Sessions / Workshop (40 mins)
This presentation aims to demonstrate how to use Scratch as a tool to teach students a foreign language while enabling them to develop computational thinking. As this workshop is designed for practitioners who do not have any prior knowledge about coding and computer science, workshop participants are expected to practice Scratch activities created by the presenter to get familiar with the block-based programming tool and functions during this workshop. Participants will come away with ideas to create their own Scratch lessons while practicing with the given examples. Since Scratch was developed for children, K-12 instructors are welcome to join this session.
The Commission on English Language Program Accreditation (CEA) is a U.S.-based non-governmental, non-profit accrediting agency that is recognized by the U.S. Department of Education as an authority on the accreditation of postsecondary English language programs in universities and colleges and independent English language schools. CEA provides accreditation services in the U.S. and internationally. Among accrediting agencies, CEA is considered a specialized agency in that it accredits a specific field of study. CEA is also considered a hybrid agency in that it grants both programmatic and institutional accreditation. CEA’s mission statement reflects CEA’s scope of accreditation as well as common attributes of accrediting agencies in the U.S. This presentation will briefly explain the development of CEA, its mission, and its values; provide information about the accreditation process; and highlight some requirements of the CEA Standards for English Language Programs and Institutions that support professionalism in English language teaching at the postsecondary level.
This presentation discusses principles of effective, relevant, and appropriate vocabulary instruction that can be used in face-to-face or online instruction. In determining which vocabulary to select for instruction, it is important to select items that will most benefit learners, including high-frequency, academic, and specialized content-area words. Instructional methods that intentionally incorporate repeated exposure to new information in verbal, visual, and spatial forms develop learners’ ability to memorize, store, process, and use vocabulary information needed to complete complex instructional activities in English. When students have opportunities to learn and practice different vocabulary routines, they are then able to take ownership of those that work best for them in their own student-led learning. A variety of such vocabulary activities that can be applied to diverse English language teaching contexts are shared in this presentation. Participants should expect to engage digitally during the presentation, using platforms including PollEv, BINGO Baker, and Kahoot!
As instructors, we all work with English learners with diverse language proficiencies, prior experiences, and resources. Reading instruction no longer involves all students reading the same text at the same time at the same level, progressing at the same rate. Therefore, existing reading mandates, curricula, and materials may be inadequate to meet the needs of the actual learners in a class. This presentation shares varied free digital resources for accessing levelled texts that can be used online or printed out, as well as reading level assessments and interactive comprehension activities. These tools used together can give teachers the capability to identify learners’ present English reading levels, provide learners with language input at their instructional level, guide learners in choosing independent reading materials at their instructional level, and track learner reading growth over time. Participants can expect to engage digitally throughout the presentation, using platforms including PollEv, Padlet, and Kahoot!
The presenters will share tips and tricks to create a well-organized flipped classroom that invites student participation and produces marked improvement in speaking skills. All meta-skills are utilized in this active, student-centered hybrid teaching style. Learning objectives are focused on developing confidence and fluency as well as providing attention to pronunciation and intonation and incorporate methods for providing corrective feedback derived from a pedagogy emphasizing student-centered learning, metacognition, and student self-reflection. The presenters have been working together over the course of several semesters, both pre-pandemic to teach freshman speaking skills in hybrid classrooms offline using Google classroom, and during the pandemic in real-time, online classes using a university LMS. Workshop attendees can glean takeaways shared on challenges faced and solutions discovered in the process of flipping a class and moving a class online, as well as have opportunities to discuss their own classes with other teachers who have similar goals.
Corpora are powerful tools that can help students drastically improve their language skills. This workshop will show participants how to create and analyze corpus-based materials. It will mainly focus on collocations, connotations, frames, and areas of usage. It will focus on how to effectively use the Sketch Engine for Language Learning and the COCA corpus.
Language teachers have used various mobile applications in technology-mediated approaches to improve writing skills, both through in-person and remote settings. Recently though, amidst the coronavirus pandemic, teachers have realized the importance of synchronous and asynchronous mobile applications to foster a more responsive learning environment. Specifically, software applications for video self-recordings to assess writing performance have been used as leverage to effectively engage students beyond the classroom through a scrutiny of their own learnings, thoughts, and actions (Ong, 2000). This presentation offers successful, classroom-tested ways to meaningfully use asynchronous scaffolding writing tasks through digital portfolios in promoting more self-directed learning via teacher feedback, peer review, and self-assessment (Flavell, 1979). Practical classroom steps on how to guide students in self-monitoring their own progress, in constructing meaning from content learned and from the process of learning it, and applying learnings to other settings will be highlighted.
This workshop addresses three problems that teachers face in online teaching: lack of authentic communication opportunities, boring topics for essays, and difficulty embedding a service-learning component. The first part of the workshop describes the syllabus of the course Purposive Communication: Communication with a Mission. The second part is hands-on practice with embedding SDGs, service learning, and an interdisciplinary approach in syllabus design. The last part summarizes lessons learned from re-envisioning college English.
