TESOL 47th Annual Convention   20 - 23 March 2013: Dallas TX   Harmonizing Language, Heritage, & Cultures

 

EV Fair Presentations

 

Classroom Tools 

 

 

• Collaborative Online Projects in Science, An Implementation Model for ELs. Fatima Terrazas-Arelllanes, U of Oregon, fatima@uoregon.edu, Carolyn Knox, U of Oregon, cknox@uoregon.edu. Presenters will showcase how to use free and bilingual (Spanish/English) collaborative online projects (COPs) designed to facilitate and improve science content-area learning for Spanish-speaking ELLs. COPs can be used by science teachers in Spanish dual immersion programs and by ELL teachers who support their students with science content-area learning.

 

• E-Teacher Scholoarship Program: A Global Distance Learning Experience. Heather Benucci, US Department of State, benucchi@state.gov, Leslie Opp-Beckman, U of Oregon, leslieob@uoregon.edu. This U.S. State Department-sponsored program provides e-learning opportunities for English teachers outside of the United States. Participants choose from nine online, asynchronous Teaching English as a Foreign Language courses offered by the University of Oregon. Join us to learn more about this worldwide distance education program. Alumni are welcome!

 

• Effective Vocabulary Building with Quizlet and Flashcards Deluxe.  James Broadridge, J.F. Oberlin U, jrb@obirin.ac.jp This presentation will demonstrate how Quizlet has become a vital element in syllabus design in universities in Japan. It will show how Quizlet's website and iPhone app, when used in conjunction with the more theoretically sound Flashcards Deluxe app, are enabling students to study vocabulary more effectively than before.

 

• Learn How to Begin Teaching Online. John Madden, St. Cloud State U, jpmadden@stcloudstate.edu Our students come from varied backgrounds but are often united by their desire to learn online. The presenter use examples from his first online class to explain how any teacher can begin teaching online. Participants will leave the session with resources and strategies for moving online.

 

• Creating Successful Listening Activities Using Authentic Listening Materials. Udambor Bumandalai, Brigham Young U, b.udambor@gmail.com; Elena Shvidko, Purdue U, elenashvidko@gmail.com The presenters of this session will demonstrate how to create four types of listening activities that develop strong listening skills in language learners by using websites that offer authentic listening materials.

 

• An Online Program to Provide Basic Training and Resources for Untrained TESOL Volunteers. Lynn Henrichsen, Brigham Young U, Lynn_Henrichsen@byu Many thousands of English speakers without professional-level preparation work as ESL/EFL teachers and tutors. This presentation explains an innovative online program being developed to help untrained, volunteer English language teachers become more effective, professional, and successful.

 

• Academic Blogfolio: The Role of Technological Literacy in IEP Students' Academic Success. Maria Ananyeva, Indiana U of Pennsylvania, ananym6@gmail.com In this session the author will demonstrate "blogfolios" or digital portfolios developed by IEP students on their blogs. The presenter will focus on the content of a blogfolio as well as the process of its development. The author will conclude with the benefits of developing blogfolios in advanced IEP courses.

 

• Technology and Culture Integration Models for Improving Listening and Speaking Skills. Lyra Riabov, Southern New Hampshire U, l.riabov@snhu.edu Presenter demonstrates project that includes combined classes of ESL and domestic students who discuss cultural topic, use “Smart Boards”, Google Earth, Audacity, script, record podcasts, use Voice of America, record stories and post them in Digital Journals in iTunesU for the future use. Students also record podcasts of their reflections.

 

• Combining Common, Easy to Use Software to Teach a Multiple Aspect Process. Max Stinnet, Kansas State U English Language Program, stinnet@ksu.edu Attendees will learn how they can combine slide show creation software with screen video capture software and YouTube videos to create useful teaching tools that can be used to demonstrate multiple aspect processes.

 

• How Prezi Promotes Student Reading Comprehension. SungAe Kim, Oklahoma City U, skim@my.okcu.edu Prezi substitutes for other tools because it makes the classroom interactive, promoting understanding and fun. Prezi’s effective for reading comprehension requiring student attention and connection between pieces of story. On understanding of cohesion in a piece of writing, this talk'll underscore how prezi promotes student reading comprehension.

 

• Glogster: a Creative and Dynamic Web Tool for Interactive Posters. Mabel Ortiz, Universidad Catoloica de la Santisima Concepcion, mortiz@ucsc.cl; Claudio Diaz, Universidad de Concepcion, claudiodiaz@udec.cl This presentation aims at showing the audience how to use Glogster, a web tool used to engage students in creating interactive posters that can include images, texts, video and sound files and hyperlinks. The presentation is intended for teacher educators and EFL teachers and learners.

