-
CONFERENCE ON LANGUAGE, LEARNING & CULTURE
4401 Village Drive Fairfax, VA 22030
(703) 591-7042 [email protected]
www.viu.edu/sed @SEDatVIU
Reimagining International Education:
MARCH 25-26, 2016
Interdisciplinary Approaches to Language, Learning, and
Culture
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1www.viu.edu/sed Virginia International University
Dear Conference Participants,
Welcome to CLLC 2016! As emerging technologies and globalization
conspire to make education more international and affect the ways
in which we live our daily lives, this years Conference on
Language, Learning, and Cultureseeks to explore how we may be able
to shape these developments in productive and exciting ways.
Our goal in proposing the theme of Reimagining International
Education was to bring internationally minded educators,
researchers, students, and community stakeholders together to
advance interdisciplinary approaches to addressing these trends,
sharing innovations related to reimagining educational access and
communities; reimagining curriculum, pedagogy, and assessment; and
reimagining teacher education.
To this end, our Call for Proposals asked prospective presenters
to consider, among other questions, how we can encourage
multilingualism and multiliteracies; increase the vitality of
international student and educator networks; improve pedagogical
practices to foster inclusivity and facilitate the development of
language proficiency, intercultural communication, and 21st-century
career skills; promote global citizenship and international
development; ensure fair and valid uses of gatekeeping exams with
implications for global student mobility; support the development
of teachers professional identities and feelings of empowerment;
and bridge gaps between classrooms and communities worldwide.
Through the sharing of best practices and emerging trends in
these areas, our intention is to spark a thought-provoking,
perspective-widening, solutions-oriented dialogue on the future of
international education that acknowledges and embraces the
interactions between language, learning, and culture.
We hope that you find the conference to be engaging
professionally, academically, and personally, and that you are able
to use what you learn from the presentations and your interactions
with colleagues to stay ahead of the curve and continue to make a
meaningful impact on international education, wherever in the world
you may be doing your work.
Very best,
Conference on Language, Learning, and Culture Organizers
Welcome!
Rebecca Sachs
Professor, School of Education
Kevin J. Martin
Associate Dean, School of Education
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2 Virginia International University www.viu.edu/sed
The Conference on Language, Learning, and Culture must take a
moment to thank those who made the conference possible. We are
truly grateful for the contributions of the following
individuals:
Acknowledgements
Volunteers
We would also like to thank our many volunteers who have lent
their time and talents to ensuring the success of the conference.
CLLC would not have been able to take place without you!
Special Thanks
We are incredibly indebted to our amazing IT team (those
behind-the-scenes people who do all of the technology support!),
who went above and beyond to help develop our website and
conference systems. THANK YOU!
Thank you to Virginia International Universitys president, Dr.
Isa Sarac, for allowing this vision to become reality and for fully
supporting the efforts of the School of Education.
Dr. Suleyman Bahceci Executive Vice President, VIU
Bayarjargal BJ Battugle Operations and Facilities & Property
Manager, VIU
Erica Bethel Graphic Designer, VIU
Dr. Marietta Bradinova TESOL Professor, VIU
Dr. Kimberley Daly Faculty, George Mason University
Yoko Gursen Registrar, VIU
Dr. Justin Kelly Test Development Manager, Center for Applied
Linguistics
Piyawut Ken Kidmungtangdee Management Analyst/Facilitates and
Property Coordinator, VIU
Emily Leighty Web Content & Print Editor, VIU
Allison Millward Adjunct Faculty & Writing, Research, and
Media Center Writing Coach,VIU
Dr. Michael Perini General Education and Faculty Development
& Research Coordinator, VIU
Nitesh Pradhan Information Technology Manager, VIU
Justin Rosen Video Camera Operator and Editor, VIU
Pranab Shrestha Student Account Supervisor, VIU
Idris Ulas Dean, VIU School of Online Education
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3www.viu.edu/sed Virginia International University
Table of Contents
Getting Started 4
Exhibitors and Sponsors 5
Schedule at a Glance 6
Conference Floor Plan 7
Schedule of Presentations 8
Conference Strands 12
Morning Plenary 13
Friday Morning Sessions 14
Midday Plenary 17
Poster Session 18
Friday Afternoon Sessions 20
Evening Plenary 24
Saturday Workshops 27
Saturday Practice-Oriented Sessions 28
Speaker Contact Information 30
Conference Notes 32
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4 Virginia International University www.viu.edu/sed
Getting Started
The name badges are intended to help you meet new people and
network with colleagues from the various institutions present.
Please wear your name badge throughout the event, as this will
grant you access to conference activities.
Check us out on Twitter:
If you tweet about the conference, please include the hashtag
#CLLC2016.
Should you need any assistance during the conference, please
visit the information desk or find someone with a Volunteer badge.
You will recognize volunteers by their green ribbons.
Network SSID: VIU_GuestNetwork Passphrase: None
(just accept the terms of use)
NAME BADGES
NEED ASSISTANCE?
STAY CONNECTED
WIRELESS ACCESS
@SEDatVIU @TESOLVIU
i
i
PLACES
See the Conference Floor Plan on page 7 for detailed diagrams of
the building.
The Information Desk is located near the entrance to room VD 102
(the plenary room) and can be accessed throughout the
conference.
A Prayer Room is available on the second floor, across from room
200.
A Nursing Room can be provided upon request.
RECORDING IN PROGRESS
Portions of the conference, both during and between sessions,
may be recorded or photographed.
EVALUATION AND FEEDBACK
Please give us feedback! We value your opinions and will take
your comments into consideration for next year! You will find a
Conference Feedback link on the navigation menu of your CLLC web
account, where you can provide overall comments about the
conference. You can also give feedback on individual talks by
clicking on the Feedback link for the talks that you have seen.
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5www.viu.edu/sed Virginia International University
Exhibitors and Sponsors
The conference organizers would like to thank the following
exhibitors and sponsors of CLLC 2016:
SCHOOL OFLANGUAGESTUDIES
VIRGINIA INTERNATIONAL UNIVERSITY
SCHOOL OFONLINEEDUCATION
VIRGINIA INTERNATIONAL UNIVERSITY
CLLC Partner:
Friends of SED:
Mango Languages creates lovable language-learning experiences
for libraries, schools, corporations, government agencies, and
individuals.
The Mango team is made up of amazing people from all corners of
the globe: linguists, programmers, teachers, beatboxers,
librarians, writers, artists, and even a rocket scientist. What
brings us all together: our love for language and culture learning
and sharing that love with the world.
Visit: https://www.mangolanguages.com/
Visit: http://online.viu.edu/Visit: http://viu.edu/sels
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6 Virginia International University www.viu.edu/sed
DAY 1 Friday, March 25, 2016
7:30am-8:30am Registration and Light Breakfast
8:30am-8:45am Welcome and Conference Opening
8:45am-9:45am Morning Plenary: Dr. Guilbert C. Hentschke
10:00am-11:05am Paper Presentations and Practice-Oriented
Sessions
11:15am-12:15pm Midday Plenary: Mr. Brock Brady
12:15pm-1:15pm Lunch Break
1:15pm-2:15pm Poster Presentations
2:20pm-4:35pm Paper Presentations and Practice-Oriented
Sessions
4:45pm-5:45pm Evening Plenary: Dr. Beverly D. Shaklee
5:45pm-6:00pm Concluding Remarks
NOTE: Many conference participants will be meeting for dinner
after the concluding remarks Friday evening. If you wish to attend
but have not RSVPd online, please contact one of the conference
organizers before lunch and visit the CLLC website for information
on the venue.
