1. education
2. english as a second language

DEDICATION
In memory of
Laoura Avakiants
Beloved Teacher, Colleague, Student, Friend.
You transformed the lives of your students
and inspired all of us.
TABLE OF CONTENTS
 Welcome from the President……….………………………...……...5
 Welcome from the Conference Team………………………...………..6
 Conference Committee…………………………….……………....7
 General Information………………………………………...….…8
 Conference Schedule………………………………………..….…9
 Plenary and Featured Speaker Information…………………..…….…10
 Mobile Village…………………………………………….....….13
 Novice Teacher Strand……………………………………...….…13
 Concurrent Session 1……….……………………………………14
 Concurrent Session 2…………………………………………….19
 Poster Sessions…………………………….……………...……24
 Level and Interest Group Rap Sessions………………………………27
 Concurrent Session 3……………………………………….……29
 Concurrent Session 4……….……………………………………33
 Exhibitor Information and Map…………………………………….37
 Acknowledgements………………………………….…………. 38
 Volunteers………………………………………………….…39
 CATESOL Board of Directors…………………………………….…40
 Conference Record of Attendance…………………………………...41
 Map of Cal State L.A.…… ……………………………..………...42
 My Notes……………..…………………………………….…43
3
WELCOME
from the President
April 25, 2015
Greetings to all!
WELCOME to the CATESOL Los Angeles Regional Conference: Innovate, Transform, Inspire. The
conference committee has been working extremely hard to put on a first-rate event for you
today. I sincerely thank them for their efforts.
Thank you for taking time to invest in your professional development. Our formal education
is an important first step in our careers, but it is only by making the effort to keep current in
the field that we truly succeed. I hope that you will leave today’s conference with new ideas,
new materials, and new friendships! Be sure to proudly list your conference attendance, as
well as your CATESOL membership, on your C.V.
As this is my “home region,” I’m delighted to be able to welcome you not only via this page,
but also in person! Please stop by the CATESOL table today to learn how YOU can get involved
with the CATESOL organization. The board of directors would love to have you and your
enthusiasm become part of the next conference.
Have a great conference!
Kimberley Briesch Sumner
CATESOL President
2014-2015
5
WELCOME
from the Conference Team
On behalf of the Los Angeles Regional CATESOL Committee; the Cal State LA MA in TESOL Program, its TESOL Society, and the
English Language Program in the College of Professional and Global Education (PaGE), we welcome you to our 2015
conference:
Innovate, Transform, Inspire!
As educators who attend CATESOL conferences we have an eye on innovation. We strive to innovate by synthesizing
exemplary instructional practices with modern research and methods of delivery. Through innovation, we are able to
transform the institutions where we work, creating an atmosphere that will inspire not only our students, but our
colleagues as well.
To highlight innovation, we have planned a Mobile Village, with sessions dedicated entirely to the use of new technology in
the classroom. However, sessions on technology are not limited to the Mobile Village. In fact, the conference offers many
other presentations devoted to this topic. Also, in the name of innovation we created a Novice Teacher Strand with sessions
whose aim is to assist and inspire new teachers with helpful tips from administrators and fellow teachers. And, of course,
we must not fail to mention the vast array of presentations from our generous colleagues and highly esteemed plenary and
featured speakers.
We hope that, throughout the day, all of us connect with old and new colleagues, engage in the conference activities, and
discover innovative ideas that transform and inspire our instructional practices, which will ultimately contribute to enhancing
the learning opportunities of our students.
Enjoy the day!
6
CONFERENCE COMMITTEE
AUDIOVISUAL COMMUNICATIONS COORDINATOR
Abdul Sindi
CATESOL GENERAL MANAGER
Don Sillings
CONFERENCE CHAIR
Lía D. Kamhi-Stein
CONFERENCE CO-CHAIR
Sharin Jacob
DONATIONS COORDINATOR
Daniel Sohn
MOBILE VILLAGE CONSULTANT
Susan Gaer
EVALUATIONS COORDINATOR
Gizelle Ponzillo
EXHIBITS/ ADVERTISING CHAIR
V. Angel Pablico
HOSPITALITY COORDINATOR
Undarmaa Maamuujav
LA REGIONAL CONFERENCE BOARD LIAISONS
Kimberley Briesch Sumner
Carey Jo Minnis
LEVEL and INTEREST GROUP EVENTS
COORDINATOR
Rameshor Bhandari
NOVICE TEACHER STRAND COORDINATOR
Suzanne Kelley
NOVICE TEACHER STRAND ASSISTANT
COORDINATOR
Gizelle Ponzillo
PLENARY COORDINATOR
Aaron Ostrom
PRINT COORDINATOR
Douglas Trazzare
POSTER SESSION COORDINATOR
Deborah Walker
PROGRAM CHAIR
Nairi Issagholian
PUBLICITY COORDINATOR
Sharin Jacob
REGISTRATION CO-CHAIRS
Julia Hillard
Michelle M. Lovasz
SIGNS COORDINATOR
Robert Seaborne
SITE CHAIR
Brian Bennitt
TREASURER
May Youn
VOLUNTEER COORDINATORS
Nathan Rodriguez
Marianna Vanetsyan
WEBSITE DESIGN & WEBMASTER
Alvard Uzunyan
7
GENERAL INFORMATION
Admission/Registration
When you arrive, please visit the registration table on the Golden Eagle (GE) patio (3rd floor). Admission to sessions
and exhibits is for registered attendees only. Please wear your badge at all times.
CATESOL Membership Information
Inquiries about CATESOL membership can be made at CATESOL table in the Exhibitors Hall (U-SU Los Angeles).
Exhibits
Publisher exhibits will be set up in the U-SU Los Angeles Room from 8:00 AM until 5:00 PM. Check out the wide
variety of book publishers to learn more about the latest textbooks and resources.
Food (Breakfast, Afternoon Snack, Coffee)
The Early Bird breakfast and afternoon snack will be served in the Exhibitors Area (U-SU Los Angeles). Coffee, tea,
and water will also be available throughout the day.
Lost and Found
Turn in and retrieve lost items at the volunteer table, which is located outside the GE Ballrooms (3 rd floor).
Lunch
Pre-ordered box lunches are available for pick-up outside the U-SU (3rd floor). A limited number of lunches are
available for purchase until 9:30 a.m. In addition, Carl’s Jr. (GE, 1st floor) is open for your convenience. Bring your
lunch and join a rap session, peruse the poster session, or enjoy your lunch on a table outside the U-SU (1st floor).
Map
A map of Cal State L.A. and conference facilities is located in the program book on page 42.
Opportunity Drawing
Get your ticket for the drawing opportunity at registration and put half of the ticket in the bowl at the CATESOL table
in the U-SU Los Angeles Room. Be sure to keep the other half for the afternoon drawing! The drawing for prizes will
take place following the plenary in the U-SU Los Angeles Room. Participants must be present to receive their prizes.
Parking
Conference parking is available from attendants at the entrances to LOT C for a cost of $5 (CASH ONLY; please bring
exact change). Unfortunately, we are unable to provide you a receipt other than the parking pass you receive. If
you require a receipt, you will need to purchase a daily permit from a parking permit machine.
Record of Attendance
To verify your attendance, please obtain signatures from presenters using the form on page 41.
Volunteers
All volunteers should check-in with registration on the Golden Eagle Patio (3 rd floor) to receive their name tags and
participant bags. Then they should proceed to the volunteer table to check in and get their assignment.
