2005 ESL Symposium Concurrent Sessions

Hands-on activities strand sessions:

Music-Music-Music: The Universal Language

Barbara Biba

Cape Fear Literacy Council

Music can be used effectively at all ESOL levels. It’s a fun way to increase student listening, speaking and comprehension skills with just a push of a button.

Got Words? Active Vocabulary Development using Oxford’s Picture Dictionary Program
Jayme Adelson-Goldstein, Oxford University Press

Participants in this workshop will explore activities that develop students’ comprehension, retention and ownership of new language. Working with The Oxford Picture Dictionary program’s real-life contexts and student-centered instructional strategies, participants will create meaningful, guided and communicative practice activities for use in their own classrooms. Reproducible materials provided.

Picture Perfect Grammar with Oxford’s Grammar Activities

Jayme Adelson-Goldstein, Oxford University Press

ESOL research shows that contextualized grammar instruction increases the comprehension, retention and use of grammatical structures. The presenter will use the multi-level instructional techniques from Oxford’s new Grammar Activities in conjunction with the contexts from the Oxford Picture Dictionary to demonstrate effective and fun instruction and practice activities. Reproducible handouts.

Bored with Bingo?

Amy Gilliam, Stough Elementary School

Marion Perkins, Wake County Public Schools

Come join us for some new ideas. We will demonstrate a variety of games that both you and your students will love. Some you can buy at the store; others you can make yourself. Your students will have so much fun they won’t even know they are learning!

Culture strand sessions:

Comics: Get Fuzzy Provides Culture, Idioms, Vocabulary, and American Humor

Ian Brailsford
South Piedmont Community College

This session will provide information and handouts for using Darby Conley’s Get Fuzzy comic strip for instruction in the classroom. Get Fuzzy presents contemporary American culture and idiomatic language. This comic also promotes vocabulary expansion. The handouts include activities and a concise explanation of why each comic is funny.

Challenges Latinos Face in our School System and Strategies to Get them Involved

Maria Rosa Rangel
Senior Administrator for Hispanic/Latino Outreach and Prevention Services, Wake County Public Schools

North Carolina’s Latino student population continues to grow. We need to understand the challenges parents of these students are experiencing and how to get them involved in their children’s education. Teachers need to be an advocate for the success of these students and their families as they learn to successfully navigate the educational system in the United States.

Exploring Diversity: Lessons Learned from Mexico

Meredith Henderson, the Center for International Understanding

Marcie Pachino, Durham Public Schools

Connecting with Latino/Hispanic students and their parents can be made easier when we understand more about our cultural distinctions and similarities. Meredith Henderson and Marcie Pachino will share information about the Mexican education system and schools; the socio-economic background and rich cultural heritage of many of our Latino/Hispanic students; and explore cultural attitudes towards education and implications for the classroom and the school.

Culture and Diversity as They Impact the School Community

Yvonne Perry, Education Consultant, and Beverly Ghesquiere, Education Consultant

North Carolina Department of Public Instruction

Developed by the Raising Achievement and Closing Gaps section of the N.C. Department of Public Instruction, Exploring Culture and Diversity is an interactive, research-based module that helps educators become culturally competent instructors of students from various backgrounds. Additionally, the workshop heightens educators’ awareness of how their perceptions of academic performance based on ethnicity impacts their expectations for achievement. Participants will use an experiential learning model to identify instructional strategies that work well with various cultures of students.

“The Land of Osbasdo”: A Cultural Sensitivity Training Experience

Edith Cowper, Wake Technical Community College

Never lived in another country? Here’s your chance for foreign adventure in “The Land of Osbasdo.” Participants will simulate and experience entering another culture. This activity will help instructors understand some of the challenges international students face as new residents of the United States. Minimum of twelve participants needed.

Pragmatic Fluency in ESL

Dr. Pilar Garces Blitvich

The University of North Carolina at Charlotte

This presentation argues that the development of pragmatic competence-the appropriate, contextual, discourse-based production/interpretation in the target language/culture-should constitute an essential goal in the ESL curriculum. Pragmatics offers ESL teachers the theoretical foundations on which to ground their intuitions about language, culture and mind.