DAY 2 Saturday, March 26, 2016
8:00am-8:45am Registration and Light Breakfast
8:45am-10:45am Workshops
10:45am-11:00am Coffee Break
11:00am-12:00pm Practice-Oriented Sessions I
12:00pm-1:00pm Practice-Oriented Sessions II
Schedule at a Glance
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7www.viu.edu/sed Virginia International University
Conference Floor Plan
V D 1 0 2 V D 1 0 1
KITCHEN
STAI
RSEL
EV.
FRONT DESK
MAIN ENTRANCE
STAI
RSEL
EV.PRAYER
ROOM
KITCHEN
V D 2 1 6
V D 2 0 4 V D 2 0 3
LIBRARY
EXIT/BACK PATIO
SECOND FLOOR
FIRST FLOOR
REGISTRATION DESK
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8 Virginia International University www.viu.edu/sed
Schedule of Presentations
Morning Plenary (8:45-9:45am)
V D 1 0 2
8:45-9:45am Higher Education in Todays Global ContextGuilbert C.
Hentschke, Ph.D.(Executive Advisor, Parthenon-EY; Stoops Dean and
Cooper Chair Emeritus, USC Rossier School of Education)
Morning Sessions (10:00-11:05am)
V D 1 0 1 V D 1 0 2 V D 2 1 6
10:00-10:30am Interculturality in EFL- Nancy Grande
Using a multilingual approach and a translingual orientation to
teach Academic English to international students - Rashi Jain
Third space English language learner identity - Sumera Umrani
& Natasha Memon
10:35-11:05am Using immigrant interviews to increase Critical
Cultural Awareness - Christine Giacalone & Karen Meteyer
Saudi parents language planning and practices toward their
childrens home language - Ahmed Alahmadi
Miday Plenary (11:15-12:15pm)
V D 1 0 2
11:15-12:15pm Working Across Pedagogies in EFL Environments:
Realistic Expectations, Goals, Roles, and Strategies for Teaching
and LearningBrock Brady(Programming & Training Education
Specialist, US Peace Corps)
12:15-1:15pm Lunch Break
Poster Session (1:15-2:15pm)
V D 1 0 2
1:15-2:15pm The Boren Awards: A report of oral language
proficiency gains during academic study abroad - Leah Mason,
Christopher Powers, & Seamus Donnelly
Integrating international mindedness in Saudi English language
teaching programs - Abeer Alhuthaif
Linguistic imperialism of English: What is it? Different notions
about it - Khalid Albishi
Similarities and differences between Americans and Saudis when
making requests (politeness theory) - Omar Alkhonini
Is CLIL subject content tested in L1 or L2? - Mei Yin
The impact of intensive reading in adult Saudi English learners
- Talal Daweli & Mohammad Assiri
DAY 1 Friday, March 25, 2016
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9www.viu.edu/sed Virginia International University
Afternoon Sessions (2:20-4:35pm)
V D 1 0 1 V D 1 0 2 V D 2 1 6
2:20-2:50pm Beyond assimilation: Teaching instructors the new
cultural rules of engagement - Christine Bobal & Janna
Schaeffer
Cross-national, multi-language professional development for
teachers of adult immigrants with limited education and literacy -
Joy Peyton, Martha Young-Scholten, & Nancy Faux
Internationalizing psychology through education and research:
Inclusivity and global applicability - Emma Grace
2:55-3:25pm The professional identity development of
alternatively certified English language teachers (ACELTs) - Mehmet
Durmaz & Nur Yiitolu
Online tutoring: A proven formula for success - Glen Penrod
3:30-4:00pm Communication across cultures in global education -
Raja Nasr
Motivation and course factors in shaping student teaching
outcomes - Sherry Steeley
Interdisciplinary activities/classes to facilitate acquisition
of vernacular language between ESOL students and Spanish language
learners - Joe LaValle
4:05-4:35pm Gelao ethnic cultural curriculum in kindergarten: An
exploratory case study in China - Yongtao Gan & Lijun Meng
Reimagining international ESL instructional practice from the
"shadows" - Nicholas Santavicca
English as a means of communication between an L2 writer and an
L1 reader: A sociolinguistic and pragmatic perspective - Mahmoud
Al-Khatib
Evening Plenary (4:45-5:45pm)
V D 1 0 2
4:45-5:45pm Leading Change: Internationalizing Teacher Education
Across Content DomainsBeverly Shaklee, Ed.D.(Director, Center for
International Education; Professor, George Mason University)
Schedule of Presentations
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10 Virginia International University www.viu.edu/sed
DAY 2 Saturday, March 26, 2016
Workshops (8:45-10:45am)
V D 1 0 1 V D 2 0 3 V D 2 0 4
8:45-10:45am Telecollaboration for international education: How
to create a virtual space for learning a foreign language and
culture - Yuka Akiyama
Teaching fluency using picture books to Arabic speakers - Hanadi
AlShogiran, Latifa Alsaleh, & Ana Lado
Taking advantage of free digital resources at VOA Learning
English - Jill Robbins, Catherine Kelly Weaver, & Dustin
Stephenson-Reynolds
10:45-11:00am Coffee Break
Practice-Oriented Sessions (11:00am-1:00pm)
11:00-12:00pm Real life language learning: A dynamic
demonstration interacting with a native speaker to develop
proficiency - Elizabeth Barbour & Nancy Rhodes
Third culture kids in the ESL classroom in U.S. schools - Maria
Mercedes Oetge
Teaching new literacies through multimodal texts - Marietta
Bradinova
12:00-1:00pm Student verbal participation in higher education
ESL classrooms: Data and teaching practices - John Niblett
Fostering a global mind in the ESL classroom: Meeting the
challenges - Deniz Gokcora
Computerized speech assessment on a shoestring - Paul
Daniels
Schedule of Presentations
POST-CONFERENCE THINGS TO DO
CLLC occurs at the height of the Cherry Blossom Festival.
Saturday is the day of the concluding Festival Parade and Sakura
Matsuri, a Japanese street festival. For more information, please
visit the festivals website:
http://www.nationalcherryblossomfestival.org/
Please explore the Venue and Travel section of the CLLC website
for other things to do in the area:
http://cllc.viu.edu/content/venue-travel
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11www.viu.edu/sed Virginia International University
School of Education Graduates 2015-2016
The School of Education would like to congratulate our 2015-2016
graduates!
We wish you the best in your new careers!
Congratulations!
We wish you the best in your new careers!