8
CONFERENCE SCHEDULE
Time
Activity
Location
8:00 – 1:00
Registration & Presenter/Volunteer Check-in
GE (3rd Floor)
8:00 - 5:00
Publishers’ Exhibits
U-SU Los Angeles
9:15 - 2:45
Mobile Village
U-SU Alhambra
9:15 – 10:00
Featured Speaker: Luciana de Oliveira
U-SU Theater
9:15 – 10:00
Novice Teacher Strand: Getting & Keeping Teaching Positions
GE Ballroom 3
9:15 – 10:00
Concurrent Session 1
GE, KH, U-SU
10:15 – 11:00
Featured Speaker: Donna M. Brinton
U-SU Theater
10:15 – 11:00
Novice Teacher Strand: One-on-One Mentoring Sessions
GE Ballroom 3
10:15 – 11:00
Concurrent Session 2
GE, KH, U-SU
11:00 - 12:00
Publishers’ Exhibits
U-SU: Los Angeles
11:30 - 1:00
Poster Sessions
U-SU: Los Angeles
12:00 - 12:45
Lunch & Level and Interest Group Rap Sessions
GE, U-SU
1:00 -1:45
Featured Speaker: Cheryl Boyd Zimmerman
U-SU Theater
1:00 – 1:45
Novice Teacher Strand Part 3: Surviving the First Year
GE Ballroom 3
1:00 - 1:45
Concurrent Session 3
GE, KH, U-SU
2:00 – 2:45
Concurrent Session 4
GE, KH, U-SU
2:00 – 2:45
Featured Speaker: Marguerite Ann Snow
U-SU Theater
3:00-4:00
Plenary Speaker: Luciana de Oliveira
GE Ballroom
4:00 - 4:45
Publishers’ Exhibits, Opportunity Drawing, & Snacks
U-SU: Los Angeles
GE – Golden Eagle
KH – King Hall
U-SU – University Student Union
9
PLENARY and
FEATURED SPEAKER
Luciana de Oliveira
Luciana C. de Oliveira, Associate Professor in the Language and Literacy Learning in Multilingual Settings program
area at the University of Miami (UM), earned her Ph.D. in Education with a specialization in Language, Literacy and
Culture and an additional specialization in Second Language Acquisition from the University of California, Davis, in
2006. Prior to coming to UM, Dr. de Oliveira was an Associate Professor and Coordinator of the MA TESOL in K-12
program at Teachers College, Columbia University. Her research focuses on issues related to teaching English
language learners (ELLs) at the K-12 level, including the role of language in learning the content areas; teacher
education, advocacy and social justice; and nonnative English-speaking teachers in TESOL. Currently, Dr. de
Oliveira’s research examines the linguistic challenges of the Common Core State Standards for ELLs and their
implications for teachers of ELLs. She is the series editor of five volumes focused on the Common Core and ELLs
published by the TESOL International Association. She has authored, co-authored, edited, or co-edited 10 books
and has several others forthcoming and has published a number of refereed journal articles and book chapters.
Dr. de Oliveira has over 20 years of teaching experience in the field of TESOL in her native country, Brazil, and the
U.S. and is an elected board member for the TESOL International Association (2013-2016). Among many awards
and honors, in 2012 she was the recipient of the Early Career Award by the Bilingual Education Research special
interest group of AERA.
PLENARY: Innovate, Transform, Inspire: Examples from Practicing Teachers
3:00-4:00
GE Ballrooms 1 & 2
This interactive plenary provides examples from practicing teachers of ways that they use innovative practices in their teaching to transform and
inspire their own teaching and the learning of their students. Participants brainstorm ways they can be more innovative in their own teaching in
order to transform and inspire themselves, other teachers, and their students. Dr. de Oliveira concludes with suggestions for teachers to take
some of these ideas to their own classrooms and beyond.
FEATURED: The Common Core State Standards and English Language Learners:
Linking ELD and CCSS
9:15-10:00
U-SU Theater (1st Floor)
The Common Core State Standards present several challenges for both teachers and learners as well as specific language expectations and
possibilities. Dr. de Oliveira shows how the CCSS become more specialized and linguistically complex across grades K-12 and shows how teachers
can address this complexity by integrating content and language development with a focus on the CCSS and the new CA ELA/ELD Framework.
Participants think about key pedagogical practices to engage ELLs with the CCSS within the CA ELA/ELD Framework.
Proudly Sponsored by
10
FEATURED SPEAKERS
Donna M. Brinton
Donna M. Brinton works as an educational consultant. Formerly, she was employed as Senior Lecturer at the
University of Southern California and as a Lecturer at the University of California, Los Angeles. She is the coauthor/co-editor of several professional texts including Content-Based Second Language Instruction, The ContentBased Classroom, New Ways in Content-Based Instruction, New Ways in ESP, Heritage Language Education: A New
Field Emerging, Teaching Pronunciation, The Linguistic Structure of Modern English, and the 4th edition of Teaching
English as a Second or Foreign Language. She is currently working on a revised edition of The Content-Based
Classroom (with Marguerite Ann Snow).
Dispelling Pronunciation Myths –
Best Practices for Teachers
Proudly Sponsored by
10:15-11:00 | U-SU Theater (1st Floor)
Isn’t it impossible to impact students’ fossilized pronunciation? Wouldn’t students make more progress if they just practiced more? Don’t you need
to be a native speaker to teach pronunciation? Isn’t the best way to teach pronunciation by having students listen and repeat? The field of
pronunciation teaching abounds with myths that derive from lay beliefs about acquiring the sound system of a second language. Unfortunately,
without adequate teacher preparation, teachers often buy into these myths and remain unprepared to teach pronunciation. In this talk, Donna
Brinton presents an overview of recent research in practical phonetics that helps to dispel some of the above popularly-held misconceptions. She
also summarizes best practice for pronunciation teachers.
Cheryl Boyd Zimmerman
Cheryl Boyd Zimmerman is Professor of TESOL at California State University, Fullerton. She earned her Ph.D. at
the University of Southern California where her research focused on second language vocabulary acquisition. Her
subsequent research and grant interests include academic English and a variety of issues related to academic word
learning. Her publications have appeared in edited collections and in a variety of journals including TESOL
Quarterly and Studies in Second Language Acquisition. She is the series editor of Inside Reading: The Academic
Wordlist in Context, 2nd ed., and Inside Writing The Academic Wordlist in Context. She is also vocabulary consultant
for Q: Skills for Success and author of Word Knowledge: A Vocabulary Teacher’s Handbook, all published by Oxford
University Press.
Proudly Sponsored by
Writers as Word Learners
1:00-1:45 | U-SU Theater (1st Floor)
Isn’t it obvious? In order to write well, you need to know a lot of words. And it isn’t just the number of words that you know, but whether or not
you can use them to say what you mean. In this session, participants will examine the characteristics of word knowledge and will practice ways to
optimize this natural relationship through all stages of the writing process..
11
FEATURED SPEAKER
Marguerite Ann Snow
Marguerite Ann Snow, Ph.D. is a professor in the TESOL M.A. program in the Charter College of
Education at California State University, Los Angeles. Her most recent publication is Teaching English as
Second or Foreign Language (4th ed.) (2014), which she co-edited with Marianne Celce-Murcia and Donna
Brinton. She serves as the series co-consultant of Q: Skills for Success for Oxford University Press which
just launched the second edition. She was a Fulbright scholar in Hong Kong and Cyprus. In addition to
working with public school teachers in the U.S., she has trained EFL teachers world-wide in such settings
as Algeria, Argentina, Egypt, Kosovo, Libya, Morocco, Pakistan, Peru, Spain, and Turkey.
English for Academic Purposes:
Research-based Activities for Reading and Writing
2:00-2:45 | U-SU Theater (1st Floor)
This session will provide an overview of research in academic reading and writing and the implications for EAP instruction. Classroom strategies
to assist students in their academic literacy skills that teachers may use at all levels will be demonstrated.
12
MOBILE VILLAGE
9:15-2:45 | U-SU Alhambra
Learn on Your Phone
9:15 – 10:00
There Is an App for That!
Abdul Sindi, Cal State Los Angeles
[email protected]
Megan Bowe, Glendale Community College
Join us in this technology session for a brief overview of three phone
applications that will facilitate and motivate learning. Quizlet, Voxy, and
FluentU are unique in their delivery and application. After this session you
will be able to decipher when and where to apply them.
Going Mobile
10:15 – 11:00
Adelaide Doyle-Nichols, California State University, Los Angeles
[email protected]
View and try some mobile tools that are game changers--- easy to use and
very effective. Add a new tool to your tool box.
1:00 – 1:45
Susan Gaer, Santa Ana College School of Continuing Education
[email protected]
Susan Gaer will share her current three favorite free apps for learning in
the ESL classroom.
Share It!
2:00 – 2:45
Susan Gaer, Santa Ana College School of Continuing Education
[email protected]
Do you have a favorite mobile app to use with students? Bring and share
with others in this session which is built on you and your ideas! Come one,
come all. Let’s share away!
NOVICE TEACHER STRAND
GE Ballroom 3
Come early! The mentor sessions are on a first come, first served basis, and advanced sign-up is required!
(Sign-ups will be located just outside GE Ballroom 3)
__________________________________
Career Information on Getting and Keeping Teaching Positions
9:15 – 10:00
Are you a recent graduate or a new teacher interested in learning about career opportunities in TESOL? Come listen to what experienced and distinguished
panelists have to say about finding and keeping teaching positions in credit and non-credit ESL college programs, other post-secondary ESL college prep
programs, and EFL teaching overseas!
__________________________________
One-on-One Mentor Sessions with Distinguished Panelists
10:15 – 11:00
Bring your resume and participate in one-on-one mentor sessions for advice from professionals representing institutions including:
California State University, Dominguez Hills
Glendale Community College
Pasadena City College
California State University, Los Angeles
Los Angeles Trade Technical College
The Language Institute, Pasadena
__________________________________
Tips on Surviving the First Year of Teaching
1:00 – 1:45
Have you ever wondered what it takes to succeed as a new teacher? In this session, you can learn about beneficial tips on surviving the first year of
teaching by fellow teachers who have survived!
