adelson-Goldstein, Lighthearted Learning, USA so that can you become the best teacher you can be.
Lori Howard, CASAS, USA Chris Mares, Wayzgoose Press, USA
Sylvia Ramirez, MiraCosta College, USA
Roundtable
Thursday, 11:30 am12:15 pm Thursday, 11:30 am12:15 pm
A Rhetorical Approach to Teaching Beyond Borders on Campus: Forming Alliances
Quoting and Paraphrasing to Support International Students
Content Area: Second Language Writing/Composition Content Area: Program Administration
This presentation provides IEP and composition instructors with With increasing internationalization of U.S. universities, program
exercises for teaching paraphrasing and quoting. Following a rhetorical administrators face new challenges in helping institutions adapt
approach, students analyze the context of borrowed material and learn to greater cultural and linguistic diversity on campus. Presenters
to recontextualize it in their own writing. Exercises presented include highlight some of these challenges and offer strategies for purposeful
introducing quotes, interpreting quotes, and identifying words that are collaboration between ESL faculty and university counterparts to best
not reusable without attribution. serve the needs of international students.
Jennifer Mott-Smith, Towson University, USA Susan Beddes, Drew University, USA
Ernest Shirosky, Oregon State University, USA
Convention Center, 345 Thursday, 11:30 am12:15 pm
Academic Literacy Through Film Hilton Baltimore, Key 10
Content Area: Media (Print, Broadcast, Video, and Digital) Beyond Borders: The TESOL Encyclopedia
of English Language Teaching
Because movies reflect culture, they are ideal for teaching academic
literacy to ELLs. The presenters share two syllabi and materials for This session introduces the TESOL Encyclopedia of English Language
advanced academic courses that use film as core content. The courses Teaching, a print/online resource containing 14 themes and spanning
cover critical thinking, research, speaking, vocabulary, and grammar. 900+ topics dealing with a wide range of issues related to ELT
globally. The encyclopedia editor-in-chief, project editor, and TESOL/
Macarena Aguilar, Lone Star CollegeCy-Fair, USA
Wiley representatives provide an overview of the encyclopedia and
Connie Lee, Virginia International University, USA
sharesample entries.
John Liontas, University of South Florida, USA
Thursday, 11:30 am12:15 pm Margo DelliCarpini, Morehead State University, USA
Asian-American ELLs and the Impact
of the Model Minority Myth
Beyond Classroom Borders: Interviewing
The sessions describes a study of Generation 1.5 and 2nd Generation in the Global Community
Asian-American ELL. The ELL placed Asian-Americans on a level Content Area: Intensive English Programs
of privilege with Whites and believed in the Model Minority Myth.
Subscribing to the MMM impacted their negotiation of identity and Interviewing is an authentic, meaningful communicative experience for
understanding of their communities and other minorities. ELLs. Students research archived interviews, choose great questions,
THURSDAY, 7 APRIL
conduct peer and family interviews, record their own story, and venture
into their community through StoryCorps free App, a powerful tool
Joshua Sargent, University of Southern California, USA
for listening and speaking. Lesson plans, tips, tools, techniques, and
sample interviews provided.
Thursday, 11:30 am12:15 pm Monique Abbett, ELS Language Centers, USA
Rebecca Javorsky, INTO Oregon State Universtiy, USA
Asynchronous Discussions: Sylvia Eneriz, ELS Language Centers, USA
TaskTypes and Student Presence
Content Area: Distance Learning/Online Learning
Building effective online collaboration in asynchronous discussions
is one of the hot topics in computer-enhanced education. This
presentation addresses the design, theoretical framework, data
analysis, and outcomes of a quantitative research project focusing on
the dynamics of asynchronous communication of advanced proficiency
level nonnative English language speakers.
Iona Sarieva, Saint Leo University, USA

Beyond Form: Multiple, Strategic Approaches Breaking Barriers: Oral Literacy Strategies for ELLs
to Cohesion and Rhetorical Clarity Content Area: Teaching Methodology and Strategy
Content Area: Higher Education Oral language is a major predictor in reading proficiency. Speaking to
Many international students struggle with the organizational protocols learn is an approach to increase ELLs knowledge and understanding
of academic writing in English. Strategic, multiple approaches can across all content areas. Hands-on strategies for ELLs at all levels
successfully address the writing challenges of creating tightly focused of English proficiency for teachers in the mainstream elementary
ideas and succinct rhetorical structures which require an extra measure classroom are presented.
of work, particularly when addressing differences in academic syntax Jane Govoni, University of South Florida, St. Petersburg, USA
and culturally based rhetorical styles. Valerie Wright, Saint Leo University, USA
Sara Vandenberg, University of Colorado Colorado Springs, USA
Thursday, 11:30 am12:15 pm Convention Center, 326
Convention Center, 347 CASAS: AssessLearnAchieve
Beyond Graphic Organizers: Teaching This session showcases the resources CASAS offersmany at no cost
Secondary ELLs to Think Like Writers which help agencies implement quality ELL programs with standardized
Content Area: High School/Secondary Education accountability measures. The CASAS framework assists programs to
Workshop presenters share techniques for teaching writing using assess, instruct, and track youth and adult ELLs progress from beginning
systemic functional linguistics (SFL) in high school classrooms. literacy through transition to postsecondary and the workforce.
Presenters demonstrate explicit, genre-based instruction through Jane Eguez, CASAS, USA
models, hands-on activities, and student samples. These flexible, Linda Taylor, Comprehensive Adult Student Assessment System, USA
innovative strategies challenge ELL students to engage readers,
think critically, be attentive to detail, and become competitive in Thursday, 11:30 am12:15 pm
mainstreamclasses. Convention Center, 348
Christina Ortmeier-Hooper, University of New Hampshire, USA Chinese Adolescents Discourse Socialization
Wendy Perron, Manchester School District, USA in American STEM Classes
Liz Kirwan, West High School, USA Content Area: Math and Science
Shauna Wight, Southeast Missouri State University, USA
Donna Brown, University of New Hampshire, USA The study discussed investigated Chinese adolescents socialization
Jovana Milosavljevic, University of New Hampshire, USA into math and science written discourse in American secondary
schools. Students interviews, classroom observations, and writing
samples were analyzed to reveal their perceptions of how past
Thursday, 11:30 am12:15 pm writing experiences related to their writing competencies as well as
developing authorial identities.
THURSDAY, 7 APRIL
Boosting ELLs From Great Essays to Research Papers
Fang Yu, University at AlbanySUNY, USA
Focusing on college-level essay writing, the new edition of Great Kristen Wilcox, University at Albany, USA
Writing 4 and 5 includes all-new guided instruction and practical
exercises in advanced essay writing, including research papers. In this
session, author Keith Folse discusses effective strategies for bringing Thursday, 11:30 am12:15 pm
learners writing skills to the next level.
Conducting a Needs Analysis for an
Keith Folse, University of Central Florida, USA
ESP Aviation English Course
Content Area: English for Specific Purposes
This session depicts the process of conducting a needs analysis to
develop a curriculum for aviation English. Methods of data collection
and analysis consist of questionnaires, interviews, and student self-
assessments. The presenters demonstrate the connection between a
needs analysis and curriculum development.
Laura Perdomo, University of South Florida, USA
Aimee Bertalon, University of South Florida, USA
Jacquelyn Hammerton, University of South Florida, USA
Roundtable
Contextual and Individual Learner Factors Gamifying Your ClassNo Technology Needed!
Contributing to Early Reading Success Content Area: Teaching Methodology and Strategy
Content Area: Reading and Literacy Teachers can apply game theory in the classrooms to increase
Early start in EFL learning is a reality in primary schools worldwide, motivation, engagement, and excitement among learners the way games
but what are realistically achievable outcomes? Quantitative and such as Angry Birds and Candy Crush do. This presentation shows ways
qualitative evidence from our research shows that individual learner to do this with no technology or special equipment needed.
variables and contextual factors contribute significantly to young Emily A. Thrush, University of Memphis, USA
learners reading success. Moreover, research results indicate paths to Marion RubenBarcia, Universidad del Sur de Manabi, Ecuador
improving early reading outcomes. Carlos Humberto Chancay, Universidad Technica de Manabi, Ecuador
Vera Savic, University of Kragujevac, Serbia
Thursday, 11:30 am12:15 pm Hilton Baltimore, Key 11
Hilton Baltimore, Key 3 Guerrilla Pronunciation Teaching
Enhancing ELLs With Disabilities Language In multiskills courses, we often do not have enough time or materials
Access With Key Language Uses for full treatments of vowels, consonants, stress, and grammatical
Content Area: Learning Disabilities/Special Needs endings, yet pronunciation is part of the course and an important need
This practice-oriented session focuses on how to enhance classroom of our students. The presenter discusses strategies and resources for
participation of language learners with disabilities through improved effective guerrilla pronunciation teaching.
access to the language of standards-based curriculum. Using a genre- Michael Berman, Montgomery College, USA
based pedagogy, the presenters show how to connect key language
uses and language features, modeling practices for differentiated, Thursday, 11:30 am12:15 pm
multimodal language instruction and assessment. Convention Center, 325
Cynthia Lundgren, University of Wisconsin-Madison, USA How Vietnamese Teacher Educators Make
Lynn Shafer-Willner, University of Wisconsin-Madison, USA Sense of Task-Based Instruction
Content Area: Task-Based, Project-Based Instruction
Thursday, 11:30 am12:15 pm Current ELT reforms in Vietnam necessitate the inclusion of task-
Hilton Baltimore, Key 12 based instruction (TBI) in preservice teacher education programs. This
Every Picture Tells Their Story! presentation reports how Vietnamese teacher educators approach TBI
WRiTE BRAiN BOOKS are illustrated, wordless books that inspire and appropriate the methods in their preservice teacher education
students K12 to author their own storybooks, which are then classes. Contextual factors influencing the teacher educators
published. Our inspired curricula provide opportunities for teachers to perceptions of TBI are also analyzed.
motivate and engage every type of learner. Students become confident, Khanh-Linh Tran-Dang, Monash University, Australia
THURSDAY, 7 APRIL
and test-readiness is increased in an 8-week process. Join us!

Julia Gabor, WRiTE BRAiN BOOKS, USA Thursday, 11:30 am12:15 pm
Meredith Scott Lynn, WRiTE BRAiN Books, USA Hilton Baltimore, Latrobe
Jeryn Warren, WRiTE BRAiN Books, USA
ITAs and Millennials: ExploringSuccessful
Classroom Interactions
Thursday, 11:30 am12:15 pm Content Area: Higher Education
Connecting with millennial learners, whose needs stretch beyond
GamificationUncertain Rewards and Dopamine interactive classes, may pose a challenge for all instructors, but
Review of research showing how uncertain rewards increase the particularly for international teaching assistants. The presenters share
brains production of dopamine; a neurotransmitter associated with materials and strategies they have used to support ITAs in successfully
visceral motivation, emotional attachment, and long-term memory. engaging their millennial students through understanding their
Introducing Words & Monsters, a free mobile game integrating different learning preferences and needs.
uncertain rewards with paired associate tasks for the high-frequency
Elena Stetsenko, University of Minnesota, USA
vocabulary of: General English, TOEFL, IELTS, and TOEIC.
Colleen Meyers, University of Minnesota, USA
Guy Cihi, Lexxica R&D, Japan Derina Samuel, Cornell University, USA
Zeynep Altinsel, Michigan State University, USA

L2 Metaphor Comprehension Strategies: Scaffolding Academic Vocabulary for
The Impact of Context Adolescent Newcomer and Long-Term ELLs
Content Area: English as a Foreign Language Content Area: Vocabulary, Lexicon
During an exploratory session, the presenter shares findings from her Vocabulary knowledge is a strong predictor of academic achievement
empirical study on the strategies that 30 Persian EFL learners used to among ELLs, particularly in academically demanding subject areas. Yet,
interpret pictorial, sentential metaphors. During a collaborative activity, few resources on how to teach technical, subject-specific vocabulary in
attendees then explore additional/common strategies that the learners upper grades exist. Come to this workshop and experience tried-and-
might use in interpreting suprasentential, nonpictorial metaphors. tested technical vocabulary development strategies through activities
Farzaneh SalehiKahrizsangi, University of Ottawa, Canada you can take to your classroom.
Yuliya Ardasheva, Washington State University Tri-Cities, USA
Thursday, 11:30 am12:15 pm Jennifer Green, Western Washington University, USA
Moving Research Beyond the Page: Thursday, 11:30 am12:15 pm
Using Adult ESL Study Circles Convention Center, 328
Content Area: Adult Education Scaffolding Flipped Model in Asian
Looking for professional development that makes research relevant for EFL Context: An Action Study
adult ESL instructors? Check out study circles, which combine research, Content Area: CALL/Computer-Assisted Language Learning/
professional expertise, reflection, engaging discussion with colleagues, Technologyin Education
and implementation impacting classroom instruction. Attendees The session demonstrates significant findings of an action research
explore the value of study circles, review ones available, and discuss study on a procedure scaffolding a flipped EFL tertiary writing
other topics for the study circle format. classroom in an Asian country. Specifically, scaffolding strategies
Edith Cowper, Wake Technical Community College, USA and underlying rationales were examined, and the impacts of this
intervention on learning styles, attitudes, motivation, and results
among learners were also investigated.
Hilton Baltimore, Key 9 Anh Ngoc Trinh, Banking Academy of Vietnam, Viet Nam
Myths and Misconceptions About
the NNEST Movement Thursday, 11:30 am12:15 pm
Content Area: Nonnative English Speakers in TESOL Convention Center, 350
This presentation unpacks narrow conceptualizations about the scope, Self-Study Vocabulary Activities Designed
purpose, and directions of the NNEST movement and its research and to Increase Retention and Active Usage
advocacy efforts, and calls for reevaluation and renegotiation of the Content Area: Vocabulary, Lexicon
fundamental assumptions in light of the sociolinguistic and educational Acquiring vocabulary is essential to SLA. Although ESL/EFL students
THURSDAY, 7 APRIL
landscape of English as an international language. tend to learn significant amounts of vocabulary, retention and confident
Ali Fuad Selvi, Middle East Technical University, Northern Cyprus usage of this vocabulary tends to be weaker than desired. In this
Campus, Turkey session, several effective self-study activities are presented to address
these issues, thereby arming instructors with effective materials.
Thursday, 11:30 am12:15 pm Ray Knight, University of South Carolina, USA
Convention Center, 343 Alisha Biler, University of South Carolina, USA
Practice Makes Perfect: Supporting Active
Learning With EnglishApp.com
Let us take you on a tour of English App, the practice site your students
have been searching for! This new website is full of teacher-tested,
interactive self-study lessons for your most enthusiastic learners. If
you love ESL Library, your students are going to love English App. Visit
www.EnglishApp.com.
Ben Buckwold, EnglishApp.com, Canada
Roundtable
Spunky Girls and Strong Women: Understanding and Supporting ESL Readers
A Refugee Summer Book Club and Writers in Higher Education
Content Area: Reading and Literacy Learn from experts about the challenges ESL students in U.S.
Refugee teens are particularly at risk of regression in language and postsecondary institutions face when studying in a second language,
literacy proficiency over the summer. Session participants experience and how you as teachers, advisors, or tutors, and your institutions,
and learn about how summer reading can reverse this process and can provide support to meet the reading and writing needs of this very
empower readers when teens, teachers, and volunteers meet weekly important student population.
in the community library to read, discuss, and celebrate books. Norman W. Evans, Brigham Young University, USA
Mary Lou McCloskey, Educo, USA Neil J. Anderson, Brigham Young UniversityHawaii, USA
Anne Garbarino, The Global Village Project, USA William G. Eggington, Brigham Young University, USA

The edTPA and Its Implications for TESOL Using Formative Assessments to Guide
Instruction for Emergent Bilinguals
TESOL professionals must be prepared to support teacher candidates
as they complete the edTPA for English as an additional language. This This session highlights the importance of using ongoing, integrated,
presentation discusses the edTPAs structure, development, and goals, and attainable formative assessments to guide instruction for
as well as teacher candidate perceptions of the assessment, and the emergent bilinguals. It showcases and discusses the different forms
alignment between edTPA rubrics and TESOL/CAEP Standards. that these formative assessments may take to assess these students
content and language learning development, and guide curriculum
Natalia Guzman, University of Maryland, College Park, USA
decisions in mainstream classrooms.
Tabitha Kidwell, University of Maryland, College Park, USA
Megan DeStefano, University of Maryland, College Park, USA Myriam Abdel-Malek, University of Pittsburgh, USA
Johanna Tigert, University of Maryland, College Park, USA Veronica Sardegna, University of Pittsburgh, USA
Loretta Fernandez, University of Pittsburgh, USA
Convention Center, 316 Thursday, 11:30 am12:15 pm
Translating Postmethod Pedagogy Into
Student and Teacher Empowerment WeSpeke: A Free Online Network
Content Area: Teaching Methodology and Strategy to Build English Skills
Looking for new ways to use technology? Come learn how WeSpeke.
Moving beyond traditional methodological dichotomies, this session com can help for FREE! See how learners chat with English speakers
highlights ways to introduce postmethod pedagogy to pre-service
THURSDAY, 7 APRIL
using text, audio, and video. Learn how to set up classes, make
ESL/EFL teachers in order to increase professionalism and student assignments, monitor student activityplus enrichment lessons,
and teacher empowerment. Through demonstrations of in-class TOEFL/IELTS test prep, and more. Effective, motivating & fun!
activities and assignments, at both undergraduate and graduate levels,
presenters explore the pedagogys three parameters: particularity, Cathy Wilson, WeSpeke, USA
practicality, and possibility. Michael Elchik, WeSpeke, USA
Heather Linville, University of Wisconsin, USA
Polina Vinogradova, American University, USA

1:00 pm Thursday, 1:00 pm1:45 pm
All In! How Educators Can Advocate for ELLs
Thursday, 1:00 pm1:45 pm
Convention Center, 317 Content Area: Advocacy
21st-Century Professional Learning for The National Education Associations groundbreaking tool will help
Practitioners Through an Online Journal educators effectively meet the needs of ELLs. Workshop participants
Content Area: Personal and Professional Development for Teachers learn how to approach the instruction of ELLs from an advocacy
perspective, understand the areas in which ELLs require advocacy,
To meet the interests and learning needs of language professionals recognize the need for advocacy, and explore effective strategies.
in Minnesota, state leaders created a free, interactive online journal
that balances practitioner-friendly content and academically rigorous William Moreno, National Education Association, USA
processes. This session shares the design and value of the new
journal as a meaningful 21st-century opportunity for practitioner Thursday, 1:00 pm1:45 pm
professionaldevelopment. Hilton Baltimore, Latrobe
Kimberly Johnson, Minnesota State Colleges and Universities System, Beyond Focused Pronunciation Practice:
USA Goal-Oriented Conversation for ITAs
Anne Dahlman, Minnesota State University, Mankato, USA Content Area: Phonology/Pronunciation
To improve pronunciation, students need much practice, but how can
Thursday, 1:00 pm1:45 pm we facilitate quality, out-of-class, spontaneous speaking? Goal-
Hilton Baltimore, Holiday 6 oriented conversation is one possibility. The rationale and logistics
50 Years of TESOL Materials for of setting up such a conversation program are explained, and
Teaching and Learning Vocabulary practitioners learn what the students and conversation partners gain
Content Area: Vocabulary, Lexicon from the experience.
The role of vocabulary in TESOL has gone from subservient to grammar Lara Wallace, Ohio University, USA
to almost front stage. With so much more practical lexical research,
especially in the past 20 years, our vocabulary materials have also Thursday, 1:00 pm1:45 pm
changed, but how? In this session, we examine vocabulary teaching Hilton Baltimore, Key 7
materials from 1966 to 2016. Beyond Physical Borders in Teacher Education:
Keith Folse, University of Central Florida, USA Nontraditional Classrooms, Nontraditional Students
Thursday, 1:00 pm1:45 pm This session discusses innovations in teacher education that extend
Hilton Baltimore, Key 11 beyond traditional classroom borders. Collaboration and dialogic
Academic Writing: The Grammar are presented as key to ESL training and certification for in-service
You Need Cards 1 and 2 STEM teachers; MA TESOL students enrolled in an interdisciplinary,
hybridized curriculum; and preservice undergraduate bilingual
THURSDAY, 7 APRIL
The authors of Building Sentences and the new Developing Details
demonstrate methods of teaching core grammar structures at both education teachers.
basic and intermediate ESL levels. Participants leave with practical Marnie Jo Petray, Slippery Rock University of Pennsylvania, USA
techniques and useful materials. These two fold-out cards from a Gladys M. Vega, William Paterson University of New Jersey, USA
three-card series on grammar for writing present essential grammar Carrie Eunyoung Hong, William Paterson University of New Jersey, USA
visually and efficiently.
Eileen Cotter, Montgomery College, USA
Mark Alves, Montgomery College, USA
Henry Caballero, Montgomery College, USA
Roundtable
Thursday, 1:00 pm1:45 pm Thursday, 1:00 pm1:45 pm
Corrective Feedback: Beyond Teacher Goal-Based Learning Accelerates the Impossible
and Language Learner Expectations Real world and high-stakes standards like WIDA and the Common
Content Area: Teacher Education European Framework (CEFR) provide focus and goals for students,
Corrective feedback raises many concerns for teachers. Often they teachers, and parents. Bundled with new learning strategies, goal-
feel uncomfortable providing feedback, whereas learners and much based courseware solutions cut the time to fluency by half. Come see
research require feedback. Why is there this discord and how can the numbers that prove it.
teacher training programs meet this challenge? Andrew Berrafato, DynEd International, Inc., USA
Lesley Painter-Farrell, New School, USA David Tipping, DynEd International, Inc., USA
Gabriel Diaz-Maggioli, Programa de Polticas Lingsticas Andrew Blasky, DynEd International, Inc., USA
ANEPCODICEN, Uruguay
Thursday, 1:00 pm1:45 pm Hilton Baltimore, Key 4
Convention Center, 349 Improving Presentations With Pecha
Developing Forward-Thinking Academic Language Kucha: 20 Slides for 20 Seconds
Curriculum for Elementary Intensive English Content Area: CALL/Computer-Assisted Language Learning/
Content Area: Materials Writers and Curriculum/Materials Development Technologyin Education
Recent studies demonstrate the value of engaging ESOL programs Are your students using PowerPoint effectively? Stimulate and challenge
that develop academic English, integrate language/content, and classes with a presentation assignment that combines PowerPoint
empower teachers. A large urban district changed its curriculum from with good organization, timing, and creativity. The presenter introduces
one focused on vocabulary and function to meet the above criteria. the presentation format called Pecha Kucha and describes successful
Presenters share the process of program development and demonstrate assignments in reading and writing classes at a tertiary institution.
key processes and strategies. Suzan Stamper, Yew Chung Community College, Hong Kong
Margo Williams, DeKalb County Schools, USA
Mary Lou McCloskey, Educo, USA Thursday, 1:00 pm1:45 pm
Tamara Banks, DeKalb County School District, USA Convention Center, 320
Intersectionality in the Language Learning Classroom
Thursday, 1:00 pm1:45 pm Content Area: Social Responsibility/Sociopolitical Concerns
D
E
The complex interaction of gender, race, and sexuality in the language
EngagementIts All Gone Horribly Wrong
CE L
classroom has largely been considered on a variable-by-variable or
CAN
Content Area: Intensive English Programs separate and discrete basis. This presentation examines findings that
Since coming into play in the mid 90s, engagement is now ubiquitous encourage researchers and teachers to move towards a variable-with-
in educationthe idea that it is the primary cause for student success variable approach based upon classroom talk, multilingual student
THURSDAY, 7 APRIL
informs curriculum and evaluation. The value of the principles of narratives, and in-class reflective activities.
engagement is indisputable; however, ELTs embrace of engagement Yasmine Romero, University of Washington, USA
over these decades should be examined.
Jeffrey McDevitt, Gulf University for Science and Technology, Kuwait Thursday, 1:00 pm1:45 pm
Michael McMurray, Gulf University for Science and Technology, Kuwait Hilton Baltimore, Key 3
Invigorating Instruction and Increasing
Thursday, 1:00 pm1:45 pm Learning With Tableau Vivant
Convention Center, 343 Content Area: Elementary School/ Primary Education
Eyes on the Prize: Integrating Tableau Vivant, an engaging and powerful form of dramatic presentation
HighStandards in Lower Levels that enlivens instruction and promotes notable learning outcomes,
What can we learn from the_ _College and Career Readiness is easily integrated into any existing curriculum. This session equips
Standards? How can we teach academic reading and writing skills in participants to effectively implement Tableau Vivant in content-area and
our lower level ESOL classes? This session identifies best teaching vocabulary instruction. Handouts include ready-to-go resources.
practices for adult learners with limited formal education within our Evie Tindall, Regent University, USA
new context of high academic standards. Jiuhan Huang, Regent University, USA
Sarah Lynn, Harvard University Bridge Program, USA Deanna Nisbet, Regent University, USA

Learning English in Qatar: A Foreign or Preparing ESL Students for Academic Writing
Second Language Environment? Assignments: Teaching Discourse Synthesis
Content Area: English as a Foreign Language Content Area: Intensive English Programs
This presentation repots a study on how the English-learning L2 learners are often overwhelmed by assignments requiring them
experience of Arabic learners of English in Qatar is shaped by their to integrate multiple source texts into their academic writing. ESL
involvement in the English-speaking community. Results are expected instructors can provide guided practice in selecting, organizing,
to help redefine the parameters that set the borderline between ESL and making original connections among source texts. This explicit
and EFL contexts. instruction can help students develop their discourse synthesizing skills
Pakize Uludag, Qatar University, Qatar for their content-based courses.
Carol Numrich, Columbia University, USA
Convention Center, 321 Thursday, 1:00 pm1:45 pm
Literacy Instruction for the Very Lowest Level Convention Center, 338
Learn about an effective, class-tested phonics and reading system that Pronunciation Hot Topics: A Global Perspective
enables even ESL teachers with no phonics or reading development Content Area: Phonology/Pronunciation
training to teach non- and semiliterate students to read in English. This Participants receive a synthesis of informative, controversial, or
approach combines interactive instructional techniques and sound ESL otherwise hot topics developed through discussions among an
methodology to give students a bridge to mainstream ESL textbooks. international community of pronunciation practitioners on a moderated
Shelley Lee, Wayzgoose Press, USA invitational elist. The presenters examine the recent years main
discussion topics, ranging from research into prosodic phenomena to
Thursday, 1:00 pm1:45 pm techniques for teaching particular features of English pronunciation.
Convention Center, 348 Marsha Chan, Sunburst Media, USA
Moving Writing Classes Forward Donna Brinton, Consultant, USA
Through Digital Video Robyn Shifrin, The University of Alabama, USA
Content Area: Media (Print, Broadcast, Video, and Digital)
L2 writing classes can become tedious and challenging. This Thursday, 1:00 pm1:45 pm
presentation shows how to use digital videos to spark students Convention Center, 332
interest and to present relevant vocabulary as a foundation for their Sociocultural Theory and Effective
writing assignments. The presenters share activities used in their Pedagogy for ELLs
classes and tips on creating exercises for your own students. Content Area: Teacher Education
Mercedes Martinez, Global Language Institute, USA The five standards for effective pedagogy are not designed to
Manuela Martinez, Global Language Institute, USA tell teachers what to teach; rather, they present a methodology
THURSDAY, 7 APRIL
developed from Vygotskys sociocultural theory, which supports
Thursday, 1:00 pm1:45 pm teaching. Such pedagogy, for example, can be of great use for
Hilton Baltimore, Key 12 teachers (ESL or otherwise) applying the PreK12 English Language
ProficiencyStandards.
News for You: Techniques to Encourage
Learning Using Current Events Colin Hueston, University of Colorado Denver, USA
In this interactive workshop, News for You Editor Jennifer Thompson
shares classroom strategies for using news articles, puzzles, and
interactive online features from print and online editions to build
ESL learners skills. Participants are encouraged to share their own
activities as well.
Jennifer Thompson, New Readers Press, USA
Roundtable
Students First, Always: Activating Learner- What Borders? Extending Our Reach
Centered Instruction Through Online Learning Through Distance Learning
Overview of the Students First, Always philosophy and how its Content Area: Distance Learning/Online Learning
behind Anaheim Universitys online certificate, masters, and doctoral This presentation highlights promising practices in distance learning
TESOL programs. Courses are taught in small classes online with from the perspectives of program administration, design and
residential sessions by a world-class faculty (David Nunan, Hayo development challenges, and delivery enhancements, which serve to
Reinders, Rod Ellis, Kathleen Bailey, Denise Murray, MaryAnn reduce learner isolation and perceptions of instructional distance in an
Christison, Andy Curtis, and more.) English language instructional environment. This presentation is useful
David Nunan, Anaheim University, USA for instructors planning online delivery.
Hana Imai, Bow Valley College, Canada
Thursday, 1:00 pm1:45 pm Diane Hardy, Bow Valley College, Canada
Team Projects: Equipping IEP Students for Thursday, 1:00 pm1:45 pm
Crossing Into University Classrooms Convention Center, 328
Content Area: Intensive English Programs When Paper Beats Paperless
Although team projects are an integral part of many American Content Area: Higher Education
university courses, international students often lack the skills Second language learners come to community college with various
necessary for effective collaboration. The presenters share a English skills. Even good L1 readers have difficulty with academic
multidisciplinary team project that teaches successful group vocabulary. This leads to guessing or consulting electronic dictionaries,
participation, touching on every aspect of collaboration from often resulting in irrelevant definitions or esoteric word forms.
planningand implementation to evaluation and reflection. Using print dictionaries increases content-appropriate L2 vocabulary
Laurel Collins, University of North Texas, USA development presumably from richness of examples.
Donna Obenda, University of North Texas, USA Marianne Hsu-Santelli, Middlesex County College, USA
Jane Ostacher, Middlesex County College, USA
Thursday, 1:00 pm1:45 pm Ellen Measday, Middlesex County College, USA
The Role of EFL Teachers in English Thursday, 1:00 pm2:15 pm
Language Capacity Building Convention Center, 324
Content Area: Personal and Professional Development for Teachers What Counts as Diversity in TESOL?
Presenters show how EFL teachers in more than 50 countries have AnOrganizational/Pedagogical Dialogue
worked first to improve their own teaching skills and elevate learning Content Area: Social Responsibility/Sociopolitical Concerns
outcomes in their classrooms, and then have shared their training with A panel of K20 experts offers a space to dialogue and theorize
THURSDAY, 7 APRIL
colleagues in various ways to build English-teaching capacity in their about the role of social categories and identity layers in our work as
schools and communities. ELT professionals. Panelists explore various definitions of diversity
Rochelle Keogh, Spring International Language Center, USA and how we can actively ensure diversity is understood and valued
Leyah Bergman-Lanier, Spring International Language Center, USA withinTESOL.
Ana Solano-Campos, University of Massachusetts Boston, USA
Elisabeth Chan, Northern Virginia Community College, USA
Heidi Faust, University of Maryland Baltimore County, USA
Lavette Coney, The Fessenden School, USA
Dana Horstein, Northeastern Illinois University, USA
Omar Longus, Salem State University, USA
Cheryl Woelk, Eastern Mennonite University, USA

Becoming a U.S. Citizen: The Naturalization Process All Lives Matter: The Language of
Content Area: Advocacy Oppression, Resistance, and Recovery
During this presentation, a U.S. Citizenship and Immigration Services Content Area: Advocacy
Officer walks participants through the basic process of becoming a U.S. Due to recent events across American cities (e.g., Baltimore,
citizen. Participants are encouraged to ask questions and are provided Maryland), relations between civilians and law enforcement have
with handouts and resources. been strained. This session explores the language needed to support
Kristianne Schotzinger, U.S. Department of Homeland Security, sensitive conversations in adult ESL classes and teacher education
Citizenship and Immigration Services, USA programs regarding race relations, police brutality, social justice,
equity, and access for minorities.
Thursday, 1:00 pm2:45 pm Ayanna Cooper, Concordia University Nebraska, USA
Convention Center, 316 Kisha Bryan, Texas A&M University, USA
Awad Ibrahim, University of Ottawa, Canada
25 years of K12 TESOL: Theory, Methods,
Ayanna Armstrong, North Carolina A&T, USA
Assessment, Professional Preparation
At TESOL Internationals 50th anniversary, presenters discuss 25 years
of research and practice in K12. They address critical shifts for living Thursday, 1:00 pm2:45 pm
theory in practice; the evolution of methods in ESL K12 classrooms;
assessment as, for, and of learning; and a knowledge base for the Beyond Digital Borders With Bricks,
preparation of all school professionals. Clicks, and Teacher Tricks
Sarah Catherine K. Moore, Center for Applied Linguistics, USA Content Area: Teaching Methodology and Strategy
David Freeman, The University of Texas, Rio Grande Valley, USA This hands-on, interactive workshop showcases a variety of techniques
Yvonne Freeman, The University of Texas, Rio Grande Valley, USA designed to leverage both bricks (brick and mortar best practices) and
Luciana deOliveira, University of Miami, USA clicks (cutting-edge digital tools), all designed to enhance engagement
Margo Gottlieb, WIDA Consortium, USA and learning with ELLs. Share your favorites and leave with new ideas
Annela Teemant, Indiana University-Purdue University, USA to fill your own bag of teacher tricks.
James May, Valencia College, USA
Thursday, 1:00 pm2:45 pm Anthony Erben, University of Tampa, USA
A Culturally Responsive Approach Thursday, 1:00 pm2:45 pm
to Adult ESL Literacy Hilton Baltimore, Brent
Content Area: Adult Education Challenges and Opportunities:
Participants develop requisite knowledge and skills for effective Visions of TESOL Publications Beyond the Borders
teaching of adult learners having difficulties in traditionally structured This interactive session, sponsored by TESOLs Serial Publications
THURSDAY, 7 APRIL
programs by using a culturally responsive instructional model, MALP, Committee, aims at promoting communication between the readers,
the Mutually Adaptive Learning Paradigm. Attendees examine authors, and editors of TESOL serial publications. Attendees meet
student work and participate in a sample MALP project. Presenters leading scholars in TESOL fields and share their visions of the
share MALP guidelines, strategies, activities, and rubrics. challenges TESOL publications will face and the opportunities and
Helaine W. Marshall, Long Island University, USA options available.
Nan Frydland, USA Ke Xu, Borough of Manhattan Community CollegeCUNY, USA
Gulbahar Beckett, Iowa State University, USA
Linda Gerena, York CollegeCUNY, USA
Joseph Lee, Ohio University, USA
Ali Fuad Selvi, Middle East Technical University, Northern Cyprus
Campus, Cyprus
Roundtable
Classroom-Based Research Related Learning Two Languages Through
to Refugee Concerns and SIFE Content: A Model to Build Biliteracy
Content Area: Refugee Concerns Content Area: Teaching Methodology and Strategy
This panel discussion outlines the process of conducting classroom- Participants learn how several Colorado schools use the OCDE Project
based research. The panel shares a brief discussion of the history GLAD model with biliteracy strategies to teach standards-based
of research with refugees, a sampling of current work, and ideas for content in Spanish and English. Through integrated literacy units,
future research. Participants are encouraged to continue to advance strategies, cooperative learning and differentiation, students develop
the field through conducting their own research. language across all domains and bilingually as they interact in multiple
Abigail Yoder, Georgia State University, USA ways with the content.
Daniel Ginsberg, Georgetown University, USA Lindsay Armstrong, Denver Public Schools, USA
Merideth Hoagland, Georgia State University, USA Anne Ginnold, Independent Educational Consultant, USA
Brandy Judkins, University of Nebraska-Lincoln, USA Bonnie Wong, Denver Public Schools, USA
Heike Williams, Georgia State University, USA
Brenda Custodio, Ohio State University, USA Thursday, 1:00 pm2:45 pm
Thursday, 1:00 pm2:45 pm Undergraduate International Students and
Convention Center, 330 the University System: Beyond Borders
Developing and Maintaining Standards Content Area: Higher Education
in High-Pressure IEP Environments
The current influx of undergraduate international students on
IEP administrators and faculty strive to successfully uphold their the U.S. campus is a new phenomenon: 58% of approximately
programmatic and academic standards. However, when working within 780,000 international students are undergraduate or nondegree-
boundaries set by partners or outside entities, difficulties arise. This seeking students. This academic session explores attempts made
session discusses ways to create stronger standards and stability to comprehend and address the complexity in building bridges for
while working with factors such as changing student populations, and matriculating undergraduate international students.
sponsor and accreditation requirements.
Katherine Earley, University of New Hampshire, USA
Heidi Vellenga, Commission on English Language Program Accreditation, Yogesh Sinah, Sohar University, Oman
USA Carter Winkle, Barry University, USA
Mark Algren, University of Missouri , USA Debbie East, Jacksonville University, USA
Karen Asenavage, University of Delaware , USA Elise Geither, Case Western Reserve University, USA
Jackie Gianico, The Pennsylvania State University, USA Colleen Gallagher, University of Dayton, USA
Terri Rapoport, ELS Educational Services, USA Rachel Lapp, University of Delaware, USA

THURSDAY, 7 APRIL

Developing Teacher Excellence Through Using Mobile Technology to Enhance EFL Classrooms
Teacher Evaluation: Moving Beyond Ratings
The latest technology may not be a luxury found in foreign classrooms.
Content Area: Personal and Professional Development for Teachers Mobile technology, with its multitude of apps, can modernize a
Both novice and experienced administrators benefits from exploring technologically void classroom to the 21st century. VDMIS and EFLIS
a framework for focusing teacher evaluation on developing teacher evaluate the role of mobile technology in international classrooms and
excellence. You learn and practice approaches to gathering data then present various apps with their applications.
about teachers performance, identifying and categorizing issues, Scott Duarte, University of Delaware, USA
holding productive feedback sessions, and establishing professional Julie Lopez, University of Delaware, USA
development or remediation goals as the situation dictates. Vinicius Lemos, Casa Thomas Jefferson, Brazil
Bruce Rindler, Boston University, USA

Utilizing Moodle in the ESP Classroom Above and Beyond Borders: Creating a
to Create Activity Workflows Successful Conversation Partner Program
Content Area: English for Specific Purposes Content Area: Intercultural Communication
Moodle provides native and a multitude of 3rd party modules that Conversation exchanges between students who are learning each
can be ideally adapted for the ESP language classroom. Lecturers others native language help students gain authentic skills in the
can use Moodle modules/blocks (e.g., checklists, progress bars, target language, and provide invaluable linguistic and intercultural
wikis, glossaries, attendances, etc.) to design workflows and to learning. This presentation examines best practices for establishing
provide student access anytime and anywhere for, for example, ESP and growing a successful conversation exchange program at an
presentation and writing projects. academicinstitution.
Marvin D. Hoffland, Carinthia University of Applied Sciences, Austria Catherine Clements, University of Minnesota, USA

Where No IEP Has Gone Before: Beyond Language: Integrating Multimodal
Overcoming Time Constraints Literacies Into Teacher Education
Content Area: Adult Education Content Area: Sociolinguistics
Does your IEP move at warp speed? Time constraints in fast-paced In our discussions of the key components of language teacher
programs unfortunately inhibit the performance of students, teachers, education, we cannot overlook multimodal literacies required for
and administrators alike. Learn practical techniques to overcome todays technology-driven societies. This roundtable seeks to uncover
common time-related problems, helping all shareholders work together how language teacher educators are preparing teachers to reflect upon
to move beyond the borders of barely getting by. and assess the roles of media, technology, and multimodal literacies in
Jason Akerman, ELS Language Centers, USA their pedagogy.
Adam Rosen, ELS Language Centers, USA Carla Chamberlin-Quinlisk, The Pennsylvania State University,
Jenny Townsend, ELS Language Centers, USA Abington, USA
Dieter Zeschke, ELS Language Centers, USA
Lael Easton, ELS Language Centers, USA Thursday, 2:00 pm2:45 pm
Angela Pesce, ELS Language Centers, USA Convention Center, 320
Beyond the Classroom: How Service
2:00 pm Learning Enhances EAP Courses
Content Area: Materials Writers and Curriculum/Materials Development
Thursday, 2:00 pm2:45 pm Integrating service learning into an EAP program or class is a
wonderful idea. Learn from an administrator and a teacher how to take
THURSDAY, 7 APRIL
A Complete TOEFL Curriculum for Your Program gradual steps and succeed in integrating service into your curriculum.
Use Barrons newly revised TOEFL books to develop or enhance your Estela Ene, Indiana University Purdue University Indianapolis, USA
TOEFL program. Join the author to explore options for a winning TOEFL Honnor Orlando, Indiana University Purdue University Indianapolis, USA
curriculum. Leave with a plan, syllabi, and staff development tips.
Whether you are developing a new program or refining an existing Thursday, 2:00 pm2:45 pm
program, this workshop is for you. Convention Center, 321
Pamela Sharpe, Barrons Educational Series, Inc., USA Building Cultural Intelligence in
the Language Classroom
Cultural intelligence is the ability to effectively interact across
cultural boundaries to complete tasks and achieve relational goals
in professional and personal settings. In this interactive session,
participants are introduced to multiple conceptual frameworks of
culture and accompanying activities, which will help their language
students build their cultural intelligence.
Dianne Tyers, Advance Consulting for Education, Inc., Canada
Roundtable
Hilton Baltimore, Calloway Convention Center, 344
Concept-Based Language Instruction: Get This Write: Building Confidence and
Preparing Visuals to Explain Language Concepts Competence Through Sentence-Writing Practice
Content Area: Materials Writers and Curriculum/Materials Development Do your high school, college, or adult learners speak better than they
How can teachers make abstract language concepts more concrete write? Get This Write offers them controlled, self-paced sentence-
for L2 learners? Based on principles from Sociocultural Theory, this writing practice with clear grammar explanations and a unique
workshop introduces Concept-Based Language Instruction and SCOBA self-checking feature. Learners gain skill and confidence through online
visuals. After examining several model SCOBA, participants create practice so group work can focus on paragraph development.
visuals for use in their classroom settings. JoEllen Christians, Get This Write, LLC, USA
Eric Scott, Northern Arizona University, USA
Thursday, 2:00 pm2:45 pm Convention Center, 343
Hilton Baltimore, Key 8 Hiring Monterey Institute Graduates:
Deconstructing Text To Construct Meaning ValuedAdditions to Your Educational Organization
in an Advanced Reading Course What can MIIS graduates bring to your educational organization? This
Content Area: Intensive English Programs session combines an overview of our graduates preparation to be
on the vanguard of teaching, assessment, curriculum development,
This study, situated in an intensive program, explores ELLs interactions
technology enhanced language learning, and language program
in deconstructing academic texts for the purpose of constructing
administration, and provides time for questions and conversations
meaning. Informed by sociocognitive approach to language
about our graduates and your employment needs.
learning, the findings reveal how students position themselves as
competent critical readers and language users, drawing on cognitive, Lynn Goldstein, Middlebury Institute of International Studies at
metacognitive, and socioaffective strategies. Monterey, USA
Natalya Watson, Northeastern University, USA
Mariusz Bojarczuk, Northeastern University, USA Thursday, 2:00 pm2:45 pm
Thursday, 2:00 pm2:45 pm How International Students Experience

Convention Center, 328 College and How We Can Help
ESL Student as Ethnographer:
UndergraduateStudents Connecting Beyond Borders The study discussed explored the socialization experience of Chinese
Content Area: Culture undergraduate students at a large U.S. public university revealing
challenges they faced when transitioning from EFL to ESL context.
Participant observation and cultural informant interviews help students
Alesson plan was developed to provide students the opportunity to
cross self-imposed borders between themselves and others on U.S.
enter communities around them and foster their language development
campuses. Presenters describe how ethnography assignments in
THURSDAY, 7 APRIL
in new ways.
a U.S. Culture class for international students provided students
with research skills and excuses for engaging in conversations with Veronika Maliborska, Purdue University, USA
Americans and participating in community events. Yu-Shan Fan, Taipei Medical University, Taiwan
Ethel Swartley, University of Denver, USA
Melanie Witt, University of Denver, USA

ESLLibrary.com: 1,000 Ready-Made Lessons
and 2,000 Printable Flashcards Online
Come discover ESLLibrary.com, one of the worlds leading resource
sites for English teachers. Find out how to subscribe and access
more than 1,000 ready-made lesson plans, filled with student-
centered activities, and more than 2,000 ready-to-print images for
yourclassroom.
Ben Buckwold, ESL Library/Red River Press, Canada

How Teaching Information Literacy Linguistic Differences or an Indication
Supports the Teaching of ESL Writing of a Reading Disability
Content Area: Second Language Writing/Composition Content Area: Assessment/Testing
College-level writing often requires ESL students to demonstrate ELLs represent a disproportionate number of individuals receiving
proficiency in information literacy skills such as locating, selecting, special education services in the United States. This session provides
comprehending, evaluating, and citing source texts. The presenters K12 teachers with classroom assessment tools that will assist in
describe how writing instruction that integrates information literacy documenting whether low performance in academics is related to
modules engage ESL students in learning writing and information linguistic differences or is an indication of a reading disability.
literacy skills. Helen Berg, Sam Houston State University, USA
Esther Boucher-Yip, Worcester Polytechnic Institute, USA Alma Contreras-Vanegas, Sam Houston State University, USA
Lynne Riley, Worcester Polytechnic Institute, USA
Convention Center, 346 Literacy and STEM: Moving Forward
Integrating and Curating TED Talks With Common Core and ELLs
for EAP Listening and Speaking Content Area: Math and Science
Content Area: Listening, Speaking/Speech Common Core standards require increased reading and writing in
TED Talks are popular sources of authentic lectures for EAP teachers STEM classes, challenging teachers to integrate literacy activities in
preparing their students for academic lectures in the university. science, technology, engineering, and math classes. This presentation
However, few resources address their application for language highlights specific activities from CBI and technical writing to help
learning objectives. This session provides TED Talk digital curation ELLs, and all students, benefit from literacy activities in STEM classes.
criteria and examples of successful tasks integrating listening and Teresa Dalle, University of Memphis, USA
speakingobjectives. Emily Thrush, University of Memphis, USA
Randall Rebman, INTO Oregon State University, USA Deanna Owens, University of Memphis, USA
Lauren Schneel, INTO Oregon State University, USA
Thursday, 2:00 pm2:45 pm Convention Center, Roundtable Discussion Area in Expo area
Convention Center, 347 Narrative Accounts of Recent Refugees in ELT
Language and Laboratories: Content Area: Adult Education
STEMExperiments in the ESL Classroom Come to hear narrative accounts of several recent refugees from the
Content Area: Content-Based and CLIL/Content and Language Middle East and discuss best practices in the field of ELT to address
Integrated Learning the needs of the refugees of our day.
THURSDAY, 7 APRIL
This session provides strategies for incorporating chemistry, physics, Laura Jacob, Mt. San Antonio College, USA
and biology experiments into language curriculum. It also shows how
simulation software and gamified learning management systems can
encourage students to complete, comprehend, and communicate about Convention Center, 341
the tasks required for such scientific experiments.
Out and About: Teacherless Activities for Beginners
Nick Einterz, University of Colorado at Boulder, USA
Want to get your beginning-level students up on their feet speaking
English from day one? The innovative techniques and teacherless
activities in this dynamic session help increase student involvement
and reduce teacher prep timeplus give students the confidence they
need for real-world English interactions!
Hugo Loyola, ALTA English, USA
Roundtable
Perspectives on Advising: Chinese International Speaking Out for Our ESOL Students
Undergraduates and Their Advisors Content Area: Advocacy
Content Area: Intercultural Communication In todays world, everyone is an education expert. We teachers
This presentation discusses a quantitative examination of the must assume our responsibility to take back the profession and save
perceptions of the advising relationship from the perspective of our students by speaking out about what we know. Our especially
Chinese international undergraduates and their advisors. Participants vulnerable ELLs need us to advocate for them. Lets share ideas on
leave with insight into providing culturally relevant advising making our voices heard.
experiences specifically for this population. Teresa Lucas, Florida International University, USA
Karen Liebner, University of Pennsylvania, USA
Thursday, 2:00 pm2:45 pm Convention Center, Roundtable Discussion Area in Expo area
Hilton Baltimore, Douglas Supporting First Generation ELL CollegeGoers:
Planning for Language Instruction From Application to Graduation
With Common Core Standards Content Area: Advocacy
How can I plan a language-rich, differentiated lesson with such When compared to non-ELLs, there is a significant gap in the
rigorous standards? In this session, participants learn a simple percentage of ELLs that finish high school, attend college, and graduate
method of deconstructing standards and a formula for creating with an advanced degree. The purpose of this discussion is to engage
language objectives with differentiated support. They have the participants in developing action steps for supporting ELLs access to
opportunity to discuss insights on effective instructional strategies and college and ultimately an advanced degree.
receive supplementary materials.
Sydney Snyder, DSF Consulting, USA
Kristina Robertson, Roseville Area Schools, USA
Thursday, 2:00 pm2:45 pm Hilton Baltimore, Key 12
Teach Abroad With the English
Rethinking Written Feedback: Theory and Practice Language Fellow Program
Content Area: Second Language Writing/Composition Learn how you can promote English language teaching and learning
Written feedback is one of the few opportunities where instructors and abroad on paid 10-month projects supported by U.S. Embassies.
students interact one-to-one. Given this, it is important to consider how Through the English Language Fellow Program, you can help students
to provide feedback that enhances students language development. acquire English language skills, conduct teacher training, develop
Drawing on cutting-edge research, this presentation gives tips to resources, and more. Join us to hear from program staff and alumni.
practitioners and researchers on how to provide and analyse feedback. Danielle Yates, U.S. Department of State English Language Programs, USA
Ahmar Mahboob, University of Sydney, Australia Alice Murray, U.S. Department of State,
THURSDAY, 7 APRIL
Curtis Chan, U.S. Department of State,

Thursday, 2:00 pm2:45 pm Jennifer Hodgson, U.S. Department of State,
Scaffolding and Response to Scaffolding Thursday, 2:00 pm2:45 pm
in Group Writing Conferences Hilton Baltimore, Key 7
Content Area: Second Language Writing/Composition Teacher Change Beyond Borders: Regional Impact
of Experiential Professional Development
This session reports on the roles of oral interactions in group
writing conferences for PhD students at an Australian university.
Drawing on sociocultural theory, the effective means of scaffolding How can an experiential approach to training and professional
(e.g.,detailed feeding back with questioning) and the facilitative development change teachers practices and beliefs? The results of an
patterns of responses to scaffolding (e.g., negotiation of meaning) impact study carried out in eight countries across the Middle East and
willbediscussed. North Africa, in very different contexts, have important implications
Naoko Mochizuki, The University of New South Wales, Australia about the nature of change and teachers development process.
Helena Simas, AMIDEAST, USA
Josephine Clark Kennedy, World Learning/SIT Graduate Institute, USA
Kevin Giddens, World Learning/SIT Graduate Institute, USA

Hilton Baltimore, Key 6 Hilton Baltimore, Peale
Teacher Learning and Professional Growth The Future of TESOL Interest Sections
Through a Curriculum Development Course Interest sections have helped TESOLers connect with likeminded
Content Area: Teacher Education professionals for many years. With changes in member demographics,
E D
Student teachers benefit when their learning is situated in
L
interests, and needs, along with advances in technology, how might
CE
meaningful contexts, when they are actively engaged in their own these groups be even more effective? TESOLs Interest Section Task
CAN
learning process, and when they collaborate with others. This Force shares best practices in knowledge-based member communities
presentation highlights student teachers in a curriculum development and possible options for change.
course that collaborates with various language programs needing Sarah Sahr, TESOL International Association, USA
curricularassistance. Joe McVeigh, Joe McVeigh ELT Consulting, Training, Writing, & Editing,
Priyanvada Abeywickrama, San Francisco State University, USA USA

Teaching Academic Listening Strategies The Role of Reading in the

Across the Levels: Practical Approaches Improvement of L2 Writing
Content Area: Higher Education Content Area: English as a Foreign Language
Academic, content-based material presents significant listening With a focus on reading, an input approach to the improvement of L2
comprehension challenges to IEP students at novice, intermediate, writing is advocated in this presentation. Helping students cultivate
and bridge levels. The presenters demonstrate practical instructional their reading interest and long-term reading habit is the key to their
approaches for listening skill development by integrating current writing success. Practical teaching tips on integrating reading into
strategy research with classroom practice. Participants receive writing instruction are provided.
materials and exercises which can be modified for specific program or Ruiming Cash, University of Washington Tacoma, USA
classroom needs.
Julia Salehzadeh, Duquesne University, USA Thursday, 2:00 pm2:45 pm
Cindy Lennox, Duquesne University, USA Convention Center, 337
Jeanette Clement, Duquesne University, USA Theatre as a Tool for Developing
Empathy and Language Learning
Thursday, 2:00 pm2:45 pm Content Area: Teacher Education
Convention Center, 339 This presentation shows how theatre can be used as an effective
Teaching Cultural and Media Literacy Through Satire teaching tool for ELLs and how it can create empathy in preservice
Content Area: Intensive English Programs teachers. The Italian ELLs and American preservice teachers
This session explores ways to incorporate the teaching of cultural participated in Peter Pan the Musical. Students experiences and
THURSDAY, 7 APRIL
and media literacy into the typical college- or university-level evidence of language learning empathy development are shown.
intensive English language program using Mad Magazine and other Zohreh Eslami, Texas A&M University, USA
formsofsatire. Janet Hammer, Texas A&M University, USA
Debrah Baxter, Old Dominion University, USA
Craig Stark, Susquehanna University, USA
David Silvis, Old Dominion University, USA
Roundtable
Using Phonological Awareness National and State Initiatives in Adult ESOL
to Teach Tricky Vowels Content Area: Adult Education
Content Area: Phonology/Pronunciation U.S. Department of Education provides an update on national program
Developing phonological awareness is a crucial skill for language performance and federal initiatives to improve adult ESOL student
teachers. But how can teachers use this to inform their teaching? outcomes. State panelists describe one key state level adult ESOL
Participate in multimodal activities raising awareness of the differences initiative, issue, or product of value and benefit to other states. The
between tense and lax vowels, then discover and evaluate which session handouts provide additional information and detail.
differences are the most useful in helping your students be understood. Debra Suarez, U.S. Department of Education, Office of Career, Technical,
Robin Barr, American University, USA and Adult Education, USA
Karen Taylor, English Language Training Solutions, USA
Shirley Thompson, English Language Training Solutions, USA Thursday, 2:00 pm3:45 pm
Thursday, 2:00 pm3:45 pm Practice Makes Perfect:
Hilton Baltimore, Key 3 Understanding Effective Practice for Teachers
Addressing Multiliteracies and Multimodalities for Content Area: Personal and Professional Development for Teachers
Learners of English: NABE/TESOL Connections
Good teachers want to improve their teaching skills. How can
This session examines the role of multiliteracies and multimodalities teachers effectively focus and work with purpose on an area requiring
in language education and research, drawing from the perspectives development? The answer is practice. Presenters lead attendees
of researchers/practitioners in both TESOL and NABE (National through five common areas where teachers should excel in the
Association for Bilingual Education). The panelists connect classroom for value-added teaching and provide suggestions for
multiliteracies and multimodalities with language use, literacy practicing effectively.
development, and identity negotiation in diverse contexts.
Julie Doty, University of North Texas, USA
Marjorie Haley, George Mason University, USA Karen Lioy, University of North Texas, USA
Theresa Austin, University of Massachusetts, Amherst, USA Lisa Hollinger, University of North Texas, USA
Maria Jos Botelho, University of Massachusetts, Amherst, USA
Marie Christine Polizzi, University of Massachusetts, Amherst, USA
Anita Pandey, Morgan State University, USA Thursday, 2:00 pm3:45 pm
Sylvia Sanchez, National Association for Bilingual Education, USA Convention Center, 336
The SVO Editing Technique: Teaching Written
Thursday, 2:00 pm3:45 pm Grammar Through Geometric Shapes
Hilton Baltimore, Holiday 4 Content Area: Grammar
I Want to Write a Book! Would you like to teach your students to edit their own sentences and
GettingPublished With TESOL eliminate fragments, run-on sentences, comma splices, and errors
THURSDAY, 7 APRIL
In this interactive session, meet with the Book Publications Committee in parallel structure and subject-verb agreement? If so, then this
members and authors. Learn how to identify a topic, develop your workshop is for you. The SVO Editing Technique has applicability for
ideas, submit a proposal, and finalize your manuscript. Bring your grammar, reading, writing, and oral presentations.
ideas, proposals, and manuscripts and receive feedback from Bethany Preston, Eastern Michigan University, USA
experienced TESOL Press authors and editors! Ildiko Porter-Szucs, Eastern Michigan University, USA
Robyn BrinksLockwood, Stanford University, USA
Elizabeth Byleen, University of Kansas, USA
Robert Freeman, Delaware Technical Community College, USA
Deoksoon Kim, University of South Florida, USA
Ilka Kostka, Northeastern University, USA
Guofang Li, Michigan State University, USA
Gilda Martinez-Alba, Towson University, USA
Allison Rainville, Applewild School, USA
Jason Stegemoller, National Louis University, USA
Patrick T. Randolph, University of Nebraska-Lincoln, USA
Myrna Jacobs, TESOL International Association, USA
Meghan Moran, TESOL International Association, USA

3:00 pm Thursday, 3:00 pm3:45 pm
Add Buzz to Your Classroom:
Spelling Bees and Project-Based Learning
Participating in a spelling bee project builds vocabulary, study skills,
SEEDFOLKS Novel, With Companion Work
community, and confidence. Meet the talented team that launched
Text and Complete Listening/Speaking Course
the inaugural spelling bee at The New School and learn their process
In esteemed novelette SEEDFOLKS, multinational neighbors for holding your own spelling bee. Come see how this project-based
become friends while planting a community garden. SEEDFOLKS learning experience adds language-rich dynamism to any classroom.
companion work-text offers discussion, writing, character analysis.
Students empathize, identifying with the characters. In Complete Jackie Smith, The New School for Public Engagement, USA
Tamara Kirson, The New School for Public Engagement, USA
Listening Speaking Course, students teach each other, with instructor
guidance. Approximately 4 hours of recorded exercises accompany
topicsthroughout. Thursday, 3:00 pm3:45 pm
Hilton Baltimore,
Joan Ashkenas, JAG Publications, USA
Advocacy for Immigrant Families and
Their K12 Children in the USA
A Model for Implementing Multimodal
Projects in L2 Writing Classrooms Thursday, 3:00 pm3:45 pm
Analyzing Assessment Validity and
Using student videos, blogs, and infographics as examples, this Reliability Using Examview
presentation demonstrates a method for teaching multimodal projects
in which students remediate previously written work into another
medium. The presentation also explains the benefits and logistics of Analyzing the validity and reliability of tests, whether they are
including a project showcase to give students an authentic audience placement, unit or session tests, is made easier by using tools that
for their multimodal projects. provide data about each test item. This session demonstrates how our
IEP uses Examview to complete this analysis.
Juliana Pybus, North Carolina State University, USA
Bethany Bradshaw, North Carolina State University, USA Rebecca Lawrence, Massachusetts International Academy, USA

Academic Writing With Elements of Success: Attention Deficit HyperactivityDisorder:
Grammar for Language Learning Best Practices for IEPs
The new fourth level of Elements demonstrates how grammar has Content Area: Intensive English Programs
THURSDAY, 7 APRIL
a practical application in academic writing. Explore how grammar Students with attention deficit hyperactivity disorder are entering IEPs
knowledge and key writing skills guide success in academic writing. in larger numbers, and teachers are often unprepared. This session
Blended learning tools such as a writing tutor and discussion explores best classroom practices from research. The presenters offer
boards support students development and guide them through the practical suggestions on how to identify and deal with this issue in the
writingprocess. classroom and how to empower students.
Sharon Sargent, Oxford University Press, USA Calla Gudheim, University of Miami, USA
Matt Kaeiser, University of Miami, USA
Roundtable
Auditory Priming, Task Repetition, and Comparative Genre Analysis of Thai
L2 Pronunciation Development and NES Writers Business Emails
Content Area: Phonology/Pronunciation Content Area: Discourse and Pragmatics
Are ESL learners able to infer patterns of word stress on their The study discussed compares the generic and rhetorical structures of
own? The presenters investigated impacts of task and procedural English business emails written by Thai- and native-English-speaking
repetition on eliciting patterns of word stress and subsequent long- writers. The selected emails are analyzed through genre analysis
term learning. The study illustrates benefits associated with implicit models. Findings reveals major differences in rhetorical strategies,
styles of pronunciation teaching, particularly a task repetition style of generic structures, and cultural preferences between Thai-style English
auditorypriming. and native English used in modern business correspondence.
John Murphy, Georgia State University, USA Supong Tangkiengsirisin, Thammasat University, Thailand
YeonJoo Jung, Georgia State University, USA
YouJin Kim, Georgia State University, USA Thursday, 3:00 pm3:45 pm
Thursday, 3:00 pm3:45 pm Comparing Journaling Techniques That Enhance
Convention Center, 326 In-Service Reflection and Development
Being Specific Content Area: Personal and Professional Development for Teachers
As the world gets smaller and the working environment becomes While many preservice teacher training programs may offer
international, English for specific purposes is becoming more popular. opportunities for reflection and development, in-service teachers are
In this session, participants analyze this term and how its ideas can be largely responsible for furthering their own development. This session
incorporated in the classroom, using the language of law as an example. provides participants with a comparison between two techniques that
Georgios Kokolas, Express Publishing, United Kingdom (Great Britain) were utilized by in-service teachers: audio journaling using video as a
stimulus, and written journaling.
Thursday, 3:00 pm3:45 pm Andrew Davis, University of Iowa, USA
Hilton Baltimore, Key 8 Sharon (Seongshin) Kim, Georgia Tech Language Institute, USA
Beyond Words: Challenges IEP Students Rebekah Callari, Universidad Pedaggica y Tecnolgica de Colombia,
Face to Connecting on Campus Colombia
To maximize IEP students English study in the United States, language Thursday, 3:00 pm3:45 pm
courses and engagement with the campus community ideally go hand Convention Center, 345
in hand. However, IEP students often face challenges to connecting Delivering Instruction and Individual Feedback
meaningfully with their new community. This session discusses via Video Screen Capture Technology
common challenges and explores ways teachers and administrators Content Area: Media (Print, Broadcast, Video, and Digital)
THURSDAY, 7 APRIL
can facilitate overcoming them. Video screen capture technology is helpful for both flipped instruction
Melanie Baker, University of Maryland, College Park, USA and individual feedback. The presenters discuss the general practice
Annelies Galletta, University of Maryland, College Park, USA of using video screen capture technology for language instruction and
individual feedback, including several example videos, as well as the
Thursday, 3:00 pm3:45 pm design and resultant data of their digital feedback experiments.
Convention Center, 332 Cheyne Kirkpatrick, University of Denver, USA
Changing Role of ESL Teachers: Tips for Wayne Walker, International TEFL Academy, USA
Supporting Mainstream Teachers
The increasing number of ELLs and demands of CCSS have caused
a shift in the role of ESL teachers. Presenters share practical, tested
approaches for supporting mainstream teachers in secondary grades.
Participants explore tools and discuss tips to break down the borders
between ESL and mainstream teachers.
Jamie Cardwell, Ritenour School District, USA
Shaeley Santiago, Ames Community Schools, USA

Hilton Baltimore, Key 10 Hilton Baltimore, Douglas
Developing Critical Literacy and CrossCultural Emotional and Social Intelligence Effects
Awareness With Paired Reading on Classroom Motivation and Behavior
Content Area: Reading and Literacy The presenter explains what emotional and social intelligences (EI/
High-interest, paired readings help learners develop their critical SI) are, discussing their components and benefits. He explains how
literacy and cross-cultural awareness while expanding their reading they affect student performance in the classroom. The attendees take
strategiesimportant elements of college and career readiness. a short survey that allows them to evaluate their own EI/SI, offering
Participants experience and explore the key steps in creating, them some suggestions to help improve learning.
preparing, and teaching paired reading lessons. Sample readings and Sufian AbuRmaileh, United Arab Emirates University, United Arab
lesson plans provided. Emirates
Lori Howard, UC Berkeley Extension, USA
Jayme Adelson-Goldstein, Lighthearted Learning, USA Thursday, 3:00 pm3:45 pm
Thursday, 3:00 pm3:45 pm Empowering K12 Administrators
Convention Center, 322 to Become ELL Advocates
Developing Literacy Skills in Science: Content Area: Leadership
An Ethnographic Study A university in-service center collaborates with its TESOL affiliate
Content Area: Math and Science in designing professional development to meet its states diversity
The presenter reports how literacy skills are developed in a middle standard for administrator certification renewal. Professional
school sheltered science classroom as a part of an ethnographic study. development includes a conference strand, site visit, online book
Using qualitative research methods, the presenter shows that although study, action plan, and closing session. After learning about program
literacy components were addressed, actual language development implementation and preliminary outcomes, attendees discuss
was limited. The presenter makes implications for future research and possibleapplications.
teacher education. Mary Earley, University of Alabama at Birmingham, USA
Ying Zhang, Robert Morris University, USA Susan Spezzini, University of Alabama at Birmingham, USA
Josephine Prado, University of Alabama at Birmingham, USA
Developing Writing Skills Through
Mediated Interaction ESP Supporting EMI
(English as a Medium of Instruction)
Dynamic assessment argues that instruction and assessment are
unified activities that contribute to skill development. Examples Universities worldwide are transitioning to using English as a medium
THURSDAY, 7 APRIL
highlight how interaction with students, while they engage in of instruction (EMI), creating challenges for faculty and students.
writing, helps arrive at a more nuanced understanding of skills that This session focuses on how ESP practitioners can support faculty
are developing. Participants learn how to provide different kinds of in the transition to EMI through training in classroom strategies.
mediation to improve writing. Presenters provide guidelines for designing and facilitating EMI faculty
trainingsessions.
Nupur Samuel, Ambedkar University Delhi, India
Kay Westerfield, Global Communication Consulting, USA
Patricia Pashby, University of Oregon, USA
Roundtable
Fast Facts About IEPs: Having It All: Meeting Standards While
A Snapshot of EnglishUSA Members Building Language Learning Communities
Results of a survey of EnglishUSA member IEPs is presented, Content Area: Materials Writers and Curriculum/Materials Development
including program statistics and information regarding administrative Learn how to bring learner-centered principles into rigorous ESL
composition and curricular structure, staffing, assessment practices, instruction for secondary ESL learners. A framework is provided for using
and policy implementation. In addition, the session includes a panel learner stories to teach language and promote literacy while exploring
discussion highlighting exemplary practices for IEPs determined by highly motivating themes that really engage adolescent learners. This
EnglishUSA membership. model also ensures meaningful integration of state standards.
Cheryl Delk-LeGood, EnglishUSA, USA Maricel Santos, San Francisco State University, USA
Sandra Janusch, EnglishUSA, USA Laurel Pollard, Educational Consultant, USA
Nancy Cloud, Rhode Island College, USA
Foreign Language Anxiety: Hilton Baltimore,
From NNEST and NEST Classroom Perspectives Leading and Managing Change
Content Area: English as a Foreign Language and Innovation in TESOL
E D
The study discussed aims to explore how foreign language anxiety
E L
Andy Curtis, Anaheim University, USA
NC
is influenced by teacher variables. The field work took place in
CA
four Japanese universities and qualitative data was obtained from Thursday, 3:00 pm3:45 pm
observing NNEST and NEST classes and interviewing 24 students Convention Center, 340
and 4 teachers. Findings indicate that teaching approaches largely Lexical Grammar: Taking Teachers Beyond Rules
predicted anxiety. Content Area: Grammar
Okon Effiong, Qatar University, Qatar
Research shows that language is lexis-driven. How can teachers
go beyond traditional rule-based approaches to grammar and help
Thursday, 3:00 pm3:45 pm their students improve fluency and accuracy with a focus on lexical
Hilton Baltimore, grammar? This presentation demonstrates effective activities and
Fostering Autonomy Through Contact Assignments techniques that integrate lexis and grammar and bring theory and
David Nunan, Anaheim University, USA practice closer together.
Daphne Mackey, University of Washington, USA
Thursday, 3:00 pm3:45 pm Richard Moore, University of Washington, USA
Freshmens Perceptions Matter in Developing Thursday, 3:00 pm3:45 pm
THURSDAY, 7 APRIL
Academic Listening and Note-Taking Strategies Hilton Baltimore,

