Georgia TESOL Conference
High Shoals
Empire
Oconee River
Parthenon
Olympia
Grand Hall
Atrium
2
Table of Contents
Map of Conference Facilities
2
Map of Exhibit Hall
4
Thursday’s Conference Schedule
5
PLU and First-Timers’ Meetings
6
Keynote Speaker
8
Thursday Concurrent Sessions at a Glance
9 - 10
Thursday Concurrent Sessions
11-21
Interest Section Meetings and Information
22-25
Poster Sessions
26-27
Friday’s Conference Schedule
31
Friday Concurrent Sessions as a Glance
32-33
Friday Morning Concurrent Sessions
34-43
Business Meeting Agenda
44
Grant and Award Recipients
45
General Session Featured Speakers
46 -47
Email Directory of Presenters
48 - 49
GATESOL Past Presidents
51
GATESOL Executive Board
55
3
Exhibit Hall
Grand Hall 1-5
1.
2.
3.
4.
5.
6.
7.
8.
9.
Cengage Learning
Benchmark Education Allen Dodge
Continental Press Allen Dodge
National Geographic Learning Cengage Learning Allen Dodge
Dodge Learning Resource Allen Dodge
Brainchild
U.S. Department of Education
Refugee Sewing Society
Plywood People
4
10. Imagine Learning
11. Imagine Learning
12. First Investors Corp.
13. Blank
14. GATESOL
15. Voyager Sopris Learning
16. Intercambio Uniting Committees
17. Cambridge
18. Kennesaw State University
19 and 20 Blank
2014 GATESOL Annual Conference
ENDURING VOICES
The Language of Learning
Conference Schedule: Thursday, October 23rd
6:00 am - 9:00 am
Exhibitor Setup
7:00 am - 9:00 am
Breakfast (Grand Hall)
7:30 am – 4:30 pm
Registration
9:00 am - 5:00 pm
Exhibit Hall Open
8:00 am - 9:00 am
PLU Session (attendees requesting PLUs from GATESOL must attend)
8:00 am - 8:45 am
First Timer’s Session
9:00 am-10:00 am
Opening Session & Keynote Speaker: Debbie Zacarian (Atrium)
10:00 am-10:30 am
Book Signing with Debbie Zacarian / Visit Exhibit Hall / Coffee Break
10:30 am-11:15 am
Concurrent Sessions
11:30 am-12:15 pm
Concurrent Sessions
12:15 pm - 1:15 pm
Lunch (Atrium)
1:15 pm - 2:00 pm
Concurrent Sessions
2:15 pm - 3:00 pm
Concurrent Sessions
3:15 pm - 4:00 pm
Concurrent Sessions
4:15 pm - 5:00 pm
Interest Session Meetings
5:00 pm - 5:45 pm
Poster Session Meet & Greet (Atrium)
5:00 pm - 6:15 pm
Reception (Atrium)
5
Thursday, October 23rd
8:00
PLU Session
8:00-9:00 AM
Olympia 2
Facilitated by Dana Geller and Aubrey Southall
This session is mandatory for any participant who plans on receiving a Professional
Learning Unit (PLU) for attending the conference. To receive a PLU for attendance,
you must have ten (10) contact hours completed during the conference, including this
mandatory session. At this session, you will receive the required forms to complete
during the conference and information on how to obtain the necessary signatures. Prior approval from your district is required in order to be eligible for the PLU.
First-Timers’ Session
8:00-8:45 AM
Olympia 1
Facilitated by Elizabeth Webb
Attending the GATESOL conference for the first time? Everything seem a little
overwhelming? Come join us at the First-Timers’ Session where we can help you plan
your time to make the most of the conference.
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Let Georgia TESOL Be Your Pot of Gold!
Did you know that GATESOL awards over $10,000 a year in
grants that support member projects, conference attendance,
and community organizations that serve English learners?
For more information:
Attend the conference session “Show Me the Money: Writing Successful Proposals for GATESOL Grants” (Thursday, 10:30, Olympia 1)
Visit the “Grants & Awards” page on the GATESOL website
Email Denise Dolan, Grants and Awards Chairperson, at [email protected]
GATESOL
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Opening Session and Key Note
Speaker 9:00 to 10:00
Book Signing 10:00 to 10:30
Unleashing the power of academic language
Whether we measure achievement by test scores or graduation rates, the
disparities between groups of students has not changed significantly. Understand this as an academic language gap, particularly for students who
possess school-matched language and literacy skills and ELs who are
learning academic language while simultaneously acquiring English. Discover how to close the gap and address the diverse needs of ELs, including the growing number who experience violence, trauma, and chronic
stress. See how instruction and family-school partnerships can draw from
students' personal, cultural, and world knowledge and level of literacy
learning and why core standards must be connected to learning that is
compelling and thinking-to-learn skills that are intentionally taught.
Debbie Zacarian, Ed.D. is known for her work in advancing student achievement
with culturally, linguistically, and economically diverse populations. Her accessible explanations of current research into practical instructional, coaching, leadership, familyschool engagement and strength-based teacher evaluation systems are widely practiced. With three decades of
combined experience as a school district leader, university
faculty member, and educational service agency administrator, she founded Debbie Zacarian, Ed.D. & Associates. Her most recent professional books include: In It Together: Advancing equity, access, and engagement for
students, families and communities (forthcoming, 2015);
Mastering Academic Language: a framework for supporting student achievement; Transforming Schools for English Learners: a comprehensive framework for school leaders; The Essential Guide for Educating Beginning English
Learners; and Teaching English Language Learners
Across the Content Areas.
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Thursday Morning at a Glance Concurrent Sessions
11:30AM-12:15 PM
Room 10:30-11:15 AM
The world is your classroom -- Teach at
Language that Describes UnderpriviU.S. Embassy-sponsored projects worldParthenon 1 leged Students in Private Schools in
wide through the English Language ProIndia
grams
Warm-up, Closing, & Sponge Activities:
Engaging your students from bell to bell.
Parthenon 2 Gaming in Reading
Show Me the Money: Writing
Fun Differentiated Lessons for All Language Proficiency Levels
Olympia 1 Successful Proposals for
GATESOL Grants
Co-Teaching With English Learners
Olympia 2 Having TKES in Mind
Empire 1
Empire 2
Advocating for ELLs: A Report on the
2014 TESOL Advocacy & Policy Summit
English Language Learning And Vid- Placement Test Options: A Community
eo Games: A Text Genre Perspective College Academic ESL Program’s ExpeUsing Persona 4: Golden
rience
Dissecting Complex Text for ELs
Elementary Co-taught Pull-Out Literacy
Study Skills Class for Students Receiving both ESOL and Special Education
Services
Brainshark: Ideal Multimedia Tool to Engage Today’s Emerging Multilingual Students
Oconee RivBody Language
er 1
Using Marzano's Six-Step Process in
Computer-Mediated Communication and
Oconee Riv- the Classroom to Address The VocabL2 Pragmatics: Teaching Social Conseulary Deficit and the Achievement
er 2
quences in the L2 Classroom
Gap
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Thursday Afternoon at a Glance Concurrent Sessions
Room 1:15-2:00 PM
2:15-3:00 PM
The ESOL Teachers’ Voice in
Innovative Strategies for Inte- the Collaborative Classroom:
Parthenon 1 grating Reading, Writing, So- Reflecting on the First Year of
cial Studies, and Science
Implementation of an Innovative Co-Teaching Model
Four Ways of Unpacking a
Parthenon 2
Complex Text
3:15-4:00 PM
Finding Their Voice: One program's approach to family literacy for refugee women and
children
Using 3-Minute Thesis
Poetry in the L2: Crafting
Presentations in Oral Commuwords together with students
nication Classes
Olympia 1
An "Open Access" to Curricu- Using Visual Literacy in Social
Dominating the Domains with
lum Development and New
Studies Education to EmpowWeb Tools and Apps
Technologies
er ESOL Students
Olympia 2
Empowering teachers and
evaluators to have meaningful
Build Academic Vocabulary
Creating a Culture of Peace in
conversations about the learnthrough the use of Free Webthe ESL Classroom
ing and engagement practices
sites for ELLs
of ELs
Empire 1
Ideas from the SETESOL
2014 Conference
Empire 2
Spritz: An App to Increase Mo- Your Child, Our Responsibility:
Morphing Reading and Writing
tivation and L2 Reading Fluen- Going Beyond the Bookbag to
into Science
cy
Communicate with Families!
Multiliteracies in ESL ClassSmart uses for Smart Devices room Using Free Software and
Websites
Exploring Apps and Online
Resources for Cultural Rele- Fair Assessment and Grading
Oconee River
vance and Biliteracy Develop- Practices for English Lan1
ment: Learning from Parents’ guage Learners
Perspectives
Oconee River Bringing the Classroom and
Community Together
2
High Shoals 2
Enduring Language Differences: Understanding language differences to avoid
misidentifying students for
Speech and Language Services
Materials and free trainings to
Experiencing Peru TESOL in
increase adult ESL program
July/August 2014
sustainability
Regional Meeting
Regions 3 and 5
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Thursday, October 23rd
Concurrent Sessions
10:30- 11:15 AM
Language that Describes Underprivileged Students in Private Schools in India
Gaming in Reading
Interest Section: Intensive English Program
(IEP)
Room: Parthenon 2
Interest Section: Teacher Education (TE)
Room: Parthenon 1
Anthony Dahlen
Kennesaw State University
Hema Ramanathan
University of West Georgia
This presentation will talk about several gaming activities incorporated into Reading classes’ curriculum to increase learners’ interest
and their reading comprehension. The audience will be actively involved in several
“reading” games to get a realistic feeling and
a full understanding of the learning process.
