TESOL Academy 2005
The George Washington University
Washington, D.C. USA
June 24-25, 2005
Contact TESOL's Education Programs at
edprograms@tesol.org if you would like to receive Academy registration material by mail.
About the TESOL Academy
The TESOL Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners. The Academy supports your professional development needs:
* Spend 10 dynamic hours in ONE area of concentrated study with a top leader in the field.
* Network and share your work with colleagues from around the world.
* Gain practical insights on how to implement the latest classroom practices.
* Reflect on your teaching and learning.
* Earn continuing education credits that advance your career.
* Build valuable professional and personal relationships that will last a lifetime.
The Academy is held on a university campus, a perfect setting for peer-to-peer learning on a topic highly relevant to your needs.
The 2005 TESOL Academy features six 10-hour workshops focused on key issues and areas of practice in the profession, from using the revised PreK–12 standards and supporting struggling readers to designing effective workplace language training.
Register early! Each workshop is limited to the first 35 participants and is filled on a first-come, first-served basis. Registration fees include materials, refreshments, lunch on Saturday, certificates of attendance, and the opportunity to earn continuing education credit. The Academy starts at noon on Friday and runs through Saturday afternoon.
Continuing Education Units
Continuing Education Units (CEUs) for attending a TESOL Academy are offered through a select university. Please note that the institution granting CEUs charges a fee. Applications and instructions for receiving CEUs will be included with your confirmation materials.
Schedule of Events
Friday, June 24
12:00 pm – 1:00 pm Check-In
1:00 pm – 5:00 pm Workshops in Session
Saturday, June 25
9:00 am – 12:00 pm Workshops in Session
12:00 pm – 1:30 pm Lunch
1:30 pm – 4:30 pm Workshops in Session
Acommodations
Special discounts have been arranged for TESOL Academy participants at the Doubletree Guest Suites, 801 New Hampshire Avenue, NW, Washington, DC, a short walk to the George Washington University and the Foggy Bottom/GWU metro station. The Doubletree Guest Suites offer spacious 600-square-foot suites at $169 per night. Suites are comprised of a bedroom with one king or two queen beds, living room with pull-out sofabed, walk-in closet, bathroom, and full kitchen. Kitchens come fully equipped with full-size refrigerator, microwave, coffeemaker, toaster, and dishwasher. All rooms are fitted with separate temperature controls, two-line phones, and dataports. The living rooms include a fold-out sofabed, TV, dining table, and a desk with dataport. Prices include a free continental breakfast.
Lodging is limited. Room blocks will be held for academy participants until June 2, 2005. To reserve your room, call the Doubletree Guest Suites at 202-785-2000. Mention TESOL to receive the special rates.
The hotel is located about 4 miles from Reagan National Airport, 24 miles from Dulles International Airport, and 30 miles from Baltimore-Washington International Airport. Taxis to the hotel from the airports are approximately $12, $45, and $60 respectively. Parking at the hotel is $20 per day.
Additional Information
Workshop sessions are held in air-conditioned buildings with traditional classroom seating. Although the weather may be warm during the academy, it is recommended that you pack a sweater. Dress is casual.
Certificate of Attendance
To meet continuing education requirements, Academy attendees receive a Certificate of Attendance to verify their participation.
Registration Terms
For early discount rates to apply, registrations must be postmarked no later than June 3, 2005.
Registrations are accepted on a first-come, first-served basis. Seating in each workshop is limited to the first 35 participants.
Payment for all purchase orders must be received in full before the academy start date. Participants registering with a purchase order should follow up with their employers to ensure timely payment.
Refund Policy
Requests for refunds of registration and fees must be received before June 10, 2005. For requests received through June 10, 2005, a $75 processing fee will be deducted from the refunded amount. No refunds will be granted for requests received after June 10, 2005. (See Program Cancellation policy below.)
Program Cancellation
TESOL reserves the right to cancel any workshop because of low registration or events not within TESOL's control. In the unlikely event of cancellation, registrants will be notified and offered the option to switch to a different workshop or receive a full refund.
TESOL reserves the right to substitute workshop presenters in the unlikely event that presenters listed in this brochure cannot conduct their workshops. Substitution of workshop presenters is not a cause for refund.
Special Services
Please inform TESOL at the time of registration if you require special services or assistance.
Group Discount
Register five participants from the same institution or employer at the early discount or regular rate and the sixth registrant from the same location attends for free. Registrations must be submitted together and paid in full. Purchase orders are accepted for the group discount.