Content Area: Listening, Speaking/Speech Methods of Teaching English Through Drama
International freshmen were observed in an EAP course and various Gary Carkin, Southern New Hampshire University, USA
content courses in this multiple-case study of academic listening
and note-taking skills. The researcher explains the relationship found Thursday, 3:00 pm3:45 pm
among learners perception, metacognitive awareness, and their actual Hilton Baltimore, Johnson
strategy uses to enrich the existing working memory model and provide Multimodal Social Semiotics as an L2
pedagogical implications. Cultural Negotiation Learning Tool
Shiao-Chen Tsai, The Ohio State University, USA Content Area: Intercultural Communication
The study of how ELLs turn meanings into signs is complicated by
Thursday, 3:00 pm3:45 pm the fact that few common frames of reference exist for multilingual
Hilton Baltimore, learners. Multimodal social semiotics helps explain how this process
Graduate ESL Students: Understanding/Addressing works in the domain of multiliteracies and has specific practical
Their Communicative Needs and Experiences applications that teachers can use in the classroom.
Kyung-Hee Bae, Rice University, USA Alec Lapidus, University of Southern Maine, USA

Hilton Baltimore, Convention Center, 346
Online Language Teacher Education Social Media as a Platform for
Mary Ann Christison, University of Utah, USA Learning Beyond Borders
Denise Murray, Macquarie University, Australia Content Area: Distance Learning/Online Learning
Social media provides a flood of language input and, therefore, an
Thursday, 3:00 pm3:45 pm enormous opportunity for language acquisition. This presentation
Hilton Baltimore, demonstrates uses of Facebook as a platform for learning that
Preparing Mainstream Teachers to Work With ELLs incorporates Google Apps, selfie-videos, and YouTube. As many
Ester deJong, University of Florida, USA students preferred method of communication, these tools engage
learners and foster relationships beyond borders.
Thursday, 3:00 pm3:45 pm Tara Brandenburg, Colorado State University, USA
Convention Center, 329 Richard Bobo, Cultural Vistas, USA
Devon Jancin, Colorado State University, USA
Reflecting Further: Facilitating Intercultural
Communicative Competence Beyond the Classroom
Content Area: Intercultural Communication Thursday, 3:00 pm3:45 pm
In this session, participants learn and model new teaching
strategies for facilitating intercultural communicative competence Standards-Based English to Achieve
through experiential learning techniques to be used in integrated Success in Life, College, Career
learning environments including American and ESL students on Students learning to learn, working through problems, and addressing
universitycampuses. new ideas is at the forefront of College and Career Readiness
Standards. Students at all levels can engage in critical thinking
Robyn Shifrin, The University of Alabama, USA
activities in the classroom. Learn how to help students learn to learn in
Frannie James, The University of Alabama, USA
this interactive workshop!
Rob Jenkins, Santa Ana College School of Continuing Education, USA
Thursday, 3:00 pm3:45 pm Staci Johnson, National Geographic Learning, USA
Rhetorical Mode Through Grammar,
Lexis, and Cohesion
Hilton Baltimore,
Supporting Educators of ELLs
Based on M. Hallidays Functional Grammar, the presenters develop Through Strong Leadership
community college ESL writing within different rhetorical modes by Ayanna Cooper, Educational Consultant, USA
targeting grammatical and lexical patterns. The workshop also covers
common genre-specific mistakes, and techniques for providing level-
appropriate feedback. Thursday, 3:00 pm3:45 pm
THURSDAY, 7 APRIL
Hilton Baltimore,
Johanna vanGendt, Hudson County Community College, USA
Shannonine Caruana, Hudson County Community College, USA TESOL Entrepreneurials: Exploring Business Avenues
for Entrepreneurial Opportunities in TESOL
Tarana Patel, learnEd, India

Hilton Baltimore,
The Impact of Unspoken Rules in
IEPManagement and Survival
Beverley Earles, Kansas State University, USA
Roundtable
Working Towards Equity: Interfaith Palestinian Educators and Friends
Strengthening ELL Family/School Relationships for Justice, Peace, and Reconciliation
Content Area: Advocacy Content Area: Social Responsibility/Sociopolitical Concerns
How can ESL teachers improve interactions between school This forum promotes dialogue with Palestinian educators to improve
communities and ELL families? The presenters discuss research on access to quality education. Participants from various faiths will
the correlation between parent-school partnerships and student address controversial issues to increase understanding. Presenters
achievement, and share insights learned from their teacher survey from different countries share accounts of Palestinian students and
about communication methods and interactions with ELL families. educators in refugee camps and other resource-challenged contexts of
Implications for building relationships and increasing involvement war and conflict.
areprovided. Sung Shim Choi, George Mason University, USA
Lynn Gallo, Colonial School District, USA Shelley Wong, George Mason University, USA
Brittany Zezima, Red Clay School District, USA Ilham Nassar, George Mason University, USA
Yvonne Kunz, Helena College University of Montana, USA Liana Smith, Jewish Voice for Peace, USA
Salameh Bishara, Lutheran Schools of Evangelical Lutheran Church,
Thursday, 3:00 pm4:15 pm Jordan
Ahmad Atawneh, Hebron University, Palestinan Territory
Ibrahim Elhussari, Lebanese American University, Lebanon
Globetrotting TESOLers Reflect Forward
in Exploration of the Worlds Cultures
TESOLers have been globetrotters throughout the associations 50-
Improving Listening Skills for the
year history. Attracted to the profession by international/intercultural Naturalization Process
experiences as learners, teachers, and travelers, globetrotting
TESOLers celebrate this golden anniversary sharing and exchanging
opportunities to explore the world and/or teach globetrotting This session focuses on teaching strategies to improve adult learners
students. Reflect forward at the Globe Trotters Forum during TESOLs listening skills for the naturalization process and test.
50thconvention. Donna Vanderhoff, U.S. Citizenship and Immigration Services,
John Schmidt, Texas International Education Consortium, USA Department of Homeland Security, USA
Liz England, Shenandoah University, USA
Christine Coombe, Dubai Mens College, United Arab Emirates Thursday, 3:00 pm4:45 pm
Neil Anderson, Brigham Young University-Hawaii, USA Convention Center, 327
Fife MacDuff, U.S. Department of State, USA Assessment for ELL and Special
Jane Hoelker, Community College of Qatar, Qatar Education in Early Childhood
Steven Kroman, Texas Intensive English Program, USA
THURSDAY, 7 APRIL

This presentation contrasts large-scale assessments with authentic
classroom-based reading and writing assessments. It focuses on the
use of quality assessments and effective ways to prevent overlabeling
and underlabeling of students with special needs. It explores what
research shows about the assessment of ELLs with special needs.
Joy Brown, University of North Alabama, USA
Kelly Hill, University of Alabama at Birmingham, USA
Jessica Burchett, Marion City Schools, USA

Effective Student Conferencing Beyond Strategies for Developing and Delivering
Age, Gender, and Culture Training Materials for ITAs
Content Area: Second Language Writing/Composition ITA, and other niche group practitioners, often share their materials
Conferencing creates valuable learning opportunities or is ineffective. informally or at conferences rather than through print publishing.
How can you be sure your conferences provide the highest level of Presenters in this session share best practices for developing and
benefit? This practice-based, research supported workshop provides delivering ITA materials, as well as examine platforms for self-
you with opportunities to recognize and overcome unintentional publishing to respond to the needs of many niche markets.
teacher-student boundaries and provides clear guidelines to prepare Sarah Emory, Carnegie Mellon University, USA
for and conduct the most effective conferences. Sarah Worthington, Quill Freelance Writing and Communications,
Christine Slater, University of Idaho, USA NewZealand
Amanda Graves Greer, Howard Community College, USA Dawn Bikowski, Ohio University, USA
Shiao-Wei Chu, University of Idaho, USA Justin Shewell, Arizona State University, USA

Fostering Reflective Practitioners: The English Language Club Movement:

Effective Professional Development Transforming Lives Across Africa
in Multiple Teaching Contexts Content Area: Adult Education
Content Area: Personal and Professional Development for Teachers Active English Language Club membershipin Congo (Democratic
Voices from four teaching contexts (EFL, ESL Adult Education, IEP, Republic), Tanzania, and Ethiopia alonewill soon exceed 35,000.
and MATESOL programs) comprise a panel that explores common What are the problemsand possibilitiesfor ELT? Come and
ground and strategies for planning effective professional development. discuss the different types of clubs and how they support learning
Three foci are addressed: designing PD for novice and experienced and community engagement with topics such as democracy, conflict
practitioners, fostering sustainable PD practices, and translating PD resolution, discrimination, and gender equality.
into classroom change. Kathleen Malu, William Paterson University of New Jersey, USA
Heather Weger, Georgetown University, USA Bryce Smedley, Congo-American Language Institute, Congo
Jennifer Uhler, US Department of State, USA Scott Chiverton, U.S. Embassy, USA
Rebecca Shiring, Carlos Rosario International Public Charter School, USA Matthew Jellick, Ambo University, Ethiopia
Polina Vinogradova, American University, USA Joseph Kaleba, Institute Suprieur Pdagogique, Congo
Heather Gregg Zitlau, Georgetown University, USA SaidaMahfudh Haji, American Corner, Tanzania, United Republic of

THURSDAY, 7 APRIL
Reflecting on Genre: Incorporating The Evolution and Future of Diversity in TESOL
Genre in the Teaching of Writing Content Area: Social Responsibility/Sociopolitical Concerns
Content Area: Second Language Writing/Composition How has diversity evolved in the past 50 years of TESOLing? Panelists
In this academic session, experts in the study of genre discuss representing various identities and perspectives across TESOL
reasons and ways for teachers to incorporate genre when teaching interest sections address this question, as well as discuss budding
writing. From multiple theoretical perspectives, the presenters research areas that hold promise to disseminate a breadth of new
discuss applications of genre theory, aspects of genre to consider, and understandings and approaches on social justice issues in TESOL.
strategies for using genre approaches in teaching writing. Ana Solano-Campos, University of Massachusetts Boston, USA
Ann Johns, San Diego State University, USA Geoff Lawrence, York University, Canada
Ken Hyland, The University of Hong Kong, Hong Kong Elisabeth Chan, Northern Virginia Community College, USA
Ahmar Mahboob, The University of Sydney, Australia Ryuko Kubota, University of British Columbia, Canada
Christine Feak, University of Michigan, USA Christian Chun, University of New South Wales Australia, Australia
Roundtable
Thursday, 3:00 pm4:45 pm 4:00 pm
Toward Resource-Thinking: Steering Language
in Online ESL-Teaching Classrooms
A Closer Look at Close Reading
As online courses become increasingly popular for teachers seeking Students who are explicitly taught the value of reading closely to access
TESOL training, instructors and students must sometimes navigate complex texts from a variety of genres have the opportunity to become
tricky situations in steering discussion toward resource-oriented more independent and proficient learners. Participants discuss ways to
thinking about English learners. This hands-on workshop guides support all students as they learn the importance of reading closely.
participants through a simulation activity in which attendees decide
how to respond to difficult discussion posts. Barbara Andrews, Benchmark Education Company, USA
Elena Andrei, Coastal Carolina University, USA
April Salerno, University of Virginia, USA Thursday, 4:00 pm4:45 pm
Natasha Heny, University of Virginia, USA Convention Center, 339
Beyond Surveys: Using Google Forms for
Thursday, 3:00 pm4:45 pm Classroom-Based Formative Assessments
Hilton Baltimore, Holiday 6 Content Area: Assessment/Testing
University IEPs, the Private Sector, This presentation aims to demonstrate to language teachers how
Accreditors, and the Accreditation Act Google Forms, a free online survey application, can be used within
Content Area: Intensive English Programs the context of IEP writing courses to create classroom-based
formative assessment task types that elicit learner goals and
This colloquium is a quest for shared perspectives. Using international
encourage self-efficacy reflection in a way that streamlines language
student access and academic success as the central common
learnersresponses.
denominators, the panelists articulate the various concerns,
challenges, and opportunities that IEPs face when working with Monique Yoder, LCC International University, Lithuania
external entities to include the broader university, accrediting agencies,
and private sector partners. Thursday, 4:00 pm4:45 pm
Kurk Gayle, Texas Christian University, USA Convention Center, 328
JoAnn McCarthy, INTO University Partnerships USA, USA Digital vs. Print Reading: TeachingAppropriate
Mary Reeves, Commission on English Language Program Accreditation, Skills for Both Modalities
USA Content Area: Reading and Literacy
Suzanne Panferov, University of Arizona, USA Research shows that reading digitally differs greatly from reading in
print. Different skills and strategies are needed to read effectively
Michelle Bell, INTO University of South Florida, USA
and efficiently in the different modalities. The presenters provide an
overview of recent research on this issue and ideas on how to address
THURSDAY, 7 APRIL
the implications of this research.

Deborah Gordon, Santa Barbara City College, USA
Working Together With Content Experts: Laurie Blass, Independent Materials Writer, USA
ESP and English Mediated Instruction
In this deep-dive into the relationship between content and English, Convention Center, 342
subject experts who teach in English and English teachers who teach Does Writing Improvement in the
through goals and/or content examine this issue that is gaining L2 Also Help L1 Writing?
importance in Asia and Latin America in programs aimed for bilingual Content Area: Middle School/Preparatory Education
professionals and study-abroad in non-English speaking countries.
What happens to students writing in the L1 when they improve
Robert Connor, Tulane University, USA
in L2 writing? Samplings from Brazilian middle school students
compositions in both English and Portuguese show that when these
learners writing improved in English, much of that improvement was
also brought into their compositions in Portuguese.
Candy Palma, Federal University of Paran, Brazil
Ron Martinez, Federal University of Paran, Brazil

Drawing Beyond Classroom Borders Exploring the Interplay of Languages in L3 Writing
to Integrate ELLs Into Activities Content Area: Second Language Writing/Composition
Content Area: Content-Based and CLIL/Content and Language This presentation reports on the interplay of languages in L2 and L3
Integrated Learning composing processes. Qualitative and quantitative data suggest that
Taking a language awareness approach, this session walks ESL teachers while L2 and L3 writing could be a multilingual event for multilingual
working with math and science content through the process of lesson writers, L1 and L2 play different roles in the L3 composing process.
development in order to support teachers thinking specifically about Explanations for these differences are explored.
language as a tool for thinking, teaching, and learning, beginning with Nadya Tanova, University of Dayton, USA
objectives and culminating with differentiated activities.
Juliet Langman, UTSA, USA Thursday, 4:00 pm4:45 pm
Holly Hansen-Thomas, Texas Womans University, USA Hilton Baltimore, Key 8
Extensive Reading: A Collaborative Approach
Thursday, 4:00 pm4:45 pm Content Area: Reading and Literacy
Research shows that extensive reading (ER) can be a highly beneficial
Empowering EFL Teachers: Faculty Development
learning method for language learners, but it is usually conceived
Using a Hybrid Training Program
of as a methodology focused on individual study. This presentation
Content Area: Teacher Education demonstrates how creating a collaborative approach to ER in an IEP
This session describes a hybrid faculty development program designed benefited students motivation and fluency.
to provide capacity-building opportunities for EFL faculty promoting Christopher Collins, Columbia University, USA
higher education reform in the Iraqi Kurdistan Region. This innovative Frances Boyd, Columbia University, USA
and effective training model can also be implemented in the United
States with new faculty and graduate students in training.
Elsie Paredes, Virginia Tech Language and Culture Institute, USA Convention Center, 340
Elizabeth Bowles, Virginia Tech Language and Culture Institute, USA
Faculty and Student Perceptions ofLanguage:
A Mismatch of Expectations
Thursday, 4:00 pm4:45 pm Content Area: Higher Education
As the number of multilingual students on university campuses
English Language Development:
increases, institutions, faculty, and students must share a common
AFramework for Institutional Analysis
understanding and realistic expectations about language proficiency
Content Area: Higher Education and instructional practices. This session examines mismatches and
Although English proficiency is critical to academic success, many overlaps between student and faculty perceptions about linguistic
higher education institutions provide limited opportunities for its preparation for and performance in class across disciplines.
THURSDAY, 7 APRIL
ongoing development. This presentation introduces a framework for Jennifer Haan, University of Dayton, USA
institutional analysis aimed at helping learners develop discipline- Colleen Gallagher, University of Dayton, USA
specific and professional English proficiency and reports on a national
study examining the feasibility of the framework.
Maureen Andrade, Utah Valley University, USA Convention Center, 346
Norm Evans, Brigham Young University, USA
James Hartshorn, Brigham Young University, USA Flipped Classroom Model in Teaching
Listening Comprehension
Content Area: Listening, Speaking/Speech
This presentation reports the findings of an experimental research
aimed at identifying the effects of implementing flipped classroom
instruction in a beginner level listening IEP class. Participants discover
how to develop flipped classroom instruction and learn about ways to
adapt this method to different proficiency levels.
Reima Abobaker, University of Idaho, USA
Roundtable
Increasing Parent Involvement in Elementary Meeting Current Trends in an MA TESOL Program
Education: Parents as Educational Partners Hamline University recently redesigned their MA for ESL teachers to
Content Area: Elementary School/ Primary Education meet the changing roles of English language education in the world
How can elementary schools reach out to ESL parents? The presenter and to reflect the current emphasis on systemic functional linguistics in
shares an effective, award-winning program for ESL parents with the field. This presentation explains the rationale for the changes and
the goal of increasing parent involvement in elementary schools. shares the new design.
Activities are demonstrated from an illustrated, reproducible Ann Mabbott, Hamline University, USA
curriculum for parents of all English proficiency levels and diverse Betsy Parrish, Hamline University, USA
culturalbackgrounds. Julia Reimer, Hamline University, USA
Catherine Porter, Adult Learning Resource Center, USA Anne DeMuth, Hamline University, USA

Intercultural and Digital Competence Development Mobile Assisted Language Learning

Through an Online Global Classroom Teachers learn how to extend their curriculum and provide students
Content Area: Teacher Education with the benefits of mobile learning using apps along with
contextualized videos. Best practices for mobile learning and review
In a globalized context, English is increasingly mediated online, and engagement metrics from more than 150,000 learners who have used
English teachers need both digital and intercultural competence to EnglishCentrals latest mobile app are highlighted.
respond to the languages evolving use in context. This presentation
reports on Norwegian preservice EFL teachers experiences of an online Alan Schwartz, EnglishCentral Inc., USA
global classroom as a model for addressing these twin challenges. David Deubelbeiss, EnglishCentral Inc., USA
Ingrid RodrickBeiler, Oslo and Akershus University College, Norway
Moving From Testing to Assessment
in EAP Instruction
Intercultural Development and Synergy
in EFL/ESL Teacher Training
Content Area: Teacher Education The teaching function of assessment is integral to the effectiveness
of instructional programs. In addition to gathering information about
Intercultural competence training that facilitates cultural exchange learners linguistic proficiency, assessment practices can help engage
and reflection is of critical importance within EFL/ESL teacher learners in their learning and cultivate positive washback. This session
education. The presenters share their findings on research that introduces a practical framework for utilizing EAP assessment as a
analyzes TEFL trainees intercultural development, as well as provide
THURSDAY, 7 APRIL
multipurpose instructional tool.

recommendations for how culturally synergetic interactions between
TEFL trainees and ELLs can be facilitated. Shahid Abrar-ul-Hassan, Vancouver English Center, Canada
Guofang Li, University of British Columbia, Canada
Ramin Yazdanpanah, Florida State University, USA
Kyle Kaminski, Florida State University, USA
Students Control the Discourse:
Design and Assessment of Academic Discussions
Looking At, Into, and Beyond Screens:
Media Literacy in TESOL
Content Area: Materials Writers and Curriculum/Materials Development Successful discussions in linguistically homogeneous IEP classes must
be thoughtfully designed to encourage active participation in English. The
This presentation offers teachers a practical framework for analyzing presenter examines how open tasks can motivate students to interact
both traditional and new media in language learning. The grounding in extended academic discussions, providing sample rubrics from IEP
principles and key components of a media literacy framework are classes as well as examples of level differentiation, topics, and texts.
introduced, followed by sample analyses and discussion of the
application and value of media literacy in TESOL. Clare Zuraw, Michigan Technological University, USA
Carla Chamberlin-Quinlisk, The Pennsylvania State University, USA

Supporting ELLs Scientific Discourse to The Pulley and the Pendulum:
Improve Scientific Understanding ThinkingMaps for ESOL Science
Content Area: Middle School/Preparatory Education Content Area: Content-Based and CLIL/Content and Language
The linguistic ability to present relevant questions, request additional Integrated Learning
information, clarify meaning, and extend on the ideas of others is Thinking maps provide simultaneous cognitive and language
essential to learning in the science classroom. This session prepares development in ESOL science class. Presenters discuss background
educators to scaffold the speaking standards embedded within the research. Participants observe videotaped ESOL science lessons using
science standards to improve scientific understanding for ELLs. thinking maps; participate in a demonstration on force, energy, and
Tracy Spies, University of Nevada, Las Vegas, USA motion; create maps analyzing the demonstration; and use maps as
Margarita Huerta, University of Nevada Las Vegas, USA language frames for scientific discussion.
Tiberio Garza, University of Nevada Las Vegas, USA Marjorie Cooper, Global Village Project, USA
Mary Lou McCloskey, Educo, USA
Hilton Baltimore, Key 12 Thursday, 4:00 pm4:45 pm
Teaching Study Skills Hilton Baltimore, Carroll
They should have learned study skills in high school. Yesbut Translanguaging in Bilingual Teacher
what if they didnt? University students sometimes arrive with brain Preparation: Challenges and Possibilities
power and drive, but without the organization and habits necessary for Content Area: Bilingual Education
academic success. The presenter demonstrates useful techniques for This presentation discusses the main tenets of a translanguaging
teaching and practicing academic study skills. pedagogy and, specifically, how to foster bilingual teachers academic
Dorothy Zemach, Macmillan Education, United Kingdom (Great Britain) proficiency in both languages while preparing them to effectively
design instruction that addresses the learning needs of bilingual
Thursday, 4:00 pm4:45 pm Latino/a students.
Hilton Baltimore, Key 6 Sandra Musanti, University of Texas Rio Grande Valley, USA
The Formula Essay: Alma Rodriguez, University of Texas Rio Grande Valley, USA
A Baseline Approach That Works
Content Area: Second Language Writing/Composition Thursday, 4:00 pm4:45 pm
The presenters argue that instruction in the standard essay formula Convention Center, 343
does not curb academic-bound students critical thinking or creativity Writing Groups and Collaborations:
but can guide them in writing in various academic papers with greater Strategies for Writing for Publication
confidence. They demonstrate how their students apply the formula to Content Area: Personal and Professional Development for Teachers
a range of shorter and longer writing tasks. TESOL professionals have many insights from their teaching and
THURSDAY, 7 APRIL
Sigrun Biesenbach-Lucas, Georgetown University, USA research to share with domestic and international audiences, but little
Donette Brantner-Artenie, Georgetown University, USA time to write and publish. In this session, the presenters offer ways
to incorporate collaborative writing for publication into demanding
schedules to benefit themselves, the field, and future TESOL scholars.
Deborah Crusan, Wright State University, USA
Christine Pearson Casanave, Temple University, Japan
Suhanthie Motha, University of Washington, USA
Stephanie Vandrick, University of San Francisco, USA
Roundtable
You First: What Students Bring to ESL Teachers Imagined, Local, and Virtual
the Coursebook Experience Communities in Teacher Education
This session looks at how to bring students into the heart of everything Content Area: Teacher Education
that happens in the classroom through a variety of activities which The four papers discussed in this colloquium explore how communities
remind them (and us) that what is happening in their heads (and hearts) are developed and maintained in various international language
is by far the most important element in the teaching-learning equation. teacher education contexts including Canada, Chile, Colombia, and Sri
Nicole Graham, English Central, Canada Lanka. The speakers present the voices of preservice and experienced
Jeremy Harmer, English Central, language teachers and examine their investment in multiple imagined,
local, disciplinary, and virtual communities.
Thursday, 4:00 pm5:45 pm Antoinette Gagn, University of Toronto, Canada
Hilton Baltimore, Key 10 Sreemali Herath, University of Toronto, Canada
Adult ESL Assessment Strategies for College Marlon Valencia, University of Toronto, Canada
and Career Readiness Standards Victorina Baxan, University of Toronto, Canada
This workshop provides strategies and hands-on activities for Thursday, 4:00 pm5:45 pm
developing classroom-based assessments for adult ESL learners to Convention Center, 331
measure reading skills contained in the College and Career Readiness Going Further With Academic Writing
(CCR) Standards for Adult Education. Models for text-dependent Skills: A Focus on Paraphrasing
questions, tools to incorporate academic vocabulary, and methods to Content Area: Second Language Writing/Composition
determine text complexity are included. Paraphrasing can be a challenging task even for advanced L2 writers.
Linda Taylor, CASAS, USA Emphasizing the connection between critical reading and effective
paraphrasing, the presenters introduce a five-step approach to teaching
Thursday, 4:00 pm5:45 pm paraphrasing that can help students transfer their critical reading skills
Convention Center, 336 to effective paraphrasing skills.
Developing Students Higher Order Thinking Wendy Wang, Eastern Michigan University, USA
Skills With Active Learning Activities Kay Stremler, Eastern Michigan University, USA
Content Area: Personal and Professional Development for Teachers Allison Piippo, Eastern Michigan University, USA
Sara Okello, University of MichiganFlint, USA
This presentation aims at demonstrating how active learning activities
can be effectively incorporated in class to develop learners higher
order thinking skills, improve retention rates, and promote deeper 5:00 pm
learning, maximizing intake. Sample activities are demonstrated and
the audience is invited to share experiences. Thursday, 5:00 pm5:20 pm
THURSDAY, 7 APRIL
Elizabeth Rabello, Casa Thomas Jefferson, Brazil Hilton Baltimore, Key 9

Regina Meireles, Casa Thomas Jefferson, Brazil
A Multilingual Team-Teaching Approach
to the TESOL Practicum
This teaching tip presents a model for a multilingual, multicultural,
team-teaching approach to the TESOL practicum. The model leverages
complementary strengths in individual knowledge of language
and learning, offering a richer, more engaging, and more equitable
assignment that addresses discrimination against non-native-speaking
teachers of English in language teacher education.
Amanda Brown, Syracuse University, USA
Heather Ruiz, West Side Learning Center, USA

Engaging Students via Text Message Word Investigations: Intriguing and Engaging
Content Area: CALL/Computer-Assisted Language Learning/ Morphological Activities for ELLs
Technologyin Education Content Area: Middle School/Preparatory Education
Students texting in class is often problematic for teachers, but what The word investigations activity supports morphological awareness
about teachers texting to keep students on task with their language and vocabulary knowledge. This teaching tip session provides an
learning? This teaching tip demonstrates how to leverage text opportunity for teachers to participate in a word investigation, receive
messaging for the language classroom and a model to consider for ready-to-use samples for their classrooms, and prepare them to
sending texts to your students. create their own word investigations to meet the specific needs of
Sherise Lee, Academy of Art University, USA theirstudents.
Pamela Hickey, Towson University, USA
Thursday, 5:00 pm5:20 pm Tarie Lewis, State University of New York at New Paltz, USA
Pinterest: A Resource for Learning Thursday, 5:00 pm5:45 pm
About Teaching Techniques Convention Center, 321
Content Area: Teaching Methodology and Strategy Shoebox English and Other
Ways to Avoid a Textbook
How can teacher educators better meet teachers needs for practical
resources, ideas and activities that would enliven and stimulate their A shoebox full of items is all you need to teach English sentence
future ESL/EFL classes? Participants experience how one teacher structure and the entire English sound system, not to mention phonics,
educator employs Pinterest to engage pre-service teachers with reading, writing, and creative storytelling. This workshop demonstrates
practical, teacher-vetted techniques, materials and activities they can a systematic way to use the stuff of life to engage ELLs.
employ in their future classes. Elizabeth Claire, Easy English NEWS, USA
Kate Mastruserio Reynolds, University of WisconsinEau Claire, Qatar
Convention Center, 324 Benchmarking English Language Policy, Abilities,
Such Stellar Support for Speaking and Motivations Across Latin America
Content Area: Listening, Speaking/Speech Join the British Council to gain a greater understanding of the Latin
American English language policy landscape and how increased
TED talks are superb speech models: dynamic, engaging, and inspiring capability could contribute to the economic growth of the region.
and often too long for viewing in class. Learn how one instructor This session features significant new data and analysis from seven
used 1-2 minute excerpts from various TED speakers to teach her countries, and benchmarking policy developments and their impact on
students how to use many forms of support (e.g., story, statistics, English language performance.
analogy) meaningfully in their presentations.
THURSDAY, 7 APRIL
Liz Shepherd, British Council, United Kingdom (Great Britain)
Lisa Leopold, Middlebury Institute of International Studies, USA Allan Taggart, British Council, United Kingdom (Great Britain)
James Shipton, British Council, United Kingdom (Great Britain)
Teaching Tips: Using PRAAT in Convention Center, 322
Pronunciation Teaching Better Together: The Development of a
Content Area: Phonology/Pronunciation Linguistic Peer Mentor Program
This session shares some classroom activities using a computer Content Area: High School/Secondary Education
program, PRAAT, to help ESL learners improve their ability to use This workshop instructs participants on the specifics of how to develop
English intonation in communication. After 8-hour perception training, and implement a linguistic peer mentoring program at the secondary
the learners show significant improvement and produce somewhat levels. The program pairs NES students with beginning ELLs for the
native-like intonation patterns. The findings provide implications for purposes of assisting them with gaining English proficiency.
pronunciation instruction and second language pedagogy.
Pete Loza, Moreno Valley Unified School District, USA
Yuan Zhuang, Northern Arizona University, USA Elva Negrete, Moreno Valley Unified School District, USA
Roundtable
Building Competence in Giving Effective Group Cross-Cultural Communication for
Presentations: Equipping Novice Students Home Care Workers in Hawaii
Content Area: Listening, Speaking/Speech Content Area: English for Specific Purposes
Despite the pervasiveness of oral presentations in postsecondary The presenter discusses the results of a needs analysis for immigrant
contexts, limited research has focused on the development of group home care workers that identified areas of cross-cultural competence,
presentation skills. This session reports on the effects of implementing types of skills training, and the value of certification from the
a series of pedagogical interventions that aim to build novice ESL/ employers perspective. Results suggest that certification programs
EFL students group presentation competence. Recommendations for should also include cross-cultural interaction with office staff, elders,
classroom practice are provided. and family members.
Wen-Hsien Hsu, National Taiwan University, Taiwan Kendi Ho, University of Hawaii, USA

Constellating Communities: Creative Collaborations Effective Practices in Writing Instruction
Between Refugee EALLs and Coeducational Partners for Community College ELs
Content Area: Refugee Concerns Content Area: Community College and Technical Education
This session outlines a series of creative collaborations constellating Adult ELs must master writing skills to succeed in community college;
the funds of knowledge of K16 refugee EALS, their academic however, the research base on effective community college writing
and community partners, and preservice teacher candidates instruction is lacking. This presentation reports the results of a case
leading to the development of linguistic, cultural, and professional study addressing this gap; findings indicate that students initial
competencies; citizenship, career, and college readiness; and critical, proficiency levels and stakeholder engagement are essential to
intergenerational, and digital literacies for all stakeholders. program success.
Cathrene Connery, Ithaca College, USA DeAnna Coon, Center for Applied Linguistics, USA
Paw Pha, Cornell University, USA Natalia Jacobsen, Center for Applied Linguistics, USA
Eh Tha Dah, Tompkins Cortland Community College, USA
Eh Lay Paw, Karen Burmese American Advocates, USA Thursday, 5:00 pm5:45 pm
Thursday, 5:00 pm5:45 pm Helping Traditional Teachers Adapt
Hilton Baltimore, Key 7 to a Hybrid/Blended Program
Cracking the Glass Ceiling: Outside Content Area: Program Administration
Mentors With Inside Teachers
Making a paradigm shift from traditional to hybrid courses is complex
Content Area: Teacher Education in large institutions. Part of the success lies in helping teachers
THURSDAY, 7 APRIL
Differing cultures of professional development and views on understand what the change implies and how to best navigate it.
language teaching and learning often inhibit cooperation between Presenters share the challenges, the successes, and the role program
Western and Chinese English teachers. The two presenters, with a administrators play in the transition.
combined 25 years of experience living in China, offer suggestions Silvia Laborde, Alianza Cultural Uruguay-Estados Unidos, Uruguay
for teacher educators based on their cooperative professional Rosario Giraldez, Alianza Cultural UruguayEstados Unidos, Uruguay
developmentexperiences.
Melissa K. Smith, Ningxia University, China
Tasha Bleistein, Azusa Pacific University, USA

How to Use Instructional Rubrics Is L1 Transfer of Definiteness Really Happening?
to Teach ESL Writing Content Area: Second Language Acquisition
Content Area: Adult Education This research-oriented presentation investigates how adult Chinese
Assessment rubrics, although providing students with a self- learners and Korean learners of English interpret English definite
explanatory description of their essays strengths and weaknesses, descriptions (the book) and demonstrative descriptions (that
fail to maximize the power of the rubrics in enhancing students book). Both languages lack articles, but it is said that Chinese is in the
learning. The presenters demonstrate how they have successfully used process of gaining an article system. Therefore, Chinese learners may
instructional rubrics to help students learn to write better. have an advantage.
Olga Weston, Bergen Community College, USA Eric Cebreiro, Fort Hays State University, USA
Robert Freud, Bergen Community College, USA
Hilton Baltimore, Key 8 Lights, Camera, Action:
Integrating Language Domains With Five Video Activities for Active Learning
Technology and Project-Based Learning Content Area: Media (Print, Broadcast, Video, and Digital)
Content Area: Content-Based and CLIL/Content and Language Everyone loves using video in the English classroom, but its not easy
Integrated Learning to think of innovative ways to do so. In this session, participants try out
Participants learn about an innovative approach to integrating the a few interactive video activities and learn about several more. These
four language domains and multiple technologies into a project-based creative activities will surely create an excited buzz in your classroom!
learning experience for adult ELLs. The presenters share how their Meg Parker, University of California Irvine, Extension, USA
project was implemented and approaches to modifying the project for
varying skill levels.
Eve Nora Litt, University of Pennsylvania, USA Hilton Baltimore, Key 11
Karen Liebner, University of Pennsylvania, USA
Motivating Students to Learn Grammar
in the Context of Narrative
Thursday, 5:00 pm5:45 pm Author Sandy Elbaum demonstrates how high-interest narrative
captures the attention of students and motivates them to analyze
Intercultural Studies and Teacher grammar. Showcasing the new edition of Grammar in Context, she
Education: How Far Have We Come? demonstrates how a textbook can come alive by using informative,
Content Area: Teacher Education entertaining stories to engage students in learning grammar.
This discussion group asks how we have moved beyond teaching about Sandra Elbaum, National Geographic Learning / Cengage Learning, USA
culture as food, fun, and festivals to teaching about culture as an
THURSDAY, 7 APRIL
intersection of social, political, and individual identities. Best practices Thursday, 5:00 pm5:45 pm
and challenges in developing intercultural awareness for preservice Convention Center, 345
and in-service teachers is the focus of the discussion.
Reflections of NNESTs:
Roxanna Senyshyn, Pennsylvania State University, USA LinkingLanguages, Cultures, and Identities
Carla Chamberlin-Quinlisk, Pennsylvania State University, Abington Content Area: Nonnative English Speakers in TESOL
College, USA
With increasing numbers of K12 NNESTs across the southeast,
NNEST identity warrants deeper exploration. Through a narrative
discussion of findings gathered from 25 interviews, the presenters
clarify the unique challenges and accomplishments of NNESTs
interactions with their students and colleagues.
Josephine Prado, University of Alabama at Birmingham, USA
Suzanne Franks, University of Alabama, USA
Susan Spezzini, University of Alabama, USA
Roundtable
Reflective Reading to Forward Student Side by Side PLUS: New Career,
Critical Thinking and Writing Academic, and Tech Innovations
Content Area: Higher Education This presentation offers strategies for integrating career and academic
This presentation demonstrates how to incorporate reading materials readiness, civics, and basic language learning. The newly-expanded
in advanced level IEP reading and writing classes to develop higher- Side by Side PLUS with eText and digital FunZone maximizes student
level critical thinking and response writing that are essential for interaction, motivation, individualized learning, and success through
successful writing at a university level. Participants are given classroom activities, technology solutions, and digital games. Samples
guidelines and techniques for implementation in advanced level provided to all participants.
reading and writing classes. Bill Bliss, Language & Communication Workshop, USA
Lori Giles, EmbryRiddle Aeronautical University, USA Steven Molinsky, Boston University, USA
Kimberly McGrathMoreira, The University of Miami, USA
Convention Center, 346 Something Old, Something New:
Rethinking Assessment: A Novel Approach to Preparing ELTs
Digital Tools to Engage and Assess ELLs Content Area: Teaching Methodology and Strategy
Content Area: Assessment/Testing When a teacher preparation model from the 1800s is blended with
During this interactive session, participants get hands-on experience todays tech tools, amazing things happen. With this approach,
using six free, easy-to-use technologies to formatively assess students. student-teachers get first-hand exposure to the work of TESOL,
Learn to engage students and gain insight into student understanding interactive peer-exchange captures teachable moments while also
to help inform data-driven decision making and differentiated producing rich qualitative data, and ELLs benefit from free instruction
instruction. Participants are encouraged to bring devices to participate by a seasoned ELT.
along with presenters. Marcella Farina, University of Central Florida, USA
Becky Shiring, Carlos Rosario International Public Charter School, USA
Lindsey Crifasi, Carlos Rosario International Public Charter School, USA Thursday, 5:00 pm5:45 pm
Thursday, 5:00 pm5:45 pm Understanding College ESL Students
Hilton Baltimore, Key 6 Theories About African American English
Serving University Students and Faculty by Content Area: Intercultural Communication
Collaboratively Building ESP Courses In the role of teacher-researcher, the presenter discusses how
Content Area: English for Specific Purposes newcomer international ESL students at an urban university described
The goal of an IEP is to prepare students for success in their future their experiences and strategies for facing the complexity of
THURSDAY, 7 APRIL
university coursework. This presentation describes how one IEP communicating with speakers of African American English. A service
improved its curriculum through developing and implementing several learning model for reflection, authentic language exchange, and civic
ESP courses to respond to student needs and broader university faculty engagement is offered.
concerns for student success. Catrice Barrett, University of Pennsylvania, USA
Christopher Rodriguez, Northern Arizona University Program in Intensive
English, USA
Eric Scott, Northern Arizona University, USA
Joseph Wright, Northern Arizona University, USA

FRIDAY, 8 APRIL 2016 Friday, 9:30 am10:15 am
Beyond Standards: What Success Stories
Reveal About Teacher Learning
8:00 am What makes teacher learning lasting and effective? How can
we effectively prepare teachers to successfully educate diverse
Friday, 8:00 am9:00 am populations of ELLs? In this presentation, the presenters describe how
Convention Center, Ballroom they use success stories of SIT and World Learning program graduates
as a stepping stone to reflect on and learn as teacher educators.
MORNING KEYNOTE Josephine Clark Kennedy, SIT Graduate Institute, USA
Survey Says: Determining What Kevin Giddens, World Learning, USA
English Usage Is and Isnt Acceptable Susan Barduhn, SIT Graduate Institute, USA
Content Area: Educational Linguistics Elka Todeva, SIT Graduate Institute, USA
Is it acceptable to use impact as a verb?
Theyas a singular generic pronoun? How Friday, 9:30 am10:15 am
should ESL/EFL instructors or students decide? Hilton Baltimore, Holiday 6
Anne Curzan offers a lively historical perspective Breaking Borders With the Stories: Birth to Death
on well-known grammar/style rules and an Content Area: Reading and Literacy
insiders look at completing the annual ballot for the American The purpose of this session is to focus on the power of storytelling to
HeritageDictionary Usage Panel. see beyond borders. Storytelling is often used with younger children
Anne Curzan, University of Michigan, USA to develop language and literacy. However, storytelling is also at
the heart of being human. This presentation highlights stories from
different age groups and cultural contexts.
9:30 am
Joan Wink, California State University, Stanislaus, USA
Friday, 9:30 am10:15 am Friday, 9:30 am10:15 am

Applying the Latest Research to Pronunciation Class Developing an ESP Program for Prehealth Students
Discover how recent research in second language pronunciation can be Content Area: English for Specific Purposes
applied to classroom teaching. What are the most important features
to teach? What kind of feedback do students need? What contributes Participants learn about the needs-analysis, development, and piloting
to success in pronunciation improvement? Author Linda Grant phases of a community colleges new ESP support program for prehealth
highlights these features in the new edition of Well Said. students. Attendees leave the session with a model for developing
such a support course, and with module outlines and sample lessons in
Linda Grant, National Geographic Learning, USA
clinical language commonly used by health professionals.
Christina Havenland, Parkland College, USA
Friday, 9:30 am10:15 am
Beyond Remedial: EAP in the Wake of Dev Ed Reform
Content Area: Community College and Technical Education
Developing Autonomous Learners in Japan:
The wave of developmental education (Dev Ed) reform has swept ACollaborative Professional Workshop Approach
across the United States, changing the landscape of remedial programs Content Area: Teacher Education
at community colleges all over the country. Where does EAP fall in the
wake of these changes? Join this discussion to explore how EAP fits in This session reports instructors views on developing learner
todays community colleges. autonomy in Japan and constraints on its promotion. Data were
collected and analyzed as English language and content university
Jacob Skelton, Broward CollegeNorth Campus, USA instructors discussed, reflected on, and promoted learner autonomy
Lindsay Vecchio, University of Florida, USA
FRIDAY, 8 APRIL
through a series of workshops, surveys, interviews, and professional

development activities over two semesters.
Richmond Stroupe, Soka University, Japan
Colin Rundle, Soka University, Japan
Koki Tomita, Soka University, Japan
Roundtable
Hilton Baltimore, Peale Convention Center, 349
Do IEPs Help With Student Engaging Elementary ELLs With Mobile Technology
Adjustment to the University? Content Area: Personal and Professional Development for Teachers
Content Area: Intensive English Programs In this interactive workshop, attendees review specific projects and
Using multiple regression analysis, the study discussed examines apps that help ELLs develop the full range of language for success in
relationships between students experiences in IEPs and their everyday and academic settings. In addition, attendees have time and
adjustment to university. This presentation is of interest to scholars, support to practice using a variety of tools appropriate for desktop
university administrators, IEP administrators, and IEP advocates computers, laptops, and tablets.
interested in how successfully IEPs prepare students for the Johanna Prince, University of Maine at Farmington, USA
university across linguistic, academic, social, and resource-support
relateddomains.
Tom Spencer, Pennsylvania State University, USA Hilton Baltimore, Key 12
Every Picture Tells Their Story!
Friday, 9:30 am10:15 am WRiTE BRAiN BOOKS are illustrated, wordless books that inspire
Convention Center, 342 students K12 to author their own storybooks, which are then
Effective Academic Writing: From Avoiding published. Our inspired curricula provide opportunities for teachers to
Plagiarism to Developing Intertextuality motivate and engage every type of learner. Students become confident,
Content Area: Higher Education and test-readiness is increased in an 8-week process. Join us!
The presenters describe their systematic approach to guiding Julia Gabor, WRiTE BRAiN BOOKS, USA
advanced-level students in integrating source ideas with their own Meredith Scott Lynn, WRiTE BRAiN Books, USA
through a graduated, cumulative series of activities that engage Jeryn Warren, WRiTE BRAiN Books, USA
students not only in practicing paraphrasing and source citation, but
also in forging content ties and linguistic connections among the ideas Friday, 9:30 am10:15 am
in their writing. Hilton Baltimore, Paca
Donette Brantner-Artenie, Georgetown University, USA Explore the World, Explore the Mind
Sigrun Biesenbach-Lucas, Georgetown University, USA How much do we know about the amazing world we live in? What
about the Earths peoples and cultures? The animals, the plants, the
Friday, 9:30 am10:15 am lands, and the oceans? Science, biology, geography, and history answer
Convention Center, 341 these questions through CLIL readers in an exciting and thrilling way.
Embracing CLIL and SFL to Enhance Georgios Kokolas, Express Publishing, United Kingdom (Great Britain)
Academic English Literacy Development
Content Area: Content-Based and CLIL/Content and Language Friday, 9:30 am10:15 am
Integrated Learning Convention Center, 332
This presentation reports on research examining the effectiveness of Forming Your Teaching Identity as an ITA
EAP tutorials linked to disciplinary courses in a first-year program for Content Area: International Teaching Assistants
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international ELLs at a Canadian university. The findings illustrate and
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A successful teacher is one who knows his or her own strengths
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strongly support the use of Content and language integrated learning
and Systemic Functional Linguistics to enhance academic English
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and embraces his or her unique characteristics in the classroom.
CA
Thepresenters discuss a reflective project that guides ITAs in
literacy development.
identifying and forming their teaching persona. Sample reflective
Sandra Zappa-Hollman, The University of British Columbia, Canada activities areshared.
Anne Politz, Drexel University, USA
Alexis Finger, Drexel University, USA
FRIDAY, 8 APRIL

Fostering Learner Autonomy: From Knocking Down Classroom Walls With QR Codes
Curriculum Design to Classroom Practices Content Area: CALL/Computer-Assisted Language Learning/
Content Area: Intensive English Programs Technologyin Education
This session provides a brief overview of learner autonomy theory, This workshop presents benefits of incorporating QR codes, novel
an outline of a new Program for Intentional Learning, which aims at barcodes that can link to a wide variety of media, into classroom
fostering learner autonomy, and classroom techniques to promote activities. Participants learn how to easily make and scan QR codes,
independent learning. Both quantitative and qualitative data on the and experiment with classroom-tested QR code activities. Participants
effectiveness of the program are discussed. also brainstorm and share their own ideas.
Veronika Williams, University of Arizona, USA Tristan Thorne, Columbia University, USA
Michael Lindsey, University of Arizona, USA
Friday, 9:30 am10:15 am Convention Center, 348
Hilton Baltimore, Tubman L1 Use in L2 Writing: Perceptions
Fundamentals of Sheltered Instruction: of Teachers and Students
New Online Course From CAL Content Area: Second Language Writing/Composition
Learn about this new online self-paced course from CAL designed Many teachers feel hesitant to encourage students to use L1 in L2
to help teachers and administrators increase their knowledge of writing despite its facilitative effects, as students often confuse it with
researchbased sheltered instruction to support the language and direct translation from L1 to L2. This session reports and discusses
content learning needs of ELLs. Course examples are based on the teachers and students perceptions of good use of L1 in L2 writing and
widely-used and effective SIOP Model. proposes practical suggestions.
Jennifer Himmel, Center for Applied Linguistics, USA Di Zou, The Hong Kong Polytechnic University, Hong Kong
Ksenia Troshina, The Hong Kong Polytechnic University, Hong Kong
Convention Center, 346 Friday, 9:30 am10:15 am
How to Avoid Cultural Clashes in CALLs Fourth Phase Hilton Baltimore, Douglas
Content Area: CALL/Computer-Assisted Language Learning/ Making Smartphones and Tablets Work
Technologyin Education Toward, Not Against, Classroom Efficacy
This presentation introduces a pedagogical intervention for In this interactive, bring-your-own-device session, attendees learn
purposefully code-switching in telecollaboration projects. Results from about apps and websites that can transform the technology that many
a high school U.S./Mexico telecollaboration project indicate that this teachers love to hate into tools for learning, collaboration, assessment,
intervention can mitigate the cultural clashes that arise in these online, and feedback.
transnational classroom exchanges. Participants are instructed in the Courtney King, Michigan Teachers of English to Speakers of Other
Functional Approach to Code-switching Electronically (FACE) model. Languages, USA
Steve Przymus, University of Arizona, USA
Friday, 9:30 am10:15 am Hilton Baltimore, Holiday 1
Hilton Baltimore, Key 9 Maximizing Association Networks for Member Value
K12 Teachers Speech: Phonological Content Area: Leadership
Features and Listener Perceptions Membership associations are commonly connected to affiliates, a
Content Area: Language Policy and Planning combination presenting many challenges. This session examines
This research-oriented presentation shares the results of a dissertation the elements of professional networking, recent changes to the
study on the perceptions of NES and NNES (Spanish L1) K12 environment of professional networks, and how to assess critical
teachers speech. Educational stakeholders (i.e., students, parents, issues and respond to the needs of prospective members in a way that
FRIDAY, 8 APRIL
teacher candidates, and teacher colleagues) evaluated the speech entices them to join.
of 10 currently practicing teachers on the constructs of accent, Marcie Post, International Literacy Association, USA
comprehensibility, and perceived teaching suitability. Tiffany Sears, International Literacy Association, USA
Meghan Moran, Northern Arizona University, USA
Roundtable
Powerful Narratives and Effective The Artsy Side of Teaching
Advocacy for Adult ESL Programs Content Area: Teacher Education
Content Area: Advocacy What does the artistic side of teaching include? Can it be taught?
Social, financial, and policy support for adult education depends on the How? This session addresses these questions by looking at language
narratives that programs tell, but many programs lack effectiveness at teaching through the lens of art. Participants explore fresh directions
powerful communication. This session gives participants the skills to for educating teachers by examining experiential activities borrowed
create narratives that resonate with community members, funders, and from formal artist education and training.
policy makers, enabling programs to achieve advocacy and other goals. Radmila Popovic, World Learning, USA
Deborah Kennedy, Key Words, USA
Friday, 9:30 am10:15 am Convention Center, 338
Convention Center, 350 The Effects of Oral Communication Instruction
Reading Strategy Use and Proficiency on English Consonant Production
Among Chinese EFL Learners Content Area: Phonology/Pronunciation
Content Area: English as a Foreign Language Adult ELLs often enroll in oral communication courses to improve their
This session provides an overview of findings from a quantitative, English speaking. Does participation in a pronunciation or conversation
correlational study that explored the relationship between reading course influence the production accuracy of English consonants
strategy use and reading proficiency at two universities in northern produced by ELLs? Do ELLs self-report changes to their speaking as a
China. Presenters highlight key findings, with a focus on practical result of their participation in an oral communication course?
implications for teachers. Elizabeth Conway, Rutgers University, USA
Deanna Nisbet, Regent University, USA
Jiuhan Huang, Regent University, USA Friday, 9:30 am10:15 am
Friday, 9:30 am10:15 am The Supra Tutor: Development and Evaluation
Convention Center, 320 of Online Pronunciation Instruction
Sharing Responsibility, Engaging Families, and Content Area: Phonology/Pronunciation
Advocating for English/Dual Language Learners
This session presents a novel study on the development and evaluation
Presenters share an overview and results of a three-phase, W.K. Kellogg of online pronunciation instruction for the comprehensibility of ITAs.
Foundation grant with TESOL International Association. Pre-K3 teacher The Supra Tutor was developed as an attempt to address gaps in
candidates, in-service teachers, and principals engaged in a variety pronunciation teaching. The presenter introduces the tutor, discusses
of online activities to support school interaction with the surrounding the main findings, and concludes with pedagogical implications
community and English/dual language learner families. forCALL.
Sarah Sahr, TESOL International Association, USA Edna Lima, Ohio University, USA
Christina Cavage, Savannah College of Art and Design, USA
Diane StaehrFenner, DSF Consulting, USA
Convention Center, 339 The U.S. Naturalization Test: Teaching Objectives
Teaching Students to Think Like a Linguist
Content Area: Intensive English Programs This session reviews the specific listening, speaking, reading, and
writing skills needed to complete all sections of the new naturalization
Recognizing patterns is critical to successful language learning. In this test developed by the U.S. Citizenship and Immigration Services Office
session, the presenters demonstrate discovery activities from grammar, of Citizenship.
reading, listening, and pronunciation lessons that guide students
Rachael Shaw, U.S. Citizenship and Immigration Services, Department of
FRIDAY, 8 APRIL
toward becoming autonomous learners by helping them notice and

analyze patterns in authentic language. A presentation website with Homeland Security, USA
links to resources is provided.
Susanne McLaughlin, Roosevelt University, USA
Jane Curtis, Roosevelt University, USA

Universities and Enhancement of ESL Additive Bilingualism in EnglishOnly
in Tanzanian Secondary Schools and Bilingual Settings
Content Area: Higher Education This session will address issues of accountability, curriculum, and
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effective practices that impact emergent bilinguals in a variety of
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English is the medium of instruction in Tanzanias education. Students
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still exhibit poor ESL abilities when joining universities. The study contexts. Specifically, presenters discuss the challenges and successes
CAN
explores ways in which universities could strengthen students ESL of primary language instruction in bilingual and monolingual settings in
in secondary schools. The findings show that universities could be the United States and internationally.
involved in training, research and common forums in addressing Sandra Mercuri, University of Texas Rio Grande Valley, USA
theproblem Kip Austin Hinton, University of Texas Rio Grande Valley, USA
Hashim Mohamed, Sokoine University of Agriculture, Tanzania, United Mayra Daniel, Northern Illinois University, USA
Republic of Jessica Burchett, Marion City Schools, USA
AbdulKarim Mhandeni, Sokoine University of Agriculture, Tanzania, Ximena Burgin, Northern Illinois University, USA
United Republic of
Onesmo Nyinondi, Sokoine University of Agriculture, Tanzania, United Friday, 9:30 am11:15 am
Republic of Convention Center, 319
Best Practices and Emerging Trends
Friday, 9:30 am10:15 am in Intercultural Communication
Convention Center, 317 Content Area: Intercultural Communication
Words Without Borders: BroadeningOur Communicating across cultures is integral to our work in TESOL.
Vision of Academic Language Speakers highlight specific interactions between language and culture,
Content Area: Teacher Education trends in developing intercultural competence, and implications for
ELLs acquire a second language to participate in school while teaching and training across multiple contexts. Cultural issues are
developing knowledge and skills in multiple disciplines through explored from several perspectives: historical, current best practices,
that language. Teachers must comprehend academic standards and emerging trends for the future.
and objectives relation to language forms and functions, so ELLs Joe McVeigh, Independent Consultant, USA
effectively communicate in and beyond the classroom. Related topics Janet Bennett, Intercultural Communication Institute, USA
and solutions are demonstrated.
Susan Morris-Rutledge, California University of Pennsylvania, USA Friday, 9:30 am11:15 am
Friday, 9:30 am10:45 am Beyond Coursebooks: Designing and
Convention Center, 321 Using Video and Digital Materials
Past, Present, and Future Empowerment: Videos and digital materials are fast supplementing or even replacing
The Process of Evolving traditional printed materials, creating richer and more diverse input for
Content Area: Social Responsibility/Sociopolitical Concerns our students. Panelists share best practices for writing video content,
demonstrate techniques for producing effective videos, and explore
This session brings together presenters who explore the impact of the
methods of using digital materials in various classroom settings.
African diaspora on black English language professionals and learners.
Panelists discuss present, past, and future trends as they relate to the Julie Lopez, University of Delaware, USA
field of TESOL as a whole. Jim Bame, Utah State University, USA
Thu Tran, Missouri University of Science and Technology, USA
Robert Allen, English Language Services, USA Sarah Lynn, Freelance, USA
Lavette Coney, The Fessenden School, USA
Marcel Daniels, NYU Shanghai, China
Ndeye Diallo, Qatar University, Qatar
FRIDAY, 8 APRIL
Roundtable
Beyond the Borders of School: Establishing Inter-Rater Reliability of
Accessing Students Funds of Knowledge Scoring Rubrics for CAEP Accreditation
Content Area: Mainstream Classrooms Content Area: Accreditation/Certification/Credentialing
Rooted in social-cultural learning theory and stemming from Luis Molls Scoring rubrics used for assessing the performance of ESL teacher
funds of knowledge research, this workshop shows teachers how they candidates must be reliable in order to yield valid results. This
can access the knowledge students acquire beyond the borders of session demonstrates how to design and use training sessions for
school in order to make abstract concepts comprehensible. Participants improving the inter-rater reliability of scoring rubrics used for TESOL/
leave with activities they created for their own classrooms. CAEP accreditation and for providing professional development to
Lori Edmonds, Montgomery College, USA universitysupervisors.
JoAnn (Jodi) Crandall, University of Maryland, Baltimore County, USA Lorraine ValdezPierce, George Mason University, USA
Doris Woodruff, Anne Arundel County Public Schools, USA Becky Miskell, George Mason University, USA
Judith Collazo, George Mason University, USA
Convention Center, 315 Friday, 9:30 am11:15 am
Critical Considerations in Advancing Convention Center, 344
TESOL Teacher Education Immigrant Narratives for Informing and
Content Area: Teacher Education Transforming Language Teaching and Learning
The Teacher Education IS brings together leaders in TESOL teacher Content Area: Social Responsibility/Sociopolitical Concerns
preparation to share their visions for the future direction of TESOL This diverse panel brings together immigrant, refugee, and
teacher education. Panelists share unique perspectives on where they transmigrant narratives to open a dialogue, to advocate and to effect
have come from in their career pathway and where they believe TESOL change in educational approaches, practices, and policies. Insights
teacher education should go. and recommendations are drawn from lived experiences of identity,
Laura Baecher, Hunter CollegeCUNY, USA spirituality, human capital, age, and status, as well as language and
Faridah Pawan, Indiana University, USA literacy practices.
Thomas Farrell, Brock University, Canada Amy Alice Chastain, Emirates College for Advanced Education, United
Gulbahar Beckett, Iowa State University, USA Arab Emirates
Ester deJong, University of Florida, USA Sheri N. Jordan, Anne Arundel Community College, USA
Natalia Balyasnikova, University of British Columbia, Canada
Friday, 9:30 am11:15 am Roza Kazakbaeva, University of Central Asia, Kyrgyzstan
Convention Center, 314 Ruiming Cash, Tacoma Community College, USA
Yilin Sun, South Seattle College, USA
Critical Thinking in EFL contexts: Perspectives,
Interpretations, and Applications
Content Area: English as a Foreign Language Friday, 9:30 am11:15 am
Developing critical thinking skills in English language classes has
been a topic of discussion for a few years now. However, the state of Language, Race, and Teaching at
Predominantly White Institutions
instruction varies across different EFL contexts. This panel discusses
how teachers encourage learners to develop critical thinking skills in Content Area: Teacher Education
the different EFL settings in which they teach. Most research focuses on the experiences of diverse students and
Isabela VillasBoas, Casa Thomas Jefferson, Brazil their White teachers. Much less is known about the experiences
Gabriela Kleckova, Czech University, Czech Republic of teachers from different language backgrounds and teachers of
color at predominantly White institutions. Workshop attendees learn
awareness-raising activities and research insights that promote race
talks in positive ways.
Yurimi Grigsby, Concordia University Chicago, USA
FRIDAY, 8 APRIL
Valerie Jones, Concordia University Chicago, USA

Shirley Sommers, Nazareth College, USA
Timothy Micek, Ohio Dominican University, USA
Xiao-Lei Wang, Pace University, USA

Leading Language Educators: Voices From TESOL Returning Students Voices While
Leadership Mentoring Program Recipients Relieving Teacher Stress
Content Area: Personal and Professional Development for Teachers Content Area: Second Language Writing/Composition
This session brings together diverse voices from native and nonnative This workshop aims to help reduce the paper pile through
TESOL Leadership Mentoring Program awardees who have embarked wellcrafted peer review sessions that reintroduce the power and
on leadership journeys across the field. Perspectives that transcend importance of peer voices. Teachers gain a better understanding
cultural, racial, ethnic, gender, linguistic, and geographic borders are of their writing feedback practices and reflect upon the potential
shared. Ways of creating much-needed leadership pathways within the cognitive and affective impact of teacher and peer feedback.
association will be discussed. Jim Hays, Cal Poly English Language Institute, USA
Ayanna Cooper, Concordia University Nebraska, USA Cindy Shao, Cal Poly English Language Institute, USA
Andy Curtis, TESOL International Association, USA
Ana Solano-Campos, University of Massachusetts, USA Friday, 9:30 am11:15 am
Christopher Hastings, English Language Fellow, China Convention Center, 336
Rashi Jain, University of Maryland, USA
Ali Fuad Selvi, Middle East Technical University, Turkey Setting the Parameters: Definitions
and Data of IEP Success
Hilton Baltimore, Key 2 This workshop introduces the concept of defining and measuring
student success in IEP programs. Presenters introduce participants
New Tricks for an Old Goal:
to common data sets used to measure university success in general
Techniques for Developing Automaticity
fields. Participants then collectively participate in defining variables to
Content Area: Second Language Acquisition
IEP student success in university matriculation.
Recent research in applied linguistics has rekindled interest in the role Fernando Fleurquin, University of North Texas, USA
of automaticity in language fluency development. In this workshop, Suzanne Panferov, University of Arizona, USA
participants learn why automaticity is important to their students, Mark Algren, University of Missouri, USA
which techniques can help students develop automaticity within
meaningful contexts, and how students perceive these activities and
their usefulness.
Mihaela Giurca, University of Washington, USA
Solutions for TESOL Programs Lack
Barbara Hansen-Johnston, University of Washington, USA
of Administrative Preparation
Frieda Hoops, University of Washington, USA
Daphne Mackey, University of Washington, USA The need for formalized training for ELT administrators is a
Richard Moore, University of Washington, USA recurring topic in the field. Navigating the transition from faculty to
administrative authority is rarely covered in TESOL programs. This
panel discusses the realities of EFL faculties lack of administrative
preparation and discusses ways to implement such training.
Pre-Service Teachers Perceptions of
Netta Avineri, Middlebury Institute of International Studies, USA
Their Preparation for Teaching ELLs
Megan Forbes, University of Florida, USA
Content Area: Teacher Education Lynn Goldstein, Middlebury Institute of International Studies, USA
This colloquium reports a qualitative study of pre-service teachers Ketty Reppert, Kansas State University, USA
preparation for teaching ELLs in a U.S. teacher education program. Bruce Rindler, Boston University, USA
Perspectives, challenges, and intervention of preparing pre-service Brad L. Teague, Duke University, USA
teachers with or without foreign-language or ESL minors are examined
in order to understand their different needs for preparation in
teachingELLs.
FRIDAY, 8 APRIL
Guofang Li, University of British Columbia, USA

Jose Martinez-Hinestroza, Michigan State University, USA
Denisse Hinojosa, Michigan State University, USA
Lindsay Wexler, Michigan State University, USA
Yue Bian, Michigan State University, USA
Roundtable
Friday, 9:30 am11:15 am 10:00 am
Speaking the Language of Peace With
Our Students and Colleagues
Content Area: Intercultural Communication
We Have a Constantly Revolving Door!
Although we desire to live in peace, our language is often not peaceful. Challenges of ELL Teachers
In this workshop, participants learn about and practice specific ways Content Area: Teacher Education
to speak peacefully with colleagues and students, with the goal
of bringing life to themselves and others, following the model of This session discusses issues and challenges addressed by classroom
Rosenberg (2003), Nonviolent Communication. teachers at the elementary level. Thematic analysis on qualitative
interview data addressed the complexity and the depth of issues
Joy KreeftPeyton, Center for Applied Linguistics, USA perceived by teachers in the frontline, including professional
development, teacher evaluation, and a need of constant dialogue
Friday, 9:30 am11:15 am between ESL and content teachers.
Hsiao-Chin Kuo, Western Michigan University, USA
Supporting Multilingual Writers Through
Faculty Development: Three Contexts
Content Area: Second Language Writing/Composition Hilton Baltimore, Holiday 3
Presenters from three different institutional contextsa community Cat Got Your Tongue? Inspiring Teachers
college, a private liberal arts college, and a large public university While Demistifying English Idioms
discuss and model methods to help faculty, especially those without a Whos afraid of teaching idioms? Are you? Cat got your tongue? This
background in TESOL, develop effective strategies for supporting the interactive presentation cheerfully demystifies these lexical creatures
diverse multilingual writers in their classrooms. and help all participants inspire their students to both understand and
Jennifer Staben, College of Lake County, USA love the wondrous world of idioms. A number of practical Monday-
Betty Litsinger, Bryn Mawr College, USA morning ready techniques and activities are also demonstrated.
Elena Shvidko, Purdue University, USA
Patrick T. Randolph, Western Michigan University, USA

Going Beyond the Borders of Language With Humor
Does the HBGSI Help Improve the
Content Area: Discourse and Pragmatics Identification of Gifted ELs?
Humor is crucial in learning and understanding a second language. Content Area: Bilingual Education
This teaching tip describes humorous activities that can enliven the This session covers reasons for the underrepresentation of English
classroom and motivate students to learn. These activities include learners in gifted and talented programs and also analyzes the
using humorous pictures, commercials, and memes; scrambling parts effectiveness of the Hispanic Bilingual Gifted Screening Instrument in
of sentences; and constructing a family tree. identifying these students. This presentation statistically analyzes the
Jolene Jaquays, University of Michigan-Flint, USA HBGSI and ways it can be re-designed for other ELs.
Sara Okello, University of Michigan-Flint, USA
Alma Contreras-Vanegas, Sam Houston State University, USA
Baburhan Uzum, Sam Houston State University, USA
Clara LoboGuerreroDeSaba, Sam Houston State University, USA
FRIDAY, 8 APRIL

Convention Center, Roundtable Discussion Area in Expo area Convention Center, Roundtable Discussion Area in Expo area
Inshallah: Cross-Cultural Understanding The Effectiveness of the English Curriculum
Between Western Faculty and Arab Students in Iraqi Secondary Schools
Content Area: Discourse and Pragmatics Content Area: English as a Foreign Language
This roundtable reviews a survey of ESL and EFL practitioners and The main concern of Iraqi educators and curriculum designers
asks participants to examine the challenges facing Western-educated is the failure of Iraqi secondary school students to use English
faculty in understanding the cultural predispositions of students communicatively. This problem may be due to the inconsistencies
from the Gulf region. Discussants reflect on their own experiences between the approaches adopted and their implementation in
to offer suggestions to mitigate potential misunderstandings and to classrooms. This study explores the effectiveness of curriculum in
promotelearning. developing students language skills.
Ingrid Arnesen, Arizona State University, USA Fatimah Al-Asadi, University of Wyoming, USA

Convention Center, Roundtable Discussion Area in Expo area Convention Center, Roundtable Discussion Area in Expo area
Migrant Summer School as Context for Whats Going On? Discussing Racial
Teacher Development for ELLs Profiling in Adult ESOL Classrooms
Content Area: Personal and Professional Development for Teachers Content Area: Culture
Migrant summer school is necessary for students to transition to Participants in this roundtable discuss strategies for teaching
U.S. schools, and learn English and content in preparation for the vocabulary and structures necessary for naming and contesting racial
school year. It is also an excellent opportunity for teachers to build profiling. The moderator provides key concepts from critical social
relationships with incoming ELLs and develop professionally by theory and multilevel activities meant to make these concepts readily
implementing research-based approaches and reflecting on this useful for adult ESOL classrooms.
experience critically. Margaret AustinSmith, Arlington Education & Employment Program
Andrea Hellman, Missouri State University, USA (REEP), USA

