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MASTER OF SCIENCE IN APPLIED LINGUISTICS • MASTER OF EDUCATION • MASTER OF ARTS IN TESOL

CONFERENCE ON

LANGUAGE, LEARNING & CULTURE

SEDatVIU SEDatVIU VirginiaIU VIUEDU

4401 VILLAGE DRIVE, FAIRFAX, VA 22030

+1 (800) 514-6848 (toll free) +1 (703) 591-7042

web: www.viu.edu/sed email: [email protected]

1www.viu.edu/sed Virginia International University

Dear Conference Participants,

Welcome to the 2018 Conference on Language, Learning, and Culture!

This year’s theme of Making Research Matter seeks to involve a diverse group of educators, researchers, policy-makers, community members, and others in multidirectional conversations regarding how we can work together to make our research endeavors as productive and meaningful as possible for a wide variety of potential stakeholders.

To this end, we sought projects in which the investigators considered the users and uses of their research from the very beginning and made decisions accordingly—from action-research projects conducted by individual teachers in their classrooms to larger-scale funded endeavors where collaborative teams had an eye toward wider public engagement and policy impacts, and everything in between. The result has been an inspiring line-up of presentations, more than one of which uses the word “transformative” in its title.

We hope that you find the conference to be engaging professionally, academically, and personally; that it sparks a variety of useful ideas for engaging in motivated inquiry for actionable insights; and that you are able to use what you learn from your interactions with colleagues to continue to make a meaningful impact in the field of education, wherever in the world you may be doing your work.

Very best,

CLLC Organizers

Welcome!

Rebecca Sachs

Professor, School of Education

Kevin J. Martin

Associate Dean, School of Education

MASTER OF EDUCATION• Math Education• Science Education• ESOL Education

MASTER OF SCIENCE IN APPLIED LINGUISTICS • Program Management• Multilingual Education• Educational Technology

MASTER OF ARTS IN TESOLGRADUATE CERTIFICATE OF TESOL

WORLD-CLASS

FACULTY

HANDS-ON

LEARNING

PRACTICAL

EXPERIENCE

PERSONALIZED,

ENGAGING,

AND FUN

2 3Virginia International University www.viu.edu/sed www.viu.edu/sed Virginia International University

The Conference on Language, Learning, and Culture must take a moment to thank those who made the conference possible. We are truly grateful for the contributions of the following individuals:

Acknowledgements

VolunteersWe would also like to thank our many volunteers who have lent their time and talents to ensuring the success of the conference. CLLC would not have been able to take place without you!

Special ThanksWe are incredibly indebted to our amazing IT team (those behind-the-scenes people who do all of the technology support!), who went above and beyond to help develop our website and conference systems. THANK YOU! Many thanks also toVirginia International University’s president, Dr. Isa Sarac, for allowing this vision to become reality and for fully supporting the efforts of the School of Education.

Table of Contents

Getting Started 4

Exhibitors and Sponsors 5

Schedule at a Glance 6

Conference Floor Plan 7

Schedule of Presentations 8

Opening Communal Discussion 12

Friday Morning Sessions 14

Friday Poster Session 16

Friday Afternoon Keynote 17

Friday Afternoon Sessions 18

Saturday Workshops 21

Saturday Morning Plenary 22

Saturday Practice-Oriented Sessions 23

Speaker Contact Information 24

Conference Notes 28

Bayarjargal “BJ” Battulga Director of Operations, VIU Facilities & Property Management

Dr. Marietta Bradinova Faculty, VIU School of Education

Victoria Fedorets Academic Coordinator, VIU School of Education

Yoko Gursen Registrar, Virginia International University

Dr. Justin Kelly Test Development Manager, Center for Applied Linguistics

Dr. Rashi Jain Assistant Professor, Academic English Language Program, Montgomery College

Dr. Shufang Ni Faculty, VIU School of Education

Dr. Ana-María Nuevo Adjunct Professorial Lecturer, American University School of Education

Dr. Michael Perini Director of Organizational Assessment, Virginia International University

Nitesh Pradhan Information Technology Manager, Virginia International University

Batkhuu Odonchuluun Food Service Manager, Global Bistro

Dr. Joy Kreeft Peyton Senior Fellow, Center for Applied Linguistics

Saji Thomas Multimedia Specialist, Virginia International University

Rebecca Wilner Instructor & Panama Bilingüe Program Manager, American University


Getting Started Exhibitors and Sponsors

The conference organizers would like to thank the following exhibitors and sponsors of CLLC 2018:

The mission of Virginia International University’s School of Education is to provide a diverse and practical preparation for graduates to serve in roles of educational leadership, social change and instructional design and delivery. The School’s motto is Building a Global Community of Educators.

The School of Education offers graduate programs in TESOL (an MA in TESOL and a Graduate Certificate in TESOL), Applied Linguistics (an MS in Applied Linguistics with concentrations in Multilingual Education, Program Management, and Educational Technology), and Education (a Master’s of Education focused on Secondary Education with concentrations in Math, Science, and ESOL).

Visit: http://online.viu.edu/Visit: http://viu.edu/sls

Visit: https://www.elizabethclaire.com/

The name badges are intended to help you meet new people and network with colleagues from the various institutions present. Please wear your name badge throughout the event, as this will grant you access to conference activities.

Should you need any assistance during the conference, please visit the information desk or find someone with a “Volunteer” badge. You will recognize volunteers by their green ribbons.

Network SSID: VIU_GuestNetwork Passphrase: None (just accept the “terms of use”)

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PLACESSee the Conference Floor Plan on page 7 for detailed diagrams of the building.• The Information Desk is located on the third floor near the main conference hall (VD 301).• A Prayer Room is available on the second floor, across from room 200.• A Nursing Room can be provided upon request.

RECORDING IN PROGRESSPortions of the conference, both during and between sessions, may be recorded or photographed.