13
CONCURRENT SESSION 1
9:15-10:00
TheCommon
CommonCore
CoreState
StateStandards
Standardsand
andEnglish
EnglishLanguage
LanguageLearners:
Learners:
The
Sponsored by
LinkingELD
ELDand
andCCSS
CCSS
Linking
st
Lucianade
deOliveira,
Oliveira,Featured
FeaturedSpeaker
Speaker || U-SU
Luciana
U-SU Theater
Theater (1
(1st Floor)
Floor)
TheCommon
CommonCore
CoreState
StateStandards
Standardspresent
presentseveral
severalchallenges
challengesfor
forboth
bothteachers
teachersand
andlearners
learnersasaswell
wellasas
The
specificlanguage
languageexpectations
expectationsand
andpossibilities.
possibilities.Dr.
Dr.dedeOliveira
Oliveirashows
showshow
howthe
theCCSS
CCSSbecome
becomemore
morespecialized
specific
and
linguistically
across
gradesacross
K-12 and
shows
how
can teachers
address this
specialized
and complex
linguistically
complex
grades
K-12
andteachers
shows how
cancomplexity
address thisby
integrating
and language
development
with
a focus on the
andon
thethe
new
CA and
ELA/ELD
Framework.
complexitycontent
by integrating
content
and language
development
withCCSS
a focus
CCSS
the new
CA
Participants
think
about
key
pedagogical
practices
to
engage
ELLs
with
the
CCSS
within
the
CA
ELA/ELD
ELA/ELD Framework. Participants think about key pedagogical practices to engage ELLs with the CCSS
Framework.
within the CA ELA/ELD Framework.
Learn on Your Phone
U-SU Alhambra
MOBILE VILLAGE
Abdul Sindi, Cal State LA, Los Angeles
Megan Bowe, Glendale Community College
All levels
[email protected]
Join us in this technology session for a brief overview of three phone applications that will facilitate and motivate
learning. Quizlet, Voxy, and FluentU are unique in their delivery and application. After this session you will be able to
decipher when and where to apply them.
Career Information on Getting and Keeping Teaching Positions
GE Ballroom 3
Panel Presentation
Are you a recent graduate or a new teacher interested in learning about career opportunities in TESOL? Come
listen to what experienced and distinguished panelists have to say about finding and keeping teaching
positions in credit and non-credit ESL college programs, other post-secondary ESL college prep programs, and
EFL teaching overseas!
14
Paper
Presentation
Demonstration
Publisher
Session
Adult
Intensive English
Program
Community
College
Tech. Enhanced
Language
Learning
Secondary
College/
UNiversity
Intercultural
Communication
Novice Teacher
Strand
Mobile Village
Teaching English
in the Workplace
Part-Time
Educators
Elementary
Teaching of
Pronunciation
Nonnative
Language
Educators
CONCURRENT SESSION 1
9:15-10:00
Be Mindful: Self-Regulation in Online Synchronous Learning Environments
Kenneth Keeler, University of Southern California
KH B2007
[email protected]
Emergent studies reveal how mindfulness techniques in classrooms strongly correlate to improved performance,
particularly in testing. New dialectical and psycholinguistic approaches like de-activation promote meaningful language
learning in online synchronous learning environments.
Classroom Anxiety in Young Adult Learners
KH B2009
Zahra Atefi, California State University, Los Angeles
Julia Hilliard, California State University, Los Angeles
Michelle Hilario, California State University, Los Angeles
[email protected]
[email protected]
[email protected]
The presenters examined sources of anxiety among three groups of adults in a community college English composition
course: monolingual English speakers, Generation 1.5, and English language learners. This study suggests that teachers
should know their students early in the course to give them equal opportunity to participate in the classroom.
Connecting the World to the Classroom with Reading Explorer
U-SU Boardroom
Dalia Bravo, National Geographic Learning, part of Cengage Learning
[email protected]
What is color, and how does it affect us? How does the human brain work? Learners consider these topics and more,
through text, images, and video from National Geographic in Reading Explorer. Explore a unit, and discover how Reading
Explorer builds visual literacy and critical thinking skills like never before!
Enhancing ESL/EFL Cultural Competence by Teaching Idioms in Cultural Contexts
Kangning Shen, University of San Francisco
KH B2006
[email protected]
Idioms tend to contain cultural information which makes English learners confused even if they are advanced learners.
The purpose of the program is to teach advanced level students idioms by using American songs, video clips and social
networks The project will create opportunities for the students to read, hear and use idioms in authentic contexts.
15
CONCURRENT SESSION 1
9:15-10:00
Evoking an Interest in Reading Through Free Voluntary Reading
Corinne Garcia, University of Southern California
KH B2017
[email protected]
This study examines the reasons for which ESL students dislike reading in their classrooms. For seven weeks, 30 ESL
students participated in this study at Kaplan International College to determine if Krashen’s Free Voluntary Reading
could encourage them to gain an interest in reading and aid in the development of reading comprehension.
Factors That Promote Persistence Among ESL Community College Students
U-SU Pasadena
Carlos Diaz, Cerritos College
[email protected]
The purpose of this study was to extend the research on English as a Second Language student persistence in college by
examining factors that encourage students to persist in school. This study investigated student support, aspiration,
obstacles, and responsibilities and its relationship to ESL student persistence in community college. The study utilized a
phenomenological research design to identify the phenomena through how it is perceived or experienced by
participants in the study. The researcher collected reflective data and perceptions through inductive and qualitative
methods. The study focused on adult second language (L2) learners at a Southern California community college. Using a
Measuring the Efficacy of Flipped Videos in ESL Composition Courses
Grace Castruita, California State Polytechnic University, Pomona
KH B2014
[email protected]
This paper presentation looks at the efficacy of a flipped classroom. Four freshman composition classes designated for
multilingual speakers were examined over a 20-week time frame in order to examine instructor and student
perspectives on flipping in relation to student learning outcomes.
Multi-Cultural Approaches to Improve Intercultural Communication
Kara Mac Donald, Defense Language Institute
Unsoon Won, Defense Language Institute
KH B2016
[email protected]
[email protected]
Lack of opportunities to develop multicultural competency in the ESL classroom generate barriers for workplace
intercultural communication. Multicultural awareness and tolerance for diversity need to be taught in the classroom for
adult learners to communicate effectively on the job. This presentation provides sample lessons to assist leaners to
develop effective communication strategies in English that serve to complement their job-specific language.
16
CONCURRENT SESSION 1
9:15-10:00
Native and Non-Native English Speaker Writing: Characteristics and Suggestions
James Wilson, Cosumnes River College
KH B2008
[email protected]
This facilitator will show college-level examples of student writing from both native and non-native English speakers,
point out similarities/differences, and offer practical suggestions to help non-native English speakers bridge the
academic divide.
Reflecting on Native Speaker Privilege
Kathleen Berger, Azusa Pacific University
KH B2015
[email protected]
This presentation is based on the paper published in the most recent CATESOL Journal. It outlines several privileges the
presenter has enjoyed as a NEST and suggestions to mitigate the privilege and promote equality between NESTs and
NNESTs.
Teaching English Online: Test Preparation
Maria Guadalupe Espinoza, California State University Fullerton
KH B2019
[email protected]
The demand for test preparation has never been as high as in recent years. This presentation will provide a view of the
technology and techniques that are being used to prepare students for exams such as the TOEFL and the IELTS in online
virtual classrooms.
Tearing Down the Walls: Bringing ESL Teachers Together Through Articulation Meetings
KH B2005
Justin Gorence, LAUSD-DACE
[email protected]
Articulation meetings allow teachers to meet and make collaborative decisions regarding promotion and retention and
create equity and transparency in the program This nuts and bolts presentation includes the what, why and how of the
articulation process and will walk through it from beginning to end. Participants will utilize authentic student writing
samples to experience the process themselves.
17
CONCURRENT SESSION 1
9:15-10:00
The Elusive Perfect: Teaching Verbal Aspect for Academic Writing
U-SU Montebello
Olga Griswold, California State Polytechnic University, Pomona
[email protected]
This presentation reports a study on the (mis)use of Past and Present Perfect by Generation 1.5 developmental writers.
The findings indicate that the semantics of the perfect aspect present greater difficulties for these learners than its
morphology. Specific strategies in teaching the perfect aspect for academic writing will be shared.
Writing with Scaffolds: Using Paragraph Frames
Ronna Magy, LAUSD Division of Adult and Career Education
U-SU San Gabriel
[email protected]
Research indicates that having strong paragraph writing skills is a key factor in student academic success. Paragraph
frames (writing scaffolds) help intermediate-advanced ESL students strengthen writing skills. In this session, participants
practice with a paragraph frame model. They leave with an understanding of the issues involved and a resource list.
What Factors Affect TOEFL iBT Reading Performance Besides Language Abilities?
