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Search Results

NOTE: Some sessions are grouped. Please note the room. 

Symposium: Integrating Analysis of Academic Language into Teacher Education
Friday, May 20, 3:15 pm, Room: Alumni 
Julia Reimer, Hamline University
Bonnie Swierzbin, Hamline University
To successfully integrate content into language instruction, teachers need to analyze the language in academic texts. The presenters demonstrate language analysis and teaching tools introduced to teachers in a pedagogical grammar class. Language analysis tools include identifying nominalizations, charting participants and processes, and analyzing information flow.
Paper Session: Initiatives to Increase Language Teaching Capacity: New Zealand's Multi-Pronged Approach
Friday, May 20, 3:15 pm, Room: Campus 
Jocelyn Howard, University of Canterbury - New Zealand
In a climate of ongoing ambivalence by most New Zealanders towards learning additional languages, the Ministry of Education has recently introduced Learning Languages as an independent learning area in the national curriculum. This paper critically examines a number of initiatives aimed at building teaching capacity to meet this curriculum requirement.
Paper Session: The ECRI Model: A Writing Instructional Model for Second Language Teachers
Friday, May 20, 3:15 pm, Room: Coffman 
Josee LeBouthillier, University of New Brunswick
Paula Kristmanson, University of New Brunswick
Allan Roy, University of New Brunswick
The presentation will focus on a research project involving an instructional model that organizes best practices in the teaching of writing in second language contexts. This model (ECRI) was co-created in a PLC by teachers and researchers interested in the improvement of the teaching and learning of writing.
Paper Session: Conversation Analysis as a Tool for Examining Knowledge in Practice
Friday, May 20, 3:15 pm, Room: Collegiate 
Drew Fagan, Teachers College - Columbia University
While teacher knowledge research has been influential on teacher learning, our understanding of how teacher knowledge connects with actual classroom instruction remains limited. The current study aims to address this issue by triangulating data from conversation analysis, a subfield of discourse analysis, with data collected from teacher reflections and interviews.
Symposium: Collaborative Practitioner Research as a Form of Mutual Development.
Friday, May 20, 3:15 pm, Room: Faculty 
Dick Allwright, Lancaster University
Simon Gieve, Leicester University
Judith Hanks, University of Leeds
Ines Miller, Pontifícia Universidade Católica do Rio de Janeiro
Assia Slimani-Rolls, Regent's College London - UK
Attila Szabo, American University of the Middle East
Teachers and learners engaging collaboratively in Exploratory Practice develop their own individual understandings of learning and teaching. At the same time, they are also involved in helping each other develop. Our symposium explores this process of mutual development, its challenges and promises, in a variety of educational settings.
Paper Session: The Role of Networks in Heritage Language Teacher Education
Friday, May 20, 3:15 pm, Room: Nolte 
Anup Mahajan, National Capital Language Resource Center
Given emphasis on the importance of heritage language maintenance as a national resource, there is a need to develop best practices and collaborative approaches to promote and support the professional development of community-based teachers. This paper will propose a networking model based on preliminary results of a university survey study.
Paper Session: Negotiating New Literacies in the English Language Curriculum
Friday, May 20, 3:15 pm, Room: Northrop 
Margaret M. Lo, University of Hong Kong
This paper examines teachers' discursive construction and appropriation of new, digital literacies in the English language curriculum. I explore the ways in which teachers negotiated multimodality, creativity, and online authorship and interaction associated with new literacies in dialogic interaction with discourses of teaching and learning English in Hong Kong schools.
Paper Session: Indicators for Successful Transitions to Post-Secondary
Friday, May 20, 3:15 pm, Room: Presidents 
Betsy Parrish, Hamline University
Kimberly Johnson, Hamline University/ATLAS
The need for adult ESL teachers to prepare students to transition into post-secondary education and training can be challenging in a system that has historically focused on basic literacy and life skills. This presentation will share the professional development impact of a survey project that provided insights into differences in instructional practices between the adult educators and college faculty. Implications and lessons learned for adult ESL teaching will be shared.
Paper Session: Unifying Emotion, Cognition and Action in Language Teacher Professional Development
Friday, May 20, 3:15 pm, Room: Rotary 
Meredith Doran, Penn State University
Paula Golombek, University of Florida
We present a systematic understanding of the role of emotions in teacher cognition, describing how emotional content in teacher narratives can index cognitive dissonance and congruence, which can then be investigated in a focused manner. We then propose a triadic model of cognitive development with implications for language teacher professional development.


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