Harmony and tolerance in a classroom are
incompatible with teachers’ negative perceptions of students. Voicing their perceptions of students is an essential step to confronting deep-seated prejudices and stereotypes. In this study, English teachers in private schools in India describe the social/
emotional profiles and strengths/
weaknesses of their students in poverty,
and suggest institutional structures and personal practices to support and care for
them.
Show Me the Money: Writing Successful
Proposals for GATESOL Grants
Co-Teaching With English Learners Having TKES in Mind
Interest Section: Teacher Education (TE)
Room: Olympia 1
Interest Section: Elementary Education (EE)
Room: Olympia 2
Denise Dolan
April Sims Barrow County
Bridget Bach Barrow County
Georgia Gwinnett College
Did you know that GATESOL awards over
$10,000 a year in grants supporting the professional development of its members?
Learn how to write a winning proposal that
can take you anywhere from Peru to China,
bringing back skills and experience that
benefit your ELL students. The presenter
will explain the review process and eligibility
criteria for eight different grants. You will
have an opportunity to brainstorm ideas for
proposals and get feedback
from colleagues. You will also learn about
how to nominate candidates for the three
GATESOL Awards presented at the annual
conference. .
This workshop will provide teachers with
six research-based, tried and true coteaching models that will incorporate effective instructional strategies for EL students. Veteran teachers will share how to
use differentiated instruction in a positive,
academically challenging learning environment.
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Thursday, October 23rd
Concurrent Sessions
10:30-11:15 AM
English Language Learning And Video
Games: A Text Genre Perspective Using
Persona 4: Golden
Using Marzano's Six-Step Process in the
Classroom to Address The Vocabulary Deficit and the Achievement Gap
Interest Section: English as a Foreign Language (EFL)
Room: Empire 1
Interest Section: Secondary Schools
Room: Oconee River 2
Julie Rutledge Bear Creek Middle School in
Barrow County
Lynn Hamilton Bramlett Elementary School in
Barrow County
Rafael Leonardo da Silva
State University of Londrina/University of Georgia
This presentation aims to discuss how the roleplaying video game Persona 4: Golden may contribute to English language learning, using text
genre theory (Marcuschi, 2002) and Dolz and
Schneuwly's (2004) language capacities. Informal
talks, news reports, weather reports, and giving
directions were the genres identified in the first
six and a half hours of gameplay; these genres
may be exposed to learners as authentic language practices, and, as such, viable options for
English language learning.
Research showing the relationship with vocabulary knowledge and student achievement
is examined, along with the gap in vocabulary
knowledge between economically disadvantaged and non-economically disadvantaged
students. The effectiveness of Marzano's 6Step Process is presented based on research
conducted in a 7th grade class. A brief description of our school's implementation of Word
Generation, a free, research-based vocabulary
intervention program, with Marzano's 6-Step
Process is included.
Body Language
Dissecting Complex Text and Argumentative
Writing using scaffolding supports to make content accessible to English Language Learners
(ELs).
Interest Section: English as a Foreign Language
Room: Oconee River 1
Interest Section: Teacher Education
Room: Empire 2
Gwen Bullard
Atkinson County Middle School Pearson, Georgia
Tricia Jeremiah Gwinnett County Public Schools
Davelon NorrisGwinnett County Public Schools
"Body Language" -- a series of proven audio
visual strategies that help K-12 and adult English Language Learners better comprehend,
retain, and transfer English grammar concepts, basic math concepts, and reading comprehension skills.
Come join this interactive session and practice
a 5 step process that gives English Learners
(ELs) entry into the features of complex text.
Learn to use paragraph frames to help English
Learners (ELs) organize their writing for different content areas.
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Thursday, October 23rd
Concurrent Sessions
11:30 AM-12:15
The World is Your Classroom -- Teach at
U.S. Embassy-sponsored projects worldwide through the English Language Programs
Fun Differentiated Lessons for All Language Proficiency Levels
Interest Section: Elementary Education
Room: Olympia 1
Interest Section: ESL in Higher Education (HE)
Room: Parthenon 1
Sydney Cohn
Hopkins Elementary School, Gwinnett County
Benjamin Perdue
U.S. Department of State English Language Programs
The English Language Fellow and Specialist
Programs send highly qualified ESL teachers
on paid teaching projects sponsored by U.S.
Embassy all over the world. These programs
offer unique professional development opportunities and can greatly enhance your TESOL
career. This presentation provides information
on the programs and how to apply.
In this session you will be provided ideas and
ways to differentiate for your students throughout all content areas in an elementary setting
(reading, writing, mathematics, science, and social
studies). Students have the potential to learn the
same grade-level material while being challenged
at their individual skill level. It doesn’t have to
take the teacher hours to prepare each lesson
either. With a few tricks here and there, you can
take the same basic lesson and tweak it for your
ESOL students’ needs. .
Warm-up, Closing, & Sponge Activities:
Engaging your students from bell to bell.
Advocating for ELLs: A Report on the 2014
TESOL Advocacy & Policy Summit
Interest Section: Teacher Education (TE)
Room: Parthenon 2
Interest Section: Sociopolitical Concerns (SPC)
Room: Olympia 2
Lou Tolosa-Casadont
The University of Georgia
Denise Dolan Georgia Gwinnett College
Aubrey Southall Riverwood International Charter
School
Warm-up, Closing, & Sponge Activities: Engaging your students from bell to bell. Participate
in this interactive workshop to learn more
about activities that will help your students
transition into and out of your classroom in
contextualized and meaningful ways.
Two GATESOL Board members traveled to Washington, DC to participate in the TESOL Advocacy
and Policy Summit. Hear what they learned from
policy experts, including representatives from the
Department of Justice and the Office of English
Language Acquisition, on the current political climate and legislative trends affecting ELLs at all
levels. Learn about advocacy techniques and resources for understanding current issues, and
hear the presenters’ reflections on meetings with
state Congressional representatives.
.
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Thursday, October 23rd
Concurrent Sessions
11:30 AM-12:15
Placement Test Options: A Community
College Academic ESL Program’s Experience
Elementary Co-taught Pull-Out Literacy
Study Skills Class for Students Receiving
both ESOL and Special Education Services
Interest Section: ESL in Higher Education (HE)
Room: Empire 1
Interest Section: Elementary Education (EE)
Room: Empire 2
Lara Beninca Central Piedmont Community College
Karen Stanley Central Piedmont Community College
Mandy Sitten Cobb County Schools
Karen Kuhel Kennesaw State University
In this session, participants will review findings of a mix-method study in a literacy/study
skills class co-taught by an ESOL teacher and
a special education teacher. The study was
conducted in a Title I school in an urban
school district. Participants were 4th grade
students who qualify for both ESOL and Special Education services. Preliminary findings
indicate a positive impact on literacy development, and significant challenges related to coteaching and collaboration.
Most ESL programs experience difficulties with
placement and can benefit from investigating
each other's attempts to improve the process.
Our community college went from an in-house
test to a commercial computerized test. We will
discuss the process of transitioning from the inhouse to the commercial placement test, advantages and disadvantages of each type of test,
and future plans to improve placement. We will
allow time for questions and answers and discussion of placement test issues.
Brainshark: Ideal Multimedia Tool to Engage Today’s Emerging Multilingual Students
Computer-Mediated Communication and
L2 Pragmatics: Teaching Social Consequences in the L2 Classroom
Interest Section: Secondary Schools (SS)
Room: Oconee River 1
Interest Section: Applied Linguistics (AL)
Room: Oconee River 2
Victoria Voss Fulton County School System
Sarah Mantegna Fulton County School System
Andrew Davis
Georgia State University
Engage learners by using a free and powerful
online tool to quickly create multimedia presentations. BrainShark allows you or students at all
skill levels to create and digitally publish multimedia files with images, text, and sound. Participants leave with ideas and information for immediately using Brainshark in their classroom.
Explicit instruction in pragmatics is beneficial to
the NNS, as pragmatic breakdowns are the cause
of many communication errors. However, how do
teachers encourage pragmatic development when
real social consequences are necessary for uptake? Using computer-mediated communication
in the form of cross-cultural blogging and telecommunication with native speakers, this presentation shows how to provide for both grammatical
knowledge and social consequences necessary to
teach L2 pragmatics. .