 

• CANVAS for Pronunciation Classes: Learn How to Maximize the Audio-Visual Media Functions in Assignments and Grading. Jane Wolfarth, U of Utah, jane.wolfarth@utah.edu; Alison McGregor, U of Texas, accentmod@gmail.com Improve your pronunciation teaching by using CANVAS’s built-in audio-visual media functions. Learn to create assignments that allow students to upload self-recorded audio or video. Give students more individualized feedback on their pronunciation by creating media files in SpeedGrader. Get tips on other CANVAS features to enhance your teaching effectiveness.

 

• East Meets West through Blackboard. Noorchaya Yahya, King Saud U, noorchayay@gmail.com This presentation focuses on how Blackboard facilitates the cross-cultural understanding of US pre-service teachers and Saudi preparatory year students. The groups’ interactions on discussion board demonstrating the bridging of the two cultures and the development of cultural competence are highlighted. Assignment descriptions, students’ work and teaching tips will be shared.

 

• The Electronic Village Online: 2013 Sessions. Elizabeth Hanson-Smith, Computers for Education, ehansonsmi@yahoo.com; Aiden Yeh, Wenzao Ursuline College of Languages, aidenyeh@yahoo.com; Nina Liakos, Maryland English Institute, nina.liakos@gmail.com; Vance Stevens, Higher Colleges of Technology, Abu Dhabi, vancestev@gmail.com For five weeks in Jan-Feb, EVO sessions offer collaborative, online discussion or hands-on virtual workshops of professional and scholarly benefit. These sessions bring together participants for an extension of themes from the Convention. Sessions are free and open to anyone around the globe.

 

• Encouraging Learner Access Center Activity Cheaply and Easily. Karl Hedberg, The University of Shiga Prefecture, Keystone English School, karlhedberg@usp.ac.jp The presenter will demonstrate how to monitor an ever-growing library of books by employing an old Mac computer and the Bookpedia software. In addition, the presenter will show evidence of increased book borrowing activity and other benefits of using this system in a learner access center.

 

• Rubrics for Online Assessment of Oral Skills Performance. Thomas Cullen, Eastern Michigan U, tcullen@emich.edu Using online resources to collect and share recordings of students oral skills performance has become widespread in many contexts. This presentation will offer a systematic approach to using these videos to assess student success and to identify specific strengths and weaknesses in student performance.

 

• Neuroscience in Education: Braining Up Your English Lessons. Mary Hillis, Kansai Gaidai U, maryehillis@yahoo.com; Denise De Felice, Casa Thomas Jefferson, denisefelice@gmail.com This presentation will introduce “Neuroscience in Education: Braining up your English Lessons,” a five-week online workshop offered through Electronic Village Online. The contents included an introduction to how neuroscientific research can positively impact educators' pedagogical approaches and spice up their lesson plans to promote students' creativity and learning.

 

• Professional Podcasting for Academic Reading and Listening Success. Adam Clark, Saginaw Valley State  U, atclark1@svsu.edu  Podcasting has become a mainstream method of receiving information. By using podcasts in the classroom learners can experience creating and consuming authentic, academic content. The presenter will discuss the setup and integration of student podcasts into an advanced academic reading and listening course in an IEP at a Midwestern university.

 

• Corpus-Based Tools in the ESL/EFL Classroom. Magdi Kandil, Arkansas State U. mkandil@astate.edu. This session will demonstrate how instructors can effectively use a number of corpus-based tools that are freely available online. These tools enable students and instructors to identify keywords, academic words, high frequency words, collocates, and typical phraseology. Suggestions about how to use the resulting lists in class will be discussed.

 

• Sharing a Way to Combat Plagiarism in an ESL Classroom. Christine Sabieh, Notre Dame U, sabieh@hotmail.com Through the use of CAL, Sabieh will show how she fought plagiarism and succeeded to get 50% of her class of 30 to write documented research papers, plagiarism-free. The key was to provide learners with a challenging assignment using technology as the medium and giving them autonomy to design websites.

 

• Using Speech Vidualization to Teach Intonation Patterns. Jeanne Sprott, U of South Carolina, jtwsprott@gmail.com Visual feedback is effective for improving the production of L2 English intonation patterns, however, speech visualization software can be costly and cumbersome. This session demonstrates how, PRAAT, a free, downloadable program, can add high quality speech visualization to the ESL-EFL teacher’s toolbox.

 

• Using LiveBinder and TaskStreaming in Intercultural Communication Course. Patricia Holliday, John Brown U, pholliday@jbu.edu Teachers studying Intercultural Communication as part of an ESL endorsement program compiled Cultural LiveBinders to present cultural information regarding an assigned cultural group to colleagues electronically. Cultural LiveBinders were then distributed to classmates and submitted via TaskStream to an electronic portfolio. Demonstration of LiveBinder, TaskStream, and rubrics provided.

 

• Project-Based Learning Using SnapGuide. Van Hillier, American Language Institute/ San Diego State U, Rhillier@mail.sdsu.edu. SnapGuide is an innovative and easy to use application for amateur “Do-It -Yourselfers” that can be adapted to project-based learning in the language classroom. Students collaborate by creating and organizing pictures, text and video, to create a finished product which is published online and presented in class.