EVALUATION AND FEEDBACK Please give us feedback! We value your opinions and will take your comments into consideration for next year. You will find a “Feedback” link on the navigation menu of your CLLC web account, where you can provide overall comments about the conference. You can also give feedback on individual presentations by clicking on the “Comments” link for the talks that you have seen.

POST-CONFERENCE THINGS TO DOCLLC occurs during Washington, D.C.'s famous National Cherry Blossom Festival. The festival, which is scheduled to take place from March 20-April 15, 2018, offers many activities, including street fairs, parades, and other cultural events. For more information on these events, please visit the festival's website: http://www.nationalcherryblossomfestival.org.

Please explore the Travel and Venue section of the CLLC website for other things to do in the area: https://conference.viu.edu/cllc/content/travel-venue.

If you tweet about the conference, please include the hashtag #CLLC2018.


DAY 1 Friday, April 6, 2018

7:30am - 8:30am Registration and Light Breakfast

8:30am - 8:45am Welcome and Conference Opening

8:45am - 9:45am Communal Discussion on Making Research Matter

10:00am - 12:15pm Paper Presentations

12:15pm - 1:15pm Lunch Break

1:15pm - 2:15pm Poster Presentations

2:20pm - 3:20pm Presidential Keynote: Judith Eaton

3:30pm - 5:45pm Paper Presentations, Practice-Oriented Sessions, and Panel

Conference Floor PlanSchedule at a Glance

DAY 2 Saturday, April 7, 2018

8:00am - 8:45am Registration and Light Breakfast

8:45am - 10:45am Workshops

10:50am - 11:50am Plenary Address: Jennifer Leeman

11:55am - 12:25pm Coffee Break

12:30pm - 1:30pm Practice-Oriented Sessions and Roundtable

STAI

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LIBRARY

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ACCOUNTINGInfo Desk

FIRST FLOOR

SECOND FLOOR

THIRD FLOOR

MAIN ENTRANCE

REAR EXIT


Schedule of Presentations

DAY 1 - FRIDAY MORNING


OPENING COMMUNAL DISCUSSION

VD 301

8:45am-9:45am Making research matter: Motivated inquiry for actionable insights - Rebecca Sachs & Kevin Martin

CONCURRENT SESSIONS (Papers)

VD 204 VD 205 VD 216

10:00am-10:30am Professional learning practices and beliefs of an online community of English language teachers - Jeremy Slagoski

The proficiency level of learners and the choice of deletion or epenthesis - Omar Alkhonini

Language cross-training as an optimization strategy: Leveraging prior learning experience to enhance learning outcomes - Jared Linck, Erica Michael, Ewa Golonka, Nick Pandža, Alison Tseng, Amalia Gnanadesikan, & Claudia Brugman

10:35am-11:05am Mexican student and teacher views on the characteristics and practices of effective EFL instructors - Kenneth Richter

How input modality in the second language classroom affects pronunciation accuracy - Marcella Farina

Engaging with stakeholders to develop effective virtual reality training: Simulating second language immersion - Medha Tare, Ewa Golonka, Jared Linck, & Sunhee Kim

11:10am-11:40am English language instructors’ assessment literacy: Toward transformative teaching and learning practices - Thuy Tu

English in the workplace: An analysis of the communication needs of mass media personnel - Mahmoud Al-Khatib & Islam Mayyas

How to create relevant and meaningful digitally mediated tasks – Implications from an EFL seminar - Judith Hofmann, Celestine Caruso, & Andreas Rohde

11:45am-12:15pm Traditional craft or technology education: An innovation for language learning in primary schools of Nepal - Mani Ram Sharma, Arjun Barnwal, Bimal Lal Shrestha, Prabin Shahi, & Dipak Joshi

A community-driven approach to language preservation in Wisconsin Walloon - Kelly Biers & Ellen Osterhaus

From the word go: Ensuring that research on multi/plurilingualism leads to better trained teachers - Karen Ferreira-Meyers

DAY 1 - FRIDAY AFTERNOON

POSTER SESSION

VD 301

1:15pm-2:15pm

Utilizing open architecture to design a transformative learning experience - Mishkat Al Moumin

Analysis of literature on the impact of remittances on the education of children - Gulnaz Atabaeva Exploring the teaching adaptations chosen (or not) by international-origin faculty - Charles Brua, Larkin Hood, & Olga Buchko

Read aloud as an instructional strategy: The need for awareness among Nigerian teachers - Mohammed Bello Umar

PRESIDENTIAL KEYNOTE

VD 301

2:30pm-3:30pm Inquiry to promote effective practices in higher education: Taking advantage of actionable insights from the accreditation process - Judith Eaton

CONCURRENT SESSIONS

VD 204 VD 205 VD 216

3:30pm-4:00pm Aligning with TESOL standards for short term TEFL/TESL certificate programs: A case study - Sherry L. Steeley & Suzanne L. Matula

Summary writing instruction strategies using appraisal and ideational metafunctions: Implicit and explicit instruction - Khalid Albishi

ELLs and public schools in Trump’s America: What future teachers think - Alyssa Vuono & Dominik Wolff

4:05pm-4:35pm Anti-plagiarism pedagogy for TEFL students: A case of an academic writing course - Saeed Rezaei & Hadis Sabzi

Teaching English in a rural context through place-based education: Expressing experiences with place through poems - Rocio del Pilar Salazar Jaramillo & Yeyson David Espejo Malagón

The effects of acculturation and language acquisition on English language learners: A case study - Marietta Bradinova

4:40pm-5:45pm (*1 hour*)

Getting your students motivated with interactive response systems - Amy Fang-Yen Hsieh

Engaging young adult EFL/ESOL learners in meaning-making tasks - Kathleen Ramos & Ying Liu

PANEL: Human-centered design for equity in education - Lauren Moffett, Tazeen Rashid, & Rayhan Ahmed