Convention Center, Roundtable Discussion Area in Expo area Hilton Baltimore, Key 1
Reviewing Research on the Assessment Language Teacher Identity andAgency:
of International Teaching Assistants Insights From Research
Content Area: International Teaching Assistants The presenters explore the critical issues of teacher identity and
At U.S. universities, programs most attentive to the international agency in relation to a variety of constructs including power, race,
graduate student population are the International Teaching Assistant gender, and linguistic background in multiple contexts. These
programs, which regularly assess and support ITAs. However, examinations help incorporate teacher identity scholarship into teacher
what does research in the area look at? What themes are covered education initiatives with the aim of enhancing teacher agency in
as researchers explore ways to better understand and improve professional practice.
ITAprogramming? Manka Varghese, University of Washington, USA
Elise Geither, Case Western Reserve University, USA Suhanthie Motha, University of Washington, USA
John Gilbert, The Hong Kong Institute of Education, Hong Kong
Hayriye Kayi-Aydar, University of Arizona, USA
Friday, 10:00 am10:45 am Jenelle Reeves, University of Nebraska, Lincoln, USA
Teacher Agency in the Implementation
of Chinas New English Curriculum
This qualitative case study aims to address the issue of how the
FRIDAY, 8 APRIL
secondary EFL teachers teaching practices align with the New English
Curriculum (2012). The findings indicated that teacher agency was
neglected in the process of curriculum renewal. Suggestions on the
structural teacher empowerment measures are made.
Yanjiang Teng, Michigan State University, USA
Roundtable
The Art of the Possible: African Storytelling: A Journey Across Borders
How Issues Shaped TESOL Presidencies Content Area: Culture
As leaders, TESOL presidents are seen as instrumental in setting the This presentation deepens participants awareness of the universality
associations direction, but, actually, the reverse is often the case: of folktales and their vast potential as teaching tools. It encourages
Issues happen to presidents. In this colloquium, presidents from listeners to tap into that potential as they experience the power of
various decades discuss how what was happening in TESOL as a field folktales in the West African oral tradition. The presentation blends
and as an association shaped their presidencies. stories, poetry, and music, which are three universal languages.
Donald Freeman, TESOL President 19921993, USA Raouf Mama, Eastern Connecticut State University, USA
Dick Allwright, TESOL President 19881989, United Kingdom
(GreatBritain)
Deena Boraie, TESOL President 20132014, Egypt Friday, 10:30 am11:15 am
Christine Coombe, TESOL President 20112012, United Arab Emirates Convention Center, 337
Denise Murray, TESOL President 19961997, Australia Assessments for Ongoing Improvement
David Nunan, TESOL President 19992000, Australia of Teaching and Learning
10:30 am This session briefly presents the difference between formative and
summative assessments and the importance of formative assessment
as a tool for continuous improvement of teaching and learning. It
Friday, 10:30 am11:15 am also shows how assessments for specific skill areas can be created
Hilton Baltimore, Key 9 and evaluated in terms of test reliability, practicality, authenticity,
Ask and Task: Questions and Task andwashback.
Activities for Communication Practice Claudio FleurySasse, Casa Thomas Jefferson, Brazil
This new book by Nancy Zelman, author of Conversation Inspirations,
is a goldmine of photocopyable communication activities to get your Friday, 10:30 am11:15 am
students conversing: 40 topics (24 questions per topic) with more Convention Center, 341
than 300 tasks to follow up on the conversations. Using typical topic
handouts, participants ask and discuss the tasks. Raffle. Beyond Course Management Systems and
Listening, Speaking, and Pronunciation
Arthur Burrows, Pro Lingua Associates, USA
Raymond Clark, Pro Lingua Associates, USA
Using course management systems in listening and speaking classes
often neglects speaking and favors listening. This session shows an
example of using a course management system to promote speaking
Active Listener in an Interactive Listening activities and online interactions between students in different
Classroom. What Works, What Doesnt? settings, using various authentic and academic tasks.
Content Area: English as a Foreign Language
William Adams, INTO University of South Florida, USA
This workshop introduces participants to the nature and problems of
listening education while giving insights to change the perspective
of product oriented approach into process oriented approach. The Convention Center, 343
presenter shows practical teaching techniques and advice for
transferring isolated listening classrooms to interactive classrooms Blending Families Into the Learning Process
with active learners. With a focus on literacy and language development, this session
models successful activities and strategies for engaging families. It
Hatice Nur Ozcelik, Katholiek University of Leuven, Belgium
explores both online and offline activities that strengthen students
learning and motivation by involving the whole family.
Katie Mitchell, Rosetta Stone, USA
FRIDAY, 8 APRIL
Jason Brickey, Rosetta Stone, USA

Building a Continuum Between Reading and Writing Cross-Training to Strengthen Teaching
Content Area: Integrated Skills Across Disciplines: ELT, Art, and UDL
Publication of The College and Career Readiness Standards for Adult Content Area: Content-Based and CLIL/Content and Language
Education has raised practitioner interest in linking reading and writing Integrated Learning
activities. The presenters share four different strategies to connect A cross-discipline faculty-training project at a university brought
reading and writing, using examples for beginning, intermediate and together studio art and ESL faculty to address the need of the
advanced learners. Participants share ideas for incorporating these increasing number of nonnative speakers in degree classes. This
strategies into their teaching. resulted in mutual, unanticipated benefits best understood by universal
Sylvia Ramirez, MiraCosta College, USA design, a concept from the architecture/design field later applied
K. Lynn Savage, City College of San Francisco, USA toeducation.
Caitlin Morgan, The New School, USA
Friday, 10:30 am11:15 am Jacqueline Smith, The New School, USA
Collaborating Beyond Borders: Friday, 10:30 am11:15 am
ELL College Professors and P12 Educators Hilton Baltimore, Holiday 2
Content Area: Teacher Education Crossing Borders With Digital Storytelling
An invisible line often divides colleges that train teacher candidates Content Area: Advocacy
specializing in ESL and ELL teachers who are currently employed in Using digital storytelling to capture immigration stories is a powerful
P-12 schools. This practice-oriented presentation explores how faculty way for teachers to create opportunities for empathetic moments
in teacher colleges can go beyond that invisible border and engage in among students and shape classroom environments. In this Common-
meaningful collaboration with these school teachers. Core aligned immigration presentation, teachers are guided step-by-
Marcia Livingston, Oral Roberts University, USA step through a process for launching a digital storytelling project on
Janet George, Oral Roberts University, USA immigration in their own classrooms.
Sara Burnett, American Immigration Council, USA
Hilton Baltimore, Tubman Friday, 10:30 am11:15 am
Communicating on Campus: Convention Center, 348
Introducing English for Academic Purposes Crossing Borders: Transitioning Students
Which academic skills are needed to succeed in todays colleges/ From Adult ESL to English Composition
universities? The speaker shows materials from an introductory Content Area: Second Language Writing/Composition
EAP series featuring authentic content from disciplines across This session details a collaboration between faculty in adult ESL and
the curriculum (humanities, social sciences, sciences) and actual English composition at a community college. The result is a learning
academic assignments for listening, speaking, reading, and writing. community that transitions advanced ESL students to college-level
Samplesprovided. coursework by supporting both their academic and affective needs. The
Kelly Sippell, University of Michigan Press, USA presentation includes activities used to support this transition.
Robyn BrinksLockwood, Stanford University, USA Colleen Stribling, Elgin Community College, USA
Marilee Halpin, Elgin Community College, USA
FRIDAY, 8 APRIL
Roundtable
Engineering Academic Formulas List: Intersecting Grow Your Business by Becoming a CELTA Centre
Corpus Linguistics and Expert Knowledge CELTA is the internationally recognised initial teaching qualification
Content Area: English for Specific Purposes from Cambridge English. Running CELTA programmes not only
As a partial replication of the Academic Formulas List (AFL) project, provides an additional revenue stream and builds your reputation, it
the study discussed aimed to present a corpus-derived, pedagogically also diversifies your offer, turns your teachers into teacher trainers,
useful list of formulaic sequences for technical engineering writing. and gives you a source of well-trained new recruits. Join us to find
Next, this expert formula list was compared with student writing at outmore.
the novice and advanced levels. Christina Kaku, Cambridge English, United Kingdom (Great Britain)
Yaqiong Cui, Michigan State University, USA
Magda Tigchelaar, Michigan State University, USA Friday, 10:30 am11:15 am
Jessica Fox, Michigan State University, USA Convention Center, 328
Help ELLs Practice for a Successful Assessment
Friday, 10:30 am11:15 am This presentation provides educators with a resource to help students
Hilton Baltimore, Douglas overcome many factors associated with assessments that measure
Flipping the Classroom to Teach their language proficiency, including getting familiar with online
English for Academic Purposes assessments for reading, writing, speaking, and listening.
The flipped approach is gaining popularity in TESOL; however, few Eric Beck, Continental, USA
pedagogical materials exist for teachers. To help fill this gap, the
presenters describe innovative materials they developed and trialed to Friday, 10:30 am11:15 am
teach English for Academic Purposes. Attendees leave with resources Hilton Baltimore, Peale
for teaching reading, writing, listening, and speaking.
IEP Reaccreditation: Keep Calm
Ilka Kostka, Northeastern University, USA and Follow the Standards
Erik Voss, Northeastern University, USA
Content Area: Accreditation/Certification/Credentialing
This presentation examines a university-based IEPs approach
Friday, 10:30 am11:15 am to reaccreditation from the Commission on English Language
Hilton Baltimore, Paca
Accreditation (CEA). The presenters outline the self-study plan
Games and Interactions for Pronunciation, implemented at their institution and lessons learned. Through
Listening, Speaking, and Vocabulary reflection on their own successes and failures, the presenters share
Games can motivate students, make repetitive exercises fun, provide dos and donts with the audience.
instant feedback, and let players fail without penalty. Participants Sarah Grosik, University of Pennsylvania, USA
experience a variety of activities that incorporate multiword phrases Alyssa Swanson, University of Pennsylvania, USA
and lexico-grammatical patterns, invoke left-brain and right-brain
activity, and can be adapted to fit different levels and learning
objectives. Ready? Move, listen, speak! Friday, 10:30 am11:15 am
Marsha Chan, Sunburst Media, USA
Leveraging Volunteering for Student
Success in the Classroom and Beyond
Friday, 10:30 am11:15 am Content Area: Higher Education
The presenters introduce and share practical strategies on the
GamificationUncertain Rewards and Dopamine
implementation of a volunteering component within an ESL program
Review of research showing how uncertain rewards increase the to promote greater student success in the classroom, and beyond,
brains production of dopamine; a neurotransmitter associated with and encourage greater student resilience and a sense of control
visceral motivation, emotional attachment, and long-term memory. over academic or professional progress through social networking
Introducing Words & Monsters, a free mobile game integrating andvolunteering.
uncertain rewards with paired associate tasks for the high-frequency
FRIDAY, 8 APRIL
vocabulary of: General English, TOEFL, IELTS, and TOEIC. Yuliya Miakisheva, York University, Canada
Doina Nugent, York University, Canada
Guy Cihi, Lexxica R&D, Japan Kareen Sharawy, York University, Canada

Love, Death, and Revenge in the Personal Narratives: Validating Identity and
English Language Classroom Experiences in ESL Students Lives
Half of the worlds children study Shakespeare, but does his work still Content Area: Second Language Writing/Composition
have a place in todays multicultural world? Join the British Council to Elementary ESL students have dramatic and interesting experiences in
celebrate Shakespeares work on the 400th anniversary of his death, their lives. To help the students express themselves and narrate their
to explore how Shakespeare can speak to ELLs around the world about stories, the ESL teacher creates lessons around their experiences.
universal human experiences like love, hate, death, and desire. Personal storytelling can be successfully created in the classroom
Paul Smith, British Council, United Kingdom (Great Britain) through a variety of artistic projects, including theater, puppetry, and
original books.
Friday, 10:30 am11:15 am Natasha Agrawal, Trenton School District, USA
Convention Center, 318 Angeline Sturgis, Lawrence Township School District, USA
Multilingual Education for Very Young Learners
Content Area: Bilingual Education Friday, 10:30 am11:15 am
The presenter discusses some factors and implications of multilingual Convention Center, 332
education in Europe for young learners. Afterwards, the presenter Social and Academic Considerations
examines the immersion model used within a Spanish trilingual (English, for Unaccompanied Minors
Spanish, and Basque) educational center that provides the opportunity Content Area: Refugee Concerns
for early language learning in preprimary and primary settings. The presenter shares critical social and academic needs common
Henri Castleberry, TESOL-SPAIN, Spain to unaccompanied minors who have entered the United States. The
presentation includes suggestions for support and intervention as well
Friday, 10:30 am11:15 am as methods for preventing situations that many minors have faced in
Convention Center, 346 transition that have caused them additional trauma and conflict.
Online EAP for Residential Students: Stacy Brown, OKTESOL, USA
One Programs Experience
Content Area: CALL/Computer-Assisted Language Learning/ Friday, 10:30 am11:15 am
Technologyin Education Convention Center, 338
This session describes how one university EAP program developed Using Native-Like Accuracy, Fluency and
online and blended courses for residential graduate students in order Complexity in Oral Assessment
to reduce barriers to language support, provide extended language Content Area: Listening, Speaking/Speech
practice, and offer a more engaged academic experience. Presenters This presentation examines what native-like means in the areas of
discuss pedagogical and administrative issues they faced and offer tips grammatical accuracy, fluency and sentence complexity by examining a
for success. group of native English speakers performing two different spontaneous
Angelo Pitillo, University of Michigan, USA narrative tasks. The results provide ESL teachers an insight into
Theresa Rohlck, University of Michigan, USA what native-like means and follows with some suggestions for their
Pamela Bogart, University of Michigan, USA classroom practices.
Elizabeth Hepford, Temple University, USA
FRIDAY, 8 APRIL
Roundtable
Friday, 10:30 am11:15 am Friday, 10:30 am12:15 pm
Washingtons I-DEA: Developing Rubrics for EAP Writing:
A Flipped Curriculum for Adult ELLs Research- and Practice-Based Construction
Content Area: Adult Education Content Area: Second Language Writing/Composition
Project I-DEA, funded by the Bill and Melinda Gates Foundation, is in Presentations examine various components of EAP writing rubrics
the third phase of a 3-year pilot. The curriculum includes 31 flipped in order to offer best practices for rubric construction, including
instructional modules designed to accelerate learning of lower level crafting effective descriptors, guiding students toward more effective
ELLs. Presenters share project goals and design, the revised openly source use, connecting effective language use to development and
licensed curriculum, and initial data. organization, and aligning developmental course rubrics to those in
Jodi Ruback, Washington State Board for Community and Technical college-level composition courses.
Colleges, USA Margi Wald, University of California, Berkeley, USA
Jess Thompson, Washington State Board for Community and Technical Gena Bennett, Independent Scholar, USA
Colleges, USA Diane Schmitt, Nottingham Trent University, United Kingdom
Adria Katka, North Seattle College, USA (GreatBritain)
Jan Frodesen, University of California, Santa Barbara, USA
Convention Center, 320 Friday, 10:30 am12:15 pm
Why Assess in Spanish: Convention Center, 347
A Case for L1 Literacy Assessment How Can Educators Support Traumatized Students
The presenters provide evidence of the growing number of early Content Area: Advocacy
learners whose first language is Spanish and who are acquiring English By understanding the impact of traumatic experiences on teaching
as their second language. Based on available research, the argument is and learning, school personnel can better respond. Trauma has
made that literacy assessment should not be delayed until a child can profound effects on physical and mental health of students as well
be tested in English. as educational attainment. Creating a systemic, collaborative, and
Mercedes Cordero, PALS/CaseNEX, USA culturally responsive approach moves us toward holistic education.
Nancy Walsh-Boeder, PALS, a Division of CaseNEX, USA Sandra Duval, Maryland Public Schools, USA
Comfort Davis, Maryland Higher Education, USA
Friday, 10:30 am11:45 am Geraldine Duval, Maryland State Education Association, USA
Learning English Through Environmental Education
11:00 am
This presentation describes various teaching activities that aim to
meet the needs of a new generation of learners. Participants receive Friday, 11:00 am11:45 am
teaching materials about the environment that they can use both in
and out of the classroom. Wordless Books to Work on Words and More!
Peter Sakura, Michigan State University, USA Wordless Books: So Much to Say, a new TESOL Press book, will
Mary Newbegin, Lehigh University, USA be highlighted along with interactive lesson ideas that integrate
Maureen Templeman, University of South Florida, USA vocabulary, technology, music, and writing. This is followed by time
Sarah Siddique, University of North Carolina, Charlotte, USA for participants to review numerous wordless books and discuss other
Hamdi EltanawiShadi, Khedaweya Secondary School, Egypt ways they can use them for language instruction.
Gilda Martinez-Alba, Towson University, USA
Judith Cruzado-Guerrero, Towson University, USA
FRIDAY, 8 APRIL

11:30 am Friday, 11:30 am12:15 pm
An Instructors Guide to Classroom Polling
Friday, 11:30 am1:15 pm
Convention Center, 329 Content Area: CALL/Computer-Assisted Language Learning/
Critical Perspectives on Teaching and
Learning English Around the Globe Keep your students interested, involved, and invested in learning.
Content Area: English as a Foreign Language Attend this session for a demonstration of how to implement
classroom-proven activities incorporating online polling. Time is
Discourse about Global English often overlooks the voices of those allotted for questionsand for attendees to participate in polls. A
engaged in the everyday practice of teaching and learning English. presentation website with links to resources is provided.
Researchers present perspectives of English learner students and
teachers in Lebanon, Mexico, Taiwan, Norway, Miami and virtual Susanne McLaughlin, Roosevelt University, USA
environments, highlighting how local actors reproduce, resist, and Jane Curtis, Roosevelt University, USA
transform dominant English ideologies.
Jos Aldemar lvarezV., Universidad del Valle, Colombia Friday, 11:30 am12:15 pm
Cathy Amanti, Georgia State University, USA Convention Center, 340
Charles Brown, Hokkaido University, Japan Assessing EAP Oral Skills Through
Shireen Keyl, Utah State University, USA Group Discussion Activities
Anna Krulatz, Sr-Trndelag University College, Norway Content Area: Assessment/Testing
Erin MacKinney, Roosevelt University, USA This session describes successful activities for assessing EAP
Eivind Torgersen, Sr-Trndelag University College, Norway speaking skills that mimic real-life university classroom discussions,
and presents guidelines for their creation. Participants leave with a
Friday, 11:30 am11:50 am template for the creation of similar group discussion-based assessment
Convention Center, 322 instruments in their own programs.
Digital Tools and Techniques for Angelo Pitillo, University of Michigan, USA
Modifying Text Language Tara Tarpey, New York University, USA
Content Area: Teaching Methodology and Strategy Yuna Seong, Teachers College, Columbia University, USA
In order to differentiate content learning in our diverse classrooms,
teachers often need to modify one base text so that it can be presented Friday, 11:30 am12:15 pm
at a number of reading levels. Presenters show a number of useful Convention Center, 336
digital tools and techniques that help teachers level authentic texts Beyond Exams: Project-Based Instruction
and consequential reading activities. in a Secondary Context in China
Elizabeth Hallacy, Hunter College, USA Content Area: Task-Based, Project-Based Instruction
Christine Rosalia, Hunter College, USA Project-based learning provides opportunities for meaningful language
learning often missing in many examination-oriented contexts. This
Friday, 11:30 am12:15 pm practice-oriented session describes the engaging curriculum of a
Convention Center, 318 project-based English course in a secondary school in China. Sample
An Ecological-Sociocultural Approach to lessons and student projects are presented. Project-based learning as
Acquiring ESP English Academic Vocabulary a methodology in China is discussed.
Content Area: Vocabulary, Lexicon John Liang, Biola University, USA
Acquiring a new vocabulary word reportedly takes 25 exposures; Feifei Xie, Beijing Academy, China
about 9,000 words are needed to comprehend a 5th-grade-level book.
Scrivener describes 32 aspects of a lexical item that must be learned.
This session presents an ecological-sociocultural approach to tackling
the challenge and complexity of specific English lexical items.
Lynne Diaz-Rico, California State University, San Bernardino, USA
Julie Ciancio, California State University, San Bernardino, USA
FRIDAY, 8 APRIL
Roundtable
Friday, 11:30 am12:15 pm Friday, 11:30 am12:15 pm
Beyond Lesson Content: Developing Collaborative Initiative by Three Institutions:
Motivation by Envisioning a Future Self Preparing ELLs for Community College
Content Area: Adult Education Content Area: Program Administration
Why dont I see you in class anymore is an often-asked question A community college, literacy agency, and ESL masters program
in adult ESL programs. This session looks at how lack of motivation collaborated in offering a summer writing course to prepare ELLs for
impacts class attendance. Participants explore motivational strategies, starting college. Presenters describe the conceptualization, planning,
tools, and activities designed to develop and maintain motivation. implementation, and outcomes of this collaborative initiative.
Roshii Jolly, The New School, USA Attendees discuss possible applications to their own settings.
David Fobair, The New School, USA Susan Spezzini, University of Alabama at Birmingham, USA
Linda DeRocher, The Literacy Council of Central Alabama, USA
Friday, 11:30 am12:15 pm Josephine Prado, University of Alabama at Birmingham, USA
Beyond Spaces and Time: Constructing Friday, 11:30 am12:15 pm
Communities for English Language Learning Hilton Baltimore, Paca
Content Area: CALL/Computer-Assisted Language Learning/ Creating Classroom Activities From
Technologyin Education Free TOEFL Resources
This session focuses on the language practices in online contexts Use TOEFLs free resources to create classroom activities that will
where language learners interact with target language speakers. The help your students improve their academic English. By adapting actual
relationship among contexts, identities, and language use is discussed. TOEFL test items, you can increase your students ability to succeed in
Participants leave with a deeper understanding of new approaches to the classroom. Attendees review sample activities and discuss the use
incorporate online spaces into language classrooms. of rubrics to stimulate improvement.
Se Jeong Yang, The Ohio State University, USA Marian Crandall, Educational Testing Service, USA

Hilton Baltimore, Carroll Convention Center, 317
Bilingual Parents and Translanguaging Developing Reflective Practitioners

Practices in Literacy Events Through Action Research in TESOL
Content Area: Applied Linguistics Content Area: Teacher Education
The study discussed takes a case study approach and looks at bilingual This session presents on the work of one graduate TESOL program
children and bilingual parents translanguaging practices by focusing on mentoring TESOL candidates towards the completion of their final
on families ways of using their two languages to support their Action Research projects and details the deliberate structures put into
childrens bilingual development in literacy events. The findings have place to guide them through the AR process. Participants receive the
implications for teachers and instructional practices at schools. course syllabus and former successful AR projects.
Zohreh Eslami, Texas A&M University, USA Sarina Chugani Molina, University of San Diego, USA

Bottom-Up Reading Strategies for an Effectiveness of Error Coding in Promoting

Interactive Reading Approach L2 Writers Linguistic Accuracy
Bottom-up strategy instruction is key to engaging students in an Content Area: Second Language Writing/Composition
interactive reading approach, yet teachers often lack the knowledge This session presents a semester-long classroom study that
of strategies to equip their students with these skills. The presenter investigated effectiveness of error coding as a tool to provide
teaches a variety of bottom-up reading strategies to enhance teachers formfocused feedback to L2 writers. Analysis involves overall
FRIDAY, 8 APRIL
reading instruction. Decoding and spelling strategies are demonstrated efficacyof error coding and zooms in on a range of lexical,
and practiced. morphological, and syntactic errors. Implications for the L2 writing
Heidi Hyte, Reading Horizons, USA classroom arediscussed.
Qiandi Liu, Northern Arizona University, USA

Engaging ELLs in Academic Conversations Fulbright: Measuring Magnitude of Global
Content Area: Mainstream Classrooms Interactions and Engagement Opportunities
This presentation highlights how academic conversations can support Content Area: Assessment/Testing
ELLs oral language development and access to academic content. The Fulbrights English Teaching Assistant (ETA) program has grown
Session participants have an opportunity to learn about and observe significantly to 1,100 awards annually in more than 75 countries.
four key practices for supporting ELLs engagement in academic Withthis rapid expansion in mind, this panel focuses on research
conversations and discuss how they might apply these strategies in designed to provide quantitative data visualizations and information
their classrooms. about the magnitude of the program globally and share best practices
Sydney Snyder, DSF Consulting, USA for TESOLprofessionals.
Diane StaehrFenner, DSF Consulting, USA Catherine Pfaffenroth, U.S. Department of State, USA
Julie Baer, Consultant, USA
Friday, 11:30 am12:15 pm Caitlin McNamara, Institute of International Education, USA
Expanding Cultural Borders Through StoryCorps Friday, 11:30 am12:15 pm
Interviews and Digital Storytelling Projects Hilton Baltimore, Key 3
Content Area: Task-Based, Project-Based Instruction Gamifying Your ClassNo Technology Needed!
StoryCorps is an oral history framework useful for integrating Content Area: Teaching Methodology and Strategy
interviewing and digital storytelling into the ESL classroom. Using Teachers can apply game theory in the classrooms to increase
StoryCorps, students improve listening comprehension, develop motivation, engagement, and excitement among learners the
oral communication skills, and expand cross-cultural perspectives. way games such as Angry Birds and Candy Crush do. This
Participants take away a variety of strategies and activities to presentation shows ways to do this with no technology or special
implement in their speaking/listening classes. equipmentneeded.
Danielle Petersen, Central Michigan University, USA Emily A. Thrush, University of Memphis, USA
Caitlin Hamstra, Central Michigan University, USA Teresa S. Dalle, University of Memphis, USA

Exploring the Role of Culture in How Students Get Language From a Course Book
Shaping Future Possible Selves There are the usual ways to teach, but we can also have students do
Content Area: Intensive English Programs things like mine written and spoken text for useful and interesting
The study discussed explores how 30 ESL learners from two different language that crops up. This session looks at the different ways that
cultural backgrounds view their English learning experiences, present coursebook activities can help students engage with language in
varying future goals, and differ on stages of acculturation into American memorable and long-lasting ways.
culture. In addition, this study investigates how coming from different Jeremy Harmer, English Central, Canada
cultures impacts learners projections of themselves as future L2 users.
Duygu Uslu-Ok, University of Houston, USA Friday, 11:30 am12:15 pm
Friday, 11:30 am12:15 pm Imagining Extensive Speaking for EFL
Convention Center, 338 Content Area: English as a Foreign Language
From ESL to Mainstream Classrooms: EFL students often struggle with speaking. The presenters think a bit
Beyond Borders With Notetaking Skills more speaking can help those students cross that border. The project
Content Area: Higher Education discussed bridges the divide between input and output hypotheses
Are you an ESL/ELL teacher who would like to improve your high- through an extensive speaking module. Presentation attendees
FRIDAY, 8 APRIL
school or college-age students ability to take effective and meaningful learn about the project and how to implement extensive speaking in
notes? Join us to learn true and tried techniques and receive subject- theirclasses.
matter-specific note-taking templates. Eric Reynolds, Woosong University, Korea, Republic of
Hoda Zaki, Camden County College, USA Sarah Yeonghong Go, Middlebury Institute of International Education,
Ildiko Porter-Szucs, Eastern Michigan University, USA Korea, Republic of
Roundtable
Improving L2 Reading Comprehension Placement and Progress Testing in
With Facebook a Multilevel ESL Program
Content Area: Reading and Literacy Learn how pairing the CaMLA EPT with the MTELP series makes an
Using results from classroom research, this session demonstrates efficient, reliable, and cost-conscious coupling that will save your
how the use of the social media site Facebook may affect the second- program time and money. Available in both computer-based and paper-
language reading comprehension of students enrolled in content-based based formats, this duo will make placement and progress a breeze for
ESL courses. your institution. Dont skip this demo!
Tamara Warhol, University of Mississippi, USA Jessica OBoyle, CaMLA, USA

Its Time for a Change in the Mentoring Process Principals Implementation of Mandates to
Content Area: Personal and Professional Development for Teachers Improve Educational Opportunities for ELLs
Mentoring has been an established avenue for professional
development. An individuals willingness to change and place his or her Federal mandates to improve ELL education must extend beyond state
trust in the mentoring process shapes the success of this relationship. and school borders to impact instruction. This presentation features the
A blueprint of the mentoring process based on identifying stages of stories of secondary principals who have collaborated to implement,
change and engaging in specific and effective dialogue is presented. sustain, and extend mandates to improve instruction for ELLs across
secondary classrooms. The presenters feature their leadership styles,
Linda D. Pratt, Rochester Institute of Technology, USA
progress, and ongoing challenges.
Michaela Colombo, University of Massachusetts Lowell, USA
Friday, 11:30 am12:15 pm Laurie Hartwick, Lawrence Public Schools, USA
Kinnon Foley, Lawrence Public Schools, USA
Making the Massive Online Course More Human(e)
Massive open online courses (MOOCs) continue to be a popular Friday, 11:30 am12:15 pm
learning option. With course sizes in the tens of thousands, finding Convention Center, 325
creative ways to maintain the personal touch for successful learning
Reexamining Online Teacher Training Practices:
is challenging. The key is in using engaging supplementary materials
Towards Effective Mentorship and Evaluation
and social media tools.
Maggie Sokolik, Wayzgoose Press, USA
Discussants highlight current practices in mentoring and evaluating
teacher-trainees in online programs by sharing their own experiences
Friday, 11:30 am12:15 pm and challenges, and relating them to supporting literature. The
audience generates effective mentoring and evaluation strategies and
Moving Beyond Cultural Boundaries: Using techniques through sharing of anecdotal evidence. Discussion notes
Reflection, Making Connections, Bridging Gaps will be provided via email.
Content Area: Culture Adrian Ortiz, University of IllinoisChicago, USA
This session explores how an instructor, a tutor, and international Miralynn Malupa-Kim, Alliant International University, USA
students in a 20th-century American culture course engaged in Caitlin Cornell, University of Illinois at Chicago, USA
reflective practices both inside and outside the classroom. By reflecting
on content, students went beyond surface observations, making salient
connections between their culture and U.S. culture, thereby bridging
cultural gaps.
Anastasia Khawaja, INTO University of South Florida, USA
Page Flint, University of South Florida, USA
FRIDAY, 8 APRIL

Hilton Baltimore, Key 7 Hilton Baltimore, Peale
Strategies for Embracing Learner Variability in an IEP Teaching Reading Annotation:
Content Area: Intensive English Programs Beyond Isolated Strategies to Automatic Skills
To support students with disabilities, IEPs must overcome challenges Content Area: Reading and Literacy
including perceptions of disabilities, testing limitations, and curricular Annotation is an essential academic reading skill. Presenters discuss
design. Presenters share experiences using campus resources and how to systematically teach students annotation skills, which include
Universal Design principles to support learner variability. Participants underlining, highlighting, marking, using symbols, and writing marginal
learn to identify and address policy and instruction barriers for the notes, as go-to strategies for increased comprehension, learning, and
benefit of all learners. retention. They show samples of students annotation progression over
Breanna Walling, Southeast Missouri State University, USA the course of a semester.
Jennifer Aitken, Southeast Missouri State University, USA Paula Snyder, University of Missouri, USA
Tara Browning, Southeast Missouri State University, USA Liza Armstrong, University of Missouri, USA

Student-Generated Podcast as the Means The IEP as a Collaborator in
for Extracurricular Engagement CampusInternationalization
Content Area: Listening, Speaking/Speech Content Area: Intensive English Programs
Podcasts have increasingly been gaining popularity in ESL contexts Implementing campus internationalization requires leaders, faculty,
for listening practice. This session describes how ESL students can and academic and student affairs departments to commit to including
be engaged in a collaborative project to generate podcast episodes of international perspectives at all levels of academic and support
their own. services. This session provides information on NAFSAs work on
Aziz Yuldashev, Northern Arizona University, USA internationalization and the Senator Paul Simon Award, and highlights
Danielle Bus, Northern Arizona University, USA the contributions of an IEP in campus internationalization.
Julieta Fernandez, Northern Arizona University, USA Betty Soppelsa, NAFSA: Association of International Educators, USA
Scott Stevens, University of Delaware, USA
Convention Center, 343 Friday, 11:30 am12:15 pm
Teaching a Transitional Learner: Convention Center, 327
The Challenges of C1 Instruction Top 10 Best Practices for Improving
A C1 learner is characterized by their competence in English at a level Learner Outcomes
described as mastery. What does it mean to teach a learner who How can we help students improve their lives through learning? Can
has technically mastered English? Understanding best practices at we measure learning components to see if they are effective in helping
C1 can enable teachers to recognize and address the subtle linguistic students attain their goals? This practical session presents more
needs of the transitional learner. than a years worth of research in how teachers are applying simple
Robyn BrinksLockwood, Stanford University, USA techniques to measure the impact to learning.
Colleen Kochannek, Pearson English, USA
Teaching EAP Students Nonacademic
Skills for Educational Success
Participants learn activities with which to teach their English for
academic purposes students nonlanguage academic skills that
are important for success in a higher education setting, including:
academic honesty, being an independent learner, time management,
FRIDAY, 8 APRIL
organization, emotion management, and stress management.

Dianne Tyers, Advance Consulting for Education, Inc., Canada
Roundtable
Friday, 11:30 am12:15 pm 1:00 pm
Transforming Stereotypes, Classism, Racism,
Friday, 1:00 pm1:45 pm
and Misogyny Through Social Media
Content Area: Intercultural Communication
Access to More Through English
Bridging controversial topics is essential in Intercultural See how teachers are integrating leadership/team building, community
Communications courses. By analyzing stereotypes in Korea, classism engagement, cross-culture, instructional technology, and critical and
in Kenya, racism in Latin America, and misogyny in Somalia, students creative thinking into EFL classes for teens and young adults in the
cross the borders of their own comfort zones. Easily-adaptable lesson U.S. State Departments English Access Microscholarship Program (for
plans encourage students involvement via a class blog and student- talented disadvantaged youth in more than 80 countries). Learn best
generated videos about their culture. practices for enriching your program.
Kendra Staley, Universidad del Norte, Colombia Melissa Fernandez, U.S. Department of State, USA
Melinda Burks, U.S. Department of State, USA
Why Assess Spanish-Speaking Students Convention Center, 317
in English and Spanish? Being and Becoming an ESP teacher:
Educators sometimes question the value of assessing native Spanish- An Ethnographic Study
speaking students in Spanish when both instruction and exams are Content Area: Personal and Professional Development for Teachers
in English. The information gained, however, identifies for teachers
the knowledge and skills students already have that they cannot yet This study examines the identity construction of ESP teachers working
demonstrate in English, and thus guides instruction. in a Chinese tertiary institution in light of curriculum reform. Using
an ethnographic approach, the inquiry aims to yield a contextualized
Carol Johnson, Renaissance Learning, USA understanding of ESP teachers professional lives and to provide
grounded insights to ESP teacher education and development.
Friday, 11:30 am12:15 pm Jian (Tracy) Tao, The University of Hong Kong, Hong Kong
Wikis, Collaborative Writing, and Rhetorical
Awareness in ESL Composition
Beyond the Comfort Zone: Energizing Faculty
Through Varied Professional Development
This presentation explores how a college instructor used wiki-based Content Area: Personal and Professional Development for Teachers
collaborative writing in a U.S. first-year ESL composition course. The
presenters share analyses of factors that mediated the range of mutual Veteran teachers often dont prioritize professional development.
collaboration and discussion about rhetoric among students, as well as Newer teachers are typically eager to develop their skills. This session
curriculum materials and the students finished wiki texts. highlights 10 varied approaches to enable an eclectic faculty to take
charge of its professional development. Program administrators learn
Dong-shin Shin, University of Cincinnati, USA practical techniques to implement immediately in their context for
Tony Cimasko, Miami University, USA
desired improvements.
Patrick Lilja, Interlink Language Center at the University of North
Friday, 11:30 am12:30 pm Carolina at Greensboro, USA
Hilton Baltimore, Holiday 2 Giovanna Alessio, The University of North Carolina at Greensboro, USA
Guide to the Adult Citizenship Education
Content Standards: An Overview
This session provides an overview of the U.S. Citizenship and
Immigration Services Office of Citizenship publication, Guide to the
FRIDAY, 8 APRIL
Adult Citizenship Education Content Standards and Foundation Skills.

Participants learn how they can implement adult citizenship content
standards into their curriculum and classroom.
Kelton Williams, U.S. Citizenship and Immigration Services, Department
of Homeland Security, USA

Friday, 1:00 pm1:45 pm Friday, 1:00 pm1:45 pm
Building Academic and Social Competence Development and Evaluation of a Corpus-
Through EAP Speaking Circles Informed Curriculum for International Nurses
Content Area: Listening, Speaking/Speech Content Area: Phonology/Pronunciation
Time limits are a challenge for EAP speaking and listening instructors. This presentation reports on an ESP curriculum for international
Learn about a semester-long collaborative-learning project that nurses working in the United States. First, the presenter describes
helps students build important academic and social language skills the development of the curriculum, which is based on a corpus-based
outside of the classroom, leaving more classroom time for other analysis of 104 nurse-patient interactions. Then, she discusses
important objectives. Go home with a ready-to-go project description, evaluation and lessons learned from the first iteration of the course,
assignments, and rubrics. Pronunciation for Nurses.
Leah Addis, Michigan State University, USA Shelley Staples, Purdue University, USA
Austin Kaufmann, Michigan State University, USA
Stacy Sabraw, Michigan State University, USA Friday, 1:00 pm1:45 pm
Friday, 1:00 pm1:45 pm Digital Storytelling for Language Development
Hilton Baltimore, Peale Within an EAP Capstone Class
Comprehensive IEP Orientation: Content Area: Intensive English Programs
Adapting to Students Changing Needs
With reference to pioneering techniques and philosophy of digital
Content Area: Intensive English Programs story creation, the presenter outlines a process by which a digital story
Presenters share a dynamic model of IEP orientation that adapts project may be incorporated in an EAP Capstone class to enhance
to students changing needs. New students cultivate cooperative language learning and amplify students personal voices.
relationships with staff, faculty, and experienced students, both Laura Thomas, The Ohio State University, USA
domestic and international, building successful learning strategies
from the bottom up. Quality orientations create both a safety net and a
springboard for IEP students.
Tony Cipolle, University of Oregon, USA
Do You See Me? Knowing the Reality of Immigrants
Angela Dornbusch, University of Oregon, USA
Friday, 1:00 pm1:45 pm This presentation explores the realities of immigrant families in the
Hilton Baltimore, Key 6 USA and the effect of home culture and language on how children
connect to U.S. schooling. Also, it provides strategies to connect better
Creating Cultures of Language Awareness
to ELL families and to transform schools into a culturally responsive
in Content-Based Contexts
community for all members.
Integrated Learning Christel Broady, Georgetown College, USA
Why should language awareness be confined to language classrooms?
In this interactive, practical session, presenters provide a rationale Friday, 1:00 pm1:45 pm
and strategies for creating cultures of language awareness for entire
schools that go beyond the borders of the ESL classroom. Content ELLs and the Common Core State Standards
applies to administrators, teachers, paraeducators, ESL/bilingual Content Area: Standards, Common Core State Standards
specialists, and students. This workshop provides an introduction to the CCSS. Participants learn
Kristen Lindahl, University of Texas at San Antonio, USA about the supports that ELLs will need to meet the CCSS and the new
Naomi Watkins, Utah State University, USA roles for teachers and educators of ELLs in the era of the CCSS. It
equips participants with strategies and resources to include ELLs in
theCCSS.
Giselle Lundy-Ponce, American Federation of Teachers, USA
FRIDAY, 8 APRIL
Roundtable
Facilitating Language Use Awareness to If Carmen Can Analyze Shakespeare,
Optimize the L2 Writing Experience Everyone Can: Identity and Power
Drawing from empirical data on L1 use during L2 writing, this The case study discussed describes how Carmen struggled with and
presentation addresses how questionnaires can be used to facilitate L2 (re)negotiated her cultural, ethnic, and ESL speaker identities first as
writers awareness of their perceptions of language use. The presenter an ELL and then an elementary school teacher in the United States. By
discusses how writing instructors might help L2 writers move beyond describing and discussing the identity transformation, conflicts, and
perceived language borders to optimize their L2 writing experiences. negotiations Carmen experienced, the study offers implications for
Katherine Evans, University of California, Davis, USA classroom practice.
Hayriye Kayi-Aydar, University of Arizona, USA
Convention Center, 342 Friday, 1:00 pm1:45 pm
Going Beyond Monolingual Borders to Convention Center, 343
Equitably Assess Bilingual Writing Innovative Approaches to the Delivery of
Content Area: Second Language Writing/Composition an Applied Linguistics-TESOL MA
This presentation shares how 24 preservice teachers analyzed writing This presentation introduces the new dual-modality Masters in Applied
samples from emerging bilingual middle school students. Through this Linguistics-TESOL offered at Texas A&M University-Commerce.
examination, participants see the hesitation and tensions teachers This program is the culmination of several years of academic and
experience when evaluating emerging bilinguals writing. The findings conceptual development, including the creation of an advisory board
point to the need to challenge deficit notions of diverse language use. of first-class scholars. Raffling textbooks from TAMUC faculty Dr. Lucy
Pickering and Dr. Salvatore Attardo.
Margarita Zisselsberger, Loyola University Maryland, USA
Mark Lewis, Loyola University Maryland, USA Shelby Miller, Texas A&M UniversityCommerce, USA
Elisa Gironzetti, Texas A&M University-Commerce, USA
Hands-On Comprehension Strategies for All Students
Many ELLs struggle to read and comprehend even basic texts. Integrating Workforce Preparation and
Evidence-based, hands-on comprehension strategies can change that. Training Into EL Civics Curriculum
This is an interactive workshop. Participants learn proven activities and Content Area: Adult Education
strategies to boost comprehension for all levels of ELLs. The Workforce Innovation and Opportunity Act emphasizes integrating
Jill Haney, Saddleback Educational, USA workforce preparation and training into ESL and EL civics curriculum.
Presenter demonstrates one states EL civics workforce preparation
curriculum and performance-based assessment. Participants review
and evaluate it for their own use. Discussion also includes plans for
integrating workforce training.
Hear More Student Voices With Google Voice
Lori Howard, CASAS, USA
Instructors often use technology for motivation, but are unaware of Hilton Baltimore, Paca
how it can enhance learning. Presenters demonstrate how to create
an account, customize assignments, and share recordings. Participants Language Teaching in a BYOD Environment
create content with cell phones. Sample activities for classroom use Many schools no longer support traditional computer-based language
are provided. Learn to use an adaptable, accessible, and engaging tool. labs. Instead, we are seeing one-to-one programs, where students
are issued portable devices (such as iPads or Chromebooks) and
Farrah Littlepage, University of Missouri-Columbia, USA
then bringing these devices to class. This workshop examines how
FRIDAY, 8 APRIL
Debbie Parker, University of Missouri-Columbia, USA

multidevice BYOD support can be implemented using the SmartClass+
language teaching platform.
Gerry Sullivan, Robotel Inc., Canada

Making Science Content Comprehensible Reimagining Program Evaluation Through
for Secondary Level TESOL Students Appreciative Inquiry: Moving Beyond the Negative
Content Area: High School/Secondary Education Content Area: Program Administration
The integration of language and content is important for all students. This session describes the design and implementation of an IEPs
Many secondary learners spend time learning a second language annual review of operations using appreciative inquiry (AI) as an
at the expense of minimizing the academic content. During this approach to organizational analysis and learning. AI provides a way in
session, the presenters use SIOP strategies in a purposeful manner which evaluators can stop the negative spiral and generate new and
to help secondary students enhance their academic science positive ideas for transformational program growth.
contentknowledge. Elsie Paredes, Virginia Tech Language and Culture Institute, USA
Eileen Gonzlez, University of Saint Joseph, USA Pamela Smart-Smith, Virginia Tech Language and Culture Institute, USA
Jennifer Green, Western Washington University, USA
Friday, 1:00 pm1:45 pm Convention Center, 347
Hilton Baltimore, Key 9 Representation Issues in Classroom Materials
National External Diploma Program (NEDP); Content Area: Social Responsibility/Sociopolitical Concerns
A High School Diploma Alternative Values and beliefs about gender, race, and other issues are embedded
An alternative for ELL students unable to pass the timed high school in our classroom materials and practices, many times without our
equivalency tests, NEDP allows adults and out-of-school youth to being aware of the political value of these representations. The
earn a diploma in a performance-based assessment program through presenter discusses the literature on the topic and her own analysis of
simulated, real-life tasks. Identify how participants utilize critical representation in an ESL textbook series.
thinking, digital literacy, and self-management skills to successfully
Adriana Picoral, University of Arizona, USA
transition to postsecondary programs.
Jane Eguez, CASAS, USA
Linda Taylor, Comprehensive Adult Student Assessment System, USA Friday, 1:00 pm1:45 pm
Rural Teacher Training: Utilizing New
Technologies in Underdeveloped Areas
Reaching Beyond Borders to Student
Voice Through Identity Texts This presentation demonstrates the efficacy (theory and practice) of
Content Area: Elementary School/ Primary Education using videos, audio, Internet, and other new technologies in rural ELL
classrooms. User-friendly technologies provide many opportunities
This session focuses on the creation of teacher-supported student for teachers to create and produce engaging, interactive lessons
identity texts. The presenters showcase the multimedia identity text and activities. Teachers adapt existing media to meet their local and
creations of elementary ELLs, including collaborative murals, photo specific objectives.
transfer, multilingual art/text collage, digital stories, and hardcover
Dan Sloan, U.S. Department of State, China
books. Become inspired with ideas for your own class identity
Chen Hu, Nayong No.1 High School, China
textprojects!
Paula Markus, Toronto District School Board, Canada
Shirley Hu, Toronto District School Board, Canada
Ann Woomert, Toronto District School Board, Canada FRIDAY, 8 APRIL
Roundtable
Hilton Baltimore, Tubman Convention Center, 332
Seeing Results With Effective Teaching Content-Specific Academic
Blended Learning Solutions Vocabulary to ELLs
Online platforms are used in higher education classrooms around the Content Area: Math and Science
world, but most are not developed for language learners. Learn from This presentation illustrates the linguistic characteristics of
experts, including a leading platform developer and teachers who content-specific academic vocabulary with authentic K12 texts
have successfully incorporated blended learning in the classroom, how and demonstrates instructional strategies that emphasize roots and
digital solutions created for language learners lead to measurable affixes to teach math and science vocabulary to ELLs. Participants
student success. actively engage in the analysis of science and math vocabulary and the
Sharon Sargent, Oxford University Press, USA demonstration of teaching strategies.
Sigrun Biesenbach-Lucas, Oxford University Press, USA Wei Zhang, The University of Akron, USA
Donette Brantner-Artenie, Oxford University Press, USA Lynn Smolen, The University of Akron, USA

Status Quo to Advocacy: Border Crossing Teaching English With Infographics:
PD for Pre-K12 Administrators Design, Create, and Use
Content Area: Leadership Content Area: Integrated Skills
In this presentation, results from a study on a summer academy This presentation shows how teachers can create and use infographics
designed to work with Pre-k12 administrators to introduce them to (visual representations of information) to develop students language
the world of the ELL is provided. Participants learn methods and ways skills, critical thinking skills, visual literacy skills, and content
of creating a paradigm shift from status quo to advocacy. knowledge. Participants also learn how students themselves can
James Cohen, Northern Illinois University, USA design and create their infographics on various topics to develop
various language and nonlanguage skills.
Friday, 1:00 pm1:45 pm Gabriela Kleckova, University of West Bohemia, Czech Republic
Taboo Topics in Gulf Arab Cooperation Friday, 1:00 pm1:45 pm
Council Classrooms Hilton Baltimore, Key 7
Content Area: Culture Tracking Learner Progress Through Student Journals
The purpose of this discussion is to inform teachers seeking Content Area: Assessment/Testing
employment in the rich oil and gas region of the Gulf Cooperation Reference to clear learning objectives and examples of weak or strong
Council, with its burgeoning youthful population and intense K12 work help students to recognize their learning gains. The use of a
educational reforms, about topics that may be considered inappropriate progress journal further supports student growth by providing a record
for classroom language teaching. of student reflections on their work over time. This session suggests
Melanie Gobert, Abu Dhabi Mens College, Higher Colleges of practical approaches to using student journals.
Technology, United Arab Emirates Trina Duke, Educational Testing Service, USA
Helene Demirci, Abu Dhabi Mens College, United Arab Emirates Elizabeth Park, Educational Testing Service, USA

Transitioning Students From Listening Labs
to Active, Self-Selected Listening
In this session, the presenter discusses how to modify language
FRIDAY, 8 APRIL
labs into self-selected learning experiences. Topics include activities

training students to become active, self-directed listeners, transitioning
students from focused labs to self-selected labs, and finding and
choosing appropriate Internet video clips. Discussion is encouraged.
Jim Bame, Utah State University, USA

U.S. Education for Central American Defining Student Learning Outcomes:
Youth Fleeing Violence Beyond the Borders of a Textbook
Content Area: High School/Secondary Education Content Area: Program Administration
The recent influx of unaccompanied youth from Central America Clearly defined criteria for placement, advancement, and student
presents significant challenges and opportunities for schools and learning outcomes based on sound research in an English language
communities. Learn how one school district and community partnered program is key to the success of the students and the program. This
to address the academic and emotional needs of these vulnerable session reflects on research-based practices, placement criteria, level
youth. Examples of meeting the needs of educators and staff will also definitions, and the relationship of these to student success.
be addressed. Lynore Carnuccio, esl-etc Educational Consultants, USA
Karen Woodson, Montgomery County Public Schools, USA Kristin Grayson, Intercultural Development Research Association, USA
Luis Cardona, Department of Health and Human Services, Maryland, USA
Laura Newton, Montgomery County Public Schools, USA Friday, 1:00 pm2:45 pm
Luis Aguirre, Department of Health and Human Services, Maryland, USA Convention Center, 330
Getting on the Same Page: Aligning Writing Standards
Friday, 1:00 pm1:45 pm ELLs learn writing at various stages in their development, yet
objectives vary. This panel discusses the approaches of schools,
Using Argument Structure to Bridge IEPs, writing programs, and college content classes toward writing.
Test Inferences to Test Use Panelists discuss key elements from their perspectives as well as
Content Area: Assessment/Testing successful strategies for aligning objectives to ensure smoother
Recent calls for accountability in language assessment leave transitions for students.
teachers wondering how to structure appropriate assessments that T. Leo Schmitt, Borough of Manhattan Community CollegeCUNY, USA
lead to valid interpretations and uses of language assessment data. Jenifah AbuHassan, American University of Sharjah, United
This presentation focuses on the adaptation and use of Toulmins ArabEmirates
argument structure for English language testing in a variety of Frank Noji, Kapiolani Community College, USA
academiccontexts. Abby Franchitti, Kansas State University, USA
Priyanvada Abeywickrama, San Francisco State University, USA Nigel Caplan, University of Delaware, USA
Brent Green, Salt Lake Community College, USA Gena Bennett, University of Central Arkansas, USA
Jeannie Kahaney, The New School, USA

Hilton Baltimore, Key 11 Friday, 1:00 pm2:45 pm
Vocabulary: The Fastest Way to Go
Further in Foreign Language Grammar Toolkit: Instructing Complex
Syntax in Authentic Academic Texts
Current research suggests that vocabulary is perhaps the most
important part of learning a second language. In this session, the
presenters examine four main principles of vocabulary acquisition. Content-area texts provide unique challenges for ELLs, including
Using examples from Pathways: Listening, Speaking and Critical grammar rarely encountered in oral language. This workshop
Thinking, they explore classroom strategies for ensuring effective introduces techniques for identifying and instructing syntactic
vocabulary acquisition for your students. structures found in the academic language of content-area texts. Both
Keith Folse, University of Central Florida, USA teacher educators and ESL teachers collaborating with content-area
teachers benefit from this workshop.
Mary Hughes, Boston University, USA
Melissa LathamKeh, Bridgewater State University, USA
FRIDAY, 8 APRIL
Roundtable
Helping ELLs Meet Standards New Materials on Rigor, DigitalLiteracy,
for Reading and Writing and Career Pathways
Content Area: Mainstream Classrooms Content Area: Adult Education
This interactive workshop describes a research-based framework The LINCS ESL Pro project has created materials and provided support
to support ELLs in the Common Core State ELA Standards. Through to 10 states to improve ELL instructions in three areas: increasing rigor
interactive adult learning techniques with 14 high leverage practices, of instruction, integrating digital literacy, and connecting adult ESL
session participants actively engage with classroom-ready material learners to career pathways. Learn about freely available materials and
and develop action plans and curricular materials relevant for their online professional development on these important topics.
own instructional contexts. Marcela Movit, American Institutes for Research, USA
Erin Haynes, American Institutes for Research, USA Heide Spruck Wrigley, Literacywork International, USA
Patricia Garcia-Arena, American Institutes for Research, USA Kathy Harris, Portland State University, USA
Laura Golden, American Institutes for Research, USA Betsy Parrish, Hamline University, USA
Lauren Artzi, American Institutes for Research, USA
Friday, 1:00 pm2:45 pm Hilton Baltimore, Holiday 4
Convention Center, 319 One-Size-Fits One:
Insights Into ITA Testing and Training Incorporating Technology Into ESP Courses
From Conversation Analysis Never a one-size-fits-all pedagogy, the varied ESP landscape
Content Area: International Teaching Assistants presents unique challenges for incorporating technology. Panelists
Conversation analysis offers in-depth insights into talk-as-text representing a spectrum of different face-to-face and online courses
and allows us to dissect what we may intuitively know about the address technologys impact on three key areas: organizational needs
discourse of ITAs. In this session, the presenters explore current CA/ analysis, course design and development, and course delivery.
ITA research projects, and involve participants in a discussion of Jaclyn Gishbaugher, The Ohio State University, USA
potentialapplications. Suzi Lee, Georgia Institute of Technology, USA
Stephen Daniel Looney, Pennsylvania State University, USA Julie Lopez, University of Delaware, USA
Innhwa Park, West Chester University, USA David Kertzner, ProActive English, USA
Stephanie Hyeri Kim, California State University, Northridge, USA Christine Sabieh, Notre Dame University, USA
Marvin Hoffland, Carinthia University of Applied Sciences, Austria

Invigorating Language-Teaching Practice: Boosting
Learning With Brain-Compatible Activities Solidarity, Feminism, and Antiracism
in the TESOL Academy
Presenters engage participants in work that raises awareness of
how brains learn best. Participants are familiarized with credible More than a decade after the publication of their co-authored article
neuroscientific research information. By understanding how in a leading TESOL journal, theorizing the institutional contexts in
brains learn, the audience acquires skills in shifting the action which women of color working in the TESOL academy operate, seven
focus to students, optimizing cognitive engagement. Presenters established TESOL scholars revisit their analysis, critically reexamining
share classroom activities supported by significant neuroscientific and expanding upon particularities of their placed-base struggles.
researchdata. Suhanthie Motha, University of Washington, USA
Angel Lin, The University of Hong Kong, Hong Kong
Lucia Santos, Casa Thomas Jefferson, Brazil
Stephanie Vandrick, University of San Francisco, USA
Denise DeFelice, Casa Thomas Jefferson, Brazil
Rachel Grant, City University of New York, USA
Shelley Wong, George Mason University, USA
Gertrude TinkerSachs, Georgia State University, USA
FRIDAY, 8 APRIL

Teaching in Technicolor: Turning the Tables on Traditional Education
GoingBeyond Verbal Representations Content Area: Teaching Methodology and Strategy
Content Area: English as a Foreign Language Despite our best efforts we still see poor learning outcomes. What if
This workshop aims at sharing ideas on how visual representations we turned the tables? If we change the teaching paradigm, can we
can stimulate students creativity and engage them into a variety of change the outcome? Educators are trying out flipped classrooms.
activities that will lead students to think critically. Attendees will have Learn what all the hype is about and lets target those who need the
a clear notion of what visual literacy is and how it can be applied on most help.
aneveryday basis. Teresa Gal, University del Mar campus Huatulco, Mexico
Carolina Barretto, Casa Thomas Jefferson, Brazil
Luis Dantas, Casa Thomas Jefferson, Brazil Friday, 1:00 pm2:45 pm
Lucola DiasLima, Casa Thomas Jefferson, Brazil Convention Center, 314
Two Sides, One Coin: Interaction of
Friday, 1:00 pm2:45 pm Listening and Speaking Skills
Content Area: Listening, Speaking/Speech
Teaching Writing to Adult Low Literacy Students:
Although listening and speaking skills are often taught together,
Research to Practice
practitioners sometimes forget the extent to which the two skills
Adult students with limited or interrupted formal education (SLIFE) inform and affect each other. This session brings together research on
in their first language face many challenges as they work toward training, instruction, interaction, and assessment with a focus on the
literacy in English. Researchers and practitioners come together to intersection of listening and speaking skills.
discuss instructional needs, with special emphasis on learning to
write. Participants gain connections to SLIFE research as well as Melissa Baese-Berk, University of Oregon, USA
Nicole Ziegler, University of Hawaii, USA
instructionaltechniques.
Troy Cox, Brigham Young University, USA
Heather Tatton-Harris, Carlos Rosario International Public Charter Judson Hart, Brigham Young University, USA
School, USA
Heide Wrigley, Literacywork International, USA
Colleen Brice, Grand Valley State University, USA Friday, 1:00 pm4:45 pm
Lindsay Laplante, Central Piedmont Community College, USA Hilton Baltimore, Holiday 2
Julia Reimer, Hamline University, ELLs, Immigrant Students, and U.S. Law:
Jill Morin, Central Piedmont Community College, Featured Session
Friday, 1:00 pm2:45 pm Immigrant children and ELLs often face barriers in receiving an equal
Convention Center, 327 education and participating in activities in U.S. schools. This session
Transcending Borders: Teacher Education Practices discusses the rights of students and responsibilities of schools
to Empower Bilingual Elementary Learners under current U.S. law, and what schools can and cannot require of
This InterSection of Teacher Education, Bilingual Education, and immigrant children and ELLs.
Elementary Education ISs contributes to broadening how teacher James Ferg-Cadima, U.S. Department of Education, Office for Civil
educators can enhance the integration of pedagogical practices that Rights, USA
help teachers use a strength-based model which honors the assets of Emily McCarthy, U.S. Department of Justice, USA
students and families L1, recognizes students as emerging bilinguals, Roger Rosenthal, Migrant Legal Action Program, USA
and encourages bilingualism and biliteracy.
Angela Bell, University of Colorado Colorado Springs, USA
Leslie Grant, University of Colorado Colorado Springs, USA
Barbara Frye, University of Colorado Colorado Springs, USA
Nan Bryant, John Kerr Elementary School, USA
Debbie Zacarian, Zacarian Consulting, USA
FRIDAY, 8 APRIL
Sandra Musanti, University of Texas Rio Grande Valley, USA

Helen Berg, Sam Houston State University, USA
Roundtable
2:00 pm Friday, 2:00 pm2:45 pm
Advancing Academic Language Development
Beyond an Intermediate Level
Beyond the Textbook:
Integrated Learning
Movement Activities for Production and Review
Content Area: Teaching Methodology and Strategy Some students fail to progress beyond intermediate proficiency levels
in academic English. This session explores ways to bolster learners
Cathie Summerford states, Movement in the academic classroom language development. Participants use a matrix to diagnose aspects
is essential to keep (students) focused, excited, and ready to learn. of academic English that may be problematic to learners and practice
The presenters share activities to support students in producing and techniques to advance proficiency across different skill areas.
reviewing target concepts taught in class. Participants leave with
captivating ideas to get students out of their seats! Deborah Short, Academic Language Research & Training, USA
Jaime Haile, ELS Language Centers, USA
Nicole Haning, ELS Language Centers, Santa Monica, USA Friday, 2:00 pm2:45 pm
Friday, 2:00 pm2:45 pm Beyond Research Papers: Conveying

Academic Knowledge in a Digital World
Adapting Open Source Text Materials
to Appropriate Lexile Levels What are the needs of academic writers in our current cyber-based
Content Area: CALL/Computer-Assisted Language Learning/ university discourse? This presentation focuses on a 7-week course,
Technologyin Education cotaught by the presenters, designed to assist students in writing
and transforming researched academic topics to digital mediabased
Open sources with Creative Commons licensing are an alternative to pieces creatively presented to an audience outside their fields of study.
copyright and give educators options in delivering reading materials
to students. OpenStax offers free and open academic peer-reviewed Pamela Minet-Lucid, University of Southern California, USA
textbooks that can be adapted. Texts can be processed through Juli Kirkpatrick, University of Southern California, USA
the free online MetaMetrix Lexile analyzer to adjust to various
readabilitylevels. Friday, 2:00 pm2:45 pm
Cheryl Allaire, Ball State University, USA
Dustin Koehler, The Ohio State University, USA Beyond Borders: An Online Writing Project
Between Transitioning Multilingual Learners
Friday, 2:00 pm2:45 pm Content Area: High School/Secondary Education
Convention Center, Roundtable Discussion Area in Expo area Framed by concepts of constructivism and collaboration, this
Addressing Teacher Candidates presentation details an online writing project between secondary and
Dispositions Toward ELLs postsecondary multilingual writers. Emergent themes regarding the
Content Area: Assessment/Testing students understanding and perception of their writing development,
identities, and needs are discussed as evidence supporting online safe
A fundamental aspect of preparing teacher candidates for ELLs in the spaces for transitioning multilingual writers.
mainstream classroom is addressing teacher dispositions proactively.
The presenter shares a survey instrument that has been developed and Sarah HendersonLee, Minnesota State University, Mankato, USA
validated to assess professional teacher dispositions toward language Rachel AdamsGoertel, Pennsylvania State University, USA
minority students pre- and postintervention.
Andrea Hellman, Missouri State University, USA
FRIDAY, 8 APRIL

Beyond Borders: Bringing Students Voices Beyond the Curriculum: Teaching Social
Into Error Correction Practices Justice in the ESL Classroom
Content Area: Teaching Methodology and Strategy Content Area: Social Responsibility/Sociopolitical Concerns
In this session, participants look at data from a years worth of The purpose of this session is to demonstrate a program-wide
student survey results that show the difference between teachers approach to integrating social justice issues into language-learning
and students feelings towards error correction in an IEP. Participants curricula. Attendees learn how to plan, implement, and carry out a
examine and evaluate their own practices. program initiative to increase global citizenry with ELLs. Presenters
Olga Bichko, Manhattan Language, USA share their reflections and take-away tips.
Saghar Naghib, University of Miami Intensive English Program, USA
Friday, 2:00 pm2:45 pm Idalis Alvarez-Perkins, University of Miami, USA
Convention Center, Roundtable Discussion Area in Expo area Trisha Morillo, University of Miami, USA
Beyond Borders: Opportunities and Challenges
of Transplanting First-Year Writing Friday, 2:00 pm2:45 pm
Content Area: Second Language Writing/Composition Convention Center, 344
With the growth of internationalization of U.S. higher education, Beyond the Tip of the Iceberg:
Building Effective Cross-Cultural Training
transplanting first-year writing to the EFL context emerges, which
offers unique opportunities as well as challenges. This presentation, by Content Area: Culture
discussing a case of first-year writing implemented in a U.S off-shore Institutions tout their cross-cultural programming, but many do not do
program in China, sheds light on the transnationality of first-year writing. it right. This session explores a successful cross-cultural conversation
Ming Fang, Florida International University, USA pilot program that followed the Deardorff Intercultural Competence
Model. Participants learn how IEP students were grouped with
domestic students for an ongoing training that successfully explored
Friday, 2:00 pm2:45 pm deep cultural issues.
Matt Kaeiser, University of Miami, USA
Beyond Ethnicity: Minority Students
Clarissa Moorhead, University of Miami, USA
Identities Constructed in EFL in China
Jessica Driemeier, University of Miami, USA
Informed by postnationalism perspectives, the study discussed Friday, 2:00 pm2:45 pm
explored how tertiary-level Uyghur students represented themselves Hilton Baltimore, Peale
through EFL learning. EFL learning was found to empower participants
Beyond the Traditional Reading Test:
to contest the essentialized features imposed upon them, and forge
Summaries as Comprehension Assessments
desirable identities. Implications for stakeholders are discussed.
Xiaoyan (Grace) Guo, The Chinese University of Hong Kong, Hong Kong
Mingyue (Michelle) Gu, The Chinese University of Hong Kong, Hong Kong One efficient measure of students reading comprehension is having
them write a summary; however, summarizing is a difficult skill
that can be affected by writing proficiency. This session discusses
Friday, 2:00 pm2:45 pm approaches for teaching and assessing summaries to measure reading
comprehension and provides classroom-ready scaffolded summary
Beyond Physical Borders: TESOL Practicum activities for all proficiency levels.
Students and Online Teaching
Alisha Biler, University of South Carolina, USA
Content Area: Teacher Education Ray Knight, University of South Carolina, USA
Tasked with building an online English learning experience for
university partners in Guatemala, a university ESL program staffed
a pilot program with TESOL certificate students. Presenters explore
program design, supervision, and students experiences as well as
FRIDAY, 8 APRIL
successes and challenges of telecollaboration and teaching beyond

national, cultural, generational, and physical boundaries.
Elizabeth Wittner, University of Virginia, USA
Janay Crabtree, University of Virginia, USA
Alice Katindig, University of Virginia, USA
Roundtable
Blasting the Concrete Boundary of Coteaching Strategies for ELLs Through
Metaphor as a Literary Tool the Gradual Release of Responsibility
Content Area: Reading and Literacy Content Area: Integrated Skills
Metaphor is often thought of as a literary tool, but it is pervasive Many teachers of ELLs combine CBI with academic language and
in everyday English. The findings of this study investigating literacy development, while also creating a viable coteaching
metaphors inuniversity engineering textbooks, and students partnership. This highly interactive sessionutilizing simulations,
reading comprehension of some of these metaphors are presented. video case studies, lesson plan analysis, and small group critical
Implications for EAL pedagogy are discussed, highlighting the reflectionsaligns the Gradual Release of Responsibility framework
importance of metaphorcomprehension. with language and content mediation coteaching strategies.
Tina Beynen, Carleton University, Canada Andrea Honigsfeld, Molloy College, USA
Maria Dove, Molloy College, USA
Friday, 2:00 pm2:45 pm Audrey Cohan, Molloy College, USA
Hilton Baltimore, Douglas
Content and EFL Teachers Collaboration in CLIL Friday, 2:00 pm2:45 pm
Discovering and enhancing the role of language in teaching and
learning content through English in CLIL (content and language Digital Storytelling and Culturally Responsive
integrated learning) is pivotal for both content and EFL teachers. This Pedagogy in Preservice Teacher Training
presentation illustrates ways an emerging community of practiceEFL Content Area: Teacher Education
and content teacherscollaborates while revisiting their practice. Digital stories (DSs) as a multimodal autoethnographic tool in ESOL
Lina Vellucci, TESOL Italy, Italy teacher training allows teachers-as-storytellers to share (inter)cultural
Lucilla Lopriore, TESOL Italy, Italy experiences and explore reflexive practices, language ideologies,
and multicultural awareness. In the case study discussed, the
Friday, 2:00 pm2:45 pm instructorresearcher uses arts-infused methods and DS-elicitation
Convention Center, 340 to discuss multiple contextualized viewpoints on the DS process and
short videoproduct.
Coping Strategies of ESL Students in
an Online Composition Course Julie Dell-Jones, University of South Florida, USA
Taking online mainstream classes presents ESL students with Friday, 2:00 pm2:45 pm
opportunities and challenges. Using information gathered through Hilton Baltimore, Key 6
classroom-based action research, this presentation examines the English-Only Policy and Language Teacher
particular difficulties that ESL students in a mainstream online Education in Arizona: Insiders Perspectives
composition course face as well as the successful and unsuccessful Content Area: Language Policy and Planning
coping strategies students employ to overcome these challenges. This presentation reports on findings of a study that was intended to
Melissa Giefer, Winona State University, USA explore effects of globalization on K12 language teacher education
with reference to the English-only policy in the United States, through
the perspectives of teacher candidates, students, and faculty members
of a Southwest U.S. university.
Navin Singh, University of San Francisco, USA
FRIDAY, 8 APRIL

