Saturday Session Abstracts
KATESOL/BE Spring Conference
Hays,
114 Rarick Hall,
Renner, Christopher (see bio)
21st
Annual KATESOL/BE Business Meeting
KATESOL/BE
President Christopher Renner will preside over the annual
business meeting: see agenda.
211 Rarick
Hall,
Giles, Mary (see
bio)
Speaking
out in Russia and Eastern Europe
At
this session, we’ll see examples of people drawing strength and
solidarity
from stories and songs. These video clips are from the former
to
films from any culture.
See
also: http://www.fas.harvard.edu/~nrc/teacherresources/teacherresources.html
.
235 Rarick Hall / Instructional
Head, Mary (see bio)
Our
confusing world
One of the challenges of ESOL teachers is assisting content area
teachers in
recognizing and providing
for the special talents and needs of their international students.
This poster session will be a PowerPoint presentation featuring
ESOL students explaining
ESL, cultural adjustment issues, and second language acquisition
as well as ways to
accommodate their needs in
the regular classroom. A template of the presentation
will be provided to
KATESOL conference attendees.
Kreicker, Kim (see bio)
Statewide
survey of ESOL-endorsed teachers: Results and discussion
In
2002, a statewide survey of ESOL-endorsed teachers was conducted.
The
results provide a snapshot of
endorsement as a tool for improving ESOL instruction in
presenter will share the survey results, and will discuss the insights
they
provide.
Lee, Debbie J. (see bio)
Pronunciation
Power, Inc.
Free
access to Pronunciation Power software via Internet online
Pronunciation Power Products are user friendly, interactive
CD-ROM's
designed for beginning to advanced English learners of all ages.
They
are excellent tools for students to learn the correct
pronunciation of
52 sounds as they are used in the English language. They have an
easy,
effective design with numerous exercises for practice using visual
and
auditory feedback. From sounds to suprasegmentals,
sentence practice
to interactive games, these products cover everything necessary to
improve pronunciation. The 8 in 1 English Dictionary is the only
pronunciation dictionary that allows the student to search by
sound in
the beginning, middle or end of words. In the lower level products
instructions and lessons are available in 12 different languages.
Go
online and check out Pronunciation Power 1 for Beginner to
Intermediate
students, Pronunciation Power 2 for Intermediate to Advanced
students,
the 8 in 1 English Dictionary for all pronunciation needs, Idioms
for
interactive learning and practice of common Idioms.
Mantonya, Rebecca (see bio)
Auburn-Washburn
USD 437
Say
what? What did you say?
This
poster session will show examples of actual student work from the
Say
what? What did you say? unit developed by the presenter. Also included
will
be a bibliography of resources and books used in the unit.
Perez, Della (see bio)
COMPRENDER:
Teaching reading comprehension to ELL students
One
of the primary goals of No Child Left Behind is to increase the reading
scores
of ELL students on standardized reading comprehension tests. This
presentation
will provide participants with strategies and techniques that
promote
reading comprehension of ELL students in monolingual English speaking
classrooms
to meet this goal.
Sehlaoui, Salim (see bio)
Collaborative
ESOL teacher education: A model for success
model to provide ESOL training to teachers and staff in heavily
impacted
school
districts across the state. The presenter will provide data on this
non-traditional
model of teacher education.
Simonenko, Irene (see bio)
Newcomer
Program,
The
The
301 Rarick Hall,
Kopriva, Rebecca (see bio)
Assessment
of ELLs
Abstract
forthcoming
208E Rarick
Hall,
Jenab, Eada Arbab
(see bio)
& Renfrow, Melissa (see bio)
Adaptable
speaking activities for advanced students
Advanced
language courses usually focus on reading/writing
skills,
and fail to provide the structured speaking activities
that
students need to master and improve spoken academic discourse.
The
presenters will demonstrate advanced speaking activities that
can
be used with any course curriculum.
208W Rarick
Hall,
Mayfield-Smith, James (see bio)
Pearson
Learning Group
Kansas
standards, non-fiction texts and guided ESOL reading
This
session will address using the
and
explicit comprehension strategies instruction to drive your gr. 3-8
ESOL
Guided Reading program. Each attendee will receive a free 6-pack of
books
and a Teacher Guide to take with them to use in their classroom.
211 Rarick Hall,
Giles, Mary (see bio)
Speak out! Culture
and student self-expression
When
members of a culture speak out (or sing out) using traditions and
symbols
recognized by their society, they can inspire social and personal
change.
At this session, we’ll see examples of people drawing strength and
solidarity
from stories and songs. These video clips are from the former
to
films from any culture. Why? In any class, there are moments when our
students
will speak up in spontaneous ways! Perhaps we can help students raise
their voices creatively, to
- enhance their connections with Americans, in school and in personal life;
- create understanding between classmates from different cultures;
- empathize with those voices in
- determine which voices in the popular media deserve our attention and
respect.
See
also: http://www.fas.harvard.edu/~nrc/teacherresources/teacherresources.html
.