Developing Intercultural Competence: An Expanded Goal for ESL Educators

Dr. Alvino Fantini, the School for International Training

This workshop explores the notion of intercultural competence (ICC), and its relevance to the National FL Standards and intercultural success. ICC is needed to transcend one’s native language-culture (LC) to interact in effective and appropriate ways with people from other LC backgrounds. Participants will investigate the multiple aspects of ICC -- definitions, traits, components, developmental levels, and the role of language proficiency. They will also consider the implications of these aspects for their own teaching contexts.

Literacy strand sessions

Effective Reading Instruction for English Language Learners

Courtney Radford, Lynn Road Elementary, Wake County Public Schools
Alisa King, Hodge Road Elementary, Wake County Public Schools

English language learners need a balanced literacy program that uses the three cueing systems: semantic, structural, and visual. This seminar will focus on how to use these cueing systems to create independent readers at the early elementary level. The use of Running Records to assess ELLs will also be discussed.

Developing Literacy Skills in ESL Students through Projects and Technology

Judy Smith, Buncombe County Schools

Dr. Nancy Ruppert, Cindy Moore and Rob Waskom, the University of North Carolina at Asheville

Product-based learning not only motivates children but also develops their literacy skills. Based on a mentoring project, this presentation provides the entire package of lesson plan overviews, activities used, lessons learned, literacy development over time, and how to establish a product based program that integrates literacy skills and technology.

Strategies for Using Home Literacy to Scaffold Academic English Language Development in Elementary Classrooms

Karren Guthrie and Nicole Galloway, the University of North Carolina at Chapel Hill

Accessing students’ “funds of knowledge” can enhance academic English language and literacy skill development while supporting the students’ home culture and language. In this session, first through fifth grade teachers of students who speak a language other than English at home will learn ways to access knowledge and language students have acquired at home.

Connecting with ESL Students through Dialogue Journals

Amelia Collins, Culbreth Middle School, Chapel-Hill-Carrboro City Schools

Dialogue journals, a written conversation between student and teacher, open a rewarding window into students’ lives and are a risk-free medium for achieving fluency and communication. This session discussed the process, provides practical advice, and shows many examples of just how well ESL students can express themselves through dialogue journals.

Enhancing Fluency Instruction in Reading

Carolyn Patton

Wake County Public Schools

In this session, a variety of fluency strategies designed to keep the ESL learner involved will be discussed and practiced.  K-12 teachers can implement many of these strategies, regardless of content area, to provide safe and successful environments to promote student learning.

Professional Development strand sessions

How to Survive the National Board Process

Karen Fichter, Zebulon GT Magnet Middle School, Wake County Public Schools

Laura Cernikova, North Garner Magnet Middle School, Wake County Public Schools
Mary Fahle, Apex Senior High School, Wake County Public Schools

Lisa Huffman, Garner Senior High School, Wake County Public Schools

This presentation will give a brief overview of the National Board Certification process, and then conduct an open discussion with participants that includes tips on completing the process from those who have been there. Panel members from elementary, middle and high school will to field questions from all certification levels.

Ten ESL Things ILT Elementary Teachers Should Know

Jorge Trujillo, Duplin County Public Schools

This presentation will help ILT elementary teachers be informed about issues they will encounter in ESL. The presenter and the audience will share educational methods and ideas that might be helpful when dealing with English language learners.

Developing Effective Staff Development Opportunities for Classroom Teachers of ELLs

Angela Garcia, St. Stephens High School, Catawba County Public Schools

Take a look at the staff development needs of classroom teachers working with ELLs. What are their immediate needs? What are their long-term needs? This brainstorming session will seek to help ESL professionals develop effective staff development for classroom teachers.

A Professional Development Program that Works: Master Teacher of English Language Learners, Asheboro City Schools

Dr. Joy McLaughlin
Director of LEP Programs, Asheboro City Schools

Today there is a high demand for quality professional development in our schools. The model discussed in this presentation builds capacity in our schools and is a model that can be replicated in any district. This program provides intensive training for regular classroom teachers in effective teaching practices for LEP students.

Why Didn’t Anybody Tell Me That?

Amy Hawkins and Amanda Bunn

Wake County Public Schools

Are you considering teaching ESL in elementary school? What do you need to know in order to meet the diverse needs of elementary school LEP students? Join us for a presentation of practical ideas for working with LEP students from newcomers to seasoned language learners.