Hilton Baltimore, Tubman Convention Center, Roundtable Discussion Area in Expo area
Every Picture Tells Their Story! Good Choice, Bad Choice:
WRiTE BRAiN BOOKS are illustrated, wordless books that inspire From Administrator to Doctoral Student
students K12 to author their own storybooks, which are then Content Area: Second Language Writing/Composition
published. Our inspired curricula provide opportunities for teachers to This presentation reports the literacy experience of a Chinese
motivate and engage every type of learner. Students become confident, administrator transitioned to be a doctoral student in a U.S. university.
and test-readiness is increased in an 8-week process. Join us! Results indicated the past identity and knowledge presented problems
Julia Gabor, WRiTE BRAiN BOOKS, USA in her academic writing. The utilization of tools and resources
Meredith Scott Lynn, WRiTE BRAiN Books, USA established a social network and helped her produce conventionally
Jeryn Warren, WRiTE BRAiN Books, USA acceptable papers.
Rui Cheng, Nazareth College, USA
Friday, 2:00 pm2:45 pm Xiaojuan Lang, University of Rochester, USA
Extending Borders: Supporting Teachers of ELLs Friday, 2:00 pm2:45 pm
Content Area: High School/Secondary Education Convention Center, 315
Using a social ecological framework, this presentation explains how Grammar Explorer: Preparing Students
three urban high school teachers (Math, Science, and ESOL) are for Real Language Use
supported as they teach content and language simultaneously to a Weve all faced the challenge of getting students to use the grammar
cohort of ELLs through university partnerships, in-house collaboration, we teach. With real-world content from National Geographic and
advocacy for one another, and professional development activities. a systematic progression, see how students can be motivated to
Gretchen Oliver, University at AlbanySUNY, USA apply grammar using all skills. In this workshop, participants learn
techniques for getting students to actually use grammar.
Friday, 2:00 pm2:45 pm Rob Jenkins, Santa Ana College, USA
Convention Center, Roundtable Discussion Area in Expo area Daphne Mackey, University of Washington, USA
Ferguson Crisis and White Teachers
Teaching ESL in the USA Friday, 2:00 pm2:45 pm
Content Area: Social Responsibility/Sociopolitical Concerns Convention Center, 329
This is a roundtable discussion about designing a flipped class Helping Nonnative-English-Speaking Scholars
Publish Their Research Internationally
discussing the Ferguson event and deconstructing color-blind
racism among pre- and in-service TESOL candidates. All faculty Content Area: Second Language Writing/Composition
and administrators in teacher education are welcome to attend. Nonnative scholars feel pressure to publish research in English, but
Participants come away with ideas to deconstruct racism and its often lack local institutional support to do so. The presenter shares the
impact in ESL education. results of a uniquely interdisciplinary study (English and engineering)
Yin Lam Lee-Johnson, Webster University, USA that first investigated the specific writing challenges such scholars
face and then developed strategies to address those challenges.
Friday, 2:00 pm2:45 pm Ron Martinez, Universidade Federal do Paran, Brazil
Fostering Autonomous Learning by Supportive
Engagement of Existing Learner Autonomy
There is convincing research evidence that proactive learners learn
better and faster than reactive learners. What are the obstacles
to promoting learner autonomy? What are the cognitive and
metacognitive strategies and attendant conditions necessary to
FRIDAY, 8 APRIL
promote autonomous learning through supportive engagement of

learners existing autonomy?
Harisimran Sandhu, Freelance, India
Roundtable
Implementing a Hybrid Assignment-Rater Service Learning, Inquiry, and Narrative:
Norming Training Protocol in ESL Writing Beyond Coursework in Teacher Preparation
Content Area: Assessment/Testing Content Area: High School/Secondary Education
Assignment-rater norming training to achieve inter-rater reliability The U.S. teaching force remains predominantly Caucasian and
is an important and yet challenging task for a large institution due English monolingual. One way that teacher education programs can
to time constraints. The presenters share an assignment-rater prepare preteachers to teach across language, culture, ethnicity, and
norming procedure that includes an asynchronous online assignment- race is to engage them in meaningful service learning with ongoing
rater norming and a synchronous, face-to-face session. Materials, narrative assignments that support them in making sense of their
guidelines, and two case studies are shared for discussion. servicelearning.
Jin Kim, University of Illinois at Urbana-Champaign, USA Michaela Colombo, University of Massachusetts Lowell, USA
F. Scott Walters, University of Illinois at Urbana-Champaign, USA
Leyla Lambert, University of Illinois at Urbana-Champaign, USA Friday, 2:00 pm2:45 pm
Hilton Baltimore, Calloway
Friday, 2:00 pm2:45 pm Teachers as Materials Writers
D
Personal and Professional Growth
E
This session describes the process of writing a methodology
L
Through Life Satisfaction
Content Area: Leadership
NC E
coursebook, Becoming a Teacher, by 10 local teachers under the
CA
coordination of an English Language Fellow from the U.S. embassy. It
Life satisfaction occurs when people are engaged in activities that presents their experience and provides practical tips for EFL teachers
cause them to forget themselves, feel gratitude, lose track of time, and who are planning to write their own teaching materials.
stop worrying. This session focuses on the literature of life satisfaction Nilufar Mukhammedova, The Uzbek State University of World
and makes recommendations on how to increase the happiness Languages, Uzbekistan
quotient for TESOL educators. Kamola Alimova, The Uzbek State University of World Languages,
Neil J Anderson, Brigham Young UniversityHawaii, USA Uzbekistan
Christine Coombe, Dubai Mens College, United Arab Emirates
Convention Center, Roundtable Discussion Area in Expo area Teaching English as a Foreign Language
Saving Time Making ELT Materials This presentation describes UC San Diegos professional certificate
Content Area: Materials Writers and Curriculum/Materials Development in Teaching English as a Foreign Language, showing how it provides
Emerging technologies enable teachers to make their own digital and excellent preparation for international teaching contexts and for
even interactive ELT materials. This session explores ways to super- teaching in IEPs. Special courses in teaching English to young learners
charge content creation through open educational resources, peer and UCSDs online course offerings in TEFL are also highlighted.
collaboration, and online authoring tools. The results: Faster content Ivana Bonaccorsi, University of California, San Diego, USA
development, higher quality, and more creative ideas that work in the
elementary classroom. Friday, 2:00 pm2:45 pm
Benjamin Grimley, Speak Agent, USA Hilton Baltimore, Key 11
TEFL Student Practices With Reflection:
A Constructive-Developmental Study
Reflection is a critical component of successful teaching.
However, reflective practice differs among teachers. Building on
research connecting adult development theory to reflection and
FRIDAY, 8 APRIL
conceptualizations of teaching and learning, this study examines

how approximately 12 TEFL students engage in reflection, with
implicationsfor practice.
Jennifer Ouellette-Schramm, Hamline University, USA
Julia Reimer, Hamline University, USA

TESOLers at Work for 50 Years Utilizing Selfies to Promote Language Learning
Content Area: Advocacy Content Area: Listening, Speaking/Speech
Join a diverse group of TESOL leaders to discuss poignant highlights Can our devices be tools to engage students and promote learning?
of the first 50 years of the organization, current observations and Learn how to use selfie videos to practice all language skills, promote
concerns in the field, and important outlooks for the future of the self-noticing, and provide individualized feedback. Presenters explain
organization, the profession, and our classrooms. Participants are the rationale guiding the use of selfies, provide classroom uses,
welcome to participate and add to the discussion. examples, and students reactions to learning with selfies.
Amy Pascucci, University of California, San Diego, USA Loni Thorson, Colorado State University, USA
Lizbeth England, Shenandoah University, USA Kyla Masciarelli, Colorado State University, USA
Heather Robertson, University of Southern California, USA Christine Discoe, Colorado State University, USA
Kyung-Hee Bae, Rice University, USA
Myles Hoenig, Baltimore City Schools, USA Friday, 2:00 pm3:45 pm
Kara MacDonald, Defense Language Institute, USA Convention Center, 349
Cynthia Wiseman, Borough of Manhattan Community College, USA
Insights Into Teaching and Learning
English in Saudi Arabia
Friday, 2:00 pm2:45 pm Content Area: English as a Foreign Language
The purpose of the colloquium is an exploration of current cultural,
To Be Mainstreamed: The Journey of ELLs
linguistic and pedagogical issues related to the teaching and learning
Content Area: Elementary School/ Primary Education of English as a Foreign Language in the context of the Kingdom of
This session discusses issues of teaching ELLs through the Saudi Arabia, focussing on recent research by Saudi researchers
perspectives of immigrant families. Focusing on language and literacy working in EFL and TESOL.
development, the research reveals the importance of including Karen Woodman, Queensland University of Technology, Australia
families voice when addressing their needs, and teachers capacity to Fakieh Alrabai, King Khalid University, Saudi Arabia
address childrens affective dimensions as they are prepared to teach Mohammed AlQarni, King Abdulaziz University, Saudi Arabia
these children. Turki Assulaimani, King Abdulaziz University, Saudi Arabia
Hsiao-Chin Kuo, Western Michigan University, USA Musaad Alrahaili, University of Newcastle, Saudi Arabia
Amal Alnatheer, Saudi Electronic University, Saudi Arabia
Two-Year Assessment Analysis Through Convention Center, 326
a Language Immersion Project Preparing Future Colleagues in
Content Area: Assessment/Testing Program Administration
Assessment evaluates language competence and guides curriculum. Content Area: Teacher Education
Comparing four types of assessment, the presenters discuss the most Presenters describe knowledge, competencies, and dispositions
efficient assessment approach for business English using data from ranging from leadership, strategic planning, operational logistics,
a 22-month research project. Further, the presentation explores how and budgeting to advocacy, research, and mentoringneeded by ELT
this data could be used to create a leaner assessment protocol for professionals who move into administrative roles; discuss teacher-
futureprojects. training and language program efforts to provide these knowledge and
Amber Worrick, IDT GE Power Conversion, Chile performance sets; and share possible organizational approaches for
Diane Greenstein, IDT GE Power Conversion, Chile future preparation.
Richard Freund, IDT GE Power Conversion, Chile Kate Mastruserio Reynolds, Virginia Commonwealth University, USA
Fredricka L. Stoller, Northern Arizona University, USA
Suzanne Panferov, University of Arizona, USA
Mark S. Algren, University of Missouri, USA
FRIDAY, 8 APRIL
Megan Forbes, University of Florida, USA
Roundtable
Pronunciation and the Adult Learner: Childrens Social Representations About
Its Never Too Late Teaching and Learning English in Colombia
Content Area: Adult Education Content Area: English as a Foreign Language
Adult learnerseven those who come to us after speaking English for The presenters share a research project that explored childrens
many yearscan make significant improvements in speaking given social representations about the teaching and learning of English in
the right focus and teachers who understand the basics of English Medellin, Colombia. Data collected through drawings, pretend play,
pronunciation. Participants learn about and practice a variety of and conversations were analyzed in the light of Moscovicis social
multimodal approaches to teaching pronunciation. representations theory. Findings revealed childrens knowledge,
Shirley Thompson, English Language Training Solutions, USA feelings, and beliefs about learning and teaching.
Heather Ritchie, Montgomery College, USA Diana Quinchia, Universidad de Antioquia, Colombia
Cristina Cadavid, Universidad de Antioquia, Colombia
Claudia Diaz, Universidad de Antioquia, Colombia
3:00 pm
Friday, 3:00 pm3:20 pm Hilton Baltimore, Key 1
Convention Center, 339 Cognitive Approaches to Encoding a New Language
Electronic Word Cards for Vocabulary Development Jeanette Altarriba, University at AlbanySUNY, USA
One of the best vocabulary learning strategies suggested by lexical Friday, 3:00 pm3:45 pm
researchers is using word cards. This session helps teachers to create Convention Center, 317
electronic word cards for their students to learn new vocabulary. Collaborative Professional Development:
Participants also learn how to teach their students to create their own Practice-Oriented Reading Clubs
sets of words to learn. Content Area: Personal and Professional Development for Teachers
Thu Tran, Missouri University of Science and Technology, USA A practice-oriented reading club is a relaxed and collaborative model
for professional development in which faculty read about teaching
Friday, 3:00 pm3:45 pm methods, implement new practices in their classrooms, then meet to
Convention Center, 348 discuss their experiences. Learn strategies for organizing a reading
Beyond Borders: Writing and Rhetorical club, selecting texts, and facilitating discussions. Results of teacher
Needs of Chinese-Speaking Students surveys are presented.
Content Area: Second Language Writing/Composition Ruth Moore, University of Colorado Boulder, USA
This presentation addresses the writing and rhetoric needs of Chinese- Kate Furze, University of Colorado Boulder, USA
speaking students in institutes of higher education in the United
States, China, and Taiwan, focusing on what course assignments, Friday, 3:00 pm3:45 pm
assessment practices, and instructional strategies writing instructors Hilton Baltimore, Latrobe
can provide to foster students writing proficiency and confidence when Coordinating and Staffing an ITA
composing in their L2. Program on Your Own
Aylin Baris Atilgan, University of California, Davis, USA Content Area: International Teaching Assistants
Rockwell F. Clancy, University of MichiganShanghai Jiao Tong This discussion focuses on the responsibilities and common practices
University Joint Institute, USA involved in being the sole person staffing a university program for
Yu-Shan Fan, Taipei Medical University, Taiwan international teaching assistants. Participants discuss challenges
and offer solutions to one another based on similar contexts.
Friday, 3:00 pm3:45 pm Thesession serves as a networking opportunity for future support
Hilton Baltimore, Key 1 andcollaboration.
Beyond Native/Nonnative Borders: Exploring
FRIDAY, 8 APRIL
Vandana Loebel, University of Illinois at Chicago, USA

Translingualism in Teacher Identity Belinda Braunstein, University of California, Merced, USA
Rashi Jain, George Mason University, USA Morag C. Burke, Georgia Institute of Technology, USA

Convention Center, 344 Hilton Baltimore, Peale
Creating Intercultural Dialogue ESL Students in Distress:
Through Student Theater Joining Forces Across the University
Content Area: Intercultural Communication Content Area: Program Administration
This presentation describes the development process and results of an Depression, anxiety, and other mental health issues are prevalent
intercultural student theater project with ESOL students and students among international students in university-based IEPs and higher
in a developmental reading and writing course. Participants will learn education programs. As first responders, how do teachers and
about obstacles faced in its creation, see benefits to students, and administrators successfully triage students in distress? This workshop
design similar projects for their institutions. provides concrete tools for building a network of support that will
Chester Gates, Community College of Baltimore County, USA foster student health and well-being.
Sarah Barnhardt, Community College of Baltimore County, USA Jacqueline Smith, The New School, USA
Caitlin Morgan, The New School, USA
Hilton Baltimore, Holiday 6 Friday, 3:00 pm3:45 pm
Creating TESOL: Five Fantastic Founders Hilton Baltimore, Key 2
50 Years of Forward Reflection ESL Teachers Electronic Feedback
The superheroes of language education: TESOL, CAL, MLA, NCA, Practices Across Writing Tasks
NAFSA, and NCTE! Yet before 1966, there was no TESOL. This Content Area: Second Language Writing/Composition
question-and-answer opportunity features leaders from each This presentation reports findings of an in-depth investigation focusing
organization. Come interactively discuss how our shared future makes on university ESL teachers electronic written feedback practices
the past relevant as we craft our present for future needs. across a range of writing tasks. The presentation also provides ways
Betty Soppelsa, NAFSA: Association of International Educators, USA ESL composition instructors can enhance their practices in providing
Terry Wiley, Center for Applied Linguistics, USA electronic feedback.
Dennis Looney, Modern Language Association, USA Farzaneh Varhabi, Ohio University, USA
Joseph Lee, Ohio University, USA
Friday, 3:00 pm3:45 pm Dawn Bikowski, Ohio University, USA
Critical Stance: Empowering Students to Friday, 3:00 pm3:45 pm
Actively Address Social Inequities Hilton Baltimore, Key 1
Content Area: Social Responsibility/Sociopolitical Concerns Exploring What Works in ELT
ESL learners deserve full access to resources (e.g., employment and Professional Development
housing). By enacting the 6th standard of the Standards for Effective Donald Freeman, University of Michigan, USA
Pedagogy, critical stance (CS), educators work with students to
advocate for themselves, their families, and their communities. CS is Friday, 3:00 pm3:45 pm
grounded in critical pedagogy and Vygotskys sociocultural theory. Hilton Baltimore, Key 1
Colin Hueston, University of Colorado Denver, USA Exploring Your Assessment Literacy by
Critically Evaluating an Assessment Task
Friday, 3:00 pm3:45 pm Deena Boraie, American University in Cairo, Egypt
EAP for Graduate Students Crossing Borders:
Communicating With Nonspecialists
Increasingly, graduate students must explain their research in an
accessible manner to nonspecialist audiences within and outside
academia. This session describes an innovative oral communication
FRIDAY, 8 APRIL
program, the 3MT, which helps the next generation of researchers

develop the competencies needed to successfully convey their research
to all audiences regardless of expertise.
Christine Feak, University of Michigan, USA
Theresa Rohlck, University of Michigan, USA
Roundtable
For a Smoother Transition From IEP Reading Development for Students
to First-Year Composition With Interrupted Education
Content Area: Second Language Writing/Composition Mary Lou McCloskey, Educo Atlanta, USA
This session reports on the presenters efforts to establish a more
productive dialog between IEPs and First-Year Composition courses, Friday, 3:00 pm3:45 pm
hoping that participants can use a better understanding of the usual Convention Center, 323
values and practices of each program to help international students Reflective Teaching and Teachers
transition more smoothly from one to the other. Professional Development
Cynthia Z. DeRoma, University of Connecticut, USA Content Area: Personal and Professional Development for Teachers
Jelena Runic, Johns Hopkins University Peabody Institute, USA Developing reflective teachers is a goal in most teacher education
programs. The presenters discuss approaches to foster reflective
Friday, 3:00 pm3:45 pm teaching as an alternative paradigm in TESOL education. The purpose
Convention Center, 341 is to examine language teaching as a contextualized activity through an
Four NNESTs Professional Journeys inquiry-based approach, to question teachers practice from a broader
From NELTA to TESOL sociocultural perspective.
Content Area: English as a Foreign Language Carmen Chacn, University of Los Andes Tchira, Venezuela
This session presents perceptions and experiences of four dynamic Luisa Cristina Alvarez, Universidad Pedaggica Experimental Libertador
NNEST ELT graduates associated to a TESOL affiliate, Nepal English Maracay, Venezuela
Language Teachers Association (NELTA), as they developed strong
NNEST professional identities in a regional association and explored Friday, 3:00 pm3:45 pm
their leadership selves to envision a better landscape for future NNEST Convention Center, 336
professional generations. Strategies for Classroom Assessment
Madhukar K.C., Nepal English Language Teachers Association, Nepal at Different Proficiency Levels
Laxmi Prasad Ojha, Nepal English Language Teachers Association, Content Area: Assessment/Testing
Nepal This practical presentation introduces strategies that teachers
Dhundi Raj Giri, Nepal English Language Teachers Association, Nepal can use to assess learners language in the classroom. Three
Taranath Bhattarai, Nepal English Language Teachers Association, specialists explore approaches that give attention to assessment
Nepal at different language proficiency levels emphasizing how teachers
can use the information to follow learners development and guide
Friday, 3:00 pm3:45 pm furtherteaching.
Diane Schmitt, International Language Testing Association,
How Lessons Learned From the MOOC UnitedKingdom (Great Britain)
Can Inform Classroom Teaching Deborah Crusan, Wright State University, USA
Deborah Healey, University of Oregon, USA Lia Plakans, University of Iowa, USA

International Service Learning: Experiences Student-Teacher Responsibility: Arab
of U.S. In-service EFL Teachers Students Versus English Faculty
Content Area: Social Responsibility/Sociopolitical Concerns Content Area: Higher Education
The presenters share the experiences of five in-service teachers who Do you and your Arab students hold different expectations regarding
participated in an international service learning (ISL) program and responsibility? Do you wonder how you can cross traditional
share tips in creating successful ISL programs where pre- and in- boundaries to align these expectations? The mixed-method research
service teachers teach EFL in underprivileged schools as well as share discussed identifies the differences in expectations, and discusses
FRIDAY, 8 APRIL
how TESOLers can find the right community for such experiences. possibilities and ways to fill the gap in order to help students succeed
Burcu Ates, Sam Houston State University, USA in academic life.
Helen Berg, Sam Houston State University, USA Kashif Raza, Qatar University, Qatar
Alma Contreras-Vanegas, Sam Houston State University, USA

Success for Native American Bilingual Using Universal Design to Create TESOL
Learners Through Standards Education Curricula Without Borders
Content Area: Standards, Common Core State Standards Content Area: Higher Education
What are the issues for Native American bilingual learners in the This discussion session explains how to use the seven principles of
current educational environment focused on college and career universal design to create a cohesive teacher education program in
ready standards? Are Native American bilingual education programs TESOL that addresses the needs of multiple audiences (K12 and adult
compatible with standards-based accountability? The presenter shares ESL) within the same classroom. The presentation offers strategies for
strategies that support success with the career and college ready curriculum design, assignment activities, and practica.
standards through a culturally responsive approach. Gwendolyn Williams, Auburn University, USA
Mari B. Rasmussen, Dickinson State University, USA Rod Case, University of Nevada, Reno, USA

Teaching Vocabulary in TESOL What TESOLers Need to Know
Keith Folse, University of Central Florida, USA About Hip Hop and Blackness
Awad Ibrahim, University of Ottawa, Canada
Hilton Baltimore, Tubman Friday, 3:00 pm4:45 pm
The EF/SL Preservice Teachers Reality Hilton Baltimore, Calloway
Beyond the Curriculum Border Achieving ELT/ESL Editorial
Content Area: Teacher Education Excellence: KAdult Materials
This session provides research-based analysis of nonnative preservice Content Area: Materials Writers and Curriculum/Materials Development
English teachers challenges at secondary schools. It shows the gap Achieving editorial excellence is important for materials writers,
between university EF/SL teacher programs and first authentic teaching editors, and teachers aspiring to be published. In this workshop,
experience at schools. Participants focus on new directions for course participants gain insights into the editorial process and specific
and curriculum development necessary to enhance students capacity functions. The workshop features extensive hands-on practice with
for practicum and future profession. typical editorial tasks including manuscript evaluation, template
Armine Aghabekyan, Yerevan State University, Armenia development, structure and frequency lists, and editorial checklists.
Marilyn Rosenthal, Syntactix International, USA
Using Speaking Structures to Encourage Convention Center, 324
Spoken Fluency in EFL Learners Approaching Gender and Sexuality
Content Area: English as a Foreign Language in a Multicultural Classroom
Communicative activities are essential for English classrooms at Content Area: Intensive English Programs
every level. The presenter demonstrates how to use speaking practice Its complicated. Gender in the United States is more complex and
structures, especially Walls and Corners, Musical Pairs, and Party nuanced than it used to be. Presenters demonstrate classroom-tested
Mingling along with personal topics for encouraging teachers to make multimedia activities that teach appropriate academic language for
students talk all at once rather than one at a time. discussing gender, marriage, discrimination, harassment, and equality.
Chimed Suren, National University of Mongolia, Mongolia Attendees explore culturally-based gender perceptions and how to
address misunderstandings before they become conflicts.
Natalia deCubaRomero, Nassau Community College, USA
Ashley Fifer, Nassau Community College, USA
FRIDAY, 8 APRIL
Roundtable
Building Content: Resources for How to Support LGBTQ Voices in
Creating a Flipped Classroom Threatening EFL Contexts
Content Area: CALL/Computer-Assisted Language Learning/ While LGBTQ rights are increasingly being supported in some
Technologyin Education countries, how do LGBTQ teachers and students deal with situations
Make sure your flip is not a flop. The extra time and effort to in countries where such lifestyle choices are marginalized and even
begin a flipped classroom need not be intimidating. This workshop illegal? Panelists/participant narratives explore critical pedagogy,
demonstrates how to build content, including videos and assessments. conflict-solving, intercultural approaches, and advocacy to support
The presenter also demonstrates follow-up classroom activities. ESOL sexual minorities globally.
Participants learn to adapt these resources for their classrooms. Yasmine Romero, University of Washington, USA
Amy Roither, Webster University, USA David Ruiz, Universidad Nacional Autonoma de Mexico, Mexico
Rob Clment, Sohar University, Oman
Geoff Lawrence, The University of Alabama at Birmingham, USA
Building Socially Responsible Programs Convention Center, 329
of Multiple Literacies in EFL Contexts
Identity Dialogues: Building Intercultural
How do educators fulfill their social responsibilities to cultivate
Competence Through Discussing Power and Privilege
multiple literacies in ways that are more responsive to contemporary
technological classrooms and multicultural societies? Learn how to
incorporate multiliteracies, such as personal, critical, learning, school- In this workshop, attendees engage in a series of activities from the
based, and community-based literacies, into your classroom to enhance Identity Dialogues curriculum, a program that facilitates conversations
students abilities to navigate the fast-changing world. between international and domestic students in higher education.
Ke Xu, Burrough of Manhattan Community CollegeCUNY, USA The lessons include cultural self-reflection, stereotyping, labeling,
Jane Hoelker, CCQ Community College of Qatar, Qatar and microaggressions. A packet detailing the 7-week curriculum
Suchada Nimmannit, University of Chulalongkorn, Thailand isdistributed.
Polina Vinogradova, American University, USA Emily Spitzman, Johnson & Wales University, USA
Mario Lpez-Gopar, Universidad Autnoma Benito Jurez de Oaxaca, Michael Waugh, Johnson & Wales University, USA
Mexico
Convention Center, 343 Instructional Approaches for Secondary English
Discovering and Teaching the Learner and Emergent Bilingual Students
Grammar of Academic Writing Content Area: High School/Secondary Education
Content Area: Grammar This session focuses on instructional approaches for students
Experience a flexible toolkit of grammatical techniques to help in various secondary school settings. Presenters discuss: seven
EAP, undergraduate, and graduate students expand their linguistic coteaching models with examples from various secondary settings,
repertoires and write high-stakes genres more effectively. Practice teacher preparation internships in secondary ESOL settings, lessons
with classroom-tested activities focusing on information structure, from Arizonas SEI pull-out approach, dual language education and
cohesion, argument writing, modality, and introducing sources. Learn seals of biliteracy, and international schools implementation.
how to adapt these techniques to your teaching context. Sarah Catherine K. Moore, Center for Applied Linguistics, USA
Nigel Caplan, University of Delaware, USA Andrea Honigsfeld, Molloy College, USA
Sandra Zappa-Hollman, University of British Columbia, Canada Maria Dove, Molloy College, USA
Maria Estela Brisk, Boston College, USA Daisy Fredricks, University of Maryland, College Park, USA
Ryan Miller, Kent State University, USA Barbara Kennedy, Center for Applied Linguistics, USA
Thomas Mitchell, Carnegie Mellon University, USA Jos Medina, Center for Applied Linguistics, USA
Silvia Pessoa, Carnegie Mellon University, Qatar Kia McDaniel, Prince Georges County Public Schools, USA
FRIDAY, 8 APRIL

Friday, 3:00 pm4:45 pm 4:00 pm
Latino/a Students College and Career Readiness
Content Area: High School/Secondary Education Convention Center, 348
Drawing from their own current research and practice, presenters Im So Excited About My Own Space of English
discuss two topics: the major reasons why many Latina/o students Content Area: Second Language Writing/Composition
in the U.S. are neither career nor college ready and instructional
measures that are being taken currently to close the readiness gap. The study discussed explores how electronic portfolios facilitate ESL/
EFL writing by examining student motivation/engagement in creating
Ann Johns, San Diego State University, USA Web portfolios. It contributes to the current findings of the field by
Yasuko Kanno, Temple University, USA
further articulating advantages of Web portfolios and evidencing how
Todd Ruecker, University of New Mexico, USA
and why students are motivated in creating Web portfolios throughout
Luciana C. deOliveira, University of Miami, USA
the process and postproduction.
Gabriela Kovats-Murillo, Barrio Logan College Institute, USA
Alsu Gilmetdinova, Kazan National Research Technical University, Song-Eun Lee, Purdue University, USA
Russian Federation Heejung Kwon, Purdue University, USA

Pro or Con? Implementing Debate Assessing Pronunciation: A Practical
in IEP Speaking Classes Approach to Rater Calibration Training
Content Area: Intensive English Programs Content Area: Assessment/Testing
Debate is an engaging tool for teaching critical thinking, Speaking test rubric descriptors for pronunciation are often vague, and
argumentation, and academic speaking skills. How can teachers assessing pronunciation is challenging. This presentation focuses on
scaffold the process effectively? In this presentation, attendees see how to assess pronunciation and how to improve calibration trainings
video examples of student debates, learn how to implement debate in to support ESL teacher raters in conducting reliable and valid ITA and
their class, and try out some debate techniques. IEP oral proficiency assessments.
Lobar Glenn, International Education Center at Diablo Valley College, Alison McGregor, University of Texas at Austin, USA
USA
Carolyn Peipher, Diablo Valley College, USA Friday, 4:00 pm4:45 pm
Elizabeth Wadell, Berkeley City College, USA Hilton Baltimore, Key 10
Beyond Ageism to Reciprocity:
Friday, 3:00 pm4:45 pm Pairing ESL and Spanish L2 Learners
Hilton Baltimore, Holiday 4 Content Area: Adult Education
Project-Based Learning: Pedagogical Possibilities With seniors expected to make up 25% of the population in the West
for Online, Mobile, and Blended Learning by 2035, innovative higher education programs for immigrant seniors
Content Area: CALL/Computer-Assisted Language Learning/ learning English must be developed. This talk describes one such study
Technologyin Education investigating a reciprocal teaching/learning arrangement between L1
Project-based learning (PBL), a learner-centered approach to the active Spanish-speaking/L2 English-learning seniors and L1 English university
exploration of real-world problems, promotes the use of authentic students studying Spanish.
resources, critical thinking, collaboration, and alternative assessment Shelley Taylor, Western University, Canada
in English language learning and teaching. Discover how PBL can be Ana Garcia-Allen, Western University, Canada
facilitated in online, mobile, and blended learning by creating new Jen Kozak, Western University, Canada
possibilities for incorporating technology.
Christine Bauer-Ramazani, St. Michaels College, USA
Sandy Wagner, Defense Language Institute, USA
J. Elliot Casal, Ohio University, USA
FRIDAY, 8 APRIL

Christine Sabieh, Notre Dame University, Lebanon
Roundtable
Hilton Baltimore, Peale Convention Center, 344
Beyond Borders: Factors Determining Cultures in Conflict: Moving Beyond
Sustained Success Among Saudi Students Saudi-American Differences
Content Area: Intensive English Programs Content Area: Culture
Are IEPs providing Saudi students with the tools they need to succeed What can American teachers and administrators learn from their Saudi
once they reach the university? Surveys of students and faculty at both Arabian students? What should Saudi students know about American
levels offer insight into which factorsrelating to course content, academic and office culture? This session illustrates how these
academic discipline, and sociocultural supportcontribute most to knowledge gaps often create conflict in classrooms and offices and
Saudi integration and success after they matriculate. offers strategies on how to move beyond the cultural differences.
Terri Lore, ELS Language Centers, Oklahoma City, USA Laura Kappel, ELS Language Centers, USA
Jaime Haile, ELS Language Center, Thousand Oaks, USA Cheryl Jones, ELS Language Centers, USA
Carol Swett, ELS Language Center, Thousand Oaks, USA Angel Gambrel, ELS Language Centers, USA

Hilton Baltimore, Latrobe Convention Center, 339
Beyond Rubrics: Assessing ITAs Readiness to Teach Five Paths To Prevent Plagiarism
Content Area: International Teaching Assistants Content Area: Intensive English Programs
This session examines the process of assessment of ITAs readiness to Academically bound ESL students and matriculated students alike may
teach at a large university. After describing one universitys evaluation confront charges of plagiarism. Instruction and integrity policies help
methods, the presenters focus on the assessment rubric. Participants but may not be enough. Our session demonstrates the use of a seminar
have the opportunity to compare and discuss their own evaluation that engages students, faculty, and administration to prevent future
practices with the assessment models presented. incidents by discussing the issue constructively and consistently.
Mihaela Giurca, University of Washington, USA Colleen McGovern, Spring International Language Center, USA
Nasrin Nazemi, University of Washington, USA Andy Pulford, Spring International Language Center, USA
Sarah Siddique, University of North Carolina, USA
Cultivating Empowerment: Negotiating Feedback Hilton Baltimore, Tubman
and Questionnaires in EFL/ESP Classrooms Games to Inject Motivation and
Content Area: Teaching Methodology and Strategy Enthusiasm Into the Classroom
How can learning questionnaires, with the option of anonymity, foster Content Area: Teaching Methodology and Strategy
learner engagement in university EFL/ESP classrooms? This session By using a variety of language games and activities into your
discusses learning questionnaires and encourages reflection about classroom, you greatly increase the chance of reaching all your
their positive effects so as to expand classroom borders. We look students. Consequently English language becomes easier and more fun
at how, when, and why to use questionnaires as tools of classroom to learn. Games not only engage the children, but also provide intense
community empowerment. and meaningful practice of language.
Mary Ward, Istituto Europeo di Design, Italy Makkia Alweeni, Abdulrahman Kanoo International School, Bahrain
FRIDAY, 8 APRIL

Improving Literacy Instruction: Moving Beyond Knowledge About Language, Impact,
Reading Significantly Below Grade Level and the ESOL-Practicum
Content Area: Elementary School/ Primary Education Content Area: Teacher Education
Participants learn how to create and use instructional plans with K3 It is now 25 years since the commencement of the Consent Decree
students reading significantly below grade level. The presenters centering on the education of ELLs in Florida. The longitudinal research
compare intervention plans for ELLs to non-ELLs. Further, participants study discussed investigated 256 preservice teachers knowledge
in this interactive session see how students with detailed and well- about language and their effectiveness on language instruction for
implemented plans improve literacy skills versus students not on plans. ELLs during their ESOL practicum. Implications for ESOL education
Katherine Beck, Denver Public Schools, USA aremade.
Stefanie Pleiss, Denver Public Schools, USA Tony Erben, University of Tampa, USA
Kate Wittrock, Saint Leo University, USA
Improving Second Language Listening Hilton Baltimore, Key 6
Competence Through Written Scaffolds Pedagogical Approaches and Professional
Content Area: Listening, Speaking/Speech Development Needs for English-Medium Instruction
Using written scaffolds such as keywords, full captions, and transcripts Content Area: Content-Based and CLIL/Content and Language
has shown to be effective in improving listening competence of learners Integrated Learning
in different levels of language proficiency. The presenter demonstrates an Professors in non-Anglophone universities are facing the daunting
approach for selecting written scaffolds appropriate for each proficiency task of teaching subjects in English without appropriate training and
level and shares listening resources useful for material development. support. To understand pedagogical and linguistic issues around
Reima Abobaker, University of Idaho, USA English-medium instruction (EMI), the researcher worked with six
Thomas Salsbury, Washington State University, USA Korean professors to explore their pedagogical knowledge and
professional development support needs for EMI.
Friday, 4:00 pm4:45 pm Jaehan Park, Pennsylvania State University, USA
Including Students Who Are Blind in English Friday, 4:00 pm4:45 pm
Langauge Proficiency Assessments Convention Center, 321
Content Area: Assessment/Testing Self-Assessment Resource for ESL
This session highlights the results of cognitive labs conducted with Teacher Licensing in the Middle East
ELLs who are blind or have low vision, to learn more about how Content Area: Teacher Education
to improve the English language proficiency for the 21st Century The discussants share the development of a self-assessment resource
consortiums assessments for these students. Sample items are created specifically for aspiring ESL teachers and ESL educators in the
presented to showcase students feedback. Middle East. This contextually relevant resource helps measure their
Vitaliy Shyyan, National Center on Educational Outcomes, USA progress in applying ELL teaching/learning strategies, methods, and
Laurene Christensen, National Center on Educational Outcomes, USA theories in the five TESOL domains: language foundations, culture,
instruction, assessment, and professionalism.
Friday, 4:00 pm4:45 pm Sadiq Midraj, Zayed University, United Arab Emirates
Convention Center, 340 Christine Coombe, Higher Colleges of Technology, United Arab Emirates
Jessica Midraj, Zayed University, United Arab Emirates
Internationalization and English Language
Christina Gitsaki, Zayed University, United Arab Emirates
Hegemony in Mexican Higher Education
Abdel Latif Sellami, Qatar University, Qatar
Content Area: Educational Linguistics Ali Al-Belushi, Sultan Qaboos University, Oman
E D
The research discussed aims to understand the spread of English in
L
CE
FRIDAY, 8 APRIL
Mexican higher education linked to internationalization. The study
CAN
focuses on how EFL teachers perceive English, and if they support
ideologies that recognize the spread as natural and apolitical, or, on
the opposite, if they think that English has ideological implications.
Colette Despagne, Benemrita Universidad Autnoma de Puebla, Mexico
Roundtable
STEM Beyond Borders: Traversing Borders: Building Bridges
International Scholars Writing in English to Disciplinary Literacy Practices
Content Area: English for Specific Purposes Content Area: Teacher Education
Because many top tier journals are now published in English, STEM Teacher educators preparing 712 preservice teachers for classrooms
professionals worldwide are often expected or required to write and including ELLs must address ways to build learners disciplinary
publish in English. What challenges do they face, and how can they practices as expected in the Common Core State Standards. Using
be helped? This session presents results of an exploratory study a science text and drawing on genre pedagogy, the presenters
conducted in a multinational university in the UAE. demonstrate one way future teachers can learn to design disciplinary
Julie Riddlebarger, Khalifa University of Science, Technology and literacy instruction.
Research, United Arab Emirates Ying Zhang, Robert Morris University, USA
Kathleen Ramos, Saint Vincent College, USA
Hilton Baltimore, Key 2 Friday, 4:00 pm5:45 pm
Teaching Research Writing With Disciplinary Corpora Convention Center, 323
Content Area: Applied Linguistics Five High-Tech Apps for Low-Tech Instructors
In this presentation, the presenters introduce an original cross- Content Area: Teaching Methodology and Strategy
disciplinary framework of moves and steps and showcase how such Apps are not only changing how we communicate but also how
descriptive foundational knowledge was applied to the creation and we teach. With apps and the use of mobile technology, vocabulary,
implementation of pedagogical materials and tasks. Select insights literacy, and writing develop at a faster pace. In this workshop,
from students are also expounded, supporting the practical relevance presenters provide a beginners guide to five major apps that will make
and usefulness of this approach. content-oriented classroom more interactive.
Stephanie Link, Oklahoma State University, USA Teresa Tran, California State University, Fullerton, USA
Elena Cotos, Iowa State University, USA Annie Tran, California State University, Fullerton, USA
Sarah Huffman, Iowa State University, USA
Hilton Baltimore, Carroll Going Beyond Borders: Using Online
Translanguaging: Students Crossing Tools in Teacher Education Programs
Linguistic Borders in Peer Learning Content Area: Teacher Education
Content Area: Bilingual Education This colloquium is about the integration of technology in teacher
The qualitative study discussed examines elementary school language education programs in three different contexts: Canada, Taiwan,
learners use of translanguaging during cross-age peer learning and Venezuela. The purpose is to discuss the value of asynchronous
interactions. Findings reveal how students use translanguaging communication through blogs, e-mails, and forums in order to foster
for multiple purposes, which transcend linguistic borders, enhance dialogical interaction and facilitate student teachers voices.
students language and content learning, and strengthen relationships Carmen Chacn, University of Los Andes, Venezuela
that are foundational to learning. Francis Bangou, University of Ottawa, Canada
James Groff, University of Maryland, College Park, USA Yuh-Yun Yen, National Chiayi University, Taiwan
Johanna Tigert, University of Maryland, College Park, USA
Melinda Martin-Beltran, University of Maryland, College Park, USA
Megan Peercy, University of Maryland, College Park, USA
Rebecca Silverman, University of Maryland, College Park, USA
FRIDAY, 8 APRIL

Mapping Beyond the Curriculum to Moving Beyond Technology in the Classroom
Maximize Instructional Time Content Area: Integrated Skills
Content Area: Elementary School/ Primary Education Many EFL learners now have easy access to written and spoken
This workshop is intended to guide participants through the process English through electronic media, and they spend most of their time
of thoughtful and intentional ELL curriculum planning. Discussion, interacting with machines. Should the language classroom be an
instruction, and work time will revolve around the use of multiple extension of the electronic world we live in, or can it provide an
significant areas of consideration to create thorough plans for an alternative? If so, how?
elementary level ELL curriculum scope and sequence. Rhoda McGraw, Ecole des Ponts ParisTech, France
Heather Barbeau, Bayless School District, USA
Melissa Wheeler, Bayless School District, USA Friday, 5:00 pm5:20 pm
Cara Russell, Bayless School District, USA Convention Center, 350
Two Confronting Forces: Enhancing Global
5:00 pm English and Maintaining National Identity
Friday, 5:00 pm5:20 pm A set of instructional innovations, including lessons and accompanying
Hilton Baltimore, Peale multimedia materials, was constructed based on prominent
characteristics of the community. Significant gain scores assessed
An Inside-Out Approach to Academic
Vocabulary Teaching by pre/posttests revealed that the students were increasingly aware
of community identity. Students success in executing a tourguide
simulation task showed their competence in effective English.
The presenter first demonstrates how to create, employ, and track
Budsaba Kanoksilapatham, Silpakorn University, Thailand
pre- and posttests of academic words to both provide students with
a supportive, review-rich vocabulary-learning experience and best
understand which terms are problematic for learners. She then shows Friday, 5:00 pm5:20 pm
how to reverse engineer course texts to provide explicit, repeated Convention Center, 324
vocabulary practice. Using Evernote as an E-Portfolio to Foster
Claudia Kupiec, DePaul University, USA Autonomy and Communication
Convention Center, 342 Reflective e-portfolios are powerful tools in developing learners ability
to take action in the L2 and fostering autonomy and agency in their
Beyond the Page Border:
Using Movie Trailers for Writing Instruction learning process. The presenters share how the application Evernote
can be used collaboratively by teachers and students to build and share
these portfolios in a convenient way.
Coming soon to a classroom near you: Movie trailers are a fun
Jeannie Slayton, University of Connecticut American English Language
and unexpected way for students to practice writing skills in and Institute, USA
out of the classroom. The presenter provides strategies to spark Cynthia DeRoma, University of Connecticut, USA
students creative and academic imaginations using Hollywoods
biggestblockbusters.
Carly Vogelsang, University of Missouri, USA FRIDAY, 8 APRIL
Roundtable
Using Technology to Expand Listening College Preparation 101: Preparing EFL
and Speaking Opportunities Students for Online Learning Success
Content Area: Listening, Speaking/Speech Content Area: CALL/Computer-Assisted Language Learning/
Increasing interpretive and expressive opportunities in and out of Technologyin Education
classroom is key in advanced ESL courses. This session shows how This interactive presentation discusses early use of Blackboard and
to integrate mobile audio-recording social platform SoundCloud into other learning platform software in an IEP as a bridge to professional
listening and speaking courses to receive and respond to homework studies. Examining current and former students feedback and current
and classroom tasks, provide directions, and accumulate oral journals. research, the presenters discuss ways for instructors and administrators
Aziz Yuldashev, Northern Arizona University, USA to maximize ELLs technological experiences upon successful admission.
Kyle Moore, Northern Arizona University, USA Michael Mutti, Indiana State University, USA
Yuan Zhuang, Northern Arizona University, USA Crystal Sullivan, Indiana State University, USA

Hilton Baltimore, Latrobe Convention Center, 339
Adopting a Flipped Class Model for ITAs Exploring Teacher and Student Perceptions
Content Area: Teaching Methodology and Strategy of Mobile-Assisted Language Learning
The concept of the flipped classroom has been gaining popularity. This Content Area: CALL/Computer-Assisted Language Learning/
presentation explores the role of this approach in resolving the conflict Technologyin Education
between the amount of material needing to be covered and the limited Mobile devices are becoming a more salient feature in L2 classrooms,
time available in ITA classes. but the variability of apps and operating systems makes harnessing
Barbara Beers, University of Minnesota, USA the power of mobile devices tricky. Presenters compare the results of
Elena Stetsenko, University of Minnesota, USA IEP student and teacher surveys and attempt to bridge the gap with
practical training suggestions and classroom applications.
Friday, 5:00 pm5:45 pm Sky Lantz-Wagner, University of Dayton, USA
Convention Center, 345 Nichole Lucas, University of Dayton, USA
Beyond the Usual: Innovative Grammar and
Writing Instruction Through Socrative Friday, 5:00 pm5:45 pm
Content Area: Teaching Methodology and Strategy Hilton Baltimore, Carroll
Theres learning grammar and then theres applying grammar to Heritage Language Teachers Motivational
writing. Socrative, a free web-based tool, can be utilized by teachers Positioning for English Immigrant Children
to make learning grammar and writing innovative, engaging, and Content Area: Bilingual Education
meaningful. This presentation demonstrates the features of Socrative, This session explores the teaching practices of Chinese heritage
and participants can learn how to create their own Socrative activities. teachers in a Chinese heritage language class in the USA. Teachers
Cyndriel Meimban, Northern Arizona University, USA motivational positioning of themselves and with their students, which
Kyujin Lee, Northern Arizona University, USA could be observed from their different instructional discourses and
strategies, is revealed to be unique.
Friday, 5:00 pm5:45 pm Fan-Wei Kung, Queens University, United Kingdom (Great Britain)
Bridging Students Writing Skills and
the Demands of Academic Writing
Writing Centers are dynamic places that help bridge the gap between
students second-language writing skills and the constraints of academic
FRIDAY, 8 APRIL
writing. This presentation discusses a large quantitative and qualitative

study investigating the long-term effects of WC support on ESL students
academic writing skills and their metacognitive development as writers.
Lucie Moussu, University of Alberta, Canada

If You Build It: A Paradigm for an ESP Corpus Latin and Legalese: Language for Law Students
Content Area: English for Specific Purposes Content Area: Intensive English Programs
The presenter demonstrates how the construction of a corpus of Participants learn about the genre conventions of legal English, spoken
English for art and design has served as a paradigm for building a and written, and review the curriculum and class activities from a
specialty corpus in other disciplines of ESP. Participants learn how to successful course, run in partnership between an IEP and a law school,
use corpus tools and then generate language learning activities for designed to support incoming international law students.
specialty vocabulary, grammar, and usage. Amanda Kniepkamp, University of Pennsylvania, USA
Pamela Vittorio, New School University, USA
Convention Center, 343 Meeting College and Career Readiness
Internationalization and Faculty Development Anchor Standards for Writing
for the Multilingual Writing Classroom Content Area: Standards, Common Core State Standards
Content Area: Second Language Writing/Composition This session offers guidelines, strategies, resources, and activities
The case study discussed examines the process of development that help prepare ELLs to meet the College and Career Readiness
and adjustment veteran writing faculty undergo as they respond (CCR) Anchor Standards for writing in Grades 612. When carefully
to a changing multilingual student population. The results offer scaffolded, the suggested writing activities can help reduce the
theoretically-informed strategies for faculty development in constraints and challenges ELLs face as they engage in writing
multilingual writing classrooms. academic texts.
Jennifer Haan, University of Dayton, USA Loretta Fernandez, University of Pittsburgh, USA
Veronica Sardegna, University of Pittsburgh, USA
Friday, 5:00 pm5:45 pm Myriam Abdel-Malek, University of Pittsburgh, USA
Language Learning Beyond Borders: Friday, 5:00 pm5:45 pm
CostaRica/USA College Penpal Exchange Convention Center, 329
Content Area: Culture NNESTs Stepping Into NativeTurkishSpeaking
Teachers Shoes
The presenters share their research on the reaction of undergraduate
college students in Costa Rica and the United States towards penpal Content Area: Nonnative English Speakers in TESOL
exchange experiences implemented in their English and Spanish This session reports on a study that explores the experiences of five
classrooms. Students attitudes on the improvement of their language NNESTs who went to the United States for 1 year to teach their native
proficiency, cultural awareness, global citizenship, and interpersonal language, Turkish. The study investigates how changing roles from a
skills are discussed. NNEST to a native-Turkish-speaking teacher affects these teachers
Nuria Villalobos-Ulate, Universidad Nacional, Costa Rica identity construction.
Alejandra Alvarado-Brizuela, University of North Alabama, USA Sevcan Mutlu, Middle East Technical University, Turkey
Deniz Ortactepe, Bilkent University, Turkey
Language Proficiency Matters: Convention Center, 340
Bilingual Adult Students Language Learning Issues Representations of International Undergraduate
Content Area: Adult Education Students in Discourses of Internationalization
Does language proficiency matter? What features of language Content Area: Social Responsibility/Sociopolitical Concerns
interference occur in bilingual adult students writing? This session Qualitative research on representations of international
attempts to explore the relationship between language proficiency undergraduates (IUGs) at a U.S. university identified several competing
FRIDAY, 8 APRIL
and language intervention, and to provide a new direction for second discourses. Negative representations constitute IUGs as burdens,
language teaching research. representations of IUGs as resources commodify the students, and
Jing Fu, University of Toronto, Canada discourses of il/legitimacy regulate language use. The findings are
reminders of the constituting power of language and discourse.
Kristin Hiller, University of Utah, USA
Roundtable
Student Teacher Cognitions on Grammar Instruction Trouble in Paradise: Mobile Language
Content Area: Grammar Learning Expectations Meet Reality
Language teacher cognitions influence their instructional decisions Content Area: CALL/Computer-Assisted Language Learning/
and practice. This presentation discusses a series of quantitative and Technologyin Education
qualitative studies investigating the cognitions that Dutch EFL student Smartphones and tablets were expected to revolutionize language
teachers hold on grammar teaching. How do these cognitions develop? learning, but have so far had a relatively limited impact on in-
And what are the implications for teacher education? class language instruction. This presentation examines teachers
Johan Graus, HAN University of Applied Sciences, Netherlands attitudes toward mobile devices and how that translates to a lack of
classroomuses.
Friday, 5:00 pm5:45 pm Sean McClelland, University of Oregon, USA
Convention Center, 332 Rachel Drummond-Sardell, University of Oregon, USA
Synergistic Literacy Project: TeachingWriting
With Emergent Readers Friday, 5:00 pm5:45 pm
Content Area: Reading and Literacy Convention Center, 317
What can academic writing look like for adolescents who are emergent Us/Them, Here/There: Pronouns of Othering
and Marginalization in ESL Textbooks
readers? During this session, participants simulate instructional
activities from the Synergistic Literacy Project to support students Content Area: Social Responsibility/Sociopolitical Concerns
transition to academic writing. Participants learn about the theoretical In this presentation, we explore the concept of othering, and then work
basis of the strategies, such as translanguaging, and practice on a variety of textbook excerpts to identify and analyze examples of
severalstrategies. othering and discuss alternative strategies to develop more inclusive
Christine Hardigree, The University of Virginia, USA multicultural education discourse/texts for teacher candidates.
Baburhan Uzum, Sam Houston State University, USA
Ali Fuad Selvi, Middle East Technical University, Turkey
Bedrettin Yazan, University of Alabama, USA
FRIDAY, 8 APRIL

SATURDAY, 9 APRIL
SATURDAY, 9 APRIL 2016 Saturday, 8:00 am12:00 pm
Promoting Language and Literacy by
Pairing Fiction and Nonfiction Texts
8:00 am Participants practice pairing fiction and nonfiction texts in order to
promote a host of critical language and literacy skills for ELLs in
Saturday, 8:00 am12:00 pm Grades K8. Using text sets built around science and social studies
themes tied to national content standards, participants sample a range
of strategies for advancing students language and literacy skills while
Creating an Integrated Instructional Program
exploring motivating content-area themes.
to Support All Newcomer Needs
The needs of newcomers can be all-encompassing. Learn how one Nancy Cloud, (retired), Rhode Island College, USA
school addressed the needs of beginning ELL students by applying
Maslows hierarchy of social and emotional needs through school- Saturday, 8:00 am12:00 pm
based and community-assisted systems, creating a positive learning
environment for students to feel safe and access grade-level Using Songs and Music Effectively in
curriculum. This opens the door for a strong instructional program. Time-Tested and Brand New Ways
Jennifer Santiago, Fairfax County Public Schools, USA ESL teachers are aware of the power of music and song in teaching
Karyn Niles, Fairfax County Public Schools, USA English as a new languagebut they may not know all of the amazing
Cassandra Eatmon, Fairfax County Public Schools, USA ways music supports the learners progress. This PCI demonstrates a
wide range of activities, including all four domains, content area, and
Saturday, 8:00 am12:00 pm genre study, and even CCSS planning and test preparation. Come ready
for interaction and inspiration.
Developing Contextualized, Genre-Based, Kristin Lems, USA
Reading-Into-Writing Activities
After a (re)introduction to English for specific purposes and rhetorical
genre studies pedagogies, participants are actively engaged in five
stages of a reading-into-writing process: analyzing a writing prompt,
investigating prior genre knowledge, viewing a text as situated,
makinga plan for writing to the prompt, and preparing framing
sentences for afirst draft.
Ann M. Johns, San Diego State University, USA
Saturday, 8:00 am12:00 pm
Mentoring Beyond Borders: Expanding

the World of Quality Mentors
Mentoring can maintain standards and help new hires and current
teachers adjust to new teaching demands. Through practice, using
the proper tools, and follow-up training, the mentoring process can be
optimized to its fullest potential. Presenters lead attendees through the
process of effective mentoring.
Julie Doty, University of North Texas, USA
Kelly Healey, Amplify, USA
Lisa Hollinger, University of North Texas, USA
Karen Lioy, University of North Texas, USA
Roundtable
POSTER SESSIONS
Poster Sessions are self-explanatory exhibits that allow participants
to engage in informal discussion. For each poster session there will Can I Really Learn English Online?:
What Students Believe
be a corresponding bulletin board display. Conference attendees
may stroll through the poster session area to discuss the topics
with presenters. The displays and presenters change each day. Andres Paredes, Centro de Educacin Continua Escuela
Postersessions are located on the Expo Hall floor. Politecnica Nacional Quito, Ecuador
Kari Miller, Centro de Educacion Continua Escuela Politecnica
Nacional, Ecuador
WEDNESDAY, 6 APRIL 2016
Community-Based ESL Tutoring Center for
12:30 pm1:45 pm
Adults: Outside the Traditional Classroom
Accelerate ESL Classes: Access versus Success Renata Kantaruk, Taylor University, USA
POSTER SESSIONS

Barbara Auris, Montgomery County Community College, USA Comprehending the Teenage Mindset and
Classroom in Contemporary Society
Beyond Creative Boundaries: Content Area: English as a Foreign Language
Using Photography as an ESL Tool Luciana Locks-Lima, CNAEditora Cultural Norte-Americano,
Content Area: Arts Brazil
Janine Armstrong, ELS Language Centres, Canada Jaime CarJunior, CNAEditora Cultural Norte-Americano,
Brazil
Beyond the Semester: Quantifying
ELLs Fluency Gains Longitudinally Do Housing Choices Impact
Content Area: Phonology/Pronunciation Academic Success for ELLs?
Constantine Fesenko, Brigham Young University, USA Content Area: Intensive English Programs
Mark Tanner, Brigham Young University, USA Monique Abbett, ELS Language Centers, USA
Lynn Henrichsen, Brigham Young University, USA Rebecca Soto, ELS Language Centers, USA
James Hartshorn, Brigham Young University, USA
Encouraging ESL Teachers to Empower
Beyond the Traditional Thesis: Their Students to Read Extensively
Capstone Projects With a Purpose Content Area: Intensive English Programs
Content Area: Teacher Education Rachael VanLiefde, English Language Services, USA
Jillian Haeseler, North Carolina State University, USA
Michelle Plaisance, Greensboro College, USA English for Nursing: An Exploration of
Paula Wilder, Greensboro College, USA Taiwanese EFL Learners Needs
Content Area: Business and Vocational Workplace English
Blended Learning and MOOCs: Ying-Chun Lai, Chung Shan Medical University, Taiwan
What Teachers Need to Know
Content Area: Personal and Professional Development
English Language Learners
forTeachers
Exposure to Academic Language
Dragana Filipovic, University of Belgrade, Serbia in Mainstream Classrooms
Content Area: Mainstream Classrooms
Building Bridges to Global Citizenry Tracy Spies, University of Nevada, Las Vegas, USA
Content Area: Social Responsibility/Sociopolitical Concerns Cristina Reding, University of Nevada Las Vegas, USA
Sharyn Moore, Santa Monica, USA Margarita Huerta, University of Nevada Las Vegas, USA
Tom Shandorf, Istituto Americano, Italy Tiberio Garza, University of Nevada Las Vegas, USA
Building Sentences: A Visual Approach ESL Teaching in the Context of International

Content Area: Grammar Academic Mobility Programs
Michael Berman, Montgomery College, USA Content Area: Intercultural Communication
Eileen Cotter, Montgomery College, USA Olga Oliinyk, Kharkiv State Academy Of Culture, Ukraine
Henry Caballero, Montgomery College, USA Aleksandra Kolesnikova, Kharkiv National University of Civil
Mark Alves, Montgomery College, USA Engineering and Architecture, Ukraine

ESL Tutor Training Dos and Donts Redefining Borders Through Coteaching: ESL
Content Area: Intensive English Programs Teachers in Mainstream K5 Classrooms
Wing Wong, Kansas State University, USA Content Area: Content-Based and CLIL/Content and
Language Integrated Learning
Everyday Leadership: Teaching Jennifer Norton, Center for Applied Linguistics, USA
Leadership Skills in the ESL Classroom
Content Area: Intensive English Programs Syrian Refugees in the Classroom:
Kristina Allison, Montana State University, USA Support and Engagement
Content Area: Culture
Exploring Oral Presentations From Kinana Qaddour, Virginia Tech University, USA
Multicultural Perspectives
Content Area: Assessment/Testing Teaching English and Nonviolence
POSTER SESSIONS
Amy IvesTakebe, Hokkaido University of Education, Japan Through KairosPalestine
Exploring the Impact of English Language Salameh Bishara, Evangelical Lutheran Church in Jordan and
Literacy: An Autoethnography The Holy Land, Palestinan Territory
Content Area: English as a Foreign Language Reem Jaber, School of Hope, Palestinan Territory
Mir Abdullah Miri, Indiana University of Pennsylvania, USA
Teaching Pronunciation to Highly
Educated Language Learners
Guidelines for Creating an
Content Area: Phonology/Pronunciation
Interactive E-textbook
Content Area: Distance Learning/Online Learning Mark Picus, The University of Texas, USA
Andrianarivo Eva, English Teaching Program, Madagascar
The Article Social: Connecting Colleagues
and Promoting Professional Development
Incorporating Language and Culture for
Content Area: Personal and Professional Development
Intercultural Harmony in EFL Classrooms
forTeachers
Anikke Trier, Mukogawa Fort Wright Institute, USA
Madhukar K.C., Nepal English Language Teachers Sarah Rodenbough, Mukogawa Fort Wright Institute, USA
Association,Nepal
Bhakta Bahadur Basnet, Nepal English Language
TeachersAssociation, Nepal The Creation of an Online Magazine
to Showcase Student Essays
Interactive Writing: An Effective Technologyin Education
Way to Engage Students
Content Area: Second Language Writing/Composition Aiko Pletch, State University of New York at New Paltz, USA
Melissa Feldmann, State University of New York, USA
Solimar Hillier, American Language Institute at San Diego
State University, USA
The Moth: Storytelling as a Basis
for Cross Curricular Projects
Investigating Elementary ELs Funds of Content Area: Integrated Skills
Literate Identity Through Self-Portraits
Content Area: Reading and Literacy Amy Pascucci, University of California, San Diego, USA
Jennifer Peck, Middleburg Institute of International Studies at
Pamela Hickey, Towson University, USA Monterey, USA
Making Writing Fun and Creative for Children The Use of Picture Prompts in EFL
Content Area: Second Language Writing/Composition Learners Oral Production
Arthur Burrows, Pro Lingua Associates, USA Content Area: Task-Based, Project-Based Instruction
Xuyan Qiu, The University of Hong Kong, Hong Kong
Reaching Beyond Borders to Zhan Li, The University of Hong Kong, Hong Kong
Create Meaningful Speaking and
Listening Assessments The Writing Process in L2 Composition:
Content Area: Intensive English Programs A Website for Instruction
Lisa Swovick, Rochester Institute of Technology, USA Content Area: Second Language Writing/Composition
Eric Grunwald, Massachusetts Institute of Technology, USA
Using Authentic Online Materials to Building an ELL Guided
Improve Listening Proficiency at B1 Research Teacher Toolkit
Content Area: Listening, Speaking/Speech Content Area: Research/Research Methodology
Paola MonteroMartnez, Escuela Superior Politcnica del Alla Bokhman, ELS Language Centers, USA
Litoral, Ecuador
Mirna Romero, Escuela Superior Politcnica del Litoral, Ecuador Chinese Undergraduate English
Academic Writers: Negotiating
Using Intralingual DVD Subtitles to Enhance Writing Identity Across Borders
Vocabulary Recognition and Recall Content Area: Second Language Writing/Composition
Content Area: Media (Print, Broadcast, Video, and Digital) Jennifer Lund, Indiana University, USA
Miranda Carstens, University of the Free State, South Africa
Civics: Make Freedom Ring in
POSTER SESSIONS
Your Classroom, For Free!