10 Virginia International University www.viu.edu/sed

DAY 2 - SATURDAY


WORKSHOPS

VD 204 VD 205 VD 216

8:45am - 10:45am Interactive, communicative activities for motivating students with picture books - Ana Lado & Valerie Sheridan Comer

Enhancing ESL teachers’ cross-cultural views through various media - Sungshim Choi, Shelley Wong, Liana Smith, Hyejin Yoon, Hsiao-Ping Tai, & Kyounghye Park

Culture and language training: What to do when time is not on your side to research, develop, and train your students - Mark Overton

PLENARY

VD 301

10:50am - 11:50am Language teaching for social justice: A critical pedagogical approach - Jennifer Leeman

11:55am - 12:25pm COFFEE BREAK

PRACTICE-ORIENTED SESSIONS

VD 204 VD 205 VD 216

12:30pm - 1:30pm Model-based strategies using picture books to teach writing to Arabic speakers - Norah Almoharib, Manahel Alnasser, & Ana Lado

ROUNDTABLE: Challenging commonly held beliefs in language learning and teaching - Claire Gimble, Glen Habbershaw, & Michael Seyfert

Planning and assessing student learning - Kevin Martin

Satisfaction Guaranteed!If your students don’t make powerful strides in language, literacy,

and confidence in reading after using our program, just return the books and audio CDs in any condition for a full refund.

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ESL Phonics for All Ages is designed to meet the special needs of Students with Interrupted Formal Education and limited English. Audio input on CDs reads each word three times so students can learn vocabulary and pronunciation as they progress in reading skills at their own pace. Reproducible answer pages lets them self-correct and track their work.

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4 _____ / 8

5 _____ / 6 8 _____ / 6

9 _____ / 6

12 _____ / 8

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16 _____ / 6

17 _____ / 8

20 _____ / 8

21 _____ / 6

24 _____ / 6

25 _____ / 8

26 _____ / 21

27 _____ / 8

30 _____ / 8

32 _____ / 6

33 _____ / 6

36 _____ / 8

38 _____ / 5

42 _____ / 8 44 _____ / 4

45 _____ / 6

48 _____ / 8

51 _____ / 6

53 _____ / 6

54 _____ / 21

59 _____ / 8

61 _____ / 6

64 _____ / 8 65 _____ / 6

My Work

66 _____ / 21

67 _____ / 5

70 _____ / 7

74 _____ / 7

78 _____ / 8 79 _____ / 18

82 _____ / 8

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Page Correct / Total Page Correct / Total Page Correct / Total

Check your work. Write the number that you have correct for each page.

© Elizabeth Claire, Inc. 2008 • ESL Phonics for All Ages Book 2 Unit

Look at the pictures.

Listen to the words. Read the words.

Draw a circle around the correct word.

1. boy 2. dollar

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pens teachers

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fingers dogs

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legs birds

One? Or More than One?

1

Book 3: Consonant ClustersBook 3: Consonant Clusters

ESL Phonicsfor All Ages

Elizabeth Claire

for All Ages

Elizabeth Claire

ESL Phonics

Elizabeth Claire’s ESL Phonics for All Ages is a six-book series designed for English language learners who can reada non-Roman alphabet native language, and for English learners who cannot read in any language. All six books use a limited vocabulary in English and limited sentence structure. This phonics program has been extensively tested with students aged 7 to adult who are learning to read and write in English.

ESL Phonics for All Ages:• uses high-frequency, unambiguous vocabulary

that beginning English learners need to know or already know.

• sequences the sound/symbol presentation to follow natural development of language learners’ skills in sound discrimination. Vowels, often very confusing for new language learners, are presented after all consonants.

• has an audio component to provide native language presentation of the text and to allow individual students to advance at their own pace.

• uses a multifaceted approach so students advance in phonetic awareness, reading, spelling, vocabulary, sentence structure, conversation, and pronunciation.

• uses full spellings of all words. This allows for students to become familiar with whole words and provides a head start for success when later sound/symbols are presented.

• presents sight words in contexts needed by first-year ESL Students.

• repeats useful sentence patterns to enhance success• provides songs, chants, poems, conversations, and

stories for whole-language reading.

Eardley PublicationsP. O. Box 2596

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Elizabeth Claire

for All Ages

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ESL PhonicsESL Phonics

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Teacher’s Guide and Answer PagesLetter Discrimination and Handwriting Guide

CLA

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ook 5 Vowels I I

Eardley Publications ESL/EFL Literacy

for All Ages

Elizabeth Claire

Book 5: Vowels Part II

Elizabeth Claire

Elizabeth Claire’s ESL Phonics for All Ages is a six-book series designed for English language learners who can read a non-Roman alphabet native language, and for English learners who cannot read in any language. All six books use a limited vocabulary in English and limited sentence structure. This phonics program has been extensively tested with students aged 7 to adult who are learning to read and write in English.

ESL Phonics for All Ages:• uses high-frequency, unambiguous vocabulary

that beginning English learners need to know or already know.

• sequences the sound/symbol presentation to follow natural development of language learners’ skills in sound discrimination. Vowels, often very confusing for new language learners, are presented after all consonants.

• has an audio component to provide native- language presentation of the text and to allow individual students to advance at their own pace.

• uses a multifaceted approach so students advance in phonetic awareness, reading, spelling, vocabulary, sentence structure, conversation, and pronunciation.

• uses full spellings of all words. This allows for students to become familiar with whole words and provides a head start for success when later sounds and symbols are presented.

• presents sight words in contexts needed by first-year ESL students.

• repeats useful sentence patterns to enhance success.• provides songs, chants, poems, conversations, and

stories for whole-language reading.

