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

Symposium: Reflective Practitioners: Action Research in Pre-Service Teacher Education
Saturday, May 21, 9:15 am, Room: Alumni 
Daryl Gordon, Adelphi University
Blair Bateman, Brigham Young University
Joel Hardman, Southern Illinois University Edwardsville
Diana Schwinge, Adelphi University
This symposium brings together four teacher educators who involve pre-service language teachers in action research projects. Presenters will share insights and challenges related to conceptual and practical questions including selecting an action research question, research ethics and IRB approval, research design, data analysis, and implications for continuing professional development.
Paper Session: Collaborative Teacher Development: Teaching and Learning for Two FL Teachers
Saturday, May 21, 9:15 am, Room: Campus 
Kristin Hoyt, Kennesaw State University
Two foreign language (FL) teachers collaborated in a project from which they both benefited as teachers and learners. Bringing together different perspectives as pre-service FL teacher and FL teacher educator, and based on principles of self-reflective inquiry, they engaged in collaborative exchange and experienced professional growth via situated, experiential learning.
Paper Session: Enhancing Study Abroad Design to Better Support Language Teachers' Development
Saturday, May 21, 9:15 am, Room: Campus 
Erin Kearney, University at Buffalo - SUNY
So-Yeon Ahn, University at Buffalo - SUNY
This conceptual presentation seeks to advance the notion that study abroad opportunities can be developed in ways that better support the needs of (future) foreign language teachers. We draw specifically on our recent experiences launching two new study abroad programs and share our plans for research related to these programs.
Paper Session: Evaluating the Impact of Online Professional Development for Japanese Language Teachers 
Saturday, May 21, 9:15 am, Room: Coffman 
Eiko Ushida, University of California - San Diego
Takeshi Sengiku, Gettysburg College
Yasuhiko Tohsaku, University of California - San Diego
This presentation will report on the impact of JOINT (Japanese Online Instruction Network for Teachers), an online professional development program for Japanese language teachers. It will outline the successes and challenges of the JOINT program and discuss the effectiveness, limitations, and potentials of online professional development for language teacher education.
Paper Session: Talking together, growing together - professional development of language teachers and researchers.
Saturday, May 21, 9:15 am, Room: Coffman 
Ana Sofia Pinho, University of Aveiro - Portugal
This paper describes a subject-matter focused, research-based and community-centred project, which involves teachers, teacher educators, and researchers working in Language Education. Based on the story so far, the enquiry analyses its members' collaborative professional talk, searching for signs of professional transformation and learning occurring in the sociocultural exchanges and interactive moments.
Paper Session: Translating Research into Practice Through Study Circles
Saturday, May 21, 9:15 am, Room: coffman 
Patsy Vinogradov, University of Minnesota
Astrid Liden, Minnesota Department of Education
Study Circles are small, facilitated, practitioner learning groups that meet to discuss issues of relevance to their classrooms. Organized around a specific topic, practitioners read and discuss research, then implement and reflect on instructional practices. Presenters describe a study circle used successfully in Minnesota with instructors of pre-literate ESL adults.
Paper Session: Effect of Training on Teachers' Knowledge about Second Language Acquisition 
Saturday, May 21, 9:15 am, Room: Collegiate 
Sunyung Song, The Ohio State University
Keiko Samimy, The Ohio State University
Yunyan Zhang, The Ohio State University
Katie Seyler, The Ohio State University
Karen Newman, The Ohio State University
This session shares findings from a research study that explored secondary content teachers' knowledge base and beliefs about second language acquisition as a result of their participation in a nine-month, professional development cohort program for English as a Second Language. Implications for in-service professional development programs are addressed.
Paper Session: Teacher-Learners Engage in Re-Conceptualization of SLA Knowledge Through Inquiry
Saturday, May 21, 9:15 am, Room: Collegiate 
Melinda Martin-Beltran, University of Maryland
Ali Fuad Selvi, University of Maryland
This study explores how teacher educators and teacher-learners can foster praxis. We document teacher-learners' reconceptualization of SLA theory through their own inquiry. It connects personal language learning and teaching experiences, interviews with fellow teachers and learners, observations of practices, and research relevant to teacher-learners' own theories about SLA.
Paper Session: Successful Linguistics Course for Language Teachers: Underpinnings from Adult Development
Saturday, May 21, 9:15 am, Room: Collegiate 
Andreas Schramm, Hamline University
Language teacher education is required to instill an understanding of language systems. Language teachers have to develop from language users to language analyzers. Their education involves a shift in meaning-making capacity. This presentation demonstrates how three objectives from adult development can inform the design of a successful introductory linguistics course.
Symposium: Expanding Language Teacher Learning; A Grass Roots Initiative for Change
Saturday, May 21, 9:15 am, Room: Faculty 
Christina Maynor, Minneapolis Public Schools - South High
Gaelle Berg, Minneapolis Public Schools
Erica Perry, Minneapolis Public Schools - Edison High
Mary Schirber, Minneapolis Public Schools - Edison High
Students benefit when World Languages teachers engage in long-term, rich, collaborative professional development. A group of Minneapolis Public Schools World Language teachers co-creating a dynamic array of professional development activities and supports will share stories illustrated by evidence of student results.