 

• Free and Effective eTools for Writing. Lauryn Gallo, Eastern Michigan U, lnavarr1@emich.edu. The presenter will demonstrate several free web-based writing tools that have been selected based on their educational merit, ease of use, and relevance to the writing stages. Specifically, the tools’ features will be discussed, as well as applications for use in and outside of the classroom. Handouts will be provided.

 

• Wikis' Interactivity in University ESL Learners' Collaborative Practice of Reading. Migyu Kang, Iowa State U, mkang@iastate.edu. This study presents how I utilized wikis for university ESL learners’ collaborative practice of reading in an intensive ESL reading class. It demonstrates how students interactively worked on reading and creating their webpages based on their reading, and how other ESL teachers can adapt this approach for their own classes.

 

• Teaching and Assessing Pragmatics Knowledge Using Web Resources. Candice Quinones, Lehigh U, cjq208@lehigh.edu. If you have ever wondered where to go to find materials to raise your students’ awareness of pragmatics, come for a virtual tour of some web resources that can be used to teach and assess pragmatic knowledge. A handout of web resources for pragmatics will be provided.

 

• One Teacher's Journey from a Techno-Dummy to an Able User. Rachel Redfield, ELS Learning Centers, rachelredfield@gmail.com; Jinkyung Kim, ELS Learning Centers, gangnim@gmail.com; Anna-Marie Kelemen, ELS Learning Centers, akelemen10@gmail.com. This workshop will demonstrate the progress of an ESL teacher who was formerly afraid to use technology in the classroom. Demonstrations of simple techniques that she began using and recommendations for “techno-dummy” teachers will be given.

 

• Promoting Language Programs Through YouTube and Facebook. Carrie Drake, Brigham Young U, drake.carrie@gmail.com; Mark Tanner, Brigham Young U, mark_tanner@byu.edu. This session will share how YouTube videos and Facebook can be used to promote community ESL programs. The presenters will examples of promotional videos and how to set up a Facebook page for use in marketing a language program.

 

• Creating a Conversation Partners Site on Ning. Jennifer Brown, Georgia Institute of Technology, jennifer.brown@pe.gatech.edu. The presenter demonstrates how to set up Ning, a social networking site, to foster the development of conversation partners on campus. Participants will learn how to setup their own sites and will gain a better understanding of the tools Ning offers and how they can enhance their sites.

 

• Facebook and EFL Learners Outside Class. HongNguyen Nguyen, Kanazawa Institute of Technology, hongnguyen41@yahoo.com. Worried about how your students would learn English outside the limited English time in class? In this workshop, participants will learn how social network Facebook could be a useful tool to motivate EFL learners to continue with English outside class and will listen to the some learners’ ideas about this.

 

• Holy Cow! Using Corpus of Contemporary English to Contextualize Vocabulary. Wayne Steely, U of Saint Joseph, wsteely@usj.edu; Karen Jogan, Albright College, kjogan@alb.edu; Roger Gee, Holy Family U, rgee@holyfamily.edu. How can ESL/EFL teachers help students contextualize examples of vocabulary usage and meaning? Using Corpus of Contemporary English (COCA), presenters demonstrate its applicability. We will tour COCA and share specific examples that point to ease with which COCA serves as a resource for enhancing vocabulary, syntax, semantic instruction.

 

• Teaching a Multiple-Skills Course in a Computer Classroom. Francis Britto, Sophia U, francisbritto@hotmail.com. The presenter will show how he has been using Moodle and related software in a class for teaching a variety of English skills. His focus will be on the integration of audio and video clips, subscription to RSS podcasts, and production of quizzes for reviews and tests. Suited to beginners.

 

• Using E-Rubrics in Moodle. Amy Shipley, Academy of Art U, ashipley@academyart.edu. Using e-rubrics with Moodle's course management system is an efficient and effective way to provide feedback on electronically submitted assignments in both online and onsite classes. E-rubrics enhance the immediacy and clarity inherent in any strong rubric. Learn the advantages of e-rubrics and how to create them in Moodle.

 

• Facebook: If You Can't Beat Them! Anna Lauzon Hood, U of Houston, annalauzon@gmail.com; Jenifer Edens, U of Houston, jenifer.edens@gmail.com. Want to meet students where they are? Instead of asking students to register and visit yet another website, create a private group on Facebook, which students already use. Use it as an interactive course management system to practice writing, build community, and share links, videos, and documents.

 

• Using Poll Everywhere to Get Realtime Feedback in Class. Wendi Halstead, Milwaukee Area Technical College, halsteaw@matc.edu. Poll Everywhere is a free web-based audience response system that allows individuals in a group to reply to questions via text message, twitter, or website submission, using cell phones, computers, iPods, iPads or other internet enabled devices, all without the hardware and software costs of clicker-like systems.

