Presentations

Below are the more than 210 presentations for the 2011 Tri-TESOL Conference on October 21, 22 at Highline Community College. Since the printing of the program, there have been several cancellations and changes. What you see below is the most up-to-date information. The updated full conference program (PDF) for download is now available. If you are a presenter, detailed Instructions to Presenters instructions can be found HERE. Instructions to Poster Presenters can be found HERE.

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Time	Room	Title	First name	Last name	Institution	Copresenters	Summary	Audience	Type	Commercial
Saturday, 2:45-3:30	Building 19, Room 206	Learning and Teaching for Life	Adriana	del Paso	BC TEAL (Advertising Manager)		How can we learn to teach and teach to learn for life? In this workshop, we will look at what we as teachers can do to promote life-long learning in our students and ourselves.	EFL contexts	Interactive Workshop (45 min)	Non-commercial
Saturday, 10:15-11:45	Building 29, Room 214	Effective Strategies for Teaching Non-literate Adults	Alysan	Croydon	School of Teaching ESOL		When writing on the board does not help; when your students can't read handouts and lack study skills, teachers need strategies and tools to help students become literate. In this hands-on workshop, presenter will demonstrate a taxonomy of effective strategies to teach emergent literacy and discuss adaptations of activities to include non-literate learners in classes with literate students.	Teachers of adult learners in Refugee/Immigrant programs, K-12 teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 4:00-4:45	Building 26, Room 213	Reduce, Reuse, Recycle:Developing Efficiency in Lesson Planning	Alysan	Croydon	School OF TEaching ESOL		Expert teachers are both efficient and effective in lesson planning. In this hands-on presentation you will see activities that require zero preparation( reduce) ; see how the same material can address several teaching points (re-use) and use the same material over time to extend and review understanding and output (recycle).	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, EFL contexts	Interactive Workshop (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 19, Room 206	Genre-based instruction: Going beyond the paragraph and essay	Amy	Renehan	University of Washington		Genre-based writing is a popular approach in college composition courses; however, it is not reflected in ESL curricula or texts. In this session, the presenters demonstrate how raising awareness of genre helps students write effectively for different contexts.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Friday, 1:30-3:00	Building 14, Room 105	Debating for ESL Students - yes, they can!	Andrea	MacKenzie	Kwantlen Polytechnic University		Debating made easy! To assist their students in communicating effectively, teachers will look at the role of debating as a classroom activity or speaking/listening assignment. Participants will learn pre-debate activities, organize a debate and understand the judging criteria. Handbooks will be available for all participants.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teacher educators	Interactive Workshop (90 min)	Non-commercial
Saturday, 1:45-2:30	Building 14, Room 101	An Integrated Skills Approach to Grammar Instruction	Andrew	O'Shea	Pearson Longman		The pendulum of grammar instruction vacillates between form and meaning. What teachers are looking for is a balanced approach. The presenter will discuss the research-base that informs grammar pedagogy and demonstrate an integrated skills approach to grammar instruction using examples from the new edition of Focus on Grammar.	Teachers of adult learners in English for Academic Purposes (EAP) programs, K-12 teachers, Experienced teachers	Discussion session (45 min)	Commercial / exhibitor
Friday, 1:30-2:15	Building 19, Room 204	Six dictation types in multi-skill interactive activities	Andy	Burrows	Pro Lingua Associates	Andy Burrows, publisher, Pro Lingua Associates	Using handouts, participants will discuss and try out six dictation types used in a variety of interactive written and oral skill building activities. Raffle at end of presentation.	Teachers of adult learners in Intensive English programs, EFL contexts, K-12 teachers	Demonstration (45 min)	Commercial / exhibitor
Saturday, 08:00-08:45	Building 17, Room 101	Six dictation types in multi-skill interactive activities	Andy	Burrows	Pro Lingua Associates	Andy Burrows, publisher, Pro Lingua Associates	Using handouts, participants will discuss and try out six dictation types used in a variety of interactive written and oral skill building activities. Raffle at end of presentation.	Teachers of adult learners in Intensive English programs, EFL contexts, K-12 teachers	Demonstration (45 min)	Commercial / exhibitor
Saturday, 10:15-11:00	Building 17, Room 105	Performance-based communication curriculum for internationally educated health professionals	Ann	Talbot	kwantlen polytechnic University	Lesley Hemsworth Kwantlen Polytechnic University	Selected features of the performance-based communication skills course for internationally-educated health professionals offered in Vancouver, Canada will be demonstrated. Aspects of technology used in filming role plays as part of the performance-based model and managing the supporting technology will be highlighted.	Developers of materials or curriculum, Experienced teachers	Demonstration (45 min)	Non-commercial
Saturday, 2:45-3:30	Building 19, Room 101	Performance-based communication curriculum for internationally educated health professionals	Ann	Talbot	kwantlen polytechnic University	Lesley Hemsworth Kwantlen Polytechnic University	Selected features of the performance-based communication skills course for internationally-educated health professionals offered in Vancouver, Canada will be demonstrated. Aspects of technology used in filming role plays as part of the performance-based model and managing the supporting technology will be highlighted.	Developers of materials or curriculum, Experienced teachers	Demonstration (45 min)	Non-commercial
Friday, 2:30-3:15	Building 10, Room 201	Job fairs: bridging business and academic English	Anne	Hepfer	Seattle University		International students often are successful academically but have difficulties transitioning to the American workplace. This demonstration presents an activity to bridge the gap between business and academic English.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs	Demonstration (45 min)	Non-commercial
Saturday, 10:15-11:45	Building 22, Room 205	The mini-lesson approach: English-usage editing tools	April	Ridgeway	Eastern Washington University		Participants will create on site mini-lessons for ELL student use as English-usage editing tools. The lessons will provide pedagogy strategies for themselves and their colleagues across the curricula.	K-12 teachers, Teacher educators, Developers of materials or curriculum	Interactive Workshop (90 min)	Non-commercial
Saturday, 2:45-3:30	Building 29, Room 216	K-12 ELL Advocacy - Federal and State Updates	Barbara	Page	ORTESOL, Beaverton School District		Educational policy at the state and federal level has a huge impact on our students and classrooms. This discussion session will inform and empower ELL educators to advocate for the best instruction for our students.	K-12 teachers, Teacher educators, Program administrators	Discussion session (45 min)	Non-commercial
Saturday, 11:40-12:00	Building 17, Room 102	Environmental awareness through the work and life of Rachel Carson	Bergen	McCurdy	University of Eastern Washington		This session presents a method of helping students connect historical environmental events to present day America, their own countries, and their own lives. The students will focus on language, research, presentation, and reflection to understand the import of current environmental issues.	EFL contexts	Mini session (20 minutes)	Non-commercial
Saturday, 08:00-08:45	Building 19, Room 204	Working Toward Fair Employment in the Pacific Northwest	Bernice	Ege-Zavala	School of Teaching ESL	Jack Longmate, Olympic College, WA Frank Cosco, Vancouver Community College, BC Trina Hing, Portland Community College, OR Richard Moore, University of Washington	Panel members will share their experiences and perspectives on efforts to improve working conditions for part-time ESOL teachers in adult education in OR, WA, and BC. These efforts may serve as a model for other programs to work toward.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs	Panel (45 min)	Non-commercial
Friday, 2:30-3:15	Building 10, Room 105	Hunting for Gold: Finding Authentic Academic Video Materials	Beth	Sheppard	University of Oregon American English Institute		No more frustrating web searches! This workshop offers a framework for selecting materials authentic academic listening texts, an annotated bibliography of internet sources, and examples of their use in an IEP course.	Teachers of adult learners in Intensive English programs	Demonstration (45 min)	Non-commercial
Saturday, 10:15-11:00	Building 29, Room 216	Learning to listen to ourselves: Building student awareness	Beth	Sheppard	University of Oregon American English Institute		Listening carefully to your own speech can be a powerful tool for increasing awareness and accuracy in oral production. Explore techniques for speaking instruction in which students learn to listen carefully to themselves through a variety of group and individual activities using recorded impromptu speeches.	Teachers of adult learners in Intensive English programs	Demonstration (45 min)	Non-commercial
Saturday, 2:45-3:30	Building 17, Room 206	Instructors Bringing eLearning to the ESL Classroom & Beyond	Beth	Wheeler	WA State Board for Community & Technical Colleges	Catalina Hope, Whatcom Community College Elizabeth Hanson, Shoreline Community College Ruth Duffy, Shoreline Community College	Please join faculty from colleges and staff from ABE to explore ESL online instructional modules created and piloted with students in Spring 2011. Instructors will share the exciting process of creating these modules and ABE staff will share where all of the modules are available.	New/Trainee teachers, Experienced teachers	Demonstration (45 min)	Non-commercial
Friday, 3:30-4:15	Building 19, Room 205	Creating an ESP writing class with limited time	Bob	Gilmour	Oregon State University		This session outlines a potentially time-efficient and effective model for the development of ESP writing courses. The process will be described and sample lesson materials will be discussed.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Friday, 1:30-3:00	Building 19, Room 203	Experience as a Catalyst for Student-Centered, Conversation-Enabled Learning	Brian	Grover	Speekeezy Publication Workshop		Simple word associations can be harnessed as a rich source of student-centered content in the conversation classroom. Workshop participants will explore techniques designed to leverage linguistic associations towards generating limitless experience-based conversational topics, reducing or eliminating references to L1, developing critical communication strategies and contributing to self- and peer- assessment.	Teachers of adult learners in Intensive English programs, New/Trainee teachers, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 4:00-4:45	Building 21, Room 105	A personal theory of second language acquisition	Bruce	Evans	American English Institute, University of Oregon		This session's premise is that second language teachers should have an articulated personal theory of second language learning. Essential features of a personal theory will be given and the presenter will model his own personal theory of SLA.	Teachers of adult learners in Intensive English programs, New/Trainee teachers, Experienced teachers	Paper/report (45 min)	Non-commercial
Saturday, 11:15-12:00	Building 26, Room 213	A bridge not too far?	Byrne	Brewerton	Oregon State University	Byrne Brewerton, INTO-Oregon State University Irene Rolston, Oregon State University Erich White, INTO-Oregon State University	Building bridges for EAP students crossing into university demands teamwork. Panelists discuss the benefits and challenges of a closely coordinated bridge program at INTO-Oregon State.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Program administrators	Panel (45 min)	Non-commercial
Saturday, 2:45-3:30	Building 17, Room 106	Helping students overcome policy and placement barriers	Cara	Preuss	Washington State University	Cara L. Preuss Washington State University Leslie Huff St. Martin's University	Participants in this workshop will analyze barriers to graduation that occur outside the classroom. Using a case study, participants investigate class placement and policy issues for ESL students. Participants identify potential barriers students face in their own high schools and work to help ensure appropriate placements and graduation.	K-12 teachers, Teacher educators, Program administrators	Interactive Workshop (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 22, Room 205	Teaching ELLs: Does accent still matter?	Carmen	Caceda	Western Oregon University		I will present results from trainees' beliefs about ELLs' accents. Interestingly, there are some differences in beliefs among participants considering different variables (e.g., ethnicity).	Teacher educators, New/Trainee teachers	Paper/report (45 min)	Non-commercial
Friday, 1:30-3:00	Building 19, Room 206	Teaching citizenship/ESL	Cat	Howell	Literacy Source	Janet Arbogast Literacy Source	In this workshop, participants will learn about the naturalization process and citizenship test. The workshop includes activities around the content of the citizenship test, mock interviews, and teaching strategies for U.S. history and civics, N400 questions, reading sentences, writing dictation, small talk, and interviewing skills.	Teachers of adult learners in Refugee/Immigrant programs, New/Trainee teachers, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 11:15-11:35	Building 19, Room 102	Social Justice as Extended Reading: Iqbal	Catherine	Chapman	Whatcom Community College	Courtenay Chadwell-Gatz, Whatcom Community College	In the high-intermediate reading classes of the Intensive English Program at WCC, we are using the short novel Iqbal by d'Adamo as the extended reading assignment. In this session, we will share activities and student work centered on the book and the broader issue of bonded child labor.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Mini session (20 minutes)	Non-commercial
