Talks
Forthcoming talks
Authentic professional learning for in-service teachers with open access media
Where: TESOL 2010 Electronic Village Fair, Boston, MA Dates: 24th March 2010 - 27th March 2010 When: 27th March 2010, 9am - 11am
This session will give a quick tour of free public access teacher development materials that have been published electronically through federal, state, and foundation grants which were created to improve the instruction of English language learners in U.S. schools. Materials include recorded workshops and coaching sessions, archived webinars, webcasts, and video-enhanced practice guides. Attendees will receive a directory to the open access materials with explanations of the formats and abstracts of the available content. In addition, the presenter will share a model for authentic professional learning (Webster-Wright, 2009) that can serve as a guide for incorporating these materials into in-service teachers' professional development. The handout suggests best ways to use the materials for teachers' professional learning teams, subject-area networking, collaborative planning time, and in-house mini-courses.
LikeFrom 21st Century Tools to Authentic Professional Learning: Developing Academic Language in Every Classroom
Where: Missouri Staff Development Council 2010 Conference, Branson, MO Dates: 14th March 2010 - 16th March 2010 When: 16th March 2010, 8am - 10am
This presentation gives a guide of innovative teacher development materials that disseminate best practices in teaching academic language across the content areas in K-12. The session has four goals: (1) to review the qualities of authentic professional learning, (2) to discuss a framework for developing academic language, (3) to acquaint educators with high-quality, open-access teacher development materials in new formats (webinars, webcasts, video-enhanced practice guides), (4) to share best ways to incorporate these into teacher professional development.
Achieving academic success with English language learners
Where: Missouri Staff Development Council 2010 Conference, Branson, MO Dates: 14th March 2010 - 16th March 2010 When: 14th March 2010, 4pm - 6pm
The presentation will introduce educators who are new to teaching English language learners to the fundamentals of providing students with effective instruction in academic language and literacy within the mainstream curriculum. Participants will explore the diverse needs of language minority students and learn their legal obligations to provide meaningful access to the grade-level general curriculum. The presentation will equip participants with key principles of language learning, an outline of research-based best practices, and quick strategies they can implement immediately in their instruction.
Past talks
What brain-based research tells us about second language learning
Where: Missouri Migrant Education and English Language Learning (MELL) 2009 Conference, Kansas City, MO Dates: 18th November 2009 - 19th November 2009 When: 19th November 2009, 9am - 11am
The most productive and consequential body of research in bilingualism and second language acquisition has been neurolinguistics. This session will (1) introduce participants to the fundamentals of these studies, (2) summarize key findings in understandable terms, and (3) discern pedagogical implications for second language learning.
Connecting theory, empirical research, and practice in second language education
Where: Missouri Migrant Education and English Language Learning (MELL) 2009 Conference, Kansas City, MO Dates: 18th November 2009 - 19th November 2009 When: 18th November 2009, 9am - 11am
The presentation will outline connections between current second language acquisition theory, educational research on K-12 English language learners, and best practices for facilitating English language learning in school settings. The goal of the presentation is to give participants a framework of understanding when considering potential interventions for language minority students.
The basics of helping English learners achieve their academic potential
Where: Plains International Reading Association (IRA) 2009 Conference, Branson, MO Dates: 4th November 2009 - 6th November 2009 When: 6th November 2009, 3pm - 5pm
The presentation will introduce educators who are new to teaching English language learners to the fundamentals of providing students with effective instruction in academic language and literacy within the mainstream curriculum. Participants will explore the diverse needs of language minority students and learn their legal obligations to provide meaningful access to the grade-level general curriculum. The presentation will equip partcipants with key principles of language learning, an outline of research-based best practices, and quick strategies they can implement immediately in their instruction.
Moving forward with the PreK-12 English language proficiency standards
Where: Mid-America Teachers of English to Speakers of Other Languages (MIDTESOL) 2009 Dates: 16th October 2009 - 17th October 2009 When: 17th October 2009, 2pm - 3pm
Under federal mandate, considerable effort has been devoted to developing and revising English language proficiency (ELP) standards for PreK-12; however, the actual use of the ELP standards for instruction and assessment is just evolving. The presenter will compare the features and implementation of three pertinent PreK-12 ELP standards (TESOL, 2006; Missouri Proposed GLEs, 2007; the revised WIDA, 2007) and discuss the potential outcomes of the differences for the education of English language learners.