Symposium: Enhancing Horizons: Language Teacher Educator Partnerships across International Contexts
Saturday, May 21, 9:15 am, Room: Nolte 
Susan Gray , University of Auckland 
Yvonne Foley , University of Edinburgh
Charlotte Franson, Canterbury Christ Church University
This symposium is inspired by recent European research focusing on "Inclusive Academic Language Teaching" (IALT) as the way to meet the needs of young people learning English as an additional language. We examine possibilities and constraints in the provision of IALT in in-service education in England, Scotland, and New Zealand.
Paper Session: Analysis of Differentiated Instruction in an ELL Teacher's Professional Development
Saturday, May 21, 9:15 am, Room: Northrop 
Grace Chin-Wen Chien, University of Washington
This paper aims to analyze how differentiated instruction was employed in a series of workshops for an English Language Learner (ELL) teachers' professional development in a northwest city in the United States. Challenges that instructional coaches faced when giving differentiated instruction to teachers will be discussed and suggestions will be provided.
Paper Session: Cooperative Language Learning -- They're Afraid of Each Other, Not You!
Saturday, May 21, 9:15 am, Room: Northrop 
Rocky Tyler, University of South Florida
This paper session will explore the theoretical and practical implications of the integration of group development theory into the knowledge base of language teacher education. Topics addressed include K-12 group development models and strategies, willingness to communicate (WTC), and L1 use in support of cooperative/collaborative L2 learning.
Paper Session: Preparing Language Teachers to Teach Learning Strategies
Saturday, May 21, 9:15 am, Room: Northrop 
Anna Uhl Chamot, National Capital Language Resource Center
This presentation describes a university language teacher education program that incorporates research and methods for teaching learning strategies in its coursework. Teacher candidates over a four-year period completed a self-assessment questionnaire after taking the third course that included language learning strategy instruction; results will be described.
Paper Session: Non-Native Speaker Teachers of Spanish: Narrative Accounts from In-Service Teachers
Saturday, May 21, 9:15 am, Room: Presidents 
Amy Fioramonte, University of South Florida
Amy Thompson, University of South Florida
This study focuses on the perceptions of non-native speaker teachers (NNSTs) of Spanish. Interviews of in-service NNSTs of Spanish reveal insights regarding both advantages and disadvantages of being a NNST of Spanish, which in some ways parallel the research on NNSTs of English. Results and implications are discussed.
Paper Session: The Power of Stories: Preparing Teachers to Tell Stories
Saturday, May 21, 9:15 am, Room: Presidents 
Mary Curran, Rutgers University
Curtain Helena, University of Wisconsin - Milwaukee (Emerita)
Stories provide authentic, meaningful contexts for learning. They are also engaging and powerful tools for novice teachers. The presenters provide an introduction to narrative theory, offer classroom examples of stories and storytelling, and share a model of language teacher education in which novice teachers are prepared to use storytelling in action.
Paper Session: Narrative as a Mediational Tool in L2 Teacher Professional Development
Saturday, May 21, 9:15 am, Room: Presidents 
Paula Golombek, University of Florida
Karen Johnson, Penn State University
Using a Vygotskian sociocultural theoretical approach, this presentation conceptualizes how narrative mediates the cognitive processes of L2 teachers through three distinct yet permeable functions--narrative as externalization,verbalization, and systematic inquiry--and illustrates their interplay by tracing teacher professional development in two teacher-authored narrative inquiries.
Symposium: Trends and Research in Preparing K-12 Mainstream Teachers of ELLs
Saturday, May 21, 9:15 am, Room: Regents 
Beth Wassell, Rowan University 
Marjorie Hall Haley, George Mason University
Ann Mabbott, Hamline University
Jacqueline McCafferty, Rowan University
Kate Reynolds, University of Wisconsin - Eau Claire
Joan Shin, University of Maryland - Baltimore County
This symposium features 5 diverse approaches for preparing in-service and pre-service mainstream or content area teachers to effectively teach ELL students. Discussion between the presenters and audience will focus on program objectives, audiences, activities and outcomes, and current gaps in research.
Paper Session: Teachers Teaching Teachers: Collaborating to Improve Kindergarten Student Language Production
Saturday, May 21, 9:15 am, Room: Rotary 
Nicole Boudreaux, Lafayette Parish School District
Michelle Haj-Broussard, McNeese University
Lafayette's immersion programs count six to eleven sections at each elementary grade, allowing for strong curriculum and material development and collaborative training. Practices of kindergarten teachers were examined to identify reasons for and eliminate differences in student oral language production. This presentation documents the action research's findings and its impact on teacher training.
Paper Session: Teachers' Beliefs and Practices about Using the L2 in Instruction
Saturday, May 21, 9:15 am, Room: Rotary 
Linda Quinn Allen, Iowa State University
This paper reports on a study that sought to determine L2 teachers' beliefs and practices about the L2 as the language of instruction. A comparison of teachers' beliefs and practices, the ratio between L2 and L1 use, and purposes for which the teachers used the L1 will be presented.
Paper Session: Teacher Language Proficiency and Classroom Interaction: Feedback in IRF Sequences
Saturday, May 21, 9:15 am, Room: Rotary 
Rachel Shively, Illinois State University
This study investigates the relationship between Spanish teachers' oral language proficiency and their engagement in the third turn in typical Initiation-Response-Feedback (IRF) exchanges with students. Using the case of the feedback turn, the study explores the potential impact that teachers' language proficiency has on communication in the classroom.


Center for Advanced Research on Language Acquisition (CARLA) • 140 University International Center • 331 - 17th Ave SE • Minneapolis, MN 55414