Mete BayramIslom BoynazarovTugba CihanAhmet DokurClaire
GimbleDorothy GudgelEleni MathianakiSomprach Ray Nawaruan
Guleser Ozturkler Ferhat OzyarimIrfan PiskinHaider SemaisimSihui
ShaoKaewkhwan Kaew SrisangMauge Tapia EscobarHuey-Jing Elyssa
Yang
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12 Virginia International University www.viu.edu/sed
Conference Strands
Plenary addresses, paper presentations, posters, workshops, and
practice-oriented sessions will be given in several of the
following areas invited by our Call for Proposals:
Reimagining educational access and communities Campus
internationalization, global student and scholar mobility Virtual
classrooms, MOOCs, and online communities of inquiry
Telecollaboration, teletandem language learning Education for
international development Underrepresented students in advanced
academics, gifted programs, higher education,
and study abroad International students cultural adaptation,
third-culture kids and cross-cultural kids International peer
mentoring Diversity, inclusivity, and cultural responsiveness in
the classroom Bridging gaps between classrooms and communities
Reimagining curriculum, pedagogy, and assessment
Multilingualism, multiliteracies, and international mindedness
World languages, lingua francas, English as an international
language Digital literacy, integration of mobile technologies into
teaching and learning Transnational curricula Integration of civic
and global engagement into curricula Experiential and inquiry-based
learning College pathways and career readiness Multimodal and
multilingual assessment Consequences of tests worldwide
Reimagining teacher education Collaborations among stakeholders
in teacher education Internationalizing teacher training
Establishment and promotion of educator networks and teacher
exchange programs Teacher induction programs, team teaching, and
peer observation Development of professional identities and agency
Empowerment of non-native speaking teachers (NNSTs) as experts and
professionals Action research as professional development and
service
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13www.viu.edu/sed Virginia International University
Morning Plenary 8:45-9:45am
ABSTRACT : The focus of this conference Reimagining
International Education: Interdisciplinary Approaches to Language,
Learning, and Culture contains an unstated premise: reimagining
will, by and large, take place in and through the worlds colleges
and universities. Todays tertiary education institutions are where
reimagining takes place; they are the venues for the aspirations
reflected in this conference, but these institutions also have
their own capacities, resources, constraints, traditions, trends,
and circumstances. They are the context for our reimagining, and,
as such, they shape the ways in which we can realistically
reimagine. Today I would like to touch, first, on what are,
arguably, five dualities that characterize this context of todays
tertiary institutions, and then discuss with you some of the
possible implications of these dualities for your priorities, as
reflected in the three subthemes of the conference: educational
access and communities; curriculum, pedagogy, and assessment; and
teacher education.
Five dualities characterize tertiary education in the world
today. (1) Massification and its limitations traces widespread
growth which is dramatically uneven across gender, location, and
income groups. (2) Homogenization and differentiation characterizes
increasing standardization across institutions coupled with
omni-present goals of differentiation across those same
institutions. (3) Local and global refers to the pursuit of global
presence without loss of local roots. (4) Academic and business
model evolution refers to simultaneous, fundamental re-engineering
of academic programs and business models. Finally, (5) coherent
direction and opportunistic innovation addresses the dueling
imperatives to pursue a coherent institutional strategy while
retaining capacity for seizing unanticipated, material
opportunities. These dualities have somewhat different implications
for each of the three themes addressed at this conference. After
suggesting a few of these implications, I would seek here more
fully to engage the audience in a discussion of those implications
and of the five dualities.
BIO: Gib is concurrently Executive Advisor, Parthenon-EY, and
Stoops Dean and Cooper Chair Emeritus at the University of Southern
Californias Rossier School of Education, where he served as dean
from 1988 to 2000. Prior to his tenure at USC, Hentschke served as
dean of the University of Rochesters Graduate School of Education
and Human Development. He has also served in administrative and
faculty positions at King Saud University, University of Hull,
Teachers College, Columbia University, the Chicago Public Schools,
and the East Side Union High School District (CA).
His research, advising, and writing focus on issues of finance
and governance of public, non-profit, and for-profit education
organizations. Throughout his academic career he has served on
non-profit and for-profit boards associated with K-12 and
post-secondary education. His current board positions include the
California Credit Union, Excellent Education Development, WestEd
Regional Educational Laboratory, Accord Institute of Educational
Research, Mosaica Online Academy of Los Angeles and Mosaica Online
Academy of Southern California (chair). He earned his bachelors
degree in history and economics at Princeton University and his
masters and doctorate in education and business at Stanford
University.
Guilbert C. Hentschke, Ph.D. Stoops Dean and Cooper Chair in
Public School Administration, EmeritusRossier School of Education,
University of Southern CaliforniaExecutive Advisor,
Parthenon-EY
Higher Education in Todays Global Context
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14 Virginia International University www.viu.edu/sed
Friday Morning Session #1 10:00-10:30am
VD
10
1 Interculturality in EFL EAC
Nancy Grande, Universidad de La Sabana, Colombia
Using immigrant interviews to increase Critical Cultural
Awareness EAC
Christine Giacalone, Rivier University Karen Meteyer, Rivier
University
VD
10
1
This presentation is addressed to ESL and EFL communities,
taking into account how interculturality is playing an essential
role in the language classroom. On one hand, Colombias Caribbean
topics will be presented as an exotic means to appeal other
cultures. On the other, it will be argued how culture in general
terms serves for the purpose of better language learning, given
that it awakens students interests while they are learning a second
language. Finally, this presentation will introduce further
educational research in regards to cultural studies.
This study examines how self-awareness, understanding and
valuing others (Howard-Hamilton et al., 1998) are incremental steps
in the acquisition of Critical Cultural Awareness. After students
completed multiple immigrant interviews,paired samples t-tests
showed apositive increase over time on their response to the item
Im interested in the ideas and beliefs of people who dont think and
believe as I do [t(23) = -2.460, p = 0.022]. There was also a near
significant trend which suggested that students felt they had
increased knowledge of other cultural groups[t(23) = -1.813, p =
.083].
VD
10
2 Using a multilingual approach and a translingual orientation
to teach Academic English to international students TE
Rashi Jain, George Mason University *Practice-oriented session
(1 hour)*
Using a multilingual approach and a translingual orientation to
teach Academic English to international students TE
Rashi Jain, George Mason University *Practice-oriented session
(1 hour)*
VD
10
2
Translingualism in TESOL is emerging as a new paradigm, and the
advances being made in theorization about translingual practices
need to be supplemented with discussions around translingual
practices and pedagogies in actual teacher education courses. A
practitioner case-study of one such ESL course for adult
learnersbridging the theory-practice gap is presented here, along
with strategies for teaching multilingual international students
from a translingual orientation.
*Session already in progress*
VD
21
6 Third space English language learner identity EAC
Sumera Umrani, University of Edinburgh Natasha Memon, Mehran
University of Engineering and Technology
Saudi parents language planning and practices toward their
childrens home language EAC
Ahmed Alahmadi, University of Memphis
VD
21
6
This paper portrays the key findings of a PhD study which
suggest that English language learners in Pakistan tend to develop
a particular identity (English Language Learner Identity) which is
dynamic, fluid and multifaceted formed at a Third Space. This study
mainly focused on how learners of English constructed and
negotiated their identities in different social and academic
contexts. Utilising the methodology of an instrumental case study,
this project gathered the data through multiple instruments such as
interviews, observations, diaries and focus group discussions
involving three cohorts of participants.
Research in the area of Family Language Policy is mainly
conducted on families who are considered to be permanent
immigrants. Few studies have examined language policy and planning
of Saudisas temporary residents. This research attempts to shift
the emphasis to this gap in the literature by presenting data that
could potentially help with understanding the uniqueness of Saudis
language policies.
Note: Practice-oriented sessions are 1 hour in length.
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
-
15www.viu.edu/sed Virginia International University
Friday Morning Session #2 10:35-11:05am
V
D 1
01 Interculturality in EFL EAC
Nancy Grande, Universidad de La Sabana, Colombia
Using immigrant interviews to increase Critical Cultural
Awareness EAC
Christine Giacalone, Rivier University Karen Meteyer, Rivier
University
VD
10
1
This presentation is addressed to ESL and EFL communities,
taking into account how interculturality is playing an essential
role in the language classroom. On one hand, Colombias Caribbean
topics will be presented as an exotic means to appeal other
cultures. On the other, it will be argued how culture in general
terms serves for the purpose of better language learning, given
that it awakens students interests while they are learning a second
language. Finally, this presentation will introduce further
educational research in regards to cultural studies.