Zhou Wenqian, CSUF
KH B2018
[email protected]
Various theoretical frameworks have influenced L2 reading instruction and have led to fundamental pedagogical shifts in
the field (Singhal, 2011). This study aims to examine factors other than language abilities, which were traditionally
considered as the most significant factor in a language test, that affect TOEFL iBT reading performance.
“We breathe in our first language, and swim in our second.”
― Adam Gopnik, Paris to the Moon
“Mastery of language affords one remarkable opportunities.”
― Alexandre Dumas
“We die. That may be the meaning of life. But we do language. That may be the
measure of our lives.”
―Toni Morrison
18
CONCURRENT SESSION 2
10:15-11:00
Dispelling
DispellingPronunciation
PronunciationMyths
Myths––Best
BestPractices
Practicesfor
forTeachers
Teachers
Donna M. Brinton, Featured Speaker | U-SU Theater (1st Floor)
Donna M. Brinton, Featured Speaker | U-SU Theater (1stSponsored
Floor)by
Isn’t
Isn’tit itimpossible
impossibletotoimpact
impactstudents’
students’fossilized
fossilizedpronunciation?
pronunciation?Wouldn’t
Wouldn’tstudents
studentsmake
makemore
moreprogress
progressif ifthey
just
practiced
more? more?
Don’t you
need
be ato
native
speaker
to teach
Isn’t the
best
toway
they
just practiced
Don’t
youtoneed
be a native
speaker
topronunciation?
teach pronunciation?
Isn’t
theway
best
teach
pronunciation
by
having
students
listen
and
repeat?
The
field
of
pronunciation
teaching
abounds
with
to teach pronunciation by having students listen and repeat? The field of pronunciation teaching abounds
myths
that derive
from lay
beliefs
about acquiring
the sound
systemsystem
of a second
language.
Unfortunately,
with myths
that derive
from
lay beliefs
about acquiring
the sound
of a second
language.
without
adequatewithout
teacheradequate
preparation,
teachers
often buy
into these
myths
and these
remain
unprepared
to teach
Unfortunately,
teacher
preparation,
teachers
often
buy into
myths
and remain
pronunciation.
In
this
talk,
Donna
Brinton
presents
an
overview
of
recent
research
in
practical
phonetics
unprepared to teach pronunciation. In this talk, Donna Brinton presents an overview of recent researchthat
in
helps
to
dispel
some
of
the
above
popularly-held
misconceptions.
She
also
summarizes
best
practice
for
practical phonetics that helps to dispel some of the above popularly-held misconceptions. She also
pronunciation
teachers.
summarizes best
practice for pronunciation teachers.
Going Mobile
U-SU Alhambra
MOBILE VILLAGE
Adelaide Doyle-Nichols, California State University, Los Angeles
All Levels
[email protected]
View and try some mobile tools that are game changers. Easy to use and very effective. Add a new tool to your tool box.
One-on-One Mentor Sessions with Distinguished Panelists
GE Ballroom 3
Bring your resume and participate in one-on-one mentor sessions for advice from leading professionals in the
field!
**Sign up outside the GE Ballroom 3. Early sign up is recommended!**
“Those who know, do. Those that understand, teach.”
― Aristotle
“I never teach my pupils, I only attempt to provide the conditions in which they can learn.”
― Albert Einstein
19
CONCURRENT SESSION 2
10:15-11:00
Applications of Brain-Based Research Through Encoding for Vocabulary Retention KH B2015
Craig Laubach, Cal Poly Pomona
Joann Anderson, Cal Poly Pomona, Hope International University
[email protected]
[email protected]
This presentation reflects research into inspiring and effective classroom vocabulary teaching pedagogy
involving a dual-coding approach that uses sequencing, story-telling, and mnemonic devices. Participants will
practice and gain confidence in creating hands-on techniques that have been shown to increase student
retention and use of vocabulary at all levels.
Service Learning and Intercultural Dynamics
Christa Bixby, ICIG Co-coordinator CATESOL
Jennifer Hirashiki, ICIG Co-coordinator CATESOL
KH B2017
[email protected]
[email protected]
Every educator struggles with finding a way to make language meaningful. What better way to show the meaning and
value of language and time than through service learning opportunities? This workshop will provide educators with an
insight into how to incorporate service learning opportunities into a classroom effectively, sensitively, and with purpose.
Participants in this session will be encouraged to interact.
"Schema"-Bulary to Remember
Shalom Bay
KH B2019
[email protected]
Research has shown that an effective way to learn and retain vocabulary is not through isolated, rote memorization;
rather it is through making meaningful connections and activating existing knowledge--schema-- to connect the new
words with the old. These activities are applicable and adaptable to teaching all skills and levels.
Designing an Online English Curriculum with American News and Dramas
Seungyeon Kim, University of San Francisco
KH B2014
[email protected]
This paper will provide an online curriculum, using various kinds of news and dramas, so that students can use more
authentic English with authentic materials. This web-based curriculum will show how to use the news and dramas
effectively along with the use of online tools.
20
CONCURRENT SESSION 2
10:15-11:00
English Oral Skills of Chinese Students in Expressing Their Native Culture
Meixiao Lin, Azusa Pacific University
U-SU San Gabriel
[email protected]
The presentation explores Chinese students’ English oral skills in expressing their native culture from the perspective of
conversation analysis. Their oral skills in describing Chinese New Year and Christmas were analyzed and compared. Also,
native English speakers’ comments on their oral skills were used to complement the conversation analysis.
Five Research-Based Instructional Techniques That Enhance ESL Students’ Strategic Reading
U-SU Montebello
John Liang, Biola University
[email protected]
Strategies enhance comprehension. However, many ESL readers fail to invoke strategic behaviors. In this presentation,
five practical yet research-based teaching techniques will be demonstrated to show how academic ESL readers can
engage in meaningful reading strategy practice to enhance their comprehending endeavors and comprehension.
Worksheets provided. Active audience participation anticipated.
Meeting the Needs of ELLs with Disabilities
Beth Lasky, CSU Northridge
U-SU Pasadena
[email protected]
The ELD Standards present additional challenges for teachers of students with disabilities. This session will introduce the
participants to effective strategies and techniques to use while teaching ELL students who have disabilities. These
effective strategies are appropriate for all general education teachers as well as teachers providing special education
services.
Multiword Vocabulary: A Missing Link for EAP Students
Deborah Gordon, Santa Barbara City College
KH B2006
[email protected]
Increasingly, teachers are recognizing that vocabulary items often consist of more than one word. They are also
recognizing the need for more explicit and systematic vocabulary teaching in general. The presenter will discuss the
research on “formulaic sequences” and demonstrate ways to expand students’ multiword repertoires.
20
21
CONCURRENT SESSION 2
10:15-11:00
Teaching English Online: Making Ends Meet
Maria Guadalupe Espinoza, California State University Fullerton and Open English
KH B2009
[email protected]
Teaching English Online has now become a reality. Online English classes now include conversation, grammar and test
preparation lessons. Students meet with teachers in a variety of virtual classrooms. This presentation will provide
instructors with the information necessary to freelance as online English instructors.
Technology and Strategies to Transform Shy Students into Speakers
Piera Fumagalli, California State University, Northridge
KH B2007
[email protected]
Another way of flipping the classroom is to provide homework videos and interactive comprehension quizzes which can
arm anxious students with content and something to say. From there, participants will learn how to guide even
glossophobic students through the process of structured speaking activities to dialogue, conversation, and critical
thinking/discussion.
Tips for Teaching and Testing Life-Skill Reading
Gretchen Bitterlin, San Diego Community College District
KH B2005
[email protected]
How can we help learners improve their scores on high stakes life-skill reading tests? The presenter will discuss why
these tests are so difficult, present teaching strategies for improving comprehension of life skill reading displays in
sample lessons, and share tips for improving learners’ test taking skills.
Transform the Tedium: Creating Killer Vocabulary Lessons
Maggie Catalfamo, USC International Academy
KH B2018
[email protected]
If we aren’t careful, vocabulary instruction can become tedious and students may lose motivation. Participants will
engage in a variety of learner-centered activities, from controlled to creative, which keep the vocabulary class moving
while stimulating student interest and original use of target vocabulary. Handouts provided.
22
CONCURRENT SESSION 2
10:15-11:00
Could TOEFL Sub-Scores Be Used for ESL Placement?
Victoria Byczkiewicz Cutler, University of Southern California
Zsuzsa Londe, University of Southern California
James Valentine, University of Southern California
KH B2008
[email protected]
[email protected]
[email protected]
This study posits the question whether international students accepted at U.S. universities could be appropriately placed
into ESL classes based on their TOEFL iBT sub-scores. Test results data from an in-house placement exam will be
compared to students’ TOEFL iBT sub-scores to explore the potential of using the sub-scores for course placement
purposes.