Eardley PublicationsP. O. Box 2596

Fair Lawn, NJ 07410

for All Ages

Elizabeth Claire

for All Ages

Book 4: Vowels Part IBook 4: Vowels Part I

ESL PhonicsESL Phonics

Components

Student Books 1-62 Audio CDs for each book

Teacher’s Guide and Answer PagesLetter Discrimination and Handwriting Guide

CLA

IRE ESL Phonics for A

ll Ages B

ook 4 Vowels I Eardley Publications ESL/EFL Literacy

Page 2 ESL Phonics for All Ages Book 1 © Elizabeth Claire 2007 Unit

_____________________________________________

----------------------------------------------------------------______ _______ ______ ______ ______ ______

These words all begin with the sound /b/.

Listen to the words.

Say the words.

Write the letter b at the beginning of each word.

1. ____ us 2. ____ ook

3. ____ ird 4. ____ ananas

5. _____ ag 6. _____ aby

7. _____ ox 8. _____ oots

1

b bb

The first unit of each book (15+ pages) can be downloaded at my website. Print them out FREE and try them with your students.

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Teacher’s Guide and Answer Pages for Books 1, 2, and 3: $18


Plenary Preview

Please choose one of the following topics according to your group’s interests:

Inquiry to promote effective practices in higher education: Taking advantage of actionable insights from the accreditation process

• According to Dr. Eaton’s keynote abstract, “Accreditation is a form of inquiry that yields information about effective practices in colleges and universities that may be used across all higher education, whether for teaching and learning, general operation or policy development.” What opportunities do you see for accreditation to contribute to effecting positive change within your organization? Depending upon your area of expertise and personal interests, consider its impact upon teaching and learning, general operations, or policy development.

• If internal stakeholders were to treat accreditation as a form of action research, undertaken with the goal of improving practices through self-driven exploration and reflection, what other benefits might accreditation produce?

Language teaching for social justice: A critical pedagogical approach

• Reflect on the following statement from Dr. Leeman’s plenary abstract: “In contrast with [the] emphasis on individual self-improvement [found in current educational discourse], advocates of critical pedagogy see education as a way to engage students’ analysis of structural inequality with the goal of promoting social change and a more just society.” How might these ideas be relevant within your professional context?

• What opportunities can you envision for incorporating a focus on social justice into (language) education? What challenges might arise?

Opening Communal Discussion FRIDAY 8:45am–9:45am

Making Research Matter: Motivated Inquiry for Actionable InsightsA co-constructed, participant-driven professional learning experience and networking opportunity

Moderators: Rebecca Sachs and Kevin Martin

We hope this discussion will not only spark ideas that you can continue to explore throughout the conference, but also give you opportunities to form personal and professional connections that last beyond this experience.

CLLC 2018 seeks to stimulate conversations on how research and its uses in society might be transformed if more of us were to make a point of asking “for what, for whom, and by whom?” at the outset of every research endeavor. Our aim is to involve a diverse gathering of educators, researchers, policy-makers, community members, and other stakeholders in a multidirectional sharing of perspectives, values, priorities, and expertise.

As such, we would ask that you please take a few moments to form small groups of 4-5 conference participants with different backgrounds in preparation for a discussion of the following questions. Understanding that many of you are likely both conductors and consumers of research, we encourage you to approach the questions below from both mindsets.

For people (interested in) conducting research: For people (interested in) making use of research:

FOR WHAT: What do you consider to be the purposes of your research? How can you imagine your research being used productively? What other purposes can you envision?

What are some potentially useful purposes of research in your professional context? How can you imagine research being used productively?

FOR WHOM: Who could apply or benefit from the results of your research, and how? How might your approach to research change if you were to imagine additional potential stakeholders from the start?

Who currently benefits from the research that is being conducted? Who else could potentially benefit, and how? Are any stakeholders being overlooked?

BY WHOM: What sorts of collaborators might enhance the quality or value of your research, or its potential for producing actionable insights? What additional expertise or perspectives might be helpful?

Have you ever considered getting involved in a research project that would be relevant to your professional practice? What sorts of additional expertise or perspectives could you contribute? Are there any obstacles to your participation in research? If so, what are they and how might they be overcome?


Friday Morning 10:00am–10:30am Friday Morning 11:10am–11:40am

Friday Morning 10:35am–11:05am Friday Morning 11:45am–12:15pm

Professional learning practices and beliefs of an online community of English language teachersJeremy Slagoski, Southern Illinois University CarbondaleThis study investigated the domain and practice of an online community of English language teachers on Twitter. A qualitative analysis revealed the extent to which they use social media for professional purposes and their perceptions on the value of social media in comparison to more traditional means of professional learning.

The proficiency level of learners and the choice of deletion or epenthesisOmar Alkhonini, George Mason UniversityWeinberger (1994) argues that between advanced and non-advanced learners, the former usually display a larger amount of epenthesis (recoverability). This study tests this claim on L2 English learners from seven different L1 backgrounds. Results suggest more work needs to be done to identify what determines L2 choices about which strategy to use.

Language cross-training as an optimization strategy: Leveraging prior learning experience to enhance learning outcomesJared Linck, Erica Michael, Ewa Golonka, Nick Pandža, Alison Tseng, Amalia Gnanadesikan, & Claudia Brugman, University of MarylandWe present four strands of research that suggest learners can benefit from leveraging all linguistic knowledge and language-learning experience. We discuss how our research on language cross-training has produced resources that can benefit both students and instructors facing the challenge of working with less commonly taught languages.

Mexican student and teacher views on the characteristics and practices of effective EFL instructorsKenneth Richter, University of GuanajuatoThis presentation will report on the views of 80 Mexican EFL teachers and 80 Mexican public high school students regarding the characteristics and pedagogical behaviors of good second language instructors. Data was gathered using the repertory grid technique and was subjected to content analyses using an inductive development category approach. It is hoped the presentation will spark reflection and discussion regarding the “fit” between teachers’ perceptions of pedagogy and those held by their students.