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Thursday, October 23rd
Concurrent Sessions
1:15 PM-2:00 PM
Innovative Strategies for Integrating
Reading, Writing, Social Studies, and Science
Dominating the Domains with Web Tools
and Apps
Interest Section: Elementary Education (EE)
Room: Parthenon 1
Interest Section: Computer Assisted Language
Learning (CALL)
Room: Olympia 1
Jennifer Hicks Bethesda Elementary School
Julie Warner Bethesda Elementary School
Margaret McKenzie Atlanta Public Schools
Stephen Fowler Atlanta Public Schools
Participants will engage in an interactive session that provides hands-on experience in using different forms of technology to integrate
content areas. Participants will work individually, with partners, and in groups to ensure
optimum engagement. Presenters will model
the use of Document Based Questions to integrate content areas, and after participants will
be able to create their own presentations to
incorporate in their own classrooms.
Learn how to leverage technology to meet the
needs of your students in all four domains: listening, speaking, reading and writing. This fast-paced
session will not only provide you with scores of
resources but will inspire you to create your own
technology enhanced learning environment.
Four Ways of Unpacking a Complex Text
Empowering teachers and evaluators to
have meaningful conversations about the
learning and engagement practices of ELs
Interest Section: ESL in Higher Education (HE)
Room: Parthenon 2
Interest Section: Program Administration (PA)
Room: Olympia 2
James Anderson
Cambridge University Press
Karen Kuhel Kennesaw State University
Maria Montalvo-Balbed Metro RESA
Elizabeth Webb Gwinnett County Public Schools
Whether to satisfy the requirements of the
Common Core or to prepare EAP students for
the rigors of college reading in their mainstream classes, ESL teachers face enormous
challenges when teaching academic reading.
This presentation examines what William
Grabe has called “the major requirements for
becoming a fluent reader” as they are expressed in the design, texts, and exercises of
four recently published ESL reading texts. Participants will leave the session with sample
books and ideas for classroom activities to
help students manage complex texts.
The purpose of this session is to provide information
about a crosswalk and walk-through aligned with
the Georgia TKES. These documents were developed
by an Atlanta based ESOL professional learning community. The session learning outcomes are to understand the purposes of the documents, how and why
they were developed, and how they can provide a
framework for meaningful conversations between
teachers and administrators about the learning and
engagement practices of ELs and teacher evaluation.
.
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Thursday, October 23rd
Concurrent Sessions
1:15 PM-2:00 PM
Ideas from the SETESOL 2014 Conference
Exploring Apps and Online Resources for
Cultural Relevance and Biliteracy Development: Learning from Parents’ Perspectives
Interest Section: Adult Education (AE)
Room: Empire 1
Interest Section: Adult Education (AE)
Room: Oconee River 1
Faye Hardiman
Georgia Piedmont Technical College
Silvia Noguerón-Liu University of Georgia
Clara Londono J.J. Harris Elementary School
This session will feature activities and ideas
from the 2014 SETESOL Conference. Participants will receive handouts and try the activities in the session--a very hands-on sharing
time from colleagues throughout the Southeast Region.
In this workshop, participants will analyze online
resources explored by immigrant parents in family
digital literacy research project. The session will
include a 15-minute presentation of findings and
context of the project, 15 minutes for small group
analysis of the apps and websites reviewed by
parents, and 15 minutes for whole group discussion. All ideas will be made available in a shared
Google Doc, with an emphasis on developing criteria to assess online resources for accessibility,
cultural relevance, and potential for language
learning/language maintenance at home.
Morphing Reading and Writing into
Science
Bringing the Classroom and Community
Together
Interest Section: Teacher Education (TE)
Room: Empire 2
Interest Section: Adult Education (AE)
Room: Oconee River 2
Shoney Brice
Cherokee Rose Writing Project at University of
West of Georgia
Abigail Yoder Mommy & Me Family Literacy
Anna Engle Mommy & Me Family Literacy
This session provides a description of a curriculum designed to engage the adult refugee students in an adult literacy center private language school with the community. The syllabus
and activities take into account the challenges
of the setting (variable student attendance and
limited technology) and specific student goals
(use of English as a means of gaining access to
the community and community resources). It
finishes with a description of practical activities
that could be adapted to a variety of settings
and examples of student work created through
the Language Experience Approach based on
an excursion into the community.
Morphing Reading and Writing into Science joins
literacy with a content area. This workshop will
address
concerns on how to integrate reading and writing
into Science and why it is important with Common Core
standards classrooms. In this workshop, we will
encourage a morph in the thinking that it is hard
to integrate reading and writing into Science.
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Regional Meeting
Regions 3 and 5
Room: High Shoals 2
Thursday, October 23
1:15 to 2:00
Thursday, October 23rd
Concurrent Sessions
The ESOL Teachers’ Voice in the Collaborative Classroom: Reflecting on the
First Year of Implementation of an Innovative Co-Teaching Model
Interest Section: Elementary Education (EE)
Room: Parthenon 1
Christina Catinella Fulton County Schools
Javan Bukhaya Fulton County Schools
Stacey Story Fulton County Schools
Learn about a collaborative action research project conducted by ESOL elementary school
teachers and a university TESOL program to inform the implementation of an innovative coteaching model. Discover the challenges we
faced: formal observations (TKES), Common
Core alignment, time, etc. Preview tools that
will allow you to easily implement your own
action research project and collaborate more
effectively.
2:15 PM-3:00 PM
Using 3-Minute Thesis Presentations in
Oral Communication Classes
Interest Section: ESL in Higher Education (HE)
Room:Parthenon 2
Heather Boldt
Emory University
The 3-Minute Thesis (3MT) competition, which
has now been adopted by over 100 universities in
18 countries, is a speaking competition that challenges graduate students to communicate their
research projects to a general audience in 3
minutes or less. The presenter will share ways
that intermediate students, using authentic 3MT
videos from various online sources, can practice
effective use of their voices to signal organizational patterns and highlight important information.
The presenter will also show how students can
use these videos to learn more about how body
language is used in conjunction with speech.
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Thursday, October 23rd
Concurrent Sessions
2:15 PM-3:00 PM
An "Open Access" to Curriculum Development and New Technologies
Smart Uses for Smart Devices in the ESL
Classroom
Interest Section: Computer Assisted Language
Learning (CALL)
Room: Olympia 1
Interest Section: Computer Assisted Language
Learning (CALL)
Room: Empire 1
Anas Almuhammadi Florida State University
Erin Harwood
Refugee Family Literacy Program
Influenced by (Freire, 1973), (Apple, 2012) , and
(Willinsky, 2007), the Open Curriculum Community, OCC, is criticizing experts' role in designing
curricula and provides a community where educators design and share their products in an
open community. This project aims at redistributing the rights to curriculum planning to every
practitioner. It is an online community that provides virtual spaces for curriculum development
at all levels and helps making culturally oriented
curriculum materials.
When 20 Android personal computing devices
were donated to a non-profit family literacy
program for refugee women and children in
Clarkston, Georgia, six ESL teachers set out to
find affordable and effective methods for enhancing their English literacy classrooms
through smart technology. Students' enthusiasm and increased motivation to learn convinced them that, in such diverse, multilingual
and multilevel classrooms as theirs, lessons
enhanced with smart technology can facilitate
cross-cultural communicate and increase student motivation to learn. In this session, the
presenter will share some of the successful lesson activities used by teachers at the school,
apps, games and electronic materials that are
suitable for the budget-conscious program,
time management tips, practical advice for
managing high-tech equipment in a low-tech
organization, and resource lists to help teachers incorporate similar technologies in their
classrooms. Participants will be able to engage
with tablet devices as the presenter demonstrates programs and activities that teachers
and students have found effective for facilitating language acquisition.
Creating a Culture of Peace in the ESL
Classroom
Interest Section: Adult Education (AE)
Room: Olympia 2
Jackie Saindon University of Georgia
Chau Nguyen University of Georgia
Qing Chu University of Georgia
In this interactive workshop participants will
learn and participate in activities intended to
reach secondary and adult learners in an atmosphere that fosters learning, respect, and
cooperation.
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Thursday, October 23rd
Concurrent Sessions
2:15 - 3:00 PM
Spritz: An App to Increase Motivation and
L2 Reading Fluency
Fair Assessment and Grading Practices for
English Language Learners
Interest Section: Computer Assisted Language
Learning (CALL)
Room: Empire 2
Interest Section: Teacher Education (TE)
Room: Oconee River 1
Sean Dunaway
Georgia State University
Amanti Cathy
Georgia State University
Grades are used for a variety of purposes. In addition to reporting the results of assessments, they
are used as gatekeepers for participation in sports,
advanced and gifted classes, and for scholarships.
The presenter has found in her work in schools
that English language learners (ELL) receive a disproportionately high number of low and failing
grades. In this session, participants will have the
opportunity to work with other session participants to practice differentiating classroom standards-based assessments and grading practices for
their ELLs.
Materials and free trainings to increase
adult ESL program sustainability
Interest Section: Adult Education (AE)
Room: Oconee River 2
Marcie Smith
Intercambio Uniting Communities
This engaging workshop is targeted at organizations that wish to start, grow, or improve
upon the structure and/or quality of an existing ESL program for adults. We will discuss
and demonstrate very practical, user-friendly,
and affordable/free materials, curriculum and
trainings that help programs increase their
consistency, effectiveness and sustainability.