Saturday, 10:15-11:45	Building 22, Room 103	Culturally & linguistically responsive intervention for EL students	Catherine	Collier	Western Washington University		When implementing RTI/RTII intervention with EL students experiencing learning & behavior problems, culturally & linguistically responsive intervention strategies are imperative. Instructional intervention strategies used in ESL, bilingual or general education settings must address cultural & linguistic transition in addition to academic issues.	K-12 teachers, Program administrators, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 2:45-4:15	Building 22, Room 103	Culturally & linguistically responsive intervention for EL students	Catherine	Collier	Western Washington University		When implementing RTI/RTII intervention with EL students experiencing learning & behavior problems, culturally & linguistically responsive intervention strategies are imperative. Instructional intervention strategies used in ESL, bilingual or general education settings must address cultural & linguistic transition in addition to academic issues.	K-12 teachers, Program administrators, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 08:00-08:45	Building 17, Room 102	What's art got to do with language learning?	Catherine	Manning	INTO OSU		How is your visual language learner doing in the classroom? We will discuss how fine art can not only visually stimulate your classroom, it can also stimulate language learning though discussion of color, images, and even current events, all with the use of a single picture.	Teachers of adult learners in Intensive English programs, K-12 teachers, Experienced teachers	Interactive Workshop (45 min)	Non-commercial
Saturday, 2:45-3:30	Building 17, Room 102	What's art got to do with language learning?	Catherine	Manning	INTO OSU		How is your visual language learner doing in the classroom? We will discuss how fine art can not only visually stimulate your classroom, it can also stimulate language learning though discussion of color, images, and even current events, all with the use of a single picture.	Teachers of adult learners in Intensive English programs, K-12 teachers, Experienced teachers	Interactive Workshop (45 min)	Non-commercial
Saturday, 10:15-11:45	Building 19, Room 101	Assessing and exploiting receptive skills using authentic materials	Chris-Anne	Stumpf	Hess Education Canada		This workshop will look at how to use out of class opportunities and authentic materials to assess and exploit receptive skills. We will look at the steps involved in identifying out of class authentic receptive skill opportunities, how to design receptive skill homework tasks to mine these opportunities and then how to exploit the homework tasks in the classroom.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, Developers of materials or curriculum	Interactive Workshop (90 min)	Non-commercial
Saturday, 1:45-2:30	Building 19, Room 201	The world at your door: community English classes	Christine	Nile	Tokyo International University of America (TIUA)	Lauren Scheel Christy Austin	This session explores the design and piloting of an adult ELL community-based program. Issues such as needs assessment, volunteer training and curriculum development will be discussed.	Teachers of adult learners in Refugee/Immigrant programs	Discussion session (45 min)	Non-commercial
Friday, 1:30-3:00	Building 14, Room 106	Eliminating Borders Between Skills Through Extended Projects	Cindy	Etter	University of Washington International English Language Programs		Extended projects serve to integrate skills, engage students at a deeper level, help them 'own' their language, and provide alternative means of assessment. Following presentation and discussion of a design model, participants will collaborate on a meaningful project for their own or hypothetical class.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Interactive Workshop (90 min)	Non-commercial
Saturday, 10:15-11:45	Building 19, Room 206	Excellent Soup: Adapting Authentic Materials for ESL Classrooms	Claudine	Warburton	Langara College	Michele Bridge Langara College	This workshop presents an approach for teachers who want to adapt authentic materials themselves to make them appropriate for their own adult ESL classrooms.	Developers of materials or curriculum	Interactive Workshop (90 min)	Non-commercial
Saturday, 09:00-09:45	Building 17, Room 107	Greening the Comp Class Curriculum	Courtenay	Chadwell Gatz	Whatcom Community College	none	The presenter will share activities, writing assignments and resources (print, video, and web-based) to incorporate environmental, social and economic issues into a bridge-level EAP reading/composition course.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Saturday, 10:15-11:00	Building 17, Room 101	Interaction, Authenticity, and Spoken Corpora in Materials Development	Courtney	Cunningham	American English Institute, University of Oregon		This presentation advocates for teaching materials that integrate interaction, authenticity, and spoken corpora. Findings suggest that these qualities will benefit adult ELLs in community college programs and beyond.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, Developers of materials or curriculum	Paper/report (45 min)	Non-commercial
Saturday, 11:15-11:35	Building 17, Room 107	Human Rights Education in the ESL Classroom	Danielle	Ahlberg	University of Oregon- American English Institute		Human rights education can easily be incorporated into the ESL classroom resulting in interesting, interactive, and thought-provoking sessions that elicit reading, writing, listening, and speaking skills. Ideas for the classroom and resources will be shared in conjunction with a sample lesson plan.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Mini session (20 minutes)	Non-commercial
Saturday, 11:40-12:00	Building 17, Room 107	Integrating Non-Literate Learners in the Classroom	Danielle	Mayfield	Portland Community College		While non-literate learners present special challenges in the classroom, there are a variety of techniques and methods teachers can use to promote and encourage integration in a classroom setting.	Teachers of adult learners in Refugee/Immigrant programs	Mini session (20 minutes)	Non-commercial
Saturday, 11:15-12:00	Building 29, Room 207	Fluency vs. Skills-based approaches to reading	Daphne	Mackey	University of Washington		Some ESL reading classes contain academic track students, others non-academic track students, and some both. This presentation will demonstrate how two reading series provide different approaches for these classes.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Demonstration (45 min)	Commercial / exhibitor
Saturday, 1:45-2:30	Building 29, Room 207	A Teacher's Perspective on Research in Reading and Vocabulary	Daphne	Mackey	University of Washington		What are the practical implications of recent research in reading and vocabulary? The presenter will discuss the challenges and present tasks and activities to help.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts	Demonstration (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 19, Room 201	Helping lower-level students become active conversationalists	David	Kehe	Whatcom Community College, Bellingham, WA	Peggy Kehe, retired	Students who develop effective conversation skills discover that speaking English becomes more enjoyable, and active conversationalists will create opportunities to hone their skills, which means starting and extending conversations, asking questions, giving understanding responses, and engaging in small talk. In this presentation, interactive activities will be introduced that demonstrate ways to help lower-level students become active conversationalists.	Teacher educators, New/Trainee teachers, Experienced teachers	Demonstration (45 min)	Non-commercial
Saturday, 2:45-3:30	Building 19, Room 201	Helping lower-level students become active conversationalists	David	Kehe	Whatcom Community College, Bellingham, WA	Peggy Kehe, retired	Students who develop effective conversation skills discover that speaking English becomes more enjoyable, and active conversationalists will create opportunities to hone their skills, which means starting and extending conversations, asking questions, giving understanding responses, and engaging in small talk. In this presentation, interactive activities will be introduced that demonstrate ways to help lower-level students become active conversationalists.	Teacher educators, New/Trainee teachers, Experienced teachers	Demonstration (45 min)	Non-commercial
Saturday, 08:00-09:30	Building 29, Room 106	Dynamic speaking activities with simple applications of technology	David	Kertzner	ProActive English		ESL teachers transform familiar speaking activities into digitized formats using simple, free software allowing learners to address multiple skills through a single, dynamic activity.	Teachers of adult learners in Intensive English programs, New/Trainee teachers, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 2:45-4:15	Building 17, Room 105	Dynamic speaking activities with simple applications of technology	David	Kertzner	ProActive English		ESL teachers transform familiar speaking activities into digitized formats using simple, free software allowing learners to address multiple skills through a single, dynamic activity.	Teachers of adult learners in Intensive English programs, New/Trainee teachers, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Friday, 1:30-3:00	Building 29, Room 308	Producing a video using Windows Moviemaker	David	Martin	Washington State University	Yuwen Kuo, Seattle Pacific University	In this workshop, participants begin with a brief analysis of an assignment used to help students adapt and reflect upon their experience(s) here in the U.S. through video. Those who attend will then learn how to make a short movie using the program Movie Maker, images and video provided on a DVD, and images they take using cheap point-and-shoot cameras.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs	Interactive Workshop (90 min)	Non-commercial
Saturday, 2:45-3:30	Building 29, Room 214	Making connections: engaging students with language & global issues	David	White-Espin	Secondary Bilingual Orientation Center - Seattle Public Schools		Engage intermediate English language learners to prepare them for the literacy demands of the 21st century. Using global issues, language learning becomes purposeful as students develop language skills and apply them to current events. Free teacher's guide.	K-12 teachers, Teacher educators, New/Trainee teachers	Interactive Workshop (45 min)	Non-commercial
Friday, 1:30-2:15	Building 10, Room 102	Understanding disaster preparedness: Well-prepared ESL students	Deb	Ramirez	Pierce College, Puyallup, WA	Sabine Berghagen, Pierce College, Puyallup, WA Teresa Noll, Pierce College, Puyallup, WA	At any time, cities and campuses across this country may be touched either directly or indirectly by a crisis of some kind. Teaching English without borders through a disaster preparedness program provides ESL students the necessary education and hands-on planning so they know what to do in the event of a natural, technological, or man-made disaster. Are YOU ready?	Teachers of adult learners in Refugee/Immigrant programs, K-12 teachers, Developers of materials or curriculum	Panel (45 min)	Non-commercial
Saturday, 10:15-11:00	Building 19, Room 102	TARGETED CROSS-CULTURAL COMMUNICATIVE ACTIVITIES	Denny	Sargent	The School of Teaching ESL (In cooperation with the Seattle University School of Education)		Meeting Core Objectives through Cross-Cultural Activities in the ESOL Classroom. This workshop offers a pragmatic approach to this topic as well as a means toward integrating a variety of cross-cultural activities into the curriculum as a way to help achieve whatever fluency or grammatical objectives you are working on.	Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, K-12 teachers	Demonstration (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 17, Room 102	Using graded readers in large multilevel ESL classes	Diane	Daudt	Lane Community College	Indira Bakshi, Lane Community College Colleen Shields, Lane Community College.	Presenters will discuss use of graded readers in various ESL classroom settings including large multi-level classes and demonstrate use of publisher- and teacher-created materials.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Demonstration (45 min)	Non-commercial
Friday, 1:30-2:15	Building 10, Room 202	Using GLAD Strategies in University Courses	Diane	Majors	Western Washington University		The presenter will demonstrate several GLAD strategies used in introductory linguistic courses for pre-service ESL/ELL teachers. Attendees will experience the value of these techniques for student learning.	Teacher educators	Demonstration (45 min)	Non-commercial
Saturday, 10:15-11:00	Building 17, Room 103	Imaging social justice and equity for ESL women	Diane	Tehrani	Clark College		Experience of inequity for ESL women may prevent them from full development in American life. In this interactive workshop participants will practice imaging nondiscrimination.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, K-12 teachers	Interactive Workshop (45 min)	Non-commercial
