Presentation Abstracts

 

John Ade

     Pearson Longman

     cindy.dodgion@pearson.com

Accelerating vocabulary: The on-ramp to academic success

Saturday, November 14, 2009   10:15-11:00   WEST D

Publisher Session   45 minutes   SE, IEP / HE

  

With vocabulary being a key predictor of reading comprehension, systematic vocabulary instruction is critical to move English language learners forward.  This session will explore how a multi-tiered approach to teaching vocabulary offers the best opportunity to equip learners with the skills they need for academic success.

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Madeleine Adkins

     International English Center, UCB

     madeleine.adkins@colorado.edu

Exploring language ideologies with video

Saturday, November 14, 2009   10:15-11:00   WEST E

Paper   45 minutes   AE, AL, BE, SE, IEP / HE

 

Language ideologies (Schieffelin, Woolard, Kroskrity 1998) can have a major impact on language acquisition, for better and for worse: they can attract or repel, encourage or discourage, and even distract and confuse language learners. This presentation will include an overview, hands-on activities using video clips, and small group discussions. bd14710_

Myrna Ann Adkins

     Spring Institute for Intercultural Learning

     maadkins@springinstitute.org

Understanding the effects of trauma and torture in order to serve refugees better in class

Friday, November 13, 2009   1:30-3:15   CONIFER

Demonstration   105 minutes   AE, GA

 

Burna Dunn

     Spring Institute for Intercultural Learning

     bdunn@springinstitute.org

Brandy Kramer   

     Spring Institute for Intercultural Learning

     Brandy.kramer@msn.com

Sarah Schoentgen

     Spring Institute for Intercultural Learning

     sschoentgen@gmail.com

Barbara Sample

     Spring Institute for Intercultural Learning

     bbsample@springinstitute.org

 

Trauma is inherent in the experience of refugee migration and resettlement. When teachers understand the nature and effects of trauma, they are better able to create lessons that assist their students in the adjustment process. This session will be in two parts. First, presenters will provide information about the effects of trauma, grief, and anxiety on learning and the challenges newcomers face as they learn English and move toward integration into their new lives. Second, presenters will describe a pilot ESL class offered at a center for survivors of torture and demonstrate classroom activities that address memory function, readiness to learn, and the ability to adjust to a new culture

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Cheri Amrine

     Fort Lupton Middle School, Weld Re-8

     camrine@ftlupton.k12.co.us

Measuring the affective filter: Guiding targeted change

Friday, November 13, 2009   2:30-3:15   PARKER

Paper   45 minutes   AL, BE, EE, SE, IEP / HE

 

 Susan Holloway

     Fort Lupton High School, Weld Re-8

     sholloway@ftlupton.k12.co.us

 

Krashen brought the Affective Filter to the forefront.  The researchers of this paper would like to continue and extend the professional conversation to include how to measure it, and how such measurement can guide changes in the classroom for the individual student, as well as the class as a whole.

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Melissa Arnold

     Oxford University Press

     melissa.arnold@oup.com

Grammar as a writing tool

Saturday, November 14, 2009   10:15-11:00   WEST A

Publisher   45 minutes  

 

How can we help learners apply their grammatical knowledge to their academic writing?  This hands-on demonstration offers a highly practical approach to help advanced students synthesize their extensive yet often abstract knowledge of grammar.

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Melissa Arnold

     Oxford University Press

     melissa.arnold@oup.com

Increasing students' active vocabulary with interactive white board

Friday, November 13, 2009   1:30-2:15   WEST A

Publisher   45 minutes  

 

The Oxford Picture Dictionary (2nd edition) features two new exciting technology components: an interactive CD-ROM for students and an interactive classroom presentation tool for teachers.  See how students will increase their active vocabulary in and out of the classroom.

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Mary Louise Baez

     Cambridge University Press

     mbaez@cambridge.org

Ventures: Success for students, flexibility for teachers

Friday, November 13, 2009   3:30-4:15   WEST A

Publisher Session   45 minutes  

 

Come learn how Cambridge’s standards-based, five-level Ventures uses a wide array of components to encourage learner persistence and build community.  Our authors’ respect for adult learners is exemplified by the relevant topics and systematic skill-building, which lead to student success.  The program’s flexibility meets the varied needs of adult education classrooms.

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Mary Louise Baez

     Cambridge University Press

     mbaez@cambridge.org

Cambridge prepares students for academic success

Saturday, November 14, 2009   1:30-2:15   WEST A

Publisher Session   45 minutes  

 

Are you looking for texts to prepare your students with academic skills?  Come learn about Academic Encounters: The Natural World, Making Connections: Intermediate, and the new Cambridge dictionaries.  The presenter will highlight the key features of each book, series, or dictionary, and involve the audience in short activities.

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Patricia Baker

     Skyline High School

     baker_patricia@stvrain.k12.co.us

Implementing an ESL mentorship program

Saturday, November 14, 2009   11:15-12:00   SPRUCE

Demonstration   45 minutes   EE, PA, SE

 

Teddie Ryan

     Skyline High School

     ryan_teddie@stvrain.k12.co.us

 

This demonstration outlines implementation of a mentorship program at Skyline High, the main objective being to promote success for new ESL students.   Former ESL students are matched with new ESL students to mentor both academically and socially throughout the school year. Presenters will discuss successes and failures and possible changes.
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Jay Baugher

     Universidad de la Canada, Oaxaca, Mx.

     jay.baugher@usasalesconsulting.com

Teaching English in Mexico

Saturday, November 14, 2009   1:30-2:15   GOLDEN

Demonstration   45 minutes   IEP / HE, GA, SE

 

Andrea Baugher

     andrea.baugher@usasalesconsulting.com

 

If youve ever dreamed of going to Mexico to teach English, this is your chance to learn about the experience.  The presenters went to a rural location in Oaxaca State for six months to teach at a local university. Paperwork, safety, travel, food preparation, housing, the students, narco-traficantes: they have the straight scoop.

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Nancy Berry

     Intensive English Program, Colorado State University

     nancy.berry@colostate.edu

Creating integrated skills projects using PhotoStory3

Friday, November 13, 2009   10:15-11:00   CONIFER

Demonstration   45 minutes   CALL, GA, IEP / HE

 

Sharmini Gingras

     Intensive English Program, Colorado State University

     sardonyx_77@hotmail.com

 

PhotoStory3 is an easy, free software program that students can use to create projects that naturally integrate all skills and increase language fluency and accuracy.  Presenters will share examples of student-created PhotoStory3 projects and actually create a PhotoStory3 project during the session.  A handout with step-by-step instructions will be provided. bd14710_

Robert W. Blair

     Brigham Young University

     robertwblair@yahoo.com

Interactive art lessons as teaching tools

Friday, November 13, 2009   3:30-4:15   PARKER

Demonstration   45 minutes   EE, GA

 

Julia Blair

     Brigham Young University

 

Teaching EFL in China in 1980 with no textbook, the presenters created lesson plans called “Art Lessons” in which students sketched dictated pictures that led to rich discussion and imaginative story creation.  In years since, we’ve used “Art Lessons” to the delight of hundreds of students at various levels.