This study examines how self-awareness, understanding and
valuing others (Howard-Hamilton et al., 1998) are incremental steps
in the acquisition of Critical Cultural Awareness. After students
completed multiple immigrant interviews,paired samples t-tests
showed apositive increase over time on their response to the item
Im interested in the ideas and beliefs of people who dont think and
believe as I do [t(23) = -2.460, p = 0.022]. There was also a near
significant trend which suggested that students felt they had
increased knowledge of other cultural groups[t(23) = -1.813, p =
.083].
VD
10
2 Using a multilingual approach and a translingual orientation
to teach Academic English to international students TE
Rashi Jain, George Mason University *Practice-oriented session
(1 hour)*
Using a multilingual approach and a translingual orientation to
teach Academic English to international students TE
Rashi Jain, George Mason University *Practice-oriented session
(1 hour)*
VD
10
2
Translingualism in TESOL is emerging as a new paradigm, and the
advances being made in theorization about translingual practices
need to be supplemented with discussions around translingual
practices and pedagogies in actual teacher education courses. A
practitioner case-study of one such ESL course for adult
learnersbridging the theory-practice gap is presented here, along
with strategies for teaching multilingual international students
from a translingual orientation.
*Session already in progress*
VD
21
6 Third space English language learner identity EAC
Sumera Umrani, University of Edinburgh Natasha Memon, Mehran
University of Engineering and Technology
Saudi parents language planning and practices toward their
childrens home language EAC
Ahmed Alahmadi, University of Memphis
VD
21
6
This paper portrays the key findings of a PhD study which
suggest that English language learners in Pakistan tend to develop
a particular identity (English Language Learner Identity) which is
dynamic, fluid and multifaceted formed at a Third Space. This study
mainly focused on how learners of English constructed and
negotiated their identities in different social and academic
contexts. Utilising the methodology of an instrumental case study,
this project gathered the data through multiple instruments such as
interviews, observations, diaries and focus group discussions
involving three cohorts of participants.
Research in the area of Family Language Policy is mainly
conducted on families who are considered to be permanent
immigrants. Few studies have examined language policy and planning
of Saudisas temporary residents. This research attempts to shift
the emphasis to this gap in the literature by presenting data that
could potentially help with understanding the uniqueness of Saudis
language policies.
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
-
16 Virginia International University www.viu.edu/sed
MASTER OF EDUCATION Math Education Science Education ESOL
Education
MASTER OF SCIENCE IN APPLIED LINGUISTICS Program Management
Multilingual Education Educational Technology
MASTER OF ARTS IN TESOLGRADUATE CERTIFICATE OF TESOL
WORLD-CLA
SS
FACULTY
HANDS-
ON
LEARNI
NG
PRACTICAL
EXPERIENCE
PERSONALIZ
ED,
ENGAGING,
AND FUN
-
17www.viu.edu/sed Virginia International University
Midday Plenary 11:15-12:15pm
ABSTRACT : Ministries of Education in countries where English is
taught as a foreign language often expect that by the time of
leaving school most students will be functional in English across a
wide spectrum of contexts. However, it has long been established
that even ESL students in immersion environments need 5-7 years to
attain Cognitive Academic Language Proficiency (CALP). On top of
this, many countries are unable to make the resource commitments
necessary for students to achieve wide-spectrum English
proficiency. Too often, teachers receive insufficient training and
have limited English themselves, and too often the time devoted to
English instruction is no more than a few hours a week, often in
large classes. Consequently such expectations are highly
unrealistic.In light of these challenges, discussions need to occur
regarding what levels and types of English proficiency (CALP or
BICS: Basic Interpersonal Communication Skills) can reasonably be
sought and achieved, and what teaching approaches will likely do
the most to support this. We must also consider how best to improve
the capacity of EFL teachers who have been trained in their home
countries within traditional transmissionist, teacher-centered
approaches to teaching.
Great potential exists for English teachers trained in
English-dominant countries (be they native or nonnative speakers)
to contribute to building teaching capacity in EFL contexts and
thereby helping to improve student learning outcomes. However, to
achieve this, we must ask: How can we blend pedagogiesthat is,
respectfully combine traditional and new ways of teachingto help
students and governments achieve proficiency goals using more
communicative and student-centered practices without pushing
students or teachers too fast or too far beyond their comfort zones
in ways that might result in failure?How can we show respect for
EFL teachers at all levels of training, achieve their buy-in, and
take full advantage of their perspectives and experiences while
trying at the same time to advocate for change?The goal of this
plenary is to start those conversations here.
BIO: Brock Brady is the Programming and Training Education
Specialist for the U.S. Peace Corps, a volunteer development
agency. He served three years as President-Elect, President, and
Past President of the TESOL International Association and was
recently awarded the Washington Area TESOL Associations Lifetime
Service Award. Before coming to the Peace Corps, Brady served as
Coordinator and then Co-Director of the American University TESOL
Program in Washington, D.C., for 12 years. Brady also directed
English Language Programs for the State Department in Burkina Faso
and Benin, lectured at Pohang University of Science and Technology
(POSTECH) in Korea for two years, served as a Fulbright Scholar in
France, and as a Peace Corps Volunteer in Togo, West Africa. He has
also taught English or engaged in educational consulting in Angola,
Australia, Brazil, China, Colombia, Costa Rica, Cte dIvoire, Egypt,
France, Gambia, Guatemala, Israel, Mali, Mexico, Moldova, Panama,
the Philippines, Portugal, Sierra Leone, Singapore, South Africa,
and Spain. Bradys research interests include English language
planning and policy, program and course design, pronunciation, and
strategies for building teacher communities of practice.
Brock Brady Programming and Training Education Specialist, U.S.
Peace CorpsFormer President of the TESOL International
Association
Working Across Pedagogies in EFL Environments: Realistic
Expectations, Goals, Roles, and Strategies for Teaching and
Learning
-
18 Virginia International University www.viu.edu/sed
Poster Session 1:15-2:15 PMVD
102
The Boren Awards: A report of oral language proficiency gains
during academic study abroad CPA
Leah Mason, Institute of International Education Christopher
Powers, Institute of International Education Seamus Donnelly, The
Graduate Center, CUNY
The impact of intensive reading in adult Saudi English learners
CPA
Talal Daweli, Arkansas Tech University Mohammad Assiri, King
Abdulaziz University
VD 102
This paper highlights the value of longer-term (six months or
more) study abroad in improving the oral language proficiency of
U.S. citizen undergraduate and graduate students. The findings are
drawn from assessment data for 2,466 Boren Awards recipients in
over 50 languages over a 15 year period.
This study discusses the difficulties of intensive reading that
adult Saudi English learners face. A questionnaire survey was
distributed to the students to understand their difficulties in
intensive English reading. After scrutinizing the result of the
survey, it showed that most students concerns related to the lack
of background knowledge. To address this issue, adding an extensive
reading program to the current program and creating homemadereading
materials may be a suitable solution to overcome the problem.
VD 1
02
Integrating international mindedness in Saudi English language
teaching programs CPA
Abeer Alhuthaif, George Washington University
Linguistic imperialism of English: What is it? Different notions
about it EAC
Khalid Albishi, Bisha College of Technology, TVTC
VD 102
The purpose of this study will be to investigate the extent to
which Saudi English language teaching programs incorporate
international perspectives in their higher education programs,
particularly to develop international mindedness in the curriculum
of an English language teaching program at Princess Nora
University.
The paper presents the status of English in the world. It
discusses the historical and current position of English and its
spread. Thisleads to see the advantages and disadvantages of this
spread and actions taken. Some suggestions mentioned attempting in
balancing between the world and individuals' needs and the
importance of maintaining diversity of cultures and languages.