THURSDAY, 7 APRIL 2016
Natalia deCubaRomero, Nassau Community College, USA
12:30 pm1:45 pm Ashley Fifer, Nassau Community College, USA
A Motivational, Online Guide for Developing Contributing to Academic Student Success

Individual Pronunciation Improvement Plans Though an Independent Reading Program
Content Area: Phonology/Pronunciation Content Area: Reading and Literacy
Lynn Henrichsen, Brigham Young University, USA Fernanda Ortiz, University of Arizona, USA
Sofia Laura CarreoGaldame, Brigham Young University, USA Michael Lindsey, University of Arizona, USA
Mark Tanner, Brigham Young University, USA
Creating Online Communities of Practice
A TEFL Experience in Lithuania Across Cultures and Borders
Content Area: English as a Foreign Language Content Area: Intercultural Communication
Autumn Hulke, Arizona State University, USA Lilia Savova, Indiana University of Pennsylvania, USA
Application of Apology Strategies Between Cross-Linguistic Transfer Between

Chinese and Arabic ESL Learners Chinese and English
Content Area: Discourse and Pragmatics Content Area: Educational Linguistics
Mengjiao Wu, Shanghai Maritime University, China Man Yang, The University of Texas at Austin, USA
Nadeen Katz, Asia University, Japan
Sayuri Minakuchi, Rikkyo University, Japan Dare to Step Outside Classroom
Borders to Teach
Arabic Girls Reading Club: Toward Literacy Content Area: Content-Based and CLIL/Content and
Through Culturally Relevant Texts Language Integrated Learning
Content Area: Elementary School/ Primary Education Virginia Robson, USA
Kathleen Copeland, University of Delaware, USA
Brittany Zezima, University of Delaware, USA ELLs as Language Brokers:
What You Need to Know
Assessing Students Work: Second Language Content Area: Elementary School/ Primary Education
Deficiency or Learning Difficulty? Rachel AdamsGoertel, Pennsylvania State University, USA
Content Area: Learning Disabilities/Special Needs
Cristina Reding, University of Nevada, Las Vegas, USA Emergent Multiliteracies: Innovative
Uses of Email in Low-Level ESL
Beyond the Obvious: Content Area: CALL/Computer-Assisted Language Learning/
These Provocative Questions Deliver Technologyin Education
Compelling Research Writing Tara Bates, Modesto Junior College, USA
Content Area: Task-Based, Project-Based Instruction
Wendy McBride, University of Arkansas, USA
Christina HadleyMarrero, Rosario English Area Universidad
del Rosario, Colombia

Enhancing Pronunciation Instruction With Preparing New International Graduate
Speech-Language Pathology Techniques Students for Architecture Critiques
Content Area: Phonology/Pronunciation Content Area: English for Specific Purposes
Jennifer Stenseth, Portland State University, USA Theresa Rohlck, The University of Michigan, USA
Shannon Guinn-Collins, Portland State University, USA
ESL Made Easy

E L E D
Principal Leadership: The School
Leaders Role in Achievement of ELLs
Randi Mitchell, Texas Intensive English Program, USA
CA NC
Tracy Spies, University of Nevada, Las Vegas, USA
Chyllis Scott, University of Nevada, Las Vegas, USA
Google Add-Ons to Create Automated
Systems for Small Programs Response to Intervention and ELLs
POSTER SESSIONS
Content Area: Program Administration Content Area: Reading and Literacy
Sylvia Stipich, Independent, USA Tarie Lewis, State University of New York at New Paltz, USA
Habitus Analysis of High School Student-Authored Wikitextbooks for

Teachers in an EFL Context Academic Writing and NNEST Preparation
Content Area: English as a Foreign Language Content Area: Higher Education
Shima Khaleghi, Ferdowsi University, Iran Timothy Taylor, Hong Kong Institute of Education, Hong Kong
Implementing Design-Based Principles Teaching ESL in Kosovo: English

Using Model Texts in Academic Genres Language Fellow Perspectives
Content Area: Second Language Writing/Composition Content Area: Culture
Ibtesam Hussein, University of Idaho, USA Kathleen Mulvey, Bureau of Educational and Cultural Affairs,
Adeyinka Popoola, University of Idaho, USA USA
Stephanie Drotos, English Language Programs, Bureau of
Increasing Reading Motivation by Educational and Cultural Affairs, USA
Bringing Local Literature to Life
Content Area: Intensive English Programs TESOL in Underprivileged Ethnic
Melanie Baker, University of Maryland, College Park, USA Communities: Essential Social and
Pedagogical Responsibilities
Innovations and Coteaching in
Nepalese EFL Classrooms Nowrin Akther Koly, Anandaniketan School, Bangladesh
Content Area: Second Language Acquisition Layla Tus-Siam, Anandaniketan School, Bangladesh
Gokul GhimireSharma, Nepal English Language Teachers
Association, Nepal The College Choice Process of
Radhakrishna Humagain, Nepal English Language Teachers Adult ESOL Students
Association, Nepal Content Area: Adult Education
Lyle Ring, Arlington Education and Employment Program, USA
L2 Intonation in Bengali ELLs
Content Area: Phonology/Pronunciation Trailers On Facebook: An Authentic
Laurie Gluck, LaGuardia Community College, USA Material To Motivate EFL Learning.
Launching an IEP Student Newsletter: Laura Mariscal, Escuela Superior Politcnica del Litoral,
From Conceptualization to Publication Ecuador
Content Area: Media (Print, Broadcast, Video, and Digital) Karina LenDvila, Escuela Superior Politecnica del Litoral,
Ecuador
Cyndriel Meimban, Northern Arizona University, USA
Using Self-Evaluation Exercises
Moving Forward With eTextbooks
in ITA Training Courses
Content Area: International Teaching Assistants
Jennifer Grill, Florida State University, USA
Fernanda Ortiz, University of Arizona, USA
Maria Beatriz Mendoza, Florida State University, USA
Kathleen Hertenstein, University of Arizona, USA
Want to Write Your Own Textbook? Change the Learning Environment
Check These Starting Tips With Relevant Digital Resources
Content Area: Materials Writers and Curriculum/ Content Area: Distance Learning/Online Learning
MaterialsDevelopment Mimi Stapleton, SAS Institute, USA
Fernanda Ortiz, University of Arizona, USA
Computer-Assisted Pronunciation Trainings
Write a Holiday Newsletter With Effect on ESP Students Suprasegmental Use
All That Grammar Glitters Content Area: Phonology/Pronunciation
Content Area: Second Language Writing/Composition Caitlin Jolley, Brigham Young University, USA
Mamiko Nakata, Kanda University of International Studies, Mark Tanner, Brigham Young University, USA
Japan
Computer-Mediated Assessment of
POSTER SESSIONS
Phone-Level English Pronunciation

FRIDAY, 8 APRIL 2016 Content Area: CALL/Computer-Assisted Language Learning/
12:30 pm1:45 pm Technologyin Education
Iftikhar Haider, University of Illinois at Urbana-Champaign, USA
Accessing Vocabulary in the
Common Core State Standards Crossing Key-Borders: Incorporating
Content Area: Teaching Methodology and Strategy Touch-Typing in ESL Classes
Alexandra Dema, University of Nevada, Las Vegas, USA Content Area: CALL/Computer-Assisted Language Learning/
Tracy Spies, University of Nevada, Las Vegas, USA
Clarissa Codrington, Language Center International, USA
Actualizing Potential: Trisha Dowling, Language Center International, USA
Scaffolding SelfDirected Goal
Setting in EAP Reading Courses Education for All:
Content Area: Intensive English Programs Insights From International Students
Nataliya Borkovska, University of Guelph, Canada
Ling Hu, University of Guelph, Canada Ahlam Musa, Eastern Michigan University, USA
Scott Jamieson, University of Guelph, Canada
Effective and Engaging Summer
An Investigation of The Language of AlgebraI Programming for Secondary ELL Students
Content Area: Math and Science Content Area: High School/Secondary Education
HE Huang, University of Florida, USA Cindy Barnes, Delaware County Intermediate Unit, USA
Grace Quagliariello, Delaware County Intermediate Unit, USA
Breathing the Change:
The Power of Access Students Effective Essay Writing Strategies
Content Area: English as a Foreign Language for Low Intermediate Students
Khemraj Sharma, English Access Microscholarship Program,
Nepal Solimar Hillier, American Language Institute at San Diego
Sumitra Kumari Rai, English Access Microscholarship Program, State University, USA
Nepal
ESP for Diplomats: A Collaborative Project
Building Oral and Intercultural Communication Content Area: English for Specific Purposes
Skills Beyond Classroom Borders Peggy Garza, Partner Language Training Center Europe,
Content Area: Higher Education Germany
Cynthia Lennox, Duquesne University, USA
Susan Todhunter, Duquesne University, USA Flipped Learning and Adult ESLLiteracy:
The Perfect Blend
Celebrating the Arts at theCore Content Area: CALL/Computer-Assisted Language Learning/
of Multicultural TESOL Technologyin Education
Content Area: Arts Helaine W. Marshall, Long Island University, USA
Lyn Scott, Humboldt State University, USA

Fostering Global Understanding Precollegiate International Freshmen
and Social Responsibility Beyond Program: Successes and Challenges
Borders, Between Cultures Content Area: Higher Education
Content Area: Social Responsibility/Sociopolitical Concerns Leslie Bohon, College of William and Mary, USA
Sharyn Moore, ELS Language Center, USA
Tom Shandorf, Istituto Americano, Italy Promoting International Diversity at
University Campuses Through Mentorship
Grab, Adapt, Share: Content Area: Higher Education
Links That Cross Over and Connect Us Catherine Tapia, California State University San Marcos, USA
Claudia Kiburz, Khalifa University, United Arab Emirates Shakespeare for ELLs
POSTER SESSIONS
Helping IEP Students Engage in Lisa Peter, The Shakespeare Birthplace Trust, United Kingdom
Their New Local Community (Great Britain)
Brooke David, Nebraska Department of Education, USA Stopping Summer Slide for Elementary ELLs
Julie Abo, University of Nebraska at Lincoln, USA Content Area: Reading and Literacy
Nicole Menard, University of Nebraska at Lincoln, USA
Janice Cate, Jackson Public Schools, USA
Identities at Play in the English
Teachers Professional Development
Language Classroom
Program: Hope for Nepalese EFL Teachers
Content Area: Second Language Acquisition
Aklima Hossain-Joldic, Teachers College, Columbia University,
Gopal Tamang, Nepal English Language Teachers
USA
Association,Nepal
Tirtha Karki, Nepal English Language Teachers
Inner City Elementary ELLs Unconventional Association,Nepal
Out-of-School Literacy Practices
True Grit: Tips for Turning
Seonhee Cho, College of Mount Saint Vincent, USA Tragedies Into Triumphs
Alana Sullivan, College of Mount Saint Vincent, USA Content Area: Intensive English Programs
Ashley Fifer, Nassau Community College, USA
iPad Video Composition: Natalia deCuba, Nassau Community College, USA
A Study of Editing Practices
Using Novels for Integrated Language
Andreea Fodor, Simon Fraser University, Canada and Culture Teaching and Learning
L2 Writers and Interpersonal Discourse Neophytos Mitsigkas, University of Essex, United Kingdom
With an Author-Informed Text (Great Britain)
James Goertel, Pennsylvania State University, USA Working on Pronunciation as a ListeningSkill:
Understanding Connected Speech
Listening Without Borders: Content Area: Listening, Speaking/Speech
Training Ears to Hear World Englishes Tamara Barybina, Kharkiv Private Lyceum Professional, Ukraine
Content Area: World Englishes Mariia Ishchenko, Language School Professional, Ukraine
Shawn Siferd, ELS Language Centers, USA
Shushan Richardson, ELS Language Centers, USA
Long-Term ELLs Perspectives on

Academic Challenges in U.S. Schools
Sarah Eqab, George Mason University, USA
Dont miss these sessions in TESOLs
CLASSROOM
OF THE FUTURE!
Located inside the English Language Expo
Wednesday, 6 April Thursday, 7 April 4 pm4:45 pm

Using Jing, a Screencast
9 am9:45 am 9 am9:45 am
Program, for Student
A Teacher Training Course Goes ELT Classroom in 2020: Beyond Writing Revision
From Traditional to Blended Borders via Classroom- PRESENTER: Sally Durand
PRESENTERS: Claire BradinSiskin, Based Online Roundtables
ShardaKaushik PRESENTER: Ju Seong (John) Lee,
10 am10:45 am
YujiNakamura, Randall Sadler
Friday, 8 April
Interactive Language 10 am10:45 am 10 am10:45 am
Classrooms of Tomorrow: Evaluating the Impact of Face- Education Connections:
Integrating Technology to-Face, Blended, and Online Online, Interactive Network for
WithoutInterrupting Learning Learning Environments Teachers Working With ELs
PRESENTER: Ben Buckwold PRESENTERS: Mari Nazary, Rebecca Jee PRESENTERS: Joanna Duggan, Chris
EXHIBITORS
Frederick, Shereen Bhalla, Sarah Moore

11 am11:45 am 12 pm12:45 pm
Empowering the Classroom Synergies That Flip the Future: 11 am11:45 am
of the Future With Quizizz Global Technologies Enhance Reflecting on Bring Your Own
PRESENTER: Mauricio Arango Student-Centered Approaches: Device in Language Classrooms
Engage, Motivate, and Activate! PRESENTER: Justin Shewell
12 pm12:45 pm
PRESENTER: Dan Sloan, Zhiyu Li
VR and AR and Robots, Oh My! 12 pm12:45 pm
1 pm1:45 pm
PRESENTER: David Winet Reflecting on Effective Use of the
Superblend: Using Robots for iPad for Classroom Instruction
1 pm1:45 pm ESL Telepresence, or How to PRESENTER: Justin Shewell
ELT Classroom in 2020: Beyond Be in Two Places at One Time
Borders via a Classroom- PRESENTERS: David Winet 2 pm2:45 pm
Based Videoconferencing Everyone Can Do This: Using
2 pm2:45 pm
PRESENTERS: Ju Seong (John) Lee, Audio Software Successfully!
YujiNakamura Implementation of Virtual PRESENTER: Heidi Beck
Learning Environments
2 pm2:45 pm
Interconnected With
The Digital Literacy Instructor Social Networks
and Hight Expectation PRESENTER: JMPVK Jayasundara The TESOL Classroom of the Future
in the Classroom is made possible with support from
PRESENTERS: Rola Naeb, Jan Deutekom, 3 pm3:45 pm
Helmer Strik Evaluating the Impact of
4 pm4:45 pm
Faceto-Face, Blended, and
Online Learning Environments
The Basics of Flipping PRESENTERS: Mari Nazary, Rebecca Jee
Your Classroom
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ENGLISH LANGUAGE EXPO AND
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EXHIBITORS
135 234 235 334 335 434 435 535 634 635 734 735 834 835
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ENTRANCE
EXHIBITOR BOOTH NUMBERS
Please check the addendum for additions and changes.
Advance Consulting for Education, Inc. 433 Language Solutions 312
Alta English Publishers, Inc. 418 Language Testing International, Inc. 633
American Federation of Teachers 709 Language World 619
Anaheim University/Anaheim University Press 432 LearningU 437
Barrons Educational Series, Inc. 815 Lexxica R&D 219
Benchmark Education Company 608 Macmillan Education 513
Booklink 636 Middlebury Institute of International Studies at Monterey 630
BrainPOP ESL 331 MM Publications 531
British Council 218 Multilingual Matters, Ltd. 807
Cambridge English Language Assessment 323
National Background Check, Inc. 109
CaMLA 318
National Geographic Learning 427
CASAS 532
New Readers Press 435
CaseNEX LLC 730
Northern Virginia Community College 224
Caslon Inc. 812
Oxford University Press 306
Center For Applied Linguistics 507
Charmtech Labs LLC 137 Peace Corps 121
Clarity Language Consultants 808 Pearson ELT 408
Color Vowel Chart/ELTS 537 Pro Lingua Associates 413
Command Performance Language Institute 713 Reading Horizons 209
Compass Publishing 222 Renaissance Learning 212
Continental Press 231 Robotel, Inc. 303
Corwin 227 Rosetta Stone Ltd. 719
EXHIBITORS
Diglossia LLC 321 Rourke Educational Media 230

DynEd International, Inc 506 Routledge, Taylor & Francis Group 721
Educational Testing Service 603 Saddleback Educational Inc. 536
e-future Ltd 519 Santillana USA Publishing Co., Inc. 420
Elizabeth Claire, Inc. 636 Speak Agent 127
ELS Educational Services Inc. 430 studentasim 635
Encomium Publications Inc. 806 Sunburst Media 713
English Central 401 Super Duper Publications 632
English Discoveries Online 806 Texas A&M University-Commerce 535
EnglishCentral Inc. 727 The New School 113
EnglishUSAAAIEP 330
Townsend Press 809
ESL Library 313, 1444
Towson University 826
Express Publishing 801
U.S. Department of State English Language Programs 501
Federal Trade Commission 818
University of California, San Diego Extension 208
Get This Write, LLC 731
University of California, San Diego, English Language Institute 226
Gifts Made By Hand 327
Global ELT Ltd. 119 University of Michigan Press 426
Global LT, Inc. 436 Voxy 1444
Hamline University School of Education 631 Wayzgoose Press/Atama-ii Books 213
Heinemann Publishing 107 WeSpeke, Inc. 337
HelpWithListening.com 637 WIDA 707
IATEFL 813 Wiley 326
IELTS USA 322 Workplace ESL Solutions 333
JAG Publications 207 World Learning SIT Graduate Institute 221
Language Arts Press 319 WRiTE BRAiN BOOKS 609

EXHIBITOR LISTINGS
BOOTH #433 BOOTH #213 BOOTH #331
Advance Consulting Atama-ii Books BrainPOP ESL
for Education, Inc. 991-11 Yamazaki-machi, Machida City 71 W. 23rd St
2617 Cushing Rd Tokyo 195-0074, Japan New York, NY 10010 USA
Mississauga, ON L5K 1X4 Canada Contact: Marcos Benevides Phone: +1 212.574.6033
Phone: +1 416.884.2993 Atama-ii Books is an independent publisher Contact: Micah Cooper
Contact: Dianne Tyers specializing in premium graded readers. Our series BrainPOP ESL is the newest addition to BrainPOPs
Advance Consulting for Education, Inc., of choose your own style adventures has won or products. Lessons involve an animated movie and
specializes in English language teacher training been shortlisted for several of the top awards in supporting features that reinforce vocabulary,
and professional development. We have a suite the industry, including the British Council ELTons grammar, pronunciation, reading comprehension,
of training courses, both online and classroom- and the Extensive Reading Foundations Language and writing.
based, for teachers at various stages of their Learner Literature award. (www.atama-ii.com)
careers. We also run The PD Exchange, an online BOOTH #218
professional development membership site for BOOTH #815
English language teachers. British Council
Barrons Educational Series, Inc. Bridgewater House, 58 Whitworth St
BOOTH #418 250 Wireless Blvd Manchester, M1 6BB UK
Hauppauge, NY 11788 USA Phone: +44 (0) 2073 893 005
ALTA English Publishers, Inc. Phone: 800.645.3476 Contact: Rebecca Maher
1775 E. Palm Canyon Dr, Ste 110-275 Contact: Frederick Glasser The British Council creates international
Palm Springs, CA 92264 USA Barrons is a publisher of TOEFL, IELTS, TOEIC, and opportunities for the people of the United
Phone: +1 800.258.2375 ESL suuplementary materials, as well as bilingual Kingdom and other countries and builds trust
Contact: Hugo Loyola and Spanish books for children. between them worldwide. Our 7,000 staff in
We are publishers of classroom-informed more than 100 countries work in English, arts,
materials for English language teaching and education, and society programmes. We were
BOOTH #608
learning. Our publications have been expertly honoured to receive the TESOL Presidents
designed for students from various educational Benchmark Education Awardin 2014.
backgrounds, at different levels of proficiency, 145 Huguenot St
EXHIBITORS
and with a different set of learning skills, and New Rochelle, NY 10801 USA BOOTH #323
they have been written by expert teachersfor Phone: +1 914.637.7255
teachers and their program administrators.
Contact: Kristin DeMarco
Cambridge English
Benchmark Education publishes ESL and
Language Assessment
BOOTH #709 1 Hills Rd
Spanish resources that help ELs meet the
American Federation of Teachers Common Core and other new standards for Cambridge, CB1 2EU UK
555 New Jersey Ave, NW literacy, language, and content. Products Phone: +44 (0) 1223 558 475
Washington, DC 20001 USA include the Content Connections Big Books, Contact: Claire Sanders
Phone: +1 202.393.5688 English Explorers language-leveled texts, Genre Cambridge English Language Assessment is part
Workshop books, and RIGOR intervention series of the University of Cambridge. We provide the
Contact: Giselle Lundy-Ponce
for older ELs reading at primary levels. (www. most valuable range of qualifications for learners
The American Federation of Teachers, an affiliate benchmarkeducation.com)
of the AFL-CIO, was founded in 1916 and today and teachers of English in the world. Cambridge
represents 1.6 million members in more than English Language Assessment is a not-for-profit
3,000 local affiliates nationwide. BOOTH #636 organisation.
Booklink
BOOTH #432 465 Broad Ave BOOTH #318
Anaheim University/ Leonia, NJ 07605 USA CaMLA
Anaheim University Press Phone: +1 201.725.7257 Argus 1 Bldg, 535 W. William St, Ste 310
1240 S. State College Blvd #110 Contact: Monica Weiss Ann Arbor, MI 48103-4978 USA
Anaheim, CA 92806 USA BookLink is a distributor of ESL/EFL, bilingual, Phone: +1 734.763.2944
Phone: +1 714.772.3330 adult education, and literacy materials from more Contact: Caitlin Price
Contact: Kate Strauss than 35 publishers, including a large selection CaMLA combines the expertise of two world-class
of ESP, bilingual dictionaries, and multicultural universitiesthe University of Cambridge and
Anaheim University offers accredited online childrens literature. BookLink offers custom on-
doctoral, master, graduate/undergraduate the University of Michiganwith a proven track
site student book fairs within a 200-mile radius of record in providing language assessments and
diploma and certificate programs in TESOL as our bookstore in northern New Jersey.
well as an online certificate in teaching English to consultancy, and our products and services are
young learners. World-acclaimed TESOL faculty shaped by research and experience. CaMLA is
(including five former TESOL presidents) teach live widely recognized by schools, universities, and
weekly HD webcam classes. employers around the world.
CASAS Charmtech Labs LLC Compass Publishing
5151 Murphy Canyon Rd, Ste 220 1500 Stony Brook Rd 11912 Rivera Rd, Ste D
San Diego, CA 92129 USA Stony Brook, NY 11794 USA Santa Fe Springs, CA 90670 USA
Phone: +1 858.292.2900 Phone: 888.533.7884 Phone: +1 562.698.9023
Contact: Jane Eguez Contact: Yevgen Borodin Contact: Albert Chiang
CASAS, an independent not-for-profit organization, Charmtech Labs created Capti Narratoran Compass Publishing is an international ELT
offers the most widely used system for assessing accessible cross-platform application enabling publishing and media company. Compass
the basic language skills of adults in common life students to learn English by listening to any provides a full list of English language learning
contexts and work situations. CASAS provides a reading materials narrated with high-quality materials including course books, supplemental
framework for implementing quality programs with synthetic voices. Students can play contextual materials, skill books, readers, test preparation
a built-in standardized accountability system. games with the text they just read to improve materials, ESP materials, and digital content.
their English, while teachers can monitor and Todays educators use Compass to find direction in
assess their students performance. education. Inspired to teach. Inspired tolearn.
BOOTH #730
CaseNEX, LLC BOOTH #808 BOOTH #231
2421 Ivy Rd, Ste 310
Charlottesville, VA 22901 USA Clarity Language Consultants Continental Press
Phone: +1 434.321.4347 1/F, 787 Po Tung Road, Sai Kung, 520 E. Bainbridge St
Contact: Aggie Craft Hong Kong Elizabethtown, PA 17022 USA
The Phonological Awareness Literacy Screening Phone: +852 2791 1787 Phone: 800.233.0759
(PALS) is a research-based assessment with Contact: Cynthia Lau Contact: Eric Beck
strong technical adequacy. It is the essential ClarityEnglish publishes interactive English Continental: Quality and value for 70 years. Our
screening, diagnostic, and progress monitoring language resources for schools and universities K12 ELL materials cover phonics, assessment
tool for measuring the fundamental components worldwide, covering language areas including literacy, content reading, and intervention
of literacy. PALS data show student strengths and grammar, reading, pronunciation, academic study programs. We offer more than 300 leveled
needs, allowing teachers to tailor instruction for skills, business English, and exam preparation. readers, along with our popular Finish Line for
their classes, groups, and individual students. (www.clarityenglish.com) ELLs. Visit us online to see all our new materials.
EXHIBITORS
(www.continentalpress.com)
BOOTH #812 BOOTH #537
BOOTH #227
Caslon Inc. Color Vowel Chart/ELTS
825 N. 27th St, 809 Rio Vista St Corwin
Philadelphia, PA 19130 USA Santa Fe, NM 87501 USA 2455 Teller Rd
Phone: +1 215.765.3260 Phone: +1 301.219.6297 Thousand Oaks, CA 91320 USA
Contact: Rebecca Field Contact: Karen Taylor Phone: +1 805.410.7408
Caslon is an independent publisher located in The Color Vowel Chart is an innovative visual tool Contact: Stephanie Trkay
Philadelphia. We make books and electronic that helps people discover, practice, and master Corwin is the premier publisher of professional
resources for preservice and practicing the sounds of English. The chart is used across resources that equip Pre-K12 educators
administrators and teachers who work with the United States and around the world by English with innovative tools to improve teaching
ELLs/bilingual learners in their classes, schools, language teachers, speech therapists, reading and learning so all children can succeed. Our
anddistricts. specialists, pronunciation/accent trainers, dialect books and multimedia products offer practical,
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Center for Applied Linguistics more. (www.corwin.com)
4646 40th St, NW Command Performance
Washington, DC 20016 USA Language Institute BOOTH #321
Phone: +1 202.362.0700 28 Hopkins Ct Diglossia LLC
Contact: Sophia Birdas Berkeley, CA 94706 USA 3815 N.E. Rodney Ave
CAL is a private, nonprofit organization working to Phone: +1 510.524.1191 Portland, OR 97212 USA
promote access and equity for linguistically and Contact: Contee Seely Phone: +1 503.708.0366
culturally diverse people around the world. CAL Real acquisition in the classroom using the most Contact: Bo Shettle
has earned a national and international reputation effective comprehensible input techniques:
for its contributions to ESL and foreign language Diglossia launched in 2014 with a mission to
seventh edition of Fluency Through TPR
education, research, refugee cultural orientation, provide valid and reliable data to educators
Storytelling; TPR with the book Live Action English
literacy development, language assessment, working to improve literacy rates through
and two dynamic interactive software programs;
andmore. language assessment, professional development,
TPR is More Than Commands book. Conversation and related services. We partner with leading
via drawing quick easy symbols. Bingo for scholars and institutions to serve the needs of
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DynEd International, Inc. Elizabeth Claire, Inc. English Discoveries Online
1350 Bayshore Hwy, Ste 850 2100 McComas Way, Ste 607 1124 Fuller St, Ste #2
Burlingame, CA 94010 USA Virginia Beach, VA 23456 USA Cincinnati, OH 45202 USA
Phone: 800.765.4375 Phone: 888.296.1090 Phone: +1 513.871.4377
Contact: Andrew Berrafato Contact: Elizabeth Claire Contact: Maryam Hallez
DynEd is an English language learning software Elizabeth Claire, Inc. publishes Easy English With a user base of millions, Edusofts award
and research-based multimedia ELL/ESL NEWS as well as books and resources for winning ESL program English Discoveries has
courseware. DynEd develops the four language teachers and students of ESL. Please stop by our been enthusiastically received by both teachers
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EnglishCentral Inc.
eachlevel. 5 Water St
ELS Educational Services Inc. Arlington, MA 02476 USA
BOOTH #603 7 Roszel Rd Phone: +1 617.991.0618
Princeton, NJ 08540 USA Contact: Ivy Peters
Educational Testing Service Phone: +1 609.750.3587
660 Rosedale Rd EnglishCentral is the leading provider of online
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The mission of ELS is to provide English language platform combines the webs best English
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EXHIBITORS
confidently guide your students in English 1124 Fuller St, Ste #2 EnglishUSAAAIEP
language learning. The TOEFL tests: TOEFL Cincinnati, OH 45202 USA PO Box 170128
iBT, TOEFL ITP and TOEFL Junior. Atlanta, GA 30317 USA
Phone: +1 513.871.4377
(www.ets.org/toefl)
Contact: Maryam Hallez Phone: +1 415.926.1975
Encomium Publications publishes and Contact: Cheryl Delk-Le Good
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e-future Ltd. andIELTSproducts. Intensive English Programs, is the largest
4F LK Bldg, 91 Baekjegobun-ro, Songpa-gu organization of intensive English programs in the
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Phone: +82 2 3400 0554 English Central proprietary companies, and private language
Contact: Ian Bosiak schools. Our mission is to provide support,
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e-future is an innovative and adaptive ELT Toronto, ON M4T 1N5 Canada standards, and advocacy for all IEPs in the USA.
publisher. We research, develop, and design Phone: 877.518.4170
products with the learner in mind. Our materials
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have been proven by teachers and students
alike and incorporate both modern teaching English Central distributes innovative, award- ESL Library
methodologies with cutting-edge technology to winning ELT publishers in the USA and 301-915 Grosvenor Ave
better support learners academically, emotionally, Canada. Amongst the publishers we represent
Winnipeg, MB R3M 0M5 Canada
and creatively. are Macmillan English, Garnet Education,
Abax, Helbling Languages, DELTA Publishing, Phone: +1 204.452.8241
Language Solutions, Eye on Literacy, and Contact: Ben Buckwold
EnglishCentral.com. ESL Library offers more than 1,000 ready-made
lesson plans and 2,000 printable flashcards for
English teachers around the world. Log on, print,
and photocopy amazing resources to enhance
yourclasses.
Express Publishing Global ELT Ltd. HelpWithListening.com
Liberty House, Greenham Business Park 60 Pankhurst Avenue 1405 Laurier Dr
Newbury, RG19 6HW UK Brighton, BN2 9YN UK LaSalle, ON N9J 1N2 Canada
Phone: +30 2102 120 877 Phone: +30 6937 219 536 Phone: +1 519.300.3157
Contact: Spyros Fourikis Contact: Manos Betsis Contact: Dan Watt
Express Publishing is an independent U.K. Global ELT is an independent ELT publisher based HelpWithListening.com is patented interactive
publisher, specializing in English language in Brighton, UK, and we specialise in producing software focused on helping English language
learning and teaching. With a presence in exam preparation books as well as supplementary learners understand spoken thoughts and words.
more than 90 countries and a variety of over materials such as dictionaries and illustrated It comprises several thousand sentences of
3,500 teaching materials as well as ministerial phrasal verbs and idioms publications. various vocabulary levels, recorded at different
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nominated multiple times by the British Council is inexpensive and easy to use on any computer,
BOOTH #436
Innovation Awards. tablet, or smart phone.
Global LT, Inc.
BOOTH #818 1871 Woodslee Dr BOOTH #813
Troy, MI 48083 USA
Federal Trade Commission Phone: +1 248.729.6128
IATEFL
600 Pennsylvania Ave, NW Contact: Karen McDougall No 2-3 The Foundry, Seager Rd
Washington, DC 20580 USA Faversham, ME13 7FD UK
Global LT is a world-class service provider
Phone: +1 202.326.2933 of language, cultural training, translation, Phone: +44 1795 594 406
Contact: Dawne Holz and expatriate destination services, as well Contact: Lisa Duckworth
What to know, what to do. Consumer protection as new workforce learning and leadership Linking, developing, and supporting English
basicsplain and simple. Quick and easy-to- programs for human resource executives and language teaching professionals worldwide.
use resources to learn about managing your mobilitycompanies.
money; credit, loans, and debt; and scams
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and identity theft. Order free copies of print
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materials for yourself, your students, or anyone IELTS USA
EXHIBITORS
else. (www.consumer.gov) Hamline University 825 Colorado Blvd, Ste 221

School of Education Los Angeles, CA 90041 USA
BOOTH #731 1536 Hewitt Ave, MS-A1710 Phone: +1 323.255.2771
Get This Write, LLC Saint Paul, MN 55104 USA Contact: Ariel Foster
Phone: +1 651.523.2586 IELTS is an English language proficiency test
PO Box 258
Contact: Jennifer Gehrig designed to test communicative abilities of
Milwaukee, WI 53201-0258 USA
Hamline School of Education offers fully online nonnative speakers wanting to study or work in
Phone: +1 414.533.5080 English-speaking environments. It is accepted
programs to meet your professional development
Contact: JoEllen Christians by more than 9,000 organizations worldwide,
needs. Online programs include: MA in
Get This Write is a unique online sentence- TESOL, MA in ESL (K12 teachers), Adult ESL including more than 3,000 U.S. institutions, and
writing program for intermediate and advanced Teachers Certificate, and ESL for Mainstream also includes all standard varieties of English
learners of American English. This self-paced, TeachersCertificate. American, Australian, and British.
self-checking program provides clear grammar
explanations and extensive controlled writing
practice. Get This Write can be used in class or
independently. It helps learners gain confidence in Heinemann Publishing JAG Publications
writing sentences correctly. 3940 Laurel Canyon Blvd #1301
361 Hanover St
Portsmouth, NH 03801 USA Studio City, CA 91604 USA
BOOTH #327 Phone: 800.541.2086 Phone: +1 818.505.9002
Gifts Made By Hand Contact: McKenna DeMelo Contact: Joan Ashkenas
4320 McLeod St, NE Heinemann is a publisher of professional We strive to publish materials that motivate and
resources and a provider of educational services make students glad to be in class. Materials
Columbia Heights, MN 55421 USA
for K12 educators, including resources for range: beginnersadvanced, middle school
Phone: +1 763.782.7956 university. Subjects include U.S. history, music,
math and science. Our commitment to our
Contact: Youa Yang short stories, teaching the novel, writing, drama,
work and customers enthusiastic response
The designs and patterns of my products are to our offerings has made us a leading conflict resolution. Visit our website for free
derived from the Hmong culture and have publisher. (www.heinemann.com) downloadable sample chapters of all publications.
symbolic meanings. My products are machine (www.jagpuplications-esl.com)
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Language Arts Press LearningU Middlebury Institute of
PO Box 4467 1220 N. Main St, Ste 6 International Studies at Monterey
Rockville, MD 20849 USA Springville, UT 84663 USA 460 Pierce St
Phone: +1 301.424.8900 Phone: +1 801.602.1781 Monterey, CA 93940 USA
Contact: Michael Berman Contact: Cameron Loflin Phone: +1 831.647.4185
Language Arts Press is dedicated to higher ed ESL LearningU is a leading provider of online Contact: Angela Quesenberry
teachers and students. We understand that we language learning solutions for consumers, Training the next generation of leaders in
must keep one foot firmly rooted in teaching to be government agencies, educational institutions, language education and ESL teaching, our
a truly relevant publisher. Come see the results! and businesses. We specialize in providing curriculum is distinguished for its solid
We have developed cutting-edge materials and the innovative tools and interactive resources foundation in the fields of language teaching,
mobile apps for pronunciation, academic writing, necessary for nonnative English speakers linguistics, and program administration. Our
and vocabulary. to enhance their careers and obtain their faculty will train you in a broad range of topics
educationalgoals. necessary to your development as language
BOOTH #312 educationprofessionals.
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Language Solutions
3038 Cherum St Lexxica R&D BOOTH #531
Las Vegas, NV 89135 USA 2-7-8 Shibuya 5F MM Publications
Phone: +1 786.777.8570 Shibuya-ku, Tokyo, 150 0002 Japan 129 Colney Hatch Ln, Muswell Hill
Contact: David Harrington Phone: +011 81 3 5766 5917 London, N10 1HD UK
Language Solutions is an independent publisher Contact: Guy Cihi Phone: +30 6979 333 739
that specializes in communicative skills on Lexxica develops online and mobile vocabulary Contact: Stelios Kalogeropoulos
individual speaker, group, and interactive levels. learning games that create visceral motivation, MM Publications is an international publishing
We believe that the activities and illustrations increased concentration, and long-term memory house specialising in the production of English
of a Language Solutions book disclose a world retention. The games are driven by a patented language teaching books and e-learning material.
of possibility, a world of things not just as they semantics engine that automatically adjusts It was established in 1993 and has developed
are, but as they could be. We dont know the lexical content for each players specific ability
EXHIBITORS
rapidly since then. MM Publications can be found
answers for a better tomorrow, but we do know and needs. Large-scale independent research on all continents, with offices, distributors, and
how they will be reached: Through improved has revealed significantly higher TOEFL agents in more than 100 countries.
communication. Through better presentation, posttestscores.
better discussion, and better debate.
BOOTH #807
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BOOTH #633 Multilingual Matters, Ltd.
Macmillan Education St Nicholas House, 31-34 High St
Language Testing The Macmillan Campus, 4 Crinan St Bristol, BS1 2AW UK
International, Inc. London, N1 9XW UK Phone: +44 1178 158 562
445 Hamilton Ave Phone: +44 2070 144 210 Contact: Elinor Robertson
White Plains, NY 10601 USA Contact: Jo Greig
Multilingual Matters is dedicated to publishing
Phone: +1 469.941.6232 Macmillan Education is a global publisher the very best textbooks and research monographs
Contact: Brett Laquercia committed to providing world-class materials for in the fields of applied linguistics, literacy
As the exclusive licensee of the American Council students and support for teachers throughout the education, multicultural education, and immigrant
on the Teaching of Foreign Languages (ACTFL), learning journey. We publish award-winning ELT language learning.
LTI provides direct measures of speaking, writing, materials for all ages; our Schools division creates
listening, and reading proficiency suited for the tailored curriculum publishing while our Higher
Education division supports university students in BOOTH #109
real-world needs of ESOL populations.
all disciplines. National Background Check, Inc.
BOOTH #619 1486 Bethel Rd
Columbus, OH 43220 USA
Language World Phone: +1 614.457.8900
2F, Panmun Bldg, 211 Mokdong-seoro, Contact: Connie Scarborough-Burks
Yangcheon-gu
National Background Check, Inc., is one of a few
Seoul, 07995 Korea, Republic of companies in the United States to be recognized
Phone: +82 2 2643 0264 by the Federal Bureau of Investigation (FBI) as an
Contact: Yujin Hong approved FBI Channeling Agency. We can obtain
Language World is a leading ELT publisher for expedited FBI background checks for noncriminal
more than 15 years presenting K6 coursebooks, applicants by submitting fingerprint cards directly
skill books, and readers. Our books are carefully to the FBI.
designed for ELLs based on solid language
education methodologies and pedagogies.
National Geographic Learning Peace Corps Renaissance Learning
20 Channel Center St 1111 20th St, NW 2911 Peach St
Boston, MA 02210 USA Washington, DC 20009 USA Wisconsin Rapids, WI 54494 USA
Phone: 800.354.9706 Phone: +1 202.692.1035 Phone: +1 715.424.3636
Contact: International Customer Service Contact: Carey Clinton Contact: Julie Vetrone
National Geographic Learning, a part of Cengage Peace Corps service is a life-defining leadership English in a Flash is a research-based approach
Learning, provides quality Pre-K12, academic, experience. Since 1961, the Peace Corps has to teaching high-frequency (dog), mid/low-
and adult education instructional solutions for shared with the world Americas most precious frequency (beagle), and content-area (mammal)
reading, writing, science, social studies, ESL/ resourceits people. Education is the largest vocabulary that K12 low vocabulary students
ELD, Spanish/dual language, advanced and area of need for Peace Corps countries. need to understand academic topics across the
electives, career and technical education, and Volunteers team-teach or directly teach English at curriculum. Matching learned vocabulary to
professionaldevelopment. all levels of instruction. appropriate books for reading comprehension
helps students meet college and career readiness
expectations through reading.
New Readers Press Pearson ELT BOOTH #303
104 Marcellus St 10 Bank St, 10th Floor
White Plains, NY 10606 USA Robotel, Inc.
Syracuse, NY 13204 USA
Phone: 800.448.8878 Phone: +1 914.287.8160 3185 rue Delaunay
Contact: Lisa Keller Contact: Victoria Denkus Laval, QC H7L 5A4 Canada
Pearson ELT is the leading publisher of English Phone: +1 450.680.1448
New Readers Press improves life skills with
language learning materials for adult and higher Contact: Gerry Sullivan
innovative high quality ESL and GED learning
materials for reading, writing, mathematics, education. We focus on innovative ways of Robotel is a world leader in Digital Language Lab
science, and social studies. Our programs and combining content, assessment, technology, and solutions. Our SmartClass+ platform is available
activities ensure that every adult and child services to help teachers and students achieve in wired, wireless, and web-based configurations
student reaches his or her full potential. their English teaching and learning goals. to suit virtually any learning environment.
SmartClass+ works with Windows and MAC
EXHIBITORS
computers, Chromebooks, iPads, Androids,

iPhones, and iPods. Capabilities include BYOD,
Northern Virginia Pro Lingua Associates remote HomeWork access, and ASL support.
Community College PO Box 1348
4001 Wakefield Chapel Rd Brattleboro, VT 05302 USA BOOTH #719
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Annandale, VA 22003 USA Rosetta Stone Ltd.
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PRESENTER INDEX AND EMAIL DIRECTORY
A Alexeeva, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
lolesova@gmail.com
Anderson, NeilJ. . . . . . . . . . 23, 33, 80, 122, 140, 184
neil.anderson@byuh.edu
Abbett, Monique . . . . . . . . . . . . . . . . . . . . . . . 118, 200 Alexeeva, Natalya. . . . . . . . . . . . . . . . . . . . . . . . 28, 89 Andrade, Maureen. . . . . . . . . . . . . . . . . . . . . . . . . . 143
mabbett@els.edu maureen.andrade@uvu.edu
Algren, Mark. . . . . 23, 54, 93, 109, 128, 142, 159, 185
Abbott, Marty. . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 89 algrenm@missouri.edu Andrei, Elena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
mabbott@actfl.org eandrei@coastal.edu
Ali, Naziha. . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 115, 116
Abdallah, Ihab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 nazihaali2005@yahoo.co.uk Andrews, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . 142
Abdel-Malek, Myriam . . . . . . . . . . . . . . . . . . . 122, 197 Alimova, Kamola . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 bandrews@benchmarkeducation.com
maa120@pitt.edu AnsinSmallwood, Betty. . . . . . . . . . . . . 47, 51, 63, 82
Allaire, Cheryl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Abeywickrama, Priyanvada . . . . . . . . . . . . . . 133, 177 allairecheryl@gmail.com SucceedingWithELLs@gmail.com
abeywick@sfsu.edu Arango, Mauricio . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Allen, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Abo, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 robbturbo35@gmail.com Ardasheva, Yuliya. . . . . . . . . . . . . . . . . . . . . 53, 110, 121
Abobaker, Reima . . . . . . . . . . . . . . . . . . . . . . . 143, 193 Alley, Wade. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 yuliya.ardasheva@tricity.wsu.edu
rabobaker@uidaho.edu walley@up.edu.mx Armstrong, Ayanna. . . . . . . . . . . . . . . . . . . . . . . . . 127
Abrar-ul-Hassan, Shahid. . . . . . . . . . . . . . . . . . . . . 144 Allison, Kristina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Armstrong, Janine. . . . . . . . . . . . . . . . . . . . . . . . . 200
shahidabrar@yahoo.com kristinaa@cultural.org janinerobyn@hotmail.com
AbuHassan, Jenifah . . . . . . . . . . . . . . . . . . . . . 93, 177 Allwright, Dick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Armstrong, Lindsay. . . . . . . . . . . . . . . . . . . . . . . . . 128
jenahassan@gmail.com r.allwright@lancaster.ac.uk Lindsay_Armstrong@dpsk12.org
AbuRmaileh, Sufian . . . . . . . . . . . . . . . . . 28, 116, 137 Alnatheer, Amal. . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Armstrong, Liza . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
sufian12000@yahoo.com a.alnatheer@seu.edu.sa armstrongel@missouri.edu
Acton, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Alqahtani, Nouf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Arnesen, Ingrid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
william.acton@twu.ca alqa4630@vandals.uidaho.edu ia11@cornell.edu
AdamsGoertel, Rachel . . . . . . . . . . . . . . . . . 180, 202 Alrabai, Fakieh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Arnott, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . . 101
rag30@psu.edu falrabei@kkku.edu.sa Arora, Sanjay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 116
Adams, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Alrahaili, Musaad. . . . . . . . . . . . . . . . . . . . . . . . . . . 185 sanjayarorajaipur@yahoo.com
Addis, Leah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 musaad.alrahaili@uon.edu.au Artzi, Lauren. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
lcaddis@msu.edu Alshehri, Mohammed . . . . . . . . . . . . . . . . . . . . . . . 94 lartzi@air.org
Adelson-Goldstein, Jayme. . . . . . . . 45, 109, 117, 137 Alsherbi, Ahmad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Ascher, Allen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 95, 117
lightheartedlearning@gmail.com adsh2008@hotmail.com allen.ascher@mail.com
Aghabekyan, Armine. . . . . . . . . . . . . . . . . . . . . . . . 189 Altarriba, Jeanette. . . . . . . . . . . . . . 7, 15, 22, 105, 186 Asenavage, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . 128
aaghabekian@yahoo.com kasen@udel.edu
Altinsel, Zeynep. . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Aghai, Lalia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 altinsel@msu.edu Ashcraft, Nikki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Lalia.Aghai@utsa.edi gonikki@hotmail.com
Alvarado-Brizuela, Alejandra. . . . . . . . . . . . . . . . . 197
Agrawal, Natasha. . . . . . . . . . . . . . . . . . . . . . . . . . . 165 aalvaradobrizuela@una.edu Ashkenas, Joan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
natasha.agrawal9@gmail.com
lvarezV., Jos Aldemar . . . . . . . . . . . . . . . . . . . . 167 Assulaimani, Turki. . . . . . . . . . . . . . . . . . . . . . . . . . 185
Aguilar, Macarena. . . . . . . . . . . . . . . . . . . . . . . . . . . 118 jose.aldemar.alvarez@correounivalle.edu.co tassulaimani@kau.ed.sa
maca.aguilar.01@gmail.com
Alvarez, LuisaCristina. . . . . . . . . . . . . . . . . . . . . . . 188 Atawneh, Ahmad. . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Aguirre, Luis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 luisacristina.a@gmail.com atawnehahmad@gmail.com
PRESENTER INDEXES
Luis.Aguirre@montgomerycountymd.gov
Alvarez-Perkins, Idalis. . . . . . . . . . . . . . . . . . . . . . . 181 Ates, Burcu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84, 188
Ahern, Jeri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 i.alvarez2@miami.edu bxa013@shsu.edu
jeriahern@gmail.com
Alves, Mark . . . . . . . . . . . . . . . . . . . . . . . . 92, 123, 200 Atilgan, Aylin Baris. . . . . . . . . . . . . . . . . . . . . . . . . . 186
Ahmad, Kay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 mark.alves@montgomerycollege.edu aatilgan@ucdavis.edu
kay.ahmad@montgomerycollege.edu
Alweeni, Makkia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Auris, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Aitken, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 makkiaenglish@gmail.com bauris@mc3.edu
Akerman, Jason . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Amanti, Cathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 AustinSmith, Margaret. . . . . . . . . . . . . . . . . . . . . . 161
jason_akerman@yahoo.com cbamanti@gmail.com Austin, Theresa. . . . . . . . . . . . . . . . . . . . . . . . . . 27, 134
Akhmedjanova, Diana. . . . . . . . . . . . . . . . . . . . . . . . 82 Ambrose, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 taustin@educ.mass.edu
diana_akhmedjanova@hotmail.com terry.ambrose@pearson.com Avalos, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
AlNafjan, Eman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Amer, Zayne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 mavalos@miami.edu
emanfahad@gmail.com zayne.amer@gmail.com Avineri, Netta. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
AlQarni, Mohammed . . . . . . . . . . . . . . . . . . . . . . . 185 AminiNgabonziza, Jean de Dieu. . . . . . . . . . . . . . 113 navineri@miis.edu
msqarni@gmail.com aminingabonziza@yahoo.fr Axe, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Al-Asadi, Fatimah. . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Ammar, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 taxe@ets.org
alassadyf@yahoo.com
Amory, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Ayoub, Lee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Al-Belushi, Ali. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 mda5004@psu.edu lee.ayoub@apsva.us
Al-Hamly, Mashael. . . . . . . . . . . . . . . . . . . . . . . . 27, 33 Anderson, Laurel . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Azaza, Mohamed. . . . . . . . . . . . . . . . . . . . . . . . 28, 116
Alessio, Giovanna. . . . . . . . . . . . . . . . . . . . . . . . . . . 172 landerson@carlosrosario.org
galessio@interlink.edu
B Baxan, Victorina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
victorina.baxan@gmail.com
Bhattarai, Taranath . . . . . . . . . . . . . . . . . . . . . . . . . 188
taranath17@gmail.com
Bae, Kyung-Hee. . . . . . . . . . . . . . . . . 22, 105, 138, 185 Baxter, Debrah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Bian, Yue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
kbae@rice.edu dbaxter@odu.edu bianyue@msu.edu
Baecher, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Baxter, Sally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Bichko, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
lbaecher@hunter.cuny.edu sally.baxter@csueastbay.edu Biesenbach-Lucas, Sigrun . . . . . . . . 81, 145, 154, 176
Baer, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Baynham, Mike. . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 93 biesenbs@georgetown.edu
baer.julie@gmail.com M.Baynham@education.leeds.ac.uk Bikowski, Dawn . . . . . . . . . . . . . . . . . . . . . . . . 141, 187
Baese-Berk, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . 179 Beatty, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 bikowski@ohio.edu
Bailey, Christina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Bechlikoudi, Dimitra . . . . . . . . . . . . . . . . . . . . . . . . . 91 Biler, Alisha. . . . . . . . . . . . . . . . . . . . . . . . . . 87, 121, 181
Bailey, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . 29, 69 dimbech@otenet.gr alisha_biler@epi.sc.edu
kbailey@miis.edu Beck, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Billini, Raul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Baker, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . . 136, 203 ebeck@continentalpress.com cmsbooksrd@yahoo.com
Baldussi, Davi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Beck, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Birdsong, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
davibaldussi@gmail.com Beck, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Bishara, Salameh. . . . . . . . . . . . . . . . . . . . . . . 140, 201
Ballard-Kang, Jennifer . . . . . . . . . . . . . . . . . . . . 75, 111 Katherine_Beck@dpsk12.org sbishara@elcjhl.org
jlball11@louisville.edu Beckett, Gulbahar. . . . . . . . . . . . . . . . . . . . . . . 127, 158 Blasky, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . 91, 124
Balyasnikova, Natalia. . . . . . . . . . . . . . . . . . . . . 91, 158 beckett@iastate.edu ablasky@dyned.com
natbal@mail.ubc.ca Becketti, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Blass, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Bame, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157, 176 Beddes, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 lblass@heuristix.com
jim.bame@usu.edu sbeddes@drew.edu Bleistein, Tasha. . . . . . . . . . . . . . . . . . . . . . . . . . 78, 148
Bangou, Francis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Beers, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 tbleistein@apu.edu
fbangou@uottawa.ca beers003@umn.edu Bliss, Bill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Bankovic, Ivana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Bell, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 bill.bliss@languageandcommunication.org
ivanabankovickg@gmail.com angelabbell@aol.com Bobal, Christine . . . . . . . . . . . . . . . . . . . . . . . . . 70, 105
Bankovic, Marko. . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Bell, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . 23, 52, 142 cbobal@vt.edu
info@markobankovic.com michbell@usf.edu Bobo, Richard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Banks, Tamara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Benevides, Marcos. . . . . . . . . . . . . . . . . . . . . . . . . . . 67 richard.bobo@gmail.com
tamara_d_banks@dekalbschoolsga.org publisher@atama-ii.com BockThiessen, Crystal. . . . . . . . . . . . . . . . . . . . . . . . 89
Barba, Enrique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Bennett, Gena. . . . . . . . . . . . . . . . . . . . . . . . . . 166, 177 cbock3@unl.edu
ebarba@up.edu.mx genabennett@yahoo.com Bogart, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . 113, 165
Barbeau, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Bennett, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 pbogart@umich.edu
hbarbeau@bayless.k12.mo.us Jbennett@intercultural.org Bohon, Leslie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Bardovi-Harlig, Kathleen . . . . . . . . . . . . . . . . . . . . . 93 Bennett, Tiffany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 llbohonatkinso@wm.edu
bardovi@indiana.edu tab376@dsl.psu.edu Bojarczuk, Mariusz. . . . . . . . . . . . . . . . . . . . . . . . . . 130
Barduhn, Susan . . . . . . . . . . . . . . . . . . . . . . . . . 90, 153 Berardo, Marcellino. . . . . . . . . . . . . . . . . . . . . . 85, 96 marboj2000@gmail.com
Barnes, Cindy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 mberardo@ku.edu Bokhman, Alla . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
cindyfelter@yahoo.com Berg, Helen. . . . . . . . . . . . . . . . . . . . . . . . . 131, 179, 188 Bollinger, Jenna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
PRESENTER INDEXES
Barnhardt, Sarah . . . . . . . . . . . . . . . . . . . . . . . . 65, 187 hberg@shsu.edu jbollin3@emich.edu

sbarnhardt@ccbcmd.edu Bergman-Lanier, Leyah. . . . . . . . . . . . . . . . . . . . . . 126 Bonaccorsi, Ivana. . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Barr, Robin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53, 134 vbergma@uark.edu rues0022@umn.edu
rbarr@american.edu Berkman, Carrie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Bonnac, Alyssa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Barratt, Leslie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 cberkman@uncc.edu Boraie, Deena. . . . . . . . . . . . . . . . . . . . . . . 22, 162, 187
Barrett, Catrice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Berman, Michael. . . . . . . . . . . . . . . . . . . . 92, 120, 200 dboraie@aucegypt.edu
catrice@gse.upenn.edu michael.berman@montgomerycollege.edu Borchelt, Valerie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Barretto, Carolina. . . . . . . . . . . . . . . . . . . . . . . 107, 179 Bermingham, Sean . . . . . . . . . . . . . . . . . . . . . . . . . . 77 BorgioliYoder, Gina. . . . . . . . . . . . . . . . . . . . . . . . . . 47
barrettocarol@yahoo.com.br sean.bermingham@cengage.com Borkovska, Nataliya. . . . . . . . . . . . . . . . . . . . . . . . 204
Barros, Maria Isabel. . . . . . . . . . . . . . . . . . . . . . . . . . 66 Berrafato, Andrew. . . . . . . . . . . . . . . . . . . . . . . 91, 124 nborkovs@uoguelph.ca
MariaBarros@creighton.edu aberrafato@dyned.com Bose, Frances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Barybina, Tamara. . . . . . . . . . . . . . . . . . . . . . . . . . 205 Bertalon, Aimee. . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 fnb105@psu.edu
Basnet, Bhakta Bahadur. . . . . . . . . . . . . . . . . . . . . 201 Betsis, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Bosiak, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
basnetbhaktabahadur@gmail.com director@globalelt.co.uk ian@eltkorea.com
Bates, Tara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Bettney, Esther. . . . . . . . . . . . . . . . . . . . . . . . . . 60, 114 Botelho, Maria Jos. . . . . . . . . . . . . . . . . . . . . . 27, 134
batestara@yahoo.com estherbettney@gmail.com mbotelho@educ.umass.edu
Bathrick, Robert Keller . . . . . . . . . . . . . . . . . . . . . . 100 Beynen, Tina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 182 Bottcher, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . 66
rkbathrick@usfca.edu tinabeynen@gmail.com ejb2017@columbia.edu
Bauer-Ramazani, Christine. . . . . . . . . . . . . . . . . . . 191 Bhalla, Shereen. . . . . . . . . . . . . . . . . . . . . . . . . 83, 206 Boucher-Yip, Esther. . . . . . . . . . . . . . . . . . . . . . . . . 131
cbauer-ramazani@smcvt.edu sbhalla@cal.org efboucher@wpi.edu

Bowles, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Bumandalai, Udambor . . . . . . . . . . . . . . . . . . . . . . . 45 Carstens, Miranda. . . . . . . . . . . . . . . . . . . . . . . . . . 202
elbowles@vt.edu Burchett, Jessica. . . . . . . . . . . . . . . . . . . . 110, 140, 157 mirandacarstens9@gmail.com
Bowman, Andy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 burchettjes@gmail.com Carter, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Boyd, Frances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Burgin, Ximena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Caruana, Shannonine . . . . . . . . . . . . . . . . . . . . . . . 139
fab1@columbia.edu xrecald1@niu.edu scaruana@hccc.edu
Boyd, Maureen P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Burke, Maureen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Casal, J. Elliot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Braasch, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 maureen-burke@uiowa.edu casal@ohio.edu
david82@usf.edu Burke, Morag C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Casanave, Christine. . . . . . . . . . . . . . . . . . . 27, 93, 145
BradinSiskin, Claire. . . . . . . . . . . . . . . . . . . . . . . . 206 burke@math.gatech.edu casanave@redshift.com
Bradley, Jessica. . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 93 Burks, Melinda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Case, Rod. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Bradshaw, Bethany . . . . . . . . . . . . . . . . . . . . . . . . . 135 Burnett, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 rcase@unr.edu
babradsh@ncsu.edu Burns, Anne. . . . . . . . . . . . . . . . . . . . . . . . . 27, 80, 106 Cash, Ruiming. . . . . . . . . . . . . . . . . . . . . . . . . . 133, 158
Brady, Brock . . . . . . . . . . . . . . . . . . . . . . . 5, 22, 92, 95 achburns@gmail.com rcash2@uw.edu
bradytesolpe@gmail.com Burns, Stephanie . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 CastilloSalazar, Maria del Carmen . . . . . . . . . . . . 105
Brandenburg, Tara. . . . . . . . . . . . . . . . . . . . . . . . . . 139 sburns@els.edu carmencassal757@hotmail.com
tara.brandenburg@colostate.edu Burrows, Arthur. . . . . . . . . . . . . . . . . . . . . 67, 162, 201 Castleberry, Henri. . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Brantner-Artenie, Donette . . . . . . . . . . . 145, 154, 176 andy@ProLinguaAssociates.com tesolalava@gmail.com
dcb2@georgetown.edu Burt, Miriam . . . . . . . . . . . . . . . . . . . . . . . . 52, 106, 114 Cate, Janice. . . . . . . . . . . . . . . . . . . . . . . . . . . . 111, 205
Braunstein, Belinda . . . . . . . . . . . . . . . . . . . . . . . . . 186 mburt@cal.org esol115@yahoo.com
bbraunstein@ucmerced.edu Bus, Danielle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Cavage, Christina. . . . . . . . . . . . . . . . . . . . . . . 106, 156
Brice, Colleen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 danielle.bus@nau.edu eslteach1@mac.com
bricec@gvsu.edu Butler, Kyle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Cebreiro, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Brickey, Jason. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 butlerk@ohio.edu eocebreiro@gmail.com
Bright, Anita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 79 Butler, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Chacn, Carmen. . . . . . . . . . . . . . . . . . . . . . . . 188, 194
abright@pdx.edu butleresl@gmail.com cchacon15@gmail.com
BrinksLockwood, Robyn. . . . . . . . . . 16, 134, 163, 171 Byleen, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Chamberlin-Quinlisk, Carla. . . . . . . . . . . 129, 144, 149
rbrinks@stanford.edu Bylund, Anders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 crc5@psu.edu
Brinton, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . 52, 125 anders.bylund@cengage.com Chan, Curtis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68, 132
brinton@humnet.ucla.edu Bylund, Manne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Chan, Elisabeth. . . . . . . . . . . . . . . . . . . . . . . . . 126, 141
Brisk, Maria Estela . . . . . . . . . . . . . . . . . . . . . . . . . . 190 elisabethlchan@gmail.com
brisk@bc.edu Chan, Marsha. . . . . . . . . . . . . . . . . . . . . . . . . . 125, 164
Broady, Christel . . . . 22, 23, 28, 100, 111, 135, 173, 191
C marsha@sunburstmedia.com
christel_broady@georgetowncollege.edu Caballero, Henry N.. . . . . . . . . . . . . . . . . 45, 123, 200 Chancay, Carlos Humberto. . . . . . . . . . . . . . . . . . . 120
Brown-Mason, Melinda. . . . . . . . . . . . . . . . . . . . . . . 76 henry.caballero@montgomerycollege.edu Chang, Chaolin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
melindaesl@gmail.com Cadavid, Cristina. . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Chang, Daris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Brown, Amanda. . . . . . . . . . . . . . . . . . . . . . . . 106, 146 isabel.cadavid@udea.edu.co daris.chang@gmail.com
abrown08@syr.edu Cai, Shengrong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Chang, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Brown, Charles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 shengrong.cai@wright.edu james.chang@1199funds.org
PRESENTER INDEXES
bairenyuan@gmail.com Caldern, Margarita. . . . . . . . . . . . . . . . . . . . . . . . . . 47 Charles, Quanisha. . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Brown, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Callari, Rebekah. . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 q.d.charles@iup.edu
Brown, H.Douglas. . . . . . . . . . . . . . . . . . . . . . . . . . 80 rebekahcallari@gmail.com Chastain, Amy Alice. . . . . . . . . . . . . . . . . . . . . . . . . 158
hdbrown@sfsu.edu Cameratti, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . 64 mlleamyalice@gmail.com
Brown, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Canales, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Chen, Yue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
jennifer-e-brown@uiowa.edu nsaraicanales@gmail.com chen1398@purdue.edu
Brown, Joy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Caplan, Nigel. . . . . . . . . . . . . . . . . . . . . . . . 99, 177, 190 Cheng, Liying . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 90
jmbrown@una.edu nacaplan@udel.edu Cheng, Rui. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Brown, Stacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 CarJunior, Jaime. . . . . . . . . . . . . . . . . . . . . . . . . 200 cherry525cnus@yahoo.com
stacyoklahoma@gmail.com jaime.cara@cna.com.br Cherif, Noureddine. . . . . . . . . . . . . . . . . . . . . . . . . . 90
Browning, Tara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Cardona, Luis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 nourecherif@live.fr
Brox, Ali. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Luis.Cardona@montgomerycountymd.gov Chiappy, Adita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
alibrox@ku.edu Cardwell, Jamie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Chiesi, LorenLee . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Bryan, Kisha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 jlcardwell77@gmail.com llchiesi@gmail.com
kbryan@tamu.edu Carkin, Gary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 138 Chinnery, George. . . . . . . . . . . . . . . . . . . . . . . . 62, 110
Bryant, Nan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Carmona, Jose . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 89 ChinneryGM@state.gov
bryant@wps.k12.va.us Carnuccio, Lynore. . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Chiverton, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Buchheit, Lyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 nuch@flash.net ChivertonSJ@state.gov
Buckwold, Ben . . . . . . . . . . . . . . . . . . . . . 121, 130, 206 CarreoGaldame, Sofia Laura. . . . . . . . . . . . . . . 202 Cho, Seonhee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
BullockOliveira, Maggie. . . . . . . . . . . . . . . . . . . . . . 98 sofialaura412@gmail.com schoi23@masonlive.gmu.edu
bullocmt@ucmail.uc.edu Choi, Sungshim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Christensen, Laurene. . . . . . . . . . . . . . . . . . . . . . . . 193 Collins, Tim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Curtis, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . 156, 167
chri1010@umn.edu Colombo, Michaela. . . . . . . . . . . . . . . . . . . . . . 170, 184 jcurtis@roosevelt.edu
Christians, JoEllen . . . . . . . . . . . . . . . . . . . . . . . . . . 130 wyman@edutel.com Curzan, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . 7, 15, 153
JChristians@GetThisWrite.com Colson, Jona. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 acurzan@umich.edu
Christison, MaryAnn. . . . . . . . . . . . . . . . . . . . . 22, 139 Coney, Lavette . . . . . . . . . . . . . . . . . . . . . . . . . 126, 157 Custodio, Brenda. . . . . . . . . . . . . . . . . 49, 66, 75, 128
Chu, Shiao-Wei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 llc2129@tc.columbia.edu custodio1@osu.edu
schu@uidaho.edu Conner, Olivia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 73, 75 Cusumano, Teresa . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Chun, Christian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 olivia.conner@colorado.edu tec214@lehigh.edu
christian.chun@unsw.edu.au Connery, Cathrene. . . . . . . . . . . . . . . . . . . . . . . . . . 148
Chyi, Kenneth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
kennethchyi@gmail.com
cconnery@ithaca.edu
Connor, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . 64, 142
D
Ciancio, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 rconnor@tulane.edu DAddario, Greg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
jciancio@csusb.edu Connor, Ulla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 greg.daddario@apsva.us
Cihi, Guy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120, 164 Contreras-Vanegas, Alma. . . . . . . . . . . . 131, 160, 188 daSilva, Jos Antnio. . . . . . . . . . . . . . . . . 19, 57, 107
Cimasko, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 alc058@shsu.edu joseaokc@yahoo.com
tony.cimasko@miamioh.edu Conway, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 156 Dah, Eh Tha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Cinnery, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 eaconwa1@asu.edu Dahlman, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Cipolle, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Conzett, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 anne.dahlman@mnsu.edu
tonyc@uoregon.edu conzett@xavier.edu Dalle, Teresa . . . . . . . . . . . . . . . . . . . . . . . . . . . 131, 169
Claire, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Coombe, Christine. . 22, 23, 33, 91, 115, 140, 162, 184, 193 tsdalle@memphis.edu
eceardley@aol.com ccoombe@hct.ac.ae Damerow, Ryan . . . . . . . . . . . . . . . . . . . . . . . . . 29, 69
Clancy, Rockwell F.. . . . . . . . . . . . . . . . . . . . . . . . . . 186 Coon, DeAnna. . . . . . . . . . . . . . . . . . . . . . . 52, 114, 148 rdamerow@miis.edu
aatilgan@ucdavis.edu dcoon@cal.org Daniel, Mayra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Clark, Gordon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Cooper, Ayanna . . . . . . . . . . . . . . 22, 46, 127, 139, 159 mayra.daniel@gmail.com
Clark, Mitchell. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 rarb4@msn.com Daniels, Marcel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
mitchellclark@hotmail.com Cooper, Marjorie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Dantas, Luis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Clark, Raymond . . . . . . . . . . . . . . . . . . . . . . . . . 67, 162 mcooper@globalvillageproject.org luisfadantas@gmail.com
ray@ProLinguaAssociates.com Copeland, Kathleen. . . . . . . . . . . . . . . . . . . . . 80, 202 Darvin, Ron. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 27
Clement, Jeanette . . . . . . . . . . . . . . . . . . . . . . . . . . 133 copekd@udel.edu Dassler, Troy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46, 47
clement@duq.edu Cordero, Mercedes. . . . . . . . . . . . . . . . . . . . . . . . . . 166 David, Brooke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Clment, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . 85, 190 mcordero@casenex.com brooke.david@nebraska.gov
robcanuk@gmail.com Cornell, Caitlin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Davila, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . 59, 106
Clements, Catherine . . . . . . . . . . . . . . . . . . . . . . . . 129 ccorne2@uic.edu sara.davila@pearson.com
catherineeclements@gmail.com Cotos, Elena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Davis, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Cloud, Nancy. . . . . . . . . . . . . . . . . . . . . . . . 85, 138, 199 Cotter, Eileen. . . . . . . . . . . . . . . . . . . . . . . 45, 123, 200 addavis85@gmail.com
nancycloud2@gmail.com eileen.cotter@montgomerycollege.edu Davis, Comfort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Cochran, Sean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Cover, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 davisinabj@yahoo.fr
Codrington, Clarissa. . . . . . . . . . . . . . . . . . . . . . . . 204 kmcover@indiana.edu DeCosta, Peter. . . . . . . . . . . . . . . . . . . . . . . 27, 69, 93
PRESENTER INDEXES
clarissakcodrington@gmail.com Cowper, Edith. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 pdecosta@msu.edu

Coffelt, Erica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 EdithDell@aol.com deCubaRomero, Natalia. . . . . . . . 90, 189, 202, 205
coffelt@ohio.edu Cox, Troy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51, 179 Natalia.deCuba@ncc.edu
Coffey, Deborah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Crabtree, Janay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 DeFelice, Denise . . . . . . . . . . . . . . . . . . . . . . . . 52, 178
djcoffey@udel.edu jc9ne@virginia.edu denisefelice@gmail.com
Cohan, Audrey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Craig, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 deJong, Ester. . . . . . . . . . . . . . . . 22, 81, 110, 139, 158
acohan@molloy.edu Crandall, JoAnn (Jodi). . . . . . . . . . . . . . . . . . . . . . . 158 edejong2@gmail.com,
Cohen, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Crandall@umbc.edu edejong@coe.ufl.edu
jcohen2@niu.edu Crandall, Marian. . . . . . . . . . . . . . . . . . . . . . . . . 79, 168 deOliveira, Luciana. . . . . . . . . . . . 16, 79, 86, 127, 191
Colbert, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 mcrandall@ets.org ludeoliveira@miami.edu
colbertd@trine.edu Crifasi, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 DeDeyn, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Collazo, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 lcrifasi@carlosrosario.org rachel.dedeyn@du.edu
jcollazo@masonlive.gmu.edu Crusan, Deborah. . . . . . . . . . . . . . . . . . . . . 29, 145, 188 DeGaytan, Catherine. . . . . . . . . . . . . . . . . . . . . . . . . 74
Collett, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 deborah.crusan@wright.edu cdegaytan@earthlink.net
jennifer.collett@lehman.cuny.edu Cruzado-Guerrero, Judith. . . . . . . . . . . . . . . . . . . . 166 DeGaytan, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Collins, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . 143 degaytan@earthlink.net
Cui, Yaqiong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
cc3651@columbia.edu cuiyaqiong@gmail.com Delk-LeGood, Cheryl. . . . . . . . . . . . . . . . . . . . . 81, 138
Collins, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 info@englishusa.org
Cunningham, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . 68
ian.collins@yasar.edu.tr Dell-Jones, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Curtis, Andy. . . . 7, 11, 15, 16, 22, 57, 70, 109, 138, 159 jdelljon@mail.usf.edu
Collins, Laurel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 andycurtiswork@gmail.com
laurel.collins@unt.edu DelliCarpini, Margo. . . . . . . . . . . . . . . . . . . . . . . . . . 118