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Dell Blair

     dellblair@gmail.com

Tapping the gift children have for language

Friday, November 13, 2009   1:30-2:15   WEST D

Demonstration   45 minutes   AL, BE, EE

 

This is a demonstration/lecture showing materials and media developed for bilingual curricula to take level zero students to marginal competence. Using music, dance, illustrations, stories, and hands-on activities, the teacher guides the students into understanding and producing the target language.

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Anne Bliss

     University of Colorado Boulder

     anne.bliss@gmail.com

Globalization: World English

Friday, October 13, 2009   9:15-10:00    PARKER

Paper   45 minutes   AE, GA, IEP / HE

 

This presentation discusses the role of English as a world language and why certain features, e.g., word order, inflection, and number and sounds of vowels, enable many language groups to use English for international and interlingual communication.  Related features of various "ishes" (Spanglish, Chinglish) will also be discussed. bd14710_

Kathy Bougher

     University of Colorado Denver, Denver Public Schools, Coloradans for Immigrant Rights

     kathybougher@hotmail.com

Immigration issues for educators

Friday, November 13, 2009   1:30-3:15   CHERRY-PLUM

Panel   105 minutes   GA

 

LeeAnn Gott

     Aurora Public Schools, Coloradans for Immigrant Rights

     lgott88@msn.com

Jordan Garcia

     Coloradans for Immigrant Rights, American Friends Service Committee

     jgarcia@afsc.org

 

Immigration is a complicated, volatile issue that impacts students, families, and educators.  Presenters will facilitate an immigration history timeline activity and a discussion on current proposals for immigration reform.  Discussion will include implications for schools and families.  Presenters will provide information on resources for teaching immigration topics in the classroom.

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Kat Bradley-Bennett

     St. Vrain Valley Adult Education  / Northern Colorado Professional Development Center

     bennett_katharine@stvrain.k12.co.us

Task-based listening techniques for adult ESL

Friday, November 13, 2009   1:30-3:15   EVERGREEN

Workshop   105 minutes   AE

 

This hands-on workshop will introduce ways to use task-based listening as a warm-up activity, a means of formal and informal assessments, and to provide students at any level the opportunity to engage in an activity and demonstrate comprehension without the stress of oral or written production.

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Barbara Schuman Brekus

     Community College of Denver

     barbara@vark.us

Adapting the Sheltered Instruction Observation Protocol (SIOP) Model to the ESL lab

Friday, November 13, 2009   11:15-12:00   PARKER

Demonstration   45 minutes   AE, AL, IEP / HE

 

Muge Sen-Gucuk

     Community College of Denver

     mugsen@hotmail.com

 

The Sheltered Instruction Observation Protocol Method  (SIOP) is very effective with second language learners.  However, because of its emphasis on planning and building background, it needs modification for use in the Learning Lab.  This presentation discusses modifications and demonstrates SIOP techniques used in the Community College of Denver ESL Lab.

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John Brezinsky

     Pearson Longman

     cindy.dodgion@pearson.com

Academic preparation: Language, critical thinking, online learning

Friday, November 13, 2009   2:30-3:15   WEST A

Publisher Session   45 minutes   SE, IEP / HE

 

Integrating language skills, grammar, and vocabulary into a comprehensive ESOL program including engaging content, critical thinking, and an online component is a significant challenge. The presenter describes one such program, the third edition of the NorthStar series.

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Paula Brown

     CTB/McGraw-Hill

     paula_e_brown@ctb.com

The Colorado "No Surprises" language proficiency model

Friday, November 13, 2009   3:30-4:15   WEST E

Publisher Session   45 minutes   BE, EE, SE, GA, IEP / HE

 

Enrique Pilleux

     CTB/McGraw-Hill

     enrique_pilleux@ctb.com

Anne Ramirez

     Weld County School District RE-6

     annramirez@greeleyschools.com

 

The Colorado “No Surprises” Model provides educators with a clear understanding of student language proficiency.  Join CTB/McGraw-Hill and Anne Ramirez from Weld County School District in Greeley to determine how the LAS Links Benchmark Assessments can be used to track the progress of English language learners throughout the school year.  bd14710_

Dieter Bruhn

     One World Training

     dbruhn@oneworldtraining.com

Techniques for teaching beginners

Friday, November 13, 2009   3:30-4:15   CHERRY-PLUM

Demonstration   45 minutes   AE, EE, SE

 

In this lively and interactive demonstration, the presenter will model techniques and activities for teaching beginners.  Audience members will be put into the role of beginning language learners and will take part in a mini lesson conducted completely in Thai.  A discussion will follow, and detailed handouts will be provided. bd14710_

Carolyn Burtner

     Rigby

     carolyn.burtner@hmhpub.com

On Our Way to English (New 2010 Edition)

Friday, November 13, 2009   10:15-11:00   WEST A

Publisher Session    45 minutes  

 

The new 2010 edition of On Our Way to English will be introduced.  The program is a truly comprehensive program for English language learners that focuses on language, literacy, and content.  Based on scientifically proven and effective research, On Our Way to English assures that ELL students will learn to read and write as effectively as their English-speaking peers.

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Shirlaine Castellino

     Spring International Language Center

     shirlaine.castellino@arapahoe.edu

The beauty of reading circles

Saturday, November 14, 2009   1:30-2:15   BOULDER

Demonstration   45 minutes   SE, IEP / HE

 

If you haven't heard of "reading circles,” this is the session for you.  The presenter aims to show how effective reading circles are at empowering students and developing responsibility and teamwork.  Participants will go through the process themselves to understand how it works, especially in an advanced level reading class.

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Ranee Cervania

     Community College of Denver

     ranee.cervania@ccd.edu

Infusing critical thinking skills into your curriculum

Friday, November 13, 2009   1:30-2:15   GOLDEN

Demonstration   45 minutes   AE, AL, GA

 

Research has shown that many of our students lack ‘higher-order’ or critical thinking skills.  Clement and Lockhead (1980) claim that teachers focus on the “what” (content) rather than the “how to” (thinking process).  Participants will experience first-hand how to infuse critical thinking skills in a lesson on sequencing.

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Cheng-Kan Chen

     University of Northern Colorado

     christine2c@hotmail.com

Exploring Taiwanese students' perspectives toward academic English

Friday, November 13, 2009   2:30-3:15   WEST D

Paper   45 minutes   AE, Be, IEP / HE

 

This paper attempts to explore Taiwanese students’ perspectives toward academic English in American higher education by employing a narrative inquiry methodology. Four participants tell their stories about their previous English language learning experiences and language difficulties they encountered in the United States. Major findings and implications will be discussed.