Friday, 3:30-4:15	Building 10, Room 102	Rubrics as teaching tools	Donna	Aase	Clark College		Taking class time to review rubric categories and practice with those categories gives students a chance to fully understand what 'excellent' looks like. Come see mostly writing activities based on actual rubrics and used in an actual classroom.	Teachers of adult learners in Refugee/Immigrant programs, Developers of materials or curriculum, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 10:15-11:00	Building 14, Room 101	Marking - the bane of an English teacher	Edward	Field	Regent Christian Academy, Surrey, B.C., Canada		English teachers traditionally have huge amounts of marking. Research and experience point to some ways to reduce; come prepared to share your own best practices!	Teachers of adult learners in Intensive English programs, EFL contexts, K-12 teachers	Discussion session (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 22, Room 201	Eliminating Fear of Reading among College Bound Students	Elena	Smith	WSU	Eloise Ariza-Rodriguez, WSU	American college students have to read 50-150 pages a week, which creates fear of reading (FOR) among ESL students. In this presentation we will demonstrate some of the classroom activities and discuss out-of-class assignments that work wonders from beginners to advanced levels in the elimination of FOR in preparation for college.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, K-12 teachers	Interactive Workshop (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 19, Room 204	Connections between power and language: raising educator awareness	Elinor	Westfold	University of Washington, Intensive English Program	Brandi Hair, University of Washington Brett Yarnton, University of Washington Jennifer Zinchuk, University of Washington Norah Fahim, University of Washington	Five presenters will discuss relationships between power and language with the goal of raising educator awareness. They will approach the topic through student classroom narratives, teacher training, and the language of immigration policy.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, Teacher educators	Panel (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 17, Room 106	Leadership, Language and Culture in EFL Clubs	Elinor	Westfold	University of Washington, Intensive English Program	Jitpicha Jarayapun, University of Washington Philip Dierking, University of Washington Sunao Fukunaga, University of Washington Wei Zuo, University of Washington	What do EFL clubs mean for teachers? Five presenters will discuss this issue with emphasis on leadership development, World Englishes, culture and student investment.	EFL contexts, New/Trainee teachers, Experienced teachers	Panel (45 min)	Non-commercial
Friday, 3:30-4:15	Building 14, Room 106	Learning virtually: An ESL class goes EFL	Elizabeth	Siler	Washington State University		An ESL class transitioned to online delivery. This paper explains the whys and hows of managing a class without borders with students in four countries.	Teachers of adult learners in Intensive English programs, Developers of materials or curriculum, Experienced teachers	Paper/report (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 22, Room 201	Motivation, L2 Learning, and Identity: Two Case Studies	Elizabeth	Standal	Seattle University		These two case studies focus on subjects' motivation levels, orientations toward learning ESL, and sense of identity before and after moving to the U.S.	New/Trainee teachers, Experienced teachers	Paper/report (45 min)	Non-commercial
Saturday, 10:15-11:00	Building 17, Room 106	Extending the Borders for Basic Skills Students	Elizabeth	Wright	Whatcom Community College	Donna Collier, ESL and ABE Math Instructor, Whatcom Community College Denise Ranney, ESL/ABE/IBEST Instructor, Whatcom Community College Maureen Stewart, ESL/ABE/IBEST Instructor, Whatcom Community College Elizabeth Wright, ESL and ABE Instructor, Whatcom Community College	Presenters will take participants on a tour of their Wikispaces site, including Basic Skills classes contextualized with allied health content and infused with student success strategies.	Teachers of adult learners in Refugee/Immigrant programs	Demonstration (45 min)	Non-commercial
Saturday, 2:45-3:30	Building 19, Room 102	Shadow Puppet Theater is ideal for ESL	Ellen	Magnuson	Moscow School District		Shadow Puppet Theater involves all of the senses and intelligences and engages all students at all levels of English. It is a creative, interactive, engaging way to teach almost anything at any level of English.	Teachers of adult learners in Refugee/Immigrant programs, EFL contexts, K-12 teachers	Demonstration (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 21, Room 104	Using Japanese Kamishibai storytelling with ESL students	Ellen	Sherriffs Hall	Mukogawa Fort Wright Institute		Japanese Kamishibai can be used in an integrated curriculum that practices Reading, Writing, and Speaking skills. Students are able to share their favorite native folktales, while improving their English skills.	Teachers of adult learners in Intensive English programs, K-12 teachers	Demonstration (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 17, Room 101	Rites of passage: Photo elicitation in cross-cultural communication	Eloise	Ariza-Rodriguez	Intensive American Language Center, Washington State University	Barbara Nasralla, Washington State University Linda Arthur Bradley, Washington State University Jessica Lantz, Washington State University Stephanie Inouye, Washington State University	Photo Elicitation was used in this project to support purposeful interactions between ESL students and local university students regarding cultural rites of passage. The presentation will include a description of the project and discuss the results of the interviews and the reactions of the students to the project.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Saturday, 11:15-12:00	Building 29, Room 216	The Pathway To Academic Success: Developing Academic Literacy	Emily	Stewart	Heinle, a part of Cengage Learning		Learners master the elements of academic literacy through engaging content and video from National Geographic, offered in Heinle's new Pathways series.	Other	Demonstration (45 min)	Commercial / exhibitor
Saturday, 11:40-12:00	Building 19, Room 102	So You Want to Teach an Advanced Test Prep Course	Emily H.	Van Dyke-Morris	ACE Language Institute at Seattle Pacific University	Emily H. Van Dyke-Morris ACE Language Institute at Seattle Pacific University Michelle Soule ACE Language Institute at Seattle Pacific University	Find out some best practices for teaching an advanced test prep class. Geared toward ESL teachers who work with university-bound students.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs	Mini session (20 minutes)	Non-commercial
Friday, 1:30-2:15	Building 10, Room 201	New directions for the adult ESL classroom	Eric	Bredenberg	National Geographic Learning		Explore innovative methods, materials, and tools to transition your adult ESL students to academic or workplace success. And don't wait until the advanced level!	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs	Demonstration (45 min)	Commercial / exhibitor
Saturday, 09:00-09:45	Building 22, Room 201	Fusing social activism with cooperative task-based learning	Errin	Beck	Portland State University	Gwen Heller Tuason, Portland State University Phoebe Dario, Portland State University Kristi Kang, Portland State University	This session presents the results of a term-long project in which advanced ESL students in an IEP planned and executed a silent auction benefit for Haitian earthquake victims, raising over $2000 for the cause. Presenters will discuss the pedagogical rationale and tips for conducting such a project, share student-created materials for the event, and discuss the challenges met by instructors and students.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 19, Room 202	A speaking project with student-generated screencast videos	Errin	Beck	Portland State University	Azumi Stapp Portland State University	Have you tried speaking projects in which students record themselves? Add a visual component with student-narrated screencast videos that give directions to local landmarks.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 10:15-11:30	Building 8, the Bistro area	Campus Posters: Realia for Language Learning	Eva	Combs	University of Oregon		Sunny Ludford: A Night of Country Music. Art Collective Seeks Submissions for Art Show. This poster session presents how to use event posters found on bulletin boards around any university campus as springboards for language learning. Specific activities targeting language points will be presented.	Teachers of adult learners in Intensive English programs	Poster Session (75 minutes)	Non-commercial
Saturday, 4:00-4:45	Building 14, Room 102	Cultural Adjustment: A Case of Failure in Bangladesh	Eva	Combs	University of Oregon		Why do some teachers fail to adjust to the culture while teaching abroad? Participants will learn about two important factors affecting cultural adjustment.	EFL contexts, Teacher educators, New/Trainee teachers	Paper/report (45 min)	Non-commercial
Saturday, 08:00-09:30	Building 19, Room 101	The Beatles to Bruno Mars: English through Lyrics	Eva	Engelhard	Kaplan International Centers at Highline Community College		Popular music can be a great motivator in the ESL/EFL classroom, but only if the songs are relevant and interesting to our students. We'll work together on methods of presenting lyrics in fun and productive ways.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Interactive Workshop (90 min)	Non-commercial
Saturday, 10:15-11:45	Building 21, Room 105	Interactive academic listening: making a passive skill active	Holly	Shelton	Trinity Western University	Norah Fahim University of Washington	Students in academic settings need note-taking skills for English medium content courses and high-stakes tests like the TOEFL. This session will focus on some ways to make teaching note-taking and post-listening activities more interactive to improve student motivation, comprehension, and autonomy.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts	Interactive Workshop (90 min)	Non-commercial
Saturday, 1:45-2:30	Building 19, Room 102	Program for Change: 2010-2030	Jack	Longmate	Olympic College, Bremerton, WA	Frank Cosco Vancouver Community College Jack Longmate Olympic College	The 'Program for Change' includes milestones which, as achieved over time, will lead to the correction of the current dependence on/exploitation of part-time faculty.	Other	Discussion session (45 min)	Non-commercial
Saturday, 08:00-08:45	Building 17, Room 206	Three steps to improving student classroom behavior	Jan	Peterson	Edmonds Community College		An influx of younger and sometimes less-motivated students disrupted our intensive ESL program, so we took action. You can adapt this approach to any classroom environment.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 10:15-11:00	Building 17, Room 206	Three steps to improving student classroom behavior	Jan	Peterson	Edmonds Community College		An influx of younger and sometimes less-motivated students disrupted our intensive ESL program, so we took action. You can adapt this approach to any classroom environment.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 10:15-11:45	Building 21, Room 104	Goals, Objectives, and Outcomes: Oh My!	Jane	Averill	Tokyo International University of America	Tina Wthrow-Robinson Linn-Benton Community College Melinda Sayavedra Linn-Benton Community College Western Oregon University	This workshop will help you create specific and measurable learning objectives and significant assessment tasks that align with your curricular goals and expected learner outcomes through a series of hands-on, engaging activities. Our goal is to make your job easier in so many ways.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Interactive Workshop (90 min)	Commercial / exhibitor
Saturday, 10:15-11:30	Building 8, the Bistro area	Fluency writing for younger and older adults	Janice	Campbell	YES International Academy		Come read the fluency writing that ELLs produce when they are provided with meaningful prompts instead of "write whatever you want for 30 minutes." The fluency writing samples demonstrate the creativity of learners from elementry through post-secondary classrooms.	Teachers of adult learners in English for Academic Purposes (EAP) programs	Poster Session (75 minutes)	Non-commercial
Saturday, 08:00-08:45	Building 26, Room 213	Should criminal record checks be required for TESOL?	Janice GT	Penner	Douglas College		Many states and provinces do not consider adult immigrant and international students as 'vulnerable,' so a criminal records check is not required for teachers. Come to discuss the issues related to criminal records checks and TESOL training programs and employment.	Teachers of adult learners in Refugee/Immigrant programs	Discussion session (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 26, Room 213	Vocabulary Notebooks and mastering the AWL	Janice GT	Penner	Douglas College		Before ELLs can retrieve new vocabulary, they need to use the new word several times in the learning process. These productive tasks help ELLs effectively store new Academic Word List words in their mental lexicon.	Developers of materials or curriculum	Demonstration (45 min)	Commercial / exhibitor
Saturday, 10:15-11:45	Building 29, Room 106	Authoring with ANVILL	Jeff	Magoto	University of Oregon		This lively workshop will give participants the background and know-how to effectively use ANVILL, a free. web-based toolbox for spoken language practice.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts	Interactive Workshop (90 min)	Non-commercial
Saturday, 08:00-08:45	Building 29, Room 308	Seeing Is Believing: Top Ten Tips for Online Writing Collaboration	Jennifer	Zinchuk	University of Washington	Norah Fahim, University of Washington	In this session, we explain how to use Google Docs for collaborative writing, in or out of class, including setup information, demonstrations, and scaffolding activities.	Teachers of adult learners in English for Academic Purposes (EAP) programs, New/Trainee teachers, Experienced teachers	Demonstration (45 min)	Non-commercial