301 Rarick Hall,
VanPatten, Bill (see bio)
University of
Illinois-Chicago
The
fundamental similarity hypothesis and the contextual difference hypothesis
Much discussion from linguistic, psychological, and educational
circles
has occurred regarding the profound differences between child
first and
adult second language acquisition. Largely due to the observation
that
second language learning is largely unsuccessful (meaning the
result is
a non-nativelike system and set of
abilities) while first language
acquisition results in universal success, the claim is that the
differences are due to underlying processes being fundamentally
different. In this discussion, I argue that this conception is
wrong.
Termed "the fundamental similarity hypothesis", I argue
that at the
level of processing, first and second language acquisition are
fundamentally the same in that there are language specific
mechanisms
that need the same kind of input data, have the same access to
Universal
Grammar, and are highly resistant to external manipulation (e.g.,
explicit instruction and explicit correction). Outcome differences
can
be traced to two major factors: the presence of a mature grammar
as an
additional knowledge source for adults and what I call the
"contextual
difference hypothesis" referring to the contexts of language
use and
language
acquisition that differ between children and adults.
10:00-10:45 A.M. Concurrent
Sessions
114 Rarick
Hall,
Kopriva, Rebecca (see bio)
ELL
assessment workshop A
Abstract
forthcoming
208E Rarick
Hall,
Murry, Kevin (see bio) &
Perez, Della (see
bio)
ALCANCE:
Reaching out to rural educators of ELLs
This
presentation will highlight longitudinal qualitative and quantitative
data,
which documents a proactive institutional response to the emerging
challenges
of cultural and linguistic diversity in Midwestern rural education.
Through
this program, rural school districts learn how to make culturally
sensitive
adaptations to instruction for ELL students.
208W Rarick
Hall,
Kraft,
Meeting
NCLB Mandates for Parents of ELLs
The
Kansas Parent Information Resource Center (KPIRC), funded under
No
Child Left Behind, seeks to build parent capacity to assist
children’s
educational success and develop parent advocacy/leadership
skills.
An overview of NCLB, with provisions for parents of ELL
students
and strategies for effective parent involvement, will be
presented.
11:00-11:45 A.M. Concurrent
Sessions
114 Rarick
Hall,
Kopriva, Rebecca (see bio)
ELL
assessment workshop B
Abstract
forthcoming
201 Rarick Hall,
Krashen, Stephen (see bio)
Book-signing
in publishers display area
Stephen
Krashen is also signing copies of his most famous
books
following
his plenary address at Friday evening’s opening ceremony.
205 Rarick Hall,
Sehlaoui, Salim (see bio)
& Kreicker, Kim (see bio)
Islam
and Muslim students in Kansas schools
Learn
more about Islam and the Muslim students in our schools.
Information
on Islam around the world will be shared, along with
information
on the challenges Muslim students face in our schools.
Ideas
for teaching about Islam will be offered.
208E Rarick
Hall,
Herrera,
Socorro (see bio) & Perez, Della (see bio)
Sheltered
instruction: Working to ensure no child is left behind
This
presentation will examine how Sheltered Instruction coincides
with
No Child Left Behind legislation to provide a model of instruction,
driven
by national standards and current research in the field of
second
language acquisition, that makes lasting improvements in
teacher
instruction as well as ELL academic achievement in grade-level,
content-based
classrooms.
208W Rarick Hall,
Letting
our learning inform our teaching
How do we, as ESL teachers, decide what to cover,
how to cover it,
and how much to expect from our students? It is only natural that
we rely very heavily on our experience as students
to guide our
decisions in the classroom. For this reason, reflection on our
language-learning experience, seen through the lens
of research
in second language acquisition, can help us tailor
our instruction
to the individual needs of our students, while
ensuring that they
make sufficient progress toward the level of
proficiency which they
will need to achieve their goals.
211 Rarick Hall,
Langan, Katherine (see bio)
Maximizing
communication in the interpreted interview
Drawing
on the experiences of all participants as well as interpreting
theory
and practice in interpreting, this session will examine the issues
underlying
communication problems in the interpreted interview. Strategies
for
enhancing communication between primary participants will be shared.
301 Rarick
Hall,
Garcia, Ana (see bio) & Dickerson, Lorena (see bio)
United States
Department of Education
Session
A: NCLB-Title III Language Instruction for Limited English Proficient and Immigrant
Students
This session will provide an overview of the
accountability requirements under No Child Left Behind (NCLB) Act of
2001. We will provide information regarding the State Educational Agency,
and Local Educational Agencies responsibilities under NCLB-Title III
Education of Limited English proficient students. Furthermore, we
will discuss required and authorized activities; and the rights of
parents and school responsibilities as they refer to parental notification requirements
under Title III.
12:45-1:15 P.M.
Dinner Keynote Address
Fort Hays
State University Ballroom
Boyd, Jacqueline (see bio)
A
Native American Indian perspective on diversity in the context of NCLB
Abstract
forthcoming
1:15-2:00 P.M.