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Marilee Cloonan

     Ralston Public Schools

     marilee_cloonan@ralstonschools.org

Latinas empowered: Group exploration within the  school setting

Saturday, November 14, 2009   11:15-12:00   WEST D

Demonstration   45 minutes   AL, BE, SE

 

Stacy Athow

     Ralston High School

     stacy_athow@ralstonschools.org

 

This presentation will demonstrate how Latina high school students engage in interactive examination of beliefs and experiences regarding educational/social/familial matters. Cultural context underlies discussion supporting the leadership of the group itself.  The group culminates in career goals exploration and post-secondary planning. Framework, outline, and example discussions will be provided.

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Beth Cloven

     Intensive English Program, Colorado State University

     beth.cloven@colostate.edu

Making the most of conversation partners

Friday, November 13, 2009   1:30-2:15   WEST E

Demonstration   45 minutes   GA, IEP / HE

 

Having conversation partners in your classroom is a great opportunity for students; however, sometimes both students and conversation partners need guidance to help them interact successfully.  The presenter will give suggestions for finding partners and designing effective activities, and discuss benefits and things to consider when working with conversation partners.

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Anita Cooper

     Educational Consultant

     cooper_anita@yahoo.com

Content area reading for struggling/unchallenged learners

Saturday, November 14, 2009   1:30-3:15   WEST D

Workshop   105 minutes   AL, EE, SE

 

 Sarah Austin

     University of Colorado Denver, New America School

     knepaustin@msn.com

 

Two workshop sessions:  Ongoing Assessment and Independent Work Levels (1), and Centers, how to develop self-access centers, set up and effectively use in the Secondary Classroom (2).  Participants will have time for practice with practical ideas, and with renewed knowledge and self-confidence effectively meet the needs of challenging populations. bd14710_

Lindy Crawford

     University of Colorado Colorado Springs

     mcrawfor@uccs.edu

Meeting the needs of secondary ELLs in math

Friday, November 13, 2009   9:15-10:00   CONIFER

Demonstration   45 minutes   BE, EE, SE, GA

 

Barbara Freeman

     Digital Directions International

     helpprogram@comcast.net

 

In this session the presenters will demonstrate the various features of an innovative, web-based supplemental mathematics program designed for middle school English language learners. The program, HELP Math, presents middle school mathematics content via sheltered instruction techniques coupled with Spanish support. HELP Math has been researched extensively and has demonstrated success.

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Debra Daise

     University of Colorado Boulder

     daise@colorado.edu

Re-imagining vocabulary: A triathlon of activities

Saturday, November 14, 2009   11:15-12:00   CHERRY-PLUM

Demonstration   45 minutes   SE, IEP / HE

 

 Charl Norloff

     University of Colorado Boulder

     norloff@colorado.edu

Ruth Moore

     University of Colorado Boulder

     Ruth.Moore@colorado.edu

 

We re-imagine our approaches to vocabulary development in this demonstration by presenting a triathlon of activities to help students finish with the vocabulary they need. We dive in with activities to introduce vocabulary, spin off with activities to reinforce the vocabulary, and run with activities to use the vocabulary.

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Connie Davis

     St. Vrain School District

     ncpdc@stvrain.k12.co.us

Multicultural classrooms and cross-cultural communication

Saturday, November 14, 2009   10:15-12:00   PARKER

Workshop   105 minutes   AE, GA

.

As teachers, we interact closely with students and family members from a variety of cultures. In this timely and interactive session, participants will discuss scenarios and situations involving cross-cultural communication (CCC), develop a broader awareness of cross-cultural experiences, and take home some tips, strategies, and resources for successful CCC.

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Christine Deines

     Colorado Department of Education

     deines_c@cde.state.co.us

Language learners and diversity resources at your local library

Friday, November 13, 2009   11:15-12:00   SPRUCE

Paper   45 minutes   AE, Be, EE, PA, GA, IEP / HE

 

Cindy McFadden

     Arapahe Library District

     cmcfadden@ald.lib.co.us

Warren Taylor

     University of Colorado Denver

     taylorwg@comcast.net

    

 

The library as both a curriculum and a vast community resource will enable students to become more connected with their community, U.S. culture, and customs, as well as provide them with the tools necessary to succeed in the U.S. as future citizens.  The library is a perfect resource for all English language learners.  Best of all, it's FREE!  Come find out about all the great ways your local library can enhance your ELA classrooms, learn library curriculum, and even find out about English classes offered at your local library!

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Ruby Eichenour

     Community College of Aurora

     ruby.eichenour@ccaurora.edu

Beyond Hangman: Effective, meaningful vocabulary practice activities

Saturday, November 14, 2009   1:30-3:15   EVERGREEN

Workshop   105 minutes   AE, GA, IEP / HE

 

How do we use the classroom to help students get the 12 meaningful encounters necessary to integrate new vocabulary?  In this workshop participants will engage in various rich, fun, interactive vocabulary practice games, and will leave with a plan for making their classroom vocabulary instruction more dynamic and effective.

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Anna Fichman

     University of Utah

     a.fichman@utah.edu

Integrating poster presentations in ESL writing classes

Friday, November 13, 2009   9:15-10:00   WEST C

Demonstration   45 minutes   SE, IEP / HE

 

Teaching academic writing does not have to be tedious and unexciting. The presenter will show how engaging students in research projects and poster presentations related to their interests can motivate them to get involved in class activities and enhance their writing.

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Anna Fichman

     University of Utah

     a.fichman@utah.edu

Virtual campus:  Email requests by ELLs

Friday, November 13, 2009   3:30-4:15   CONIFER

Paper   45 minutes   AE, CALL, IEP / HE

 

International students using email to communicate with their professors face a double challenge: lack of adequate linguistic skills, and unfamiliarity with the rules of netiquette. This paper investigates how NNS, in comparison with NS, formulate email requests and use standard email elements (title, greeting) in electronic messages to academic instructors. bd14710_

Rebecca Fisher

     Spring International Language Center (Arapahoe Campus)

     r.fisher@spring.edu

Challenges and solutions for pre-university Libyan students

Saturday, November 14, 2009   11:15-12:00   BOULDER

Paper   45 minutes   IEP / HE

 

Heidi Peterson

     Spring International Language Center (Arapahoe Campus)

     heidi.p@spring.edu

Nasser Bireni

     President of the Libyan Students Union, University of Colorado Denver

Karen Barker

     Spring International Language Center (Auraria Campus)

     karen.barker@spring.edu

 

The cumulative effect of being a Libyan student in Colorado over the age of 30 with limited English proficiency on a governmental scholarship complicates admission to U.S. universities.  Through student videos and discussion, the panel will detail statistics and the unique trials and successes of Libyan students.

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Barbara Flocke

     International English Center, University of Colorado Boulder

     flocke@colorado.edu

The greening of an IEP curriculum

Friday, November 13, 2009   10:15-11:00   BOULDER

Demonstration   45 minutes   IEP / HE

 

Susan Fouts

     International English Center, University of Colorado Boulder

     fouts@colorado.edu

    

Sustainability -- the ability of humans to live in harmony with their environment -- is an essential concept today.  Presenters will demonstrate the elements of a sustainable practices curriculum created at their IEP.  Ideas for future curriculum development geared to business practice and across the four skills areas will also be presented.