Friday, 3:30-4:15	Building 14, Room 105	Growing up transnational: Filipino ELL youth's adaptation	JeomJa	Yeo	University of Washington		The study explores transnational identity construction among Filipino ELL youth. Cross-border engagments and activities are at the center of their adaptation process.	K-12 teachers, Teacher educators, Program administrators	Paper/report (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 17, Room 206	Erasing Borders between the Community and ESL Classroom	Jessica	Wicksnin	University of Washington	Aleksandra Petrovich, University of Washington Molly Cheney, University of Washington	Using English outside the ESL classroom is key for language proficiency, but opportunities are often limited. We are showing practical methods for access to and participation in the community, such as guest speakers and field trips, while preparing ESL instructors to integrate these methods into their classrooms.	Teachers of adult learners in Intensive English programs	Demonstration (45 min)	Non-commercial
Saturday, 08:00-08:45	Building 17, Room 103	Connecting ELLs with Humanitarian Law	Joanne	Dufour	STESL and Antioch University	Francisco Ianni Oregon Red Cross staff: Senior Manager of Preparedness and Outreach	Learn about Humanitarian Law through practical lessons engaging students in the Geneva Conventions in ways that might apply to their own lives and personal experiences.	K-12 teachers, Teacher educators, Experienced teachers	Demonstration (45 min)	Non-commercial
Saturday, 2:45-3:30	Building 17, Room 103	Connecting ELLs with Humanitarian Law	Joanne	Dufour	STESL and Antioch University	Francisco Ianni Oregon Red Cross staff: Senior Manager of Preparedness and Outreach	Learn about Humanitarian Law through practical lessons engaging students in the Geneva Conventions in ways that might apply to their own lives and personal experiences.	K-12 teachers, Teacher educators, Experienced teachers	Demonstration (45 min)	Non-commercial
Friday, 1:30-3:00	Building 19, Room 202	Great Teachers: Assessing the 'Needs'	Jodi	Weber	University of Oregon, American English Institute		What makes a great teacher? Presenters share insights, explore theory, and identify the core quality that good teachers share: the ability to bridge the 'needs' gap between what students think they need versus what teachers know they need.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 09:00-09:45	Building 19, Room 202	Using Screen Capture Video in Language Classes: Benefits and Opportunities	Joe	Dobson	Thompson Rivers University		This session describes how screen capture video can be utilized in the language classroom and this is tied with current theory. In particular, aspects of its use such as for feedback and other applications are discussed and examples are provided.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Experienced teachers	Paper/report (45 min)	Non-commercial
Friday, 3:30-4:15	Building 10, Room 202	New horizons: innovative curriculum expansions in BC settlement	Joel	Rhein	SUCCESS	Chris Campbell, BCIT Frances Clarke, ISS Joel Rhein, SUCCESS Seonaigh MacPherson, ELSA Net Stella Chung, SUCCESS Winnie Pang, BCIT	This presentation overviews the curriculum framework developed for the considerable and exciting expansion of immigrant settlement programs currently underway in the Province of British Columbia.	Teachers of adult learners in Refugee/Immigrant programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 21, Room 105	Grammar Teaching: Then and Now	John	Brezinsky	Cambridge University Press		Grammar instruction has changed significantly over the years. The presenter describes modern grammar courses, summarizes key research, and outlines best practices for meeting student needs.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, K-12 teachers	Paper/report (45 min)	Commercial / exhibitor
Saturday, 2:45-3:30	Building 14, Room 103	Grammar Teaching: Then and Now	John	Brezinsky	Cambridge University Press		Grammar instruction has changed significantly over the years. The presenter describes modern grammar courses, summarizes key research, and outlines best practices for meeting student needs.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, K-12 teachers	Paper/report (45 min)	Commercial / exhibitor
Saturday, 11:40-12:00	Building 19, Room 205	New Verbs!	John	Toof	Whatcom Community College	Self	By investing students in their own grammar learning, by connecting the international student's experiences to the study of verbs - the heart of any grammar - the short activity of 'New Verbs!' provides a real, memory-based link to an intensive ESL grammar class for academic purposes and the lives of its students.	Teachers of adult learners in Intensive English programs	Mini session (20 minutes)	Non-commercial
Friday, 3:30-4:15	Building 10, Room 105	Teaching the Grammatical Usage of Vocabulary (GUV)	Julia	Sandler	University of Washington		We'll explore what factors lead students to match words with the wrong grammatical contexts and how we can address such issues in our vocabulary instruction.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Friday, 1:30-3:00	Building 19, Room 205	Teachers learning together: developing your professional support community	Julianna	Chen	Seattle Area Multi-level Teachers Group	Christie-Lynne Bonner, Seattle University Angela Hyland, Highline Community College Emily Mirra, Casa Latina Meredith Smith, St. James ESL	How can busy teachers develop skills and enjoy the community of colleagues beyond occasional conferences? We will discuss the benefits of professional self-development groups and explore ways to develop your own!	Program administrators, New/Trainee teachers, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 10:15-11:30	Building 8, the Bistro area	Sharing Hiroshima: from heritage to learning to exhibit	Julie	Varga	Tokyo International University of America	N/A	This poster presentation illustrates how students can learn content, and develop language skills to create a public exhibit about war, nuclear weapons, and peace.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts	Poster Session (75 minutes)	Non-commercial
Friday, 3:30-4:15	Building 10, Room 103	Spelling made easier: developing a spelling elective course	Kara	Schultheiss	A.C.E. Language Institute		Spelling is a source of much frustration for many English language learners. This demonstration will outline a 5-week multi-level elective spelling course, and provide practical ideas, activities, and resources for teaching spelling.	Teachers of adult learners in Intensive English programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Friday, 2:30-3:15	Building 14, Room 102	Teacher training across borders: theory, knowledge and practice	Karen	Densky	Thompson Rivers University	Laura Blumenthal, Douglas College, BC Bernice Ege-Zavala, Seattle University College of Education, WA Carolyn Kristjansson, Trinity Western University, BC Tawnya Lubbes, East Oregon University, OR	The focus of this panel session is on sharing how theory, knowledge and practice can be integrated for global success in ESOL teacher education programs. Experiences of activities and practices leading to successful praxis will be shared.	Teacher educators	Panel (45 min)	Non-commercial
Saturday, 08:00-08:45	Building 19, Room 201	Rock around the Vowel Clock	Karen	Rauser	Okanagan College		Help your students with pronunciation and spelling through a haptic approach to the vowel sounds of English. This session will introduce the Vowel Clock and its uses as a pedagogical tool in the ESL classroom.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, EFL contexts, K-12 teachers, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 10:15-11:45	Building 14, Room 103	Nothing Comic About It! Taking Graphic Readers Seriously in Your ESL Classroom	Karen	Tennyson	Learning Matters		Are you using Graphic Readers in your ESL/ELL classroom? Would you like to? Do you know the difference between comic books and graphic readers? Come learn the ins and outs of graphic readers and gain ideas for how to use these powerful tools to engage the students in your class. Turn their enthusiasm for graphica into real reading experiences, that will encourage your kids to venture into literature. There will be many samples from different publishers.	K-12 teachers	Interactive Workshop (90 min)	Commercial / exhibitor
Saturday, 11:15-11:35	Building 19, Room 201	The Buzz of Classroom Conversations	Karrie	Zylstra	Bates Technical College		This mini-session demonstrates a simple activity for getting students to practice listening to and speaking new vocabulary. The activity creates a 'buzz' of English sound in your classroom and gives students greater confidence in their speaking/listening abilities.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs	Mini session (20 minutes)	Non-commercial
Saturday, 10:15-11:00	Building 17, Room 102	Advanced Academic Literacy and International Graduate Students: Institutional and Instructional Implications	Katherine	Hellmann	University of Idaho's American Language and Culture Program		This presentation will discuss the special challenges that international graduate students face at American universities and how ESL teachers and the universities themselves can support this population of students.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Paper/report (45 min)	Non-commercial
Saturday, 11:15-11:35	Building 17, Room 105	Encouraging Individual Exploration of Grammar Through Blogging	Kathleen	Mitchell	Oregon State University		Student-created grammar blogs are an effective way to individualize learning and focus students' attention on grammar in context. In this mini-session, you will hear more about this blog project, see student examples, and learn how you might implement it in your classroom.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Mini session (20 minutes)	Non-commercial
Saturday, 11:40-12:00	Building 17, Room 105	Encouraging Individual Exploration of Grammar Through Blogging	Kathleen	Mitchell	Oregon State University		Student-created grammar blogs are an effective way to individualize learning and focus students' attention on grammar in context. In this mini-session, you will hear more about this blog project, see student examples, and learn how you might implement it in your classroom.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Mini session (20 minutes)	Non-commercial
Friday, 3:30-4:15	Building 19, Room 206	Creating dynamic culture presentations using online panoramic photos	Kathleen	Moon	INTO Oregon State University		This demonstration explores novel ways to use detailed panoramic photos at Gigapan.org to analyze culture and create high-interest language tasks for listening-speaking skills courses.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Experienced teachers	Demonstration (45 min)	Non-commercial
Saturday, 10:15-11:30	Building 8, the Bistro area	Second Language Teaching and Learning Using Moodle	Kathy	Belisle	Mukogawa Fort Wright Institute		Participants learn how the Moodle learning management system facilitates second language teaching and learning in all skill areas. The presenter displays the practical application of Moodle's built-in features to each skill area.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, K-12 teachers	Poster Session (75 minutes)	Non-commercial
Saturday, 09:00-09:45	Building 22, Room 205	Community of Practice for Sustained Professional Development	Kathy	Harris	Portland State University	Kathy Harris Dawn Allen Steve Reder	We will demonstrate an ELL-U club, part of a free national Professional Development Website to illustrate the way that community of practice and sustained PD can fit together.	Teachers of adult learners in Refugee/Immigrant programs, Teacher educators	Paper/report (45 min)	Non-commercial
Friday, 3:30-4:15	Building 19, Room 202	What time is it? Verb tense revisited	Kay	McAllister	Trinity Western University	Lawrence McAllister	Verb tense is a persistent problem in ELT. Learn two metaphors and several techniques to draw students' attention to the deeper discourse-level notion that determines tense: 'time'.	Developers of materials or curriculum, New/Trainee teachers, Experienced teachers	Interactive Workshop (45 min)	Non-commercial
Saturday, 08:00-08:45	Building 19, Room 202	Primary colours, primary questions	Kay	McAllister	Trinity Western University		This workshop encourages a strategic approach to eliciting. Participants use a primary colour prism to discover three core types of teacher questions.	Teacher educators, New/Trainee teachers, Experienced teachers	Interactive Workshop (45 min)	Non-commercial
Saturday, 10:15-11:00	Building 26, Room 213	Practical Activities for Practicing Vocabulary	Keith	Folse	University of Central Florida		One important finding from second language vocabulary research is that a key component in lexical learning involves the number of mental retrievals that a learner is required to make when learning a new vocabulary item. In this workshop, we will look at activities that maximize vocabulary retrievals and increase ESL students’ likelihood of learning new vocabulary.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts, K-12 teachers	Paper/report (45 min)	Commercial
Saturday, 1:45-2:30	Building 26, Room 213	Preparing teachers to teach English overseas	Keith	Folse	University of Central Florida	Elan Azuz, University of Central Florida	A professor and a student will explain a new university program for preparing teachers to teach English overseas. (The professor designed and teaches in the program; the student just returned from a one-year language course in Japan, where he also taught English.)	EFL contexts, Teacher educators, Developers of materials or curriculum	Paper/report (45 min)	Non-commercial
Saturday, 08:00-08:45	Building 22, Room 205	Teaching Students to Read Critically for Academic Success	Kelly	Sippell	The University of Michigan Press		What are the best materials and best ways to teach students how to read critically? New reading materials are presented that prepare students for academic success.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Demonstration (45 min)	Commercial / exhibitor
Friday, 3:30-4:15	Building 19, Room 204	Building Reading Skills across the Academic Disciplines	Kelly	Sippell	University of Michigan Press	Dorothy Zemach, freelance materials writer and speaker	This session explores an academic reading series that teaches intensive reading skills through high-interest topics and multiple readings from different academic disciplines and genres.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Demonstration (45 min)	Commercial / exhibitor