Workshops
Using TESOL's Revised PreK-12 English Language Proficiency Standards (A-1)
Essentials of Workplace Language Training (A-2)
Generation 1.5: Transitioning into College (A-3)
Support for the Struggling Adolescent Reader (A-4)
Strategies for Teaching English Language Learners with Special Needs (A-5)
Sound Concepts for Teaching the Sound System (A-6)
Using TESOL's Revised PreK-12 English Language Proficiency Standards (A-1)
Margo Gottlieb, Workshop Leader
How will you plan for standards-based instruction and assessment in the upcoming academic year? Envision how you might integrate language and content for mathematics, science, and social studies. Think about how you might collaborate with colleagues. TESOL invites you share your ideas as we reveal the structure, organization, and use of its revised PreK-12 standards for English language learners.
In this workshop you
* Preview the revised PreK-12 standards
* Discuss their potential impact and use
* Devise an implementation plan at the state, district, program, or classroom level
* Design standards-based, instructional assessment activities
Who should attend?
PreK-12 ESL teachers, curriculum developers, and administrators
Margo Gottlieb is a director, Assessment and Evaluation, Illinois Resource Center, in Des Plaines, Illinois USA, and lead developer of the World-class Instructional Design and Assessment (WIDA) Consortium. Margo has represented TESOL on the National Assessment of Educational Progress Steering Committee, chaired TESOL's Elementary and Secondary Education Act Reauthorization Task Force, the Elementary Education Interest Section, and currently chairs the TESOL Committee on revising the PreK-12 ESL standards.
Essentials of Workplace Language Training (A-2)
Anne E. Lomperis, Workshop Leader
The demand for professional quality workplace language trainers is increasing in the global marketplace. This hands-on workshop defines English for occupational purposes and distinguishes it from general English and from English for academic purposes. It presents a business framework from which to derive the communication applications and language needed to support job performance. It provides an overview of best practices for workplace language training with special emphasis on instructional needs assessment in on-site settings.
In this workshop you
* Use a framework that integrates business factors, work tasks, communications applications, and language elements to keep the focus of language training on job performance
* Identify key points related to each of the best practices for workplace language training
* Identify specific procedures and issues involved in conducting an instructional needs assessment process
Who should attend?
Workplace language trainers with some experience in teaching adults, preferably in nonacademic settings, including ELT professionals who might be considering a career change into workplace language training.
Anne Lomperis has specialized in language for occupational purposes for 23 years, serving most industry sectors and many developing economies in Central and South America, Asia, Russia, and the Middle East. She initiated the development of worldwide best practices in workplace language training and pursues their application to professionalize teacher training.
Generation 1.5: Transitioning into College (A-3)
Kay M. Losey, Workshop Leader
This workshop will provide an overview of issues affecting Generation 1.5 students as they make the transition from U.S. high schools to U.S. colleges, with a specific emphasis on English literacy development. Using case studies and active learning techniques, this workshop seeks to demystify the differing institutional expectations, assessments, and curricula found in high schools and colleges to provide participants with the knowledge necessary to create appropriate programs, courses, and assessment tools in their own institutions.
In this workshop you
* Learn about the social, cultural, educational, and linguistic conditions specific to Generation 1.5
* Examine how Generation 1.5 students respond to a variety of curricular approaches
* Practice creating appropriate programs, curricula, and assessment tools for Generation 1.5 students
Who should attend?
High school and college level instructors and administrators
Kay Losey is co-editor of the book Generation 1.5 meets College Composition. She has taught English to Generation 1.5 students at the high school, community college, and university levels for more than 20 years. She has developed curricula and designed programs for college composition programs in New York and North Carolina. She has a doctorate in language and literacy education from the University of California, Berkeley, and has published extensively on issues related to the teaching of nonnative and underprepared writers. She is currently an associate professor of writing at Grand Valley State University in Allendale, Michigan.
Support for the Struggling Adolescent Reader (A-4)
Judy S. Richardson, Workshop Leader
This workshop is designed to demonstrate the link between adolescent English language learners' reading and content-area instruction. Teachers will learn about an instructional philosophy called reading to learn. They will see the importance of developing English language learners' comprehension, vocabulary, and study skills as content instruction occurs. As a result, teachers will understand the impact of reading to learn on student performance. Because ESL teachers often do not receive enough extensive, specialized training in literacy strategies, this workshop is designed to provide some practical and useful ideas in content reading instruction for English language students.