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Keith Folse

     University of Central Florida

     keith.folse@gmail.com

Great Writing: Less grading, smarter grammar, more vocabulary

Saturday, November 14, 2009   10:15-11:00   BOULDER

Demonstration   45 minutes   SE, IEP / HE, GA

 

An author of the brand-new edition of the five books in the Great Writing Series will explain how teachers can and should use activities that require less teacher grading, include a smarter selection of grammar, and promote more vocabulary learning as they help  ELLs improve their composition skills.

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Dr. Elizabeth Franklin

     University of Northern Colorado

     elizabeth.franklin@unco.edu

Strategies for teaching award-winning Latino books

Friday, November 13, 2009   2:30-3:15   SPRUCE

Demonstration   45 minutes   BE, EE,  GA

 

Dr. Maria Lopez

     University of Northern Colorado

     maria.lopez@unco.edu

 

This session acquaints TESL K-12 teachers with four authentic award-winning Latino children’s literature books.    Participants will also learn eight key strategies for teaching academic vocabulary development, comprehension, and critical thinking to the English learners reading these books.

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Kathy Gamble

     Front Range Community College, Boulder County Campus

     kathy.gamble@frontrange.edu

Are you listening?  Podcasts for ESL students

Friday, November 13, 2009   10:15-11:00   WEST D

Demonstration   45 minutes   AE, GA, IEP / HE

 

Helen Nielsen

     Front Range Community College

     helen.nielsen@frontrange.edu

Jim Piccolini

     Front Range Community College

     jim.picolini@frontrange.edu

 

How can instructors use podcasts to supplement classroom instruction?  We will share examples of instructor-created audio and video mini-lessons in grammar, pronunciation, listening, reading, and authentic listening activities designed to assist ESL students transitioning to college degree programs.  Suggestions for implementation will be included. bd14710_

Leslie Grant

     University of Colorado Colorado Springs

     lgrant@uccs.edu

Podcasts and vodcasts for teacher training

Friday, November 13, 2009   2:30-3:15   GOLDEN

Demonstration   45 minutes   AL, GA, IEP / HE

 

Yvonne Bogard

     Regis University

     ybogard@regis.edu

 

Adding a podcast or vodcast (video podcast) to an online course makes content easier—and more interesting—to deliver online.  The presenters demonstrate podcasts and vodcasts so that participants understand both the steps and benefits of this technology.  Participants will leave with instructions for creating their own podcasts and vodcasts.

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Krassin Gueorguiev

     Spring Institute for Intercultural Learning

     kgueorguiev@spring Institute.org

The bus to Mogadishu

Friday, November 13, 2009   9:15-10:00   WEST B

Demonstration   45 minutes   AE

 

Burna Dunn

     Spring Institute for Intercultural Learning

     bdunn@springinstitute.org

 

What information do refugees need to integrate into American society?  This interactive session will look at the issue of overseas and stateside cultural orientation and draw from the Spring Institute's current cultural orientation curriculum to demonstrate activities to help newly arrived refugees navigate their new homeland.

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Gretchen Hack

     Community College of Denver

     gretchen.hack@ccd.edu

What?!  My paper's not perfect?!

Friday, November 13, 2009   9:15-10:00   GOLDEN

Discussion   45 minutes   AL, SE, IEP / HE

 

How do ELL students recognize errors in their writing?  Students say they want both classroom instruction and individual help, but what’s their  effectiveness?  Discussion will center on action research with community college advanced composition students.  Surveys of three terms of students and experimentation with input processing will inform our reflection.

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Kyla Hammond

     University of Colorado Colorado Springs

     kyla.hammond@ccsu.edu

ESL as the cornerstone for higher education global initiatives

Friday, November 13, 2009   9:15-10:00   WEST D

Paper   45 minutes   IEP / HE, GTA, PA

 

Anthony Shull

     University of Colorado Colorado Springs

     ashull@uccs.edu

Debby Jennings

     University of Colorado Colorado Springs

     djenning@uccs.edu

 

ESL is a vital component for internationalizing a university.  Within an international framework, ESL programs are an important educational tool for emphasizing the value of diversity, providing exposure to other cultures, and building inclusiveness, and are the cornerstone of the new Office of Global Programs at University of Colorado Colorado Springs.

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Dana Harper

     Emily Griffith Opportunity School

     d.harper10@gmail.com

Translating the TOEFL into classroom activities

Friday, November 13, 2009   10:15-11:00   SPRUCE

Demonstration   45 minutes   AE, IEP / HE

 

This presentation will demonstrate practical activities to teach some of the more difficult aspects of the TOEFL.  These aspects include inserting sentences, paraphrasing, recognizing a good paraphrase, integrating reading and speaking for either writing or speaking, recognizing negative factual information, and taking notes.

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Jill Haver

     Hunters Glen & Prairie Hills Elementary Schools, Adams 12

     jill.haver@adams12.org

Engaging ELLs with iPods

Saturday, November 14, 2009   1:30-3:15   CHERRY-PLUM

Workshop   105 minutes   EE, SE, GA

 

Alicia Estis

     Coronado Hills Elementary

     alicia.estis@adams12.org

Shelley Stetler

     Adams 12 Five Star Schools

     shelley.stetler@adams12.org

Julie Bowline

     Adams 12 Five Star Schools

     julie.bowline@adams12.org

 

Adams 12 School District conducted a pilot project in 2008/09 where four ESL teachers sent home iPods with elementary students to increase their listening and reading time at home.  Teachers were very pleased with the results and will expand the program in 2009/10. The presenters will share the program design, implementation, successes, and lessons.

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Scott Hedblom

     Denver Public Schools

     scott_hedblom@dpsk12.org

A novel idea

Friday, November 13, 2009   3:30-4:15   SPRUCE

Demonstration   45 minutes   AE, GA

 

This presentation will introduce classic literature in an adult education reading class through graded readers.  Students learn the basic elements of literature, i.e., setting, plot, conflict, characters, and theme, and how these elements are essential in discussions and/or summaries of novels, short stories, play and movies.

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Andrea Heyman

     Front Range Community College

     dickh@verinet.com

Teaching pronunciation in the adult ESL classroom

Friday, November 13, 2009   2:30-4:15   BOULDER

Workshop   105 minutes   AE, IEP / HE

 

This workshop will take the participant through the process of integrating pronunciation within their existing classes, as well as setting up a specific pronunciation curriculum.  How to teach pronunciation, as well as several activities, will be presented in a sequential fashion to help the teacher organize his/her lesson plans.