Instructed Heritage Language Speakers
Sandra Pucci, University of Wisconsin, Milwaukee
Sharon Ulanoff, California State University, Los Angeles
B2016
[email protected]
[email protected]
Using phenomenological and narrative methods, this study examines the heritage (Spanish) language maintenance
and/or loss of nine young adults (age 18-25) who graduated from a small urban high school with a Latino-centric
curriculum aimed at promoting biliteracy and bilingualism.
Assessing Writing: Tradition vs. Innovation
Aziz Qureshi, University of California, Irvine
GE 214
[email protected]
Writing assessment in ESL classes is usually based on certain commonly used traditional methods. However, ESL
teachers can innovate the techniques to assess ESL learners’ writing skills. This presentation will focus on practical and
pedagogical aspects of assessment and will critically analyze some crucial factors involved in writing assessment.
The Power of TED in the 21st Century Reading Classroom!
Dalia Bravo, National Geographic Learning, part of Cengage Learning
U-SU Board Room
[email protected]
National Geographic Learning and TED are now partners in English Language Teaching! Using examples from the new
21st Century Reading series, attendees learn how TED Talks can be used to develop 21st century skills such as critical
and creative thinking, collaboration, and information, media and visual literacies.
23
POSTER SESSIONS
11:30-1:00 |U-SU Los Angeles Room
Activate, Comprehend, and Extend: Reading Workshops and Student Writing
Emma Pacheco, California State Polytechnic University, Pomona
Rebecca Bowers, California State Polytechnic University, Pomona
[email protected]
[email protected]
This poster presentation includes the background, methodology, and data analysis of the Kellogg Reading Project at
California State Polytechnic University, Pomona. Supplementary reading workshops were offered to college freshmen
composition students exhibiting a developmental need for coursework in writing. Because of the positive student
outcomes, the project has been replicated.
Blending Language Practice with a Real Life Challenge
Jennifer Nolasco, American Language Institute, CSULB
Tracy Sattler, American Language Institute, CSULB
[email protected]
[email protected]
This poster presents a highly adaptable project that challenges students to try something new for a specified amount of
time while also practicing their English language skills. Participants will receive a sample project lesson, related
worksheets, and ideas for how this project can be adapted to various classes and levels.
Google Hangout to Foster Learner Autonomy in Project-Based Learning
Kara Mac Donald, Defense Language Institute
Unsoon Won, Defense Language Institute
[email protected]
[email protected]
This presentation will describe ways that social media platforms such as Google Hangout can be used in or out of the
classroom for project-based learning that promotes communicative language production and meaningful interaction in
the target language.
Incorporating Projects into the Flipped Classroom
Jorge Larios, California State Polytechnic University, Pomona
Brittany Cortez, California State Polytechnic University, Pomona
[email protected]
[email protected]
This presentation provides suggestions for incorporating project-based learning into the flipped ESL classroom. A
succession of innovative activities based on a flipped-video lesson on idiomatic expressions demonstrates a few
possibilities for increasing student-student verbal interactions through a fun and creative approach.
Affective Factors that Lead to an Optimal Learning Experience
Inochi Kakitani, University of Southern California
[email protected]
What are the most important affective variables that contribute to creating an optimal learning environment for second
language learners? This poster presents a case study of a college ESL student, using Krashen’s Affective Filter Hypothesis
to examine how anxiety, motivation and self-confidence/self-esteem influence the outcomes of second language
learning.
24
POSTER SESSIONS
11:30-1:00 |U-SU Los Angeles Room
ESL Teachers' Professional Identities: Building Professional Communities in IEP Programs
Doaa Rashed, University of Maryland Baltimore County
[email protected]
This session presents ideas on building teacher professional communities based on findings from a nationwide study
investigating the factors influencing ESL teachers’ professional identities. Motivation, self-efficacy, and job satisfaction
greatly influence teachers’ commitment to the profession and the language institute. Teacher professional communities
can strengthen the relationships among these factors.
Flipping Assessment
Norah Alnemari, Cal Poly Pomona
[email protected]
So you have decided to flip your classroom! Nothing is traditional about it anymore, but you need to assess if it’s
working. The presenter explains several techniques for rethinking assessment to measure important language
outcomes, including those used before, during and after flipped classroom-style lessons.
Help! My Administrator Wants ME to Present to the Faculty!
Jeffrey Mattison, Cerritos High School
[email protected]
If you are an ESL teacher among a diverse faculty, the time will come when you will be called upon to share your
expertise. Relax, you can do it! The presenter shares his experiences with two different models of professional
development that demonstrate how to promote language development in content classes.
Innovative Technology-Enhanced Backward Design Projects for College ESL
Kevin Chan, SMC/PCC
[email protected]
Two innovative models for creating backward design projects using fun, multimedia rubrics created on Taskstream and
an overall approach for how to implement each project will be discussed. Discussion of rigor, backward design, and the
integration of technology will be included as each project is introduced.
L1 Talk in the ESL Classroom
Eunice Lim, Biola University
[email protected]
L1 usage in L2 learning has become somewhat of a taboo. Many teachers resort to “English only” classrooms because
controlling L1 usage seems an impossible feat. In hopes of providing plausible solutions, this poster presents classroom
research that examines L1 talk, categorizes it, and evaluates its usefulness.
25
POSTER SESSIONS
11:30-1:00 |U-SU Los Angeles Room
MoviesGrowEnglish (MGE): Watch Movies, Learn English
Michael Laib, University of Southern California
[email protected]
This poster will introduce MGE, a website that supports the use of movies for interactive learning of both
communicative and academic ESL skills. The presenter will demonstrate how to navigate the site and discuss an actual
whole-movie and short-sequence lesson from MGE.
Project Bright Light: Writing Intervention in Blended, Eight-week Classes
Richard Villagomez, DeVry University
[email protected]
In this session, the presenter will detail an early-intervention initiative for non-native freshmen needing writing
remediation, identified by their first threaded discussion responses in eight blended (50% onsite, 50% online) non-ESL
classrooms. The presenter will display the project steps and samples of discussion responses, course research papers,
and tutoring provided.
Teaching English in Saudi Arabia
Kathy Koupai, CSULA
[email protected]
English teachers from all around the world are being drawn to Saudi Arabia and the Gulf region due to well-paid fulltime teaching opportunities with benefits, including health insurance, ample vacation time and 20-hours of teaching per
week or less. This poster session will give a glimpse into living and teaching in Riyadh in the Kingdom of Saudi Arabia at
the largest all-women's university in the world.
Transform Learning Activities and Innovate Assessments for Inspirational Purposes
Tammie Tran, UCLA
[email protected]
Multifunctional activities inspire students’ improvement in all four basic skills. Come and see an innovative
communicative approach and transformative activities that integrate diagnostic, formative, summative assessments and
increase students’ involvement. Learn how to use SARS (Select, Adapt, Reject, Supplement) in the development of
materials.
WAC: ESL Writing Faculty Awareness
Denise Cedillos, Cal Poly Pomona
Patricia Hamoodi Cal Poly Pomona
Alejandra Pulido, Cal Poly Pomona
[email protected]
[email protected]
[email protected]
Do professors in the Business Administration and Engineering departments at Cal Poly Pomona adequately address ESL
student writing needs in content courses? This poster presents the survey results and student writing samples that were
analyzed to answer this question.
26
LEVEL & INTEREST GROUP RAP SESSIONS
12:00-12:45 | U-SU and GE
College/University Level Rap Session: Tackling Plagiarism
Karen Russikoff, California State Polytechnic University, Pomona
Andralena Panczenko, Cal State Northridge
GE 214
[email protected]
[email protected]
Please bring your lunch and join us in an open discussion on the issue of plagiarism facing students and faculty
at the college/university level. How does one explain plagiarism to students of different cultures? How does
one help students discern what is plagiarism and what is not? How does one help students who, in an effort to
avoid plagiarism create strangled, confusing sentences? What help does the university/college offer in helping
to educate students and avoid plagiarism on campus? What are some best practices in dealing with
plagiarism? Please come and share your knowledge, experiences, and perspectives in dealing with this issue.
Adult Level Rap Session
Dave Coleman, LAUSD
GE BALLROOM 3
[email protected]
Bring your lunch, boxed or bagged, to our community gathering to connect and collaborate around important
issues and applications for K-12 adult education. Topics to be discussed will include AB 86 and CCRS
implementation.
Intensive English Program Level Rap Session
Tammy Johnson, IEP Chair, Cal Poly Pomona
Marie Allen, Assistant IEP Chair
U-SU Board Room
[email protected]
[email protected]
This IEP rap session is an open forum for colleagues to meet one another and discuss various topics of interest.
Topics may include assessment, curriculum, technology, academic demands, and teaching tips. Join us and
don’t forget to bring your questions, ideas, and lunch!