In this workshop you
* Use an instructional framework that helps content teachers conduct lessons adolescent English language learners can easily follow
* Discover instructional strategies that promote English language learners' success
* Learn how to match English language students' reading ability to appropriate content material
* Use a multitext approach that enables all English language students to learn the content
* Learn activities that promote comprehension, study skills, and vocabulary knowledge in content areas
Who should attend?
Middle and high school as well as community college teachers should find this workshop useful. This workshop will help teachers of English language learners and teachers who may have English language students in their content classrooms, especially those who are looking for information about literacy strategies.
Judy Richardson is a specialist in reading in the content areas, English as a second language, and technology innovations in teaching. She has been teaching for 36 years as a classroom special education teacher, high school English teacher, ESL teacher, Department of Defense teacher, and college professor. Currently, she directs a federal grant through Virginia Commonwealth University, titled “Professional Opportunities for Developing Excellent Teachers in English Second Language.” She has published many articles and book chapters, as well as three books: Reading to Learn in the Content Areas, Read It Aloud!, and An English Teacher's Survival Guide.
Strategies for Teaching English Language Learners with Special Needs (A-5)
Nancy Cloud, Workshop Leader
Although accurately identifying second language learners with special needs receives considerable attention, this workshop considers the more important functions of planning effective instruction once students are identified, collaborating with other professionals, and communicating effectively with families.
In this workshop you
* Review the legal requirements for the assessment and placement of English language learners in special education and key indicators of a true disability for these students
* Identify the features of culturally and linguistically responsive intervention programs
* Plan for effective instruction by selecting research-based strategies known to support both English language and special needs learners
* Practice differentiation strategies for textbook-based learning to help special needs English Language Learners access the general education curricula
* Discover strategies for collaborating with other professionals and resources for communicating effectively with families
Who should attend?
ESL and special education teachers and administrators (K–12) concerned about designing effective curricula and instruction for English language learners with identified disabilities.
Nancy Cloud, professor, Feinstein School of Education and Human Development at Rhode Island College, co-directs an advanced program in Urban, Multicultural Special Education designed for professionals serving English language learners with special needs. An active member of TESOL, she publishes regularly on this topic, including a recent chapter in English Language Learners with Special Education Needs: Identification, Assessment, and Instruction.
Sound Concepts for Teaching the Sound System (A-6)
Marnie Reed, Workshop Leader
Because postpuberty second language learners do not spontaneously acquire the sound system, their knowledge of English often outstrips their ability to comprehend spontaneous speech or to make themselves understood. Students need and often request help from teachers tasked with covering a content or language curriculum that does not provide pronunciation training. Teachers need a principled, systematic approach that avoids spot correction of errors. Although English does not sound the way it looks, learners can learn to grasp concepts such as deletion, assimilation, and juncture. Because it's not what you say but how you say it that conveys meaning, students can learn prosodic concepts to understand communicative intent. The key to improving speech perception is achieving speech production that converges with the target sound system. The sound system is rule governed and can be effectively taught and integrated into a language-based or content-based curriculum.
In this workshop you
* Discover a causal link between speech production and speech perception
* Learn a multistrand approach that interweaves instruction in
- Listening for content (what the speaker actually said)
- Listening for intent (what the speaker meant to convey)
- Making oneself understood
* Practice traditional (aural and oral) methods as well as current production-driven training
* Manipulate a coherent listening and speaking program that can stand alone or be incorporated into a middle school, high school, or standard adult syllabus
Who should attend?
Middle school, high school, and adult-level ESL teachers or teacher trainers with little or no prior training or experience teaching pronunciation, as well as those with experience teaching pronunciation who are looking for new insights and a systematic approach.
Marnie Reed is an assistant professor of education at Boston University. She holds a doctorate in applied psycholinguistics. She is the author of Sound Concepts: An Integrating Pronunciation Course. Before joining the graduate TESOL program at Boston University in 1993, she accumulated more than 20 years of experience as an ESL teacher, academic director, and teacher trainer, including 2 years with the Sony Corporation in Japan responsible for classroom instruction and curriculum design. She has also been a consultant to government and to local high-tech companies with nonnative engineering personnel.
http://www.tesol.org/s_tesol/sec_doc...ID=23&DID=3059