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Jeanne Hind

     Spring International Language Center

     auraria@spring.edu

International enrollment management: IEPs and what it means

Friday, November 13, 2009   3:30-4:15   EVERGREEN

Discussion   45 minutes   PA. IEP / HE

 

Margie Gough

     Intensive English Program, Colorado State University

     margaret.gough@colostate.edu

 

Intensive English programs must deal with fluctuations in student numbers. These impact the entire program:  administrators, staff, teachers, and students. International enrollment management is the trend, but programs are not clear on what this means.  This session looks at enrollment trends and introduces the issues and ways we manage enrollments.

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Carol Johnson

     carol.johnson@renlearn.com

Math: It's not all numbers

Friday, November 13, 2009   3:30-4:15   GOLDEN

Demonstration   45 minutes   AL, CALL, EE

 

Most educators recognize the relationship between language proficiency and achievement in text-heavy content areas such as language arts and social studies. What is not so obvious and therefore less understood is how language proficiency affects learning math. This session is a demonstration of the affect of English proficiency on math. bd14710_

Pat Johnson

     ESL Language Centers

     pjohnson@els.edu

Trends and practices in Chinese student acculturation

Friday, November 13, 2009   10:15-12:00   WEST C

Workshop   105 minutes   GA, IEP / HE

 

Andrea Feldman

     University of Colorado Boulder

     feldman@colorado.edu

 

Chinese students are studying at a variety of U.S. institutions in increasing numbers. What are their goals and how should institutions, teachers, administrators, and advisors take into account the “Chinese” and “American” cultures to help students achieve them?  We will present contemporary insights and develop strategies for bridging cultures successfully. bd14710_

Stephanie Johnson

     Lewis Palmer School District

     sjohnson@lewispalmer.org

Knock, knock, who's there?  A high school Non-English Proficient student (NEP)

Saturday, November 14, 2009   10:15-11:00   EVERGREEN

Discussion   45 minutes   PA, SE, GA

 

Lisa Hatfield

     Lewis Palmer High School

     lhatfield@lewispalmer.org

 

What do you do when you come to work one morning and someone knocks on your high school classroom door with a brand new non-English speaking student? This discussion is centered on our anecdotal revelations, teaching philosophies, and no-kidding strategies for fire hose language acquisition while striving for meaningful learning.

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Cayenna Johnson

     Emily Griffith Opportunity School

     cayenna_johnson@dpsk12.org

Improvisational storytelling

Saturday, November 14, 2009   10:15-11:00   CHERRY-PLUM

Demonstration   45 minutes   AE, BE, IEP / HE

 

Love triangles, revenge, and misunderstandings are not only the building blocks of smutty TV.  They are also the makings of an ABsolutely-FABulous ESL class.  During this demonstration participants will create a story together using Total Physical Response (TPR), pictures, and improvisational acting.  Then everyone will leave with a step-by-step handout to do it on their own.

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Donna Kapp

     Spring Institute for Intercultural Learning

     donnajkapp@gmail.com

Reading to write well

Saturday, November 14, 2009   1:30-2:15   WEST B

Demonstration   45 minutes   AE, IEP / HE

 

Teach writing by teaching reading.  Not only will your students improve their writing, but reading like a writer can enhance your students' vocabulary, understanding of grammar, and literary elements, critical thinking skills, and much more.  Discussion of genres, suggested texts, writing prompts, and extension activities will be included. bd14710_

Evelyn Kaye

     Front Range Community College, Longmont

     epkaye@msn.com

Fun field trips for adult ESL students

Saturday, November 14, 2009   1:30-2:15   SPRUCE

Demonstration   45 minutes   AE, AL, GA

 

Nadeen Lester

     Front Range Community College, Longmont

 

Field trips for adult ESL students can be to art museums, businesses, and libraries. These will be memorable educational experiences which enhance and enrich students' knowledge of English.  Practical information will focus on pre-trip preparation, trip ideas, and follow-up activities.

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Laura Keiser

     G. Stanley Hall Elementary, Papillion-LaVista School District

     lkeiser@paplv.esu3.org

Unpacking content material for English language learners

Friday, November 13, 2009   11:15-12:00   WEST D

Paper   45 minutes   EE, SE, IEP / HE

 

Lora Vokoun

     Parkview Heights Elementary, Papillion-LaVista School District

     lvokoun@paplv.esu3.org

 

Whether attempting to make content comprehensible in the classroom, at grade level, or at the district level, the same strategies apply:  analyzing the learning target, tiering vocabulary, identifying critical language and thinking skills, and differentiating activities for beginning and intermediate language level students.
 
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Amelia Koopmann

     Green Mountain Elementary, Jeffco Public Schools

     ameliakoopman@hotmail.com

Anchor charts make learning and thinking visible

Friday, November 13, 2009   2:30-4:15   WEST C

Workshop   105 minutes   EE

 

Suanne Hawley

     Green Mountain Elementary, Jeffco

     shawley@jeffco.k12.co.us

 

What are anchor charts?  How are they used to enhance literacy learning in a meaningful and purposeful way across different content areas?  See real classroom examples and learn management strategies for making anchor charts useful for ALL students.

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Juli Lamb

     Spring International English Center

     jl80303@gmail.com

Writing prompts that will engage your students

Saturday, November 14, 2009   11:15-12:00   EVERGREEN

Demonstration   45 minutes   AE, IEP / HE

 

Are your students tired of writing about the same old topics?  This hands-on session presents fresh new writing prompts and teaching techniques that encourage students to truly express themselves in their writing.  Attendees of this session will leave with ideas and reproducibles to use in their next class.

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Sue Lavin

     Pro Lingua Associates

     info@ProLinguaAssociates.com

Building a life together in the U.S.

Friday, November 13, 2009   11:15-12:00   WEST A

Publisher Session   45 minutes  

 

Pro Lingua’s new book Trials and Errors follows the life of a young couple.  Ann returns to the U.S. with JD, a husband from another culture.  His English needs work, and he needs work.  The students listen, read, discuss, and role play their trials and correct JD’s errors.

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Dianne Lefly

     Colorado Department of Education

     lefly_d@cde.state.co.us

English learners on the road to proficiency

Friday, November 13, 2009   1:30-2:15   PARKER

Paper   45 minutes   EE, PA, SE

 

Two related studies of ELL students are presented: 1) a matched cohort analysis of the relationship between the Colorado English Language Acquisition (CELA) assessment and the Colorado Student Achievement Program (CSAP) for ELLs, and 2) what the Colorado Growth Model tells us about Colorado’s English language learners.

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Ardith Loustalet

     St. Vrain Valley Adult Education

     ncpdc@stvrain.k12.co.us

Great graphic organizers for better writing

Friday, November 13, 2009   1:30-2:15   WEST C

Demonstration   45 minutes   AE, GA

 

The CASAS Functional Writing Assessment (FWA) now verifies progress for adult learners at all intermediate and advanced ESL levels in Colorado.  This presentation will inspire teachers to help learners at all levels use the visual and kinesthetic power of graphic organizers to improve their writing and their FWA scores.