Secondary Education Level Rap Session: New Federal and State Requirements
for Long-Term English Language Learners (LTELLs)
Sanford Silverstein, Arcadia High School
GE 221
[email protected]
As the Assistant Secondary Level Chair, I wish to present and/or refer to documents from both the federal and
state governments dealing with the need to perform interventions for second-language learners who are
making little or no progress after spending years in the ELD program.
Community College Level Rap Session
Monica Cueva, Mt. San Antonio College
U-SU San Gabriel
[email protected]
This rap session provides an informal open forum to enjoy the company of your colleagues while discussing current
issues and matters affecting our work. Topics may include current policy and legislative issues as well as professional
development. Bring your lunch and share your ideas/experiences!
27
LEVEL & INTEREST GROUP RAP SESSIONS
12:00-12:45 | U-SU and GE
Part-Time Educators Interest Group
Tiffany Ingle, Pasadena City College
U-SU Montebello
[email protected]
In the February Adjunct Awareness week survey asking what concerns you most as a part-timer, the themes in the
results were: job security, enrollment issues, connecting on campus, professional learning, health care, scheduling
issues, and dignity. Come to this session to explore these issues with invited guests in leadership from LA - area
programs. You belong here!
Technology-Enhanced Language Learning Interest Group
U-SU Alhambra
Blair Roy
[email protected]
The Technology-Enhanced Language Learning Interest Group (TELL-IG) invites you to come and join the conversation
regarding the successes and challenges of integrating technology into our language-learning classrooms. Enjoy your
lunch while sharing with and learning from others! All are welcome.
Non-native English Language Educators’ Interest Group
Julia Schulte
U-SU Pasadena
[email protected]
Bring your lunch, meet other non-native English language educators and allies, and discuss strategies for countering job
discrimination against non-native teachers, enhancing professionalism of novice and experienced teachers, and
energizing the NNLEI interest group.
Service Learning and Intercultural Dynamics Rap Session
Christa Bixby
Jennifer Hirashiki
GE 220
[email protected]
[email protected]
This session consists of an interactive discussion based forum on the incorporation of service learning into the
classroom. Educators will be inspired to define service learning, discover how to convey the American concept of
volunteerism, and wrestle with the inevitable struggles that arise when incorporating service learning into a curriculum.
“I don't think writers are sacred, but words are. They deserve respect.”
― Tom Stoppard, The Real Thing: A Play
“Language is a finding-place not a hiding place.”
― Jeanette Winterson
“I don't know if I officially proofread my father's book, but I read it. I did get some
conception of grammar in general from that.”
― Noam Chomsky
28
CONCURRENT SESSION 3
1:00-1:45
WritersasasWord
WordLearners
Learners
Writers
Sponsored by
Cheryl Boyd Zimmerman, Featured Speaker | U-SU Theater (1stst Floor)
Cheryl Boyd Zimmerman, Featured Speaker | U-SU Theater (1 Floor)
Isn’t it obvious? In order to write well, you need to know a lot of words. And it isn’t just the number of words
Isn’tyou
it obvious?
order toor
write
youuse
need
to know
lot ofyou
words.
AndInitthis
isn’tsession,
just theparticipants
number of will
that
know, butInwhether
not well,
you can
them
to saya what
mean.
words that
know, but whether
or not you and
can use
to say
what
you mean.
this session,
examine
the you
characteristics
of word knowledge
will them
practice
ways
to optimize
thisInnatural
relationship
participants
will
examine
the
characteristics
of
word
knowledge
and
will
practice
ways
to
optimize
this
through all stages of the writing process.
natural relationship through all stages of the writing process.
There Is an App for That!
U-SU Alhambra
MOBILE VILLAGE
Susan Gaer, Santa Ana College School of Continuing Education
[email protected]
Susan Gaer will share her current three favorite free apps for learning in the ESL classroom.
Tips on Surviving the First Year of Teaching
GE Ballroom 3
Panel Presentation
Have you ever wondered what it takes to succeed as a new teacher? In this session, you will receive beneficial
tips on surviving the first year of teaching by fellow teachers who have survived!
Academic Word Learning Through Community-Based Social Research
Leslie Bennett Sherwood, UCLA
KH B2007
[email protected]
The author will report on an original research study that measures the affective effects of post-secondary students’
participation in a community based social research project for independent word learning. Additionally, the project will
be presented pragmatically so that the audience may adopt or transform it for their teaching context.
Acquiring a Second Language Through Art, Music, Film, News, and Literature
Arusyak Sargsyan, California State University, Los Angeles
KH B2018
[email protected]
How can art, music, film, news, and literature lead to enhancing daily practice of grammar, reading, writing, speaking,
and listening? What positive impact will these tools have on affective domain? How can these tools help instructors
build cultural awareness and respect and promote cooperative endeavor among students?
29
CONCURRENT SESSION 3
1:00-1:45
Flipping Your Grammar Classroom
KH B2009
Marilyn Lee, UCLA/Santa Monica College
[email protected]
Flipping the classroom entails assigning videos for students to watch so they do the learning part at home and the
communicative activities in the classroom. The benefits are that it automatically organizes the teacher while effectively
managing precious classroom time. It also makes students accountable for what they learn. In this workshop, you will
learn how to easily create a website for your class that houses the videos needed for the students' learning.
Food Memories - Real-life Storytelling Practice for ESL Students
Chris Alford, Cal State Los Angeles
Olga Garcia, Cal State Los Angeles
U-SU Boardroom
[email protected]
This program will highlight an often neglected aspect of language instruction: storytelling. Using the universal subject of
food, the presenters will demonstrate the value of telling a well-crafted story. The step by step process for preparing
and coaching students will be discussed.
Grammar Explorer – Taking Grammar to Uncharted Territory
U-SU San Gabriel
Robert Jenkins, Santa Ana College of Continuing Education
Grammar Explorer prepares students for academic success and communication through captivating National Geographic
content and activities that highlight real world English. This interactive session shows how students encounter the
grammar in rich listening, speaking, reading, and writing activities. Students are fully engaged making for a fun,
successful learning experience.
Hidden Problems: English Language Issues of Cross-Cultural Children
Marlene Schmidt, Educational Consultant
KH B2015
[email protected]
Cross-cultural children living in a second language environment were found to have English language issues despite
English being their native language. The difficulties in academic language, writing skills, cyclical language proficiency and
shifting identities will be discussed along with suggestions to teach and reach these students.
30
CONCURRENT SESSION 3
1:00-1:45
Immersion Projects: Facilitating Students' Learning Outside the Classroom
Julie Douglass, Concordia University, Irvine
Lois Thorpe, Concordia University, Irvine
Ona La Motte, Concordia University, Irvine
KH B2016
[email protected]
[email protected]
[email protected]
This workshop focuses on guiding ESL students’ participation in “immersion” experiences in real life situations, based on
Kolb’s experiential learning cycle. The presenters will address practical methods with which educators can enable
students as they navigate the linguistic, social, and cultural facets of language learning outside the classroom.
Innovating Academic Writing Through Digital Media
Pamela Minet-Lucid, University of Southern California
Juli Kirkpatrick, University of Southern California
U-SU Pasadena
[email protected]
[email protected]
Second-language learners must interact academically and professionally through digital media. How can we use digital
media to transform the teaching of academic writing? Two practicing teachers, desiring to innovate, present their
experiences having students create digital academic writing projects. Examples of student work and their reflections will
be shared.
NODEA: A Structured Approach Towards Successfully Addressing Student Classroom
Misbehavior
KH B2006
Scott Sutherland, UC Irvine Extension, International Programs
[email protected]
Developing methods to successfully address repetitive student misbehavior is not an option for ESL teachers. In this
workshop, participants will learn and practice a productive way of mitigating disruptive student conduct. Topics will
include: cell phone usage, L-1 talk, side conversations, blurting out, negotiations for grades or absences, etc.
Pyramid Discussions for Extending Student Talking Time
David Rath, Concordia University Irvine
Mehran Esfandiari, Concordia University Irvine
KH B2019
[email protected]
[email protected]
Pyramid Discussions maximize student-talking time. Propelling CLT, this task-based approach has students form
progressively larger groups, which reach agreement before joining with another group. We will demonstrate how
pyramid discussions significantly increase opportunities for interaction, communication, and negotiation of meaning in
comparison with traditional teacher-fronted approaches.
31
CONCURRENT SESSION 3
1:00-1:45
31
Raising the Register: Creating Awareness of Academic Writing
GE 214
Sonja Lovelace, USC International Academy
[email protected]
University-bound English language learners may lack academic vocabulary, complexity, and sophistication as they
progress to advanced levels. This presentation identifies ways to help students become aware of stronger, more
complex sentence structure and effective diction by analyzing texts through readability indexes and transferring this
awareness to their writing.