 

• Wikis for Peer Editing and Community Contact. Jack Watson, U of New Brunswick, jack.watson@unb.ca. Presentation site: http://frederictontoday.pbworks.com. This presentation explores strategies for online writing and peer editing in a wiki environment featuring aspects of the local community. The presentation includes a discussion of the advantages of a private wiki platform, as opposed to document sharing.

 

• Making the Paperless Classroom a Reality. Christopher DiStasio, Ohio Program of Intensive English (OPIE), distasio@ohio.edu. Making the Paperless Classroom a Reality.pdf Through free online tools, especially Google Docs, the presenter has used desktop computers, laptops, and tablets to almost completely eliminate the need for photocopies in four university classes over three terms. The benefits and drawbacks of these tools and different kinds of computers and devices will be discussed.

 

• Designing a Task-Based Computer-Supported Collaborative Language Class. Jayoung Song, The University of Texas at Austin, jaycalm@hotmail.com. The presenter will demonstrate an example computer-supported collaborative language(CSCL) class. She will share her ideas about how to structure a CSCL class and design possible collaborative activities that incorporate various computer tools and online resources. The example activities include digital movie making, online poster presentation, and online collaborative writing.

 

• Curated TED Talks for Autonomous Listening Practice. Phil Hubbard, Stanford U, efs@stanford.edu. I demonstrate a curated site for TED Talks (www.ted.com) created for an advanced listening class. The site is open to all and includes collections of talks divided into thematic units, with information on video length, speech rate in words per minute, vocabulary level, speaker accent, and additional comments.

 

• SageGauge: Engage Students, Share Information, and Provide Real-Time Feedback. Lindsay Richman, Columbia U, Teachers College, lbr2119@tc.columbia.edu. Provide students with real-time feedback and keep your data in one place! SageGauge is a free, flexible classroom management/assessment tool that helps you teach more effectively while saving time. Engage, reward, and redirect students using customized avatars, while seamlessly entering academic data that streams real-time into student/parent accounts.

 

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Self-Access

 

• Using Embedded Audio Feedback in Asynchronous Online Courses.  Larisa Olesova, George Mason U, lolesova@gmu.edu; Luciana de Oliviera, Purdue U, ldeolive@purdue/edu; Alsu Gilmetdinova, Purdue U, agilmetd@purdue.edu The presenters discuss and demonstrate how audio feedback was created, embedded, and provided in an asynchronous online course for teaching about English Language Learners. Specifically, audio feedback included instructional voice providing in-depth and detailed comments on students’ case study reports from three different points during the semester.

 

• Personal Learning Networks: Webs for Gathering Professional Information. Ellen Clegg, Defense Language Institute, eclegg@me.com Personal Learning Networks (PLN) are ways of reaching out to others and collecting information. Like a spider web, a PLN brings you information to enhance your professional development. Applications of PLNs will be examined and participants will learn how to set up their own PLNs. Appropriate for all educators.

 

• Digitize Your Vocabulary Lists! Andrew Mcgladdery, American Language Institute, amcgladdery@projects.sdsu.edu. Come see how the free and teacher-friendly website Quizlet will get your students meaningfully engaging with your word lists through media-rich digital flashcards and games on their computers, tablets, and even mobile phones. Presenter discusses multiple applications for both in and outside of the classroom.

 

• E-poster Sessions: The "New" Poster Session Design. Alan Lytle, U of Arkansas - Little Rock, dralandlytle@hotmail.com Almost everyone is familiar with the traditional "Poster Session" concept. The presenter will offer ideas on how to use a "tech-only" format. An example will include a recent poster session of the presenter's.

 

• Increasing Listening and Speaking Skills Using a Web Tool. Andrea Hernandez, Arkansas State U, ahernandez@astate.edu. Increasing listening and speaking skills is often difficult. In a classroom, it is impossible to give each student individualized practice. The presenter will demonstrate a web-based program and its instructor’s tools, discuss its capabilities, and share some of the results.

 

• eNetworking for Social Responsibility. Rob Clement, Sohar U, robcanuk@gmail.com This session will look at how teachers can source and develop engaging social responsibility themed teaching materials utilizing web-based resources. Participants will experience sample core skill activities that can be quickly and effectively applied by their students.

 

• Relieving the Burden of Grading through Google. Elena Shvidko, Purdue U, elenashvidko@gmail.com, Udambor Bumandalai, Brigham Young U, ogieu77@yahoo.com Why pay money to have class websites, gradebooks and surveys? Why carry bags full of student journals and papers? See how easy it is to use Google tools to alleviate the grading routine. The presenters give several innovative ideas of how teachers can make effective use of free Google services.

 

• From Traditional Written Book Report to Book Chat and Online Recorded Book Report: More Fun with Extensive Reading. HongNguyen Nguyen, Kanazawa Institute of Technology, hongnguyen41@yahoo.com Getting tired of written extensive reading book reports? Based on Moodle, this presentation will introduce the idea of combining online-recorded book reports, book chats with the traditional written or oral ones in class to give learners more options and get more motivated with Extensive Reading Book Reports.