Saturday, 1:45-2:30	Building 14, Room 102	Moving ESL education from the college classroom into our university hospitals	Kevin	Bowles	Portland Community College and Oregon Health and Sciences University	None	Bringing ESL education out the classroom and into the doctoral education system. Helping our students feel comfortable in the health care system.	Teachers of adult learners in Refugee/Immigrant programs, Developers of materials or curriculum, Experienced teachers	Discussion session (45 min)	Non-commercial
Saturday, 11:15-11:35	Building 19, Room 205	Language Learning Through Social Engagement	Kira	Fickenscher	Livemocha		In this session, Kira Fickenscher will examine how the emergence of social networking language technologies have opened doors to multimedia curriculum that can either supplement or replace traditional curriculum. She will speak to the advantages of direct communication with native speakers on improving language verbal skills.	Developers of materials or curriculum	Mini session (20 minutes)	Commercial / exhibitor
Saturday, 11:40-12:00	Building 17, Room 206	Practicing field-specific language through a Career Project	Korey	Rice	University of Oregon, American English Institute		In university, mixed-major ESL classes, it is difficult to focus on language and communication skills that are specific to individual majors. The Careers Project addresses this by guiding students to prepare for, conduct, and reflect on interviews with career counselors and professionals in related fields. This presentation explains the process.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Mini session (20 minutes)	Non-commercial
Saturday, 08:00-09:30	Building 14, Room 101	Preparing highly skilled immigrants for successful professional integration	Kristina	Mason	Puget Sound Welcome Back Center at Highline Community College	Paul Feltman - Director of Community Engagement for World Education Services (WES) Kristina Mason - Director, Puget Sound Welcome Back Center at Highline community College Marilyn J. Rymniak Director, Curriculum Development Services Literacy Assistance Center (NY)	Provide better support for your highly skilled immigrant students. Learn about programs, resources and support services that create pathways for successful professional integration.	Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, Program administrators	Interactive Workshop (90 min)	Non-commercial
Saturday, 10:15-11:30	Building 8, the Bistro area	Self-reflection for English Learning	Larissa	Chuprina	City University of Seattle, Bellevue, WA		Self-reflection, self-knowledge, self-evaluation, are needed at the beginning, during, and after ESL instruction. Educators can enhance lifelong learning among their students by facilitating the development of the characteristics and skills such as goal setting, taking responsibility for learning and understanding selves as learners. Samples of assessment tools and students' responses will be presesnted to demostrate practical application of self-directed learning approaches to language education in higher education.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, EFL contexts, K-12 teachers, Teacher educators, Program adminis	Poster Session (75 minutes)	Non-commercial
Saturday, 11:15-11:35	Building 19, Room 202	Mimic: Meaningful Memorization	Laura	DeVito	Oregon State University		The workshop focuses on memorization, an educational strategy that is predominantly used in Asian countries, while hyper-analyzing the pertinent skills of rhythm, intonation, pronunciation and emotion.	Teachers of adult learners in English for Academic Purposes (EAP) programs	Mini session (20 minutes)	Non-commercial
Friday, 3:30-4:15	Building 19, Room 201	The Role of Culture in Teaching Writing	Laura	Jacob	Azusa Pacific University		It is common for ESL Writing students to feel frustrated. English rhetorical standards are placed upon them, and they are made to feel that something is wrong with their first language writing style and pattern. Come for an open discussion on teaching culture in the writing class!	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, K-12 teachers	Discussion session (45 min)	Non-commercial
Friday, 1:30-3:00	Building 10, Room 207	Creating your language learning community:week one+	Laura G.	Holland	University of Oregon		Participants in this interactive workshop will explore tested activities that encourage community building that aid language learning and create an environment where cooperative learning takes place.	Teachers of adult learners in Intensive English programs, K-12 teachers, New/Trainee teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 08:00-09:30	Building 29, Room 214	Just the facts ma'am: productive post-observation conversations	Laura G.	Holland	University of Oregon		Participants in this interactive workshop will explore models for formative peer and summative observation which use a facts-only approach to allow for more productive post-observation conversations.	Teacher educators, Program administrators, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Friday, 1:30-3:00	Building 14, Room 104	ISpeak: Honoring the Stories in the Room	Lauren	Wilson	Shoreline Community College	Lauren Wilson, Shoreline Community College Kathy Budway, Shoreline Community College Frances Kao, Seattle Repertory Theatre	Participants will experience ISpeak, a theatre-based project that expands vocabulary, motivates writing and increases vocal clarity and confidence. We will also present a short film of a student performance of ISpeak.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, K-12 teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 08:00-08:45	Building 22, Room 201	Self-Questioning as a reading/writing strategy: Auto-ethnography & song	LaVona	Reeves	Eastern Washington University, English	Cheng Ho, EWU English Language Institute	Participants learn, practice, and reflect on the reading/writing strategy—self-questioning, and materials are provided. Demonstration includes internet-based activities and performance.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, K-12 teachers	Demonstration (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 19, Room 101	Naturalization Overview: Eligibility and the Interview	Leanne	Leigh	United States Citizenship and Immigration Services	TBD	This session will provide an overview of the general eligibility requirements for naturalization, how to file, what to expect at the interview and naturalization test study resources. The session will help teachers prepare their students for a successful naturalization interview.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, New/Trainee teachers	Discussion session (45 min)	Non-commercial
Saturday, 08:00-08:45	Building 17, Room 107	Intercultural Email Communication to ESL/EFL College Writing Development	Li-Mei	Chen	Valdosta State University		What are the effects of intercultural email communication on ESL/EFL writing development and how do students perceive such learning? This presentation will answer these questions and end with a discussion of potential issues to be considered and recommendations for implementation.	Developers of materials or curriculum, New/Trainee teachers, Experienced teachers	Paper/report (45 min)	Non-commercial
Friday, 1:30-3:00	Building 10, Room 205	Multisensory grammar with English on a Roll.	Linda	Koran	English on a Roll, Inc.		Multisensory Structured Language (MSL) teaching methods work for all students. Come learn fun, effective MSL strategies with English on a Roll, the unique grammar program that was created in the ESL classroom and is now used worldwide.	Teacher educators, New/Trainee teachers, Experienced teachers	Interactive Workshop (90 min)	Commercial / exhibitor
Saturday, 08:00-09:30	Building 19, Room 102	Multisensory grammar with English on a Roll.	Linda	Koran	English on a Roll, Inc.		Multisensory Structured Language (MSL) teaching methods work for all students. Come learn fun, effective MSL strategies with English on a Roll, the unique grammar program that was created in the ESL classroom and is now used worldwide.	Teacher educators, New/Trainee teachers, Experienced teachers	Interactive Workshop (90 min)	Commercial / exhibitor
Friday, 3:30-4:15	Building 14, Room 101	15 Ways to make it stick	Linda	Louie	Highline Community College		What makes the difference between learning and using a language? Participants will leave with 15 ways to enhance, encourage, and ensure learning to make it stick.	New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 17, Room 206	The 'should/must' dilemma	Lisa	Fishman Kim	University of Washington	Lisa Fishman Kim--University of Washington	The should/must distinction is a source of confusion for L2 learners. We will examine student errors and work toward a clearer presentation of these structures.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Interactive Workshop (45 min)	Non-commercial
Saturday, 08:00-08:45	Building 22, Room 206	e-Work: online English Language Training for the Workplace	Lisa	Robertson	Camosun College		e-Work is a series of 10 fully online courses in advanced English language training for the workplace, designed for recently- arrived immigrants to BC. Participants in this session will view the features of the online courses and hear about the successes and challenges of this project.	Teachers of adult learners in Refugee/Immigrant programs, Developers of materials or curriculum, Experienced teachers	Demonstration (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 29, Room 216	Developing and Teaching an Online Grammar Class	Luciana	Diniz	Portland Community College	Sarah Bailie, Portland Community College	This presentation will describe the process of designing an online grammar course in a community college. It will also explain the challenges the instructors faced when offering the class for the first time.	Teachers of adult learners in Refugee/Immigrant programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Saturday, 11:40-12:00	Building 19, Room 201	Using Online Resources to Engage ELL Students	Mafe Olivera	Deal	Kent School District		Learn about interactive ways to engage your students in the process of learning English as a second language by using free resources available online.	K-12 teachers	Mini session (20 minutes)	Non-commercial
Friday, 1:30-2:15	Building 10, Room 101	Integrating Prosodic Practice with Grammar Instruction	Mandy	Egle	Seattle Learning Academy		Teaching the features of spoken English prosody (pitch, loudness, and speed) within grammar lessons allows students to link aspects of both, enhancing all communicative language skills. Learn which spoken English features can be easily added to typical grammar lessons without distracting from the original intent of the lesson or disrupting the flow of the class.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Friday, 2:30-3:15	Building 10, Room 101	Demystifying the Teaching of Vowel Pronunciation	Mandy	Egle	Seattle Learning Academy		The relatively large number of vowel sounds in English and their multitude of spelling patterns can easily dissuade ESL teachers from attempting to teach the subject at all. This session unlocks the mystery of teaching vowel sounds, including the elusive and confusing schwa and r-controlled vowels.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Friday, 3:30-4:15	Building 10, Room 101	Unlocking the Mysteries of Syllable Stress	Mandy	Egle	Seattle Learning Academy		Discover that the secrets of syllable stress are not only teachable and widely applicable to everyday communicative competence, but that adding simple activities to the classroom can increase student awareness of the patterns and greatly improve oral fluency.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 08:00-08:45	Building 14, Room 103	Integrating Prosodic Practice with Grammar Instruction	Mandy	Egle	Seattle Learning Academy		Teaching the features of spoken English prosody (pitch, loudness, and speed) within grammar lessons allows students to link aspects of both, enhancing all communicative language skills. Learn which spoken English features can be easily added to typical grammar lessons without distracting from the original intent of the lesson or disrupting the flow of the class.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 14, Room 103	Demystifying the Teaching of Vowel Pronunciation	Mandy	Egle	Seattle Learning Academy		The relatively large number of vowel sounds in English and their multitude of spelling patterns can easily dissuade ESL teachers from attempting to teach the subject at all. This session unlocks the mystery of teaching vowel sounds, including the elusive and confusing schwa and r-controlled vowels.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 11:40-12:00	Building 14, Room 101	Rethinking heritage language use in the all-English classroom	Markane	Sipraseuth	University of Washington		Improve academic literacy. Learn how to incorporate secondary ELLs' heritage language (L1) in instruction to improve and accelerate comprehension, relieve anxiety and develop ELLs' L1.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, EFL contexts, K-12 teachers, Teacher educators, Program adminis	Mini session (20 minutes)	Non-commercial
Saturday, 08:00-08:45	Building 21, Room 205	Beyond WebVP: new ways of using Lextutor	Marti	Sevier	Simon Fraser University	NA	This session will demonstrate the use of several applications in Tom Cobb's website, The Compleat Lexical Tutor, including cloze, online vocabulary quizzes, and concordancing.	Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 17, Room 106	Supporting narration for Arabic speakers	Mary	Brooks	Lewis and Clark College		The presenter will demonstrate the use of story form to help Arabic speakers practice integrated skills. From listening to stories students progress to retelling, writing and reading their own stories.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, Teacher educators	Demonstration (45 min)	Non-commercial