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The Spritz reading app has led to a renaissance in the research-based speed reading
technique, Rapid Serial Visual Presentation
(RSVP). This presentation introduces Spritz
and shares L2 teachers’ opinions regarding
the application of RSVP technology in the ESL/
EFL classroom. We also share lesson plans
that integrate RSVP and L2 reading pedagogy.
Thursday, October 23rd
Concurrent Sessions
Finding Their Voice: One program's approach to family literacy for refugee
women and children
Interest Section: Adult Education (AE)
Room: Parthenon 1
3:15-4:00 PM
Using Visual Literacy in Social Studies Education to Empower ESOL Students
Interest Section: Adult Education (AE)
Room: Olympia 1
Dana Geller Friends of Refugees
Karen Javits Friends of Refugees
Aubrey Southall Fulton County Schools, Georgia
State
Jeremy Nix Gwinnett County Schools, Georgia
State
The presenters will describe a unique family literacy program serving refugee women
and children in Clarkston, GA. Attendees
will come away with practical methods for
implementing their own literacy program
for early childhood, adult ESL and parent/
child interaction time. Presenters will illustrate how this program gives voice to women which empowers them to be strong parents, students, and community
Visual literacy allows teachers to make the
United States History classroom empowering
and uplifting. Visuals allow teachers to show
social progress of language minority groups
along with highlighting individuals for their
great accomplishments to American society.
The addition of visuals is a great way to give
ESOL students a voice in social studies.
Poetry in the L2: Crafting words together
with students
Build Academic Vocabulary through the
use of Free Websites for ELLs
Interest Section: Second Language Writing
(SLW)
Room: Parthenon 2
Interest Section: Elementary Education (EE)
Room: Olympia 2
Melisa (Misha) Cahnmann-Taylor
UGA
The power of writing poetry alongside one’s
students cannot be understated: “keeping it
real” with students and engaging and creative for the teacher. I will share the
“invitations” I use with my own teacher education students based on a long history of
collaborative writing alongside ESOL third
graders through doctoral students. Engaging
participants in their own creative writing, I’ll
talk about the pitfalls as well as potentials of
crafting poetry as part of the ESOL classroom.
Tina Peacock Coffee County Middle School
Melanie Brunel Coffee County Middle School
In this workshop, we will investigate ways to build
academic vocabulary through the use of free websites. We will provide different websites and instructional materials to ESOL teachers and general
education teachers. These websites will be easy to
use due to the simplicity and readiness of the programs. There will be current and creative strategies presented and discussed that will enhance
students’ academic success.
20
Thursday, October 23rd
Concurrent Sessions
3:15-4:00 PM
Multiliteracies in ESL Classroom Using
Free Software and Websites
Enduring Language Differences: Understanding language differences to avoid
misidentifying students for Speech and
Language Services
Interest Section: Computer Assisted Language
Learning (CALL)
Room: Empire 1
Interest Section: Applied Linguistics (AL)
Room: Oconee River 1
Eun Sun Kwon
University of Southern California
Cristina Zakis Gwinnett County Public Schools
Sandra Wagner Gwinnett County Public Schools
Literacy is no longer only about reading and
writing; in fact, literacy represents our own cultural development in the 21st century! This session will provide an insightful guide to create a
multi-literacy class for English as second language
learners of all ages. The session will discuss how
to utilize free multimedia resources such as
Schoology, Edmodo, Quizlet, Dropbox, PowToon,
Ted, and many others to carry a multiliteracy
class. Then, personal experience of teaching from
non-profit organization using the multimedia resources is shared.
ESOL teachers and Speech pathologists are
natural partners in enhancing and sustaining
an EL student’s language development both
academically and socially. The collaborating
efforts of a bilingual speech pathologist and a
bilingual ESOL teacher with almost 20 years of
experience each, come together to explore
the intersecting paths of typical English learning and atypical progression of language acquisition. Participants will analyze case studies for both typical and atypical language acquisition progression in students. They will
come away with a deeper understanding of
when to consult with a speech and language
pathologist.
Your Child, Our Responsibility: Going Beyond the Bookbag to Communicate with
Families!
Experiencing Peru TESOL in July/August
2014
Interest Section: Teacher Education (TE)
Room: Oconee River 2
Interest Section: Teacher Education (TE)
Room: Empire 2
Jean Daugherty
Georgia State University
Jennifer Jones
INSPIRED
Educators of ESOL students are in a
unique situation and can face various challenges when making an effort to communicate with families. However, we must remain relentless in ensuring that every students’ family is actively engaged in the success of their student. Therefore, it’s time for
entire school communities to go “beyond
the bookbag” and utilize motivating and
creative strategies to continuously communicate with all ESOL families, regardless
of their circumstances.
During this session, the presenter will describe her experience attending the Peru
TESOL Conference in Lima, Peru in July/
August 2014. The presenter will focus on the
process of receiving the travel grant, the organization of the conference (including a highlight of workshops attended), and the opportunity to interact with colleagues from around
the world.
21
Thursday, October 23rd
Interest Section Meetings 4:15-5:00 PM
Come join in discussions about the work going on in your area of interest.
Room
Interest Section
Facilitator
Parthenon 1
Secondary Schools
Kremena Popov
Parthenon 2
Second Language Writing
Mary Ann Browning
Olympia 1
Adult Education
Lela Horne
Olympia 2
Teacher Education
Karen Kuhel &
Hema Ramanathan
Empire 1
Intensive English Programs
Diana Wrenn
Empire 2
Sociopolitical Concerns
Tonna Harris-Bosselmann
Oconee River 1
Cultural Section
Melba Pesante
Oconee River 2
English as a Foreign Language Barbara Dusterhoff
2014 Conference Organizing Committee
Julie Eldridge, Conference Chair
Jeff Terrell, Program Chair
Cherrilynn Woods-Washington, Exhibitor Liaison
Kendra Castelow Registration Chair
22
23
GATESOL Interest Sections
Adult Education (AE)-- brings together the knowledge, precepts, and skills of two distinct
but compatible areas: adult education and English as a Second Language. Contact person:
Lela Horne at [email protected]
Applied Linguistics (AL)-- applies research and theory to real-world contexts and explores implications for enhancement of language learning and communication. Contact Persons: Jayoung Choi [email protected] and Enrique Linan-Saavedra [email protected]
Bilingual Education (BE)-- supports and promotes primary (native) language literacy as
fundamental to acquisition of English as a second or foreign language. Contact Person: Dell
Giles at dellperry@gmail.
Computer Assisted Language Learning (CALL) -- looks at issues and standards in the
field of computer assisted language learning, promotes the development of CALL activities for
EL instruction, works to ensure CALL is represented at conferences, and helps disseminate
information about CALL to EL educators around the state. Contact Person: Jessica Palminteri
at [email protected]
Elementary Education (EE)-- fosters recognition of ESOL as an academic discipline in elementary
education, advocates for elementary ESOL and teacher training, and encourages development of useful materials. Contact Person: Cherrilynn Woods-Washington at [email protected]
English as a Foreign Language (EFL)-- facilitates exchanges on global and specific EFL/
ESL issues and brings together professionals who have had or intend to have EFL/ESL experiences in different countries. Contact Person: Barbara Dusterhoff at [email protected]
Intensive English Programs (IEP)-exists to serve the needs of those who work in Intensive English Programs (IEPs). IEPS serve nonnative speakers who need to acquire English proficiency in a relatively short time prior to or during regular academic study. The
concerns of the membership include methodology, curriculum design, materials development, placement, evaluation, program administration, technology-assisted instruction,
English for Specific Purposes, culture, learners' concerns, and members' employment concerns. This group comprises ESOL professionals involved in IEP teaching, IEP administration, and relationships with other IEPs. The audience may also include administrators or
teachers who wish to work for IEPs, such as graduate students in TESOL. Contact person: Diana Wrenn at [email protected]. Visit us on Facebook: https://
www.facebook.com/GATESOLIEP
Some interest sections also have a forum, so be sure to visit
the Forums tab on the GATESOL website home page.
24
GATESOL Interest Sections
Intercultural Communication (IC)-- promotes intercultural awareness and respect for all
cultures and provides a clearly defined forum to bring together educators and scholars whose
interests lie in intercultural communication, particularly in the context of English-language
classes. Contact Persons: Melba Pasante [email protected] and Anthony Dahlen
[email protected]
ESL in Higher Education (HE)-- promotes recognition of ESL as an established academic
discipline, professional standards and practices, and professional employment conditions and
provides a forum to exchange views and research as well as expertise to TESOL and other
associations, institutions, and agencies. Contact Person: Karen Shock at [email protected]
Program Administration (PA)-- addresses special needs of ESL program administrators at
all levels and provides a forum for strengthening managerial and leadership skills. Contact
Person: Julie Eldridge at [email protected]
Second Language Writing (SLW)-- provides a forum for researchers and educators to discuss and exchange information in the area of second language writing. Contact person: Maryann Browning at [email protected]
Secondary Schools (SS)-- facilitates exchange of information and expertise among secondary teachers and administrators. Contact Person: Kremena Popov [email protected]
Sociopolitical Concerns (SPC)-- provides a forum for researchers and educators to discuss
and disseminate information on matters socially and/or politically related to TESOL. For a recent article in our newsletter regarding the 287(g) program and racial profiling, please see
attachment at the bottom of this page. Contact Persons: Tonna Harris-Bosselmann at [email protected] and Jackie Saindon at [email protected]
Teacher Education (TE)--provides a forum for those interested in ESOL teacher education
and fosters policies to improve employment and learning conditions for teachers and students. Contact Person: Karen Kuhel at [email protected]
25
Thursday, October 25th
Poster Sessions
5:15-5:45 PM
Atrium
This meet-and-greet session is a favorite of
everyone! Come mingle with colleagues and
engage in informal conversation as poster
session presenters share their projects and
research topics.