 

• Go Beyond Normal! Use of CG Animation Development Tool in the English Language Classroom. Masakazu Mishima, Purdue U, mmishima@purdue.edu, Alice Nie, Purdue U, alice.nie@gmail.com In this presentation, we will demonstrate a web-based CG animation creation tool that we use to help ESL learners to practice and prepare their presentations.

 

• American English Website. Curtis Chan, U.S. Department of State, chancm3@state.gov. The U.S. State Department recently released the new American English website, an online resource center for teaching and learning American English language and culture. This presentation will highlight American English’s user-centric design and discuss how to take advantage of the resources for English language teaching and learning.

 

• Better Text-Reader Matching in ESL. Andrea Hellman, Missouri State U, AndreaBHellman@missouristate.edu  Learn to use the metrics from free online readability calculators to improve text-reader matches for English learners. A successful method to estimate the readability of a text is to combine readability metrics into a flowchart of decision making that includes qualitative text features and relevant information about individual readers.

 

•  Technology and Constructivist Process Writing, CPW. Stephen Hoyt, New Economic School (NES), svhoyt@gmail.com Constructivist Process Writing is an innovative approach that helps students increase vocabulary, explore ideas and improve fluency. Viewers are introduced to an array of free online resources that help students and teachers assess writing and monitor progress in this original methodology. The resources can be used in any writing course.

  

• Time-Saving Workflow Recipes with Mac's Automator. Jim Cracraft, Vanderbilt U, jim.cracraft@vanderbilt.edu Technology is great, but the repetitive tasks we perform daily on our computers take a lot of time. If you are a Mac user, there is a powerful built-in application that can help you deal with many common tedious computing tasks. Learn more about Automator in this session.

  

• Improve Your Students' Writing Using 'White Smoke.' Srinivasa Rao Idapalapati, U of Tabuk, idasrini@gmail.com; Karunaker Andhe, Osmania U, akredrem@gmail.com English language learners have to strive a lot for achieving grammatical accuracy in their writing. This session describes how a teacher can use 'White Smoke' in improving the grammatical accuracy, word choice and composition strategy in their learners' writings.

 

• Using Free Online Websites to Improve Reading Fluency. Lori Doemland, american English and Culture Program @ Arizona State U, ldoemlan@asu.edu; Gayle Johnson-Becker, American English and Culture Program @ Arizona State U, gayle.becker@asu.edu As teachers we often feel frustration with the speed at which our students read. The question is HOW to help them become more fluent readers. We will demonstrate two free Internet sites which can be used by the teacher in class or by students at home to improve reading speed.

 

• Improving Pronunciation Through Voicethread. Monika Floyd, U of Potsdam, monika_floyd@yahoo.com The free Web 2.0 tool Voicethread allows for motivational digital presentations and conversations built from audio-, video- and/or text comments around visual documents. The presenter will demonstrate how to use Voicethread for pronunciation purposes, share lesson plans and show examples of her own use of this tool in the classroom.

 

• Collaborative Web 2.0 Resources for the Language Classroom. Cynthia Wiseman, CUNY BMCC, cwiseman@bmcc.cuny.edu Web tools to enhance language acquisition are emerging all the time. Use of these tools in the classroom also helps students develop digital literacy and other 21st century skills. The presenter will share Web 2.0 tools (blogs, wikis, writing, grammar, pronunciation, and file storage sites) useful in the language classroom 

 

• Using Flipsnack to Design an Online Flipping Magazine for Academic Purposes. Flor Menendez, U de Oriente, flor2005m@hotmail.com;  Francisco Javier Andrade, U de Oriente, franc_javi492@hotmail.com Writing projects tend to be boring, but once you see a flipping online book or magazine in your computer, writing becomes challenging. Students can enliven all their writing assigments through Flicksnack, a free website that makes convertion of a PDF document into a flipping one more appealing for the readers!

 

• From Archaic to Contemporary: The Technological Makeover of Peer Editing. Rachel Adams Goertel, Pennsylvania State U, rag30@psu.edu; Sarah Henderson Lee, Lindenwood U, adele331@gmail.com. Peer editing continues to be a useful tool for writers of all backgrounds and abilities. However, rarely does a peer edit session evoke an enthusiastic response from students. Transitioning from pen and paper to electronic editing programs such as Track-Changer, provides a comfortable, high tech medium for students to collaborate.

 

• Integrating CALL in Science, Technology and Engineering for IEPs. Mardelle Azimi, CSU, Fullerton, American Language Program, mazimi@fullerton.edu; Michelle Luster, mluster@fullerton.edu. Enrollment among ESL students majoring in science, technology, and engineering is burgeoning. The presenters demonstrate CALL-driven lessons which enhance student learning in academic, scientific fields. Due to materials through dedicated websites, interactive programs, and real-world applications attendees will leave with developed, interesting intermediate and advanced level EAP lessons. Handouts provided. 