Stretching Class Time in Multilingual Composition Courses
KH B2014
Grace Castruita, California State Polytechnic University, Pomona
[email protected]
The presenter will demonstrate how the use of flipped videos and online document sharing applications can aid
instructors with limited class time in the areas of grammar instruction, student feedback, and peer reviews in
composition classrooms.
Teaching Development in Writing: What Else Can I Say?
KH B2017
Karen Russikoff, Cal Poly Pomona
Liliane Fucaloro, Cal Poly Pomona
[email protected]
[email protected]
As students are writing, they often run into problems with developing their initial ideas. This presentation will offer
practical tested-and-proven strategies that have evolved over usage in the classroom to create effective mnemonics to
provide student success.
Transforming Students’ Voices into Innovative Yelp and Amazon Reviews
Marina McLaughlin, Mount San Antonio College
KH B2005
[email protected]
This presentation provides you with a lesson plan to help manifest your students’ voices to their local communities
through the acclaimed Yelp and Amazon companies. A complete lesson plan and instructional guide with a webpage
access to materials will be provided. The activities in this demonstration will request active participation.
Using Controversial Topics to Engage Advanced Learners
Kristin Golden, University of Southern California, International Academy
KH B2008
[email protected]
In this session, the presenter will suggest ways that students can actively engage in lectures, discussions, and debates
dealing with controversial topics, legal issues, and current events, and will refer to Harvard's online lecture series
"Justice" by Michael Sandel.
32
CONCURRENT SESSION 4
2:00-2:45
Englishfor
forAcademic
AcademicPurposes:
Purposes:
English
Research-basedActivities
Activitiesfor
forReading
Readingand
andWriting
Writing
Research-based
MargueriteAnn
AnnSnow,
Snow,Featured
FeaturedSpeaker
Speaker||U-SU
U-SUTheater
Theater(1(1ststFloor)
Floor)
Marguerite
Thissession
sessionwill
willprovide
provideananoverview
overviewofofresearch
researchininacademic
academicreading
readingand
andwriting
writingand
andthe
theimplications
implicationsfor
forEAP
This
EAP instruction.
Classroom
strategies
to assist
students
their academic
literacy
skillsteachers
that teachers
may
instruction.
Classroom
strategies
to assist
students
in theirinacademic
literacy
skills that
may use
at all
use
at
all
levels
will
be
demonstrated.
levels will be demonstrated.
Share It!
U-SU Alhambra
MOBILE VILLAGE
Susan Gaer, Santa Ana College School of Continuing Education
[email protected]
Do you have a favorite mobile app to use with students? Bring and share with others in this session which is built on you
and your ideas! Come one, come all. Let’s share away!
Can Your Students Use the Reading Skills You’ve Taught Them?
Kareen Kjelstrup, Cambridge University Press
U-SU Board Room
[email protected]
It is not enough for students to study reading skills. They must also be able to use them strategically and independently
if they are to succeed in college classes. This session outlines best practices for helping students to become strategic,
critical, and confident readers of academic texts.
Examining Queer Border Crossings: Implications for Intercultural Analysis
Allison Mattheis, California State University, Los Angeles
U-SU Pasadena
[email protected]
This study explores aspects of the experience of queer-identified people from communities outside the United States
living in a metropolitan area in the upper Midwest. This research seeks to complicate constructs and instruments of
intercultural adaptation (i.e. the Developmental Model of Intercultural Sensitivity) that do not explicitly address issues of
queerness and often essentialize gender identity.
How to Engage Your Students During a Flipped Video
Lauren Collins, California State Polytechnic University, Pomona
Edwin Teh, California State Polytechnic University, Pomona
KH B2014
[email protected]
[email protected]
Various activities may be included in a flipped language learning video for learners to engage. This demonstration will
provide an array of pedagogical tools intended to increase learning and accountability for exercises that may be segued
into the following class meeting.
33
CONCURRENT SESSION 4
2:00-2:45
How to Reinforce and Retain Vocabulary with Smartphones and Tablets
Marilyn Lee, UCLA/Santa Monica College
Alexander Ibaraki, Santa Monica College
KH B2009
[email protected]
[email protected]
Presenters will demonstrate how they transformed distracting mobile devices into creative tools of instruction which
inspire independent learning, foster vocabulary retention, and enhance student engagement. Members of the audience
will be encouraged to use their own mobile devices for hands-on demonstration of practical and easily implemented
applications.
Increasing Student Motivation Through Collaboration
Suzanne Woodward, Palomar College
KH B2005
[email protected]
We hope our students will be active, responsible learners, but they do not necessarily come to us that way. This session
will present engaging activities that can inspire students to be more motivated and help them take responsibility for
their learning while engaging in conversations and writing activities.
Innovate with Technology; The Internet Transforms your Lessons!
Azimi Mardelle, CSU, Fullerton, American Language Program
KH B2018
[email protected]
The burgeoning enrollment of ESL students majoring in science, technology, and engineering requires innovative,
integrating technology. The presenter demonstrates CALL-driven lessons which enhance student comprehension in
STEM fields. Through dedicated websites, interactive programs, and real-world applications, attendees will leave with
interesting intermediate and advanced level STEM lessons. Digital handouts available.
Inspired Formative Assessment for Autonomous College and
KH B2017
Career Ready Learners
All Interest areas
Dave Coleman, LAUSD, Div. of Adult and Career Ed
[email protected]
With Increased workforce and parenting demands, along with academic rigor, teachers must facilitate student selfmonitoring and reflection. Doing this with ELLs is a challenge. But students respond positively with engaging, level
appropriate activities in which they can experience and talk about reaching their ESL class goals. Come find out how!
Mobile Apps and Web Tools: Promoting Engagement Through
KH B2006
a Familiar Medium
Ixchell Reyes, University of Southern California
[email protected]
Kaz Shida, University of Southern California
[email protected]
Why fight a battle with smart phone usage in the classroom when teachers can use it to inspire their students? The
presenters will share several mobile-based apps and web tools to blend into your lessons! These tried-and-true ideas
will have your students engaged in the learning process and having fun!
34
CONCURRENT SESSION 4
2:00-2:45
Pronunciation Basics and Beyond!
U-SU San Gabriel
Todd Kolberg, University of Southern California
Nina Ito, University of Southern California
[email protected]
[email protected]
New to teaching pronunciation? Or interested in new ideas? In this session, the presenters take participants through the
3 P’s of pronunciation (prediction, perception and production) as well as share creative ways to practice in class…and
beyond!
Reconsidering Research Methods on ESL Teacher Professional Identity
Doaa Rashed, University of Maryland Baltimore County
KH B2007
[email protected]
Language teacher identity research is qualitative, interdisciplinary, and socially informed, but quite narrow in
methodological scope. Very few studies investigate questions that lead to quantitative or mixed methods research. This
session examines the advantages of utilizing mixed methods design in research on ESL teachers’ identity for decision
making, and teacher advocates.
The Status of Multilingual Education in California
Mario Castaneda, California State University, Los Angeles
Sabrina Mims-Cox, California State University, Los Angeles
KH B2015
[email protected]
[email protected]
Multilingual education in California is becoming a more significant element of the educational landscape due to Dual
Language Programs, Bilingual Programs or Heritage Language Programs. The development of the Bilingual Certification
for high school students, the California Multilingual Act and the call for Heritage Language Programs will impact all
language educators.
Tools and Techniques for Distributing Vocabulary and Reigniting
KH B2016
Assigned Materials
Vincent Nunez, Santa Ana College
This session demonstrates software authored by the presenter, as well as simple database techniques, which can
transform existing assigned texts into "handcrafted" study lists that students find helpful and motivating. Also included
are pronunciation and speech activity demonstrations using these lists. Join us to brainstorm new uses for amassed
texts!
Out and About: Teacherless Activities for Beginners
U-SU Montebello
Hugo Loyola, Alta English Publishers, Inc.
Want to get your students up on their feet speaking English from day one? The techniques and teacherless activities in
this dynamic session help increase student involvement and reduce teacher prep time--plus give students the
confidence they need for real-world English interactions! Handouts with ready-to-go classroom materials are provided.
35
CONCURRENT SESSION 4
2:00-2:45
Transform a Boring TOEFL Class into a Fun and Inspiring One!
KH B2008
V. Angel Pablico, CSULA & Glendale College
[email protected]
Whether you are preparing your students for the TOEFL iBT or paper test, you can spice it up with competitive quizzes
and games. The presenter will share a variety of activities targeting reading, vocabulary, grammar, and both
independent and integrated speaking skills. Attendees will participate in five games, leaving with relevant materials and
directions.
Writing with a Purpose
GE 214
Jennifer Hirashiki, Westcliff University
[email protected]
This session will consist of exploring practical ways to maximize student motivation in order to produce quality written
work. Looking at driving forces behind low quality work, this workshop will encourage educators to look at writing
assignments in a new light, with a foundation of purpose rather than requirement.