Conference Entertainment
Thursday lunch - Making Strange
Atrium
Thursday reception – Incatepec
Atrium
Friday Luncheon - Tonalli
Atrium
26
Thursday, October 25th
Poster Sessions
5:15-5:45 PM

Crosswalk between the Six Principles of Instruction for ELLs and Georgia’s New
Intern Keys for Pre-service Teachers
Karen Kuhel

21st Century Culture Matters: So What's Culture Got To Do With It?
Monica Hayes

Tips for teacher: One teachers experience working with Karen
students in Georgia
Daniel Gilhooly

A Linguistic Study of Tautological Expressions in Selected English Song Lyrics and
Implications in the ESL/EFL Classroom
Nadya Al-Rifaie

A Pre-Service English Teacher’s Beliefs ChangeThrough Her Teaching Practicum
Experience
Soojin Ahn

Studying Chinese at 65: Embracing Change
John Todd

Uses of GET and GRAB
Eunyoung An

Effects of Metacognitive Reflection Integrated Error Feedback on L2 Writing
Li-Mei Chen

Developing Materials across Continents: Lessons in a Collaborative Materials
Development Project
Alison Comacho

A Reflective Overview of a Process Approach to Writing in EAP Classrooms
Semire Dikli; Justin Jernigan; Susan Bleyle

Two Teaching Techniques – Tested and True
Nancy Brown

Reexamining multimodal literacies implemented by teachers of English learners
Jayoung Choi; Aram Cho; Ji Hye Shin; Myoung Eun Pang

My First Year as an ESL Tutor
Brenda Wilson
27
Sponsors
The Plywood People
Kennesaw State University
Reception
28
29
30
2014 GATESOL Annual
Conference
ENDURING VOICES
The Language of Learning
Conference Schedule: Friday, October 24th
7:30 am - 3:00 pm
Registration
7:30 am - 8:30 am
Breakfast (Grand Hall)
8:00 am -12:30 pm
Exhibit Hall Open
8:30 am - 9:15 am
Concurrent Sessions
9:30 am-10:15 am
Concurrent Sessions
10:15 am-10:45 am
Coffee Break / Visit Exhibit Hall
10:45 am-11:30 am
Concurrent Sessions
11:45 am-12:30 pm
Concurrent Sessions
12:30 pm - 1:45 pm
Luncheon & GATESOL Business Meeting (Atrium)
1:45 pm - 3:00 pm
Closing Session & Keynote Speaker: Elena Izquierdo
31
Friday Morning at a Glance Concurrent Sessions
.
Room 8:30-9:15 AM
9:30AM-10:15 PM
New Possibilities for Teaching and
Warm-up, Closing, & Sponge Activities:
Engaging your students from bell to bell.
Morphing Reading and Writing into
Co-Teaching With English Learners
Having TKES in Mind
Parthenon 1 Learning through the Arts
Parthenon 2 Science
Olympia 1 Enhance Instruction using Padlet
Integrating Podcasts in ESL classrooms:
Benefits and opportunities
Comparing Online and Face-to-Face
Using Google Drive as a Platform for
Versions of an Introductory Linguistics
Olympia 2
Socialized Learning of Grammar
Course for Teachers
Empire 1
The English Only Movement: ImplicaSETESOL Take “Aways”
tions for Schools and Classrooms
Empire 2
Click It! Learning the right buttons to Planning to SWIRL: An effective strategy
click in order to ensure success for all for planning and guiding instruction for
ESOL students.
ELLs.
Oconee Riv- Teaching practical information about
laws, finances, culture and education
er 1
Clarity First: Improving Speaking Intelligibility in the Second Language Classroom
Inspired By a Cultural Immersion Experience in Oaxaca: How Can We
Computer-based text analysis: The use
Oconee RivAccess Our Students' Funds of
of Text X-Ray visualizer in the classer 2
Knowledge to Authenticate Learning room.
in the Classroom?
32
Friday Morning at a Glance Concurrent Sessions
Room 10:45-11:30 AM
11:45AM-12:30 PM
Sustainability and Service Learning
Parthenon 1 with ESOL Students
Fun Differentiated Lessons for All
Parthenon 2 Language Proficiency Levels
Olympia 1
New Plug-in Required: A Language
Course for Digital Natives
English Learners' Acquisition of Academic Language To Obtain Reading
Comprehension Skills
GATESOL In Action: A 21st Century Vehicle for Professional Change
What’s a Parent to Do?
Using Modern Authentic Materials to EfUtilizing Color Learning Theory to Infectively Teach ESL Students English
Olympia 2
crease Vocabulary Learning for ELLs
Grammar Skills
B.Y.O.D: Giving Students Their Own
Voices on Their Own Devices
Empire 1
The Criticality of Critical Thinking
Empire 2
Using Oral Questioning Techniques to
Improving Outcomes for ELs in Georgia
Provide Language Input AND Check
with Ideas from Europe
Comprehension
Bridging Theory to Practice: Lan-
Oconee RivA Call to Action: Developing Additive/
guage Complexity and English LearnInclusive Language of Diversity
er 1
ers
Preparing to Meet the World in the
Oconee Riv- Studio: The Writing Center as Collab- Lessons from the adult SLIFE classorative Space for Multilingual Sturoom: A participatory storytelling session
er 2
dents and L2 Support Programs
33
Friday, October 24th
Concurrent Sessions
New Possibilities for Teaching and Learning through the Arts
Interest Section: Secondary Schools (SS)
Room: Parthenon 1
Kremena Popov
Marietta Middle School
Enhance and enliven your teaching! Learn to develop effective teaching strategies to address the
needs of all learners by integrating arts (visual art,
music, movement, drama, film, and storytelling)
into the curriculum. This approach to teaching
allows your students to construct and demonstrate their understanding of academic content
through various art forms. Handouts will feature
lesson plans, rubrics, samples, and further resources for use in the classroom.
8:30-9:15 AM
Enhance Instruction using Padlet
Interest Section: Teacher Education (TE)
Room: Olympia 1
David Forker
Clarke County School District
Looking for a place to put your lessons online?
Interested in using a free website that is user
friendly for students and teachers? Try Padlet.
In this presentation, participants will be introduced to www.padlet.com; learn how to make
a Padlet Wall; and determine ways to differentiate instructional practice using Padlet Walls.
Time will be dedicated to experiment with
Padlet Walls and create lessons with this easy
to use technological tool. Teachers will walk
away with knowledge of how use Padlet to
create differentiated lessons that benefit all
students. Users of all technological levels will
be engaged. Bringing a device to work on is
encouraged.
Morphing Reading and Writing into
Science
Using Google Drive as a Platform for
Socialized Learning of Grammar
Interest Section: Teacher Education (TE)
Room: Parthenon 2
Interest Section: Computer Assisted Language
Learning (CALL)
Room: Olympia 2
Shoney Brice
Cherokee Rose Writing Project at University of
West of Georgia
Elena Emeliyanova
Georgia Institute on Technology Language Institute
Morphing Reading and Writing into Science joins
literacy with a content area. This workshop will
address concerns on how to integrate reading and
writing into Science and why it is important with
Common Core standards classrooms. In this workshop, we will encourage a morph in the thinking
that it is hard to integrate reading and writing into
Science.
34
This presentation discusses how technology
can maximize the sociocultural and psycholinguistic factors of SLA in an ESL classroom. It
focuses on how Google Drive can be used as a
tool for collaborative learning of grammar and
for materials creation in an ESL grammar
class.
Friday, October 24th
Concurrent Sessions
8:30-9:15 AM
The English Only Movement: Implications
for Schools and Classrooms
Click It! Learning the right buttons to
click in order to ensure success for all
ESOL students.
Interest Section: English as a Foreign Language
(EFL)
Room: Empire 1
Interest Section: Bilingual Education (BE)
Room: Empire 2
Cynthia McGee
Dresden Elementary, Dekalb County, Atlanta, GA
Clayton Leishman Naval Special Warfare ForeignLanguage Program (NSW-FLP)
Kristen Gillaspy University of South Carolina
In our technologically advanced society we
can, with one click, do a myriad of things. We
can make people our friends or ignore them.
We can cut an entire section of our work or
make it bold and more vivid. In the field of
education, teachers have the same “clicking”
power. As an experienced ESOL teacher and
leader, I have firsthand knowledge and experience with ensuring the correct button is selected to begin a series of positive experiences for ESOL students.