Friday, 2:30-3:15	Building 10, Room 202	Match those 'learning outcomes' with 'I Love Lucy'	Mary	Ullrich	Washington State University		The presenter will demonstrate how to use the dialog and action of short segments in 'I Love Lucy' episodes to stimulate language acquisition and meet a number of specific 'learning outcomes.' The primary focus will be a high beginning listening/speaking course, but adaptation for higher-level students will also be addressed.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs	Demonstration (45 min)	Non-commercial
Saturday, 2:45-3:30	Building 17, Room 101	Brain-compatible strategies/tactics for engaging K-12 ELLs	Mary Kay	Hughes	Colville Public Schools		Experience and be able to implement several teaching strategies/tactics targeted for language acquisition, memory retrieval and for building/strengthening neuro-pathways in the brain in this session. Strategies/tactics will target vocabulary acquisition and improving reading comprehension of students in K-12 settings.	K-12 teachers, Teacher educators, Program administrators	Interactive Workshop (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 21, Room 105	Introducing students to the exciting world of collocations by navigating the free corpus of contemporary American English (COCA)	Melanie	Jipping	Tokyo International University of American & Chemeketa Community College		In this session I will share simplified techniques I used with an upper-intermediate grammar class of EAP Japanese and Korean students for exploring collocations found using the COCA. Participants will have hands-on experience with techniques used and will be invited to share their ideas and perspectives on similar corpus-based activities in the classroom.	Teachers of adult learners in English for Academic Purposes (EAP) programs	Demonstration (45 min)	Non-commercial
Saturday, 11:40-12:00	Building 17, Room 101	Holocaust journals: Corrie ten Boom, Reading, and Writing	Melissa	Van De Wege	Eastern Washington University		This is a sampling of journal prompts from an original curriculum about the life of Corrie ten Boom. They are designed for ESL students to focus on reading and writing skills.	EFL contexts	Mini session (20 minutes)	Non-commercial
Saturday, 10:15-11:45	Building 22, Room 206	Moving Pronunciation, Meaning and Usage from the Dictionary!	Michael	Burri	British Columbia Institute of Technology	William Acton, Trinity Western University Brian Teaman, Osaka Jogakuin University	This workshop introduces a haptic-based (movement and touch) set of procedures for helping learners efficiently get pronunciation, meaning and usage information from English learner dictionaries. Included are six techniques that can also be applied to dialogues, connecting pronunciation and vocabulary learning with controlled and then more integrated, spontaneous speaking.	Teachers of adult learners in Intensive English programs, EFL contexts, K-12 teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 08:00-08:45	Building 17, Room 106	'New' Mainstream SLA Theory: Some implications for adult postsecondary ESL	Michael	Trottier	University of British Columbia		This presentation discusses some of the implications of an 'expanded and enriched' SLA theory for adult postsecondary ESL generally, and community college settings specifically.	Teachers of adult learners in English for Academic Purposes (EAP) programs, Teacher educators, Experienced teachers	Paper/report (45 min)	Non-commercial
Saturday, 08:00-09:30	Building 14, Room 102	Presenting new grammar: how an expert does it	Michael W.	Bess	ELS Language Centers, Portland, Concordia University campus		The initial presentation of a grammar point makes all the difference in student learning outcomes. An expert teacher, recipient of a national excellence in teaching award, shows how it's done. Participants practice the same presentation format and take home extensive handouts on grammar teaching techniques.	Teacher educators, Developers of materials or curriculum, New/Trainee teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 08:00-08:45	Building 19, Room 205	Learners' transaction with texts in the university ESL context	Migyu	Kang	Iowa State University		Four Asian students were observed in an ESL classroom to measure their engagement in reading based on transactional theory (Rosenblatt, 1978, 2005). My presentation will showcase the important issue of ESL learners' transition from the previous EFL classroom context to the ESL classroom context.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Paper/report (45 min)	Non-commercial
Saturday, 11:15-11:35	Building 17, Room 102	A Reader-Response Approach to Extensive Reading Instruction	Monica	Nawrocki	University of Oregon		The presenter will share a variety of skills-integrated activities for use in extensive reading instruction. Activities will be discussed using Lee's To Kill A Mockingbird.	Teachers of adult learners in Intensive English programs, EFL contexts	Mini session (20 minutes)	Non-commercial
Saturday, 1:45-2:30	Building 17, Room 102	Errors in English Academic Writing for Arab Learners	Nadine	Roberge	Seattle University		This paper discusses how the written and spoken Arabic languages can affect English academic writing. Writing samples illustrating key errors and their causes are discussed.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts	Paper/report (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 17, Room 103	Pedagogy, proficiency, and play: a developmental perspective	Nancy	Bell	Washington State University	Stephen Skalicky, Washington State University Tom Salsbury, Washington State University	In this presentation we draw from longitudinal case studies to examine how participants' abilities to engage in L2 language play developed over time. The results provide evidence of a growing awareness of L2 conventions and serve as a basis for developing classroom materials to facilitate learners' engagement with L2 play.	Teachers of adult learners in Intensive English programs, Developers of materials or curriculum, Experienced teachers	Paper/report (45 min)	Non-commercial
Friday, 1:30-3:00	Building 19, Room 102	Ideas for a fun environment unit	Nancy	Callan	Vancouver Formosa Academy		From garage sales to recycling, this workshop will demonstrate how to engage students in learning about the environment by focusing largely on practical consumer choices. Teachers of low beginner to upper intermediate ESL will be excited to discover a wealth of free Canadian materials, including websites, exercises, videos, songs and cooperative learning activities.	Teachers of adult learners in Refugee/Immigrant programs, EFL contexts, K-12 teachers, New/Trainee teachers, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Friday, 1:30-3:00	Building 19, Room 101	Prescribing the Pronunciation Path: for ESL professionals from a speech pathologist	Nancy	Hiser	American Speechsounds		Prescription for teachers who are addressing pronunciation for ESL students of all levels, using a student-centered approach . Interactive portion to create effective classroom techniques based on knowing critical rules.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, New/Trainee teachers, Experienced teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 4:00-4:45	Building 29, Room 106	Engaging ESL Kindergarten Parents: An Early Literacy, School-Readiness Project	Naomi	Elliott	Auburn School District		Engaging ESL Kindergarten Parents: An Early Literacy, School-Readiness Project	K-12 teachers	Interactive Workshop (45 min)	Non-commercial
Friday, 1:30-2:15	Building 14, Room 102	Conversation Partners-Offering the Personal Connection to English	Naomi	Krant	Pierce College Puyallup	Naomi Krant, Pierce College Puyallup Kathy Swart, Pierce College Puyallup John Lucas, Pierce College Puyallup	Connect your ESL students with native-English-speaking community college students for cultural exchange, English practice, friendship, motivation, and a transitional experience.	Teachers of adult learners in Refugee/Immigrant programs, Program administrators, Experienced teachers	Panel (45 min)	Non-commercial
Saturday, 10:15-11:45	Building 19, Room 204	Enhancing Learning & Teaching through Creative Expression	Naomi	Wolfe	North Island College, Vancouver Island, British Columbia, Canada		This workshop takes participants on a creative journey that includes visualization, drawing, the exploration of images and metaphors, stream of consciousness writing, group poetry writing, and performance. Each part of the workshop can be adapted for use with different student groups.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, K-12 teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 10:15-11:30	Building 8, the Bistro area	Predictive validity of GMAT scores for international students	Neil	Heyen	Eastern Washington University		This study analyzed GMAT scores of international students at Eastern Washington University for the years 1998 to 2009 to examine the predictive validity of their GMAT scores on their MBA GPAs. While the results of the study found no predictive validity for GMAT scores on international student MBA GPAs, it did find predictive validity of international student Pre-MBA GPAs on MBA GPAs.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Program administrators	Poster Session (75 minutes)	Non-commercial
Saturday, 1:45-2:30	Building 17, Room 105	The English Language Instructor as Servant Leader	Neil	Heyen	Eastern Washington University		As one of the first persons to have contact with international students as they enter the United States, the English language instructor is in a unique position to reach out to students to help guide them on their new journey. The servant-leadership model of Robert Greenleaf (1977/2002) provides an appropriate model for helping the instructor do this.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Experienced teachers	Paper/report (45 min)	Non-commercial
Saturday, 11:15-11:35	Building 14, Room 101	Play the period	Nicole	Scoggins	Highline Community College		This is a grammar activity that helps students know when to place the period. This activity works best with students who learned English by ear but can be beneficial for all students.	Teachers of adult learners in Refugee/Immigrant programs, New/Trainee teachers, Experienced teachers	Mini session (20 minutes)	Non-commercial
Saturday, 10:15-11:00	Building 29, Room 207	Integrating English language learning through Digital Narrative Projects	Pamela	Minet-Lucid	Portland Community College		This demonstration will outline the process of creating digital narratives with ESOL students, propose the value and utilization of the project and share examples of student work.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs	Demonstration (45 min)	Non-commercial
Friday, 3:30-4:15	Building 10, Room 201	The Whole Family Approach in Community ESOL	Patrik	McDade	People-Places-Things, LLC		Participants in this demonstration will experience and reflect on activities that include the entire family, regardless of level or literacy skills. A multilevel approach that allows grandma and grandaughter to be at the same table, learning at their appropriate level, limiting the need for child care and level separation!	Teachers of adult learners in Refugee/Immigrant programs, Teacher educators, Program administrators	Demonstration (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 19, Room 204	Adult Spanish-English Dual Immersion	Patrik	McDade	People-Places-Things, LLC	Andreina Velasco - Konsonante Maria Cecilia De Valdenebro - Konsonante	Experience Adult English-Spanish Dual-Immersion - Interactive, multilevel pair and group activities for English speakers wanting to learn Spanish, and Spanish speakers wanting to learn English. First 10 English speakers will participate, other attendees will observe and reflect.	Teachers of adult learners in Refugee/Immigrant programs, K-12 teachers, Program administrators	Demonstration (45 min)	Non-commercial
Saturday, 11:15-11:35	Building 14, Room 102	Six minutes & forty seconds to share your ideas	Paula	Mannington	Abbotsford Community Services (ELSA Net and BC TEAL)	Rossana Chisholm: Abbotsford Community Services (ELSA Net and BC TEAL)	This mini-session offers a brief description and demonstration of a Japanese-inspired presentation format for creating an informal and vibrant approach to both sharing ideas and professional development.	Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, Developers of materials or curriculum	Mini session (20 minutes)	Non-commercial
Saturday, 11:40-12:00	Building 19, Room 202	Pecha Kucha for ESL/EFL student presentations	Philip	Lynch	University of Washington	Philip Lynch University of Washington	Pecha Kucha is a convenient format for student presentations in the ESL/EFL classrooms. The 20 x 20 format is a simple and convenient speaking frame that helps students focus on target language in a content-based assignment.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Mini session (20 minutes)	Non-commercial
Friday, 3:30-4:15	Building 14, Room 102	Organize and Access English Sounds Using Picture Cues	Phyllis	Herzog	Seattle Public Schools/PhonicsQ	NA	Learn the rationale for using a picture as a cueing device, phonics rules and patterns as represented by pictures and techniques for using PhonicsQ or other picture cueing systems.	Teachers of adult learners in Refugee/Immigrant programs, K-12 teachers, New/Trainee teachers	Demonstration (45 min)	Commercial / exhibitor
Saturday, 2:45-3:30	Building 14, Room 102	Organize and Access English Sounds Using Picture Cues	Phyllis	Herzog	Seattle Public Schools/PhonicsQ	NA	Learn the rationale for using a picture as a cueing device, phonics rules and patterns as represented by pictures and techniques for using PhonicsQ or other picture cueing systems.	Teachers of adult learners in Refugee/Immigrant programs, K-12 teachers, New/Trainee teachers	Demonstration (45 min)	Commercial / exhibitor
Friday, 3:30-4:15	Building 19, Room 101	From ESL to ENL, English: Eliminating hurdles	Priscila	Martins-Read	Clark College		Discussion about testing, placement pracitces, and interdepartmental policy. Share linKs and equivalencies between courses in different programs, and our 'crosswalk'incorporating CASAS, TOEFL, Compass scores.	Program administrators, Experienced teachers	Discussion session (45 min)	Non-commercial
