Saturday Concurrent Sessions
Concurrent sessions run from 10:00-10:45AM
Quick Teaching Tips Sessions
Multimodal Online Feedback
Christine Rosalia, Victoria Vazquez , Sheila Damato, Vicky Machado & Areum Kang, Hunter College
Participants will learn how to give feedback that is personalized, multilingual and multimodal using tools that allow for animations, video, images, audio and written feedback. Participants will see examples given in middle and high schools with students that range from those with interrupted education and lower literacies to advanced literacies.
CorpUs Linguistics in the Classroom
Christopher Nazzaro & Amany Alkhayat, Teachers College, Columbia University
We introduce participants to CorpUs Linguistics, how to gather student work into our own corpora, and analyze them for patterns and errors. Using this knowledge we can improve student performance, especially in terms of grammar and writing ability. We're calling it corpUs linguistics (with the typographical oddity) to highlight how we can all use this advanced set of techniques.
Beginner Level Participation in Online Classes
Participants with various levels of technological skills were asked to participate in online learning during COVID-19. While students seemed eager to learn in regular classrooms, attitudes seemed to change online. Some students never showed their videos on Zoom, others did not respond to chats, assignments were not completed. This presentation offers some insight into these issues.
From support to solidarity: writing tutors advocate for multilingual writers
Katherine Entigar, The Graduate Center, City University of New York
College writing centers support multilingual students in a challenging and often unjust educational context but tend to focus on the individual tutoring context. Writing tutors can instead act both as educational guides and as advocates for multilingual writers through procedural, pedagogical, and professional practices that rehumanize their students and themselves.
Process Journaling: Leveraging Technology and Tutors for Writing Excellence
Linda Ciano, Dutchess Community College
Discover an innovative journaling method that reimagines the writing process in a modern, mobile format, incentivizing students to write, rewrite, and reflect while building written fluency and accuracy through Writing Center support. Participants leave with practical strategies and resources for implementing the method and adapting it to different proficiency levels.
Teaching Language through online platforms: Using Nearpod with English Language Learners
Michelle Reese & Asma Syed, Lafayette International Community High School
Participants will experience first-hand an innovative online platform that they can use in their classrooms: Nearpod. We can use Nearpod to engage students in a variety of activities in order to teach language concepts. Participants will explore these possibilities using vocabulary related to our theme: past, present, and future progressive.
Fitting Pronunciation into your Curriculum
Mary Ritter, NYU English Language Institute
How can teachers help students improve their pronunciation without doing full pronunciation lessons? In this interactive teaching tip, participants will explore a fun pronunciation ice-breaker, two warm-up exercises, and one error correction technique that integrate easily into the curriculum they are already using.
Essential Aspects of ‘Indirect Questions’ for ESL/EFL Students and Instructors
Alireza Pourdastmalchi, Colorado State University
‘Indirect questions’ is considered one of the challenging grammar points for many students. Issues such as the difference between the complementizers whether and if, conditional if and the interrogative if, and indirect questions in spoken and written language in terms of word order will be addressed in this presentation.
Grammar & Technology: Enhancing Speaking Accuracy & Confidence
Participants will get a sneak peek at the interim results of on-going action research, conducted in a 14-week Continuing Education Intensive English Program. The research explores whether creating a podcast as part of a grammar class project improves students‘ use of accurate grammar forms while speaking. Affective consequences of this method, such as confidence, are also investigated.
How to be the best mentor to student teachers you can be
Dana Calvet, Queens College, CUNY
The Danielson Rubric describes "Highly Effective" educators as those who are devoted to supporting teachers during their first years of teaching. Quality mentorship is essential for every new generation of teachers. In this presentation, participants will learn what attributes of a mentor are most valued according to recent student teachers!
Questioning Practices for Creating a Cohesive Learning Community
Mark Romig, Teachers College, Columbia University
Teachers are constantly thinking about how they frame questions in order to elicit maximum participation and knowledge from their students. In this teaching tip, you will learn about a variety of ways to design these questions and how they can contribute to a cohesive learning community.
The Macro Effects of Micro-Scaffolding
Timothy Foran, LIM College
Participants will get a sneak peek at the interim results of on-going action research, conducted in a 14-week Continuing Education Intensive English Program. The research explores whether creating a podcast as part of a grammar class project improves students’ use of accurate grammar forms while speaking. Affective consequences of this method, such as confidence, are also investigated.
Stories Without Borders: Engaging English Language Learners With Online Global Literature
Nadia Kalman & Leighton Suen, Words Without Borders Campus, Franklin D. Roosevelt High School, Brooklyn, New York, District 20
Recognized as an Innovator in Reading by the National Book Foundation, Words without Borders Campus (wwb-campus.org) makes high-interest global literature freely available online. In this workshop, we will look at how to engage ELLs in global readings and activities that affirm their cultures and connect them to the wider world.
Putting Into Practice: Implementing Scaffolding in an EFL Reading Class
In EFL contexts, where the students’ use of English is limited in classrooms, the instructor needs to efficiently teach English within the lesson period. This can be facilitated through scaffolding, including schema activation or modeling (Walqui, 2006). In this presentation, I will demonstrate the scaffolding strategies through a demo reading lesson.
Using "Critical Incidents" with your ELLs
Dr. Ann Wintergerst, St. John’s University
Are you looking for a challenging activity to engage your ELLs and to bring cultural awareness into your classroom? One such activity involves a critical incident, or a cross-cultural problematic situation where students examine why a miscommunication occurred and how this could have been avoided.
Research Presentation Sessions
Using English Language Learners Feedback to Improve Reading Skills
Maryann Hasso, Cal Poly Pomona
Participants will learn the six instructional strategies that will benefit ELL students’ in their engagement with English reading includes: bilingual instruction, translanguaging strategies, gamifying reading), culturally responsive instruction, the use of an active learning instructional model (such as language instruction), and instructional time for choosing literature of high interest.
Including students’ home languages in ENL classrooms
Maite Sanchez, Hunter College, CUNY
ENL classrooms can be spaces in which multilingual learners use their full linguistic resources for learning. This presentation provides an overview of translanguaging in education and its importance as well as examples from classrooms where ENL teachers have supported students’ translanguaging for learning.