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Ardith Loustalet

     St. Vrain Valley Adult Education

     ncpdc@stvrain.k12.co.us

Ramp up classroom quality with volunteers

Saturday, November 14, 2009   2:30-3:15   GOLDEN

Demonstration   45 minutes   AE, GA

 

Greater demand for adult ESL may be in the air, but budgets don’t support expanded staffing.  Thankfully, nationwide trends toward volunteerism can help programs by putting community members to work as classroom aides.  It’s easy to recruit, train, and benefit from their services.  This presentation suggests how to do it.

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Jesse Markow

     WIDA Consortium, Wisconsin Center for Educational Research, University of Wisconsin-Madison

     markow@wisc.edu

Starting from CAN DO!

Friday, November 13, 2009   10:15-12:00   JEFFERSON

Workshop   105 minutes   AL, EE, SE

 

Learn how to use existing ELL knowledge and skills as a foundation for student academic language and academic achievement through the CAN-DO Descriptors, developed from the WIDA ELP Standards (the basis for TESOL Standards), in this interactive workshop.

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Tamara Milbourn

     International English Center, UCB

     milbourn@colorado.edu

TOEFL vs. IELTS: What's the difference

Friday, November 13, 2009   9:15-10:00   CHERRY-PLUM

Discussion   45 minutes   AE, IEP / HE

 

This past year, a surge in students taking the IELTS to get into institutions of higher learning occurred in Colorado.   This presentation’s objective is to open a discussion about the IELTS, the TOEFL, and what action ESL educators might need to take in their programs to address this change.

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Jane C. Miller

     Colorado Department of Education

     miller_j@cde.state.co.us

Adult immigrants improve English through U.S.A. Learns website

Friday, November 13, 2009   9:15-10:00   EVERGREEN

Demonstration   45 minutes   AE, GA

 

Kay Elder

     McLain Community High School

     kayelder@earthlink.net

Sara Hamilton

     Intergenerational Learning Center

     smhamilt@adams14.org

Brandy Kramer

     Spring Institute for Intercultural Learning

     brandy.kramer@msn.com

 

The new U.S.A. Learns website for immigrant adults teaches English through videos and practice activities.   The three co-presenters describe their experiences using U.S.A. Learns with adult learners from Low Beginning to High Intermediate, with fluent technology users and rank beginners, through independent study, computer labs, and whole group presentation using SmartBoards.  

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David Mindock

     University of Denver

     dmindock@du.edu

From book to book club: Extensive reading strategies in the IEP

Friday, November 13, 2009   10:15-11:00   PARKER

Demonstration   45 minutes   AE, SE, IEP / HE

 

Kate Price

     University of Denver

     kprice@du.edu

Michelle Kryda Friedman

     University of Denver

     michelle.friedman@du.edu

Lisa Wexler

     University of Denver

     lisa.wexler@du

 

The presenters will outline the progression of the extensive reading program at the University of Denver's English Language Center to a student-managed book club format.  Book Club is an informal, relaxed, communicative activity that is completely student-centered and student-driven.

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Pierre Montagano

     McGraw -Hill

     shawntel_schmitt@mcgraw-hill.com

How technology is changing textbook publishing

Friday, November 13, 2009   10:15-11:00   WEST E

Publisher Session   45 minutes  

 

The presenter will explore how robust digital platforms are reshaping ESL textbook publishing.  Specific attention will be paid to how the next generation has abandoned print media and is more comfortable with online environments.  Using different multimedia programs, the presenter will show how McGraw-Hill is adapting to the transformation.

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Pierre Montagano

     McGraw -Hill

     shawntel_schmitt@mcgraw-hill.com

Grammar Form and Function (2nd Edition)

Saturday, November 14, 2009   11:15-12:00   WEST A

Publisher Session   45 minutes  

 

Grammar Form and Function, Second Edition, is a three-level grammar series with new Quia e-Workbooks.  Grammar Form and Function’s striking full-color photos bring grammar to life, providing a visual context for learning and retaining new grammar.  This new edition integrates academic reading and listening skill development for student success.

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Christine Muldoon

     National Geographic/Hampton-Brown

     cmuldoon4@msn.com

Inside from Hampton-Brown/National Geographic

Saturday, November 14, 2009   11:15-12:00   WEST D

Publisher Session   45 minutes  

 

Step Inside and discover the power of reading, writing, and language instruction working together to move middle school English learners and striving readers to grade-level performance.  The program includes the following: complete standards coverage to promote achievement, compelling content to inspire, strategies for language development, focused instruction to accelerate growth, and built-in assessment to ensure success.

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Christine Muldoon

     National Geographic/Hampton-Brown

     cmuldoon4@msn.com

Hampton-Brown’s Edge: Reading, writing, and language

Friday, November 13, 2009   2:30-3:15   WEST E

Publisher Session   45 minutes  

 

The presenter will introduce Hampton-Brown’s Edge: Reading Writing, and Language for high school striving readers and English learners.  Learn about the series that is motivating and relevant, systematic and focused, standards-based and teacher-friendly, with built-in professional development.

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Anita Mumm

     Spring Institute for Intercultural Learning

     amumm@yahoo.com

Creative writing for ESL Students

Saturday, November 14, 2009   1:30-3:15   WEST C

Workshop   105 minutes   AE, IEP / HE

 

The workshop will focus on ways to use creative writing to enhance ESL students' learning in either an IEP or adult education setting. The presenter will outline a possible curriculum and demonstrate sample activities based on the three major literary genres: fiction, nonfiction, and poetry.

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Najiya Musbah

     University of Colorado Denver

     najiya.musbah@email.ucdenver.edu

Arabic interference into oral and written English: Observation and diagnosis

Friday, November 13, 2009   9:15-10:00   SPRUCE

Paper   45 minutes   BE, IEP / HE

 

In this experimental study on a group of ESL Libyan learners, the objective was to find out the typical mistakes those students tend to make in the area of oral and written English. It also gives some ideas to ESL teachers to better assist this group of students.

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Dr. Mary Nance

     Colorado Baptist General Convention

     jomanance@peoplepc.com

Using reader response translates into academic success

Friday, November 13, 2009   9:15-10:00   WEST E

Paper   45 minutes   AE, SE, IEP / HE

 

How can students with low reading interest and ability become achievers in higher education?  From her doctoral research, the presenter will describe how the Reader Response Approach helped her students to quickly read higher texts and to enjoy reading, writing, and discussion assignments.

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Sally Nathenson-Mejia

     University of Colorado Denver

     sally.nathenson@cudenver.edu

Growth through two languages: 3rd / 4th grades

Saturday, November 14, 2009   1:30-2:15   CONIFER

Demonstration   45 minutes   AL, BE, EE

 

Maria Uribe

     Denver Public Schools

     maria_uribe@dpsk12.org

 

Academic growth is taking place through two languages as these third and fourth grade teachers make decisions for using both Spanish and English. We will demonstrate the classrooms’ daily organization and instruction, and how this evolves throughout the year, based on students’ growing language and academic proficiencies.