Dema, Alexandra . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Drotos, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . 203 ElSamad, Hayat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
demaa2@unlv.nevada.edu drotoss@protonmail.com samadhh@qu.edu.qa
Demirci, Helene . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Drummond-Sardell, Rachel. . . . . . . . . . . . . . . . . . 198 Elbaum, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
hdemirci@hct.ac.ae Duarte, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . 111, 128 sannettie@comcast.net
DeMuth, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 duarte@udel.edu Elchik, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
ademuth@hamline.edu Dubetz, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Elhess, Mohamed. . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
DeRocher, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 nancy.dubetz@lehman.cuny.edu Elhussari, Ibrahim. . . . . . . . . . . . . . . . . . . . . . . . . . . 140
lderocher@literacy-council.org Duffy, Meredith. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 ihousari@lau.edu.lb
DeRoma, Cynthia. . . . . . . . . . . . . . . . . . . . . . . 188, 195 Duggan, Joanna. . . . . . . . . . . . . . . . . . . . . . . . 83, 206 Elia, Sarah E.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 116
cynthax@gmail.com jduggan@cal.org elias@newpaltz.edu
DeRosa, Gwendolyn. . . . . . . . . . . . . . . . . . . . . . . . . .71 Duguay, Annie . . . . . . . . . . . . . . . . . . . . . . . . . . . 51, 83 Ellis, Tunisia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
gderosa@otterbein.edu aduguay@cal.org tunisiac.ellis@gmail.com
Despagne, Colette . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Duke, Trina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Elsherif, Entisar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
colette.despagne@gmail.com tduke@ets.org EltanawiShadi, Hamdi . . . . . . . . . . . . . . . . . . . . . . 166
DeStefano, Megan . . . . . . . . . . . . . . . . . . . 75, 114, 122 Dunphy, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 hashadi6@yahoo.co.uk
mdestefa@umd.edu dunphy@mit.edu Elturki, Eman. . . . . . . . . . . . . . . . . . . . . . . . . . . . 91, 106
Deubelbeiss, David . . . . . . . . . . . . . . . . . . . . . . . . . 144 Dunsmore, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 eman.elturki@email.wsu.edu
Deutekom, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 cdunsmore2@unl.edu Emelyanova, Zarmena. . . . . . . . . . . . . . . . . . . . . . . . 89
Deutsch, Nellie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Durand, Sally. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 zarmena@list.ru
Devore, Teresa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Duval, Geraldine. . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Emory, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Diallo, Ndeye. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 lawouze@aol.com semory@andrew.cmu.edu
ndeye.diallo.nd@gmail.com Duval, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . . . 61, 166 Ene, Estela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
DiasLima, Lucola . . . . . . . . . . . . . . . . . . . . . . . . . . 179 duvalsandra@gmail.com eene@iupui.edu
lucioladias@hotmail.com Dwyer, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 81, 113 Eneriz, Sylvia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Diaz, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 eric.dwyer@fiu.edu seneriz@els.edu
claudia.diaz@udea.edu.co Dyer, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 England, Liz. . . . . . . . . . . . . . . . . . . . . . 62, 80, 98, 140
Diaz, Ramon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Dyson, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 liztesol@yahoo.com
rdiaz@ccp.edu Dzunu, Pam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 England, Lizbeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
DiazMaggioli, Gabriel. . . . . . . . . . . . . . . . . . . . 64, 124 England, Neil. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
gabrieldiazmaggioli@hotmail.com Neil.England@uts.edu.au
Diaz-Rico, Lynne. . . . . . . . . . . . . . . . . . . . . . . . . 80, 167 E Eqab, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
lynnediazrico@yahoo.com Earles, Beverley . . . . . . . . . . . . . . . . . . 22, 54, 69, 139 seqab@masonlive.gmu.edu
Dickerson, Wayne . . . . . . . . . . . . . . . . . . . . . . . 70, 110 earles@ksu.edu Erben, Anthony. . . . . . . . . . . . . . . . . . . . . . . . . 127, 193
dickrson@illinois.edu Earley, Katherine . . . . . . . . . . . . . . . . . . . . . . . . 54, 128 aerben@ut.edu
DiFiore, Rita. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Katherine.Earley@unh.edu Erhardt, Nathan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
rid210@lehigh.edu Earley, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 nerhardt1@udayton.edu
Dinh, Hanh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 mearley@uab.edu Ernst, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
tdinh2@murraystate.edu East, Debbie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 beth.ernst@wmich.edu
PRESENTER INDEXES
Discoe, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 debbi.east1@me.com Ernst-Slavit, Gisela. . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Christine.Discoe@colostate.edu Easton, Lael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 gernst@wsu.edu
Dobson, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 laelann@gmail.com Ershova, Tatiana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
info@cambridgemichigan.org Eatmon, Cassandra . . . . . . . . . . . . . . . . . . . . . 96, 199 tatiana.a.ershova@gmail.com
Dodson, Lori . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 cceatmon@fcps.edu Eslami, Zohreh . . . . . . . . . . . . . . . . . . . . . . 93, 133, 168
lmdods9@gmail.com Edmonds, Lori. . . . . . . . . . . . . . . . . . . . . . . . . . . 44, 158 zeslami@tamu.edu
Doman, Evelyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 lori.edmonds@montgomerycollege.edu Espaa, Andreina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Donovan, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Edwards, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Eva, Andrianarivo. . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Dornbusch, Angela . . . . . . . . . . . . . . . . . . . . . . 111, 173 cced89@gmail.com andrianarivofanja@gmail.com
angeladornbusch@hotmail.com Edwards Dormer, Jan . . . . . . . . . . . . . . . . . . . . 73, 99 Evans, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Doty, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134, 199 jdormer@messiah.edu, eevans@bsdvt.org
juliedoty@yahoo.com jan.dormer@gmail.com Evans, Jacqueline. . . . . . . . . . . . . . . . . . . . . . . . 69, 113
Douglas, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Effiong, Okon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 jackie.evans@nau.edu
Douglas, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 okon@qu.edu.qa Evans, Katherine. . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
scott.douglas@ubc.ca Eggington, William G.. . . . . . . . . . . . . . . . . . . . . . . 122 ktevans@ucdavis.edu
Dove, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . 182, 190 william_eggington@byu.edu Evans, Norman W.. . . . . . . . . . . . . . . . . . . . . . 122, 143
mdove@molloy.edu Eguez, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119, 175 norman_evans@byu.edu
Dowling, Trisha. . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 jeguez@casas.org Ewert, Doreen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
tdowlin3@emich.edu Einterz, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75, 131
Driemeier, Jessica. . . . . . . . . . . . . . . . . . . . . . . . . . . 181 john.einterz@colorado.edu
j.driemeier@miami.edu
F Florence, Dustin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
dustin.florence@ttu.edu
G
Fairbairn, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Floyd, Monika. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Gabor, Julia. . . . . . . . . . . . . . . . . . . . . 73, 120, 154, 183
Fairley, Mariah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 drfloyd@uni-potsdam.de julia@writebrainworld.com
mariah@aucegypt.edu Fobair, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Gabriel, Raafat. . . . . . . . . . . . . . . . . . . . . . . . . . 101, 115
Fan, Yu-Shan. . . . . . . . . . . . . . . . . . . . . . . . . . . 130, 186 dfobair@gmail.com mrraafat@aucegypt.edu
yushanfan@gmail.com Focho, Gladys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Gaer, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . 45, 61, 71
Fang, Ming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 ngwifocho@yahoo.fr susangaer@gmail.com
mifang@fiu.edu Fodor, Andreea. . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Gagn, Antoinette. . . . . . . . . . . . . . . . . . . . . . . . . . 146
Farina, Marcella. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 afodor@sfu.ca antoinette.gagne@gmail.com
marcella.farina@ucf.edu FoersterLuu, Anne Marie. . . . . . . . . . . . . . . . . . 61, 94 Gal, Teresa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Farrell, Thomas. . . . . . . . . . . . . . . . . . . . . . . 27, 65, 158 foerstea@gmail.com tsmurfin@hotmail.com
tfarrell@brocku.ca Foley, Kinnon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Gallagher, Colleen . . . . . . . . . . . . . . . . . . . . . . 128, 143
Farrelly, Raichle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Kinnon.Foley@lawrence.k12.ma.us cgallagher1@udayton.edu
rfarrelly@smcvt.edu Folse, Keith. . . . . . . . . . . 22, 23, 94, 119, 123, 177, 189 Galletta, Annelies. . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Fate, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 keith.folse@gmail.com agallett@umd.edu
lizafate@gmail.com Foote, Jennifer A.. . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Gallo, Lynn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Faust, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 jenn.foote@gmail.com lcrosby@udel.edu
fausth1@umbc.edu Forbes, Megan . . . . . . . . . . . . . . . . . . . . . . . . . 159, 185 Gallop, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Feak, Christine . . . . . . . . . . . . . . . . . . . . . . . . . 141, 187 mforbes@eli.ufl.edu sg985@georgetown.edu
cfeak@umich.edu Foster, Kurtis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Gambrel, Angel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Feal, Rosemary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 kurtisfoster@missouristate.edu angelgambrel@hotmail.com
Feather, Renee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Fowler, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Gao, Xuesong(Andy) . . . . . . . . . . . . . . . . . . . . . 27, 93
Fedoriv, Yaroslava . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 debra@historyunerased.com xsgao@hku.hk
yar.fed@gmail.com Fox, Jessica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Garbarino, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Feldmann, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . 201 1jessfox@gmail.com annegarbarino@globalvillageproject.org
feldmanm1@newpaltz.edu Franchitti, Abby. . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Garcia-Allen, Ana. . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Fellag, Linda Robinson . . . . . . . . . . . . . . . . . . . 45, 90 abbyfran@ksu.edu agarcia@uwo.ca
linda.fellag@gmail.com Franks, Suzanne. . . . . . . . . . . . . . . . . . . . . . . . . 59, 149 Garcia-Arena, Patricia. . . . . . . . . . . . . . . . . . . . . . . 178
Ferg-Cadima, James . . . . . . . . . . . . . . . . . . . . . . . . 179 scfweb@uab.edu, pgarcia-arena@air.org
James.Ferg-Cadima@ed.gov suziweb@gmail.com Gardner, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Fernandez, Julieta . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Frederick, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Garza, Peggy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
julieta.fernandez@nau.edu Fredricks, Daisy. . . . . . . . . . . . . . . . . . . . . .75, 114, 190 garzap@marshallcenter.org
Fernandez, Loretta. . . . . . . . . . . . . . . . . . . . . . 122, 197 dfredric@umd.edu Garza, Tiberio. . . . . . . . . . . . . . . . . . . . . . 70, 145, 200
lof7@pitt.edu Freeman, David . . . . . . . . . . . . . . . . . . . . . . . . . 98, 127 tiberio.garza@unlv.edu
Fernandez, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . 172 David.Freeman@utb.edu Gass, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 68
Fernandez, Melody. . . . . . . . . . . . . . . . . . . . . . . . . 109 Freeman, Donald. . . . . . . . . . . . 22, 64, 106, 162, 187 gass@msu.edu
Melody.Fernandez@utsa.edu donaldfr@umich.edu Gates, Chester. . . . . . . . . . . . . . . . . . . . . . . . . . . 65, 187
chester.gates@comcast.net
PRESENTER INDEXES
Fesenko, Constantine . . . . . . . . . . . . . . . . . . . . . . 200 Freeman, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

constantine.fesenko@gmail.com Freeman, Yvonne. . . . . . . . . . . . . . . . . . . . . . . . 98, 127 Gayle, Kurk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 142
Fifer, Ashley. . . . . . . . . . . . . . . . . . . . 90, 189, 202, 205 Yvonne.Freeman@utb.edu k.gayle@tcu.edu
Ashley.Fifer@ncc.edu Freud, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Geither, Elise. . . . . . . . . . . . . . . . . . . . . . . . . . . 128, 161
Filipovi, Dragana. . . . . . . . . . . . . . . . . . . . . . 62, 200 Bob.Freud@gmail.com elise.geither@case.edu
draganamfilipovic@gmail.com Freund, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Gentry, Earlene. . . . . . . . . . . . . . . . . . . . . . . . . . 23, 107
Fine, Beverly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 gentryearlene@yahoo.com
Friedman, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
bevf@brainpop.com debfried@indiana.edu George, Janet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Finger, Alexis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Frodesen, Jan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Gerena, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
ato24@drexel.edu frodesen@linguistics.ucsb.edu lgerena@york.cuny.edu
Fitzsimmons-Doolan, Shannon. . . . . . . . . . . . . . . . 68 Frydland, Nan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Gevara, Jeremy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
shannon.fitzsimmons-doolan@tamucc.edu nanfrydland@gmail.com jrg351@psu.edu
Fletcher, Todd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Frye, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 GhimireSharma, Gokul. . . . . . . . . . . . . . . . . . . . . 203
toddf@email.arizona.edu bfrye@uccs.edu gocool186@gmail.com
Fleurquin, Fernando . . . . . . . . . . . . . . . . . . . . . 33, 159 Fu, Jing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Gianico, Jacqueline . . . . . . . . . . . . . . . . . . . . . . 68, 128
fernando.fleurquin@unt.edu jmg565@psu.edu
Furze, Kate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
FleurySasse, Claudio. . . . . . . . . . . . . . . . . . . . . 19, 162 Kate.Furze@colorado.edu Gibson, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
claudio.fleury@gmail.com karen.gibson@pgcps.org
Flint, Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Giddens, Kevin. . . . . . . . . . . . . . . . . . . . . . . . . 132, 153
plflint@mail.usf.edu kevin.giddens@worldlearning.org
Giefer, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
mgiefer@winona.edu

Gil, Libia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 78 Gorsuch, Greta. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Guzman, Natalia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Gilbert, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 161 greta.gorsuch@ttu.edu nlguzman@umd.edu
jtrent@ied.edu.hk Gottlieb, Margo. . . . . . . . . . . . . . . . . . . 46, 47, 76, 127
mgottlieb@cntrmail.org
Giles, Lori. . . . . . . . . . . . . . . . . . . . . . . . . . . 74, 93, 150
lorigiles@hotmail.com Govoni, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
H
Gill, Jas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 drjmg7564@aol.com Haan, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . 143, 197
jas.gill@ubc.ca Grabe, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 jhaan1@udayton.edu
Gilliland, Betsy . . . . . . . . . . . . . . . . . . . . . . . . . . 63, 84 william.grabe@nau.edu HadleyMarrero, Christina. . . . . . . . . . . . . . . . . . . 202
egillila@hawaii.edu Graham, Nicole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Christinahadley@mac.com
Gillstrom, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . 114 Gramley, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Haeseler, Jillian. . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
egill@sas.upenn.edu smgramley@gmail.com jshaesel@ncsu.edu
Gilmetdinova, Alsu. . . . . . . . . . . . . . . . . . . . . . . 81, 191 Grant, Leslie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Hafernik, Johnnie Johnson. . . . . . . . . . . . . . . . . . . 100
agilmetd@purdue.edu lgrant@uccs.edu hafernik@usfca.edu
Ginnold, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Grant, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Hagen, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
anneginnold@gmail.com lhgrant2015@gmail.com rhagen@ku.edu
Ginsberg, Daniel. . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Grant, Rachel. . . . . . . . . . . . . . . . . . . . . . . . 27, 110, 178 Haider, Iftikhar. . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
dg338@georgetown.edu rachel.grant@csi.cuny.edu haider3@illinois.edu
Giraldez, Rosario . . . . . . . . . . . . . . . . . . . . . . . 115, 148 Graus, Johan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Haile, Jaime. . . . . . . . . . . . . . . . . . . . . . . . . . . . 180, 192
r_giraldez@alianza.edu.uy jgraus@me.com jaimehaile2418@gmail.com
Giri, Dhundi Raj. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Graves, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Haji, SaidaMahfudh. . . . . . . . . . . . . . . . . . . . . . . . . 141
dhundiraj17@gmail.com Grayson, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Haley, Marjorie. . . . . . . . . . . . . . . . . . . . . . . . . . 27, 134
Giron, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 kristin.grayson@idra.org mhaley@gmu.edu
Gironzetti, Elisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Green, Brent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Hallacy, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . 167
elisa.gironzetti@gmail.com brent.green@slcc.edu elizabeth.hallacy@gmail.com
Gishbaugher, Jaclyn. . . . . . . . . . . . . . . . . . . . . . . . . 178 Green, Jennifer. . . . . . . . . . . . . . . . . . . 53, 110, 121, 175 Hallez, Maryam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
jaclynjgish@gmail.com jennifer.green@wwu.edu Halpin, Marilee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Gitsaki, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Greene, Marina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 mhalpin@elgin.edu
christina.gitsaki@zu.ac.ae marinam@ku.edu Hamman, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Giurca, Mihaela. . . . . . . . . . . . . . . . . . . . . . . . . 159, 192 Greenstein, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . 185 lhamman@wisc.edu
mihaela@uw.edu Greer, Amanda Graves. . . . . . . . . . . . . . . . . . . . . . . 141 Hammer, Janet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Glenn, Lobar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 gravesa6@gmail.com jhammer@tamu.edu
lobarglenn@gmail.com Gregory, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Hammerton, Jacquelyn. . . . . . . . . . . . . . . . . . . . . . 119
Gluck, Laurie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 kgregory@albany.edu Hamon, Pascal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
lgluck@lagcc.cuny.edu Griffin, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 pascalhamon@missouristate.edu
Go, Sarah Yeonghong . . . . . . . . . . . . . . . . . . . . . . . 169 rgriffin@okcu.edu Hamstra, Caitlin . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Gobert, Melanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Grigsby, Yurimi. . . . . . . . . . . . . . . . . . . . . . . . . . 66, 158 thele1ca@cmich.edu
mgobert@hct.ac.ae yurimi.grigsby@cuchicago.edu Han, Ye. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Goertel, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Grill, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . 105, 203 Haney, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67, 174
PRESENTER INDEXES
jpg20@psu.edu jgrill@fsu.edu Haning, Nicole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Gokpinar-Shelton, Esen . . . . . . . . . . . . . . . . . . . . . . 72 Grimley, Benjamin. . . . . . . . . . . . . . . . . . . . . . . 68, 184 nhaning@elsteachers.net
egokpina@iupui.edu ben@speakagent.com Hansen-Johnston, Barbara. . . . . . . . . . . . . . . . . . . 159
Golden, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Groff, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 hanse@uw.edu
lgolden@air.org jgroff@umd.edu Hansen-Thomas, Holly . . . . . . . . . . . . . . . . . . . 79, 143
Goldstein, Lynn. . . . . . . . . . . . . . . . . . . . . . . . . 130, 159 Grosik, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . 114, 164 hhansenthomas@twu.edu
lynn.goldstein@miis.edu sgrosik@sas.upenn.edu Hanson-Smith, Elizabeth . . . . . . . . . . . . . . . . . 22, 90
Gomez, Julio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Grunwald, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Hardigree, Christine. . . . . . . . . . . . . . . . . . . . . . . . . 198
jucego69@yahoo.com egrunwal@mit.edu christine.hardigree@gmail.com
Gonzales, Ray. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Gu, Mingyue (Michelle). . . . . . . . . . . . . . . . . . . . . . 181 Hardy, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
ray.gonzales@montgomerycollege.edu moongu1119@gmail.com dhardy@bowvalleycollege.ca
Gonzlez, Eileen. . . . . . . . . . . . . . . . . . . . . 53, 110, 175 Gudheim, Calla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Haridy, Abdelbaset . . . . . . . . . . . . . . . . . . . . . . . . . 109
eileengonzalez@usj.edu c.gudheim@miami.edu baset@unm.edu
Goodfellow, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Guinn-Collins, Shannon. . . . . . . . . . . . . . . . . . . . . 203 Harmer, Jeremy . . . . . . . . . . . . . 70, 79, 102, 146, 169
terry_goodfellow@epi.sc.edu sguinnc@pdx.edu jeremy.harmer@btinternet.com
Gordon, Deborah . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Gulikers, Goedele. . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Harper, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
dbgordon52@cox.net Gull, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 harper4@canisius.edu
Gordon, Rebekah. . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 katherine.gull@fcps.org Harris, Kathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Gorham, Norma L. . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Guo, Xiaoyan (Grace). . . . . . . . . . . . . . . . . . . . . . . . 181 harriska@pdx.edu
normalgorham@gmail.com gracexyguo@gmail.com Harrison, Melinda. . . . . . . . . . . . . . . . . . . . . . . . . . . 117
msharr3@uab.edu
Hart, Judson . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51, 179 Himmel, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Huang, Jiuhan. . . . . . . . . . . . . . . . . . . . . . . . . . 124, 156
Hartshorn, James. . . . . . . . . . . . . . . . . . . . . . 143, 200 jhimmel@cal.org jhaung@regent.edu
james_hartshorn@byu.edu Hinkel, Eli. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60, 75 Huang, Patrick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Hartung-Cole, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 53 elihinkel@yahoo.com pmh1225@gmail.com
Hartwick, Laurie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Hinojosa, Denisse. . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Huerta, Margarita. . . . . . . . . . . . . . . . . . . 70, 145, 200
Laurie.Hartwick@lawrence.k12.ma.us hinojo18@msu.edu margarita.huerta@unlv.edu
Hastings, Christopher . . . . . . . . . . . . . . . . 80, 92, 159 Hinton, Kip Austin . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Hueston, Colin. . . . . . . . . . . . . . . . . . . . . . . . . . 125, 187
christopherhastings@gmail.com kipaustin.hinton@utrgv.edu colin.hueston@ucdenver.edu
Havenland, Christina. . . . . . . . . . . . . . . . . . . . . 79, 153 Hjeltness, Justyna . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Huffman, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Hawkins, Margaret. . . . . . . . . . . . . . . . . . . . . . . . . . . 63 justyna.hjeltness@wsu.edu Hughes, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
mhawkins@education.wisc.edu Ho, Kendi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 mhughs@bu.edu
Hayes, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 78 kendih@hawaii.edu Hulke, Autumn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
caahayes@comcast.net Hoagland, Merideth. . . . . . . . . . . . . . . . . . . . . . . . . 128 autumnhulke@gmail.com
Hayes, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 mhoagland1@gsu.edu Humagain, Radhakrishna. . . . . . . . . . . . . . . . . . . 203
kathleen.hayes@highlightshighfive.com Hodgson, Jennifer. . . . . . . . . . . . . . . . . . . . . . . 68, 132 rkhumagain@gmail.com
Haynes, Erin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Hoelker, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . 140, 190 Humphries, Steven. . . . . . . . . . . . . . . . . . . . . . . . . . 105
ehaynes@air.org jhoelker@gmail.com shumphri@su.edu
Haynes, Judie . . . . . . . . . . . . . . . . . . . . . . . . 47, 87, 110 Hoenig, Myles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Hunt, Cindy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
judieh@optonline.net hoenigedu@gmail.com cbhunt@uab.edu
Hays, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Hoffland, Marvin D. . . . . . . . . . . . . . . . . . . . . . 129, 178 Hussein, Ibtesam. . . . . . . . . . . . . . . . . . . . . . . . . . 203
jbhays@cpp.edu m.hoffland@cuas.at ihussein@uidaho.edu
Healey, Deborah. . . . . . . . . . . . . . . . . . . . . . 19, 22, 188 Hollett, Vicki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Hutchison, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Healey, Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 vicki@holletts.com nhutchison@howardcc.edu
Heard, Stephanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Hollinger, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . 134, 199 Hyland, Ken. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
stephanie.l.heard@gmail.com Lisa.Hollinger@unt.edu khyland@hku.hk
Heather, Lauren . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Holloway, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Hyte, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Lauren.Heather@utsa.edu andrea.m.holloway@gmail.com
Holubeva, Valiantsina. . . . . . . . . . . . . . . . . . . . . . . . 93
Heitman, Char. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
heitman@uoregon.edu v_holubeva@outlook.com I
Hellman, Andrea. . . . . . . . . . . . . . . . . . . . . 110, 161, 180 Hong, Carrie Eunyoung. . . . . . . . . . . . . . . . . . . . . . 123 Ibrahim, Awad . . . . . . . . . . . . . . . . . . . . . . 22, 127, 189
AndreaBHellman@missouristate.edu HongE1@wpunj.edu aibrahim@uottawa.ca
HendersonLee, Sarah. . . . . . . . . . . . . . . . . . . 108, 180 Honigsfeld, Andrea . . . . . . . . . . . . . . . . . . . . . 182, 190 Imai, Hana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
sarah.henderson-lee@mnsu.edu ahonigsfeld@molloy.edu himai@bowvalleycollege.ca
Henninger-Willey, Tracy . . . . . . . . . . . . . . . . . . . . . 80 Hoops, Frieda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Imamovi, Adisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
henningert@lanecc.edu fhoops@pce.uw.edu adisa.imamovic@untz.ba
Henrichsen, Lynn . . . . . . . . . . . . . . . . . . . 52, 200, 202 Horstein, Dana . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 126 Ioannou, Constantine . . . . . . . . . . . . . . . . . . . . . . . . 81
Lynn_Henrichsen@byu.edu danahorstein@hotmail.com constantine.ioannou@ocdsb.ca
Heny, Natasha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Hossain-Joldic, Aklima. . . . . . . . . . . . . . . . . . . . . 205 Ishchenko, Mariia. . . . . . . . . . . . . . . . . . . . . . . . . . 205
ishchenkomv91@gmail.com
PRESENTER INDEXES
nam3c@virginia.edu ah3206@tc.columbia.edu
Hepford, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 165 Houck, Noel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Ishihara, Noriko. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
ehepford@temple.edu nrhouck@cpp.edu ishi0029@gmail.com
Herath, Sreemali. . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Howard, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 IvesTakebe, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . 201
sreemalih@yahoo.com khoward@csusb.edu ives.amy@h.hokkyodai.ac.jp
Hercula, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Howard, Lori. . . . . . . . . . . . . . . . . . . . . . . . 117, 137, 174
sehercu@ilstu.edu lbhoward@casas.org
Howland, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
J
Hersi, Mustafa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Hsu, Wen-Hsien. . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Jaber, Reem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
mhersi@unm.edu
hsuwenhsien@ntu.edu.tw Jacknick, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . 94
Hertenstein, Kathleen . . . . . . . . . . . . . . . . . . . . . . 203
Hsu-Santelli, Marianne . . . . . . . . . . . . . . . . . . . . . . 126 cjacknick@bmcc.cuny.edu
khertens@email.arizona.edu
msantelli@middlesexcc.edu Jackson, Staci. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Hestand, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Hu, Chen (Gabrielle) . . . . . . . . . . . . . . . . . . . . . 88, 175 sjackson@superduperinc.com
jhestand@ku.edu
703365890@qq.com Jacob, Laura . . . . . . . . . . . . . . . . . . . . . . . . . 16, 92, 131
Hickey, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . 147, 201
Hu, Ling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 lauraruthjacob@yahoo.com
Hill, Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94, 140
lhu@uoguelph.ca Jacobs, Myrna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
kltb@uab.edu
Hu, Shirley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 mjacobs@tesol.org
Hiller, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
shirley.hu@tdsb.on.ca Jacobsen, Natalia. . . . . . . . . . . . . . . . . . . . . . . . 63, 148
kristin.hiller@gmail.com
Huang, HE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 natalia@gwu.edu
Hillier, Solimar. . . . . . . . . . . . . . . . . . . . . . . . . 201, 204
stephaniehuanghe@ufl.edu Jaffie-Shupe, Lily. . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Hilterbran, Audra. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Jain, Rashi. . . . . . . . . . . . . . . . . . . . . . . . . . 22, 159, 186 Judkins, Brandy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Kaushik, Ruchi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
jainrashi78@gmail.com brandycjudkins@gmail.com ruchikaushik01@gmail.com
Jakar, ValerieS.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Jung, YeonJoo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Kaushik, Sharda. . . . . . . . . . . . . . . . . . . . . . . . . . . 206
vsjakar@gmail.com yjjung9@gsu.edu Kayi-Aydar, Hayriye. . . . . . . . . . . . . . . . . . . 27, 161, 174
James, Frannie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Juza, Patricia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 hkayi2000@yahoo.com
frannie.james@ua.edu Kazakbaeva, Roza . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Jamieson, Scott . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 roza.kazakbaeva@ucentralasia.org
sjamieso@uoguelph.ca K Keith, Kelley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Jancin, Devon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 K.C., Madhukar. . . . . . . . . . . . . . . . . . . . . . . . . 188, 201 kelley.keith@mhcc.edu
devon.jancin@colostate.edu madhukarkc25@gmail.com Kelley, Eileen. . . . . . . . . . . . . . . . . . . . . . . . . 45, 66, 76
Janusch, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . 88, 138 Kaeiser, Matt. . . . . . . . . . . . . . . . . . . . . . . . 80, 135, 181 ekelley@hcc.edu
sjanusch@pce.uw.edu MKaeiser@miami.edu Kelley, Molly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Jaquays, Jolene . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Kahaney, Jeannie. . . . . . . . . . . . . . . . . . . . . . . . . . . 177 molly-kelley@uiowa.edu
jjaquays@umflint.edu kahaneyj@newschool.edu Kemp, A. C.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Javorsky, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Kahn, Abigail. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 ackemp@mit.edu
Rebecca.Javorsky@oregonstate.edu ask242@psu.edu Kennedy, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Jayasundara, JMPVK. . . . . . . . . . . . . . . . . . . . . . . 206 Kahn, Harold. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 ask2133@columbia.edu
Jee, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 hkahn@bergen.edu Kennedy, Barbara. . . . . . . . . . . . . . . . . . . . . . . . 61, 190
Jeffery, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Kaku, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 bkennedy@cal.org
jillvjeffery@gmail.com christinakaku@gmail.com Kennedy, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . . 156
Jellick, Matthew . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Kaleba, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 drkennedy@netacc.net
mjellick@gmail.com kalebajosephwa@gmail.com Kennedy, Josephine Clark. . . . . . . . . . . . . . . . 132, 153
Jenkins, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . . 139, 183 Kaminski, Kyle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 josephine.kennedy@worldlearning.org
Jenkins_rob@sac.edu Kandil, Ahmed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Kennedy, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Jiang, Bill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 ahmed.kandil@utoronto.ca tkennedy@ccsf.edu
Jiang, Man. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Kang, Hee-Seung. . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Keogh, Rochelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
man@udel.edu hxk322@case.edu rkeogh@uark.edu
Jipping, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Kanno, Yasuko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Kerkian, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
mjipping@willamette.edu ykanno@temple.edu annek@cultural.org
Johns, Ann. . . . . . . . . . . . . . . . . . . 63, 86, 141, 191, 199 Kanoksilapatham, Budsaba. . . . . . . . . . . . . . . . . . 195 Kertzner, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
ajohns@cox.net kanoksib@hotmail.com Keyl, Shireen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Johnson, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Kantaruk, Renata. . . . . . . . . . . . . . . . . . . . . . . . . . 200 skeyl@email.arizona.edu
carol.johnson@renaissance.com rnkantaruk@taylor.edu Khaleghi, Shima. . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Johnson, Kimberly. . . . . . . . . . . . . . . . . . . . . . . . . . 123 Kappel, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Khan, Muhammad Ali. . . . . . . . . . . . . . . . . . . . . . . 44
kaj0724@gmail.com laurakappel@aol.com Khawaja, Anastasia. . . . . . . . . . . . . . . . . . . . . . . . . 170
Johnson, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Kapur, Kirti. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 ajkhawaja@usf.edu
ljohnson@scad.edu kkapur07@yahoo.com Kibler, Amanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Johnson, Staci. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 KapustaPofahl, David. . . . . . . . . . . . . . . . . . . . . . . . 96 akk2v@eservices.virginia.edu
PRESENTER INDEXES
stacijohnson.esl@gmail.com dkpofahl@ku.edu Kiburz, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
JohnsonRogers, Robert. . . . . . . . . . . . . . . . . . 27, 117 Karam, Fares. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 ckib@yahoo.com
rogers@qu.edu.qa fjk2cf@virginia.edu Kidwell, Tabitha . . . . . . . . . . . . . . . . . . . . . 75, 114, 122
Jolley, Caitlin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Karki, Tirtha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 tkidwell@umd.edu
caitlinjolley@gmail.com gkarki15@gmail.com Kiendl, Jesse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Jolly, Roshii. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Kassas, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 jessekiendl@gmail.com
roshii.jolly@gmail.com sckassas@yahoo.com Kim, Deoksoon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Jones-Vo, Stephaney. . . . . . . . . . . . . . . . . . . . . . . . 46 Katchen, Johanna. . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Kim, Eun Gyong (E.G.). . . . . . . . . . . . . . . . . . . . . . . . 67
Jones, Cheryl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 katchen@mx.nthu.edu.tw egkim@kaist.ac.kr
chjones@els.edu Katindig, Alice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Kim, Jeongyeon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Jones, Donielle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 amk5an@virginia.edu jkim@unist.ac.kr
Jones, Stephen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Katka, Adria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Kim, Jin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99, 184
stjones18@gmail.com adria.katka@seattlecolleges.edu jinkim7@illinois.edu
Jones, Tamara. . . . . . . . . . . . . . . . . . 16, 52, 61, 85, 102 Katz, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Kim, KyungMin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
jonestamara@hotmail.com ila-katz@pacbell.net kyeongsemi@yahoo.com
Jones, Valerie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Katz, Nadeen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Kim, Sharon (Seongshin). . . . . . . . . . . . . . . . . . . . 136
valerie.jones@cuchicago.edu nadeen.katz@gmail.com jlshin345@gmail.com
Jones, Vaughan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Kaufmann, Austin. . . . . . . . . . . . . . . . . . . . . . . .81, 173 Kim, Soonhyang. . . . . . . . . . . . . . . . . . . . . 62, 66, 158
akauf@msu.edu soonhyang@hotmail.com
Jordan, Sheri N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
snjordan@umail.iu.edu Kaupasa, Bete. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Kim, Stephanie Hyeri. . . . . . . . . . . . . . . . . . . . . . . . 178
beate.kaupasa@gmail.com
Kim, YouJin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Kroman, Steven . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Le, Nhu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
ykim39@gsu.edu skroman@utexas.edu nle@murraystate.edu
Kimura, Daisuke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Kruchin, Babi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Leach, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
dxk968@psu.edu bs2214@columbia.edu Lebedev, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
King, Courtney . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 155 Krulatz, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 jenniferlebedev@yahoo.com
king2ce@cmich.edu anna.m.krulatz@hist.no LeBleu, Amanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Kirk, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Kubota, Ryuko . . . . . . . . . . . . . . . . . . . . . . . 27, 110, 141 Lee, Alice Shu-Ju. . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
sjkirk@uaa.alaska.edu ryuko.kubota@ubc.ca alicelee@umac.mo
Kirkpatrick, Cheyne. . . . . . . . . . . . . . . . . . . . . 107, 136 Kuester, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Lee, Connie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
cheyne.kirkpatrick@du.edu erin-kuester@uiowa.edu connielee415@gmail.com
Kirkpatrick, Juli. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Kuhn, Jeff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 Lee, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . . 127, 187
jkirkpat@usc.edu kuhnj1@ohio.edu leej3@ohio.edu
Kirson, Tamara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 KumariKharbamon, Tarun. . . . . . . . . . . . . . . . . . . 60 Lee, Kyujin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Kirwan, Liz. . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 92, 119 tkkharbamon@gmail.com kyu0122@gmail.com
ekirwan@mansd.org Kung, Fan-Wei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Lee, Ju Seong (John). . . . . . . . . . . . . . . . . . . . . . . 206
Kleckova, Gabriela. . . . . . . . . . . . . . . . . . . . . . 158, 176 Kunz, Yvonne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Lee, Mikyoung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
gabriela_kleckova@yahoo.com ykunz@udel.edu mikyoung.lee@psy.lmu.de
Kling, Joyce. . . . . . . . . . . . . . . . . . . . . . . 22, 59, 86, 89 Kuo, Hsiao-Chin. . . . . . . . . . . . . . . . . . . . . . . . 160, 185 Lee, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
joyce@hum.ku.dk hsiao-chin.kuo@wmich.edu Lee, Sherise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Knagg, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Kupiec, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 shlee@academyart.edu
Kniepkamp, Amanda. . . . . . . . . . . . . . . . . . . . . . . . 197 Kurtz, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Lee, Song-Eun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
knama@exchange.upenn.edu lmk299@psu.edu lee539@purdue.edu
Knight, Ray . . . . . . . . . . . . . . . . . . . . . . . . . . 87, 121, 181 Kurtzworth-Keen, Kristin . . . . . . . . . . . . . . . . . . . . . 66 Lee, Suzi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
ray_knight@epi.sc.edu kurtzwo1@canisius.edu Lee-Johnson, Yin Lam. . . . . . . . . . . . . . . . . . . . . . . 183
Knowling, Jeffrey. . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Kweon, Soo-Ok. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 yleejohnson31@webster.edu
jeffrey-knowling@uiowa.edu soook@postech.ac.kr Lemos, Vinicius. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Kochannek, Colleen. . . . . . . . . . . . . . . . . . . . . . . . . 171 Kwon, Heejung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 teachervinicius@hotmail.com
colleen.kochannek@pearson.com kwon65@purdue.edu Lems, Kristin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Kochanowski, Melissa . . . . . . . . . . . . . . . . . . . . . . . . 71 Lennon, Kirsten. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
mel.kochanowski@pgcps.org
Koehler, Dustin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
L kirsten.lennon@pgcps.org
Lennox, Cindy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
koehler.169@osu.edu Laor, Noga . . . . . . . . . . . . . . . . . . . . . . . . . . . 71, 76, 82
nlaor@rennert.com Lennox, Cynthia. . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Kokolas, Georgios. . . . . . . . . . . . . . . . . . . . . . . 136, 154 lennox@duq.edu
Kolesnikova, Aleksandra. . . . . . . . . . . . . . . . . . . . 200 Laborde, Silvia . . . . . . . . . . . . . . . . . . . . . . . . . 115, 148
silvia.laborde@alianza.edu.uy LenDvila, Karina . . . . . . . . . . . . . . . . . . . . . . . . 203
kalsangdroelma@gmail.com kpleon@espol.edu.ec
Koly, Nowrin Akther. . . . . . . . . . . . . . . . . . . . . . . . 203 Lai, Ying-Chun . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Leong, Patrick Ng Chin. . . . . . . . . . . . . . . . . . . . . . . 27
hoquenowrin@gmail.com Lambert, Leyla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 chin@unii.ac.
Koo, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 leylatrans@gmail.com
Leopold, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
PRESENTER INDEXES
Korenev, Alexey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Landon, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . 44 lisaleopold@hotmail.com

alexeykorenev@gmail.com Lang, Xiaojuan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Lepkowski, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Korslund, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . 19 Langman, Juliet. . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 EmlyLeil@gmail.com
Kostka, Ilka . . . . . . . . . . . . . . . . . . . . . . . . . 28, 134, 164 juliet.langman@utsa.edu Leskes, Vivian. . . . . . . . . . . . . . . . . . . . . . . . . . . 45, 76
i.kostka@neu.edu Lantz-Wagner, Sky. . . . . . . . . . . . . . . . . . . . . . . . . . 196 vleskes@hcc.edu
Kouritzin, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . 27, 93 skylantzwagner@gmail.com Levake, Cari. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Sandra.Kouritzin@umanitoba.ca Lapidus, Alec. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 clevake@k12.wv.us
Kovats-Murillo, Gabriela. . . . . . . . . . . . . . . . . . . . . 191 Laplante, Lindsay. . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Lewis, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
gabriela.kovats@gmail.com Lapp, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 malewis2@loyola.edu
Kozak, Jen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 rlapp@udel.edu Lewis, Tarie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 147, 203
jkozak3@uwo.ca Laquercia, Brett . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Li, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Kralovicov, Denisa . . . . . . . . . . . . . . . . . . . . . . . . . . 62 blaquercia@languagetesting.com Li, Guofang. . . . . . . . . . . . . . . . . . . . . . . . 134, 144, 159
kralovicova.denisa10@gmail.com Larsen, Ditlev . . . . . . . . . . . . . . . . . . . . . . . . . . . 63, 117 guofang.li1@gmail.com
Kraybill, Erica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 dlarsen@winona.edu Li, Yingying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
ekraybill@gmail.com LathamKeh, Melissa . . . . . . . . . . . . . . . . . . . . . . . . 177 Li, Zhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
KreeftPeyton, Joy . . . . . . . . . . . . . . . . . . . . . . 63, 160 mkeh@bridgew.edu lzflower@hotmail.com
joy@peytons.us Lawrence, Geoff. . . . . . . . . . . . . . . . . . . . . . . . 141, 190 Li, Zhiyu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Kristjansson, Carolyn. . . . . . . . . . . . . . . . . . . . . . . . . 99 glawrenc@yorku.ca
Liang, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
kristjan@twu.ca Lawrence, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . 135 john.liang@biola.edu
Kristonagy, Elka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 rebecca.l@maia.edu
elka.kristonagy@yale.edu Lawrick, Elena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Liebner, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . 132, 149 Lore, Terri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Malu, Kathleen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
kdundon18@gmail.com tlore@els.edu kathleen.malu@fulbrightmail.org
Lilja, Patrick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Loyola, Hugo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Malupa-Kim, Miralynn. . . . . . . . . . . . . . . . . . . . 49, 170
patrick.lilja@interlink.edu hugo@altaenglishpublishers.com mira.malupakim@gmail.com
Lima, Edna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Loza, Pete . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Mama, Raouf. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 162
lima@ohio.edu ploza@mvusd.net Mama@easternct.edu
Lin, Angel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Lucas, Nichole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Mamas, Lawrence. . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
angellin@hku.hk nlucas1@udayton.edu orders@globalelt.co.uk
Lin, Grace. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Lucas, Teresa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Manley, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lindahl, Kristen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 tlucas26@yahoo.com rachel.s.manley@gmail.com
kristen.lindahl@utsa.edu Lukens, Laura. . . . . . . . . . . . . . . . . . . . . . . . . 47, 51, 82 Mann, Steve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lindauer, Bennett. . . . . . . . . . . . . . . . . . . . . . . . . . . 112 lglukens@gmail.com Mansion, Olivia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
lindaueb@georgetown.edu Lund, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Olivia_Mansion@Brown.edu
Lindemann, Stephanie . . . . . . . . . . . . . . . . . . . . . . 80 lundjen1@gmail.com Mansour, Chadia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
lindemann@gsu.edu Lundgren, Cynthia. . . . . . . . . . . . . . . . . . . . . . . . . . 120 cxmans@gmail.com
Lindsey, Michael. . . . . . . . . . . . . . . . . . . . . . . . 155, 202 cynthia.lundgren@wisc.edu Marable, Michele. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
mhl19@email.arizona.edu Lundy-Ponce, Giselle. . . . . . . . . . . . . . . 29, 45, 47, 173 marablem@canisius.edu
Link, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Lynn, Meredith Scott. . . . . . . . . . . . . 73, 120, 154, 183 Mares, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Linville, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 meredith@writebrainworld.com Editor@wayzgoosepress.com
linville.ha@gmail.com Lynn, Sarah . . . . . . . . . . . . . . . . . . . . . 96, 115, 124, 157 Mariscal, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Liontas, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16, 118 SarahLynn41@gmail.com lmarisca@espol.edu.ec
Lioy, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134, 199 Lypka, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Markow, Jesse. . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 57
Karen.Lioy@unt.edu alypka@mail.usf.edu markow@wisc.edu
Litsinger, Betty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Markus, Paula. . . . . . . . . . . . . . . . . . . . . . . . . . . 95, 175
paula.markus@tdsb.on.ca
betty.litsinger@gmail.com
Litt, Eve Nora. . . . . . . . . . . . . . . . . . . . . . . . 58, 114, 149
M Marrero-Coln, Marybelle. . . . . . . . . . . . . . . . . . . . . 63
evlitt@sas.upenn.edu Mkaddem, Chaouki. . . . . . . . . . . . . . . . . . . . . . . . . . 68 mmarrero-colon@cal.org
Littlepage, Farrah. . . . . . . . . . . . . . . . . . . . . . . . . . . 174 chaoukimkaddem@gmail.com Marshall, Helaine W. . . . . . . . . . . . . . . . . 46, 127, 204
littlepagef@missouri.edu Mabbott, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 helaine.marshall@liu.edu
Liu, Jun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 amabbott@hamline.edu Martin-Beltran, Melinda . . . . . . . . . . . . . . . . . . . . . 194
Liu, Qiandi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 MacDonald, Kara . . . . . . . . . . . . 69, 105, 118, 159, 185 memb@umd.edu
ql29@nau.edu kmacd@rocketmail.com Martin, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Liu, Yang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 MacDuff, Fife. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 ian.martin@cengage.com
yang.liu@email.wsu.edu fife-macduff@state.gove Martinez, Manuela. . . . . . . . . . . . . . . . . . . . . . . . . . 125
Liu, Yingliang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Mackey, Daphne. . . . . . . . . . . . . . . . . . . . 138, 159, 183 manuelamartinez@gli.edu
yingliangliu@foxmail.com dmackey@uw.edu Martinez, Mercedes. . . . . . . . . . . . . . . . . . . . . . . . . 125
Livingston, Marcia . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Mackin, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 mercedesmartinez@gli.edu
janetanngeorge@gmail.com sandra.mackin@fcps.org Martinez, Ron. . . . . . . . . . . . . . . . . . . . . . . 97, 142, 183
PRESENTER INDEXES
LoBianco, Joseph . . . . . . . . . . . . . . . . . . . . . . . 29, 69 MacKinney, Erin . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 ronmartinez@ufpr.br
emackinn@email.arizona.edu Martinez-Alba, Gilda. . . . . . . . . . . . . . . . . 16, 134, 166
LoboGuerreroDeSaba, Clara. . . . . . . . . . . . . 84, 160
chl006@shsu.edu Madden, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Martinez-Hinestroza, Jose . . . . . . . . . . . . . . . . . . . 159
Locks-Lima, Luciana . . . . . . . . . . . . . . . . . . . . . . . 200 MadiganPeercy, Megan . . . . . . . . . . . . . . . . . . . . . . 111 mart1580@msu.edu
luciana@cna.com.br mpeercy@umd.edu Masciarelli, Kyla . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Loebel, Vandana. . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Maedgen, Abbey . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Kyla.Masciarelli@colostate.edu
vloomba@uic.edu Mahapatra, Santosh. . . . . . . . . . . . . . . . . . . . . . . . . . 84 Massoud, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Lomperis, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 santosh@hyderabad.bits-pilani.ac.in lmassoud@cal.org
lomperis@comcast.net Mahboob, Ahmar. . . . . . . . 23, 27, 51, 88, 117, 132, 141 MastruserioReynolds, Kate. . . . . . . . . . . . . . . . . . . 85
Longus, Omar. . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 126 ahmar.mahboob@sydney.edu.au Matarese, Maureen. . . . . . . . . . . . . . . . . . . . . . . . . . 94
olongus@salemstate.edu Mahda, Hicham. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Mattson, Nikki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Looney, Dennis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 hicham.mahda@gmail.com nla12@psu.edu
Looney, Stephen Daniel . . . . . . . . . . . . . . . . . . . . . 178 Makinina, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Maurizio, Toshiko. . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
olga.makinina@gmail.com toshiko_maurizio@beaverton.k12.or.us
Lpez-Gopar, Mario. . . . . . . . . . . . . . . . . . . . . . . . . 190
Maley, Lejla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 May, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lopez, Julie. . . . . . . . . . . . . . . . . . . . . 111, 128, 157, 178 lbilal@otterbein.edu
julo@udel.edu jmay@valenciacollege.edu
Maliborska, Veronika. . . . . . . . . . . . . . . . . . . . . . . . 130 Mayor, Mike. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lopez, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Mallory, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 mike.mayor@pearson.com
Lopolito, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 malloraj@gmail.com
sarahl@cultural.org Mazloom-Farzaghy, Reza. . . . . . . . . . . . . . . . . . . . . 99
Malone, Jonathan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 reza.mazloom@teslontario.org
Lopriore, Lucilla . . . . . . . . . . . . . . . . . . . . . 27, 110, 182 jemalone@umd.edu
llopriore@tin.it
McBride, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Meyer, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Moldawa-Shetty, Anna. . . . . . . . . . . . . . . . . . . . . . . 58
wmcbride@uark.edu meyerj@bedfordk12tn.net anna.moldawa@yale.edu
McCarthy, Emily . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Meyer, Suzanne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Molina, Sarina Chugani. . . . . . . . . . . . . . . . . . . . . . 168
McCarthy, JoAnn . . . . . . . . . . . . . . . . . . . . . . . . 23, 142 smeyer11@utk.edu sarina@sandiego.edu
joann.mccarthy@into.us.com Meyers, Colleen. . . . . . . . . . . . . . . . . . . . . . . . . . 52, 120 Molinsky, Steven. . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
McClelland, Sean . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 meyer002@umn.edu Monaghan, Christine. . . . . . . . . . . . . . . . . . . . . . . . . 92
mcclella@uoregon.edu Mhandeni, AbdulKarim. . . . . . . . . . . . . . . . . . . . . . 157 MonteroMartnez, Paola. . . . . . . . . . . . . . . . . . . . 202
McCloskey, Mary Lou. . . . . . 22, 80, 122, 124, 145, 188 amhandeni@hotmail.com pmonter@espol.edu.ec
mlmccloskey@gmail.com Miakisheva, Yuliya . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Moore, Kyle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
McCorkel, Rejane . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 yuliyam@yorku.ca kyle.moore@nau.edu
rmccorkel09@su.edu Micek, Timothy. . . . . . . . . . . . . . . . . . . . . . . . . . 66, 158 Moore, Richard. . . . . . . . . . . . . . . . . . . . . . . . . 138, 159
McCuistion, Monica . . . . . . . . . . . . . . . . . . . . . . . . . . 96 micekt@ohiodominican.edu richm@uw.edu
momax320@ku.edu Michaud, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Moore, Ruth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
McDaniel, Kia . . . . . . . . . . . . . . . . . . . . . . . . . . . 71, 190 Midraj, Jessica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Ruth.Moore@colorado.edu
kia.mcdaniel@pgcps.org jmidraj@gmail.com Moore, Sarah Catherine K. . . . . . . . 83, 127, 190, 206
McDevitt, Jeffrey . . . . . . . . . . . . . . . . . . . . . . . . 93, 124 Midraj, Sadiq. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 smoore@cal.org
McFeely, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 midrajs@gmail.com Moore, Sharyn. . . . . . . . . . . . . . . . . . . . . . . . . 200, 205
wmcfeely@aucegypt.edu Mielke, Marianne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 smoore@els.edu
McGovern, Colleen. . . . . . . . . . . . . . . . . . . . . . . . . . 192 mmielke@ccp.edu Moorhead, Clarissa. . . . . . . . . . . . . . . . . . . . . . . . . . 181
c.mcgovern@spring.edu Mihai, Florin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 c.bottesini@miami.edu
McGrathMoreira, Kimberly. . . . . . . . . . . . . . . . 74, 150 florin.mihai@ucf.edu Moran, Meghan. . . . . . . . . . . . . . . . . . . . . . . . . 134, 155
kmcgrath@miami.edu Millar, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 mmoran@tesol.org
McGraw, Rhoda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Miller, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 MorenoIII, William. . . . . . . . . . . . . . . . . . . . . . . 29, 123
rhoda.mcgraw@mail.enpc.fr Miller, Kari. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 wmoreno@nea.org
McGregor, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 kalymiller@yahoo.com Morgan, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 65
mcalison@utexas.edu Miller, Ryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 190 bmorgan@glendon.yorku.ca
McIntosh, Kyle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 rmill129@kent.edu Morgan, Caitlin. . . . . . . . . . . . . . . . . . . . . . . . . 163, 187
kmcintosh@ut.edu Miller, Shelby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 morganc@newschool.edu
McLaughlin, Susanne. . . . . . . . . . . . . . . . . . . . 156, 167 shelby.miller@tamuc.edu Morgan, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
smclaugh@roosevelt.edu Miller, Stacie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Morgan, Lesley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
McMurray, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . 124 smiller@ccbcmd.edu l.morgan@k12.wv.us
mcmurray.m@gust.edu.kw Mills-Fisher, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . . 95 Morgenstern, Miriam. . . . . . . . . . . . . . . . . . . . . . . . 116
McNamara, Caitlin . . . . . . . . . . . . . . . . . . . . . . . . . . 169 sandra.mills@tdsb.on.ca miriam@historyunerased.com
cmcnamara@iie.org Milosavljevic, Jovana. . . . . . . . . . . . . . . . . . . . . . . . 119 Morillo, Trisha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
McVeigh, Joe. . . . . . . . . . . . . . . . . . . . . 16, 53, 133, 157 Minakuchi, Sayuri. . . . . . . . . . . . . . . . . . . . . . . . . . 202 t.morillo@miami.edu
joe@joemcveigh.org sayuriminakuchi@gmail.com Morin, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Measday, Ellen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Minet-Lucid, Pamela. . . . . . . . . . . . . . . . . . . . . . . . 180 Morita-Mullaney, Trish. . . . . . . . . . . . . . . . . . . . . . . . 16
Medina, Jos. . . . . . . . . . . . . . . . . . . . . . . . . . . . 51, 190 minetlucid8@gmail.com Morris-Rutledge, Susan. . . . . . . . . . . . . . . . . . . . . . 157
PRESENTER INDEXES
Medley, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Miranda, Ariadne. . . . . . . . . . . . . . . . . . . . . . . . 52, 67 woyaoni@yahoo.com

medley@emu.edu ariadnem@usf.edu Motha, Suhanthie. . . . . . . 22, 27, 91, 110, 145, 161, 178
Mehrtens, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Miri, Mir Abdullah. . . . . . . . . . . . . . . . . . . . . . . . . . . 201 smotha@uw.edu
hmehrtens@gmail.com miri.abdullah@gmail.com Mott-Smith, Jennifer. . . . . . . . . . . . . . . . . . 49, 63, 118
Meimban, Cyndriel. . . . . . . . . . . . . . . . . . . . . 196, 203 Miskell, Becky. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 jmottsmith@towson.edu
cyndriel.meimban@nau.edu rbmiskell@gmail.com Moulton, Kathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Meireles, Regina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Mitchell, Katie. . . . . . . . . . . . . . . . . . . . . . . . . . . 19, 162 kmoulton@odu.edu
reginal@thomas.org.br Mitchell, Randi . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Moussu, Lucie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Meisterheim, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . 57 randilea3@gmail.com moussu@ualberta.ca
melissa-meisterheim@uiowa.edu Mitchell, Thomas . . . . . . . . . . . . . . . . . . . . . . . 69, 190 Movit, Marcela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Mena, JoAnn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 tmitchel@qatar.cmu.edu mmovit@air.org
JoAnn.Mena@utsa.edu Mitsigkas, Neophytos . . . . . . . . . . . . . . . . . . . . . . 205 Moyer, Alene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Menard, Nicole . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 neophytos83@hotmail.com Mukhammedova, Nilufar. . . . . . . . . . . . . . . . . . . . . 184
Mendoza, Maria Beatriz. . . . . . . . . . . . . . . . . 105, 203 Moats, Jessica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Mulvey, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . 203
mmendoza@admin.fsu.edu jmoats@k12.wv.us navornaghn@gmail.com
Mercuri, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Mochizuki, Naoko. . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Murie, Robin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
sandra.mercuri@utrgv.edu naokomoc@gmail.com rmurie@umn.edu
Merritt, Jenny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Mohamed, Hashim. . . . . . . . . . . . . . . . . . . . . . . . . . 157 Murphy, John . . . . . . . . . . . . . . . . . . . . . . . . . . . 85, 136
merrittj@email.arizona.edu mohhashim@gmail.com jmmurphy@gsu.edu
Mesta, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Mohon, Keely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Murray, Alice. . . . . . . . . . . . . . . . . . . . . 68, 84, 116, 132

Murray, Denise . . . . . . . . . . . . . . . . . . . . . . 22, 139, 162 Norton, Bonny . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 27 Oxford, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
denise.murray@mq.edu.au Norton, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 rebeccaoxford@gmail.com
Musa, Ahlam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 jennifernorton116@gmail.com Ozcelik, Hatice Nur. . . . . . . . . . . . . . . . . . . . . . . . . . 162
amusa2@emich.edu Nostas, Alissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 haticenur.ozcelik@kuleuven.be
Musanti, Sandra . . . . . . . . . . . . . . . . . . . . . . . . 145, 179 anostas@asu.edu
sandra.musanti@utrgv.edu
Mutlu, Sevcan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Nugent, Doina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
doinanugent@hotmail.com
P
sevcan@metu.edu.tr Numrich, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Page, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Mutti, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 can1@columbia.edu barbara_page@beaverton.k12.or.us
michael.mutti@interlink.edu Nunan, David . . . . . . . . . . . . . . . . . . . 22, 126, 138, 162 Painter-Farrell, Lesley. . . . . . . . . . . . . . . . . . . . . . . 124
davidcnunan@gmail.com painterl@newschool.edu
Palma, Candy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
N Nyinondi, Onesmo. . . . . . . . . . . . . . . . . . . . . . . . . . 157
onesmonyinondi@yahoo.com candidarp@gmail.com
Naeb, Rola. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Paltridge, Brian. . . . . . . . . . . . . . . . . . 16, 27, 51, 88, 117
Nagaswami, Girija . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 brian.paltridge@sydney.edu.au
Naghib, Saghar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 O Pandey, Anita. . . . . . . . . . . . . . . . . . . . . 27, 29, 87, 134
s.naghib@miami.edu OBoyle, Jessica . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 languagebuildingblocks@gmail.com,
Nakagawa, Satoru . . . . . . . . . . . . . . . . . . . . . . . . 27, 93 info@cambridgemichigan.org anita.pandey@morgan.edu
satoru.nakagawa@ad.umanitoba ODowd, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 108 Panferov, Suzanne. . . . . . . . . . . . . . . 23, 142, 159, 185
Nakamura, Yuji. . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 eodowd@smcvt.edu Panferov@email.arizona.edu
Nakata, Mamiko . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 OLoughlin, Judith B.. . . . . . . . . . . . . . . 46, 49, 73, 75 Paonessa, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
mamiko.nakata@gmail.com joeslteach@aol.com annempaonessa@gmail.com
Nam, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Obenda, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Paredes, Andres. . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Lchong23@gmail.com donna.obenda@unt.edu aparedes@cec-epn.edu.ec
Namsrai, Mira . . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 116 Ogden, Diane L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Paredes, Elsie. . . . . . . . . . . . . . . . . . . . . . . . . . 143, 175
Ojha, Laxmi Prasad . . . . . . . . . . . . . . . . . . . . . . . . . 188 paredese@vt.edu
Nassar, Ilham. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
inasser@gmu.edu laxmiojha99@gmail.com Park, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Okello, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . 146, 160 expark@ets.org
Nazary, Mari . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
sokello@umflint.edu Park, Innhwa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Nazemi, Nasrin. . . . . . . . . . . . . . . . . . . . . . . . . . 88, 192
nnazemi@pce.uw.edu Olcese, Camille. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Park, Jaehan. . . . . . . . . . . . . . . . . . . . . . . 86, 106, 193
Oliinyk, Olga. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 jhpark@psu.edu
Negrete, Elva. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
enegrete@mvusd.net oliynol@yandex.ru Parker, Debbie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Nelson, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Oliver, Gretchen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Parker, Meg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
goliver@albany.edu meg.parker@unx.uci.edu
Nemeth, Karen. . . . . . . . . . . . . . . . . . . . 46, 87, 91, 110
Karen@languagecastle.com Oltean, Alexandru . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Parkes, Samantha . . . . . . . . . . . . . . . . . . . . . . . . . . 80
alexandru.oltean@ubbcluj.ro sdp40@miami.edu
Nenchin, Jacqueline. . . . . . . . . . . . . . . . . . . . . . 82, 96
jnenchin@molloy.edu Opp-Beckman, Leslie . . . . . . . . . . . . . . . . . . . . . . . . 77 Parrish, Betsy. . . . . . . . . . . . . . . . . . . . . . . 63, 144, 178
leslieob@uoregon.edu bparrish@hamline.edu
Nero, Shondel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
PRESENTER INDEXES
shondel.nero@nyu.edu Oreto, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Parry, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
rrebholz@andrew.cmu.edu aparry@udel.edu
NewLevine, Linda . . . . . . . . . . . . . . . . . . . . . . . . 51, 82
lnewlevine@aol.com Orlando, Honnor. . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Pascucci, Amy. . . . . . . . . . . . . . . . . . . . . . 105, 185, 201
orlandoh@iupui.edu amykpascucci@gmail.com
Newbegin, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
man311@lehigh.edu Ortactepe, Deniz. . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Pashby, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
deniz.ortactepe@bilkent.edu.tr pashby@uoregon.edu
Newton, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Laure_P_Newton@mcpsmd.org Ortiz, Adrian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Patel, Tarana. . . . . . . . . . . . . . . . . . . . . . . . . . . . 22, 139
NgHartmann, Joann. . . . . . . . . . . . . . . . . . . . . . . . . 29 adrianor@uic.edu Paw, Eh Lay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Nichols, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Ortiz, Fernanda. . . . . . . . . . . . . . . . . . . 202, 203, 204 Pawan, Faridah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
fortiz@email.arizona.edu fpawan@indiana.edu
Niles, Karyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 96, 199
keniles@fcps.edu Ortmeier-Hooper, Christina. . . . . . . . . . . . 69, 92, 119 Payant, Caroline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
christina.ortmeier@unh.edu cpayant@uidaho.edu
Nimmannit, Suchada. . . . . . . . . . . . . . . . . . . . 80, 190
suchada.n@chula.ac.th Ostacher, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Peck, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
jostacher@middlesexcc.edu jpeck@miis.edu
Nisbet, Deanna. . . . . . . . . . . . . . . . . . . . . . . . . 124, 156
deannis@regent.edu Ouellette-Schramm, Jennifer. . . . . . . . . . . . . . . . . 184 Peercy, Megan. . . . . . . . . . . . . . . . . . . . . . . 75, 114, 194
Jouellette01@hamline.edu mpeercy@umd.edu
Noble, Matthew . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
mnoble@els.edu Overman, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Peipher, Carolyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
overmann@georgetown.edu carolyn_peipher@yahoo.com
Noji, Frank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
francis@hawaii.edu Owens, Deanna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 PenaBarahona, Constanza. . . . . . . . . . . . . . . . . . . . 86
dgish@memphis.edu constanzapenab@gmail.com
Norland, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Pendley, Kellie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Prado, Josephine. . . . . . . . . . . . . 59, 94, 137, 149, 168 Rasmussen, Mari B.. . . . . . . . . . . . . . . . . . . . . . . . . 189
kpendley@catsacademyboston.com jprado@uab.edu MariBRasmussen@gmail.com
Perdomo, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Pratt, Linda D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Ravitch, Lara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Perron, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . 92, 119 lpspeechgirl1@gmail.com ravitch@uoregon.edu
wperron@mansd.org Preston, Bethany. . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Raymond, Cathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Pesce, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 bpresto1@emich.edu Raza, Kashif. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
arpesce@gmail.com Price, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 kraza@qu.edu.qa
Pessoa, Silvia . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 190 rprice@howardcc.edu Razi, Salim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
spessoa@cmu.edu Prince, Johanna . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 salimrazi@gmail.com
Peter, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 johanna.prince@gmail.com Reber, Olga. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
lisa.peter@shakespeare.org.uk Przymus, Steve Daniel. . . . . . . . . . . . . . . . . . . . 80, 155 Rebman, Randall. . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Petersen, Danielle . . . . . . . . . . . . . . . . . . . . . . . . . . 169 przymus@email.arizona.edu randy.rebman@oregonstate.edu
peter2dm@cmich.edu Puig, Alvaro. . . . . . . . . . . . . . . . . . . . . . . . . . . . 106, 114 Reding, Cristina . . . . . . . . . . . . . . . . . . . . . . . 200, 202
Petray, Marnie Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 apuig@ftc.gov dobosan@unlv.nevada.edu
marnie.petray-covey@sru.edu Pulford, Andy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Reed, Marnie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 53, 85
Petron, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 andy.p@spring.edu tesol@bu.edu
map042@shsu.edu Pybus, Juliana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Reed, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Petzold, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 jckocsis@ncsu.edu reed@findlay.edu
Pfaffenroth, Catherine. . . . . . . . . . . . . . . . . . . . . . . 169 Reese, Curt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
PfaffenrothC@state.gov
Pha, Paw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Q curtreese@hotmail.com
Reeves, Jenelle. . . . . . . . . . . . . . . . . . . . . . . . . . 27, 161
Picoral, Adriana . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Qaddour, Kinana. . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 jreeves2@unl.edu
adrianaps@email.arizona.edu kqaddour@gmail.com Reeves, Mary. . . . . . . . . . . . . . . . . . . . . . . . . 23, 53, 142
Picus, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Qiu, Xuyan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 mhreeves@cea-accredit.org
mapicus@mdanderson.org xyqiu@connect.hku.hk Rehman, Hafeez. . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Piippo, Allison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Quagliariello, Grace. . . . . . . . . . . . . . . . . . . . . . . . 204 vistaeducator@yahoo.com
apiippo@emich.edu gquagliariello@dciu.org Reichmann, Carla Lynn. . . . . . . . . . . . . . . . . . . . 27, 65
Pitillo, Angelo. . . . . . . . . . . . . . . . . . . . . . . 113, 165, 167 Quarterman, Carolyn. . . . . . . . . . . . . . . . . . . . . . . . . 52 carlareichmann@hotmail.com
apitillo@umich.edu Quinchia, Diana . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Reiff, Tana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Plaisance, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . 200 diana.quinchia@udea.edu.co Reimer, Julia. . . . . . . . . . . . . . . . . . . . . . . 144, 179, 184
michelle.plaisance@greensboro.edu jreimer@hamline.edu
Plakans, Lia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 188
lia-plakans@uiowa.edu
R Reiss, Elena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
tesol@ganzilop.com
Rabello, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Pleiss, Stefanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Reppert, Ketty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
elizabethr@thomas.org.br
stefanie_pleiss@dpsk12.org kreppert@ksu.edu
Racines, Delia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Pletch, Aiko. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Reshad, Abe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
dracines@tustin.k12.ca.us
pletcha1@newpaltz.edu reshada@ohio.edu
Rahman, Arifa. . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 116
Polat, Nihat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Reynolds, Dudley. . . . . . . . . . . . . . . . . . . . . 22, 64, 90
arifa73@yahoo.com
PRESENTER INDEXES
polatn@duq.edu Reynolds, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Rai, Sumitra Kumari. . . . . . . . . . . . . . . . . . . . . . . . 204
Politz, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 triking_eri@me.com
sumeerai39@gmail.com
ato24@drexel.edu Reynolds, Kate Mastruserio. . . . . . . . . . . . . . 147, 185
Rainville, Allison. . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Polizzi, Marie Christine . . . . . . . . . . . . . . . . . . . 27, 134 katerey523@gmail.com
mpolizzi@educ.umass.edu Ramrez, Gloria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Rhoades, Gena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Pollard, Laurel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Ramirez, Martha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 genausc@gmail.com
lpollard@dakotacom.net mar_ramirez_r@yahoo.com
Richardson, Shushan. . . . . . . . . . . . . . . . . . . . . . . 205
Popoola, Adeyinka. . . . . . . . . . . . . . . . . . . . . . . . . 203 Ramirez, Rebekah . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 srichardson@elsteachers.net
kayodepopoola@uidaho.edu rvramirez8@gmail.com
Riddlebarger, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . 194
Popovic, Radmila. . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Ramirez, Sylvia. . . . . . . . . . . . . . . . . . . . . . . . . . 117, 163 julie.riddlebarger@kustar.ac.ae
radmila.popovic@worldlearning.org sramirez@miracosta.edu
Riley, Lynne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Porter, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Ramos, Francisco. . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Rindler, Bruce. . . . . . . . . . . . . . . . . . . . . . . 53, 128, 159
cporter@cntrmail.org framos@lmu.edu
brindler@bu.edu
Porter-Szucs, Ildiko . . . . . . . . . . . . 52, 61, 99, 134, 169 Ramos, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Ring, Lyle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
ildips@yahoo.com kathleen.ramos@stvincent.edu
ringlyle@gmail.com
Post, Marcie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 155 Randolph, Patrick T.. . . . . . . . . . . . . . . 16, 61, 134, 160
Ritchie, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
mpost@reading.org patricktrandolph@yahoo.com
hritchie6@gmail.com
Potteiger, Lori. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Rapoport, Terri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Rivas, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
trapoport@els.edu
Potts, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 krivas@carlosrosario.org
d.j.potts@lancaster.ac.uk Raskin, Janet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Rizzo, Susanne. . . . . . . . . . . . . . . . . . . . . . . . . . 73, 96
susieriz@yahoo.com