VD 1
02
Is CLIL subject content tested in L1 or L2? CPA
Mei Yin, Vrije Universiteit Brussel
Similarities and differences between Americans and Saudis when
making requests (politeness theory) EAC
Omar Alkhonini, George Mason University
VD 102
Content tests given in L2 as the medium of instruction more
benefit SLA and subject performance and students motivations toward
and confidence in CLIL learning over an extended period of time.
However, content tests given in L1 may achieve better performance
over a short period of time.Additionally, this presentation
suggests that four L2 skills (listening, speaking, reading and
writing) should be simultaneously taught to initial CLIL students
at age six during the same learning period.
This study explores the different methods Americans and Saudis
use when making requests with respect to politeness theory. The
study is based on 1) the researchers personal observations and 2) a
questionnaire. This study proposes that each of these languages
communities has its own way of perceiving politeness norms
involving requests. What is polite in one language can be impolite
in another. With respect to polite requests, Arabic and English
show some differences between each other.
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
-
19www.viu.edu/sed Virginia International University
Poster Session 1:15-2:15 PM
VD 1
02
The Boren Awards: A report of oral language proficiency gains
during academic study abroad CPA
Leah Mason, Institute of International Education Christopher
Powers, Institute of International Education Seamus Donnelly, The
Graduate Center, CUNY
The impact of intensive reading in adult Saudi English learners
CPA
Talal Daweli, Arkansas Tech University Mohammad Assiri, King
Abdulaziz University
VD 102
This paper highlights the value of longer-term (six months or
more) study abroad in improving the oral language proficiency of
U.S. citizen undergraduate and graduate students. The findings are
drawn from assessment data for 2,466 Boren Awards recipients in
over 50 languages over a 15 year period.
This study discusses the difficulties of intensive reading that
adult Saudi English learners face. A questionnaire survey was
distributed to the students to understand their difficulties in
intensive English reading. After scrutinizing the result of the
survey, it showed that most students concerns related to the lack
of background knowledge. To address this issue, adding an extensive
reading program to the current program and creating homemadereading
materials may be a suitable solution to overcome the problem.
VD 1
02
Integrating international mindedness in Saudi English language
teaching programs CPA
Abeer Alhuthaif, George Washington University
Linguistic imperialism of English: What is it? Different notions
about it EAC
Khalid Albishi, Bisha College of Technology, TVTC
VD 102
The purpose of this study will be to investigate the extent to
which Saudi English language teaching programs incorporate
international perspectives in their higher education programs,
particularly to develop international mindedness in the curriculum
of an English language teaching program at Princess Nora
University.
The paper presents the status of English in the world. It
discusses the historical and current position of English and its
spread. Thisleads to see the advantages and disadvantages of this
spread and actions taken. Some suggestions mentioned attempting in
balancing between the world and individuals' needs and the
importance of maintaining diversity of cultures and languages.
VD 1
02
Is CLIL subject content tested in L1 or L2? CPA
Mei Yin, Vrije Universiteit Brussel
Similarities and differences between Americans and Saudis when
making requests (politeness theory) EAC
Omar Alkhonini, George Mason University
VD 102
Content tests given in L2 as the medium of instruction more
benefit SLA and subject performance and students motivations toward
and confidence in CLIL learning over an extended period of time.
However, content tests given in L1 may achieve better performance
over a short period of time.Additionally, this presentation
suggests that four L2 skills (listening, speaking, reading and
writing) should be simultaneously taught to initial CLIL students
at age six during the same learning period.
This study explores the different methods Americans and Saudis
use when making requests with respect to politeness theory. The
study is based on 1) the researchers personal observations and 2) a
questionnaire. This study proposes that each of these languages
communities has its own way of perceiving politeness norms
involving requests. What is polite in one language can be impolite
in another. With respect to polite requests, Arabic and English
show some differences between each other.
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
-
20 Virginia International University www.viu.edu/sed
Friday Afternoon Session #1 2:20-2:50pm
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
VD
10
1 Beyond assimilation: Teaching instructors the new cultural
rules of engagement TE
Christine Bobal, Virginia Tech Language and Culture Institute
Janna Schaeffer, Virginia Tech Language and Culture Institute
*Practice-oriented session (1 hour)*
Beyond assimilation: Teaching instructors the new cultural rules
of engagement TE
Christine Bobal, Virginia Tech Language and Culture Institute
Janna Schaeffer, Virginia Tech Language and Culture Institute
*Practice-oriented session (1 hour)*
V
D 1
01
Assimilation is no longer the goal of language classes; rather,
teachers and learners analyze and appreciate cultural differences.
The presenters use cultural orientation models to equip
participants with tools for effective teacher training which raises
awareness of cultural complexity, promotes understanding students
backgrounds, and encourages analysis of cultural experiences.
*Session already in progress*
V
D 1
02
Cross-national, multi-language professional development for
teachers of adult immigrants with limited education and literacy
TE
Joy Peyton, Center for Applied Linguistics Martha
Young-Scholten, Newcastle University Nancy Faux, Virginia
Commonwealth University
The professional identity development of alternatively certified
English language teachers (ACELTs) TE
Mehmet Durmaz, Middle East Technical University, Northern Cyprus
Campus Nur Yiitolu, Middle East Technical University, Northern
Cyprus Campus
VD
10
2
Presenters describe a set of cross-national, multi-language
online study circles for teachers of adult immigrants who are
learning the language of the country in their second or third
language and have limited education and literacy in their native
language. Participants learn about opportunities and challenges
with this professional development.
This study investigates the professional identity development of
alternatively certified English language teachers (ACELTs) in a
Turkish higher education context. It aims to inform policy makers
about alternative teacher training programs by providing
needs-based analysis and pedagogical suggestions. Implications for
teacher education certificate programs will be discussed.
VD
21
6 Internationalizing psychology through education and research:
Inclusivity and global applicability EAC
Emma Grace, The Chicago School of Professional Psychology
Online tutoring: A proven formula for success TE
Glen Penrod, Georgetown University
VD
21
6
Based on the results of meta-analysis, this presentation will
discuss inclusivity and global applicability in internationalizing
psychology through education and research.Best practices,
implications, and future directions for undergraduate and graduate
international psychology education will be outlined.
Most language skills can be taught or practiced online, but when
it comes to speaking, teachers aren't always able to find good
methods and materials. This presentation will examine a formula for
online tutoring that gives students productive talking time,
leaving the teacher to focus on reinforcement and feedback.
Note: Practice-oriented sessions are 1 hour in length.
-
21www.viu.edu/sed Virginia International University
Friday Afternoon Session #2 2:55-3:25pm
VD
10
1 Beyond assimilation: Teaching instructors the new cultural
rules of engagement TE
Christine Bobal, Virginia Tech Language and Culture Institute
Janna Schaeffer, Virginia Tech Language and Culture Institute
*Practice-oriented session (1 hour)*
Beyond assimilation: Teaching instructors the new cultural rules
of engagement TE
Christine Bobal, Virginia Tech Language and Culture Institute
Janna Schaeffer, Virginia Tech Language and Culture Institute
*Practice-oriented session (1 hour)*
V
D 1
01
Assimilation is no longer the goal of language classes; rather,
teachers and learners analyze and appreciate cultural differences.
The presenters use cultural orientation models to equip
participants with tools for effective teacher training which raises
awareness of cultural complexity, promotes understanding students
backgrounds, and encourages analysis of cultural experiences.