During this interactive workshop, the authors
will first discuss the implications of recent Latino immigration to South Carolina and the
Southeast in general. Foremost, the increase in
non-native English speakers in both the workforce and public schools draws attention to the
task of training many South Carolina teachers
have with teaching limited English proficiency
(LEP) students and the overall lack of policy at
the state level in terms of providing services
for bilingual or ESL education. Second, this sudden increase in non-native English speakers
has again raised the question at both the state
and federal level as to whether the United
States needs to legislate and designate an
“official” language. It is an age-old debate carried on one side by grassroots movements, like
ProEnglish, and concerned educators and families on the other. Through the articulation of
their respective arguments and subsequent
analysis of those arguments, a number of issues come into focus including that of linguistic
ideology, power, and what constitutes
“common” sense. The workshop will then turn
interactive as the group discusses practical solutions specific to their districts, schools, and
classrooms. The outcome will be strategies and
ideas that participants can take home and
share with colleagues.
Teaching practical information about
laws, finances, culture and education
Interest Section: Adult Education (AE)
Room: Oconee River 1
Marcie Smith
Intercambio Uniting Communities
Don’t let newcomers learn life lessons the
hard way. This interactive workshop will provide educators of adult ESL students with ideas for teaching U.S. laws, health, finances,
education, culture and other practical information in a respectful, interactive and fun
way. Participants will walk away from the
workshop with user-friendly materials, ideas,
and activities to begin using immediately.
35
Friday, October 24th
Concurrent Sessions
8:30-9:15 AM
Inspired By a Cultural Immersion Experience in Oaxaca: How Can We Access
Our Students' Funds of Knowledge to
Authenticate Learning in the Classroom?
Interest Section: Intercultural Communication
(IC)
Room: Oconee River 2
Brittany Greene
Fulton County Schools, Lake Forest Elementary
As teachers, we are always trying to figure out
how to provide our students with authentic and
relevant learning experiences, and perhaps the
most important component of this endeavor is
to understand where our students come from.
What background experiences do they have
which could empower them in our classrooms?
Perhaps their experiences are not the ones we
had, so how can we find out about them? I am
a teacher at Lake Forest Elementary which has
a majority population of Hispanic students,
more specifically, our students are from southern, rural regions of Mexico. I was humbled to
visit one of these regions for a cultural immersion experience this summer, and this session is
about sharing what I learned, and how it is
affecting my approaches to instruction. Most
importantly, this session is a conversation
among educators about how we can improve
our efforts to access our students unique funds
of knowledge.
36
Friday, October 24th
Concurrent Sessions
9:30-10:15 AM
Warm-up, Closing, & Sponge Activities:
Engaging your students from bell to bell.
Integrating Podcasts in ESL classrooms:
Benefits and opportunities
Interest Section: Teacher Education (TE)
Room: Parthenon 1
Interest Section: Teacher Education (TE)
Room: Olympia 1
Lou Tolosa-Casadont
The University of Georgia
Amy Clower
Georgia State University
Warm-up, Closing, & Sponge Activities: Engaging your students from bell to bell. Participate
in this interactive workshop to learn more
about activities that will help your students
transition into and out of your classroom in
contextualized and meaningful ways.
This paper reviews the benefits of using podcasts for ESL students. ESL learners listen to
the reading as a podcast while they read
along, incorporating two learning styles, thus
aiding in overall comprehension. The presentation shows ESL teachers how to beneficially
use podcasts. Sample materials and lessons
will be provided and discussed.
Co-Teaching With English Learners Having TKES in Mind
Comparing Online and Face-to-Face
Versions of an Introductory Linguistics
Course for Teachers
Interest Section: Elementary Education (EE)
Room: Parthenon 2
Interest Section: Teacher Education (TE)
Room: Olympia 2
April Sims Barrow County
Bridget Bach Barrow County
David Johnson
Kennesaw State University
This workshop will provide teachers with
six research-based, tried and true coteaching models that will incorporate effective instructional strategies for EL students.
Veteran teachers will share how to use differentiated instruction in a positive, academically challenging learning
environment
Introduction to Linguistics is a staple course in
all TESOL teacher education programs because teachers need to understand linguistics
to be an effective professional in TESOL. This
presentation examines the issue of whether
online courses in this discipline are as effective as face-to-face courses in linguistics.
37
Friday, October 24th
Concurrent Sessions
9:30-10:15 AM
SETESOL “Take Aways”
Planning to SWIRL: An effective strategy
for planning and guiding instruction for
ELLs.
Interest Section: Elementary Education
Room: Empire 1
Interest Section: Secondary Schools
Room: Empire 2
Amy Shaw
Briar Vista Elementary, Dekalb County Schools
Babatunji Ifarinu
Dekalb County Schools
Come learn some of the innovative "take-aways"
from the SETESOL Conference in Arkansas. The
conference, "Bridges to Success" was held October 8-11, 2014 in Rogers, AK. Some of the guest
speakers included: Dr. Doug Fisher: Plenary: Close
Reading of Complex Texts, and Dr. Keith Folse:
Plenary: The Challenge of Learning English as a
Second Language and Techniques for Explaining
Vocabulary to ELLs. The "take-aways" are synthesized from the experience of the workshops and
the keynote speakers.
Planning to SWIRL is an instructional strategy
that focuses on the process of language acquisition. In addition, this strategy will facilitate the
planning of effective lessons, and guided instruction for ELLs. Teachers are guided through the
implementation of this initiative to be intentional about developing meaningful opportunities in
the classroom for students to speak, write, illustrate, read, and listen (SWIRL). This session will
demonstrate the use of this strategy. Participants will have the opportunity to learn how to
use this instructional strategy in their content
area. Participants will use this strategy to develop meaningful activities and language objectives
for ELLs.
Clarity First: Improving Speaking Intelligibility in the Second Language Classroom
Computer-based text analysis: The use of
Text X-Ray visualizer in the classroom.
Interest Section: Teacher Educaiton
Room: Oconee River 1
Interest Section: Computer Assisted Language
Learning (CALL)
Room: Oconee River 2
Sharon Seongshin Kim Georgia Tech
Marcel Daniels Georgia State University
There is a lack of accordance of a proven “best
method” approach for teaching pronunciation
in the second language classroom while students set unrealistic goals for themselves. This
demonstration will present innovative approaches, practical tips and constructive activities with improved pronunciation intelligibility
and comprehensibility as the targeted learning
outcome.
Evan Tokarz
Georgia State University
38
This demonstration aims to show the benefits
of the visual text analyzer computer program,
"Text X-Ray." This free program allows for
computer-generated text to be visualized for
parts of speech, readability statistics, and
comparison with A-graded papers. The underlying theory behind the program, including
corpus linguistics and computer-assisted language learning will be discussed. The demonstration will also include hand-outs and a live
demonstration of the program.
Friday, October 24th
Concurrent Sessions
10:45-11:30 AM
Sustainability and Service Learning with
ESOL Students
New Plug-in Required: A Language
Course for Digital Natives
Interest Section: Sociopolitical Concerns (SPC)
Room: Parthenon 1
Interest Section: Computer Assisted Language
Learning (CALL)
Room: Olympia 1
Kelli Bivins W.R. Coile Middle School
Alicia Coughlan W.R. Coile Middle School
Brendan Nordren Young Urban Farmers
Elizabeth McNabb
Georgia State University
This presentation focuses on the necessities
of creating an online ESL course for Digital
Natives. Digital Natives excel in multitasking
and gain information through varied sources.
The presentation will discuss how to create an
online course and connect with e-learners
through a range of social networks and online
social media
Coile Serves, an after-school program that
engages students in academic-, career-,
and life-skills activities, has had an enormous impact on our Georgia town by engaging students in service-learning projects
that tap into their cultural funds of
knowledge. Our school, a majority-minority
middle school with a near 100% free and
reduced lunch rate, recasts the school as
community center as teachers, students,
and families work towards a more sustainable, equitable, and prosperous future.
Fun Differentiated Lessons for All Language Proficiency Levels
Utilizing Color Learning Theory to Increase Vocabulary Learning for ELLs
Interest Section: Elementary Education
Room: Parthenon 2
Interest Section: Intensive English Programs
(IEP)
Room: Olympia 2
Sydney Cohn
Hopkins Elementary School, Gwinnett County
In this session you will be provided ideas and
ways to differentiate for your students
throughout all content areas in an elementary
setting (reading, writing, mathematics, science,
and social studies). Students have the potential
to learn the same grade-level material while
being challenged at their individual skill level. It
doesn’t have to take the teacher hours to prepare each lesson either. With a few tricks here
and there, you can take the same basic lesson
and tweak it for your ESOL students’ needs.
Deborah Kellermann
University of Florida/English Language Institute
The goal of this new method of vocabulary
learning which was created by the presenter
as a way to increase vocabulary learning and
long term vocabulary retention for ESL students.