Saturday, 08:00-09:30	Building 29, Room 207	IELTS Professional Development for ESL Teachers	Priscilla	Allen	IELTS International	Wendy Asplin IELTS International	The session provides and in-depth and interactive look at the format and scoring of the IELTS Listening, Reading, Writing and Speaking components. Participants will score test samples, look at skills teaching and test-taking tips, see how IELTS test prep syllabi can work, and receive free test preparation resource material.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts	Interactive Workshop (90 min)	Non-commercial
Saturday, 10:15-11:30	Building 8, the Bistro area	No time for English. Must study TOEFL/IELTS	Priscilla	Allen	University of Washington	Elisabeth Mitchell Sasha Yanak	Students feel pressure to achieve TOEFL or IELTS goals fast. Time spent on non-test-prep activities is considered wasted. We analyzed constructs tested on TOEFL/IELTS and how they correlate to our IEP curriculum. We identified many parallels and created tools that enable supportive responses to demands for constant test prep.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts	Poster Session (75 minutes)	Non-commercial
Saturday, 4:00-4:45	Building 21, Room 205	ARABIC TO THE RESCUE? THE USE OF MOTHER TONGUE FOR L2 WRITING FEEDBACK	RAMI	MUSTAFA	EXETER UNIVERSITY		IS IT SUCH A GOOD IDEA TO USE STUDENTS' L1 TO GIVE FEEDBACK ON L2 WRITING? THIS STUDY WILL REVEAL THE TEACHERS' AND STUDENTS' PERCEPTIONS REGARDING THE MATTER.	Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, Program administrators, Experienced teachers, Other	Paper/report (45 min)	Non-commercial
Saturday, 10:15-11:00	Building 17, Room 107	Got it? Making input comprehensible to English learners.	Randy	Garver	INTO OSU		In this session, the presenter shares ways that ESL practitioners, especially at the university level, can make input more comprehensible to students.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Demonstration (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 21, Room 205	Methods for scaffolding research skills for international students	Robert	Troyer	Western Oregon University		This demonstration will provide a course outline and example exercises designed to teach international students to use outside sources appropriately, effectively, and confidently.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 17, Room 106	The iBT TOEFL: Strategy stories of success	Ronald	Metzler	INTO-Oregon State University	Elena Sapp	This paper will analyze successful strategies that students use on their own to pass the iBT TOEFL and offer implications of on-going research.	Teachers of adult learners in Intensive English programs, Developers of materials or curriculum, Experienced teachers	Paper/report (45 min)	Non-commercial
Saturday, 11:15-11:35	Building 17, Room 103	Communicative Drills to Improve Accuracy with Target Grammar	Rosemary	Zhang	Portland Community College		This mini session is a demonstration of a highly effective communicative technique that increases student accuracy with target grammar.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Mini session (20 minutes)	Non-commercial
Saturday, 11:40-12:00	Building 17, Room 103	Communicative Drills to Improve Accuracy with Target Grammar	Rosemary	Zhang	Portland Community College		This mini session is a demonstration of a highly effective communicative technique that increases student accuracy with target grammar.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Mini session (20 minutes)	Non-commercial
Saturday, 09:00-09:45	Building 21, Room 205	English for an experiential learning project	Russell	Fauss	Tokyo International University of America		Experiential learning presents challenges and opportunities for creating English support materials and activities. This session provides guidelines and examples teachers can apply.	Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum, Experienced teachers	Paper/report (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 22, Room 206	Trends in Grammar Instruction: The newest from the Azar-Hagen Grammar Series	Ruth	Voetmann	Pearson Education	Stacy Hagen - Author	Come see how the newest edition of Fundamentals of English Grammar incorporates current research and feedback from the field. Participants will learn practical tips for teaching grammar, with examples from the book.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, K-12 teachers	Demonstration (45 min)	Commercial / exhibitor
Saturday, 1:45-2:30	Building 29, Room 214	Analysis of Cohesive Devices in EFL Learners' Writing	Saeed	Nazari	Vancouver Georgia College, Canada	Saeed Nazari (Mr.), Vancouver Georgia College, Vancouver, Canada Rahman Sahragard (Mr.), Shiraz University, Shiraz, Iran	The present study tries to empirically investigate, classify, and analyze the errors students make in terms of cohesive devices in their L2 writing at different levels of proficiency. Moreover, it examines whether the identified errors in the use of cohesive devices are due to their L2 proficiency level or the L1 interference.	Teachers of adult learners in Refugee/Immigrant programs	Paper/report (45 min)	Non-commercial
Friday, 1:30-3:00	Building 10, Room 206	Building capacity: Lead your staff in professional development	Sandra	Clark	University of Oregon		Review foundational SLA principles then practice leading staff development modules that deliver powerful insights to practicing teachers.	K-12 teachers, Teacher educators	Interactive Workshop (90 min)	Non-commercial
Saturday, 10:15-11:45	Building 22, Room 201	Say it quick! Oral fluency for elementary ESL/ELD	Sandra	Clark	University of Oregon		This active session will bring to life hands-on strategies that promote oral language and vocabulary development and are designed to get kids talking.	K-12 teachers, New/Trainee teachers	Interactive Workshop (90 min)	Non-commercial
Saturday, 4:00-4:45	Building 22, Room 206	Avoidance, Motivation, and the L2 Individual	Sara	Legg	Seattle University		The paper to be discussed is based upon a case study exploring two Japanese L2 learners' experiences in L2 learning. The author discusses attitudes toward avoidance and errors, learning strategies, self-perceptions, motivation, and L2 anxiety as they pertain to the L2 learner.	Teachers of adult learners in Refugee/Immigrant programs, New/Trainee teachers, Experienced teachers	Paper/report (45 min)	Non-commercial
Friday, 3:30-4:15	Building 10, Room 205	Pathways to Degrees for English Language Learners Students	Sara	Nelson Treadway	Portland Community College	Daniel Davis (ESOL Instructor at PCC - was involved with curriculum development and instruction of the ESOL Companion course).	1. Understanding process behind developing and implementing certificate/credit program(s) for English Language learners. Introduce the need to extensive support for students and how this happens in the context of Student Success and Retention. 2. Understand the involved partnerships and collaboration for this type of programming to succeed. Include both Career Pathways program staff and partners who worked with us to launch and continue this successful programming. 3. Include a student presenter as a component to the presentation/discussion. Invite a current or prior student to come to talk in the forum and talk with audience members.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, Program administrators, Developers of materials or curriculum,	Interactive Workshop (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 17, Room 101	Pathways to Degrees for English Language Learners Students	Sara	Nelson Treadway	Portland Community College	Daniel Davis (ESOL Instructor at PCC - was involved with curriculum development and instruction of the ESOL Companion course).	1. Understanding process behind developing and implementing certificate/credit program(s) for English Language learners. Introduce the need to extensive support for students and how this happens in the context of Student Success and Retention. 2. Understand the involved partnerships and collaboration for this type of programming to succeed. Include both Career Pathways program staff and partners who worked with us to launch and continue this successful programming. 3. Include a student presenter as a component to the presentation/discussion. Invite a current or prior student to come to talk in the forum and talk with audience members.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, Program administrators, Developers of materials or curriculum,	Interactive Workshop (45 min)	Non-commercial
Friday, 2:30-3:15	Building 10, Room 103	Beyond drills: how to really help improve pronunciation	Sarah	Bauer	Concordia University	Linda Rountree Concordia University Sarah Bauer Concordia University Portland Community College	Learn how to integrate explicit pronunciation instruction into an authentic communicative context through poetry. Participants will analyze a selection of poems and develop effective lesson techniques for the classroom.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, EFL contexts, New/Trainee teachers	Interactive Workshop (45 min)	Non-commercial
Saturday, 11:40-12:00	Building 14, Room 102	Small Wonder: Smartphones and Language Learning	Sean	McClelland	University of Oregon		This mini session is about using and adapting smartphones and apps for communicative language teaching. The focus will be on tools which can be used to foster collaboration and student-directed language learning.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Program administrators	Mini session (20 minutes)	Non-commercial
Saturday, 08:00-09:30	Building 29, Room 216	Life after ESL: Learning from ELLs' critical incidents	Seonaigh	MacPherson	ELSA Net and BC TEAL	Seonaigh MacPherson, Ph.D. (Key Contact) ELSA Net and BC TEAL Laura Blumenthal, MA/TEFL Douglas College Mike Burri, MA-TESOL International Student Entry Program (ISEP) British Columbia Institute of Technology (BCIT) &emsp; Chris Campbell, MA-TESOL Curriculum Studies, UBC & International Student Entry Program (ISEP) British Columbia Institute of Technology (BCIT) Dale Hunter, MA, Dean, School of Language Studies Vancouver Community College Winnie Pang, MA-TESOL International Student Entry Program (ISEP) British Columbia Institute of Technology (BCIT) Ivelina Tchizmarova (Eva), Ph.D. Dept. of Linguistics, Simon Fraser University & International Student Entry Program (ISEP) British Columbia Institute of Technology (BCIT)	This session derives from a BC TEAL-P.O.D. (Practice-Oriented Discovery) research study of critical incidents encountered by ELLs after exiting ESL programs in the Lower Mainland of British Columbia. Findings and strategies identify five ongoing challenges: Participation; Language Skills; Interpersonal Communication; Learning Strategies; and Assessment.	Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs, Program administrators	Interactive Workshop (90 min)	Non-commercial
Friday, 3:30-4:15	Building 19, Room 203	ESL for starting your own small business	Shash	Woods	Highline Community College	Shash Woods, Highline Community College Mary Stiller, Highline Community College	How can we leverage previously self-employed ESL students' complex set of skills into more language and economic success here in the U.S? See how the ESL for Small Business class pursues this goal, with ESL skills and content objectives of critical thinking, conversation (speaking, listening and vocabulary), applied math, and financial literacy equally relevant to other ESL classes and settings.	Teachers of adult learners in Refugee/Immigrant programs, Teacher educators, Developers of materials or curriculum	Interactive Workshop (45 min)	Non-commercial
Friday, 2:30-3:15	Building 19, Room 204	Wicked Teaching: teaching Wicked for EAP	Sheila	Mullooly	Chemeketa Community College	N/A	Come explore practical approaches to teaching Wicked by Gregory Maguire to college-bound local and international students, studying academic ESL Reading and Writing. Hear narratives, see student work, and walk away with handouts you can adapt and 'recycle'.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Friday, 2:30-3:15	Building 10, Room 102	Building confidence while limiting plagiarism in essay writing	Sherie	Henderson	University of Oregon	Sherie Henderson, American English Institute, University of Oregon Crystal Young, American English Institute, University of Oregon	How can instructors create a supportive environment that leads to increased appreciation of the drafting process and decreased plagiarized writing? Participants will come away with organizational methods that support the drafting process and academic honesty.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts	Interactive Workshop (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 19, Room 204	Building confidence while limiting plagiarism in essay writing	Sherie	Henderson	University of Oregon	Sherie Henderson, American English Institute, University of Oregon Crystal Young, American English Institute, University of Oregon	How can instructors create a supportive environment that leads to increased appreciation of the drafting process and decreased plagiarized writing? Participants will come away with organizational methods that support the drafting process and academic honesty.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, EFL contexts	Interactive Workshop (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 19, Room 102	False borders: writing and speaking beyond the classroom	Simone	Dunlap	Edmonds Community College		Break open the borders of your classroom, and actively engage students in their environment while stimulating conversation and writing skills. Includes practical lesson plans for intermediate adults (16+).	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, New/Trainee teachers	Demonstration (45 min)	Non-commercial