*Session already in progress*
V
D 1
02
Cross-national, multi-language professional development for
teachers of adult immigrants with limited education and literacy
TE
Joy Peyton, Center for Applied Linguistics Martha
Young-Scholten, Newcastle University Nancy Faux, Virginia
Commonwealth University
The professional identity development of alternatively certified
English language teachers (ACELTs) TE
Mehmet Durmaz, Middle East Technical University, Northern Cyprus
Campus Nur Yiitolu, Middle East Technical University, Northern
Cyprus Campus
VD
10
2
Presenters describe a set of cross-national, multi-language
online study circles for teachers of adult immigrants who are
learning the language of the country in their second or third
language and have limited education and literacy in their native
language. Participants learn about opportunities and challenges
with this professional development.
This study investigates the professional identity development of
alternatively certified English language teachers (ACELTs) in a
Turkish higher education context. It aims to inform policy makers
about alternative teacher training programs by providing
needs-based analysis and pedagogical suggestions. Implications for
teacher education certificate programs will be discussed.
VD
21
6 Internationalizing psychology through education and research:
Inclusivity and global applicability EAC
Emma Grace, The Chicago School of Professional Psychology
Online tutoring: A proven formula for success TE
Glen Penrod, Georgetown University
VD
21
6
Based on the results of meta-analysis, this presentation will
discuss inclusivity and global applicability in internationalizing
psychology through education and research.Best practices,
implications, and future directions for undergraduate and graduate
international psychology education will be outlined.
Most language skills can be taught or practiced online, but when
it comes to speaking, teachers aren't always able to find good
methods and materials. This presentation will examine a formula for
online tutoring that gives students productive talking time,
leaving the teacher to focus on reinforcement and feedback.
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
-
22 Virginia International University www.viu.edu/sed
Friday Afternoon Session #3 3:30-4:00pm
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
VD
10
1 Communication across cultures in global education TE
Raja Nasr, Marymount University
Gelao Ethnic Cultural Curriculum in Kindergarten: An exploratory
case study in China CPA
Yongtao Gan, South-Central University for Nationalities Lijun
Meng, South-Central University for Nationalities
V
D 1
01
With greater population mobility and advanced technology, it
becomes crucial for trainers of in-service and future teachers to
equip them with the right knowledge, skills, and wholesome
attitudes to bridge the ever-growing communication gaps around the
world. This presentation includes examples of communication
problems resulting from differences in language usage and use,
non-verbal (semiotic) behaviors, cultural traits, and value
systems, and discusses how to train teachers in the development of
strategies to handle these communication gaps.
In order to preserve cultural diversity in the process of
globalization, ethnic cultural curriculum has been implementedin
some kindergartens in Guizhou province since 2002. Based on a
survey of the Gelao Ethnic Cultural Curriculum in Wuchuan Center
Kindergarten (WCK) in Guizhou Province, China, this article
presents the development, characteristics, and implementation of
Gelao ethnic cultural curriculum, as well as teachers perceptions.
These findings demonstrate the opportunities and challenges that
ethnic minorities face in a globalizing China.
V
D 1
02
Motivation and course factors in shaping student teaching
outcomes TE
Sherry Steeley, Georgetown University
Reimagining international ESL instructional practice from the
"Shadows" EAC
Nicholas Santavicca, University of Massachusetts Dartmouth
VD
10
2
Based on an initial credential program for ESL/EFL teachers,
this study examines the role of motivation to teach and engagement
with coursework in shaping classroom effectiveness. Data include
performance based assessments and student teaching evaluations;
results suggest the need for direct engagement of motivation as a
critical factor in teaching.
The purpose of this presentation is to glean knowledge from a
study in an International ESL program, where 6ESL trained
instructors engaged in an ESL Shadowing Protocol. Instructors
witnessed the academic-language experiences of students in non-ESL
courses, and gained insights into the diversity and sociocultural
practices.
VD
21
6 Interdisciplinary activities/classes to facilitate acquisition
of vernacular language between ESOL students and Spanish language
learners CPA
Joe LaValle, University of North Georgia
English as a means of communication between an L2 writer and an
L1 reader: A sociolinguistic and pragmatic perspective CPA
Mahmoud Al-Khatib, University Preparatory Program, Dar Al Uloom
University
VD
21
6
Academic language or classroom Spanish is insufficient to
empower students for todays marketplace. Real Language
interdisciplinary activities create genuine exchanges of vernacular
language and culture between intermediate Spanish students and
native speakers. Students are asked to utilize their life skills in
interactive, interdisciplinary activity for the acquisition of
vernacular language and cultural understanding. The concept is
validated by the voice of the students involved reflecting their
experiences in Real Language lab sessions.
This study examinespersonal letter-writing as a means of
communication between an L2 writer and an L1 reader from a
socio-pragmatic point of view. The main objective of the study is
to examine the corpus of letters collected from 150 university
students (learning English as a second language at Jordan
University of Science and Technology) in terms of the sociocultural
background of the writers.
-
23www.viu.edu/sed Virginia International University
Friday Afternoon Session #4 4:05-4:35pm
VD
10
1 Communication across cultures in global education TE
Raja Nasr, Marymount University
Gelao Ethnic Cultural Curriculum in Kindergarten: An exploratory
case study in China CPA
Yongtao Gan, South-Central University for Nationalities Lijun
Meng, South-Central University for Nationalities
V
D 1
01
With greater population mobility and advanced technology, it
becomes crucial for trainers of in-service and future teachers to
equip them with the right knowledge, skills, and wholesome
attitudes to bridge the ever-growing communication gaps around the
world. This presentation includes examples of communication
problems resulting from differences in language usage and use,
non-verbal (semiotic) behaviors, cultural traits, and value
systems, and discusses how to train teachers in the development of
strategies to handle these communication gaps.
In order to preserve cultural diversity in the process of
globalization, ethnic cultural curriculum has been implementedin
some kindergartens in Guizhou province since 2002. Based on a
survey of the Gelao Ethnic Cultural Curriculum in Wuchuan Center
Kindergarten (WCK) in Guizhou Province, China, this article
presents the development, characteristics, and implementation of
Gelao ethnic cultural curriculum, as well as teachers perceptions.
These findings demonstrate the opportunities and challenges that
ethnic minorities face in a globalizing China.
V
D 1
02
Motivation and course factors in shaping student teaching
outcomes TE
Sherry Steeley, Georgetown University
Reimagining international ESL instructional practice from the
"Shadows" EAC
Nicholas Santavicca, University of Massachusetts Dartmouth
VD
10
2
Based on an initial credential program for ESL/EFL teachers,
this study examines the role of motivation to teach and engagement
with coursework in shaping classroom effectiveness. Data include
performance based assessments and student teaching evaluations;
results suggest the need for direct engagement of motivation as a
critical factor in teaching.
The purpose of this presentation is to glean knowledge from a
study in an International ESL program, where 6ESL trained
instructors engaged in an ESL Shadowing Protocol. Instructors
witnessed the academic-language experiences of students in non-ESL
courses, and gained insights into the diversity and sociocultural
practices.
VD
21
6 Interdisciplinary activities/classes to facilitate acquisition
of vernacular language between ESOL students and Spanish language
learners CPA
Joe LaValle, University of North Georgia
English as a means of communication between an L2 writer and an
L1 reader: A sociolinguistic and pragmatic perspective CPA
Mahmoud Al-Khatib, University Preparatory Program, Dar Al Uloom
University
VD
21
6
Academic language or classroom Spanish is insufficient to
empower students for todays marketplace. Real Language
interdisciplinary activities create genuine exchanges of vernacular
language and culture between intermediate Spanish students and
native speakers. Students are asked to utilize their life skills in
interactive, interdisciplinary activity for the acquisition of
vernacular language and cultural understanding. The concept is
validated by the voice of the students involved reflecting their
experiences in Real Language lab sessions.