39
Friday, October 24th
Concurrent Sessions
10:45 AM-11:30 AM
Using Oral Questioning Techniques to
Provide Language Input AND Check
Comprehension
Incorporating Reading into the Second Language
Writing Classroom
Interest Section: Second Language Writing
Room: Empire 1
Interest Section: Adult Education (AE)
Room: Empire 2
David Schmidt
Kennesaw State University
Liz Bigler
Bigler ESL
This presentation will examine how the presenter
incorporates reading into second language sections of his first year college writing classes, especially how he uses note-taking for reading responses to both improve students’ reading comprehension and help them practice important
writing skills such as summarizing, paraphrasing,
quoting, and even essay writing.
Often in ESL classes, especially, but not only at
the early levels, teachers may find it hard to
know whether students are “getting it” or not.
Structured oral questioning can be an excellent solution. With a little practice, you can
give your students a casual “test” with instant
feedback for them and for you, and keep your
class engaged with lots of comprehensible
input. You will learn how to adjust the type of
question based on individual’s ability to answer, ensuring success for all your students
and the tools you need to scaffold on an individual basis. Come learn how this technique
can be adapted to many classroom situations!
40
Friday, October 24th
Concurrent Sessions
Bridging Theory to Practice: Language
Complexity and English Learners
Interest Section: Applied Linguistics (AL)
Room: Oconee River 1
10:45 AM-11:30 AM
Preparing to Meet the World in the
Studio: The Writing Center as Collaborative Space for Multilingual
Students and L2 Support Programs
Interest Section: ESL in Higher Education
(HE)
Room: Oconee River 2
Michelle Plaisance Greensboro College
Elena King UNC-Charlotte
Jeanne Malcolm UNC-Charlotte
The work of Canadian Linguist and Scholar, Jim
Cummins, has profound implications for teachers
of English learners at all levels. This interactive
session will introduce the basics of his work, but
focus more on what it means for classroom
teachers of linguistically diverse students. Participants will collaboratively classify common academic language tasks according to their complexity based on Cummins’s language quadrants. In
addition, they will be challenged to brainstorm
and share ways to reduce the complexity of academic language and to contextualize, thus increasing accessibility for English learners of all
ages. The presenters will share strategies and
approaches that participants can take back to
their classrooms and implement immediately to
support linguistically diverse students in academ-
41
Cantice Greene
Clayton State University
How do you implement ongoing training
to serve multilingual writers? This descriptive session will recount the steps
faculty members in the English department took to lead a collaborative effort to
serve a growing L2 student population at
Clayton State University. We’ll describe
the two workshops we designed to benefit both the international ESL students and
the Writer’s Studio tutors. Through the
GATESOL Professional Development
Grant and the help of colleagues we designed and implemented two workshops
to support ESL students at our Clayton
State University. This session will describe
the design, implementation, and results
of the two workshops, including the ways
it created synergy across colleges in the
university in an effort to serve international students. It will recount the ways
writing instructors, tutors, and administrators collaborated to serve the college’s
L2 students. In the session, we will reveal
the practical lessons we learned from the
workshops and the collaborative efforts
expended to develop and implement the
workshops. We will also briefly talk about
our plan to continue training writing tu-
Friday, October 24th
Concurrent Sessions
11:45-12:30 PM
English Learners' Acquisition of Academic
Language To Obtain Reading Comprehension Skills
. GATESOL In Action: A 21st Century Vehicle for
Professional Change
Interest Section: Teacher Education (TE)
Room: Parthenon 2
Interest Section: Elementary Education (EE)
Room: Parthenon 1
Kendra Castelow
Houston County Schools
Mishka Barnes
Fulton County Schools
We are proud to present GATESOL’s peerreviewed journal, GATESOL In Action! This
journal is online for the first time in the history of GATESOL, and the presenters will give all
participants a virtual tour of the website and
hear about the various types of submissions. Participants will engage in open-ended
discussions that will empower us as educators
and encourage us to share our expertise and
experiences through the vehicle of this journal. Come hear about how you can build capacity in your field and encourage your fellow
educator to do the same!
Within the last decade, a large number of English Learners have enrolled into American
schools. Some teachers may not understand
how to support these students in the classroom. This presentation will thoroughly review
and discuss effective reading comprehension
strategies to help students understand academic language in a classroom setting.
What’s a Parent to Do?
Interest Section: Intensive English Programs
(IEP)
Room: Olympia 1
Using Modern Authentic Materials to Effectively Teach ESL Students English
Grammar Skills
Katherine Samford
GA Tech Language Institute
Interest Section: ESL in Higher Education (HE)
Room: Olympia 2
Because the well-known adage of ‘not mixing
home life with work life’ is not always possible
for parent-teachers, it is refreshing to know
that the two areas can actually complement
one another. The balance between work and
family life is not only desirable, but achievable,
and this workshop will allow participants to
discover and share their own ways of striking
such a balance by engaging in a discussion of
challenges they face as parent-teachers.
Deborah Kellerman
University of Florida /English Language Institute
UF’s ELI has experienced an increase in young,
just out of high school South American students in our program. We learned that effective English teaching methods for these Ss
included using popular songs, TV shows, and
projects. These modern, authentic ways are
how they use English in their native countries
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Friday, October 24th
Concurrent Sessions
11:45-12:30 PM
Lessons from the adult SLIFE classroom:
A participatory storytelling session
A Call to Action: Developing Additive/
Inclusive Language of Diversity
Interest Section: Adult Education (AE)
Room: Oconee River 2
Interest Section: Sociopolitical Concerns (SPC)
Room: Oconee River 1
Nicole Pettitt Georgia State University
Abigail Yoder Mommy & Me Family Literacy Program
Michelle Plaisance Greensboro College
Elena King UNC-Charlotte
Jeanne Malcolm UNC-Charlotte
This interactive session will explore educators’
understanding of additive versus deficit approaches to working with culturally and linguistically diverse students. Based on a brief
discussion of current research in the area of
literacy instruction for English learners, the
presenters will lead a discussion related to
what it means to teach ESL within the context
of a commercialized and standardized literacy
program in which students are often categorized according to perceived abilities. The presenters will provide an overview of what it
means to adopt an additive approach to
teaching English learners, including utilization
of Moll’s funds of knowledge to build bridges
between school and cultural diverse homes.
Participants will then be called on to develop
a collective plan of action for bringing more
inclusive and additive language of diversity to
their respective schools or learning institutions.
In this session, we invite teachers of adult SLIFE
(students with limited/interrupted formal education) to come together to support one another
and critically reflect on our work. We will draw
upon the tradition of narrative/storytelling as a
means for making sense of our past experiences
as SLIFE teachers (Riessman, 2008). Facilitators
will share reflective narratives that describe and
problematize our instructional activities, and
participants will be invited to do the same. Together we will reflect on major themes and formulate individual plans for moving forward in
Improving
our work. Outcomes for ELs in Georgia
with Ideas from Europe
Interest Section: Secondary Schools (SS)
Room: Empire 2
Elizabeth Webb Gwinnett County Public
Schools
Timothy Brotherton Georgia Perimeter College
Grit Malkin Gwinnett County Public Schools
Roya Sadri Gwinnett County Public Schools
What are the common challenges for teachers of
immigrant/second language students across international borders? What can learn from one
another? Come and learn from the experiences
of Georgia educators who both hosted and visited a team of language experts from Frankfurt,
Germany and the surrounding state of Hessen.
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Attention Members: The
2014-2015 Executive
Board slate is available
at the registration desk.
Cast your vote today!
Georgia TESOL Annual Business Meeting
Friday, October 24th, 2014
12:30 PM
The Atrium
Meeting Agenda
I.
Opening of Meeting (Harvey Oaxaca)
II.
Approval of Minutes (Harvey Oaxaca)
III.
Membership Report (Jeff Terrell)
IV.
Financial Report (Christina Catinella)
V.
Presentation of Current Board, Chairs & Liaisons (Harvey Oaxaca)
VI.
Presentation of New 2014-2015 Executive Board (Julie Eldridge)
VII.
Report on GATESOL 2014 Conference (Julie Eldridge)
VIII.
Awards & Grants (Denise Dolan)
IX.
2015 GATESOL Conference (Jeff Terrell)
X.
Adjournment (Julie Eldridge)
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2013-2014 Grant and Award Recipients
Attend the recipients’ conference presentations to learn more about their experiences!
2014 John R. Stowe Cultural Immersion Grant
Brittany Greene, ESOL Teacher, Lake Forest Elementary School
$2,000 to attend the Instituto Cultural Oaxaca in Oaxaca City, Mexico for two weeks of
Spanish language instruction and cultural immersion
2014 Lindy Lopez-Butner Memorial Grant
Renee Morris, ELA Teacher, Wood’s Mill Academy
$1,000 to gather and publish bilingual personal narratives of middle and high school
immigrant students with limited formal schooling
2014 Project-Professional Development Grant I: PK-12
Thomas Moat, ESOL Teacher, Troup County Schools
$1,000 to support the creation of multimedia family tree presentations by middle school students which were presented to
faculty and posted on the school website
2014 Project-Professional Development Grant II: Adult or Higher Education
Nicole Pettitt, Georgia State University
$1,000 to conduct participatory action research with adult refugees in her classroom
2014 SETESOL Travel Grant
Faye Hardiman, Program Supervisor for ESL Adult Education at Georgia Piedmont Technical College
and
Amy Shaw, ESOL Teacher at Briar Vista Elementary School
$2,000 to attend the 2014 SETESOL Conference in Rogers, Arkansas
2014 Georgia/Peru TESOL Travel Grant
Jean Daugherty, Georgia State University
$2,000 to attend the Peru TESOL Conference in Lima, Peru and present on the language skills needed for effective out-ofclass student-teacher communication and student perceptions of these interactions
2014 Beverly Benson Travel Grant
Liz Bigler and Cathy Amanti, Georgia State University
$1,500 to attend the 2015 International TESOL Convention in Toronto, Canada
2014 Community Support Grant
Applications Under Review
$1,000 to support a non-profit organization’s project or event that will directly benefit the ELL community in the state of
Georgia.