 

• Shaping the Way We Teach English Webinar Course.  Jennifer Hodgson, U.S. Department of State, hodgsonjm@state.gov. The Shaping the Way We Teach English Webinar Course is an online teacher training program hosted by the U.S. Department of State’s Office of English Language Programs. This professional development program for English teachers across the globe addresses methodological topics fostering interactive, student-centered language instruction. Program Alumni Welcome!

 

• From Face-to-Face to Hybrid: Opportunities and Challenges for Delivering Teacher Training Online. Christine Bauer-Ramazani, Saint Michael's College, cbauer-ramazani@smcvt.edu; Elizabeth O'Dowd, Saint Michael's College, eodowd@smcvt.edu; Mahmoud Arani, Saint Michael's Collge, marani@smcvt.edu. In the setting of a graduate TESOL program at a small, residential liberal arts college, the presenters will share what they have learned in the process of moving from traditional face-to-face course delivery to a hybrid format with a mixed population of on-campus and fully distant students.

 

• Practicing Listening and Pronunciation Online. Claudio Fleury, Casa Thomas Jefferson, claudio.fleury@gmail.com. There is close relationship between listening and speaking that influences understanding and communication in English. This session presents online and offline tools and activities that will help students improve their English skills. In addition, ideas for online activities that promote speaking and listening practice outside the classroom will be offered.

 

• Engaging TESOL Graduate Students with Extended Learning Opportunities Through Facebook. Sarina Molina, U of San Diego, sarina@sandiego.edu. In this session, I will report on the integration of a facebook platform in my language acquisition course for TESOL students in a graduate program in Southern California. Though this was initially set up for reporting on their language learning experiences, it has now taken on a multitude of purposes.

 

• Using the Indexing Feature in Microsoft Word to Track Vocabulary Usage. Zita Bodonyi, ELS Language Centers, bodonyi@hotmail.com. Similarly to the process technical writers use to compile an index, students can also use concordance tables to monitor their word usage. Learn how students can gauge their active vocabulary development in their writing through the use of indexing and concordance tables in Microsoft Word.

 

• CALL for Novice ESL Students. Stephanie Jinkyung Kim, ELS Learning Centers, gangnim@gmail.com; Rachel Redfield, ELS Learning Centers, akelemen10@gmail.com; Anna-Marie Kelemen, ELS Learning Centers, akelemen@gmail.com.  This presentation aims to address the issue of students illiterate in English in computer based classes with English interface. Reproducible handouts, useful websites and previously created PowerPoint presentations will be provided.

 

• Trendy Technology: Free & Engaging Websites, Apps,& Software that Enhance Learning. Sarah Elia, SUNY New Paltz, sarahelia@gmail.com; Jessica Marchi, SUNY New Paltz, marchij@newpaltz.edu. The presenters teach content courses of an IEP using free apps, websites, and software to supplement coursework and promote English proficiency. A clear description of each technology will be provided as well as examples of ways to use them in the classroom. Specific student learning outcomes will be included.

 

• Harmonizing: Accuracy, Fluency, and Intelligibility through Webcam Technology. Mark Tanner, Brigham Young U, mark_tanner@byu.edu. Teachers should be using the recording capabilities of mobile devices to assess, practice, and promote enhanced intelligibility on the part of their students. Teachers will experience ways they use this technology outside of the classroom and in the lab to enhance second language learners’ intelligibility.

 

• News and Notes: Using Online Videos and Student-Led Quizzes. Katie Barker, Massechussetts Institute of Technology, katiembarker@gmail.com. Using popular news websites and a class blog, a student chooses a current story that interests him. Peers access the blog, watch the video, and take notes to prepare for the student led quiz. Learn how to manage the listening activity using a blog and discuss variations on the activity.

 

• Interested in Enhancing Writing for Beginners? Bookr is Your Answer! Grazzia Maria Mendoza, Zamorano U, grazziem01@yahoo.com. Ever wondered how to help beginners enhance their writing skills? Bookr, your answer; it is a user friendly platform for interactive, collaborative writing work. Join me and you will learn: setup, suggested projects, suggestions to make writing fun, joyful and relevant. Student project samples will be shown. Handouts, Tutorials provided!

 

• The Wiki: The Underrated, Overlooked Writing Tool. James Goeertel, Pennsylvania State U, jpg20@psu.edu. Every ELL teacher would like for students to be enthusiastic about writing. Whether it is academic, creative or technical, a wiki is an underrated and overlooked tool. The presenters will demonstrate strategies to use a wiki to help students collaborate on writing, identify strengths and weaknesses, and revise final papers.