How input modality in the second language classroom affects pronunciation accuracyMarcella Farina, University of Central FloridaThis session will present results from a posttest-only control group design study examining the pronunciation accuracy of adult ELs, as demonstrated by utterance length, and two input stimuli: auditory-only and auditory-orthographic. Utterance length and input modality further examined with native language and second language proficiency variables revealed statistically significant findings.

Engaging with stakeholders to develop effective virtual reality training: Simulating second language immersionMedha Tare, Digital Promise, Ewa Golonka, University of Maryland, Jared Linck, University of Maryland, & Sunhee Kim, University of MarylandWe discuss a virtual reality (VR) prototype developed to facilitate practice of advanced second language listening comprehension skills. The results indicate that VR enhanced listening comprehension and feelings of immersion. We discuss the importance of content developers considering the goals and needs of the end-users when developing new VR content.

English language instructors’ assessment literacy: Toward transformative teaching and learning practicesThuy Tu, George Mason UniversityA mixed-methods study was designed to explore gaps between aspirations for fair and equitable assessments and the reality of English language instructors’ knowledge, beliefs, and practices of assessment within Vietnam National University, Hanoi. Areas of professional development were identified to promote inclusive instructor assessments and to increase student deep learning.

English in the workplace: An analysis of the communication needs of mass media personnel Mahmoud Al-Khatib & Islam Mayyas, Jordan University of Science and TechnologyThis study aims at studying the use of English by mass media personnel within the context of Jordan. It attempts to examine the communication needs of the personnel in the workplace by shedding light on their perceptions of needs, wants and lacks. It also aims to explore the workers’ attitudes toward the language.

How to create relevant and meaningful digitally mediated tasks – Implications from an EFL seminarJudith Hofmann, Celestine Caruso, & Andreas Rohde, University of CologneThis presentation examines the criteria that guide development of technology-mediated problem-based tasks in EFL classes. After a review of the theoretical background of the project and the foundations of these tasks, we will present a study conducted in a seminar for student teachers at Cologne University (Germany).

Traditional craft or technology education: An innovation for language learning in primary schools of NepalMani Ram Sharma, Nepal English Language Teachers Association (NELTA), Arjun Barnwal, Fitness Studio, Bimal Lal Shrestha, Fitness Studio, Prabin Shahi, Fitness Studio, & Dipak Joshi, LRI SchoolThis paper will try to explore the use of craft technologies in order to enhance the language learning abilities of children in Nepal. The results suggest that the approaches that are now dominant in craft education do not prepare students to meet the challenges of modern technology and learning styles.

A community-driven approach to language preservation in Wisconsin WalloonKelly Biers, University of North Carolina at Asheville, & Ellen Osterhaus, University of Wisconsin-Eau ClaireWalloon is a threatened language in Belgium, with a satellite community of less than 100 speakers in Wisconsin’s southern Door Peninsula. This community-driven language preservation project will make Wisconsin Walloon an accessible artifact of Belgian heritage. We report strategies for involving community members in language documentation and orthography development.

From the word go: Ensuring that research on multi/plurilingualism leads to better trained teachersKaren Ferreira-Meyers, University of Swaziland

This paper wants to show the importance of linking stakeholders with the initiation of research, through result dissemination and ways to improve practice on the ground. A four-year study on multi/plurilingualism in 6 countries in Southern Africa has resulted in the design and production of a training unit (currently available in three languages: French, English and Malagasy) primarily destined to teachers and teacher trainers in the region.

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Friday Poster Session 1:15pm–2:15pm Friday Afternoon Keynote 2:20pm–3:20pm

Accreditation is a form of inquiry that yields information about effective practices in colleges and universities that may be used across all higher education, whether for teaching and learning, general operation or policy development. Accreditors have, over time, amassed an extraordinary amount of such information, sharing this at conferences, workshops and other meetings on a routine basis. Accreditation standards and policies create a framework of generally applicable expectations for effective performance across all types of colleges and universities. These standards and policies also establish anticipated results that an institution or program must achieve to be considered a quality operation, including the types of evidence needed to document that these results are realized. These expectations, types of evidence, means by which evidence is identified and gathered as well as the results are also shared, whether through individual reviews of colleges and universities, publications or various gatherings hosted by the accrediting organizations. How can these various efforts contribute to effecting positive change within your organization? If internal stakeholders such as professors, program chairs, deans, and student-support staff treat accreditation as a form of action research, undertaken with the goal of improving practices through self-driven exploration and reflection, what other benefits might accreditation produce?

Dr. Judith S. Eaton is president of the Council for Higher Education Accreditation (CHEA), the largest institutional higher education membership organization in the United States. She has served as CHEA’s President since shortly after its founding in 1996. A national advocate and institutional voice for academic quality through accreditation, CHEA is an association of 3,000 degree-granting colleges and universities and recognizes approximately 60 institutional and programmatic accrediting organizations. CHEA serves as an outspoken advocate and a comprehensive source of information on accreditation and its value to society. The CHEA International Quality Group provides as an international forum to address issues related to accreditation and quality assurance around the world.

Prior to her work at CHEA, Dr. Eaton served as chancellor of the Minnesota State Colleges and Universities, as president of the Council for Aid to Education, the Community College of Philadelphia and the Community College of Southern Nevada and as vice president of the American Council on Education. She has held teaching positions at Columbia University, the University of Michigan and Wayne State University. Dr. Eaton has authored numerous books and articles on higher education and accreditation-related topics and addresses accreditation and quality assurance at conferences and meetings in the United States and internationally.

Judith EatonPresidentCouncil for Higher Education Accreditation

Inquiry to promote effective practices in higher education: Taking advantage of actionable insights from the accreditation process

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Exploring the teaching adaptations chosen (or not) by international-origin facultyCharles Brua, Larkin Hood, & Olga Buchko, Pennsylvania State University

We interviewed 10 international-origin faculty to explore their decisions related to adapting or not adapting to U.S. teaching norms. Analysis shows complex perceptions about rapport, student trajectories, and faculty/student responsibilities. This poster provides insights both to international-origin and U.S.-origin faculty, and to those who mentor faculty or advise students.