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Closing Session Key Note Speaker
Elena Izquierdo
1:45 - 3:00
Leadership Matters in ELL Schooling
The fastest-growing population in US schools consists of
students who are limited in their English proficiency and
struggling with academic content. Establishing a wholeschool platform that is responsive to the affective, linguistic,
cognitive and sociocultural needs of their school's ELL population is vital for achievement. The challenges are great,
and strong leadership is crucial. For English learners to succeed in school, leadership matters.
Dr. Elena Izquierdo is faculty at the University of the Texas at El Paso in Teacher
Education (UTEP), and the Program Area
Chair for Bilingual/Biliteracy at the undergraduate, graduate, and doctoral levels. Dr.
Izquierdo is the previous Chair of the
Teacher Education Department and an
Associate Professor in the College of
Education, and the principal investigator of
a National Professional Development grant,
Project LEAD that focuses on transforming
schooling for EL educational success.
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Dr. Izquierdo has been on various state and national boards serving and
advocating for English Learners. She is a member of the Hispanic
Leadership Council (HLC) that serves to support Hispanic students and
educators at both the state and federal level, as well as with and through
various education and industry associations.
She served as Vice President on the Executive Board of the National
Association of Bilingual Education and as Publications and Professional Development Chair. During her tenure as President of the Texas Association for Bilingual Education she advocated for and represented
ELs on issues pertaining to educational equity and was instrumental in
advocating for dual language policy at the state level. Dr. Izquierdo
served as an expert witness for MALDEF in the recent Texas School
Finance Case on behalf of low income and ELL students and lowproperty-wealth school districts in advocating for the legislature to provide equal educational opportunities for all.
Dr. Izquierdo is a linguist by training, Ph.D. in Applied Linguistics and
Bilingual Education, Georgetown University, 1994, and an educator in
practice. She was an administrator for 13 years and during this time she
served as the principal of a nationally recognized Two Way Dual Language school in Washington, D.C. where all children, grades Pre-K
through 6th, learn in two languages. In addition during her tenure in
Washington D.C. she was director for Language Minority Affairs where
she led the district into federal compliance in services to language minority communities after the district was under an Office of Civil
Rights mandate. Dr. Izquierdo developed a comprehensive Corrective
Action Plan and policy to address all aspects of schooling for English
language learners.
Dr. Izquierdo’s research and professional specializations focus on Dual
Language Education; Biliteracy; and in supporting districts in rethinking and transforming schooling ideologies and practices in their efforts
to close the achievement gaps for Bilingual/EL students.
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Email Directory of Presenters and Exhibitors
Presenter
Email Address
Abigail Yoder
Alison Comacho
Amy Clower
Amy Shaw
Anas Almuhammadi
Andrew Davis
Anthony Dahlen
April Sims
Aubrey Southall
Babatunji Ifarinu
Brittany Greene
Cantice Greene
Cathy Amanti
Christina Catinella
Clayton Leishman
Cristina Zakis
Cynthia McGee
Dana Geller
Daniel Gilhooly
David Forker
David Johnson
David Schmidt
Deborah Kellerman
Denise Dolan
Elana Emeliyanova
Elizabeth McNab
Elizabeth Webb
Erin Harrwood
Eunyoung An
Evan Tokarz
Faye Hardiman
Gwen Bullard
Heather Boldt
Hema Ramanathan
Jackie Saindon
James Anderson
Jayoung Choi
Jean Daugherty
Jennifer Hicks
Jennifer Jones
John Todd Nemanic
[email protected]
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Email Directory of Presenters and Exhibitors
Presenter
Email Address
Julie Rutledge
Karen Kuhel
Katherine Samford
Kelli Bivins
Kremena Popov
Kristina Lykke and Barbara Dusterhoff
Kwon, Eun Sun
Lara Beninca
Li-Mei Chen
Liz Bigler
Lou Tolosa-Casadont
Mandy Sitten
Marcie Smith
Margaret McKenzie
Melisa (Misha)Cahnmann-Taylor
Michelle Plaisance
Miskha Barnes
Monica Hayes
Nadya Al-Rifaie
Nancy Brown
Nichole Pettitt
Rafael Leonardo de Silva
Sean Dunaway
Semire Dikli
Sharon Seongshin Kim
Shoney Brice
Silvia Noguerón-Liu
Soojin Ahn
Sydney Cohn
Tina Peacock
Tricia Jeremiah
Victoria Voss
[email protected]
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Georgia Teachers of English to Speakers of Other Languages
(GATESOL) refers to the Georgia affiliate of Teachers of English
to Speakers of Other Languages, Inc. (TESOL) and is a
registered non-profit organization in existence since the early
1980s.
Purpose:




To encourage professional development, participation and
leadership within the state of Georgia
To provide opportunity for study and research
To work cooperatively toward the improvement of instruction
in all programs which seek to provide students with an
opportunity to acquire English language skills and proficiency
To promote an understanding of the cultures of non-native
speakers of English
Conference Evaluation
We value your input and feedback. Please pick up a paper
copy of the evaluation at the registration desk, or use the
QR code or web link below to access the evaluation online.
https://www.surveymonkey.com/s/2014GATESOLconf
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Georgia TESOL
CELEBRATING 33 YEARS
Becky Bodnar
Carol Ruska Jones
Cathy Jacobson
Scott Enright
Wendy Newstetter
Rosemarie Goodrum
Phyllis Hurt Moir
Mary Lou McCloskey
Sally Lovein
Anne Topple
Mary Jane Nations
Patsy Thompson
Martyn Miller
Joan Kelly Hall
Dottie Foster
Diane Booth
Laureen Fredella
Christine Wright Burgoyne
Terry Williams
Susan Firestone
Erik Kendrick
Marsha Taylor
Ernie Blankenship
Barbara Beaverson
Dell Perry Giles
Karen Harris Brown
Karen Kuhel
Ayanna Cooper
Heather Boldt
Dana Geller
Beth Wallace
Harvey Oaxaca
1981-2014
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1981 – 1982
1982 – 1983
1983 – 1984
1984 – 1985
1985 – 1986
1986 – 1988
1988 – 1989
1989 – 1990
1990 – 1991
1991 – 1992
1992 – 1993
1993 – 1994
1994 – 1995
1995 – 1996
1996 – 1997
1997 – 1998
1998 – 1999
1999 – 2000
2000 – 2001
2001 – 2002
2002 – 2003
2003 – 2004
2004 – 2005
2005 – 2006
2006 – 2007
2007 – 2008
2008 – 2009
2009 – 2010
2010 – 2011
2011 – 2012
2012 – 2013
2014 – 2015
Notes
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Notes
53
Notes
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2012-2013 Georgia TESOL Executive Board
Harvey Oaxaca
Beth Wallace
Julie Eldridge
Jeff Terrell
Aubrey Southall
Christina Catinella
Kendra Castelow
Tonna Harris-Bosselmann
Diane Hunter
Reggie Williams
Elizabeth Webb
Greg Wickersham
Karen Shock
Katie Kurumada
President
Immediate Past-President
1st Vice President/Conference Chair
2nd Vice President/Membership Chair
Secretary
Treasurer
2nd year Member-At-Large
2nd year Member-At-Large
2nd year Member-At-Large
2nd year Member-At-Large
1st year Member-At-Large
1st year Member-At-Large
1st year Member-At-Large
1st year Member-At-Large
Regional Liaisons
Regions 1 & 2
Regions 3 & 5
Region 4
Regions 6
Region 7
Regions 8, 9 & 12
Regions 10 & 13
Regions 11 & 14
Regions 15 & 16
Jamie Gonzalez
Jackie Saindon
Mandi Burgess
Mary Ann Browning
Tammy Strickland
Kendra Castelow
Rhonda Habersham
OPEN
Rosetta Coyne
Standing Committee Chairs
Julie Eldridge
Gertrude Tinker Sachs & Kendra Castelow
Denise Dolan
Karen Shock
Conference
GATESOL in Action
Grants and Awards
Newsletter
President’s Advisory Committee
Beth Wallace
Heather Boldt
Dana Geller
Karen Kuhel
Find us on Facebook and
Twitter (@GA_TESOL)
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Save the Date!
Thursday, October 29th to
Friday, October 30th
2015 GATESOL Conference
Crown Plaza Perimeter at Ravinia
Atlanta, GA
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