Transform Your iPad into a Recordable Whiteboard with Educreations
KH B2019
Ellen Comis, La Canada Unified School District
Participants will learn how to transform iPads into recordable whiteboards with the free Educreations App. Engaging
students through hands-on, audio-visual activities fosters student confidence and proficiency. Bring your iPad (or
practice with a demonstration iPad) to experience first hand the creation of videos that can be saved and shared.
PLENARY SPEAKER
Sponsored by
3:00-4:00 | GE Ballrooms 1&2
Innovate,
Innovate,Transform,
Transform,Inspire:
Inspire:Examples
Examplesfrom
fromPracticing
PracticingTeachers
Teachers
Luciana de Oliveira
Luciana de Oliveira
This interactive plenary provides examples from practicing teachers of ways that they use innovative practices in their
This interactive plenary provides examples from practicing teachers of ways that they use innovative practices in
teaching to transform and inspire their own teaching and the learning of their students. Participants brainstorm ways
their teaching to transform and inspire their own teaching and the learning of their students. Participants brainstorm
they can be more innovative in their own teaching in order to transform and inspire themselves, other teachers, and
ways they can be more innovative in their own teaching in order to transform and inspire themselves, other
their students. Dr. de Oliveira concludes with suggestions for teachers to take some of these ideas to their own
teachers, and their students. Dr. de Oliveira concludes with suggestions for teachers to take some of these ideas to
classrooms and beyond.
their own classrooms and beyond.
AFTERNOON SNACK & Opportunity Drawing
4:00-5:00 | U-SU Los Angeles
Don’t forget to drop off your opportunity drawing ticket in the bowl at the CATESOL Table.
Then join us in the U-SU Los Angeles Room for refreshments at this closing event. Many prizes have been donated for the opportunity drawing.
You don’t want to miss it! (You must be present to win.)
36
EXHIBITORS
U-SU Los Angeles Room
The following exhibitors will be in the U-SU Los Angeles Room throughout the day:
Alliant International University
Alta English Publishers
California Credit Union
Cambridge University Press
Charter College of Education
Chimayo Press
Compass Publishing
National Geographic Learning (formerly Heinle)
Pearson ELT
Thesys International
Townsend Press
UC San Diego Extention Education Department
37
THANK YOU!
CATESOL and the 2015 Los Angeles Regional Conference Committee
would like to thank the following organizations and individuals for
their contributions to our conference:
Thank you to the Division of Applied and Advanced
Studies in Education and the Dean’s Office of the
Charter College of Education for their generous
sponsorship of the breakfast and afternoon snack!
Thank you to PaGE for sponsoring Dr. Luciana de Oliveira
and for providing our conference bags and all-day coffee!
Thank you to The University of Michigan Press for
sponsoring our featured speaker Donna M. Brinton!
Thank you to Oxford University Press for
Sponsoring our featured speaker Cheryl Boyd Zimmerman!
Thank you to
Daphne’s California Greek and
Shogun Teppan Steak
restaurants for donating
to our opportunity drawing!
And a big thank you to the following individuals
who donated their time and talents to make this conference possible:
Christina Anketell
Kathy Flynn
Tiffany Ingle
Suzanne Medina
John Liang
Linda Patten
38
Aaron Ostrom
Glen Ackerman
Orlando Centeno
Kimberley Briesch Sumner
Carey Minnis
VOLUNTEERS
In addition to those listed below, we want to thank all the volunteers whose names are not
listed in the program. Thank you all for making the conference possible!
Julia
Kyle
Gizelle
Steven
Monica
Laya
Tiffany
Rachel
Jenn
Yoojin
Sukanya
Stephanie
Sandra
Stephen
Marina
Sukanya
Israa
Juliet
Carol
Synethia
Yecsenia
Khulan
Pablo
Ziyu
Naomi
Vania
Kelicia
Yani
Michelle
Leisurige
Wendy
Samaneh
Bizhu
Eric
Reiter
Dodd
Ponzillo
Stanley
Barrios
Moghadam
Sun
Orfila
Kwon
Kim
Toruangsri
Youngblood
Lazaro
Croft
Reyna
Toruangsri
Albassri
Guzman
Fann
Ennis
Delgado
Zagd
Garcia
Xu
Diep
Diep
Phelps
Tan
Lovasz
Ao
Holmes
Rouhi
He
Blakely
MariAnne
Anran
Jacqueline
Chelsea
Kejing
Denise
Alejandra
Blanca
Feifei
Jiayi
Luming
Yingdu
Anna
Nicolas
Jun
Jennifer
Ian
Abeer
Katherine
Elsa
Sara
Maryam
Josh
Youjung
Nyla
Phuong
Judy
William
Xinyue
Laurie
Sarah
Melody
Ivan
Altansor
Olivia
Dibbley
Auyang
Katash
Novotny
Cai
Cedillos
Pulido
Ruiz
Fan
Jiang
Yang
Yu
Avetisyan
Doyle
Li
Van Hyning
Baecht
Abbas
Cedillos
Gutierrez
Haghighi
Eslami
Xie
Change
Simjee
Huynh
Oh
Paja
Zuo
Sample
Harano
Hanawalt
Mateo
Tsogtkhuu
Aguilar
39
CATESOL BOARD OF DIRECTORS
2014-2015
PRESIDENT
Kimberley Briesch Sumner
ELEMENTARY LEVEL CHAIR
Kristi Ward
PAST PRESIDENT
Ellen Lange
SECONDARY LEVEL CHAIR
Laura Rodman
PRESIDENT-ELECT
Sydney Rice
ADULT LEVEL CHAIR
Kristen Pursley
SECRETARY
Zena Wu
COMMUNITY COLLEGE LEVEL CHAIR
Meryl Siegal
TREASURER
May Youn
COLLEGE/UNIVERSITY LEVEL CHAIR
Roshini Joseph
CATESOL NEWS
Karen Bleske
INTENSIVE ENGLISH PROGRAMS CHAIR
Tammy Johnson
CATESOL JOURNAL
Mark Roberge
Margi Wald
[email protected]
NEVADA REPRESENTATIVE
Julie Balderson
CHAPTER COUNCIL CHAIR
Anthony Burik
EXHIBITS
Sharon Stranahan
[email protected]
ADVERTISING
Kevin Van Houten
[email protected]
GENERAL MANAGER
Don Sillings
40
INTEREST GROUP FACILITATOR
Danielle Pelletier
STUDENT REPRESENTATIVE
Erika Kercheval
RECORD OF ATTENDANCE
L.A. Regional CATESOL 2015
Does your employer require documentation of professional development? Use this form to verify your participation in the 2015 CATESOL Los Angeles
Regional Conference.
Instructions: (1) Fill in the title of the presentation and the name of the presenter. (2) At the end of the presentation, ask for the presenter’s signature. A
conference staff volunteer can also sign for you if the lines are too long for the presenter or to verify attendance at the poster sessions.
Session 1 (9:15 to 10:00 a.m.)
Title:________________________________________________________________________
Presenter: ____________________________________________________________________
Signature: ____________________________________________________________________
Session 2 (10:15 to 11:00 a.m.)
Title:________________________________________________________________________
Presenter: ____________________________________________________________________
Signature: ____________________________________________________________________
Poster Sessions (11:30 to 1:00 p.m.)
Coordinator: Deborah Walker
Signature: ____________________________________________________________________
Session 3 (1:00 to 1:45 p.m.)
Title:________________________________________________________________________
Presenter: ____________________________________________________________________
Signature: ____________________________________________________________________
Session 4 (2:00 to 2:45 p.m.)
Title:________________________________________________________________________
Presenter: ____________________________________________________________________
Signature: ____________________________________________________________________
Plenary Presentation (3:00 to 3:45 p.m.)
Title: Innovate, Transform, Inspire: Examples from Practicing Teachers
Keynote Speaker: Luciana de Oliveira
Signature: ____________________________________________________________________
41
CAMPUS MAP
For directions to LOT C PARKING
in Google, search for
“Luckman Fine Arts Complex”
LOT C Parking
($5 cash only)
walking path to
registration/check-in
Student Union
(U-SU)
Golden Eagle (GE)
Check-in on the 3rd
Floor Patio!
King Hall (KH)
B Wing
walking path to King Hall
TO
42
MY NOTES
43
MY NOTES
It’s time to begin planning for the
46th Annual CATESOL Conference!
November 12-15, 2015
catesol.org/annualconference
Take advantage of the super saver registration rates through May 9th, 2015!
https://www.signup4.net/Public/ap.aspx?OID=130&EID=CATE25E
Member: $190
Presenter: $165
Member Full Time Student: $115
Non Member: $250
Student Presenter: $100
Non Member Full Time Student: $150
For hotel reservations:
Anaheim Hilton
Group Name: CATESOL 2015
Group Code: CAT
Call-in #: 877-776-4932
Web-link: https://resweb.passkey.com/go/CATESOL2015