 

• A CALL Approach for Preparing Students for Presentation Contests. John C. Herbert, Akashi National College of Technology, taskchainbook@gmail.com. Enhance your students’ preparation for presentation contests by training them to train themselves, by helping them to maintain ownership of their transcripts without receiving excessive editing from you, and by showing them how to semantically parse their transcripts for online practice on Moodle with embedded audio for shadowing.

 

• Editing YouTube Videos with Free Software. Johanna Katchen, National Tsing Hua U, jekatchen@yahoo.com.  Whether you use YouTube to download videos for class or upload your videos, you may want to improve them before showing them to students or to the public. This session will give PC users tips on how to use free software for editing and adding captions to their videos.

 

• Using TED Talks in the Classroom. Fatma Ghailan, Education First New York, fatma.ghailan@ef.com; Diana Kalina, Education First New York. The presentation will discuss how to successfully utilize the website, “TED Talks” in a classroom setting as a means for students to practice their speaking, listening and writing skills through discussions and activities related to the chosen topics.

 

• Using Sound Recorder to Improve Pronunciation and Speaking. Thu Tran, Missouri University of Science and Technology, tranthu@mst.edu. Have you ever wondered how to best help your students improve their pronunciation and speaking fluency? This presentation will provide you with the skills needed to use Sound Recorder to assist your students in their effort in speaking English correctly either on their own or with the teacher’s help.

  

• Using Video to Flip the English Language Classroom. Marsha Chan, Mission College & Sunburst Media, marsha@sunburstmedia.com. “Flip teaching” blends Internet technology with classroom learning. The instructor provides web-streamed “lecture” videos that students view prior to class, where they focus on interaction, problem solving, and practical application. View sample videos for "flipping" and supporting classroom instruction in ESL courses. Learn about video recording, screen recording and resources.

 

• The ESTRELLAS eLiteracy Kit: digital Reading Environments for English Learners. Fatima Terrazas-Arellanes (fatima@uoregon.edu; Lynne Anderson-Inman, lynneandrs@gmail.com, Mindy Frisbee, mfrisbee@uoregon.edu, U of Oregon. Presenters will showcase how to use the ESTRELLAS eLiteracy Kit, a free online resource designed to supporting adolescent English Learners in content area classes by improving their abilities to read and learn in online digital environments. The Kit can be used by 6-12th grade ELL and content area teachers.

 

• Uses of Lextutor VocabProfile for Teachers and Learners. Rosario Giraldez, Alianza Cultural Uruguay Estados Unidos, r_giraldez@alianza.edu.uy. Conducting text analysis may seem very complex; however, it becomes really easy using the Internet version of Lextutor VocabProfile. The aim of this session is to show how VocabProfile works as well as to present a few ideas to incorporate this tool in the class for both teachers and learners.

 

• Clipboards as Self-Evaluation Tools: a Prezi Presentation.  Monika Floyd, U of Potsdam, monika_floyd@yahoo.com. Color-coded clipboards are easy to create tools for self-evaluation, especially for young learners. In a short Prezi presentation, the presenter will demonstrate how to design clipboards and show how to use those tools in beginner to intermediate ESL classrooms.

 

• MTV: Teaching English and Values.  Michel Riquelme Sanderson, U of Washington, michel_riquelme@hotmail.com.  Task-based lesson aimed at reflecting upon early pregnancy in teenagers, by analyzing one episode from MTV’s show 16 and Pregnant. The lesson emphasizes values, learning colloquial English, practicing the four linguistic skills, and working cooperatively. Microsoft Office, interactive board, Skype, and an e-mail account are required resources.

 

• Assumed Computer Knowledge of Saudi Students. Anna-Marie Kelemen, akelemen10@gmail.com, Stephanie Jinkyung Kim, gangnim@gmail.com; Rachel Redfield, rachelredfield@gmail.com, ELS Language Centers. This presentation hopes to address the issue of “assumed” computer knowledge of Microsoft Office in classrooms, especially among Saudi students. Personal experiences provided by intensive English program students will be presented. Solutions and techniques detailing how to work with these students will be suggested and discussed.  

 

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Mobile Devices

 

• Using an iPad to Create Mini-Lessons. Paige Ware, Southern Methodist U, pware@smu.edu This session shows how to amplify the power of a one-on-one tutoring session by recording short “how-to” lessons using an iPad application: ShowMe. The presenter will demonstrate how it has been used in a variety of teaching and learning situations for skills learning and cultural exchanges.

 

• Tools that Rule and Apps that Snap: iPads in the Language Classroom. Christopher DiStasio, Ohio Program of Intensive English (OPIE), distasio@ohio.edu 

Tools That Rule and Apps That Snap - The Manifold Benefits of iPads in the ESL Classroom.pdf The presenter will show through specific built-in features and free apps/online tools how class sets of iPads can provide many benefits to a language class, including building listening, speaking, grammar, vocabulary, and writing skills; providing valuable and immediate feedback; and eliminating unnecessary paper, all while enhancing class communicativeness.