Analysis of literature on the impact of remittances on the education of childrenGulnaz Atabaeva, Ala-Too International University This study reviews the available literature on the impact of remittances on the education of children. While the impact has differed between different localities, there is much to learn from these efforts. This literature review, despite the existence of contrary views, reveals the effect of remittances in the educational attainment in various countries of the developing world.

Utilizing open architecture to design a transformative learning experienceMishkat Al Moumin, Defense Language Institute

The presentation aims at providing the audience with needed tools to create a transformative learning experience by utilizing an open architecture approach. Adopting such an approach allows the learner to reach a higher level of proficiency in second language acquisition.

Read aloud as an instructional strategy: The need for awareness among Nigerian teachersMohammed Bello Umar, Aminu Saleh College of Education Azare

Interaction with many teachers who teach at the early grades in Nigeria showed that many of them lack awareness of the significance of read aloud and consequently do not use it. This prompted the researcher to conduct holistic research on the need for awareness on read aloud among teachers.

All poster presentations will take place in the main reception area outside VD 301.

ABSTRACT:

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Friday Afternoon 3:30pm–4:00pm



Aligning with TESOL standards for short-term TEFL/TESL certificate programs: A case study Sherry L. Steeley & Suzanne L. Matula, Georgetown University

TESOL’s new Standards for Short-Term TEFL/TESL Certificate Programs set forth criteria according to which such programs should self-evaluate and subsequently align. This study examines the impact of doing so in the context of a successful, university-based TEFL Certificate program.

Summary writing instruction strategies using appraisal and ideational metafunctions: Implicit and explicit instructionKhalid Albishi, Bisha College of Technology

Summary writing has long been recognized as an important activity; however, little attention has been paid to it. Current practices of summary writing involve straightforward writing of the original texts in a shorter way mostly by using synonyms. This paper suggests a model of focusing on the comprehension of the overall and specific meanings of the original text and its general ideas.

ELLs and public schools in Trump’s America: What future teachers thinkAlyssa Vuono & Dominik Wolff, West Chester University of Pennsylvania

Mixed-methods survey data was collected in January and May 2017 to gauge pre-service PK-12 teachers’ developing beliefs and concerns about the state of US education in light of recent changes in the political landscape. Quantitative and qualitative data were integrated to create an understanding of the teachers’ concerns over time.

Anti-plagiarism pedagogy for TEFL students: A case of an academic writing courseHadis Sabzi, West Virginia University, & Saeed Rezaei, Sharif University of Technology

This is an anti-plagiarism awareness project as part of an academic writing course. The results showed that there was a significant growth both qualitatively and quantitatively regarding the students’ understanding of plagiarism. At the end, some anti-plagiarism pedagogical tasks will be provided to implement in teaching practice.

Teaching English in a rural context through place-based education: Expressing experiences with place through poemsRocio del Pilar Salazar Jaramillo & Yeyson David Espejo Malagón, National Pedagogic University

This action research study implemented a Place-Based Education (PBE) project in a rural school in Colombia, as the basis for teaching elementary school children about their rural context, in English. Poetry and the genre-based approach to writing were used to introduce children meaningfully to their rural environment and to English.

The effects of acculturation and language acquisition on English language learners: A case studyMarietta Bradinova, Virginia International University

By using Schumann’s Acculturation Model (1978) as a guide, this presentation discusses the findings of a case study on the effects of acculturation and language acquisition of four ELL students in a public middle school in the US. The results may help teachers understand some of the social and psychological factors affecting their students’ language acquisition.

Getting your students motivated with interactive response systemsAmy Fang-Yen Hsieh, National Taiwan Normal University

Evidence has shown that the interactive response system (IRS) is an effective way to involve students in a variety of class activities in different disciplines, including language teaching. This practice-oriented session aims to provide hands-on activities to demonstrate how to integrate the interactive response system into your language classes effectively.

Engaging young adult EFL/ESOL learners in meaning-making tasksKathleen Ramos & Ying Liu, George Mason University

A U.S. teacher educator and an EFL teacher from China, a current visiting scholar, invite session attendees to actively participate in a lesson that models instructional practices which can foster young adult ESOL and EFL learners’ academic literacy practices. This session will appeal to practicing ESOL/EFL teachers and teacher educators.

PANEL: Human-centered design for equity in educationLauren Moffett, New York City Department of Education, Tazeen Rashid, Suncoast Community High School, & Rayhan Ahmed, Expeditionary Learning School for Community Leaders

The human-centered design process continually asks who is the solution for and what is its impact. A cross-state network of educators has adopted this thinking to revitalize action research in their classrooms and school communities, with the aim of better addressing issues of inequity in education.

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Elizabeth Claire’s

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Volume XXII Number 8April 2017

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Finding a place to liveRenting an apartment

Events in April .....................2, 3This Is Your Page ...................4Poetry Month ..........................5Your Health: Eat Well, Live Longer .........5America the Beautiful: New York City .....................6Heroes and History: The Great Migration ...........7Idiom Corner ...........................8Funny Stuff .............................8Crossword Puzzle...................8Answers to Puzzle ................ 11Let’s Talk About It ................. 11Word Help .............................12

Are you looking for a place to live? Most newcomers rent a place first. People who rent are called tenants*. They pay rent to the landlord* of their building.

How to find an apartment

Tell your friends and family that you are looking for an apartment. Put a note on the bulletin board* at your work place. Look at the ads in the real-estate* section of the newspaper or on craigslist.org*.

Go to a real-estate website and look at the apartments. Some real-estate

websites are: Zillow.com, Trulia.com, and Realtor.com. Type in your city or ZIP code. You can choose a price range*, the size of the apartment, and more. You can see many photos of apartments for rent.

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Write down the things you want and need in an apartment.

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Going, going, gone?