Saturday, 2:45-3:30	Building 19, Room 202	Student Reflection as Formative and Summative Assessment	Stephanie	Hogan	Mount Rainier High School	Stephanie Hogan MHRS, Highline School District Marissa Winmill MRHS, Highline School District	Student reflection used as formative and summative assessment can inform practice. Participants will learn reflective strategies and examples they can incorporate into their classrooms.	K-12 teachers	Interactive Workshop (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 19, Room 206	An Introduction to Mandarin Chinese Grammar for ESL Professionals	Stephen	Kraemer	University of Oregon		This presentation will introduce some salient features of Mandarin Chinese grammar for ESL teachers and how these features compare with equivalent constructions in English.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, K-12 teachers	Demonstration (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 29, Room 207	Intercontextuality matters: 'Corn tortillas for the happy mother/ Barley tortillas for the lazy father	Stephen	Sadlier	University of Massachusetts		What is your theory of language? This session involves storytelling, looks at how texts are filled with other texts and explores why this matters for language teachers.	New/Trainee teachers	Interactive Workshop (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 14, Room 103	Genre-based writing instruction: theory, creation, and application.	Stephen	Skalicky	Washington State University	Jillian Bohle - Washington State University	This presentation outlines and illustrates genre-based writing instruction. Two examples of specific genres and their application in the presenters' classrooms will be among the discussion.	Developers of materials or curriculum, New/Trainee teachers, Experienced teachers	Paper/report (45 min)	Non-commercial
Friday, 1:30-2:15	Building 10, Room 105	Everybody Has A Story: Developing writing techniques through personal interviews	Sue	Clary	Bellevue College		Students learn to ask probing questions when they interview mystery guest speakers, compare and organize information, and create a story about just one aspect of the mystery guest speaker's life. It's amazing to find out what students discover as they learn that Everybody Has a Story!	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs	Demonstration (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 17, Room 107	Nativeness in TESOL: Exploring Language, Identity, and Opportunity	Suhanthie	Motha	University of Washington	Alex Schiff-Bellabiod, University of Washington Jitpicha Jarayapun, University of Washington Wanda Liao, University of Washington Sasha Yanak, University of Washington Jed Domigpe, University of Washington	The three papers on this panel draw from three documentary studies created by the presenters as part of a collaborative exploration into the interconnectedness of language, identity, and opportunity (both educational and employment) in the context of English language teaching and learning. Panelists explore effects of Seattle Public Schools' bilingual education policy on heritage language speakers; the ways in which NNESTs' linguistic, personal, and professional identities shape their pedagogical practice; and the effects of the native speaker fallacy (Cook, 1995) on the lives of NESTs and NNESTs.	Teachers of adult learners in Intensive English programs, EFL contexts, K-12 teachers	Panel (45 min)	Non-commercial
Saturday, 10:15-11:45	Building 21, Room 205	KA-POW! Comics in the ESL classroom	Susan	Abrill	University of Victoria, Victoria BC		This is a fun and friendly hands-on workshop in which each participant will try his or her hand at being assigned, not an essay, but a comic! In addition, we will discuss the ways in which this technique is useful and how to assess it. No art skills needed- it's about the language, not the art.	Teachers of adult learners in Intensive English programs, K-12 teachers, Teacher educators	Interactive Workshop (90 min)	Non-commercial
Saturday, 09:00-09:45	Building 19, Room 206	Improv in ESL: Promoting language through spontaneous creativity	Susan	Hussey	Kaplan International Colleges	Mark Strong Kaplan International Colleges	Learn to use improvisational theater activities to promote meaningful classroom communication. Attendees will actively participate in demonstrations in order to experience the learning environment first-hand.	Teachers of adult learners in Intensive English programs	Demonstration (45 min)	Non-commercial
Friday, 3:30-4:15	Building 19, Room 102	How do you assist students who aren't progressing?	Suzanne	Groth	Lewis and Clark College	Ursala McCormick, Lewis & Clark College Suzanne Groth, Lewis & Clark College	Have you ever taught a second language learner whose English proficiency did not seem to be improving? This presentation will chronicle the experiences of the Academic English Studies Program at Lewis & Clark College assisting just such a student as well as create an open forum to discuss and explore the challenges that intensive language programs face in distinguishing L1 interference from a possible learning disability.	Teachers of adult learners in Intensive English programs	Discussion session (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 19, Room 205	Service Learning Basics	Tamara	Smith	Tokyo International University of America	Sirena Tabet Tokyo International University of America	In this session we will explore the basics of service learning in the ESL classroom. The goal is to help teachers think about how they might use service learning as a tool to enrich their classes and to provide teachers with ideas, tools, and references to help them get started.	Teachers of adult learners in Intensive English programs	Interactive Workshop (45 min)	Non-commercial
Saturday, 11:15-11:35	Building 17, Room 101	Extending borders with student photography in beginning writing	Tera	Ray	Spokane College of English Language		This 20 minute session will introduce attendees to the use of student photography in the teaching of beginning writing to college-age, international students in an IEP setting. An overview of the syllabus for this Writing 1 course will be given, followed by an explanation of how to use student photography (and the supporting technology) to enhance writing instruction, with examples of student photography and writing provided by the presenter.	Teachers of adult learners in Intensive English programs, Developers of materials or curriculum, New/Trainee teachers	Mini session (20 minutes)	Non-commercial
Saturday, 10:15-11:00	Building 19, Room 201	Using the Internet for ESL Computer Learner Corpora Activities	Teresa	Knudsen	Lakeside Languages		This session focuses on demonstrating ways to use the Internet as a tool for introducing language learners to Computer Learner Corpora.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teachers of adult learners in Refugee/Immigrant programs	Demonstration (45 min)	Non-commercial
Friday, 1:30-2:15	Building 10, Room 103	Alternative Assessments for Assigned Novels	Tim	McDaniel	Green River Community College	Jamaica Moor, Green River Community College Hannah Berry-Chee, Green River Community College	The presenters will explore various ways of assessing students' understanding of assigned novels to encourage interest, creativity, and motivation.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs	Demonstration (45 min)	Non-commercial
Friday, 3:30-4:15	Building 10, Room 206	Acculturation and Second Language Acquisition Beyond	Timothy	Ellsworth	Seattle University	n/a	A presentation of a case study on a Japanese immigrant to the United States who has limited contact with the host population. This is a qualitative study that looks at how acculturation effects Second Language Acquisition.	Teachers of adult learners in Refugee/Immigrant programs, EFL contexts	Paper/report (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 21, Room 104	Innovative pre-practicum course for MA students	Trish	Pashby	University of Oregon	Laura Holland, University of Oregon Trish Pashby, University of Oregon	In this highly motivating teaching practice course, MA students plan, practice and implement all lessons for an elective discussion course for IEP students.	Teacher educators, Program administrators	Demonstration (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 19, Room 201	Mini-lessons for effective academic oral communication	Trish	Skillman	Western Washington University, TESOL Program	Carmen Avila Cervera, Western Washington University, TESOL Program	Experience how oral academic-language mini-lessons can enhance student comprehension and production of academic tasks. Active involvement and useful take-away info provided.	K-12 teachers, Teacher educators	Demonstration (45 min)	Non-commercial
Saturday, 09:00-09:45	Building 22, Room 103	Enhancing Classroom Dynamics though the Use of PowerPoint	Weiwei	Zhang	Oregon State University		This report will provide research data and instructional examples in three categories: (1) teaching vocabulary with visual aids; (2) students' presentations with PowerPoint; and (3) Games in PowerPoint.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in English for Academic Purposes (EAP) programs, Teacher educators	Paper/report (45 min)	Non-commercial
Saturday, 4:00-4:45	Building 19, Room 205	An Information Session about the English Language Fellow Program	Wendy	Asplin	English Language Fellow Program, University of Washington	Michelle Foshee Highline Community College	This session if for those interested in learning more about the English Language Fellow Program, a 10-month fellowship fully funded by the US Dept. of State. The presentation of general information will be followed by a Q&A session.	Teachers of adult learners in Intensive English programs, Teacher educators, Program administrators, Experienced teachers	Demonstration (45 min)	Non-commercial
Saturday, 11:15-11:35	Building 17, Room 106	How to Grow an ESL Scholarship	Wendy	Kipnis	Thompson Rivers University	Dian Henderson & Nancy Killick Also from Thompson Rivers University	The session would share the experience of our past 3 years of grassroots fundraising efforts which has successfully collected $18, 000 towards our goal of $20,000 in 4 years. We have involved the university, the larger community and our own ESL students in our endeavor which has along the way fostered a sense of community.	Teachers of adult learners in English for Academic Purposes (EAP) programs	Mini session (20 minutes)	Non-commercial
Saturday, 11:40-12:00	Building 17, Room 106	How to Grow an ESL Scholarship	Wendy	Kipnis	Thompson Rivers University	Dian Henderson & Nancy Killick Also from Thompson Rivers University	The session would share the experience of our past 3 years of grassroots fundraising efforts which has successfully collected $18, 000 towards our goal of $20,000 in 4 years. We have involved the university, the larger community and our own ESL students in our endeavor which has along the way fostered a sense of community.	Teachers of adult learners in English for Academic Purposes (EAP) programs	Mini session (20 minutes)	Non-commercial
Saturday, 08:00-08:45	Building 17, Room 105	TRU's Introduction to Community Service-Learning	Wendy	Krauza	Thompson Rivers University (TRU), Kamloops, B.C		TRU's Introduction to Community Service-Learning is a theory plus practice academic credit course about service-learning. As part of their coursework, students must contribute 24 hours of service at one of the local non-profit organizations in Kamloops B.C	Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Saturday, 1:45-2:30	Building 29, Room 106	TRU's Introduction to Community Service-Learning	Wendy	Krauza	Thompson Rivers University (TRU), Kamloops, B.C		TRU's Introduction to Community Service-Learning is a theory plus practice academic credit course about service-learning. As part of their coursework, students must contribute 24 hours of service at one of the local non-profit organizations in Kamloops B.C	Teachers of adult learners in English for Academic Purposes (EAP) programs, Developers of materials or curriculum	Demonstration (45 min)	Non-commercial
Saturday, 11:15-11:35	Building 17, Room 206	Note Card Activities for Classroom Review and Practice	Winnie	Cragg	Mukogawa Fort Wright Institute		In this presentation, small group activities using note cards for review and practice are discussed for reading, grammar and conversation. A detailed handout is provided.	Teachers of adult learners in Intensive English programs	Mini session (20 minutes)	Non-commercial
Saturday, 4:00-4:45	Building 29, Room 216	Non-Native Speakers Navigating the System Higher Ed System:Challenges, Successes and Strategies	Yilin	Sun	South Seattle Comm College and Fulbright Foundation for Scholarly Exchange in Taiwan		The speaker discusses challenges, successes and strategies that NNESTers have used in navigating different systems in North America including opportunities for employment, professional development and graduate studies. Case studies will be used to engage interactive participation.	Teachers of adult learners in Intensive English programs, Teachers of adult learners in Refugee/Immigrant programs, New/Trainee teachers	Interactive Workshop (45 min)	Non-commercial
Saturday, 08:00-08:45	Building 19, Room 206	Rethinking EAP Pedagogy for International Graduate Students	Young-Kyung	Min	University of Washington at Bothell		This presentation illustrates how the disciplinary contexts of an ESL program—linguistics, TESOL, and EAP (English for Academic Purposes)—promote pedagogical practices that approach graduate writing courses as essentially the same as undergraduate writing courses. The presentation also demonstrates how a genre-based disciplinary portfolio approach can be used to provide more contextualized writing instruction for international graduate students	Teachers of adult learners in English for Academic Purposes (EAP) programs	Paper/report (45 min)	Non-commercial

2011 Tri-TESOL Conference presentations

October 21 & 22, 2011
Highline Community College
Des Moines, WA
WAESOL
BC TEAL
ORTESOL

How to organize and/or search

2011 Tri-TESOL Conference presentations

October 21 & 22, 2011Highline Community CollegeDes Moines, WAWAESOLBC TEALORTESOL

How to organize and/or search

October 21 & 22, 2011
Highline Community College
Des Moines, WA
WAESOL
BC TEAL
ORTESOL