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Sally Nathenson-Mejia

     University of Colorado Denver

     sally.nathenson@cudenver.edu

RtI for ELLs: School-wide language proficiency model

Friday, November 13, 2009   1:30-2:15   SPRUCE

Demonstration   45 minutes   BE, EE. PA

 

Maria Uribe

     Denver Public Schools

     maria_uribe@dpsk12.org

 

This presentation demonstrates two year growth of ELLsreading proficiency in an urban elementary school. We describe the school-wide RtI program organized by language and reading proficiency and how the program uses collaborative decision-making and strategic language and literacy instruction to address the needs of all students in the school

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Linnea Nelson

     Littleton Public Schools

     lnelson@lps.k12.co.us

Co-teaching ELA students

Friday, November 13, 2009   9:15-10:00   BOULDER

Discussion   45 minutes   EE, GA

 

Chelsea Barger

     Littleton Public Schools

Sandi Mascio

     Littleton Public Schools

    

Learn about using co-teaching strategies with English language learners, specifically in a primary setting. Discussion topics include co-teaching methods, content-specific techniques, and daily routines.

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Helen Nielsen

     Front Range Community College, Boulder County Campus

     helen.nielsen@frontrange.edu

Beyond conversation classes

Saturday, November 14, 2009   11:15-12:00   WEST E

Demonstration   45 minutes   IEP / HE, PA

 

Do your advanced-level ESL students need to be challenged beyond conversation classes?  The presenter created and implemented the curriculum for an ESL public speaking class for this exact reason.  Come hear how and what is taught, and how your program can do the same.

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Dana Plewka

     Denver Post

     dplewka@denverpost.com

Information literate students

Saturday, November 14, 2009   10:15-11:00   WEST C

Publisher Session   45 minutes  

 

Free access to digital Denver Post makes research and current events easy and fun.  Translate articles to more than 50 languages.  Students can listen to the stories read aloud while they read along.  Engage students to think critically and make inferences.

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William Pulford

     Spring International Language Center

     andy.p@spring.edu

Encouraging conversation

Saturday, November 14, 2009   2:30-3:15   WEST E

Demonstration   45 minutes   GA, SE, IEP / HE

 

 Heidi Peterson

     Spring International Language Center

     nickypooh62.yahoo

 

While students often have the linguistic skills to handle conversations, they often do not possess the cultural skills for successful conversations.  Presenters will define the challenges and demonstrate techniques that have aided students in acquiring the skills for successful two-way interactions.  Video, sample activities, and suggestions for implementation will be included.

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Carol Raftis

     Newark Board of Education

     ccraftis@yahoo.com

Creative ESL gardening communities: Sowing seeds of learning

Friday, November 13, 2009   3:30-4:15   WEST D

Workshop   45 minutes   AE, BE, EE

 

Through a combination of Powerpoint-based discussions and hands-on activities, teachers will be provided with ideas for gardening with their students. We’ll cover multidisciplinary lessons through gardening, including math, social studies, literacy and science. Finally, we’ll discuss beginning a garden at your school, funding and donations, as well as a little horticultural how-to.

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Lia Ridley

     Place Bridge Academy, Denver Public Schools

     liaridley@comcast.net

Accountable talk within cooperative structure

Saturday, November 14, 2009   10:15-12:00   GOLDEN

Workshop   105 minutes   BE, EE, SE

 

Participants will experience and discuss how to create norms and skills of accountable talk, what it looks like in the classroom, the challenges, and ways of overcoming them. We will define accountable talk in our own words. Accountable Talk Moves and Prompts will be provided.

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Elizabeth Rogers

     St. Vrain Valley Adult Education

     bhrogers@greenspeedisp.net

Four steps to improving Functional Writing Assessment performance

Saturday, November 14, 2009   11:15-12:00   WEST C

Demonstration   45 minutes   AE

 

Interested in a four-step process for improving performance of advanced adult ESL students on the CASAS Functional Writing Assessment?  The presenter will detail activities to improve content, organization and word choice. A handout will be provided detailing each activity and including samples.

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Tom Rohrbach

     Spring International Language Center

     rom@spring.edu

The WebRoom - An excellent portal website for ESL

Saturday, November 14, 2009   1:30-2:15   PARKER

Demonstration   45 minutes   AE, CALL, IEP / HE

 

Learn about the Spring International Language Center WebROOM, one of the most useful portal websites on the Internet for ESL learners and teachers, with hundreds of quality links.  See what the WebRoom has to offer you and your students, and get ideas for creating an ESL portal for your school.

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Maureen E. Rudy

     McLain Community High School, Jeffco School District, Catholic Charities

     rumgaf@aol.com

Focusing on current events with ESL students

Saturday, November 14, 2009   1:30-2:15   WEST E

Demonstration   45 minutes   AE, GA

 

Given the richness of current events, how can ESL instructors utilize them as relevant and applicable teaching tools?  In this session, discover new ways to engage students in query activities, incorporate cooperative learning strategies in the classroom, and provide concrete methods to link global issues with a student's own community. bd14710_

Barbara Sample

     Spring Institute for Intercultural Learning

     bbsample@springinstitute.org

Refugee women's health care

Friday, November 13, 2009   11:15-12:00   CONIFER

Demonstration   45 minutes   AE, AL, GA

 

Burna Dunn

     Spring Institute for Intercultural Learning

     bdunn@springinstitute.org

 

Refugee women are at higher risk for critical chronic diseases. How can ESL lessons best educate learners about the effectiveness of prevention, early detection, and routine access to health care? This session will demonstrate strategies for dealing proactively with cervical cancer and cardiovascular health in an ESL classroom.  bd14710_

Tom Schroeder

     Utah State University

     tom.schroeder@usu.edu

Native speakers in the ESL classroom

Friday, November 13, 2009   1:30-2:15   Poster Area

Poster session  45 minutes   AE, GA, IEP / HE

 

Native speaking partners in communicative classrooms are seen by students as beneficial for practice.   How this time is structured can increase the range of learning possibilities.
Using native speakers as peers in group work, as models of pragmatics, as well as linguistic and cultural resources can maximize the use of such partners.

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Tom Schroeder

     Utah State University

     tom.schroeder@usu.edu

Recent films with classroom application

Friday, November 13, 2009   11:15-12:00   BOULDER

Discussion   45 minutes   AE, SE, IEP / HE

 

This discussion will focus on the classroom application of this year's movies.  From "Slumdog Millionaire" to “The Reader" from "Waltz with Bashir" to "Milk," there is a wealth of topical material. Particular emphasis will be on the undocumented experience in the "Visitor" and the International student experience in "Dark Matter.”

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Bonnie Scudder

     The Learner's Edge, Inc.

     bscudder@evcohs.com, ddj6790@aol.com

ELL Interventions: Think Sheets and other programs

Friday, November 13, 2009   11:15-12:00   WEST E

Publisher Session   45 minutes  

 

Diane Johnson

Ken Andrews   

 

An ELL Intervention Program is presented—Think Sheets: A Reading Comprehension, Critical Thinking, Analytical Writing Program—which has had excellent results for grades 7-12.  Also, elementary bilingual reading and math materials will be highlighted.  Developed by a psychologist, these materials are based on sound psychological learning practice.