Robb, Tom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Rud, Natalia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Santos, Lucia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 52, 178
Robertson, Heather. . . . . . . . . . . . . . . . . . . . . 105, 185 nrud@unm.edu luciamariamsantos@gmail.com
heatherr@usc.edu Ruecker, Todd. . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 191 Santos, Maricel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Robertson, Kristina . . . . . . . . . . . . . . . . . . . . . . 28, 132 truecker@unm.edu mgsantos@sfsu.edu
kmrobertz@gmail.com Rueckert, Daniel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Sapp, Dinorah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Robinson, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . 96 druecker@iupui.edu dsapp@olemiss.edu
andrew.robinson@cengage.com Rui, Li. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Sarah, Aziz Abu . . . . . . . . . . . . . . . . . . . . . . . . 7, 15, 54
Robinson, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . 61, 109 rli75@wisc.edu azizabusarah@gmail.com
nick@eltjam.com Ruiz, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 Sardegna, Veronica. . . . . . . . . . . 85, 110, 118, 122, 197
Robison, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 david_ruiz@enesmorelia.unam.mx sardegna@pitt.edu,
Robson, Virginia. . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Ruiz, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . 106, 146 vsardegna@gmail.com
virginiarobson@yahoo.com heatheruiz@aol.com Sargent, Joshua. . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Rockenhaus, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . 54 Rundle, Colin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 joshua@joshuamsargent.com
Rodenbough, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . 201 rundle@soka.ac.jp Sargent, Sharon. . . . . . . . . . . . . . . . . . . . . . . . 135, 176
RodrickBeiler, Ingrid. . . . . . . . . . . . . . . . . . . . . . . . 144 Runic, Jelena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Sarieva, Iona. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
ingrid.rodrickbeiler@hioa.no jrunic1@jhu.edu iona.sarieva@saintleo.edu
Rodriguez, Alma. . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Russell, Cara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Saroughi, Maryam. . . . . . . . . . . . . . . . . . . . . . . . . . . 61
alma.rodriguez@utrgv.edu msarough@gmu.edu
Sarris, Juli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Rodriguez, Christopher. . . . . . . . . . . . . . . . . . . . . . 150
chris.rodriguez@nau.edu
S julia.sarris@unco.edu
Rodriguez, Jeisson. . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Sabieh, Christine . . . . . . . . . . . . . . . . . . . . . 19, 178, 191 Saslow, Joan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 95, 117
jeijeto@hotmail.com crussell@bayless.k12.mo.us joan.saslow@mac.com
Rodrguez-Bonces, Monica. . . . . . . . . . . . . . . . . . . . 81 Sabraw, Stacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Savage, Alice. . . . . . . . . . . . . . . . . . . . . . . . . . . . 79, 108
mrodriguezbonces@gmail.com sabieh@hotmail.com savagea1775@gmail.com
Rogers, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Sadler, Randall. . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Savage, K.Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
rogers@qu.edu.qa ssabraw@msu.edu klynnsav@aol.com
Rohlck, Theresa . . . . . . . . . . . . . . . . . . . . 165, 187, 203 Sahr, Sarah . . . . . . . . . . . . . . . . . . . . . . 16, 73, 133, 156 Savic, Vera. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
trohlck@umich.edu ssahr@tesol.org verasavic035@gmail.com
Roither, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 Sakura, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Savolainen, Hannaliisa. . . . . . . . . . . . . . . . . . . . . . . 113
aeroither@gmail.com petersakura@yahoo.com hannaliisa.savolainen@nau.edu
Romero, Mirna . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Salas, Araceli. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Savova, Lilia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
mcromer@espol.edu.ec aracelisalas@yahoo.com lsavova@iup.edu
Romero, Yasmine. . . . . . . . . . . . . . . . . . . . . . . 124, 190 SalehiKahrizsangi, Farzaneh. . . . . . . . . . . . . . 101, 121 Saxer, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
yromer@uw.edu fsale011@uottawa.ca ssaxer@howardcc.edu
Romney, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . 61, 109 Salehzadeh, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Schaefer, Vance . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
m.romney@sbcglobal.net salehzadehj@duq.edu Schaefer@olemiss.edu
Rosalia, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Salerno, April . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Schaeffer, Janna. . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
ass3jw@virginia.edu janna917@vt.edu
Rose, Glenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . 66, 82
PRESENTER INDEXES
Dr.Glenda@GreatEnglishOnline.com Sallie, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Schaetzel, Kirsten. . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Salsbury, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . 193 kirsten.schaetzel@gmail.com
Rosen, Adam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
rianarsaam@hotmail.com tsalsbury@wsu.edu Schall-Leckrone, Laura . . . . . . . . . . . . . . . . . . . . . . . 111
Samuel, Derina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 lschalll@lesley.edu
Rosenberg, Rick. . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
dss279@cornell.edu Schlessman, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Rosenthal, Marilyn. . . . . . . . . . . . . . . . . . . . . . . . . . 189
sibooks@ptd.net Samuel, Nupur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Schmidt, Helen Hoyt. . . . . . . . . . . . . . . . . . . . . . . . 106
nupursamuel@gmail.com Schmidt, John. . . . . . . . . . . . . . . . . . . . . . . 16, 112, 140
Rosenthal, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Sanchez, Sylvia. . . . . . . . . . . . . . . . . . . . . . . . . . 27, 134 jrs78705@yahoo.com
Rosolek, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 sylvia.sanchez@gmu.edu Schmitt, Diane . . . . . . . . . . . . . . . . . . . . . . 29, 166, 188
Roth, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Snchez-Martn, Cristina. . . . . . . . . . . . . . . . . . . . . 117 diane.schmitt@ntu.ac.uk
ericroth@usc.edu csanch2@ilstu.edu Schmitt, T.Leo . . . . . . . . . . . . . . . . . . . . . . . . . 109, 177
Rothschild, Lindsey . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Sandhu, Harisimran. . . . . . . . . . . . . . . . . . . . . . . . . 183 baltit1@gmail.com
lrothschild@hcc.edu harisss2@rediffmail.com Schneel, Lauren . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Rousseu, Scott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Sandrock, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . 29, 89 Lauren.Scheel@oregonstate.edu
srousseu@aus.edu psandrock@actfl.org Scholl, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 65
Royal, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Santha, Gergo. . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 110 mss2218@tc.columbia.edu
droyal@usf.edu SanthaG@state.gov Scholz, Celeste. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Rrezja, Fazli. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Santiago, Jennifer . . . . . . . . . . . . . . . . . . . . . . 96, 199 celeste.scholz@gmail.com
frrezja@gmail.com Jennifer.Santiago@fcps.edu Schotzinger, Kristianne. . . . . . . . . . . . . . . . . . . . . . 127
Ruback, Jodi. . . . . . . . . . . . . . . . . . . . . . . . . . . . 52, 166 Santiago, Shaeley. . . . . . . . . . . . . . . . . . . . . . . . . . . 136
jruback@sbctc.edu Schram, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
shaeley.santiago@ames.k12.ia.us
RubenBarcia, Marion . . . . . . . . . . . . . . . . . . . . . . . 120
Schroth, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Sheranko, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . 65, 108 Smith, Melissa K. . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
aschroth@jwu.edu ksheranko@gmail.com melissaksmith@leapasia.org
Schuemann, Mariah. . . . . . . . . . . . . . . . . . . . . . . . . 80 Shewell, Justin. . . . . . . . . . . . . . . . . . . 19, 33, 141, 206 Smith, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72, 165
mschuemann@miami.edu jshewell@asu.edu Smith, Sherrie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Schwartz, Aaron. . . . . . . . . . . . . . . . . . . . . . . . . . 19, 117 Shi, Hong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 sksmith@uncc.edu
schwara1@ohio.edu hzs0032@auburn.edu Smith, Tara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54, 58
Schwartz, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Shifrin, Robyn. . . . . . . . . . . . . . . . . . . . . . . . . . 125, 139 tmsmith@uaa.alaska.edu
Scott, Chyllis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 rlshifrin@mac.com SmithHerrod, Kellie. . . . . . . . . . . . . . . . . . . . . . . . . . 85
chyllis.scott@unlv.edu Shin, Dong-shin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 ksherrod@ku.edu
Scott, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130, 150 dongshin710@gmail.com Smolen, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
eric.scott@nau.edu Shin, Joan Kang. . . . . . . . . . . . . . . . . . . 22, 23, 58, 92 lsmolen@uakron.edu
Scott, Lyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 jshin2@umbc.edu Smykovskaya, Elena . . . . . . . . . . . . . . . . . . . . . . . . . 62
lynscott@humboldt.edu Shipton, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Snarski, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Sears, Tiffany . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 155 Shiring, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . 141, 150 Snyder, Paula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
tsears@reading.org rshiring@carlosrosario.org snyderp@missouri.edu
Seely, Contee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Shirosky, Ernest . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Snyder, Sydney. . . . . . . . . . . . . . . . . . . . . . . . . 132, 169
info@cpli.net ernest.shirosky@oregonstate.edu Sydney@DSFConsulting.net
Segota, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Short, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Sokolik, Maggie . . . . . . . . . . . . . . . . . . . . . . . . . 62, 170
jsegota@tesol.org deborah.short@comcast.net sokolik@berkeley.edu
Seifried, Brenna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Shvidko, Elena . . . . . . . . . . . . . . . . . . . . . . 69, 115, 160 Solano-Campos, Ana. . . . . . . . . . . . . 62, 126, 141, 159
bseifried1@udayton.edu elenashvidko@gmail.com ana.solano-campos@umb.edu
Sellami, Abdel Latif . . . . . . . . . . . . . . . . . . . . . . . . . 193 Shyyan, Vitaliy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Solon, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
asellami@qu.edu.qa shyya001@umn.edu solond@udel.edu
Seloni, Lisya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 117 Siddique, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . 166, 192 Sommers, Shirley. . . . . . . . . . . . . . . . . . . . . . . . . . . 158
lseloni@ilstu.edu sarahsiddique@uncc.edu Soppelsa, Betty . . . . . . . . . . . . . . . . . . . . . . . . . 171, 187
Selvi, Ali Fuad. . . . . . . . . . . . . . . . . . . 121, 127, 159, 198 Siferd, Shawn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Soracco, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
afselvi@gmail.com ssiferd@els.edu laurasoracco@gmail.com
Senyshyn, Roxanna . . . . . . . . . . . . . . . . . . . . . 106, 149 Silva, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Soto, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
rsenyshyn@psu.edu tony@purdue.edu mary.soto@csueastbay.edu
Seong, Yuna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Silverman, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . 194 Soto, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
ys45@nyu.edu rdsilver@umd.edu rsoto@els.edu
Shafer-Willner, Lynn . . . . . . . . . . . . . . . . . . . . . . . . 120 Silvis, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Spencer, Tom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
lynn.wilner@wisc.edu dsilvis@odu.edu tns135@psu.edu
Shandorf, Tom. . . . . . . . . . . . . . . . . . . . . . . . . 200, 205 Simas, Helena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Spezzini, Susan. . . . . . . . . . . . . . . . . . 59, 137, 149, 168
istame@tin.it hsimas@amideast.org spezzini@uab.edu
Shannon, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Sinah, Yogesh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Spies, Tracy. . . . . . . . . . . . . . . 70, 145, 200, 203, 204
jshan13@hotmail.com Yogesh@soharuni.edu.om tracy.spies@unlv.edu
Shao, Cindy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Singh, Navin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Spitzman, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
PRESENTER INDEXES
senti32@gmail.com nks23@nau.edu espitzman@jwu.edu

Sharawy, Kareen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Singleton, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Spycher, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
kareensharawy@yahoo.com Sippell, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 pspycher@wested.org
Sharkey, Judy . . . . . . . . . . . . . . . . . . . . . . . . . 27, 65, 111 ksippell@umich.edu Staben, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . 45, 160
judy.sharkey@unh.edu Skelton, Jacob. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 jstaben@clcillinois.edu
Sharma, Khemraj. . . . . . . . . . . . . . . . . . . . . . . . . . 204 jskelton@broward.edu Stack, Lydia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
acharyakr46@gmail.com Skirko, Tria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 lstack@mac.com
Sharpe, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Slakk, Shawn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 StaehrFenner, Diane. . . . . . . . . . 16, 46, 65, 156, 169
sharpe@teflprep.com Slater, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Diane@DSFConsulting.net
Shaw, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 cslater@uidaho.edu Stakenburg, James . . . . . . . . . . . . . . . . . . . . 71, 76, 82
mashaw@jwu.edu Slayton, Jeannie. . . . . . . . . . . . . . . . . . . . . 53, 110, 195 jstakenburg@rennert.com
Shaw, Carrie D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 jeannie.slayton@uconn.edu Staley, Kendra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Shaw, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Sloan, Dan. . . . . . . . . . . . . . . . . . . . . . . . . 88, 175, 206 kstaley327@hotmail.com
dshaw@uoregon.edu Smart-Smith, Pamela . . . . . . . . . . . . . . . . . . . . . . . 175 Stamper, Suzan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Shaw, Rachael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 smart1@vt.edu suzan.stamper@yccc.edu.hk
Shen, Yun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Smedley, Bryce. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Staples, Shelley . . . . . . . . . . . . . . . . . . . . . . . . . 13, 173
phoebe.shen13@gmail.com brycesmedley2@gmail.com slstaples@purdue.edu
Shepherd, Brenna . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Smith, Jacqueline. . . . . . . . . . . . . . . . . . . 135, 163, 187 Stapleton, Mimi. . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
brennashep@gmail.com smithj@newschool.edu mimi.stapleton@sas.com
Shepherd, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Smith, Liana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Stark, Craig. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
cyprusjasmine@yahoo.com stark@susqu.edu

Stasinopoulos, John. . . . . . . . . . . . . . . . . . . . . . 83, 112 Sybing, Roehl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Theroux, Tara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
stasinop@cod.edu roehl.sybing@gmail.com tara.theroux@pgcps.org
Stegemoller, Jason. . . . . . . . . . . . . . . . . . . . . . . . . . 134 Sylves, Erin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Thomas, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Stenseth, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . 203 thomas.19@osu.edu
stenseth@pdx.edu Thomas, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Sterling, Scott. . . . . . . . . . . . . . . . . . . . . . . . 27, 69, 93
T Thompson, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . 125
scott.sterling@indstate.edu Taggart, Allan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 jthompson@proliteracy.org
Sterne, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Tamang, Gopal. . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Thompson, Jess. . . . . . . . . . . . . . . . . . . . . . . . . 52, 166
sandra.sterne@apsva.us gopaltamang1968@gmail.com jess.thompson@sbctc.edu
Stetsenko, Elena. . . . . . . . . . . . . . . . . . . . . . . . 120, 196 Tanghe, Shannon. . . . . . . . . . . . . . . . . . . . . 13, 101, 115 Thompson, Shirley. . . . . . . . . . . . . . . . . . . 53, 134, 186
stets002@umn.edu tango987@hotmail.com shirl.thom@gmail.com
Stevens, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 171 Tangkiengsirisin, Supong. . . . . . . . . . . . . . . . . . . . 136 Thomson, Ron. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Steward-Salters, Sabrina . . . . . . . . . . . . . . . . . . . . . 71 supong_tu@yahoo.com rthomson@brocku.ca
sabri.stewardsalters@pgcps.org Tanner, Mark. . . . . . . . . . . . . . . . . . . . . 200, 202, 204 Thornbury, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Stillwell, Christopher. . . . . . . . . . . . . . . . . . . . . 54, 86 mark_tanner@byu.edu ThornbuS@newschool.edu
cstillwe@uci.edu Tanova, Nadya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Thorne, Tristan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Stipich, Sylvia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 ntanova1@udayton.edu tristan.c.thorne@gmail.com
sylviastipich@gmail.com Tao, Jian (Tracy). . . . . . . . . . . . . . . . . . . . . . 27, 93, 172 Thornquist, Erik . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Stoesz, Kristine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 taojian@connect.hku.hk, erik.thornquist@zu.ac.ae
Stokes, Juniper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 tracy.taojian@gmail.com Thorson, Loni . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
juniper.stokes@colorado.edu Tapia, Catherine. . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Loni.Thorson@colostate.edu
Stoller, Fredricka L.. . . . . . . . . . . . . . . . . . . . . . . 60, 185 ctapia@csusm.edu Thrush, Emily A.. . . . . . . . . . . . . . . . . . . . 120, 131, 169
Fredricka.Stoller@nau.edu TapiaCarlin, RebecaElena. . . . . . . . . . . . 27, 105, 117 ethrush@memphis.edu
Strahlman, Harriet. . . . . . . . . . . . . . . . . . . . . . . . . . . 77 rebetapc@yahoo.com.mx Tiboldi, Timea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
hls1@frontier.com Tapper, Gordon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 tiboldi.timea@btk.elte.hu
Stremler, Kay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 gt@ufl.edu Ticktin, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
kstremle@emich.edu Tarpey, Tara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 rticktin@carlosrosario.org
Stribling, Colleen . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 tet2@nyu.edu Tierney, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
cstribling@elgin.edu TartsayNemeth, Nora. . . . . . . . . . . . . . . . . . . . . . . 110 james.tierney@yale.edu
Strik, Helmer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 nora@tartsay.hu Tigchelaar, Magda . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Stroupe, Richmond . . . . . . . . . . . . . . . . . . . . . . . . . 153 Tasic, Sanja. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 magdatigchelaar@gmail.com
richmond@soka.ac.jp sanjaned@yahoo.com Tigert, Johanna. . . . . . . . . . . . . . . . . . 75, 114, 122, 194
Sturgis, Angeline . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Tatsuki, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 jtigert@umd.edu
sturgie@hotmail.com dhtatsuki@rapid.ocn.ne.jp Tindall, Evie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Suarez, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . 93, 134 Tatton-Harris, Heather. . . . . . . . . . . . . . . . 70, 80, 179 evietin@regent.edu
debra.suarez@ed.gov hharris@carlosrosario.org TinkerSachs, Gertrude. . . . . . . . . . . . . . . 27, 110, 178
Subtirelu, Nicholas. . . . . . . . . . . . . . . . . . . . . . . . . . 80 Taylor, Karen. . . . . . . . . . . . . . . . . . . . . . . . 53, 116, 134 gtinkersachs@gsu.edu
nsubtirelu1@gsu.edu karen@elts.solutions, Tipping, David. . . . . . . . . . . . . . . . . . . . . . . . . . . 91, 124
PRESENTER INDEXES
katmail68@yahoo.com dtipping@dyned.com
Sullivan, Alana . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Taylor, Linda . . . . . . . . . . . . . . . . . . . . . . . 119, 146, 175 TittleCaballero, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . 94
Sullivan, Crystal . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 ltaylor@casas.org
crystal.sullivan@indstate.edu Todeva, Elka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Taylor, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . . 112, 191 Todey, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Sullivan, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 tayshelley@gmail.com
Sullivan, Gerry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174 erin.todey@gmail.com
Taylor, Timothy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Todhunter, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . 204
gsullivan@robotel.ca ttaylor@ied.edu.hk
Sullivan-Tuncan, Susan. . . . . . . . . . . . . . . . . . . . . . . 66 todhunters@duq.edu
Teague, Brad L.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Toma, Zuzana. . . . . . . . . . . . . . . . . . . . . . . 49, 63, 88
SusanSullivanTuncan@creighton.edu brad.teague@duke.edu
Sun, Yilin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93, 158 ztomas@emich.edu
Teemant, Annela . . . . . . . . . . . . . . . . . . 23, 47, 86, 127 Tomeho-Palermino, Maria . . . . . . . . . . . . . . . . . . . . 19
yilsuntesol@gmail.com ateemant09@gmail.com
Suren, Chimed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Tomita, Koki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Templeman, Maureen. . . . . . . . . . . . . . . . . . . . . . . 166 ktomita@soka.ac.jp
s_chimed@yahoo.com mtempleman@usf.edu
Swanson, Alyssa. . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Toncelli, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Teng, Lin Sophie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Rachel_Toncelli@Brown.edu
aswanson@sas.upenn.edu sophieteng445@gmail.com
Swartley, Ethel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Torgersen, Eivind. . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Teng, Yanjiang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 eivind.n.torgersen@hist.no
Ethel.Swartley@du.edu tengyanjiang@gmail.com
Swender, Elvira. . . . . . . . . . . . . . . . . . . . . . . . . . 29, 89 Townsend, Jenny. . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Tesh, Claire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 jtownsend@alliant.edu
Swett, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Thelen, Sally. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
cswett@els.edu Tran, Annie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
sally.thelen@wmich.edu annieutran@fullerton.edu
Swovick, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
llselc@rit.edu
Tran, Teresa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Vecchio, Lindsay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Walsh-Boeder, Nancy. . . . . . . . . . . . . . . . . . . . . . . 166
tenguyen@fullerton.edu lvecchio@ufl.edu nwalshboeder@casenex.com
Tran, Thu . . . . . . . . . . . . . . . . . . . . . . . 58, 101, 157, 186 Vega, Gladys M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Walsh, Steve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
tranthu@mst.edu vegag4@wpunj.edu Walters, F. Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Trier, Anikke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Vela, Leticia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 58 fwalters@illinois.edu
Tran-Dang, Khanh-Linh. . . . . . . . . . . . . . . . . . . . . . 120 leticia.vela@uspeak.edu.mx Walton, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
dang.tran@monash.edu Velazquez, Ashley . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 acwalton@iastate.edu
Trinh, Anh Ngoc . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 velazqa@purdue.edu Wang, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
ngocanh1211@gmail.com Vellenga, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . 53, 128 wwang@emich.edu
Tripp, Faith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 hvellenga@cea-accredit.org Wang, Xiao-Lei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
ftripp@molloy.edu Vellucci, Lina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 182 xwang@pace.edu
Troshina, Ksenia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 gwhiz@libero.it Ward, Colin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79, 108
ksenia.troshina@gmail.com Venegas, Patricia. . . . . . . . . . . . . . . . . . . . . . . . . . . 64 cwardesl@me.com
Tsai, Shiao-Chen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 venegas@wisc.edu Ward, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
tsai.239@osu.edu Venkatesh, Usha. . . . . . . . . . . . . . . . . . . . . . . . . 44, 45 marye.ward@icloud.com
Turpin, Leslie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 102 Villalobos-Ulate, Nuria . . . . . . . . . . . . . . . . . . . . . . 197 Ward, Sherry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
leslie.turpin@sit.edu nutica@gmail.com swardemail@gmail.com
Tus-Siam, Layla. . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 VillasBoas, Isabela. . . . . . . . . . . . . . . . . . . . . . . 74, 158 Warfield, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
siam.layla@gmail.com isabela.villasboas@thomas.org.br sarahwarf@gmail.com
TyeZuba, Marge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 VinogradBausell, Carole. . . . . . . . . . . . . . . . . . . . . 80 Warhol, Tamara . . . . . . . . . . . . . . . . . . . . . . . . . 93, 170
Tyers, Dianne. . . . . . . . . . . . . . . . . . . . . . . . 75, 129, 171 Cbausell@lcnv.org twarhol@go.olemiss.edu
diannetyers@hotmail.com Vinogradova, Polina. . . . . . . . . . . . . . 93, 122, 141, 190 Warner, Denise L.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Tynan, Liz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 vinogradova@american.edu Warren, Jeryn. . . . . . . . . . . . . . . . . . . 73, 120, 154, 183
Tyra, Serena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Vittorio, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 jeryn@writebrainworld.com
pjv715@msn.com Warren, Sherry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Vo, Hao. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Watkins, Naomi . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
U haovpn@uel.edu.vn naomiwatkins@gmail.com
Uhler, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 92, 141 Vogelsang, Carly. . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Watson, Jack. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
uhlerjl@state.gov vonReichbauer, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . 61 Watson, Natalya. . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Uludag, Pakize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 LisavonReichbauer@ferris.edu n.watson@neu.edu
Pakize.Uludag@qu.edu.qa Voss, Erik. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Waugh, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Uslu-Ok, Duygu . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 e.voss@neu.edu michael.waugh@jwu.edu
dusluok@utexas.edu Waziri, Khalid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Uzum, Baburhan. . . . . . . . . . . . . . . . . . . . . . . 160, 198
uzum@shsu.edu W Khalid.waziri2020@gmail.com
Weger, Heather . . . . . . . . . . . . . . . . . . . . . . . . . 112, 141
Wadell, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . 191 hdw2@georgetown.edu
bethwadell@hotmail.com
V Wagner, Geraldine. . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Wei, Liping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Weil, Nolan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
gwagner@jwu.edu
PRESENTER INDEXES
Vaca, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Weiss, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
ValdezPierce, Lorraine . . . . . . . . . . . . . . . . . . . . . . 158 Wagner, Sandy. . . . . . . . . . . . . . . . . . . . . . . . 19, 61, 191
sandra.wagner@dliflc.edu Wesley, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
lpierce@gmu.edu
lwesley@uoregon.edu
Valencia, Marlon. . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Waigand, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
angelauw@gmail.com Westerfield, Kay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
marlonval24@yahoo.com
kwesterf@uoregon.edu
vanGendt, Johanna. . . . . . . . . . . . . . . . . . . . . . . . . 139 Wald, Margi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
mwald@berkeley.edu Westfold, Elinor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
jvangendt@hccc.edu
elinoraw@gmail.com
VanLiefde, Rachael. . . . . . . . . . . . . . . . . . . . . . . . 200 Waldspurger, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . 86
twaldspurger@kent.k12.md.us Weston, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . 45, 149
rachaelesl@gmail.com
oweston@bergen.edu
VanRoekel, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Walker, Sharon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
sharon.walker@pgcps.org Westphal, Autumn. . . . . . . . . . . . . . . . . . . . . 71, 76, 82
kmv1@email.arizona.edu
awestphal@rennert.com
Vandenberg, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Walker, Wanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
wandaw@uoregon.edu Wexler, Lindsay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
svanden2@uccs.edu
lwexler@msu.edu
Vanderhoff, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . 140 Walker, Wayne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
waywalk@gmail.com Wheeler, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Vandrick, Stephanie. . . . . . . . . . . . . . . . . . . . . 145, 178 mwheeler@bayless.k12.mo.us
vandricks@usfca.edu Wallace, Charlotte. . . . . . . . . . . . . . . . . . . . . . . . . . . 49
White-Bracley, Grace. . . . . . . . . . . . . . . . . . . . . . . . . 87
Varghese, Manka . . . . . . . . . . . . . . . . . . . . . . . . 27, 161 Wallace, Lara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 grace.bracley@apsva.us
mankav@u.washington.edu wallacl1@ohio.edu
Wight, Shauna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Varhabi, Farzaneh . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Wallace, Matthew. . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 shaunawight@gmail.com
fv748311@ohio.edu nie15matt2024@e.ntu.edu.sg
Wilcox, Kristen. . . . . . . . . . . . . . . . . . . . . . . . . . 86, 119
Walling, Breanna. . . . . . . . . . . . . . . . . . . . . . . . . . . 171 kwilcox1@albany.edu

Wilder, Paula. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
paulamwilder@gmail.com
Wormuth, Deanna. . . . . . . . . . . . . . . . . . . . . . . . . . . 81
drw7@georgetown.edu
Z
Wiley, Terrance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Worrick, Amber . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Zacarian, Debbie . . . . . . . . . . . . . . . . . . . . . . . . 47, 179
amber.worrick@gmail.com debbie@zacarianconsulting.com
Wiley, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Worthington, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . 141 Zahi, Zadjia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Wilhelm, Christopher. . . . . . . . . . . . . . . . . . . . . . . . . 75
sarahworthington@hotmail.com zadjia.zahi@qu.edu.qa
cwilhel2@umd.edu
Worthington-Garcia, Andrea. . . . . . . . . . . . . . . . . . 71 Zaki, Hoda. . . . . . . . . . . . . . . . . . . . . . . . . . 52, 99, 169
Williams, Gwendolyn. . . . . . . . . . . . . . . . . . . . . . . . 189
a.worthingtongarcia@pgcps.org hzaki@camdencc.edu
eslresearcher@gmail.com
Wright, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Zappa-Hollman, Sandra. . . . . . . . . . . . . 69, 154, 190
Williams, Heike. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
joseph.wright@nau.edu sandra.zappa@ubc.ca
hwilliams28@student.gsu.edu
Wright, Valerie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Zastezhko, Olena. . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Williams, Kelton. . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Valerie.wright@saintleo.edu ozastezhko1@udayton.edu
Williams, Margo . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Wright-Maley, Cory. . . . . . . . . . . . . . . . . . . . . . . . . 110 Zemach, Dorothy. . . . . . . . . . . . . . . . . . . . . . . . . . . 145
margo_williams_@hotmail.com
Cory.WrightMaley@stmu.ca Zephier, Shane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Williams, Veronika. . . . . . . . . . . . . . . . . . . . . . . . . . 155
Wrigley, Heide Spruck. . . . . . . . . . . . . . . . 80, 178, 179 ShaneZephier@creighton.edu
Wilson, Cathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
heide@literacywork.com Zeschke, Dieter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Winet, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 dzeschke@els.edu
Wu, Mengjiao. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Wink, Dawn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Zezima, Brittany. . . . . . . . . . . . . . . . . . . . 80, 140, 202
mwu8@kent.edu
dawn@dawnwink.com bzezima@udel.edu
Wink, Joan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 153 Zhang, Lawrence Jun. . . . . . . . . . . . . . . . . . . . . . . . 100
joan@joanwink.com X lj.zhang@auckland.ac.nz
Winke, Paula. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 68 Xie, Feifei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Zhang, Wei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68, 176
Winke@msu.edu xiefeifei_jiaoyan@aliyun.com wz23@uakron.edu
Winkle, Carter. . . . . . . . . . . . . . . . . . . . . . . . . . . 54, 128 Xu, Ke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16, 127, 190 Zhang, Ying. . . . . . . . . . . . . . . . . . . . . . . . . . . . 137, 194
cwinkle@barry.edu kexu@aol.com zhang@rmu.edu
Wintergerst, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Zhao, Yelin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
winterga@stjohns.edu yelin.zhao@okstate.edu
Wiseman, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Y Zhuang, Yuan. . . . . . . . . . . . . . . . . . . . . . . . . . 147, 196
cwiseman@bmcc.cuny.edu Yang, Kai. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 yuan.zhuang@nau.edu
Witt, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 yang913@purdue.edu Ziegler, Nicole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Melanie.Witt@du.edu Yang, Man. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 nziegler@hawaii.edu
Wittner, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . 181 manyang1990@gmail.com Zisselsberger, Margarita. . . . . . . . . . . . . . . . . . . . . 174
ew3p@virginia.edu Yang, SeJeong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 mzisselsberger@loyola.edu
Wittrock, Kate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 sejeongy0@gmail.com Zitlau, Heather Gregg. . . . . . . . . . . . . . . . . . . . 81, 141
Woelk, Cheryl. . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 126 Yasen, Lora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 hg227@georgetown.edu
clwoelk@gmail.com lyasen@willamette.edu Zoshak, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Woerner, Bryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Yates, Danielle . . . . . . . . . . . . . . . . . . . . . . . . . . 68, 132 rmz5047@psu.edu
Wolf, Grant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 fellow@elprograms.org Zou, Di. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
grantw@udel.edu Yazan, Bedrettin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 zoudihust@gmail.com
PRESENTER INDEXES
Wong, Bonnie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 bedrettinyazan@gmail.com Zuo, Wei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Bonnie_WongEstrada@dpsk12.org Yazdanpanah, Ramin. . . . . . . . . . . . . . . . . . . . . . . . 144 weizuo@uw.edu
Wong, Matilda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 ryazdanpanah@admin.fsu.edu Zuraw, Clare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Wong, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . 140, 178 Yen, Yuh-Yun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
swong1@gmu.edu yyy@mail.ncyu.edu.tw
Wong, Wing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Yoder, Abigail. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
wingwongusc@gmail.com abiinasia@gmail.com
Woo, Minah C.. . . . . . . . . . . . . . . . . . . . . . . . . . . 45, 85 Yoder, Monique. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
mwoo@howardcc.edu myoder@lcc.lt
Wood, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Yoder, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Woodman, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Yoshida, Marla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
karen.woodman@qut.edu.au marla.yoshida@unx.uci.edu
Woodruff, Doris . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Young, Charlotte. . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
dwoodruff@aacps.org cryoung@odu.edu
Woodson, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Young, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Karen_C_Woodson@mcpsmd.org Yu, Fang. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Woomert, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 fyu2@albany.edu
ann.woomert@tdsb.on.ca Yuldashev, Aziz. . . . . . . . . . . . . . . . . . . . . . . . . 171, 196
Word, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 aziz.yuldashev@nau.edu
worda@uah.edu
CONTENT AREA INDEX
To search by interest section, type of session, or 2:00 pm3:45 pm National and State Initiatives in Adult ESOL
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at www.tesolconvention.org. Transforming Lives Across Africa
NOTE: All 12:30 pm1:45 pm sessions are poster 4:00 pm5:45 pm Adult ESL Assessment Strategies for
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5:00 pm5:45 pm How to Use Instructional Rubrics
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ACCREDITATION/CERTIFICATION/CREDENTIALING FRIDAY
WEDNESDAY 10:30 am11:15 am Washingtons I-DEA: A Flipped
1:00 pm1:45 pm Negotiating the Cultural Minefield Curriculum for Adult ELLs
of International Accreditation 11:30 am12:15 pm Beyond Lesson Content: Developing
4:00 pm4:45 pm Beyond the Toughest Job: Peace Corps Motivation by Envisioning a Future Self
New English Teaching Credential 1:00 pm1:45 pm Integrating Workforce Preparation and
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FRIDAY
1:00 pm2:45 pm New Materials on Rigor, Digital
9:30 am11:15 am Establishing Inter-Rater Reliability of Literacy, and Career Pathways
Scoring Rubrics for CAEP Accreditation
2:00 pm3:45 pm Pronunciation and the Adult
10:30 am11:15 am IEP Reaccreditation: Keep Calm Learner: Its Never Too Late
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4:00 pm4:45 pm Beyond Ageism to Reciprocity: Pairing
ESL and Spanish L2 Learners
ADULT EDUCATION 5:00 pm5:45 pm Language Proficiency Matters: Bilingual
Adult Students Language Learning Issues
WEDNESDAY
10:00 am10:45 am Transitioning ELLs Into Post-Secondary
and Career-Based Opportunities ADVOCACY
11:30 am12:15 pm Connecting Beyond Borders WEDNESDAY
With Mobile Devices
9:30 am11:15 am Dream Act: What Teachers Can Do
12:30 pm1:45 pm Community-Based ESL Tutoring Center for
Adults: Outside the Traditional Classroom 10:30 am12:00 pm Teacher Voices, English, and Multilingualism:
Building Peace Through Language Planning
1:00 pm2:45 pm Teaching ESL With the Brain in
Mind: Working Memory 11:30 am12:15 pm Hot Topics and Updates From SEVP
4:00 pm4:45 pm Building Bridges to Higher Learning: 1:00 pm2:45 pm Hot Topics for Intensives English Programs
Metacognitive Skills for Low-Level Learners 2:00 pm2:45 pm POO: Health, Hygiene; Developmental and
Educational Implications and Opportunities
THURSDAY 3:00 pm4:45 pm Teacher Activists Supporting Students
10:00 am10:45 am Addressing Trauma and Its Impact to Transform Their Communities
in the Adult ESL Classroom
THURSDAY
10:30 am11:15 am Online Lesson Plans for Financial
Literacy and Consumer Protection 9:30 am10:15 am Addressing Global TESOL Employment Issues:
10:30 am11:15 am Smart Practice: Brain-Based Advocacy Through Data and Discussion
Approaches to Teaching 9:30 am11:15 am Color, Race and ELT: Shades of
11:30 am12:15 pm Moving Research Beyond the Page: Meaning: 10 Years Later
Using Adult ESL Study Circles 10:00 am11:45 am U.S. Federal Education and
11:30 am1:15 pm College and Career Readiness: New Language Policy Update
Perspectives on Materials and Instruction 1:00 pm1:45 pm All In! How Educators Can Advocate for ELLs
CONTENT AREA INDEX
12:30 pm1:45 pm The College Choice Process of 1:00 pm2:30 pm Becoming a U.S. Citizen: The
Adult ESOL Students Naturalization Process
1:00 pm2:45 pm Where No IEP Has Gone Before: 1:00 pm2:45 pm All Lives Matter: The Language of
Overcoming Time Constraints Oppression, Resistance, and Recovery
1:00 pm2:45 pm A Culturally Responsive Approach 2:00 pm2:45 pm Supporting First Generation ELL College-
to Adult ESL Literacy Goers: From Application to Graduation
2:00 pm2:45 pm Narrative Accounts of Recent Refugees in ELT 2:00 pm2:45 pm Speaking Out for Our ESOL Students

3:00 pm3:45 pm Working Towards Equity: Strengthening THURSDAY
ELL Family/School Relationships 9:30 am10:15 am Meaning in Movement: Dance
3:00 pm4:30 pm Improving Listening Skills for Gets Students Talking
the Naturalization Process
FRIDAY
FRIDAY 12:30 pm1:45 pm Celebrating the Arts at the Core
9:30 am10:15 am Powerful Narratives and Effective of Multicultural TESOL
Advocacy for Adult ESL Programs
9:30 am10:15 am The U.S. Naturalization Test: Teaching Objectives
10:30 am11:15 am Crossing Borders With Digital Storytelling ASSESSMENT/TESTING
10:30 am12:15 pm How Can Educators Support WEDNESDAY
Traumatized Students 9:30 am10:15 am Creating Buy-In: Integrating IEP
11:30 am12:30 pm Guide to the Adult Citizenship Education Core Curricula and TOEFL Prep
Content Standards: An Overview 10:30 am11:15 am Pushing the Boundaries of Oral Placement
12:30 pm1:45 pm Education for All: Insights From Exams: Assessing Interactional Competence
International Students 11:30 am12:15 pm Evaluating and Improving Rater
1:00 pm1:45 pm Do You See Me? Knowing the Training for ITA Performance Tests
Reality of Immigrants 11:30 am12:15 pm Managing a Paradigm Shift in
2:00 pm2:45 pm TESOLers at Work for 50 Years Assessment: a Matter of Mindset
1:00 pm4:45 pm ELLs, Immigrant Students, and 12:30 pm1:45 pm Exploring Oral Presentations From
U.S. Law: Featured Session Multicultural Perspectives
1:00 pm1:45 pm Improving Oral Proficiency Tests: A
Conversation Analysis Approach
APPLIED LINGUISTICS 1:00 pm1:45 pm TEST is Not a Four Letter Word
WEDNESDAY 1:00 pm2:15 pm Assessing ELLs Language Trajectories:
10:30 am11:15 am The Use of Captions: Theoretical and Distinguishing Difference From Disability
Pedagogical Considerations 2:00 pm2:45 pm The Dog Ate My Homework: Transforming
2:00 pm2:45 pm Task Complexity and Quality of Learners Homework for EL Success
Production During Peer Interaction 2:00 pm2:45 pm The Relationship Between Vocabulary
5:00 pm5:45 pm Reinterpreting Think-Aloud in L2 Metaphor Knowledge and Proficiency Test Scores
Comprehension: A Hermeneutic Perspective 2:00 pm3:00 pm Exploring the Impact of School Culture
on Classroom Assessment
THURSDAY
10:00 am10:45 am Culture as a Primary Skill in the ESL Classroom THURSDAY
2:00 pm2:45 pm How International Students Experience 9:30 am11:15 am CheckCheckTesting 1, 2, 3: Creating
College and How We Can Help Authentic Listening Assessments
10:30 am11:15 am Lexical Performance in a General English
FRIDAY Language Proficiency Writing Test
11:30 am12:15 pm Bilingual Parents and Translanguaging 10:30 am11:15 am J-1 Scholar Proficiency Assessment:
Practices in Literacy Events Meeting the New DOS Regulation
2:00 pm2:45 pm Fostering Autonomous Learning by Supportive 2:00 pm2:45 pm Linguistic Differences or an Indication
Engagement of Existing Learner Autonomy of a Reading Disability
4:00 pm4:45 pm Teaching Research Writing With 3:00 pm3:45 pm Analyzing Assessment Validity and
Disciplinary Corpora Reliability Using Examview
3:00 pm3:45 pm Developing Writing Skills Through
Mediated Interaction
CONTENT AREA INDEX
ARTS
4:00 pm4:45 pm Beyond Surveys: Using Google Forms for
WEDNESDAY Classroom-Based Formative Assessments
9:30 am11:15 am Visual Thinking Strategies: A Tool 5:00 pm5:45 pm Rethinking Assessment: Digital Tools
for Fluency Building in EFL to Engage and Assess ELLs
12:30 pm1:45 pm Beyond Creative Boundaries: Using
Photography as an ESL Tool
FRIDAY 10:30 am11:15 am Multilingual Education for Very Young Learners
10:30 am11:15 am Assessments for Ongoing Improvement 4:00 pm4:45 pm Translanguaging: Students Crossing
of Teaching and Learning Linguistic Borders in Peer Learning
11:30 am12:15 pm Assessing EAP Oral Skills Through 5:00 pm5:45 pm Heritage Language Teachers Motivational
Group Discussion Activities Positioning for English Immigrant Children
11:30 am12:15 pm Fulbright: Measuring Magnitude of Global
Interactions and Engagement Opportunities
1:00 pm1:45 pm Using Argument Structure to Bridge
BUSINESS AND VOCATIONAL WORKPLACE ENGLISH
Test Inferences to Test Use WEDNESDAY
1:00 pm1:45 pm Tracking Learner Progress 12:30 pm1:45 pm English for Nursing: An Exploration of
Through Student Journals Taiwanese EFL Learners Needs
2:00 pm2:45 pm Two-Year Assessment Analysis Through 2:00 pm2:45 pm Breaking Down Borders: Integrating Culture
a Language Immersion Project Into Business English Skills Lessons
2:00 pm2:45 pm Addressing Teacher Candidates
Dispositions Toward ELLs
2:00 pm2:45 pm Implementing a Hybrid Assignment-Rater CALL/COMPUTER-ASSISTED LANGUAGE
Norming Training Protocol in ESL Writing LEARNING/TECHNOLOGY IN EDUCATION
3:00 pm3:45 pm Strategies for Classroom Assessment
at Different Proficiency Levels WEDNESDAY
4:00 pm4:45 pm Including Students Who Are Blind in English 9:30 am10:15 am Beyond Borders: Flipping to
Langauge Proficiency Assessments Build Digital Citizenship
4:00 pm4:45 pm Assessing Pronunciation: A Practical 9:30 am11:15 am English for JournalistsThe
Approach to Rater Calibration Training Little MOOC That Could
11:30 am12:15 pm EFL Students Response to
Multimodal Teacher Feedback
BILINGUAL EDUCATION 12:30 pm1:45 pm The Creation of an Online Magazine
to Showcase Student Essays
WEDNESDAY
1:00 pm1:45 pm Digital Citizenship: Beyond
10:00 am10:45 am Becoming Bi/plurilingual: Borders in Cyberspace
Linguistic and Professional Identity
Development Beyond Borders 1:00 pm1:45 pm Developing New Perspectives on Mobile
Learning Integration in Higher Education
1:00 pm2:45 pm Practical Approaches to Intercultural
Communication in Bilingual Education 1:00 pm1:45 pm Manageable Technology for Teacher Educators
1:00 pm2:45 pm Language, Culture, Identity Roundtable 3:00 pm3:45 pm Gaming Achievement Design Crossovers:
Designing Quests and Digital Badges
2:00 pm2:45 pm Latina Preservice Teachers and Social
Justice in Global Contexts 4:00 pm4:20 pm Beyond Authentic Audiences: Publishing
Student Writing With Tech Apps
3:00 pm4:30 pm The U.S. Department of Education:
Supporting English Language Learning 4:00 pm4:45 pm Take Out Your Phone: Using
Nearpod to Engage Learners
4:00 pm4:45 pm Translanguaging in Bilingual and ESL
Classrooms: Beyond Misconstructions 4:00 pm4:45 pm Flipping the Feedback: Screencasting Written
and Misconceptions Feedback in TESOL Composition Classes
4:00 pm4:45 pm Advance Through Adversity: Studying an 5:00 pm5:45 pm Digital Storytelling: Some Practical
English-Chinese Blingual Immersion Program Activities in Writing Classes
THURSDAY THURSDAY
9:30 am10:15 am Beyond Borders: Latino ELLs Teacher 9:30 am10:15 am Using Podcasts to Increase Student
Engagement, Motivation, and Proficiency
CONTENT AREA INDEX
Beliefs to Enhance Successful Learning

10:30 am11:15 am In Their Words: Understanding English 10:00 am10:45 am Digital Literacy Matters in ELT
Immersion Students Experience in Honduras 10:30 am11:15 am Transitioning Efficiently From a
4:00 pm4:45 pm Translanguaging in Bilingual Teacher Traditional to a Hybrid Program
Preparation: Challenges and Possibilities 11:30 am12:15 pm Scaffolding Flipped Model in Asian
EFL Context: An Action Study
FRIDAY 12:30 pm1:45 pm Moving Forward With eTextbooks
10:00 am10:45 am Does the HBGSI Help Improve the 12:30 pm1:45 pm Emergent Multiliteracies: Innovative
Identification of Gifted ELs? Uses of Email in Low-Level ESL

1:00 pm1:45 pm Improving Presentations With Pecha FRIDAY
Kucha: 20 Slides for 20 Seconds 9:30 am10:15 am Beyond Remedial: EAP in the
5:00 pm5:20 pm Engaging Students via Text Message Wake of Dev Ed Reform
FRIDAY
9:30 am10:15 am How to Avoid Cultural Clashes CONTENT-BASED AND CLIL/CONTENT AND
in CALLs Fourth Phase
LANGUAGE INTEGRATED LEARNING
9:30 am10:15 am Knocking Down Classroom Walls With QR Codes
10:30 am11:15 am Beyond Course Management Systems and WEDNESDAY
Listening, Speaking, and Pronunciation 11:30 am12:15 pm Beyond Science Borders: Making Language
10:30 am11:15 am Online EAP for Residential Students: and Content Accessible to ELs
One Programs Experience 11:30 am12:15 pm Contextualizing Language
11:30 am12:15 pm Wikis, Collaborative Writing, and Rhetorical Learning: Using CBI in IEPs
Awareness in ESL Composition 11:30 am12:15 pm Accelerating Access to Healthcare Careers
11:30 am12:15 pm An Instructors Guide to Classroom Polling Through a Workforce Pathway
11:30 am12:15 pm Beyond Spaces and Time: Constructing 12:30 pm1:45 pm Redefining Borders Through Coteaching: ESL
Communities for English Language Learning Teachers in Mainstream K5 Classrooms
12:30 pm1:45 pm Flipped Learning and Adult ESL 2:00 pm2:45 pm Reworking Pathways: Integrating
Literacy: The Perfect Blend EAP and General Education
12:30 pm1:45 pm Computer-Mediated Assessment of 2:00 pm2:45 pm Supporting NNS Lecturers for English
Phone-Level English Pronunciation Medium Instruction in Higher Education
12:30 pm1:45 pm Crossing Key-Borders: Incorporating 3:00 pm3:45 pm New Ways to Scaffold Language and Content
Touch-Typing in ESL Classes 3:00 pm3:45 pm Encouraging Language Emergence for
1:00 pm1:45 pm Hear More Student Voices With Google Voice Secondary Science and Math ELLs
2:00 pm2:45 pm Adapting Open Source Text Materials 5:00 pm5:45 pm Dissolving Borders for U.S.-Bound Chinese
to Appropriate Lexile Levels Undergraduates and Their Professors
3:00 pm4:45 pm Building Content: Resources for THURSDAY
Creating a Flipped Classroom
9:30 am10:15 am Hands On Minds On: Building
3:00 pm4:45 pm Project-Based Learning: Pedagogical Bridges for Language Practice
Possibilities for Online, Mobile,
12:30 pm1:45 pm Dare to Step Outside Classroom
and Blended Learning
Borders to Teach
5:00 pm5:20 pm Using Evernote as an E-Portfolio to foster
2:00 pm2:45 pm Language and Laboratories: STEM
Autonomy and Communication
Experiments in the ESL Classroom
5:00 pm5:45 pm Trouble in Paradise: Mobile Language
4:00 pm4:45 pm Drawing Beyond Classroom Borders
Learning Expectations Meet Reality
to Integrate ELLs Into Activities
5:00 pm5:45 pm Exploring Teacher and Student Perceptions
4:00 pm4:45 pm The Pulley and the Pendulum:
of Mobile-Assisted Language Learning
Thinking Maps for ESOL Science
5:00 pm5:45 pm College Preparation 101: Preparing EFL
5:00 pm5:45 pm Integrating Language Domains With
Students for Online Learning Success
Technology and Project-Based Learning
FRIDAY
COMMUNITY COLLEGE AND TECHNICAL EDUCATION 9:30 am10:15 am Embracing CLIL and SFL to Enhance
WEDNESDAY Academic English Literacy Development
1:00 pm1:45 pm Credit Where Credit Is Due 10:30 am11:15 am Cross-Training to Strengthen Teaching
Across Disciplines: ELT, Art, and UDL
2:00 pm2:45 pm Preparing At-Risk Learners to be Successful
CONTENT AREA INDEX
at Second Language Learning 1:00 pm1:45 pm Creating Cultures of Language Awareness

in Content-Based Contexts
3:00 pm3:45 pm Community College IEPs: Perils and
Strategies in Retention and Completion 2:00 pm2:45 pm Advancing Academic Language Development
Beyond an Intermediate Level
THURSDAY 4:00 pm4:45 pm Pedagogical Approaches and
5:00 pm5:45 pm Effective Practices in Writing Instruction Professional Development Needs
for Community College ELs for English-Medium Instruction
FRIDAY
CULTURE 9:30 am9:50 am Going Beyond the Borders of
Language With Humor
WEDNESDAY
10:00 am10:45 am Inshallah: Cross-Cultural Understanding
9:30 am10:15 am Culturally Relevant Pedagogy That
Between Western Faculty and Arab Students
Transcends Heroes and Holidays
9:30 am10:45 am Teaching and Learning English
in Difficult Circumstances DISTANCE LEARNING/ONLINE LEARNING
10:00 am10:45 am Diversity in Chinas Classrooms:
Rethinking Stereotpyes WEDNESDAY
11:30 am12:15 pm Ebony Teacher: Exploring Intercultural 10:30 am11:15 am Beyond the Textbook: Teaching English
Interactions in the Korean Classroom With Open Educational Resources
12:30 pm1:45 pm Syrian Refugees in the Classroom: 10:30 am11:15 am Access for All: Universal Design
Support and Engagement for Online Learning
9:30 am10:15 am Research in Action: Multilinguals 12:30 pm1:45 pm Guidelines for Creating an
Narratives Become Text for EFL Study Interactive E-textbook
12:30 pm1:45 pm Can I Really Learn English Online?:
THURSDAY What Students Believe
11:30 am11:50 am Using Humans of New York to Learn 1:00 pm1:45 pm Increasing Teacher Effectiveness
Beyond Classroom Borders in Online ESL Learning
12:30 pm1:45 pm Teaching ESL in Kosovo: English 2:00 pm2:45 pm Beyond Four Walls: ESL Entrepreneurship
Language Fellow Perspectives in the Virtual World
2:00 pm2:45 pm ESL Student as Ethnographer: Undergraduate 4:00 pm4:45 pm Strategies to Increase Student Retention
Students Connecting Beyond Borders and Engagement in Online Courses
FRIDAY THURSDAY
10:00 am10:45 am Whats Going On? Discussing Racial 11:30 am12:15 pm Asynchronous Discussions: Task
Profiling in Adult ESOL Classrooms Types and Student Presence
10:30 am11:15 am African Storytelling: A Journey Across Borders 12:30 pm1:45 pm Trailers On Facebook: An Authentic
11:30 am12:15 pm Moving Beyond Cultural Boundaries: Using Material To Motivate EFL Learning.
Reflection, Making Connections, Bridging Gaps 1:00 pm1:45 pm What Borders? Extending Our Reach
1:00 pm1:45 pm Taboo Topics in Gulf Arab Cooperation Through Distance Learning
Council Classrooms 3:00 pm3:45 pm Social Media as a Platform for
2:00 pm2:45 pm Beyond the Tip of the Iceberg: Building Learning Beyond Borders
Effective Cross-Cultural Training 3:00 pm4:45 pm Toward Resource-Thinking: Steering Language
4:00 pm4:45 pm Cultures in Conflict: Moving Beyond in Online ESL-Teaching Classrooms
Saudi-American Differences
FRIDAY
5:00 pm5:45 pm Language Learning Beyond Borders: Costa
Rica/USA College Penpal Exchange 12:30 pm1:45 pm Change the Learning Environment
With Relevant Digital Resources
2:00 pm2:45 pm Coping Strategies of ESL Students in
DISCOURSE AND PRAGMATICS an Online Composition Course
WEDNESDAY
3:00 pm4:45 pm The Talk Toolbox: Four Ways to EDUCATIONAL LINGUISTICS
Rethink Talk in Classrooms
WEDNESDAY
3:00 pm4:45 pm Beyond Functions: Current Perspectives
CONTENT AREA INDEX
on Teaching and Learning Pragmatics 9:30 am10:15 am Language Teachers Professional

Language Functions and Skills:
THURSDAY Description and Development
12:30 pm1:45 pm Application of Apology Strategies Between
THURSDAY
Chinese and Arabic ESL Learners
12:30 pm1:45 pm Cross-Linguistic Transfer Between
3:00 pm3:45 pm Comparative Genre Analysis of Thai
Chinese and English
and NES Writers Business Emails

FRIDAY
8:00 am9:00 am Survey Says: Determining What English ENGLISH AS A FOREIGN LANGUAGE
Usage Is and Isnt Acceptable
WEDNESDAY
4:00 pm4:45 pm Internationalization and English Language
9:30 am10:15 am Five Essential Tips for Using
Hegemony in Mexican Higher Education
Songs to Teach English
10:30 am11:15 am Promoting English Learning Through Chess
ELEMENTARY SCHOOL/PRIMARY EDUCATION 11:30 am12:15 pm Investigating Collaborative Writing: Languaging
Events and Perceptions of Learners
WEDNESDAY
12:30 pm1:45 pm Comprehending the Teenage Mindset and
10:00 am10:45 am Working With a Unique ESOL Student: Classroom in Contemporary Society
The Internationally Adopted Child
12:30 pm1:45 pm Exploring the Impact of English Language
10:00 am10:45 am Internationally Adopted ELL: A Different Literacy: An Autoethnography
Kind of English Language Learning
12:30 pm1:45 pm Incorporating Language and Culture for
9:30 am11:15 am Singable Books: For Language, Reading, Intercultural Harmony in EFL Classrooms
Music, Lessons, Standards, and FUN!
3:00 pm3:45 pm L1 Audio-Recorded Feedback and the Use
9:30 am11:15 am Beyond Cognates: Promoting Metalinguistic of Cross-Platform Messaging Apps
Awareness in Emergent Spanish Bilinguals
3:00 pm4:45 pm Using Drama Activities in EFL
1:00 pm2:45 pm The GO TO Strategies: Innovative Classroom: Why Bother?
Scaffolding Options for EFL Teachers
4:00 pm4:45 pm Teaching English Pronunciation to
1:00 pm2:45 pm Giving Voice and Visibility to ELLs: Spanish Speakers: Enhanced Priorities
The Descriptive Review Process
4:00 pm5:15 pm Teaching English in Renewed Circumstances:
2:00 pm2:45 pm The Power of Collaboration and Prospects for Collaboration With Cuba
Active Engagement for ELLs
5:00 pm5:20 pm Innovative Games: A Catalyst to
2:00 pm2:45 pm WVLB: ELL Students Report About The Academic Reading Correction
School Community Through Technology
5:00 pm5:45 pm Developing Strategic L2 Writers
4:00 pm4:45 pm Beyond English Borders: Home Language Through Explicit Self-Regulated
Strategies for the Elementary Classroom Learning Strategy Instruction
5:00 pm5:45 pm Collective Inquiry Integration Model for
Learning at Hillcrest Elementary School THURSDAY
10:30 am11:15 am Designing Games for Language Gains:
THURSDAY Enhancing Speaking Skills Amongst Learners
12:30 pm1:45 pm Arabic Girls Reading Club: Toward Literacy 11:30 am12:15 pm L2 Metaphor Comprehension
Through Culturally Relevant Texts Strategies: The Impact of Context
12:30 pm1:45 pm Principal Leadership: The School Leaders 12:30 pm1:45 pm ESL Made Easy
Role in Achievement of ELLs
12:30 pm1:45 pm A TEFL Experience in Lithuania
12:30 pm1:45 pm ELLs as Language Brokers:
12:30 pm1:45 pm Habitus Analysis of High School
What You Need to Know
Teachers in an EFL Context
1:00 pm1:45 pm Invigorating Instruction and Increasing
1:00 pm1:45 pm Learning English in Qatar: A Foreign or
Learning With Tableau Vivant
Second Language Environment?
3:00 pm4:45 pm Assessment for ELL and Special
2:00 pm2:45 pm The Role of Reading in the
Education in Early Childhood
Improvement of L2 Writing
4:00 pm4:45 pm Increasing Parent Involvement in Elementary
3:00 pm3:45 pm Foreign Language Anxiety: From NNEST
Education: Parents as Educational Partners
and NEST Classroom Perspectives
FRIDAY
FRIDAY
1:00 pm1:45 pm Reaching Beyond Borders to Student
CONTENT AREA INDEX
9:30 am10:15 am Reading Strategy Use and Proficiency

Voice Through Identity Texts
Among Chinese EFL Learners
2:00 pm2:45 pm To Be Mainstreamed: The Journey of ELLs
10:00 am10:45 am The Effectiveness of the English
4:00 pm4:45 pm Improving Literacy Instruction: Moving Beyond Curriculum in Iraqi Secondary Schools
Reading Significantly Below Grade Level
9:30 am11:15 am Critical Thinking in EFL contexts: Perspectives,
4:00 pm5:45 pm Mapping Beyond the Curriculum to Interpretations, and Applications
Maximize Instructional Time
10:30 am11:15 am Active Listener in an Interactive Listening
Classroom. What Works, What Doesnt?
11:30 am12:15 pm Imagining Extensive Speaking for EFL 5:00 pm5:45 pm Serving University Students and Faculty
11:30 am1:15 pm Critical Perspectives on Teaching and by Collaboratively Building ESP Courses
Learning English Around the Globe 5:00 pm5:45 pm Cross-Cultural Communication for
12:30 pm1:45 pm Breathing the Change: The Home Care Workers in Hawaii
Power of Access Students FRIDAY
12:30 pm1:45 pm Using Novels for Integrated Language
9:30 am10:15 am Developing an ESP Program
and Culture Teaching and Learning
for Prehealth Students
12:30 pm1:45 pm Teachers Professional Development
10:30 am11:15 am Engineering Academic Formulas
Program: Hope for Nepalese EFL Teachers
List: Intersecting Corpus Linguistics
1:00 pm2:45 pm Teaching in Technicolor: Going and Expert Knowledge
Beyond Verbal Representations
12:30 pm1:45 pm ESP for Diplomats: A Collaborative Project
2:00 pm3:45 pm Insights Into Teaching and Learning
4:00 pm4:45 pm STEM Beyond Borders: International
English in Saudi Arabia
Scholars Writing in English
3:00 pm3:45 pm Childrens Social Representations About
5:00 pm5:45 pm If You Build It: A Paradigm for an ESP Corpus
Teaching and Learning English in Colombia
3:00 pm3:45 pm Using Speaking Structures to Encourage
Spoken Fluency in EFL Learners GRAMMAR
3:00 pm3:45 pm Four NNESTs Professional Journeys
From NELTA to TESOL WEDNESDAY
5:00 pm5:20 pm Two Confronting Forces: Enhancing Global 11:30 am12:15 pm Teaching Academic Writing With Research-
English and Maintaining National Identity Based Construction Techniques
11:30 am1:15 pm Using Content and Task-Based Teaching
to Address Grammar More Effectively
ENGLISH FOR SPECIFIC PURPOSES 12:30 pm1:45 pm Building Sentences: A Visual Approach
WEDNESDAY 2:00 pm2:45 pm Beyond Tradition: Using Systemic Functional
Linguistics in Preparing ESL Teachers
11:30 am12:15 pm ESP Interventions With Parents of
Neonatal Intensive Care Unit Babies 4:00 pm4:45 pm Developing EAP Grammar Curricula
With Gen Ed Colleagues
1:00 pm1:45 pm Selling Quality ESP: Convincing
Stakeholders to Do It Right THURSDAY
2:00 pm2:45 pm Global Models of Effective ESP Programs 10:30 am11:15 am Discourse-Level Activities in College-
3:00 pm3:45 pm Addressing Gaps: Training Workplace English Level ESL Grammar Instruction
Professionals and Client Decision Makers 2:00 pm3:45 pm The SVO Editing Technique: Teaching Written
4:00 pm4:45 pm Better Together: An Integrated Approach Grammar Through Geometric Shapes
to Teaching International Law Students 3:00 pm3:45 pm Lexical Grammar: Taking Teachers Beyond Rules
5:00 pm5:45 pm Beyond the EAP Border Into Graduate Studies:
Cross-Institutional Curricular Models FRIDAY
3:00 pm4:45 pm Discovering and Teaching the
THURSDAY Grammar of Academic Writing
11:30 am12:15 pm Conducting a Needs Analysis for an 5:00 pm5:45 pm Student Teacher Cognitions on
ESP Aviation English Course Grammar Instruction
12:30 pm1:45 pm Preparing New International Graduate
Students for Architecture Critiques
1:00 pm2:45 pm Utilizing Moodle in the ESP Classroom HIGH SCHOOL/SECONDARY EDUCATION
to Create Activity Workflows WEDNESDAY
3:00 pm3:45 pm ESP Supporting EMI (English as
1:00 pm1:30 pm Issues and Challenges of Students
CONTENT AREA INDEX
a Medium of Instruction)
With Interrupted Formal Education
3:00 pm4:45 pm Working Together With Content Experts:
3:00 pm3:45 pm Learning and Leading: A Saturday
ESP and English Mediated Instruction
Volunteer Program for Newcomers
4:00 pm4:45 pm Moving From Testing to Assessment
3:00 pm3:45 pm Teaching Radical Revision and Thinking
in EAP Instruction
To High School ELL Writers
4:00 pm4:45 pm Creating an Integrated Instructional
Program to Support All Newcomer Needs

THURSDAY 5:00 pm5:20 pm Special Collections: Learner Autonomy
9:30 am10:15 am The ESOL Teacher as a One-Man Band in an Inspiring Classroom
11:30 am12:15 pm Beyond Graphic Organizers: Teaching 5:00 pm5:45 pm Beyond the Borders of Traditional
Secondary ELLs to Think Like Writers Feedback on ESL Writing
3:00 pm3:45 pm Changing Role of ESL Teachers: Tips for 5:00 pm5:45 pm A Guide to Borderless Self
Supporting Mainstream Teachers THURSDAY
5:00 pm5:45 pm Better Together: The Development of 9:30 am10:15 am ELLs Self-Efficacy, Language Learning
a Linguistic Peer Mentor Program Strategies, and Goal Orientation
FRIDAY 11:30 am12:15 pm ITAs and Millennials: Exploring
10:00 am10:45 am Teacher Agency in the Implementation Successful Classroom Interactions
of Chinas New English Curriculum 11:30 am12:15 pm Beyond Form: Multiple, Strategic Approaches
12:30 pm1:45 pm Long-Term ELLs Perspectives on to Cohesion and Rhetorical Clarity
Academic Challenges in U.S. Schools 12:30 pm1:45 pm Student-Authored Wikitextbooks for
12:30 pm1:45 pm Shakespeare for ELLs Academic Writing and NNEST Preparation
1:00 pm1:45 pm When Paper Beats Paperless
12:30 pm1:45 pm Effective and Engaging Summer
Programming for Secondary ELL Students 1:00 pm2:45 pm Undergraduate International Students and
the University System: Beyond Borders
1:00 pm1:45 pm Making Science Content Comprehensible
for Secondary Level TESOL Students 2:00 pm2:45 pm Teaching Academic Listening Strategies
Across the Levels: Practical Approaches
1:00 pm1:45 pm Rural Teacher Training: Utilizing New
Technologies in Underdeveloped Areas 3:00 pm3:45 pm Rhetorical Mode Through Grammar,
Lexis, and Cohesion
1:00 pm1:45 pm U.S. Education for Central American
Youth Fleeing Violence 4:00 pm4:45 pm English Language Development: A
Framework for Institutional Analysis
2:00 pm2:45 pm Service Learning, Inquiry, and Narrative:
4:00 pm4:45 pm Faculty and Student Perceptions of
Beyond Coursework in Teacher Preparation
Language: A Mismatch of Expectations
2:00 pm2:45 pm Beyond Borders: An Online Writing Project
5:00 pm5:45 pm Reflective Reading to Forward Student
Between Transitioning Multilingual Learners
Critical Thinking and Writing
2:00 pm2:45 pm Extending Borders: Supporting Teachers of ELLs
3:00 pm4:45 pm Latino/a Students College FRIDAY
and Career Readiness 9:30 am10:15 am Universities and Enhancement of ESL
3:00 pm4:45 pm Instructional Approaches for Secondary English in Tanzanian Secondary Schools
Learner and Emergent Bilingual Students 9:30 am10:15 am Effective Academic Writing: From Avoiding
Plagiarism to Developing Intertextuality
10:30 am11:15 am Leveraging Volunteering for Student
HIGHER EDUCATION Success in the Classroom and Beyond
WEDNESDAY 11:30 am12:15 pm From ESL to Mainstream Classrooms:
Beyond Borders With Notetaking Skills
9:30 am10:15 am IntlUni: The Challenges of the Multilingual
12:30 pm1:45 pm Precollegiate International Freshmen
and Multicultural Learning Space
Program: Successes and Challenges
9:30 am10:15 am Branching Out From ESL to Support
12:30 pm1:45 pm Building Oral and Intercultural Communication
Students and Your Institution
Skills Beyond Classroom Borders
10:30 am11:15 am What Happens to Our ESL Program
Graduates?: A Research Project 12:30 pm1:45 pm Promoting International Diversity at
University Campuses Through Mentorship
10:30 am11:15 am Scaffolding Lesson-Planning for Preservice
Undergraduate TESOL Certificate Students 1:00 pm2:45 pm Solidarity, Feminism, and Antiracism
in the TESOL Academy
10:30 am11:15 am Korean Undergraduate Engineering Students
CONTENT AREA INDEX
Attitudes Toward English-Medium Policies 3:00 pm3:45 pm EAP for Graduate Students Crossing Borders:
Communicating With Nonspecialists
11:30 am12:15 pm Enhance Learning and Writing
With Theme-Based Classes 3:00 pm3:45 pm Student-Teacher Responsibility: Arab
11:30 am12:15 pm Reflecting on Student-Led Discussion: Moving Students Versus English Faculty
Forward to University-Level Expectations 3:00 pm3:45 pm Using Universal Design to Create TESOL
3:00 pm3:45 pm Iron Teacher: Templates for Teachable Moments Education Curricula Without Borders
4:00 pm4:45 pm Writing Teachers Perceptions of L2 3:00 pm4:45 pm Identity Dialogues: Building
Writers Presence and Needs Intercultural Competence Through
Discussing Power and Privilege
3:00 pm4:45 pm Bridging the Gulf Between Non-Arab
INTEGRATED SKILLS Teachers and Arab Learners
4:00 pm4:45 pm Activating Conversational Competence:
WEDNESDAY
A Process Approach
11:30 am12:15 pm Preparing Students for College Reading
and Writing: A Digital Resource THURSDAY
12:30 pm1:45 pm The Moth: Storytelling as a Basis 9:30 am10:15 am Social Media and New Student Orientation:
for Cross Curricular Projects Investigating Student Engagement
9:30 am11:15 am Cultivating Attention: Mindfulness Activities
FRIDAY
for the English Language Classroom
10:30 am11:15 am Building a Continuum Between 11:30 am12:15 pm Beyond Classroom Borders: Interviewing
Reading and Writing in the Global Community
1:00 pm1:45 pm Teaching English With Infographics: 11:30 am1:15 pm Facilitating Fluency: Four Dynamic Techniques
Design, Create, and Use
11:30 am1:15 pm BYOD in an IEP: Beyond Borders of
2:00 pm2:45 pm Coteaching Strategies for ELLs Through Conventional Classroom Technology
the Gradual Release of Responsibility
12:30 pm1:45 pm Increasing Reading Motivation by
5:00 pm5:20 pm Moving Beyond Technology in the Classroom Bringing Local Literature to Life
12:30 pm1:45 pm Civics: Make Freedom Ring in
INTENSIVE ENGLISH PROGRAMS Your Classroom, For Free!
1:00 pm1:45 pm EngagementIts All Gone Horribly Wrong
WEDNESDAY 1:00 pm1:45 pm Team Projects: Equipping IEP Students
9:30 am10:15 am Bridging the Gap: University for Crossing Into University Classrooms
Practice for Academic Success 1:00 pm1:45 pm Preparing ESL Students for Academic Writing
10:00 am10:45 am Bursting Cultural Bubbles, Building Assignments: Teaching Discourse Synthesis
Community Bridges 2:00 pm2:45 pm Teaching Cultural and Media
10:30 am11:15 am Beyond the IEP: Exploring University Faculty Literacy Through Satire
Expectations Through Needs Assessment 2:00 pm2:45 pm Deconstructing Text To Construct Meaning
10:30 am11:15 am Beyond Classroom Borders: Successes in an Advanced Reading Course
and Challenges of IEP Tutoring 3:00 pm3:45 pm Beyond Words: Challenges IEP Students
10:30 am11:15 am Engaging English Learners Face to Connecting on Campus
Through Childrens Books 3:00 pm3:45 pm Attention Deficit Hyperactivity
12:30 pm1:45 pm Everyday Leadership: Teaching Leadership Disorder: Best Practices for IEPs
Skills in the ESL Classroom 3:00 pm4:45 pm IEPs and Students: Challenges,
12:30 pm1:45 pm Encouraging ESL Teachers to Empower Opportunities with Universities,
Their Students to Read Extensively Accreditation, Private Partnerships
12:30 pm1:45 pm Do Housing Choices Impact 4:00 pm4:45 pm Students Control the Discourse: Design and
Academic Success for ELLs? Assessment of Academic Discussions
12:30 pm1:45 pm Reaching Beyond Borders to Create Meaningful
Speaking and Listening Assessments FRIDAY
12:30 pm1:45 pm ESL Tutor Training Dos and Donts 9:30 am10:15 am Fostering Learner Autonomy: From
Curriculum Design to Classroom Practices
1:00 pm1:45 pm Saudi Students Expectations Regarding
the Academic Environment of IEPs 9:30 am10:15 am Do IEPs Help With Student
Adjustment to the University?
1:00 pm1:45 pm Using Communicative Student Presentations
to Promote Active Listening 9:30 am10:15 am Teaching Students to Think Like a Linguist
2:00 pm2:45 pm Collaborating Beyond Cultural and Linguistic 9:30 am11:15 am Setting the Parameters: Definitions
Borders: an Interdisciplinary Approach and Data of IEP Success
CONTENT AREA INDEX
2:00 pm2:45 pm The Need to Emphasize Prosodic Elements 11:30 am12:15 pm Exploring the Role of Culture in
in IEP Communication Courses Shaping Future Possible Selves
2:00 pm2:45 pm Writing Up Graduate Research Papers: 11:30 am12:15 pm Strategies for Embracing Learner
Two Tried and Tested Approaches Variability in an IEP
3:00 pm3:45 pm Effective Error Engagement in 11:30 am12:15 pm The IEP as a Collaborator in
Academic ESL Writing Campus Internationalization