 

• iPad Apps for Simplifying Classroom Management. James Broadbridge, J.F. Oberlin U, jrb@obirin.ac.jp Teacher Kit and iTeacher Book are easy-to-use apps that allow teachers to manage all aspects of their classroom. This presentation will demonstrate how they are used to manage attendance, classroom layout, grades and much more. Available for both iPad and iPhone, these stylish apps are a must for busy teachers.

 

• Pocket (or Handheld) Projectors: An Emerging Technology. Troy Cox, Brigham Young U, troy_cox@byu.edu As mobile technology becomes more pervasive, the desire to share what's on your little screen and move it to the big screen increases. This presentation will demonstrate how a pocket projector works and how it might be incorporated in teaching.

 

• Creating E-learning Courses Efficiently with Setup Scripts. Gordon Bateson, Kanazawa Gakiun U, gordonbateson@gmail.com This presentation will demonstrate an automated system that creates e-learning courses from data in a spreadsheet. The teacher specifies vocabulary, stimulus-response pairs, sample dialogs and written paragraphs in a spreadsheet. This data is then converted to online activities and courses optimized for delivery via diverse learning management systems.

 

• Using iPad Apps to Teach Writing. Jingjing Wei, Eastern Methodist U, jwei2@emich.edu This presentation demonstrates using iPad apps to facilitate writing process. Detailed lesson plans are developed to illustrate how appropriate apps could be incorporated to promote brainstorming, organizing, outlining, drafting, revising and proof-reading activities. Audiences will know how to access and implement each app and what are their benefits and limitations.

 

• In Perfect Harmony: Mobile Devices and Language Learning. Sandy Wagner, Defense Language Institute Foreign Language Center, sandylw303@yahoo.com Creating harmony between mobile devices and language learning encompasses the careful selection of Applications (Apps) that support the development of important skills and align to curriculum goals and objectives. This session provides criteria for App evaluation and sample Apps that meet the highest standards for language learning.

 

• Enhancing Fluent Reading with Tablet Computers. Monika Floyd, U of Potsdam, monika_floyd@yahoo.com, LuAnn Sorenson, U of Illinois at Urbana-Champaign, lsorenso71@gmail.com The presenters will demonstrate a variety of apps that support rapid reading and show how to use Kindles and iPads in order to enhance intermediate and advanced-level students’ reading fluency.

 

• Pinning, Pinned, Repinned. Andrea Hellman, Missouri State U, AndreaBHellman@missouristate.edu.  Teachers have caught the networking fever on Pinterest. It is hard to find an elementary classroom that doesn’t have a fantastic anchor chart modeled after the pin of a brainy teacher. Pinterest followers recognize each another by just one peek into a classroom. Want the best ideas? Start pinning.

 

• YouTube, Facebook, and the iPhone, Friendly Resources for Lifetime Decisions. Michel Riquelme Sanderson, U of Washington, michel_riquelme@hotmail.com Project aimed at finding and analyzing information about an undergraduate program in a foreign university, filming a video about it, and constructing a brochure. Students are exposed to integrated skills activities that include peer interaction and technological devices. The use Microsoft Office, Facebook, and Movie Maker are highly required.

 

• Google Voice + Cell Phones = Effective Speaking Assessment. Randall Davis, English Language Institute, U of Utah, eslrandall@yahoo.com Assessing students’ speaking skills can be a challenge for many teachers. Discover some practical and concrete ideas on how to evaluate your students’ speaking progress in specific and measurable ways using cell phones and online services such as Google Voice.

 

• The Moodle Advantage in Emerging Contexts. Silvia Laborde, Alianza Cultural Uruguay-Estados Unidos, silvia.laborde@alianza.edu.uy Moodle is the leader in Course Management Systems serving 50 million users in 5 million courses. The presenter will recap best practices to further communicative competence and show how teachers can extend them into an online environment with software that will not create financial chaos in an educational organization,

 

• Writing Lessons with Photography and Video. Ingrid Greenberg, San Diego Community College District, igreenbe@sdccd.edu Learn how writing lessons can be enhanced with photography and video. Photos can be used for autobiography/biography lessons. Author will demonstrate how photos and video can be used as a tool for writing lessons as well as embedded in MS Word and MS Power Point as a final product.

 

• Podcasts, Web-Based Recordings & Videocasts: Dynamic and Interactive Ways to Provide Feedback. Evelyn Izquierdo, Universidad Central de Venezuela/VenTESOL/AVEALMEC, evelyn.izquierdo@gmail.com; Miguel Mendoza, Universidad Central de Venezuela/VenTESOL/AVEALMEC, mmendoza97@gmail.com The use of podcasts, web-based recordings and videocasts have become very popular in the ELT field. They are powerful asynchronous tools for students to enhance their listening/speaking skills, and excellent resources for teachers to evaluate. This session will demonstrate how these tools can be used to provide feedback.  

 

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