Content-based strand sessions

Language Demands of Mainstream Secondary Classrooms

Dr. Kerry Villalva, the University of North Carolina at Chapel Hill

How can mainstream and ESL teachers anticipate which tasks will be challenging for English language learners in secondary mainstream classrooms? Secondary teachers and community college instructors will learn how to identify the language demands of instructions and how to prepare ELLs for those demands.

How do I Modify Content for ESL Students in a Regular Classroom?

Verena Shanin

Greenville County Schools

This interactive workshop offers practical solutions for classroom teachers of all content areas on modifying content for ESL learners. Plenty of examples and easy strategies will be given, including modified grade level material from all subjects, modified assignments and simplified tests.

SIOP and the ELD SCOS: Working Together Towards Success

Karen Fichter, Zebulon GT Magnet Middle School, Wake County Public Schools
Mary Fahle, Apex Senior High School, Wake County Public Schools

Anne George, Cary Senior High School, Wake County Public Schools
Val Pinkney, Wake County Central Office
 

This presentation will give a brief overview of the SIOP method of teaching, then show how it can be effective when combined with the ELD SCOS to make content accessible for ELLs.  Special emphasis will be placed on the middle school language arts curriculum as implemented by the presenters in the classroom.

English through Science

Lalainya Goldsberry & Deanna Leonard
North Garner Magnet Middle School, Wake County Public Schools

Get some ready to use lessons that incorporate middle school science concepts from the N.C. Standard Course of Study to teach basic English vocabulary and structure to novice ELLs.

ESL Inclusion: A Success Story

Ana Sanders and Kathy Parrish

Four Oaks Elementary School, Johnston County Schools

When you combine two teachers with common goals, hands-on activities, and vocabulary strategies daily, you get success. Come see the results of one class where AIG and ESL children both thrive and surpass everyone’s expectations. Participants will receive ready to use ideas.

The SIOP Model-Academic Achievement for English Learners

Joan Rolston,Charlotte-Mecklenburg Public Schools International Center

This session will provide a general overview of the sheltered approach for ELL’s, authored by the Center for Applied Linguistics (CAL). Gain an understanding of the SIOP model and its eight components as a scientifically based, field-tested protocol for effective sheltered lesson planning and delivery. Resources for SIOP materials and lesson plans will be provided.

SIOP Implementation in Charlotte-Mecklenburg Schools

Joan Rolston,Charlotte-Mecklenburg Public Schools International Center

Learn how the SIOP model is being implemented in Charlotte-Mecklenburg Schools (CMS). Participants will receive an informal description of the CMS implementation plan, have the opportunity to discuss and network with others who have been using the SIIOP model, and get details regarding the Center for Applied Linguistics’ new SIOP II institute program.

Strategies strand sessions

Parental Involvement Strategies for ENL Families

Lizbeth Alfaro and Carlos Rojas, Catawba County  Public Schools

Would you like to see your English language learners and their parents learning and reading together? Would you like to see your ENL parents come to school more often? During this workshop, we will share some research, strategies and bilingual handouts that will empower your ENL parents to participate in the education of their children.

Tools for Teaching English Language Learners

Carlos Rojas and Lizbeth Alfaro, Catawba County Public Schools

Sometimes LEPs are considered students with disabilities. Sometimes we do not perceive that their main barrier is not cognitive ability but language skills. The knowledge of research-based strategies and deep Latino culture will enhance your effectiveness in the classroom. Let’s prepare a new generation of students, not only bilingual, but bicultural.

Working with LEP Students in Content-Area High School Classrooms
Marcie Pachino
Durham Public Schools

Participants will learn about and experience techniques which can be shared with content-area colleagues who have LEP students in their high school classes.

Innovative Programs strand sessions

Making Community Connections with Chatham County Schools Bilingual Parent Resource Center

Mary Lee Moore, Director of Federal Programs, Chatham County Public Schools

Tina Giralt, Bilingual Parent Resource Center Coordinator, Chatham County Public Schools

Sharon Cheek, Chatham County Public Schools

Chatham County School’s Bilingual Parent Resource Center provides resources and assistance to parents to aid in the success of their children in school. Services include parent/child math skill enhancement and homework assistance, ESL, GED and adult literacy classes as well as seminars and presentations for the entire family.