Panel of Keynote Speakers
Fort Hays
State University Ballroom
Boyd, Jacqueline (see bio), Kopriva, Rebecca (see bio),
Krashen, Stephen (see bio),
Reid, Joy (see
bio) & VanPatten, Bill (see bio)
Facilitator:
Lupe Martinez, Metro College of
Advocating
for language learners in the era of No Child Left Behind
Participants
will discuss applications of the conference theme.
2:15-3:00 P.M.
Keynote Address
301 Rarick Hall,
Reid, Joy (see bio)
Ear
learners and learning styles
How do you prefer to learn an additional language? Suppose
your chosen
style preference was not available to you. How might that
affect your
L2 acquisition? Many
What might the results be? How can ESL teachers help to
bridge the gap
between learning style preference and successful language
learning? This
talk will present the disadvantages facing English language
learners who
are immersed in oral English rather than studying it (as
"eye" learners do).
Identification of associated language problems, and some
suggestions for
solutions, are part of this presentation.
208
Cooley,
Glencoe West
Applied Group
The
English-Yes! Reading Program
English,
Yes! uses multicultural literature as the foundation for improving
comprehension, vocabulary, grammar, and writing. Adapted selections from
classic and contemporary authors of many cultures engage students in learning
English. Cooperative learning activities based on the selections encourage
readers to improve their writing, listening and speaking skills. Participants
will receive a teacher’s guide book for teaching strategies. This session would
be appropriate for middle and high school teachers.
114 Rarick
Hall,
Garcia, Ana (see bio) & Dickerson, Lorena (see bio)
United States
Department of Education
Session
B: NCLB-Title III Language Instruction for Limited English Proficient and
Immigrant Students
This
session will provide an overview of the accountability requirements under No
Child Left Behind (NCLB) Act of 2001. We will provide information
regarding the State Educational Agency, and Local Educational Agencies
responsibilities under NCLB-Title III Education of Limited English
proficient students. Furthermore, we will discuss required and
authorized activities; and the rights of parents and school
responsibilities as they refer to parental notification requirements under
Title III.
208W Rarick Hall,
Sildus, Tatiana (see bio), DeGruson, Melinda (see bio);
Harris, Susan (see
bio);
McCartney, Courtney (see bio);
Torres-Wier, Connie (see bio)
Making
content comprehensible for all students: The classroom perspective
The
presenter, Dr. Sildus, will provide an overview of
basic principles of
content
modification for English language learners, and will ask the audience
to
relate the principles to their own classroom situations and share examples.
Then,
a team of co-presenters (Pittsburg State graduate students working on
their
ESOL endorsements) will share activities and strategies of content
modification
for various content areas, developed and demonstrated during
a
recent section of CURIN 854: Advanced Methods and Instructional Materials
for
English Language Learners.
3:15-4:00 P.M.
Annual Roundtable of ESOL Endorsement Program Directors
301 Rarick
Hall,
Herrera,
Socorro (see bio)
Hoernicke, Placido (see bio)
Markham, Paul (see bio)
Morrison, Heather (see bio)
Sehlaoui, Salim (see bio)
Sildus, Tatiana (see bio)
Tran, Anh
(see bio)
Stuart, Melanie (see bio)
Kansas
Department of Education
Facilitator:
Edith Palmberg,
208W Rarick Hall,
Giles, Mary (see bio)
Mind my manners!: Culture and
student etiquette
This
presenter has decades of experience collecting (and causing) cross-cultural
mishaps.
After all, when two well-adjusted and well-bred people from two different
cultures
extend polite friendly behavior to one another, their best intentions
can
still get lost in the translation! Hopefully, we can help our students to
prevent,
process, and even enjoy these differences as a part of their education,
both
in school and in their social lives. For this session, we will leave aside
serious
goodwill derailments to examine the finer points of etiquette. These ideas
about
cross-cultural understanding are probably part of the intuitive skill set
of
any ESL teacher. But my hope is that listing the factors, with vivid anecdotal
examples,
will open a supportive discussion here and in our classrooms.
See
also: http://www.fas.harvard.edu/~nrc/teacherresources/teacherresources.html
.
205 Rarick Hall,
Naab-Bullock, Lisa (see bio)
Garden City
Public Schools USD #457
Early
literacy for ESOL preschool students
This
training describes strategies to use with ESOL students
that
help them to develop awareness of letters and sounds by
using
their names, thus aiding in cross-curricular activities.
It
also provides useful ideas to help ESOL students develop
early
literacy. Attendees will leave with easy-to-use ideas
that
take very little time to prepare or money to implement.
208E Rarick Hall,
Ruiz, Olivia (see bio)
Pearson
Learning Group
Building
fluency and comprehension through content and technology
This
presentation explores the importance of fluency and its relationship
to
comprehension. Strategies will be provided to help students learn to read
and
comprehend social studies and science content through technology. Research
on
its success with ELL students will be shared. The presentation will also
provide
teachers a way to monitor progress.
208E Rarick Hall,
Sánchez-Aizcorbe, Alejandro (see bio)