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John Sivell

     Brock University, Canada

     jsivell@brocku.ca

Making professional development work

Saturday, November 14, 2009   10:15-11:00   WEST B

Discussion   45 minutes   AL, PA, GA

 

 Sasima Charubusp

     Mae Fah Luang University (Thailand)

 

Engagement in professional development is a responsibility for all ESL/EFL teachers. Building on a simple but powerful theoretical framework for thinking about professional growth, this session will invite the discussion and exchange of effective professional development experiences, leading to collaborative production of an overview of best practices. bd14710_

Elizabeth Skelton

     Consultant, Adams State College

     ellbeth@bethskelton.com

Building academic vocabulary

Friday, November 13, 2009   10:15-12:00   CHERRY-PLUM

Workshop   105 minutes   EE, SE, GA

  
Are your ELLs "lost in translation?"  Does the lack of academic vocabulary and concepts hinder their comprehension of lessons and texts?  Come to this interactive workshop and leave with at least 10 practical, proven strategies that help ELLs build academic vocabulary.

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Mary Jo Sobocinski

     McLain Community High School

     mjs@discursion.com

Making speaking a priority in ESL classrooms

Saturday, November 14, 2009   2:30-3:15   WEST B

Demonstration   45 minutes   AE, GA

 

Since research shows that participating in authentic conversation aids in second language acquisition, many teachers attempt to make speaking a priority in their own classrooms.  Participants will discuss and evaluate strategies for incorporating speaking and conversation in the ESL classroom.  A handout with ready-to-go activities will be included.

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Ethel Swartley

     English Language Center, University of Denver

     ethel.swartley@cu.edu

Uploading student performances to provide oral feedback

Friday, November 13, 2009   1:30-2:15   BOULDER

Demonstration   45 minutes   CALL, IEP / HE

 

Julie Thornton

     English Language Center, University of Denver

     jthornt5@du.edu

 

Online learning platforms like Blackboard and Moodle allow teachers to provide oral feedback to technologically savvy IEP students.  This demonstration will show how instructors can record, capture and upload student audio- and video-files to online platforms, providing students with feedback about specific class performances and improvement over time. bd14710_

Fujuan Tan

     University of Wyoming

     ftan@uwyo.edu

Practicing culturally responsive teaching in dual ways

Saturday, November 14, 2009   2:30-3:15   WEST A

Paper   45 minutes   AE, IEP / HE

 

Mollie Steinke

     Laramie County Community College

     mollie_steinke@yahoo.com

  

Culturally responsive teaching can be practiced in dual ways to facilitate language acquisition and personal growth for adult ESOL students. Dual-way responsiveness to mainstream culture and students’ home cultures exemplifies instructors’ roles of being cultural brokers and culturally sensitive teachers. Classroom-based service learning is an effective strategy for such use.

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Sharon Vaughn (Stertz)

     Denver Public Schools, University of Colorado

     sharon_vaughn@dpsk12.org

Empowering English language learners through buddy reading

Friday, November 13, 2009   10:15-12:00   GOLDEN

Workshop   105 minutes   EE, IEP / HE, SE

 

Gabbi Corona Torres

     Denver Public Schools

Monica Vidales

     Denver Public Schools

 

Empowering English language learners to become teachers to their community members is an essential component lacking at many under-resourced schools.  Students will demonstrate how they use SIOP reading strategies in a buddy reading format to teach their younger colleagues to read. 

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Wayne Walker

     Colorado State University

     wayne.walker@colostate.edu

Using dictoglosses in form-focused classes

Saturday, November 14, 2009   2:30-3:15   SPRUCE

Demonstration   45 minutes   SE, IEO / HE

 

David Virgili

Colorado State University

davidvirgili@yahoo.com

 

Dictoglosses are a popular classroom activity because they implement many current theories of second language pedagogy. But how can they best be used when teaching specific grammar points? The presenters will briefly discuss the research behind dictoglosses and demonstrate several grammar-based examples that have proven successful.

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Anne Walter

     Colorado State University, Fort Collins Community College

     annemari@rams.colostate.edu

Developing cultural understanding through an international cookbook

Friday, November 13, 2009   1:30-2:15   Poster Area

Poster session   45 minutes   AE, EE, GA

 

Mary Beth Johnson

     Colorado State University

     mbj@lamar.colostate.edu

 

How can cultural understanding be developed in the TESL/TEFL classroom?  Presenters will describe a project designed for an internship in parent/child literacy, in which students created an innovative cookbook featuring recipes from their home countries.

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Rebecca Wasil

     English Language Institute at CSU-Pueblo

     ry.wasil@colostate-pueblo.edu

Layers of interactive learning with native speakers

Friday, November 13, 2009   3:30-4:15   WEST B

Demonstration   45 minutes   SE, IEP / HE

 

Cathy Bergin

     Garden Park Alternative High School

     berginc@canoncityschools.org

 

Presenters will describe a collaboration with native speakers that engaged students in language arts activities while sharing varied cultural perspectives and experiential learning.  They will conduct activities and present ideas to foster a similar collaboration between ELL learners and native speakers.  Presenters will offer lessons, materials, and suggestions for implementation.

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Kathleen Santopietro Weddel

     Northern Colorado Professional Development Center

     ncpdc@stvrain.k12.co.us

How to choose a good ESL textbook

Saturday, November 14, 2009   10:15-11:00   SPRUCE

Demonstration   45 minutes   AE, PA, GA

 

While there may not be a perfect ESL textbook, we have our standards!  Participants understand the benefits of using textbooks and identify components of a core ESL series.  In addition, specific criteria for choosing and evaluating adult learner-centered books will be reviewed. No, it's not a publisher session!

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Lisa Wexler

     English Language Center, University of Denver

     lisa.wexler@du.com

Go interactive with academic writing!

Saturday, November 14, 2009   2:30-3:15   CONIFER

Demonstration   45 minutes   SE, IEP / HE

 

Michelle Kryda Friedman

     English Language Center, University of Denver

     michelle.friedman@du.edu

 

Discover annotation activities that turn academic reading into an interactive and communicative process.  The presenters will demonstrate how this active reading strategy helps students discuss texts, design fantastic text questions, jigsaw effectively, and produce strong oral and written summaries.  This session makes teaching academic reading fun and dynamic.

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Jon Wilkerson

     Inprovisational Actor

     jongwilkerson@comcast.net

Improvisational English

Saturday, November 14, 2009   10:15-12:00   JEFFERSON

Workshop   105 minutes   AE, GA, IEP / HE

 

The skills of improvisational theater can help your students be more confident and creative. The techniques demonstrated in this workshop empower students to “think on their feet” and make bold choices in their communication strategies. The workshop is interactive, very fun, and sure to give you powerful teaching tools.

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