World class professional development for every teacher
Where: Mid-America Teachers of English to Speakers of Other Languages (MIDTESOL) 2009 Conference, Springfield, MO, MIDTESOL Dates: 16th October 2009 - 17th October 2009 When: 16th October 2009, 7pm - 8pm
Access to professional development materials by leading researchers in the field of TESOL and educational linguistics has never been as easy and exciting as it is today. This presentation aims at giving a tour of bringing world-class professional development to teachers of English language learners, whether they are in a metropolitan or rural area. The speaker will focus on three main topics: (1) a review of the qualities of authentic professional learning, (2) free public-access teacher development materials in new formats (webinars, webcasts, wikis, video-enhanced practice guides, iTunesU), (3) best ways to incorporate these into teacher professional development.
Late-emerging reading difficulties
Where: Southwest Center for Educational Excellence, Webb City, MO, SWCEE When: 28th September 2009, 4pm - 8pm
A significant number of children start to show signs of reading difficulties after Grade 3. This workshop will take a closer look at this group to examine the nature of the difficulties. Participants will learn strategies to improve word reading, reading comprehension, and vocabulary in order to alleviate late-emerging reading skill deficits. The session will specifically address the needs of English language learners.
English language learners in the mainstream classroom: Teaching with language objectives
Where: Southwest Center for Educational Excellence, Webb City, MO, SWCEE When: 6th April 2009
The first step to differentiating instruction for English language learners (ELLs) in content classes involves identifying language objectives that directly serve the lesson’s content objectives. This workshop will help participants develop language objectives that (1) directly support content objectives, (2) benefit all learners, and (3) specifically facilitate the second language acquisition of ELLs.
Help! My students don't speak English: Working with language minority students
Where: Missouri Association for Colleges for Teacher Education (MACTE) Spring 2009 Conference, Jefferson City, MO, MACTE When: 4th April 2009
What should you do when some of your students speak little or no English at all? What if they speak some, but are not literate on the grade level? What are your responsibilities as a teacher and how can you meet them? What are the best classroom practices for developing your students’ English proficiency while at the same time progressing successfully with a demanding content curriculum? How can you help your English language learners thrive in a learning environment that is beneficial for all of your students? Bring your own pressing questions.
Where: Missouri Association for Colleges for Teacher Education (MACTE) Spring 2009 Conference, Jefferson City, MO, MACTE When: 3rd April 2009
The session summarized the most relevant recent findings of second language acquisition research, including the Report on the National Literacy Panel on Language-Minority Children and Youth. Current best practices of accommodating English language learners in mainstream classes were reviewed in terms of how they incorporate the necessary and beneficial conditions of second language acquisition. The presenter discussed what the National Literacy Panels’s findings might mean for shaping our best practices.
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Andrea Hellman,
Missouri Southern State University
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Cognitive-academic language proficiency, linguistic interdependence, optimal age and some other matters. Working Papers in Bilingualism, 19, 197-205. Doughty, C. J., & Long, M. H. (Eds.) (2003). The handbook of second language acquisition. Malden, MA: Blackwell Publishing. Echevarria, J, Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. The Journal of Educational Research, 99 (4), 195-210. Echevarria, J., Vogt, M. E, & Short, D. J. (2000). Making content comprehensible for English learners: The SIOP model. Newton, MA: Allyn and Bacon. Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Pearson, Allyn and Bacon. Fillmore, L. W., & Snow, C. E. (2000). What teachers need to know about language. Washington, DC: U.S. Department of Education. Genesee, F. (Ed.) (1999). Program alternatives for linguistically diverse students. Washington, DC: CREDE/CAL. Available http://www.cal.org/crede/pdfs/epr1.pdf Genesee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, D. (2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10 (4), 363-385. Genesee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, D. (Eds.) (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press. Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee Gottlieb, M. (2009, March). The contribution of standards to assessment and language education policy. Paper presented at the convention of the American Association for Applied Linguistics, Denver, CO. Kindler, A. (2002). Survey of the states’ limited English proficient students and available educational programs and services 2000-2001 summary report. Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Education Programs (NCELA). Available http://www.ncela.gwu.edu/policy/states/reports/seareports/00 Linan-Thompson, S., Vaughn, S. (2007, October). Research Overview: Adaptations of peer-assisted learning for English language learners: Application to middle-school social studies classes. Available at http://www.cal.org/create/downloads/ResearchOverview-PeerAss Ma, J., & The Civil Rights Project. (2002, September). What works for the children? What we know and don’t about bilingual education. Available on http://www.civilrightsproject.ucla.edu/research/bilingual02/ Missouri Department of Elementary and Secondary Education (MO DESE). (2008). 2007 Limited English Proficient Student Census [DESE 3255-10]. Jefferson City, MO: DESE. Available http://www.dese.mo.gov/divimprove/fedprog/discretionarygrant Prater, D. L., & Bermudez, A. B. (1993). Using peer response groups with limited English proficient writers. Bilingual Research Journal, 17 (1-2), 99-116. Ruiz-de-Velasco. J., & Fix, M. (2000). Overlooked and underserved: Immigrant students in U.S. secondary schools. Washington, DC: The Urban Institute. Retrieved May 20, 2005, from http://www.urban.org/UploadedPDF/overlooked.pdf Saunders, W. M., & Goldenberg, C. (1999). Effects of instructional conversations and literature logs on limited- and fluent-English-proficient students’ story comprehension and thematic understanding. The Elementary School Journal, 99 (4), 277-301. Scarcella, R. (2003). Academic English: A conceptual framework. The University of California Linguistic Minority Research Institute Technical Report 2003-1. Available http://lmri.ucsb.edu/publications/03_scarcella Short, D., Himmel, J., Echevarria, J., & Richards, C. (2007, October). Research overview: The impact of the SIOP model on middle school science and language learning. Available at http://www.cal.org/create/downloads/ResearchOverview-SIOPSci Short, D. J., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners - A report to the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Snow, C. E. (2007, October). Research overview. Word Generation: An approach to promoting academic language. Available at http://www.cal.org/create/downloads/ResearchOverview-WordGen Snow, C. (2009, March). Learning language in middle school: The academic register. Paper presented at the convention of the American Association for Applied Linguistics, Denver, CO. Swanson, C. B. (Ed.), & Editorial Projects in Education Research Center (EPERC). (2009). Perspectives on a population: English-language learners in American schools. Bethesda, MD: Editorial Projects in Education. Teachers of English to Speakers of Other Languages, Inc. (TESOL) (2006). PreK-12 English language proficiency standards: Augmentation of the World-Class Instructional Design and Assessment (WIDA) Consortium English language proficiency standards. Alexandria, VA: TESOL, Inc. |
Age of acquisition and second language lexical proficiency
Where: American Association for Applied Linguistics 2009 Annual Conference, Denver, CO, AAAL When: 21st March 2009
This paper reports on two studies that investigated the ultimate attainment of second language (L2) learners in the lexical domain. The first study examined whether highly proficient adult-onset L2 learners reach native level receptive vocabulary. The second study evaluated the function of age of onset and L2 receptive vocabulary.
Age effects in second language acquisition: Implications for educators
Where: Mid-America Teachers of English to Speakers of Other Languages (MIDTESOL) 2007 Conference, Osage Beach, MO, MIDTESOL When: 20th October 2007
This session presented a selective review of literature on age effects in second language (L2) acquisition with a special emphasis on the differential outcomes in the various language domains. Although research in the past 20 years demonstrated a serious disadvantage for adult-onset second language learners with little hope of nativelike eventual attainment in phonology and morphosyntax, recent neurolinguistic studies have introduced the idea that nativelike proficiency may be a very real possibility in the lexicosemantic domain even for late-onset learners. The presenter discussed how educators can make the most of these research findings by setting appropriate learning goals and objectives.
Predicting text difficulty for second language learners
Where: Mid-America Teachers of English for Speakers of Other Languages (MIDTESOL) 2007 Conference, Osage Beach, MO, MIDTESOL When: 19th October 2007
In this workshop, participants engaged in activities that brought into focus the principles behind effective text-reader matching in the ESL context. Participants learned about the factors that comprise text difficulty for ESL learners by taking part in a mini reading research session. The presenter reviewed current research on readability and lexical coverage, discussed the principles behind various readability formulas, and demonstrated several research-based freeware tools that make it easier for teachers to facilitate optimal learner progress in second language reading. The content was designed primarily to serve the needs of secondary, college, and adult ESL teachers.
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