How many dinosaurs* have you seen lately?

None? That’s because dinosaurs have been extinct* for 65 million years. A catastrophic* event wiped them out. It wiped out 70% of all other animals alive at that time, too.

The earth is about 4.8 billion years old. How many different species* of animals and plants have ever lived on it? Scientists think that number might be five billion. There were several massive* extinctions* in the earth’s past. Most of those earlier plants and animals became extinct before humans existed*.

Today, scientists estimate* that there are between 10 million and 14 million different species alive on our planet.

Some scientists believe that another massive extinction is happening now. They say that 30% to 50% of species alive today will be extinct by the year 2200. They say that human activity is causing most of these extinctions.

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April is Earth Month. Easy English NEWS’ first article every April is about the earth and how we can care for it.

Wild animals, birds, insects, fish, and shellfish are food for people and for each other. Birds eat harmful insects and lower the mosquito population. Wolves and wildcats keep rat and rabbit populations low. Plants are food and a source* of medicine for people and animals.

A family of African elephants at a watering hole that has dried up Bigstockphoto.com

When you visit an apartment, ask the landlord where the fire exits are. Tall apartment buildings have fire escape stairs on the outside of the building. Bigstockphoto.com

Saturday Workshops 8:45am–10:45am

Interactive, communicative activities for motivating students with picture booksAna Lado & Valerie Sheridan Comer, Marymount University

Experience ideal picture books for second language learning (SLL). The books have features such as 1) context-embedded language; 2) cognitively undemanding content for different English levels, ages, and backgrounds; and 3) texts matching SLL strategies for comprehension, expression, and fluency, such as Total Physical Response (TPR), Information Gap, Reader’s Theater, and Jazz Chanting.

Enhancing ESL teachers’ cross-cultural views through various mediaSungshim Choi, Shelley Wong, Liana Smith, Hyejin Yoon, Hsiao-Ping Tai, & Kyounghye Park, George Mason University

This workshop aims to enhance ESL teachers’ cross-cultural understanding in a culturally responsive manner, by reanalyzing a variety of books and movies. Presenters will address controversial issues to increase understanding of race, gender, and East-West cultures. Useful resources and teaching tips will be introduced for both teachers’ and students’ intercultural competence.

Culture and language training: What to do when time is not on your side to research, develop, and train your studentsMark Overton, ManpowerGroup Public Sector

This presentation will discuss what to do as a language instructor when there is limited time to conduct research, needs assessments, and content preparation due to changing requirements and is based on my tenure as a college ESL instructor, DoD language program manager, and Academic Director of a Saudi ESL program.

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Saturday Morning Plenary 10:50am–11:50am

As reflected in the publications of ACTFL and the MLA, as well as in mainstream teaching practices materials, current educational discourse often presents language learning as a way to increase one’s value in the job market, deepen knowledge of other cultures, and/or better understand one’s own language and culture. In contrast with this emphasis on individual self-improvement, advocates of critical pedagogy see education as a way to engage students’ analysis of structural inequality with the goal of promoting social change and a more just society. In this presentation, I provide an overview of key elements of critical pedagogy, and then focus specifically on how these might be applied in the implementation of critical approaches to second and heritage language education.

Jennifer Leeman’s research focuses on the sociopolitics of language, with particular attention to multilingualism, Spanish in the US, and the teaching of Spanish as a heritage language. Her work is interdisciplinary and employs the theoretical frameworks and methodological approaches of critical applied linguistics and sociolinguistics while also engaging the fields of education, Latinx studies, language policy, and linguistic anthropology.

Leeman’s scholarship encompasses both theoretically-oriented research as well as studies applying theoretical insights to specific policy concerns and practical problems, including language policy, curriculum and pedagogy; multilingual survey design and administration; and census questions on language and ethnoracial identity. She has published extensively on the interplay of ideologies of language, race and nation in the US, the role of Spanish in Latinx identity, multilingual language policy and politics, and critical pedagogical approaches to teaching Spanish. Her current projects include Speaking Spanish in the US (co-authored with Janet Fuller for Multilingual Matters) and a chapter comparing language ideologies and census language questions in the US and Canada (for Tom Ricento’s Language Politics and Policies: Perspectives from Canada and the United States, Cambridge University Press).

In addition to her faculty position at Mason, Leeman holds a Special Appointment to the US Census Bureau in the Center for Survey Measurement’s Language and Intercultural Research Group.

Jennifer LeemanProfessor of Spanish Linguistics & Director of Graduate StudiesDepartment of Modern & Classical Languages, George Mason University

Language teaching for social justice: A critical pedagogical approach

Saturday Afternoon 12:30pm–1:30pm

Model-based strategies using picture books to teach writing to Arabic speakersNorah Almoharib, Manahel Alnasser, & Ana Lado, Marymount University

Practice model-based strategies using picture books and short texts to improve writing and fluency for students from non-Roman Alphabet backgrounds. We will address different language needs, different ages and different abilities. Let’s experience writing paragraphs, stories, poems, and songs. Receive a list of ideal picture books for teaching English.

ROUNDTABLE: Challenging commonly held beliefs in language learning and teaching Claire Gimble, Glen Habbershaw, & Michael Seyfert, Virginia International University

In this session, attendees will participate in stimulating roundtable discussions responding to research that challenges commonly held beliefs about language learning and teaching. These beliefs include the use of L1 in second language classes, the optimal age for language learning, and the validity of instruction that accommodates various learning styles.

Planning and assessing student learning Kevin Martin, Virginia International University

This practice-oriented session focuses on designing and constructing the student learning experience for instructional faculty from student learning outcomes to planning for assessment. In this session, we will explore how to design student learning outcomes and how to use them in planning for instruction through collaboration and hands-on activities. Faculty and interested staff across all areas of instruction are invited for this workshop.