12:30 pm1:45 pm True Grit: Tips for Turning 12:30 pm1:45 pm Creating Online Communities of Practice
Tragedies Into Triumphs Across Cultures and Borders
12:30 pm1:45 pm Actualizing Potential: Scaffolding Self-Directed 2:00 pm2:45 pm Perspectives on Advising: Chinese International
Goal Setting in EAP Reading Courses Undergraduates and Their Advisors
12:30 pm1:45 pm Helping IEP Students Engage in 2:00 pm2:45 pm Above and Beyond Borders: Creating a
Their New Local Community Successful Conversation Partner Program
1:00 pm1:45 pm Comprehensive IEP Orientation: Adapting 3:00 pm3:45 pm Multimodal Social Semiotics as an L2
to Students Changing Needs Cultural Negotiation Learning Tool
1:00 pm1:45 pm Transitioning Students From Listening 3:00 pm3:45 pm Reflecting Further: Facilitating
Labs to Active, Self-Selected Listening Intercultural Communicative
1:00 pm1:45 pm Digital Storytelling for Language Development Competence Beyond the Classroom
Within an EAP Capstone Class 5:00 pm5:45 pm Understanding College ESL Students
3:00 pm4:45 pm Pro or Con? Implementing Debate Theories About African American English
in IEP Speaking Classes FRIDAY
3:00 pm4:45 pm Approaching Gender and Sexuality
9:30 am11:15 am Speaking the Language of Peace With
in a Multicultural Classroom
Our Students and Colleagues
4:00 pm4:45 pm Beyond Borders: Factors Determining
9:30 am11:15 am Best Practices and Emerging Trends
Sustained Success Among Saudi Students
in Intercultural Communication
4:00 pm4:45 pm Five Paths To Prevent Plagiarism
11:30 am12:15 pm Transforming Stereotypes, Classism, Racism,
5:00 pm5:45 pm Latin and Legalese: Language for Law Students and Misogyny Through Social Media
3:00 pm3:45 pm Creating Intercultural Dialogue
Through Student Theater
INTERCULTURAL COMMUNICATION
WEDNESDAY
9:30 am10:15 am Diversity in Troubled Times: Helping ITAs
INTERNATIONAL TEACHING ASSISTANTS
Negotiate the Current Landscape WEDNESDAY
9:30 am11:15 am Overcoming Fear: Creating Dialogue 4:00 pm4:45 pm Flipping the ITA Classroom: Practical
Around Diversity Issues in the Classroom Strategies for Success
9:30 am11:15 am Technology, Globalization, and ELLs: Fostering
Students Critical Cosmopolitanism THURSDAY
12:30 pm1:45 pm ESL Teaching in the Context of International 9:30 am10:15 am Beyond Borders: An Analysis of
Academic Mobility Programs Teaching Assistant Rapport Building
3:00 pm3:45 pm Working With Differences: Indonesian-American 10:30 am11:15 am Assessing the Experience of
University Partnerships Across the Archipelago International Teaching Assistants
4:00 pm4:45 pm Talk to Me! Transcending Barriers of 12:30 pm1:45 pm Using Self-Evaluation Exercises
Intercultural Communication in ITA Training Courses
THURSDAY FRIDAY
8:00 am9:00 am Beyond Linguistic Borders: Language 9:30 am10:15 am Forming Your Teaching Identity as an ITA
Learning Cradled in Cognition 10:00 am10:45 am Reviewing Research on the Assessment
9:30 am10:15 am Internationalization at Home: of International Teaching Assistants
Campus Partnerships to Create 1:00 pm2:45 pm Insights Into ITA Testing and Training
Language Exchange Programs From Conversation Analysis
9:30 am10:15 am Beyond Assimilation: Teaching Instructors 3:00 pm3:45 pm Coordinating and Staffing an ITA
the New Cultural Rules of Engagement Program on Your Own
CONTENT AREA INDEX
10:00 am10:45 am Intercultural Competency: Softening 4:00 pm4:45 pm Beyond Rubrics: Assessing
the Edges Between Knowledges ITAs Readiness to Teach
and Optimizing Engagement
9:30 am11:15 am Beyond the Gulf: Best Practices
With Gulf Arab Students
9:30 am11:15 am Community of Practice and ELLs: Instructional
Strategies and Assessment Techniques
5:00 pm5:45 pm The Pronunciation Listening Connection
LANGUAGE POLICY AND PLANNING for Lonely Starbucks Lovers
5:00 pm5:45 pm Options in Offering Oral Corrective Feedback
FRIDAY
9:30 am10:15 am K12 Teachers Speech: Phonological THURSDAY
Features and Listener Perceptions 9:30 am10:15 am Integrated Language Skills in Student
2:00 pm2:45 pm English-Only Policy and Language Teacher Oral Presentation Projects
Education in Arizona: Insiders Perspectives 10:30 am11:15 am Speaking Skills Development of International
Students Outside the Classroom Environment
2:00 pm2:45 pm Integrating and Curating TED Talks
LEADERSHIP for EAP Listening and Speaking
WEDNESDAY 3:00 pm3:45 pm Freshmens Perceptions Matter in Developing
8:00 am9:00 am Reflecting Forward, Reflecting Back: Academic Listening and Note-Taking Strategies
Looking in the Mirror at 50 4:00 pm4:45 pm Flipped Classroom Model in Teaching
Listening Comprehension
THURSDAY 5:00 pm5:20 pm Such Stellar Support for Speaking
3:00 pm3:45 pm Empowering K12 Administrators 5:00 pm5:45 pm Building Competence in Giving Effective Group
to Become ELL Advocates Presentations: Equipping Novice Students
FRIDAY FRIDAY
9:30 am10:15 am Maximizing Association Networks 10:30 am11:15 am Using Native-Like Accuracy, Fluency
for Member Value and Complexity in Oral Assessment
1:00 pm1:45 pm Status Quo to Advocacy: Border Crossing 11:30 am12:15 pm Student-Generated Podcast as the Means
PD for Pre-K12 Administrators for Extracurricular Engagement
2:00 pm2:45 pm Personal and Professional Growth 12:30 pm1:45 pm Working on Pronunciation as a Listening
Through Life Satisfaction Skill: Understanding Connected Speech
1:00 pm1:45 pm Building Academic and Social Competence
LEARNING DISABILITIES/SPECIAL NEEDS Through EAP Speaking Circles
1:00 pm2:45 pm Two Sides, One Coin: Interaction of
THURSDAY Listening and Speaking Skills
10:30 am11:15 am Reflecting on Communicative EFL 2:00 pm2:45 pm Utilizing Selfies to Promote Language Learning
Teaching to Non-native Blind Learners 4:00 pm4:45 pm Improving Second Language Listening
11:30 am12:15 pm Enhancing ELLs With Disabilities Language Competence Through Written Scaffolds
Access With Key Language Uses 5:00 pm5:20 pm Using Technology to Expand Listening
12:30 pm1:45 pm Assessing Students Work: Second Language and Speaking Opportunities
Deficiency or Learning Difficulty?
MAINSTREAM CLASSROOMS
LISTENING, SPEAKING/SPEECH
WEDNESDAY
WEDNESDAY 12:30 pm1:45 pm English Language Learners Exposure to
9:30 am10:15 am Fostering Learner Autonomy, Academic Language in Mainstream Classrooms
Confidence, Fluency, and Much More 1:00 pm1:45 pm Academic Language--Important for
12:30 pm1:45 pm Using Authentic Online Materials to All Students, Essential for ELLs
Improve Listening Proficiency at B1 2:00 pm2:45 pm The Every Teacher Challenge for K12 Schools
1:00 pm1:45 pm Beyond Fun: Warm-Ups and
Icebreakers for the Busy Teacher FRIDAY
CONTENT AREA INDEX
1:00 pm1:45 pm Beyond Listening Comprehension: Promoting 9:30 am11:15 am Beyond the Borders of School: Accessing
Intensive Listening Through Authentic Media Students Funds of Knowledge
2:00 pm2:45 pm Developing Lexical Segmentation of L2 11:30 am12:15 pm Engaging ELLs in Academic Conversations
Speech: Explicit vs. Implicit Practice 1:00 pm2:45 pm Helping ELLs Meet Standards
4:00 pm4:45 pm Accent: Communication Tool for Reading and Writing
or Speaker Identity?

MATERIALS WRITERS AND CURRICULUM/ MATH AND SCIENCE
MATERIALS DEVELOPMENT THURSDAY
WEDNESDAY 3:00 pm3:45 pm Developing Literacy Skills in Science:
An Ethnographic Study
11:30 am12:15 pm Back Between the Covers? Courebooks
in the Modern World FRIDAY
11:30 am12:15 pm Great Graphics! Designing Visual Materials 12:30 pm1:45 pm An Investigation of The Language of Algebra I
for Enhanced Language Learning
1:00 pm1:45 pm Teaching Content-Specific
2:00 pm2:45 pm Beyond Traditional Language Teaching: Academic Vocabulary to ELLs
International Students of Art and Design
2:00 pm3:45 pm Gamification for Language Learning
4:00 pm4:45 pm Beyond Textbooks: Engaging Students MEDIA (PRINT, BROADCAST, VIDEO, AND DIGITAL)
in Developing Open-Source Materials
WEDNESDAY
THURSDAY 12:30 pm1:45 pm Using Intralingual DVD Subtitles to Enhance
9:30 am11:15 am Are Classroom Teachers and Materials Vocabulary Recognition and Recall
Publishers on the Same Page? 1:00 pm1:45 pm Making Instructional Videos: The Technology,
12:30 pm1:45 pm Want to Write Your Own Textbook? Planning, and On-Camera Delivery
Check These Starting Tips 3:00 pm3:45 pm Utilizing Authentic Video to Prepare
1:00 pm1:45 pm Developing Forward-Thinking for General Education Courses
Academic Language Curriculum for
THURSDAY
Elementary Intensive English
9:30 am11:15 am Reflecting on Classroom Media
2:00 pm2:45 pm Concept-Based Language Instruction: Preparing
Use From Past to Future
Visuals to Explain Language Concepts
11:30 am12:15 pm Academic Literacy Through Film
2:00 pm2:45 pm Beyond the Classroom: How Service
Learning Enhances EAP Courses 12:30 pm1:45 pm Launching an IEP Student Newsletter:
From Conceptualization to Publication
3:00 pm3:45 pm Having It All: Meeting Standards While
Building Language Learning Communities 1:00 pm1:45 pm Moving Writing Classes Forward
Through Digital Video
4:00 pm4:45 pm Looking At, Into, and Beyond Screens:
Media Literacy in TESOL 3:00 pm3:45 pm Delivering Instruction and Individual Feedback
via Video Screen Capture Technology
FRIDAY 5:00 pm5:45 pm Lights, Camera, Action: Five Video
2:00 pm2:45 pm Saving Time Making ELT Materials Activities for Active Learning
3:00 pm4:45 pm Achieving ELT/ESL Editorial
Excellence: KAdult Materials
MIDDLE SCHOOL/PREPARATORY EDUCATION
THURSDAY
MATH AND SCIENCE
4:00 pm4:45 pm Supporting ELLs Scientific Discourse to
WEDNESDAY Improve Scientific Understanding
10:30 am11:15 am Science Language in Action: Instructional 4:00 pm4:45 pm Does Writing Improvement in the
Strategies to Teach Science Language L2 Also Help L1 Writing?
1:00 pm1:45 pm Science for All: Using Next 5:00 pm5:20 pm Word Investigations: Intriguing and Engaging
Generation Science Standards Morphological Activities for ELLs
THURSDAY
CONTENT AREA INDEX
11:30 am12:15 pm Chinese Adolescents Discourse

Socialization in American STEM Classes
2:00 pm2:45 pm Literacy and STEM: Moving Forward
With Common Core and ELLs
NONNATIVE ENGLISH SPEAKERS IN TESOL PERSONAL AND PROFESSIONAL
WEDNESDAY DEVELOPMENT FOR TEACHERS
9:30 am10:15 am Professional and Identity Challenges WEDNESDAY
That NNESTs in Toronto Encounter 9:30 am10:15 am Crossing Borders From Developmental
9:30 am11:15 am NESTs and NNESTs Meet Together: Creating Writing: Are We to ESL Yet?
a Collaborative Working Environment 9:30 am11:15 am Expanding EAL Classroom Borders
10:30 am11:15 am Exploring NNESTs Strategies for to Make Room for Metaphor
Confronting Credibility Challenges 10:30 am11:15 am Addressing Cultural and Linguistic Diversity
11:30 am12:15 pm Teacher Motivation: Factors Influencing NNES in Schools: Collaborative Teacher Inquiry
Teacher Candidates Initial Career Choice 12:30 pm1:45 pm Blended Learning and MOOCs:
1:00 pm1:45 pm Nonnative-English-Speaking Teachers What Teachers Need to Know
Anxieties: Self-Perceptions of Their 12:30 pm1:45 pm The Article Social: Connecting Colleagues
Communicative Limitations and Promoting Professional Development
2:00 pm2:45 pm NNESTs of ESL: At Home Among Strangers? 1:00 pm2:15 pm 50 Years of TESOL
3:00 pm3:45 pm Peer-Led ESL Program That Works: 1:00 pm2:45 pm Hiring and Getting Hired in the TESOL Field
a Community-Based Study
2:00 pm2:45 pm Going Beyond the Borders of North Korea
3:00 pm3:45 pm Syrian Refugee NNESTs: Teacher
Identity and the Fear of English 2:00 pm2:45 pm Time for Multilingualism?: Bilingual(ized)
English Instruction for Improved Outcomes
3:00 pm3:45 pm Developing Language Skills
Using Creative Activities 4:00 pm4:45 pm Going Beyond Borders for Adjunct
Faculty Members: A Holistic Approach
4:00 pm4:45 pm Borders Reconsidered: Grammatical
Perspectives on Native and 4:00 pm5:45 pm Strategic Job Application Letters
Nonnative Teacher Writing for ELT Beyond Borders
5:00 pm5:45 pm The Bilingual Game: Promoting THURSDAY
English Language Learning Across 9:30 am11:15 am On the Road Again: Surviving and
Subjects School-Wide. Thriving as Traveling Teachers
5:00 pm5:45 pm NNESTs Stepping Into Native-Turkish- 1:00 pm1:45 pm 21st-Century Professional Learning for
Speaking Teachers Shoes Practitioners Through an Online Journal
5:00 pm5:45 pm Teacher Collaboration in South Korea: 1:00 pm1:45 pm The Role of EFL Teachers in English
Effects of Positioning in Coteaching Language Capacity Building
THURSDAY 1:00 pm2:45 pm Developing Teacher Excellence Through
10:00 am10:45 am Developing NNESTs Professionalism Teacher Evaluation: Moving Beyond Ratings
Through Self-Empowerment 2:00 pm3:45 pm Practice Makes Perfect: Understanding
10:30 am11:15 am Building an NNES Community of Practice Effective Practice for Teachers
Through Shared Discursive Practices 3:00 pm3:45 pm Comparing Journaling Techniques That Enhance
11:30 am12:15 pm Myths and Misconceptions About In-Service Reflection and Development
the NNEST Movement 3:00 pm4:15 pm Globetrotting TESOLers Reflect Forward
5:00 pm5:45 pm Reflections of NNESTs: Linking in Exploration of the Worlds Cultures
Languages, Cultures, and Identities 3:00 pm4:45 pm Fostering Reflective Practitioners:
Effective Professional Development
FRIDAY in Multiple Teaching Contexts
12:30 pm1:45 pm iPad Video Composition: AStudy 4:00 pm4:45 pm Writing Groups and Collaborations:
of Editing Practices Strategies for Writing for Publication
CONTENT AREA INDEX
4:00 pm5:45 pm Developing Students Higher Order Thinking

Skills With Active Learning Activities
FRIDAY
9:30 am10:15 am Engaging Elementary ELLs
With Mobile Technology
9:30 am11:15 am Leading Language Educators:
Voices From TESOL Leadership
Mentoring Program Recipients

10:00 am10:45 am Migrant Summer School as Context 12:30 pm1:45 pm Computer-Assisted Pronunciation Trainings
for Teacher Development for ELLs Effect on ESP Students Suprasegmental Use
11:30 am12:15 pm Its Time for a Change in the Mentoring Process 1:00 pm1:45 pm Development and Evaluation of a Corpus-
1:00 pm1:45 pm Being and Becoming an ESP teacher: Informed Curriculum for International Nurses
An Ethnographic Study
1:00 pm1:45 pm Beyond the Comfort Zone: Energizing Faculty
Through Varied Professional Development
PROGRAM ADMINISTRATION
1:00 pm2:45 pm Invigorating Language-Teaching WEDNESDAY
Practice: Boosting Learning With 9:30 am11:15 am Breaking the Unwanted Stepchild
Brain-Compatible Activities Curse: Elevating the Image of ESL
3:00 pm3:45 pm Collaborative Professional Development: 11:30 am12:15 pm Building a Collaborative Team to
Practice-Oriented Reading Clubs Serve Schools With Fewer ELLs
3:00 pm3:45 pm Reflective Teaching and Teachers 11:30 am1:15 pm Research and Protecting ESL
Professional Development Students: Honoring Classrooms
and Adjudicating Requests
12:30 pm1:45 pm Accelerate ESL Classes: Access versus Success
PHONOLOGY/PRONUNCIATION
1:00 pm2:45 pm Career Pathways & WIOA for Adult
WEDNESDAY ELLs: Vision to Implementation
9:30 am10:15 am Prosodic Syllable Lengthening of 5:00 pm5:45 pm Reflecting on Effective Management
NNESTs and Their L2 Experiences of Language Program Personnel
9:30 am11:15 am Pronunciation Boot Camp: Teaching the THURSDAY
Musical Aspects of Pronunciation
10:00 am10:45 am Attendance Policies: Strategies for
11:30 am12:15 pm Case Study: a Flipped Blended Course
Developing Policies That Work
on Pronunciation Pedagogy
11:30 am12:15 pm Beyond Borders on Campus: Forming
11:30 am12:15 pm Anchoring English Rhythm in Reality
Alliances to Support International Students
12:30 pm1:45 pm Teaching Pronunciation to Highly
12:30 pm1:45 pm Google Add-Ons to Create Automated
Educated Language Learners
Systems for Small Programs
12:30 pm1:45 pm Beyond the Semester: Quantifying
5:00 pm5:45 pm Helping Traditional Teachers Adapt
ELLs Fluency Gains Longitudinally
to a Hybrid/Blended Program
THURSDAY
FRIDAY
10:30 am12:15 pm Phonological Awareness: What Your
11:30 am12:15 pm Principals Implementation of Mandates to
Brain Doesnt Want You to Know
Improve Educational Opportunities for ELLs
12:30 pm1:45 pm A Motivational, Online Guide for Developing
11:30 am12:15 pm Collaborative Initiative by Three Institutions:
Individual Pronunciation Improvement Plans
Preparing ELLs for Community College
12:30 pm1:45 pm L2 Intonation in Bengali ELLs
1:00 pm1:45 pm Reimagining Program Evaluation
12:30 pm1:45 pm Enhancing Pronunciation Instruction With Through Appreciative Inquiry:
Speech-Language Pathology Techniques Moving Beyond the Negative
1:00 pm1:45 pm Beyond Focused Pronunciation Practice: 1:00 pm2:45 pm Defining Student Learning Outcomes:
Goal-Oriented Conversation for ITAs Beyond the Borders of a Textbook
1:00 pm1:45 pm Pronunciation Hot Topics: A Global Perspective 3:00 pm3:45 pm ESL Students in Distress: Joining
2:00 pm2:45 pm Using Phonological Awareness Forces Across the University
to Teach Tricky Vowels
3:00 pm3:45 pm Auditory Priming, Task Repetition, and
L2 Pronunciation Development
CONTENT AREA INDEX
5:00 pm5:20 pm Teaching Tips: Using PRAAT in

Pronunciation Teaching
FRIDAY
9:30 am10:15 am The Effects of Oral Communication Instruction
on English Consonant Production
9:30 am10:15 am The Supra Tutor: Development and Evaluation
of Online Pronunciation Instruction
READING AND LITERACY REFUGEE CONCERNS
WEDNESDAY WEDNESDAY
9:30 am10:15 am Strategic-Reader Training for 11:30 am12:15 pm Trauma-Informed Care in Refugee
L2 Reading Success Resettlement: Barriers and Opportunities
12:30 pm1:45 pm Investigating Elementary ELs Funds of Around Implementation
Literate Identity Through Self-Portraits 5:00 pm5:45 pm Understanding Relationship to Place
1:00 pm1:45 pm Best Practices for Teaching Adult in a Laotian American Community
Literacy Language Learners THURSDAY
3:00 pm3:45 pm New Approaches to Reading
1:00 pm2:45 pm Classroom-Based Research Related
Instruction for PreK-K ELs
to Refugee Concerns and SIFE
3:00 pm3:45 pm Empowering Language Learners by Developing
5:00 pm5:45 pm Constellating Communities: Creative
and Recognizing 21st-Century Literacies
Collaborations Between Refugee
THURSDAY EALLs and Coeducational Partners
9:30 am10:15 am Grammar Strategies for Academic FRIDAY
Reading Comprehension
10:30 am11:15 am Social and Academic Considerations
10:00 am10:45 am Building Literacy on Oral Competency for Unaccompanied Minors
11:30 am12:15 pm Spunky Girls and Strong Women: A
Refugee Summer Book Club
11:30 am12:15 pm Contextual and Individual Learner Factors RESEARCH/RESEARCH METHODOLOGY
Contributing to Early Reading Success
WEDNESDAY
12:30 pm1:45 pm Contributing to Academic Student Success
10:30 am11:15 am A Focus on Collective Beliefs in Language
Though an Independent Reading Program
Teacher Cognition Research
12:30 pm1:45 pm Response to Intervention and ELLs
3:00 pm3:45 pm Beyond IEP Borders: Investigating the
3:00 pm3:45 pm Developing Critical Literacy and Cross- Language Demands of Undergraduate Courses
Cultural Awareness With Paired Reading
4:00 pm4:45 pm Extensive Reading: A Collaborative Approach THURSDAY
4:00 pm4:45 pm Digital vs. Print Reading: Teaching 12:30 pm1:45 pm Building an ELL Guided
Appropriate Skills for Both Modalities Research Teacher Toolkit
FRIDAY
9:30 am10:15 am Breaking Borders With the SECOND LANGUAGE ACQUISITION
Stories: Birth to Death
WEDNESDAY
11:30 am12:15 pm Teaching Reading Annotation: Beyond
Isolated Strategies to Automatic Skills 9:30 am10:15 am Becoming Visible: Adult Immigrant
English Learner Identity and Agency
11:30 am12:15 pm Improving L2 Reading
Comprehension With Facebook 9:30 am10:15 am Top-Down and Bottom-Up Listening
Strategies Interacting Together
12:30 pm1:45 pm Stopping Summer Slide for Elementary ELLs
9:30 am10:15 am Connecting Language Acquisition and
12:30 pm1:45 pm Inner City Elementary ELLs Unconventional Academic Achievement: The Latest From WIDA
Out-of-School Literacy Practices
10:00 am10:45 am Curricular Expectations for English:
2:00 pm2:45 pm Blasting the Concrete Boundary of Across Stages and Borders
Metaphor as a Literary Tool
2:00 pm2:45 pm Beyond the Traditional Reading Test: THURSDAY
Summaries as Comprehension Assessments 12:30 pm1:45 pm Innovations and Coteaching in
CONTENT AREA INDEX
5:00 pm5:45 pm Synergistic Literacy Project: Teaching Nepalese EFL Classrooms

Writing With Emergent Readers 5:00 pm5:45 pm Is L1 Transfer of Definiteness Really Happening?
FRIDAY
9:30 am11:15 am New Tricks for an Old Goal: Techniques
for Developing Automaticity
12:30 pm1:45 pm Identities at Play in the English
Language Classroom

10:30 am11:15 am Preparing Students for University-
SECOND LANGUAGE WRITING/COMPOSITION Level Disciplinary Writing: Teacher
and Student Perspectives
WEDNESDAY
10:30 am11:15 am Writing Across Borders: Collaboration
9:30 am10:15 am Proofreading Games for Accuracy in the Cross-Cultural Classroom
and Fluency in TESOL Writing 11:30 am12:15 pm A Rhetorical Approach to Teaching
9:30 am10:15 am Using Blogging to Develop Writing Quoting and Paraphrasing
Skills and Bridge Cultures 11:30 am1:15 pm Beyond Borders: Writing as Translingual
9:30 am11:15 am Teaching Writing to Adult Learners: Practice Across L1/L2 Writing Contexts
Lessons From the Field 12:30 pm1:45 pm Write a Holiday Newsletter With
10:30 am11:15 am Beyond Brainstorming: Using Concept All That Grammar Glitters
Maps in Academic Writing 12:30 pm1:45 pm Chinese Undergraduate English
11:30 am11:50 am Using Critical Incidents in Writing Class Academic Writers: Negotiating
10:30 am12:15 pm Building Partnerships to Support High Writing Identity Across Borders
School-College Writing Transitions 12:30 pm1:45 pm Implementing Design-Based Principles
11:30 am1:15 pm Working With Faculty Across the Curriculum Using Model Texts in Academic Genres
to Develop Writing Pedagogy 2:00 pm2:45 pm Scaffolding and Response to Scaffolding
12:30 pm1:45 pm The Writing Process in L2 Composition: in Group Writing Conferences
A Website for Instruction 2:00 pm2:45 pm How Teaching Information Literacy
12:30 pm1:45 pm Interactive Writing: An Effective Supports the Teaching of ESL Writing
Way to Engage Students 2:00 pm2:45 pm Rethinking Written Feedback:
12:30 pm1:45 pm Making Writing Fun and Creative for Children Theory and Practice
1:00 pm1:45 pm Thinking Outside the Paragraph 3:00 pm3:45 pm A Model for Implementing Multimodal
1:00 pm1:45 pm Beyond the Page: Engaging Students Projects in L2 Writing Classrooms
With Audio Feedback on Writing 3:00 pm4:45 pm Effective Student Conferencing
1:00 pm1:45 pm Video Killed the ESL Teacher: Is Beyond Age, Gender, and Culture
Screencasting Feedback Worth It? 3:00 pm4:45 pm Reflecting on Genre: Incorporating
2:00 pm2:45 pm Error Correction in ESL Writing Using Genre in the Teaching of Writing
the Learners Own Corpora 4:00 pm4:45 pm The Formula Essay: A Baseline
2:00 pm2:45 pm Scholarship on L2 Writing in Approach That Works
2015: The Year in Review 4:00 pm4:45 pm Exploring the Interplay of
2:00 pm2:45 pm Chinese EFL Students Beliefs and Their Languages in L3 Writing
Engagement With Error Correction 4:00 pm5:45 pm Going Further With Academic Writing
2:00 pm2:45 pm Academic Writing Skills of Graduate Skills: A Focus on Paraphrasing
International Students FRIDAY
3:00 pm3:45 pm Exploring the Development of Writing
9:30 am10:15 am L1 Use in L2 Writing: Perceptions
Through the ELT Masters Thesis
of Teachers and Students
3:00 pm3:45 pm Gaining Consistency in Grading
9:30 am11:15 am Supporting Multilingual Writers Through
ESL Writing via E-Norming
Faculty Development: Three Contexts
3:00 pm4:45 pm Digital Literacies and Multimodality
9:30 am11:15 am Returning Students Voices While
Second Language Writing
Relieving Teacher Stress
4:00 pm4:45 pm ESL Teachers Writing Conference Beliefs
10:30 am11:15 am Personal Narratives: Validating Identity
and Practices: Under Examination
and Experiences in ESL Students Lives
5:00 pm5:20 pm Beyond Paragraph and Sentence
10:30 am11:15 am Crossing Borders: Transitioning Students
Borders: Transitioning With
From Adult ESL to English Composition
CONTENT AREA INDEX
Appropriate Linking Adverbials

10:30 am12:15 pm Developing Rubrics for EAP Writing:
THURSDAY Research- and Practice-Based Construction
9:30 am10:15 am Tearing Down the Secondary-Postsecondary 11:30 am12:15 pm Effectiveness of Error Coding in Promoting
Border for Transitioning Multilingual Writers L2 Writers Linguistic Accuracy
9:30 am10:15 am Enhancing College Composition for 12:30 pm1:45 pm Effective Essay Writing Strategies
ELLs and Assessing Its Outcomes for Low Intermediate Students
12:30 pm1:45 pm L2 Writers and Interpersonal Discourse
With an Author-Informed Text
1:00 pm1:45 pm Going Beyond Monolingual Borders to 1:00 pm2:15 pm What Counts as Diversity in TESOL? An
Equitably Assess Bilingual Writing Organizational/Pedagogical Dialogue
1:00 pm1:45 pm Facilitating Language Use Awareness to 3:00 pm4:15 pm Interfaith Palestinian Educators and Friends
Optimize the L2 Writing Experience for Justice, Peace, and Reconciliation
2:00 pm2:45 pm Helping Nonnative-English-Speaking Scholars 3:00 pm4:45 pm The Evolution and Future of Diversity in TESOL
Publish Their Research Internationally
FRIDAY
2:00 pm2:45 pm Good Choice, Bad Choice: From
Administrator to Doctoral Student 9:30 am10:45 am Past, Present, and Future Empowerment:
The Process of Evolving
2:00 pm2:45 pm Beyond Research Papers: Conveying
Academic Knowledge in a Digital World 9:30 am11:15 am Immigrant Narratives for Informing and
Transforming Language Teaching and Learning
2:00 pm2:45 pm Beyond Borders: Opportunities and Challenges
of Transplanting First-Year Writing 10:30 am11:45 am Learning English Through
Environmental Education
3:00 pm3:45 pm For a Smoother Transition From
IEP to First-Year Composition 12:30 pm1:45 pm Fostering Global Understanding
and Social Responsibility Beyond
3:00 pm3:45 pm ESL Teachers Electronic Feedback
Borders, Between Cultures
Practices Across Writing Tasks
1:00 pm1:45 pm Representation Issues in Classroom Materials
3:00 pm3:45 pm Beyond Borders: Writing and Rhetorical
Needs of Chinese-Speaking Students 2:00 pm2:45 pm Beyond Ethnicity: Minority Students
Identities Constructed in EFL in China
4:00 pm4:45 pm Im So Excited About My
Own Space of English 2:00 pm2:45 pm Ferguson Crisis and White Teachers
Teaching ESL in the USA
5:00 pm5:20 pm Beyond the Page Border: Using Movie
Trailers for Writing Instruction 2:00 pm2:45 pm Beyond the Curriculum: Teaching
Social Justice in the ESL Classroom
5:00 pm5:45 pm Bridging Students Writing Skills and
the Demands of Academic Writing 3:00 pm3:45 pm Critical Stance: Empowering Students
to Actively Address Social Inequities
5:00 pm5:45 pm Internationalization and Faculty Development
for the Multilingual Writing Classroom 3:00 pm3:45 pm International Service Learning: Experiences
of U.S. In-service EFL Teachers
5:00 pm5:45 pm Us/Them, Here/There: Pronouns of Othering
SOCIAL RESPONSIBILITY/SOCIOPOLITICAL CONCERNS and Marginalization in ESL Textbooks
5:00 pm5:45 pm Representations of International Undergraduate
WEDNESDAY
Students in Discourses of Internationalization
9:30 am11:15 am Interview Poems: Bridging Peace and
Intercultural Communication
11:30 am12:15 pm Reflecting Forward: A Path Appears SOCIOLINGUISTICS
12:30 pm1:45 pm Building Bridges to Global Citizenry THURSDAY
12:30 pm1:45 pm Teaching English and Nonviolence
2:00 pm2:45 pm Beyond Language: Integrating Multimodal
Through KairosPalestine
Literacies Into Teacher Education
THURSDAY
9:30 am10:15 am Reaching Beyond Borders
Through a Class NGO Fair
STANDARDS, COMMON CORE STATE STANDARDS
9:30 am10:15 am People at Risk: Mobility Beyond Borders WEDNESDAY
10:30 am11:15 am Conflict Zones and Two Teacher Trainers 11:30 am12:15 pm Just Right Picture Books for Science
10:30 am11:45 am Integrating LGBTQ Topics Within Lessons and Science Experiments
the ESL Classroom
FRIDAY
11:30 am12:15 pm Asian-American ELLs and the Impact
CONTENT AREA INDEX
1:00 pm1:45 pm ELLs and the Common Core State Standards

of the Model Minority Myth
3:00 pm3:45 pm Success for Native American Bilingual
12:30 pm1:45 pm TESOL in Underprivileged Ethnic
Learners Through Standards
Communities: Essential Social and
Pedagogical Responsibilities 5:00 pm5:45 pm Meeting College and Career Readiness
Anchor Standards for Writing
1:00 pm1:45 pm Intersectionality in the Language
Learning Classroom

THURSDAY
TASK-BASED, PROJECT-BASED INSTRUCTION 9:30 am10:15 am Equity and Enrichment in the TESOL Practicum
WEDNESDAY 9:30 am10:15 am Helping ALL (Academic Language Learners)
12:30 pm1:45 pm The Use of Picture Prompts in EFL 10:30 am11:15 am Teacher Development Through Outreach
Learners Oral Production Programs: Volunteering in Pakistan
10:30 am11:15 am Breaking Down Borders in Professional
THURSDAY Development: A Model for Expansion
11:30 am12:15 pm How Vietnamese Teacher Educators 11:30 am12:15 pm The edTPA and Its Implications for TESOL
Make Sense of Task-Based Instruction 11:30 am12:15 pm Using Formative Assessments to Guide
12:30 pm1:45 pm Beyond the Obvious: These Provocative Instruction for Emergent Bilinguals
Questions Deliver Compelling Research Writing 1:00 pm1:45 pm Beyond Physical Borders in Teacher
FRIDAY Education: Nontraditional Classrooms,
Nontraditional Students
11:30 am12:15 pm Expanding Cultural Borders Through StoryCorps
Interviews and Digital Storytelling Projects 1:00 pm1:45 pm Sociocultural Theory and Effective
Pedagogy for ELLs
11:30 am12:15 pm Beyond Exams: Project-Based Instruction
in a Secondary Context in China 1:00 pm1:45 pm Corrective Feedback: Beyond Teacher
and Language Learner Expectations
2:00 pm2:45 pm Teacher Change Beyond Borders:
TEACHER EDUCATION Regional Impact of Experiential
Professional Development
WEDNESDAY
2:00 pm2:45 pm Theatre as a Tool for Developing
9:30 am10:15 am When Scammers Target Your Students: Empathy and Language Learning
Tips and Tools for Teachers 2:00 pm2:45 pm Teacher Learning and Professional Growth
9:30 am11:15 am Understanding EFL Professional Development Through a Curriculum Development Course
From Three National Perspectives 4:00 pm4:45 pm Intercultural Development and Synergy
10:30 am11:15 am Addressing ESL Teacher Candidates in EFL/ESL Teacher Training
Professional Dispositions: A 4:00 pm4:45 pm Intercultural and Digital Competence
Critical Incident Analysis Development Through an
11:30 am12:15 pm English Language Teacher Education Online Global Classroom
in Libya: A Case Study 4:00 pm4:45 pm Empowering EFL Teachers: Faculty
11:30 am12:15 pm Voices From the Field: Enacting Development Using a Hybrid Training Program
Core Practices in TESOL 5:00 pm5:20 pm A Multilingual Team-Teaching
11:30 am12:15 pm Enhancing ESL Writing Teachers Feedback Approach to the TESOL Practicum
Practices Through Reflective Practice 4:00 pm5:45 pm ESL Teachers Imagined, Local, and Virtual
12:30 pm1:45 pm Beyond the Traditional Thesis: Communities in Teacher Education
Capstone Projects With a Purpose 5:00 pm5:45 pm Cracking the Glass Ceiling: Outside
1:00 pm1:45 pm Using Longitudinal Research to Inform Mentors With Inside Teachers
Preservice Program Design 5:00 pm5:45 pm Intercultural Studies and Teacher
2:00 pm2:45 pm Reflective Practice in Action: Secondary Education: How Far Have We Come?
Teachers Developing Their Identities
2:00 pm2:45 pm Learning to Teach Beyond National Borders FRIDAY
2:00 pm3:45 pm Taking Preservice Teachers in Underdeveloped 9:30 am10:15 am Words Without Borders: Broadening
Areas Beyond the Classroom Our Vision of Academic Language
3:00 pm3:45 pm Balancing the Benefits of University- 9:30 am10:15 am Developing Autonomous Learners in Japan: A
Community TESOL Partnerships: Win-Win Collaborative Professional Workshop Approach
CONTENT AREA INDEX
3:00 pm3:45 pm Adding a Short-Term TESOL 9:30 am10:15 am The Artsy Side of Teaching
Certificate to Your IEP 10:00 am10:45 am We Have a Constantly Revolving
4:00 pm4:45 pm LGBT Topics in the Adult ESL Door! Challenges of ELL Teachers
Classroom: A Case Study 9:30 am11:15 am Pre-Service Teachers Perceptions of
5:00 pm5:45 pm Negotiating Identities and Imagining Their Preparation for Teaching ELLs
Communities in an MA-TESOL Program 9:30 am11:15 am Language, Race, and Teaching at
5:00 pm5:45 pm Beyond Traditional Classroom Borders: Predominantly White Institutions
Diversifying Practica for Online Environments 9:30 am11:15 am Critical Considerations in Advancing
TESOL Teacher Education
10:30 am11:15 am Collaborating Beyond Borders: ELL THURSDAY
College Professors and P12 Educators 9:30 am11:15 am Making Content Accessible for ELLs Through
10:30 am11:15 am Novice Teacher Growth: The an Immersion Simulation Experience
Potential of Core Practices 10:30 am11:15 am A Critical Race Pedagogy to Promote
11:30 am12:15 pm Developing Reflective Practitioners International ESL Student Agency
Through Action Research in TESOL 10:30 am12:15 pm Integrating Critical and Creative
11:30 am12:15 pm Reexamining Online Teacher Training Practices: Thinking in EFL Classes Worldwide
Towards Effective Mentorship and Evaluation 11:30 am12:15 pm Translating Postmethod Pedagogy Into
1:00 pm1:45 pm If Carmen Can Analyze Shakespeare, Student and Teacher Empowerment
Everyone Can: Identity and Power 11:30 am12:15 pm Breaking Barriers: Oral Literacy
1:00 pm2:45 pm Grammar Toolkit: Instructing Complex Strategies for ELLs
Syntax in Authentic Academic Texts 12:30 pm1:45 pm Think Alouds to Promote More
2:00 pm2:45 pm Beyond Physical Borders: TESOL Practicum Students Speaking Time
Students and Online Teaching 1:00 pm2:45 pm Learning Two Languages Through
2:00 pm2:45 pm TEFL Student Practices With Reflection: Content: A Model to Build Biliteracy
A Constructive-Developmental Study 1:00 pm2:45 pm Beyond Digital Borders With Bricks,
2:00 pm2:45 pm Teachers as Materials Writers Clicks, and Teacher Tricks
2:00 pm2:45 pm Digital Storytelling and Culturally Responsive 5:00 pm5:20 pm Pinterest: A Resource for Learning
Pedagogy in Preservice Teacher Training About Teaching Techniques
2:00 pm3:45 pm Preparing Future Colleagues in 5:00 pm5:45 pm Something Old, Something New: A
Program Administration Novel Approach to Preparing ELTs
3:00 pm3:45 pm The EF/SL Preservice Teachers Reality
FRIDAY
Beyond the Curriculum Border
11:30 am11:50 am Digital Tools and Techniques for
4:00 pm4:45 pm Traversing Borders: Building Bridges
Modifying Text Language
to Disciplinary Literacy Practices
11:30 am12:15 pm Gamifying Your ClassNo Technology Needed!
4:00 pm4:45 pm Knowledge About Language, Impact,
and the ESOL-Practicum 12:30 pm1:45 pm Accessing Vocabulary in the
Common Core State Standards
4:00 pm4:45 pm Self-Assessment Resource for ESL
Teacher Licensing in the Middle East 2:00 pm2:20 pm Beyond the Textbook: Movement
Activities for Production and Review
4:00 pm5:45 pm Going Beyond Borders: Using Online
Tools in Teacher Education Programs 1:00 pm2:45 pm Turning the Tables on Traditional Education
2:00 pm2:45 pm Beyond Borders: Bringing Students
Voices Into Error Correction Practices
TEACHING METHODOLOGY AND STRATEGY 4:00 pm4:45 pm Games to Inject Motivation and
Enthusiasm Into the Classroom
WEDNESDAY
4:00 pm4:45 pm Cultivating Empowerment: Negotiating
9:30 am11:15 am Reflecting Forward: A Workshop on
Feedback and Questionnaires
Responding to Plagiarism Nonpunitively
in EFL/ESP Classrooms
9:30 am11:15 am Integrating Skills in the Language Classroom
4:00 pm5:45 pm Five High-Tech Apps for Low-Tech Instructors
10:30 am11:15 am Beyond Levels: Strategies for Managing
5:00 pm5:45 pm Adopting a Flipped Class Model for ITAs
Multilevel ESL Classrooms
5:00 pm5:45 pm Beyond the Usual: Innovative Grammar and
11:30 am11:50 am Developing Critical Thinking: Teaching
Writing Instruction Through Socrative
Students to Ask Their Own Questions
11:30 am12:15 pm Beyond Grammar: Promoting Pragmatic
Competence in Grammar Instruction VOCABULARY, LEXICON
11:30 am12:15 pm Beyond the Text: Connecting Authentic
CONTENT AREA INDEX
Texts to Real-world Tasks WEDNESDAY

1:00 pm2:45 pm Instructor-Guided Peer Review: Maximizing 1:00 pm1:45 pm Exposure Frequency and Audiovisual
Benefits and Moving Beyond Writing Effects on Incidental Word Learning
2:00 pm2:45 pm Power-Packing Instruction for Long- 3:00 pm3:45 pm Longitudinal Learner Corpus: Trends and
Term ELLs: A Teachers Toolbox Uniqueness in Multiword Sequence Use
5:00 pm5:20 pm Increasing Students Engagement by 4:00 pm4:45 pm Engaging Students in Academic Discourse
Combining Comics and Student-Made Video Through the Academic Formulas List

THURSDAY 9:30 am10:15 am World Link, Third Edition Builds
9:30 am10:15 am Enhancing ELLs Repertoire of Academic Fluency for the 21st Century
Formulaic Sequences Through Corpora 9:30 am11:15 am Age Factor in SLA: Current
10:30 am11:15 am A 5-Step Method for Bridging the Research and Implications
Gap to Academic Vocabulary 9:30 am11:15 am Creating, Adapting, and Using
11:30 am12:15 pm Self-Study Vocabulary Activities Designed Content for Mobile Apps
to Increase Retention and Active Usage 9:30 am11:15 am Postsecondary Writing: Reflecting
11:30 am12:15 pm Scaffolding Academic Vocabulary for Future Writing Expectations
Adolescent Newcomer and Long-Term ELLs 9:30 am11:15 am Unaccompanied Minors from Central
1:00 pm1:45 pm 50 Years of TESOL Materials for America: Adapting to Meet Their Needs
Teaching and Learning Vocabulary 10:00 am10:45 am The TESOL P12 Professional
Teaching Standards
FRIDAY
10:00 am11:45 am Teachers Engagement With Research in
11:30 am12:15 pm An Ecological-Sociocultural Approach to Practice, Advocacy, and Professional Growth
Acquiring ESP English Academic Vocabulary 10:30 am11:15 am Choose Your OwnStyle Adventures
12:30 pm1:45 pm Grab, Adapt, Share: Links That in the ELT Classroom
Cross Over and Connect Us 10:30 am11:15 am Common Mistakes at ELT Exams
3:00 pm3:20 pm Electronic Word Cards for Teachers and Students Should Avoid
Vocabulary Development 10:30 am11:15 am Hands-On Comprehension
5:00 pm5:20 pm An Inside-Out Approach to Strategies for All Students
Academic Vocabulary Teaching 10:30 am11:15 am Hopes and Dreams: Stories Based
on the Immigrant Experience
WORLD ENGLISHES 10:30 am11:15 am Making Customized ELT Games and
Videos With Speak Agent
WEDNESDAY 10:30 am11:15 am Teach Internationally With the English
9:30 am11:15 am Beyond Inner Circle Borders: Diversifying Language Fellow Program
ESOL Materials Through World Englishes 11:30 am12:15 pm Becoming a Leader in TESOL
3:00 pm3:45 pm Giving Voice to ESL Students Through International Association
Teaching Language Variation 11:30 am12:15 pm Comics to the Rescue: Motivating
Students and Promoting Literacy
THURSDAY
11:30 am12:15 pm English Along the Fracture Lines: Responding to
9:30 am10:15 am Training Teachers for World English Challenges in Todays Geopolitical Landscape
10:00 am10:45 am World Englishes Influence on 11:30 am12:15 pm Every Picture Tell Their Story!
Teaching English in Europe
11:30 am12:15 pm How to Be a Critical Consumer
FRIDAY of ESL/EFL Materials
12:30 pm1:45 pm Listening Without Borders: Training 11:30 am12:15 pm Implementing the Short-term TEFL/TESL
Ears to Hear World Englishes Certificate Standards in Online Programs
11:30 am12:15 pm Practical WritingWriting for Life
11:30 am12:15 pm Rising to the Challenge: Effective
NO CONTENT AREA ESL Reading Instruction in K6
TUESDAY 11:30 am12:15 pm Teaching Culture as a Complex Dynamic System
1:00 pm5:00 pm Research Mentoring Workshop 11:30 am12:15 pm Theyre Doing It Wrong: Note-Taking
5:30 pm7:00 pm Revolutionizing Education: Building in English for Academic Purposes
Peace in a Divided World 1:00 pm1:45 pm Inspire Your Students With TED Talks!
1:00 pm1:45 pm Learn Language and Content With
CONTENT AREA INDEX
WEDNESDAY Concept Maps, Games, and More!

9:30 am10:15 am Encouraging Mindfulness 1:00 pm1:45 pm Preparing ELLs for College and Career Success
Through Active Learning
1:00 pm1:45 pm So Thats How You Score TOEFL
9:30 am10:15 am Granular Insight Into Learner Assessment, iBT Speaking Items
Progress, and Performance
1:00 pm1:45 pm The CCSS in Mathematics for ELLs: High School
9:30 am10:15 am Learn Beyond, Teach Beyond, Go Beyond
1:00 pm1:45 pm Truth and Lies: Authenticity and Artifice
9:30 am10:15 am Teaching English Grammar to in the Coursebook Experience
Speakers of Other Languages
1:00 pm2:45 pm Comprehensibility Requires a Listener: Applying 5:00 pm5:45 pm Theres a Smarter Way to Test
Critical Pronunciation Research and Pedagogy Language Skills for Placement
2:00 pm2:45 pm ACTFL TestingProficiency, 5:00 pm5:45 pm Use It or Lose It: Performance
PerformanceK12 and Higher Education in Language Learning
2:00 pm2:45 pm CAL Research-Based Resources THURSDAY
for Pre-K12 Educators
9:30 am10:15 am Consumer.gov: Free Bilingual, Financial
2:00 pm2:45 pm Education Connections: Online Teacher
Literacy Curricula for Adult Learners
Collaboration Around the Common Core
9:30 am10:15 am Developing Teachers Use of
2:00 pm2:45 pm How Can Technology Assist
English in the Classroom
With Your ESL Program
9:30 am10:15 am Evolution of Grammar Teaching:
2:00 pm2:45 pm Online Software for Listening
The Past, Present, and Future
and Comprehension
9:30 am10:15 am High-Tech Learning Activities in Low-
2:00 pm2:45 pm Pronunciation in the Classroom:
Bandwidth Parts of the World
The Overlooked Essential
9:30 am10:15 am Spiraling Language Into Writing
2:00 pm2:45 pm The CCSS in Content-Area Literacy
at the Lowest Levels
for ELLs: Grades 6-12
10:00 am10:45 am Strategies for Writing Successful TESOL
2:00 pm4:00 pm How to Get Published in TESOL and
International Convention Session Proposals
Applied Linguistics Journals
9:30 am11:15 am Effectiveness of Pronunciation
3:00 pm3:45 pm Effectiveness of Audio Feedback for
Instruction: Models That Work
EFL Students in Online Courses
9:30 am11:15 am Elementary Education for ELs: Reflecting
3:00 pm3:45 pm English Medium Instruction
on Critical Opportunities for Change
3:00 pm3:45 pm Finding Your Place in TESOLs Next 50 Years
9:30 am11:15 am Innovating Language Learning Through
3:00 pm3:45 pm From Testing to Assessment: Connecting Technology for Environmental Responsibility
Language Teaching, Learning, and Assessment
9:30 am11:15 am Reflecting Forward: The Next 50
3:00 pm3:45 pm Gamify (Turn Activities Into years of TESOL Research
Games) Your Class: It Works!
9:30 am11:15 am Using Self-Study to Advance Research
3:00 pm3:45 pm IATEFL: Introduction and Networking in TESOL Teacher Education
3:00 pm3:45 pm Mentoring: An Essential Leadership 10:30 am11:15 am BEST Plus 2.0 Update From CAL
Development Skill
10:30 am11:15 am Comprehensible Input for Optimal
3:00 pm3:45 pm Mobile App: Listening, Speaking, Reading, Acquisition and Fluency
Writing at an ELLs Fingertips
10:30 am11:15 am Pardon the Correction: Meeting Students
3:00 pm3:45 pm Race and Empire in TESOL Needs and Expectations With Confidence
3:00 pm3:45 pm Rethinking Classroom Management for 10:30 am11:15 am Teaching to Learn: Focus on
Both Novice and Seasoned Teachers Teacher Inquiry Stance
3:00 pm3:45 pm Social Justice in English Language Teaching 10:30 am11:15 am Testing Four Skills for English Placement
3:00 pm3:45 pm Teaching Collocations and Language 11:00 am11:45 am Tips for Developing and Delivering Successful
Patterns in Academic Writing TESOL International Convention Presentations
3:00 pm3:45 pm Teaching English to Young Learners 11:15 am12:45 pm TESOL Affiliates Role in Intercultural
With International Childrens Songs Competence Development
3:00 pm4:45 pm Defining, Exploring, and Measuring 11:30 am12:15 pm 50 Ways to Be a Better Teacher
Cultural and Linguistic Competence
11:30 am12:15 pm Beyond Borders: The TESOL Encyclopedia
3:00 pm4:45 pm Ethics in Transnational Research: of English Language Teaching
11:30 am12:15 pm Boosting ELLs From Great Essays
3:00 pm4:45 pm Teaching ESL Grammar: What to Research Papers
Every Teacher Needs to Know
CONTENT AREA INDEX
11:30 am12:15 pm CASAS: Assess Learn Achieve

4:00 pm4:45 pm Engaging and Developing 21st-Century
Global Citizens With Time Zones 11:30 am12:15 pm Every Picture Tells Their Story!
5:00 pm5:45 pm English in the World and MA TESOL in New York 11:30 am12:15 pm Gamification Uncertain
Rewards and Dopamine
5:00 pm5:45 pm Garnering the Power of Technology
for Coteaching and Collaboration 11:30 am12:15 pm Guerrilla Pronunciation Teaching
5:00 pm5:45 pm Immigration 101 11:30 am12:15 pm Practice Makes Perfect: Supporting
Active Learning With EnglishApp.com
5:00 pm5:45 pm Learning in FOCUS: Motivation, Memory,
Meaning in a Blended Classroom. 11:30 am12:15 pm Understanding and Supporting ESL
Readers and Writers in Higher Education

11:30 am12:15 pm WeSpeke: A Free Online Network 3:00 pm3:45 pm Emotional and Social Intelligence Effects
to Build English Skills on Classroom Motivation and Behavior
11:30 am1:45 pm Beyond Research Borders: TESOL 3:00 pm3:45 pm Fast Facts About IEPs: A Snapshot
Quarterly and TESOL Journal of EnglishUSA Members
1:00 pm1:45 pm Academic Writing: The Grammar 3:00 pm3:45 pm Fostering Autonomy Through
You Need Cards 1 and 2 Contact Assignments
1:00 pm1:45 pm Eyes on the Prize: Integrating High 3:00 pm3:45 pm Graduate ESL Students: Understanding/
Standards in Lower Levels Addressing Their Communicative
1:00 pm1:45 pm Goal-Based Learning Accelerates the Impossible Needs and Experiences
1:00 pm1:45 pm Literacy Instruction for the Very Lowest Level 3:00 pm3:45 pm Leading and Managing Change
and Innovation in TESOL
1:00 pm1:45 pm News for You: Techniques to Encourage
Learning Using Current Events 3:00 pm3:45 pm Methods of Teaching English Through Drama
1:00 pm1:45 pm Students First, Always: Activating Learner- 3:00 pm3:45 pm Online Language Teacher Education
Centered Instruction Through Online Learning 3:00 pm3:45 pm Preparing Mainstream Teachers
1:00 pm2:45 pm 25 years of K12 TESOL: Theory, Methods, to Work With ELLs
Assessment, Professional Preparation 3:00 pm3:45 pm Standards-Based English to Achieve
1:00 pm2:45 pm Challenges and Opportunities: Visions of Success in Life, College, Career
TESOL Publications Beyond the Borders 3:00 pm3:45 pm Supporting Educators of ELLs
1:00 pm2:45 pm Developing and Maintaining Standards Through Strong Leadership
in High-Pressure IEP Environments 3:00 pm3:45 pm TESOL Entrepreneurials: Exploring
1:00 pm2:45 pm Using Mobile Technology to Business Avenues for Entrepreneurial
Enhance EFL Classrooms Opportunities in TESOL
2:00 pm2:45 pm A Complete TOEFL Curriculum for Your Program 3:00 pm3:45 pm The Impact of Unspoken Rules in
IEP Management and Survival
2:00 pm2:45 pm Building Cultural Intelligence in
the Language Classroom 3:00 pm4:45 pm Strategies for Developing and Delivering
Training Materials for ITAs
2:00 pm2:45 pm ESLLibrary.com: 1,000 Ready-Made Lessons
and 2,000 Printable Flashcards Online 4:00 pm4:45 pm A Closer Look at Close Reading
2:00 pm2:45 pm Get This Write: Building Confidence and 4:00 pm4:45 pm Meeting Current Trends in an
Competence Through Sentence-Writing Practice MA TESOL Program
2:00 pm2:45 pm Hiring Monterey Institute Graduates: Valued 4:00 pm4:45 pm Mobile Assisted Language Learning
Additions to Your Educational Organization 4:00 pm4:45 pm Teaching Study Skills
2:00 pm2:45 pm Out and About: Teacherless 4:00 pm4:45 pm You First: What Students Bring to
Activities for Beginners the Coursebook Experience
2:00 pm2:45 pm Planning for Language Instruction 5:00 pm5:45 pm Shoebox English and Other
With Common Core Standards Ways to Avoid a Textbook
2:00 pm2:45 pm Teach Abroad With the English 5:00 pm5:45 pm Benchmarking English Language Policy,
Language Fellow Program Abilities, and Motivations Across Latin America
2:00 pm2:45 pm The Future of TESOL Interest Sections 5:00 pm5:45 pm Motivating Students to Learn Grammar
2:00 pm3:45 pm Addressing Multiliteracies and in the Context of Narrative
Multimodalities for Learners of English: 5:00 pm5:45 pm Side by Side PLUS: New Career,
NABE/TESOL Connections Academic, and Tech Innovations
2:00 pm3:45 pm I Want to Write a Book! Getting FRIDAY
Published With TESOL
9:30 am10:15 am Applying the Latest Research
3:00 pm3:45 pm SEEDFOLKS Novel, With Companion Work
to Pronunciation Class
Text and Complete Listening/Speaking Course
CONTENT AREA INDEX
9:30 am10:15 am Beyond Standards: What Success Stories

3:00 pm3:45 pm Academic Writing With Elements of
Reveal About Teacher Learning
Success: Grammar for Language Learning
9:30 am10:15 am Every Picture Tells Their Story!
3:00 pm3:45 pm Add Buzz to Your Classroom: Spelling
Bees and Project-Based Learning 9:30 am10:15 am Explore the World, Explore the Mind
3:00 pm3:45 pm Advocacy for Immigrant Families and 9:30 am10:15 am Fundamentals of Sheltered Instruction:
Their K12 Children in the USA New Online Course From CAL
3:00 pm3:45 pm Being Specific 9:30 am10:15 am Making Smartphones and Tablets Work
Toward, Not Against, Classroom Efficacy
9:30 am10:15 am Sharing Responsibility, Engaging Families, and 1:00 pm1:45 pm Hands-On Comprehension
Advocating for English/Dual Language Learners Strategies for All Students
9:30 am11:15 am Additive Bilingualism in English- 1:00 pm1:45 pm Innovative Approaches to the Delivery
Only and Bilingual Settings of an Applied Linguistics-TESOL MA
9:30 am11:15 am Beyond Coursebooks: Designing and 1:00 pm1:45 pm Language Teaching in a BYOD Environment
Using Video and Digital Materials 1:00 pm1:45 pm National External Diploma Program (NEDP);
9:30 am11:15 am Solutions for TESOL Programs Lack A High School Diploma Alternative
of Administrative Preparation 1:00 pm1:45 pm Seeing Results With Effective
10:00 am10:45 am Cat Got Your Tongue? Inspiring Teachers Blended Learning Solutions
While Demistifying English Idioms 1:00 pm1:45 pm Vocabulary: The Fastest Way to Go
10:30 am11:15 am Ask and Task: Questions and Task Further in Foreign Language
Activities for Communication Practice 1:00 pm2:45 pm Getting on the Same Page:
10:30 am11:15 am Blending Families Into the Learning Process Aligning Writing Standards
10:30 am11:15 am Communicating on Campus: Introducing 1:00 pm2:45 pm One-Size-Fits One: Incorporating
English for Academic Purposes Technology Into ESP Courses
10:30 am11:15 am Flipping the Classroom to Teach 1:00 pm2:45 pm Teaching Writing to Adult Low Literacy
English for Academic Purposes Students: Research to Practice
10:30 am11:15 am Games and Interactions for Pronunciation, 1:00 pm2:45 pm Transcending Borders: Teacher
Listening, Speaking, and Vocabulary Education Practices to Empower
10:30 am11:15 am Gamification Uncertain Bilingual Elementary Learners
Rewards and Dopamine 2:00 pm2:45 pm Content and EFL Teachers Collaboration in CLIL
10:30 am11:15 am Grow Your Business by Becoming 2:00 pm2:45 pm Every Picture Tells Their Story!
a CELTA Centre 2:00 pm2:45 pm Grammar Explorer: Preparing
10:30 am11:15 am Help ELLs Practice for a Successful Assessment Students for Real Language Use
10:30 am11:15 am Love, Death, and Revenge in the 2:00 pm2:45 pm Teaching English as a Foreign Language
English Language Classroom 3:00 pm3:45 pm Beyond Native/Nonnative Borders: Exploring
10:30 am11:15 am Why Assess in Spanish: A Case Translingualism in Teacher Identity
for L1 Literacy Assessment 3:00 pm3:45 pm Cognitive Approaches to
10:00 am11:45 am Language Teacher Identity and Encoding a New Language
Agency: Insights From Research 3:00 pm3:45 pm Creating TESOL: Five Fantastic Founders
10:00 am11:45 am The Art of the Possible: How Issues 50 Years of Forward Reflection
Shaped TESOL Presidencies 3:00 pm3:45 pm Exploring What Works in ELT
11:00 am11:45 am Wordless Books to Work on Words and More! Professional Development
11:30 am12:15 pm Bottom-Up Reading Strategies for an 3:00 pm3:45 pm Exploring Your Assessment Literacy by
Interactive Reading Approach Critically Evaluating an Assessment Task
11:30 am12:15 pm Creating Classroom Activities 3:00 pm3:45 pm How Lessons Learned From the MOOC
From Free TOEFL Resources Can Inform Classroom Teaching
11:30 am12:15 pm How Students Get Language 3:00 pm3:45 pm Reading Development for Students
From a Course Book With Interrupted Education
11:30 am12:15 pm Making the Massive Online 3:00 pm3:45 pm Teaching Vocabulary in TESOL
Course More Human(e) 3:00 pm3:45 pm What TESOLers Need to Know
11:30 am12:15 pm Placement and Progress Testing About Hip Hop and Blackness
in a Multilevel ESL Program 3:00 pm4:45 pm Building Socially Responsible Programs
11:30 am12:15 pm Teaching a Transitional Learner: The of Multiple Literacies in EFL Contexts
Challenges of C1 Instruction 3:00 pm4:45 pm How to Support LGBTQ Voices in
CONTENT AREA INDEX
11:30 am12:15 pm Teaching EAP Students Nonacademic Threatening EFL Contexts

Skills for Educational Success
11:30 am12:15 pm Top 10 Best Practices for Improving
Learner Outcomes
11:30 am12:15 pm Why Assess Spanish-Speaking
Students in English and Spanish?
1:00 pm1:45 pm Access to More Through English

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TESOL 2017
International Convention
2124 MARCH 2017 SEATTLE, WASHINGTON, USA
Bringing the world
to the classroom
and the classroom to life.
Congratulations to our friends at
TESOL on its 50th anniversary
To learn more about our materials for

learners of English, and all publishing
from National Geographic Learning,
please visit us at Booth 427, or visit
NGL.Cengage.com/TESOL2016
National Geographic, National Geographic Society, and the Yellow Border Design are registered trademarks of the National Geographic Society
NGL.Cengage.com/ELT

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TESOL2016 International Convention

& English Language Expo

TESOL Board of Directors (20152016)

Our areas of expertise:

www.britishcouncil.org/learnenglish www.britishcouncil.org/learnenglishteens www.britishcouncil.org/learnenglishkids

Randi Weingarten Lorretta Johnson Mary Cathryn Ricker

Since 1966, the annual convention has drawn scholars from

Diane Carter, Associate Convention Program Chair ROUNDTABLE

 New content every month

MONDAY, 4 APRIL 2016

English Language 8 am12 pm Educational Site Visits+. . . . . . . . . . . . . . . . . . . various locations, Off-Site

THURSDAY, 7 APRIL 2016

+ Ticketed Event BCC = Baltimore Convention Center

Is this your first TESOL convention?

The Reception for

has been bringing together

ABOUT THE TESOL CONVENTION

8 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

TH E BESTSELLI N G FO U N DATI O NAL

Also Available Now from Heinemann

@HeinemannPub Heinemann.com | P 800.225.5800 | F 877.231.6980

Chat with TESOL Staff and Board Members

Enter to win Daily Prizes

Enjoy an Ice Cream Break

Browse the TESOL Press Bookstore

Interest Section Open Meetings THURSDAY, 7 APRIL

AWARDS, TRAVEL GRANTS,

The TESOL Awards Committee thanks the many readers who

Albert H. Marckwardt TESOL Award for TESOL Awards for

DID YOU KNOW?

OPENING KEYNOTE JAMES E. ALATIS PLENARY

What initiatives is your association spearheading to advance the field?

3 pm3:45 pm; Holiday 3 on Words and More!

16 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

What will a standard classroom look

The TESOL Classroom of the Future

100% Online TESOL

Electronic Village Technology Showcase Events

Special Events COORDINATORS: John Madden, Deborah Healey

Get hands-on practice with small groups and an

EV closed after 5 pm SEE YOU NEXT YEAR!

6:45 pm8:15 pm in Holiday Ballroom 4

20 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

TESOL THANKS ITS GENEROUS

Renew your energy with a light snack and gather with a

Wednesday, 6 April 2016

Thursday, 7 April 2016

Friday, 8 April 2016

22 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Wednesday, 6 April Thursday, 7 April

and Career Success Reeves, Michelle Bell AJourney Across Borders

Visit us at Booth 1444C

Support Your Teachers and Proud Sponsor

Judie Margarita Shelley

Visit Corwin booth #227 or www.corwin.com

Wednesday, 6 April Thursday, 7 April U.S. Citizenship

Public Policy and Advocacy sessions are sponsored by

HERES TO ANOTHER 50 YEARS OF TESOL SUCCESS.

SPOTLIGHT ON CAL RESOURCES

Fundamentals of Sheltered Instruction:

Tuesday, 5 April Thursday, 7 April

and Multimodalities for Practitioner-Researcher

MEXICO TESOL TESOL ARABIA

New content every month

STRAND A: Academic Language and PreK12 Day is generously sponsored by