This study examinespersonal letter-writing as a means of
communication between an L2 writer and an L1 reader from a
socio-pragmatic point of view. The main objective of the study is
to examine the corpus of letters collected from 150 university
students (learning English as a second language at Jordan
University of Science and Technology) in terms of the sociocultural
background of the writers.
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
-
24 Virginia International University www.viu.edu/sed
Evening Plenary 4:45-5:45pm
ABSTRACT:Oftentimes at our universities and in our classrooms we
are called to prepare our students as global citizens; a laudable
and needed objective. One of the dilemmas associated with this goal
is how are our faculty prepared to evaluate and teach from an
international or global perspective? Focusing our attention on not
only the importance of internationalization, but also the
contemporary views of why we need to engage across boundaries, this
presentation will examine the dilemmas of internationalization,
share potential solutions and discuss next steps.
BIO:
Beverly Shaklee has had a long and abiding interest in the
development of educational opportunities worldwide working as a
teacher and teacher educator for some thirty years. In 2003, she
helped to create the Center for International Education (CIE).
Since its inception CIE has been actively involved in research and
development programs; advocacy for our international academic
programs; and providing professional development opportunities for
educators worldwide. She has authored a number of books, chapters,
and articles on gifted child education, teacher education, teacher
development, and international schools. She has also given
presentations worldwide. Her most recent endeavor, along with
colleague Supriya Baily, has been the edited book
Internationalizing Teacher Education in the United States
(Rowman-Littlefield). She also serves as a member of the Board of
Directors for the Association for the Advancement of International
Education (AAIE) and a member of the Research & Development
Committee for Council for International Schools (CIS).
Beverly Shaklee, Ed.D. Director, Center for International
EducationDirector, Advanced Professional Development and
International EducationProfessor of Curriculum and Instruction,
George Mason University
Leading Change: Internationalizing Teacher Education Across
Content Domains
-
25www.viu.edu/sed Virginia International University
INTENSIVE PROGRAM
Seven-week intensive courses
focused on academic English,
IELTS, and TOEFL
NON-INTENSIVE PROGRAMBusiness English, general ESL, and
TOEFL preparation for busy,
working adults!
ONLINE PROGRAM
Highly interactive courses designed
to prepare students for
academic success
www.viu.edu/sels [email protected] 703-591-7042 /viuESL
VIUs key location in the Washington, DC metro area provides
students with the perfect opportunity to practice
their English skills as they explore the region.
-
26 Virginia International University www.viu.edu/sed
VIRGINIA INTERNATIONAL UNIVERSITY
WANT YOUR DEGREEON YOUR TIMELINE?
GET YOUR DEGREE ONLINE.STUDY ANYWHERE, ANYTIME!
AFFORDABLETUITION
POPULARPROGRAMS
FLEXIBLE8-WEEK
SCHEDULE
VIU is accredited by ACICS and certied to operate in Virginia by
the SCHEV.
WEB: ONLINE.VIU.EDUEMAIL: [email protected]
PHONE: +1.800.514.6848
TEST DRIVE A SAMPLE COURSE AT ONLINE.VIU.EDU
-
27www.viu.edu/sed Virginia International University
Saturday Workshops 8:45-10:45am
Telecollaboration for international education: How to create a
virtual space for learning a foreign language and culture CPA
Yuka Akiyama, Georgetown University
VD
10
1
Telecollaboration is a type of intercultural communication where
geographically distal groups of language learners meet online to
learn each others languages and cultures. In this workshop,
participants will discuss various telecollaborative set-ups and
online tools and will come up with the most appropriate project
that accommodates their own needs.
Teaching fluency using picture books to Arabic speakers CPA
Hanadi AlShogiran, Marymount University Latifa Alsaleh,
Marymount University Ana Lado, Marymount University
VD
20
3
Experience picture books that maximize oral and written
vocabulary learning because they match specific communicative
teaching strategies. The books have tellability (Labov, 1972) in
that they have features prompting successful instructional
conversations, such as guessing games, visualizing, retelling,
substitution, and projects. Obtain a booklist of great books for
teaching vocabulary.
Taking advantage of free digital resources at VOA Learning
English TE
Jill Robbins, Voice of America Learning English Catherine Kelly
Weaver, Voice of America Dustin Stephenson-Reynolds, Voice of
America
VD
20
4
Teachers around the world have access to free materials,
workshops,and lesson plans from Voice of America Learning English.
Using them effectively in the classroom is not as simple or
transparent as it may seem.This workshop demonstrates VOAs
eLearning resources and asks, "how can they enhance your
teaching?"
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
-
28 Virginia International University www.viu.edu/sed
VD
10
1 Real life language learning: A dynamic demonstration
interacting with a native speaker to develop proficiency CPA
Elizabeth Barbour, Global SKILLs Nancy Rhodes, Center for
Applied Linguistics
Student verbal participation in higher education ESL classrooms:
Data and teaching practices TE
John Niblett, James Madison University and Study Group
VD
10
1
This dynamic demonstration of language learning through
interacting with a native speaker illustrates best practices and
strategies for communicative language learning. Participants will
be inspired and challenged as they learn basic vocabulary and
grammar of an uncommon languageand reflect on how they can adapt
these practices into their classrooms.
The session begins with slides showing maps of classrooms
derived from lesson observations in a higher education pathway
program for ESL students. The slides show student placement and
data on student verbalparticipation.The data is followed by an
overview and modeling of specific methods of increasing verbal
participation.
VD
20
3
Third culture kids in the ESL classroom in U.S. schools EAC
Maria Mercedes Oetgen, Marymount University
Fostering a global mind in the ESL classroom: Meeting the
challenges CPA
Deniz Gokcora, Borough of Manhattan Community College
VD
20
3
There has been much research done about practices to help ESL
students learn English. However, what about third culture kids? We
need to help these children learn English and feel like they
belong. In my presentation I will introduce different books for
elementary school-aged children that we can integrate in our
classroom to successfully teach them English and make them feel
welcomed.
Due to changing world politics, world population, approaches to
education, and the influence of technology, university faculty
reexamine the role of higher education to prepare students to an
increasingly global setting. In this demo session, specific
examples of global competencies of cultural understanding and
integrated reasoning practices will be demonstrated using an
intensive ESL writing course.
VD
20
4 Teaching new literacies through multimodal texts CPA
Marietta Bradinova, Virginia International University
Computerized speech assessment on a shoestring CPA
Paul Daniels, Kochi University of Technology
VD
20
4
We live in an era where multimodal texts combining words,
sounds, and images place different demands on the receiver and
producer of these texts, requiring a redefinition of what it means
to be literate. This sessions explores some ways in which visuals,
both static and moving images, can be used to support English
language learning.
This presentation will provide an overview of the Googles Web
Speech API and how it can be used to administer computerized speech
assessment activities for language practice. The presenter will
demonstrate a GNU licensed computerized speech assessment tool that
was developed for Moodle which captures, transcribes and analyzes
student speech.