Alamance-Burlington School System’s First Step

Tina Manning, Eric Thompson, Betty Kee and Carlos Valera

Alamance-Burlington School System

Alamance-Burlington School System has an ESOL Intake Center and Newcomer Program located in the same facility. The Intake Center staff will give an overview of services offered to the schools and parents. The Newcomer staff will share the specifics from both the elementary and secondary programs offered there.

Studio ESL, a Comprehensive Approach to Serving High School Students

Helen Atkins, Lead ESL Teacher, Chatham County Schools

Angela McChesney and Mark Dillon, ESL teachers, Chatham County Schools

This session will focus on the specific methods, strategies, and supplemental services which have led to greater academic success for Jordan-Matthews high school students and a higher level of parental and community support. We review our comprehensive team approach in dealing with our Latino populations and their needs.

Innovative Ideas strand sessions

Gramabulary: Applying Michael Lewis’s “Lexical Approach”

Anne Ferrell Tekmen, Wake Technical Community College

What do you consider to be more important for learning a language, grammar or vocabulary? The first part of this presentation will briefly introduce the basic concepts of the lexical approach and the second part of this session will outline a number of ways in which this approach can be implemented in the classroom. This presentation will conclude with examples of practical activities for use in the classroom.

Civics Education and Community Involvement in the Adult ESL Classroom

Monica Gemperlein, Kathleen Baggott, Rebecca Lycan and Janet Ostinelli

Wake Technical Community College

The ESL Department at Wake Technical Community College (WTCC) has implemented a civics education component in their adult ESL classes. WTCC ESL instructors serve as change agents promoting personal and social change in their students’ lives through community education and involvement. Lesson plans involve guest speakers, field trips, and student volunteer projects.

Spanish/English, English/Spanish Community Literacy Program

Kirsten Gardner and Hélène Montgomery, Chapel Hill-Carrboro City Schools
Genoveva Sanchez, parent

Chuck Yarbrough, community member

Come and learn about this exciting program! Spanish speaking parents learn to speak English in adult ESL classes while English speaking parents and teachers learn to speak Spanish. At the end of these evening classes, both groups get together for “intercambio” to practice and share what they learned.

Instructional Techniques

Kathy Mellor, ESL Teacher, Davisville Middle School, Rhode Island , 2004 National Teacher of the Year

Websites, articles to read, instructional techniques and recommended materials that address elementary and secondary ELL instruction will be yours to take back to your classroom. Pre-service, teacher interns and “seasoned” colleagues are welcome.  Very practical!

Testing/Assessment strand sessions

State Updates for ESL

Alesha McCauley and Joanne Marino

ESL and Title III
North Carolina State Department of Public Instruction

This session will provide a general update of all important happenings in the world of North Carolina ESL for the year 2005. Alesha and Joanne will discuss basic LEP testing changes, our new NC SIOP project, and other issues facing ESL teachers statewide.

Language Disorder or Lack of English Language Proficiency? The Language Dilemma Explained

Jennifer Loiseau, Charlotte-Mecklenburg Public Schools

This presentation will address one of the most common questions that arise when dealing with students of limited English language proficiency who are struggling with English. Attendees will learn to distinguish between students with language disorders and those who simply need more time to acquire English language skills.

No Child Left Behind and the Program Administrator

Paul Keene, LEP Coordinator, Durham County Public Schools

How has NCLB shaped the professional world of a district ESL coordinator? Decide for yourself whether the combination of money and accountability is a blessing or a curse as we look at AMAO, planning, budgets, standardized testing, sanctions, and other compliance issues.

Problems with ELL Assessment and Accountability and Recommended Solutions

Dr. Monty Neill, Co-Executive Director, FairTest (National Center for Fair & Open Testing, Inc.)

Dr. Neill will elaborate on his plenary talk on overhauling NCLB by delving more deeply into particular problems associated with assessing  English language proficiency and the achievement of ELL students, as well as the NCLB accountability provisions; the consequences of these problems; and solutions to the problems. About half of the session time will be allotted for questions and discussion.

Other

Self-efficacy beliefs and self-regulated learning strategies of a first grader

Dr. Chuang Wang
Assistant Professor, College of Education, the University of North Carolina at Charlotte

Through a case study, I describe the self-efficacy beliefs and self-regulated learning strategies of a first-grade English language learner across English language learning tasks and across school-based and home-based contexts. Implications on how to help English language learners in the classroom are discussed based on the findings from this study.