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ABSTRACT :

BIO :


Speaker Contact Information

First Name Last Name Title Affiliation Email

Rayhan Ahmed Master Teacher Expeditionary Learning School for Community Leaders [email protected]

Mahmoud Al-Khatib

Chairman, Department of English and Linguistics

Jordan University of Science & Technology [email protected]

Mishkat Al MouminSenior Faculty Development Specialist

Defense Language Institute [email protected]

Khalid Albishi Head of General Studies Department Bisha College of Technology [email protected]

Omar Alkhonini Ph.D. Student George Mason University [email protected]

Norah Almoharib Graduate Student Marymount University [email protected]

Manahel Alnasser Graduate Student Marymount University [email protected]

Gulnaz Atabaeva Senior Lecturer Ala-Too International University [email protected]

Arjun Barnwal Shareholder Fitness Studio Nepal

Kelly Biers Assistant Professor of French

University of North Carolina at Asheville [email protected]

Marietta Bradinova TESOL Adjunct Professor Virginia International University [email protected]

Charles Brua

Assistant Research Professor & Instructional Consultant

Pennsylvania State University [email protected]

Claudia Brugman Research Scientist University of Maryland [email protected]

Olga Buchko

Doctoral Candidate, Comparative & International Education

Pennsylvania State University [email protected]

Celestine Caruso Research Assistant University of Cologne [email protected]

Sungshim Choi Ph.D. Student George Mason University [email protected]

Judith Eaton President Council for Higher Education Accreditation [email protected]

Yeyson David Espejo Malagón Graduate Student National Pedagogic University [email protected]

Marcella Farina Assistant Professor/TESOL University of Central Florida [email protected]

Karen Ferreira-Meyers

Senior Lecturer & Coordinator, Linguistics & Modern Languages

University of Swaziland [email protected]

Claire Gimble Associate Director of Non-Intensive ESL Virginia International University [email protected]

Amalia Gnanadesikan Research Scientist University of Maryland [email protected]



Ewa Golonka Research Scientist University of Maryland [email protected]

Glen Habbershaw Full-Time Faculty Virginia International University [email protected]

Judith Hofmann Research Assistant/Project Coordinator University of Cologne [email protected]

Larkin Hood

Assistant Research Professor & Instructional Consultant

Schreyer Institute for Teaching Excellence, Penn State [email protected]

Amy Fang-Yen Hsieh Assistant Professor National Taiwan Normal University [email protected]

Dipak Joshi Finance Controller LRI School

Sunhee Kim Faculty Research Specialist University of Maryland [email protected]

Ana Lado Professor of Education Marymount University [email protected]

Jennifer Leeman

Professor & Director of Graduate Studies, Dept. of Modern & Classical Languages

George Mason University [email protected]

Jared Linck Research Scientist University of Maryland [email protected]

Ying Liu Visiting Scholar George Mason University [email protected]

Kevin Martin Associate Dean, School of Education Virginia International University [email protected]

Suzanne L. Matula Academic Coordinator Georgetown University [email protected]

Islam MayyasM.A. Student, Department of English

Jordan University of Science & Technology [email protected]

Erica Michael Research Scientist University of Maryland [email protected]

Lauren Moffett K-12 Teacher New York City Department of Education [email protected]

Ellen Osterhaus Lecturer of English University of Wisconsin-Eau Claire [email protected]

Mark OvertonProgram Development Specialist

ManpowerGroup Public Sector [email protected]

Nick Pandža Faculty Research Specialist University of Maryland [email protected]

Kyounghye Park Ph.D. Student George Mason University [email protected]

Kathleen Ramos

Assistant Professor, College of Education & Human Development

George Mason University [email protected]




Tazeen Rashid Teacher Suncoast Community High School, Florida

[email protected]

Saeed Rezaei Assistant Professor Sharif University of Technology [email protected]

Kenneth Richter Associate Professor University of Guanajuato [email protected]

Andreas Rohde Professor University of Cologne [email protected]

Hadis Sabzi ESL Lecturer West Virginia University [email protected]

Rebecca Sachs Associate Professor, School of Education Virginia International University [email protected]

Rocio Del Pilar Salazar Jaramillo Graduate Student National Pedagogic University [email protected]

Michael Seyfert

Associate Director, School of Language Studies/School of Test Preparation

Virginia International University [email protected]

Prabin Shahi Member Fitness Studio Nepal

Mani Ram Sharma Life Member Nepal English Language Teachers Association (NELTA) [email protected]

Valerie Sheridan Comer Alumnus Marymount University [email protected]

Bimal Lal Shrestha Director Fitness Studio Nepal

Jeremy Slagoski Consultant Southern Illinois University Carbondale [email protected]

Liana Smith Teacher Montgomery Public Schools, Jewish Voice for Peace [email protected]

Sherry L. Steeley Associate Teaching Professor Georgetown University [email protected]

Hsiao-Ping Tai Ph.D. Student George Mason University [email protected]

Medha Tare Senior Research Scientist Digital Promise [email protected]

Alison Tseng Faculty Research Specialist University of Maryland [email protected]

Thuy Tu Doctoral Student George Mason University [email protected]

Mohammed Bello Umar

Presenter, Department of English

Aminu Saleh College of Education Azare [email protected]

Alyssa Vuono Graduate Student & Research Assistant

West Chester University of Pennsylvania [email protected]

Dominik Wolff Assistant Professor West Chester University of Pennsylvania [email protected]

Shelley Wong Professor George Mason University [email protected]

Hyejin Yoon Ph.D. Student George Mason University [email protected]

INTENSIVE PROGRAM

Seven-week intensive courses

focused on academic English,

IELTS, and TOEFL

NON-INTENSIVE PROGRAMBusiness English, general ESL, and

TOEFL preparation for busy,

working adults!

ONLINE PROGRAM

Highly interactive courses designed

to prepare students for

academic success

www.viu.edu/sels [email protected] 703-591-7042 /viuESL

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their English skills as they explore the region.


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