Saturday Practice-Oriented Sessions #1 11:00-12:00pm
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
-
29www.viu.edu/sed Virginia International University
Saturday Practice-Oriented Sessions #2 12:00-1:00pm
VD
10
1 Real life language learning: A dynamic demonstration
interacting with a native speaker to develop proficiency CPA
Elizabeth Barbour, Global SKILLs Nancy Rhodes, Center for
Applied Linguistics
Student verbal participation in higher education ESL classrooms:
Data and teaching practices TE
John Niblett, James Madison University and Study Group
VD
10
1
This dynamic demonstration of language learning through
interacting with a native speaker illustrates best practices and
strategies for communicative language learning. Participants will
be inspired and challenged as they learn basic vocabulary and
grammar of an uncommon languageand reflect on how they can adapt
these practices into their classrooms.
The session begins with slides showing maps of classrooms
derived from lesson observations in a higher education pathway
program for ESL students. The slides show student placement and
data on student verbalparticipation.The data is followed by an
overview and modeling of specific methods of increasing verbal
participation.
VD
20
3
Third culture kids in the ESL classroom in U.S. schools EAC
Maria Mercedes Oetgen, Marymount University
Fostering a global mind in the ESL classroom: Meeting the
challenges CPA
Deniz Gokcora, Borough of Manhattan Community College
VD
20
3
There has been much research done about practices to help ESL
students learn English. However, what about third culture kids? We
need to help these children learn English and feel like they
belong. In my presentation I will introduce different books for
elementary school-aged children that we can integrate in our
classroom to successfully teach them English and make them feel
welcomed.
Due to changing world politics, world population, approaches to
education, and the influence of technology, university faculty
reexamine the role of higher education to prepare students to an
increasingly global setting. In this demo session, specific
examples of global competencies of cultural understanding and
integrated reasoning practices will be demonstrated using an
intensive ESL writing course.
VD
20
4 Teaching new literacies through multimodal texts CPA
Marietta Bradinova, Virginia International University
Computerized speech assessment on a shoestring CPA
Paul Daniels, Kochi University of Technology
VD
20
4
We live in an era where multimodal texts combining words,
sounds, and images place different demands on the receiver and
producer of these texts, requiring a redefinition of what it means
to be literate. This sessions explores some ways in which visuals,
both static and moving images, can be used to support English
language learning.
This presentation will provide an overview of the Googles Web
Speech API and how it can be used to administer computerized speech
assessment activities for language practice. The presenter will
demonstrate a GNU licensed computerized speech assessment tool that
was developed for Moodle which captures, transcribes and analyzes
student speech.
EAC Educational Access and Communities CPA Curriculum, Pedagogy,
and Assessment TE Teacher Education
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30 Virginia International University www.viu.edu/sed
Speaker Contact Information
Last Name First Name Title Affiliation Email
Akiyama Yuka PhD Candidate Georgetown University
[email protected]
Alahmadi Ahmed PhD Student University of Memphis
[email protected]
Albishi Khalid Chair of General Studies DepartmentBisha College
of Technology,TVTC [email protected]
Alhuthaif Abeer Doctoral Student George Washington University
[email protected]
Al-Khatib Mahmoud Director University Preparatory Program
[email protected]
Alkhonini Omar PhD Student George Mason University
[email protected]
Alsaleh Latifa Graduate Student Marymount University
[email protected]
AlShogiran Hanadi Graduate Student Marymount University
[email protected]
Assiri Mohammad Teaching Assistant King Abdulaziz University
[email protected]
Barbour Elizabeth Consultant Global SKILLs
[email protected]
Bobal Christine Instructor Virginia Tech Language and Culture
Institute [email protected]
Bradinova Marietta MA in TESOL Adjunct Professor Virginia
International [email protected]
Brady Brock Program & Training Education Specialist US Peace
Corps [email protected]
Daniels Paul Professor Kochi University of Technology
[email protected]
Daweli Talal Teaching Assistant Arkansas Tech University
[email protected]
Donnelly Seamus Research Assistant The Graduate Center, CUNY
Durmaz Mehmet InstructorMiddle East Technical University,
Northern Cyprus Campus
[email protected]
Faux Nancy ESOL Specialist Virginia Commonwealth University
[email protected]
Gan Yongtao Associate Professor South-Central University for
Nationalities [email protected]
Giacalone Christine Assistant Professor Rivier University
[email protected]
Gokcora Deniz Assistant Professor Borough of Manhattan Community
College [email protected]
Grace Emma Department Faculty The Chicago School of Professional
Psychology [email protected]
Grande Nancy English Teacher Universidad de La Sabana, Colombia
[email protected]
Hentschke Guilbert Executive Advisor; Stoops Dean and Cooper
Chair Emeritus
Parthenon-EY; University of Southern California Rossier School
of Education
[email protected]
Jain Rashi Term Assistant Professor of English George Mason
University [email protected]
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31www.viu.edu/sed Virginia International University
Speaker Contact Information
Last Name First Name Title Affiliation EmailLado Ana Professor
Marymount University [email protected]
LaValle Joe Assistant Professor in Spanish University of North
Georgia [email protected]
Mason Leah Assistant Director, Education Abroad
ProgramsInstitute of International Education [email protected]
Memon Natasha Assistant Professor Mehran University of
Engineering and Technology [email protected]
Meng Lijun Professor South-Central University for Nationalities
[email protected]
Meteyer Karen Assistant Professor Rivier University
[email protected]
Nasr Raja ESL Director Marymount University
[email protected]
Niblett John Head of Content James Madison University and Study
Group [email protected]
Oetgen Maria Mercedes M.Ed in ESL Education PK-12 Marymount
University [email protected]
Penrod Glen Assistant Teaching Professor Georgetown University
[email protected]
Peyton Joy Senior Fellow Center for Applied Linguistics
[email protected]
Powers Christopher Director, Education Abroad ProgramsInstitute
of International Education [email protected]
Rhodes Nancy Senior Foreign Language Education Consultant Center
for Applied Linguistics [email protected]
Robbins Jill Multimedia eLearning Teacher Voice of America
Learning English [email protected]
Santavicca Nicholas
Director, American Language & Cultures Institute; Assistant
Professor of ESL/Bilingual Education
University of Massachusetts Dartmouth [email protected]
Schaeffer Janna Instructor Virginia Tech Language and Culture
Institute [email protected]
Shaklee Beverly Director; ProfessorCenter for International
Education; George Mason University
[email protected]
Steeley Sherry Associate Teaching Professor Georgetown
University [email protected]
Stephenson-Reynolds Dustin Bilingual Producer Voice of America
[email protected]
Umrani Sumera Student University of Edinburgh
[email protected]
Weaver Catherine Kelly International Broadcaster Voice of
America [email protected]
Yiitolu Nur InstructorMiddle East Technical University, Northern
Cyprus Campus
[email protected]
Yin Mei PhD Candidate Vrije Universiteit Brussel
[email protected]
Young-Scholten Martha
Professor, Second Language Acquisition Newcastle University
[email protected]
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32 Virginia International University www.viu.edu/sed
Conference Notes
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Enhancing and Advancing Teacher Education:
Professional identities, communities, beliefs, and practices
April 7-8, 20174401 Village Drive, Fairfax, VA 22030
For more details, please visit cllc.viu.edu
CONFERENCE ON LANGUAGE, LEARNING & CULTURE
Abstract Submission: December 5, 2016Notification of Acceptance:
Week of January 9, 2017Early Registration Ends: March 5,
2017Regular Registration Ends: April 2, 2017Late Registration:
April 3-8, 2017Proceedings Submission: July 7, 2017
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The School of Education offers convenient study options to fit
your busy lifestyle. Study with us either on-ground or online!
MASTER OF SCIENCE IN APPLIED LINGUISTICS MASTER OF EDUCATION
MASTER OF ARTS IN TESOL
CONFERENCE ON
LANGUAGE, LEARNING & CULTURE