Is Phonics Instruction Important When Teaching Young Learners? How Does It Help Develop Reading Skills? #1172Promotional Visit the MM Publications page
Speaker: Gregg Sotiropoulos
Phonics is a method used in schools throughout the English-speaking world to help children learn to read and spell quickly. In this session, you will get practical ideas and tips on how to best incorporate reading and phonics in your program as well as how to familiarize young learners with the sounds of the English language.
Lesson preparations for English language learners (ELLs) are different from other general students. ELLs have their own diverse characteristics, such as their educational backgrounds and first language knowledge, as well as assets, and these factors needed to be included in lesson planning. For this presentation, the presenter will first talk about factors that should be considered for lesson preparation. Strategies and supplementary materials that will make a lesson clearer and more interesting will also be presented, such as hands-on manipulatives and realia. Multiple online resources for lesson preparation will be shared during the presentation, such as PBS, News in Levels, Books that Grow, and other websites as well as video channels. The presenter will also share ideas on how to use these materials in a more applicable way. After this presentation, the audience may have a clear idea about what to use and how to use it in ELL lesson preparation.
Integrating technology into the EFL education curriculum in Korea has become an increasingly important balancing act, especially in the midst of a pandemic. Research has shown various opinions on the appropriate amount of technology to integrate to create a curriculum that fosters the development of 21st-century skills that would support language development. Several studies have shown that there have been several key issues preventing teachers from fully utilizing these tools to develop students' 21st-century skills. These problematic areas include finding the right technology tool to use, teacher knowledge of technology, adaptation into the current curriculum, and administrative support. What this workshop hopes to accomplish is to provide some practical ways you can combine techniques of your own creativity and the use of technology you may currently have in your classroom. The workshop will focus on developing skills in creativity, collaboration, communication, and critical thinking for elementary school students.
Speaker: Samuel John Williams
Why You Should Bring Social Media into Your Classroom
Social media plays such an integral role in our student’s lives, and there are a vast array of great resources on these platforms that you can easily use to supplement your English lessons. As an English teacher and social media influencer I take the classic stories from English literature and turn them into contemporary video lessons that your pupils love. Now I’m going to show you how you can use this fantastic educational social media content in your English class.
After the whirlwind of 2020, we savor simple academic mainstays: students keep studying; teachers keep teaching; we all keep learning. As educators on the ELT frontlines, let’s boldly advance, in solidarity, together. Yet with so many unknowns, are we sure students will join us? During trying times, how should we design a classroom culture that promotes student buy-in? Altogether, our classrooms must be SURE: Supportive, Unforgettable, Reliable, and Effective. To cover these bases, online or offline, trust becomes imperative. Qualitative analysis of the past four semesters, including quantitative data and written feedback from over 500 student surveys, has shaped the aims of this workshop: to highlight best practices around cultivating student trust and brainstorm classroom culture goals for 2021. Attendee input is highly encouraged. As the four SURE components are introduced through recent examples, participants will discuss and personalize the concepts in small groups. Let’s enhance our knowledge all together.
Because of COVID-19, many ELT teachers have had to teach classes online as ERT (emergency remote teaching). Aside from technology, three major ERT problems are motivation, class cohesion, and feedback. This workshop will introduce a performance activity, Living Newspaper Readers Theatre (LNRT), that will address these three problems. It will first describe what LNRT is and then how to do it, with examples of performances and how they build motivation and class cohesion. The latter part of the workshop will concern how to effectively give online feedback about performances. Specifically, we will show examples of rubrics and discuss how they can be used for giving students feedback, training them about what to look for when giving each other feedback, and how to articulate such feedback to peers. The examples in this workshop were optimized for ERT but can be done face-to-face, and indeed have been for the last ten years.
As the coronavirus has caused many universities around the world to hold classes virtually, facilitating interactive learning online has become a new challenge among teachers. In my workshop, I will showcase the online lesson tool known as Nearpod, which I have used for two semesters for Japanese intermediate and upper-intermediate university English learners. Research has shown that Nearpod promotes active learning through its use of immediate feedback and its ability to facilitate collaborative participation between students, teachers, and lesson content (Amasha et al., 2018, Hakami, 2020). My workshop will allow teachers opportunities to see how Nearpod can be used for effective discussions, reading activities, vocabulary activities, student-paced assignments, and informing future instruction through its post-class reports feature. Finally, I will share the results of a quantitative survey of student self-reported perceptions of Nearpod, which indicated that students felt the lesson platform positively supplemented their online learning experience.
Jumping head-first into the sudden challenge of adopting Zoom for higher-level national university engineering students, I had to figure out how to apply all the lessons of my two-year post-graduate teaching diploma to ESL in this brave yet potentially abrasive new context. It was sink or swim time--but my informal survey results using Google Forms right after the midterm exam were good; and to my surprise, I was voted best teacher for the semester. A colleague mentioned how that could work against me as students often vote teachers best for letting them leave class early, but that was why it was all so surprising to me: I had often run *overtime* trying to fit too much into the only two hours of contact time per week I shared with each class. What on Earth did I do? Please bring your own questions and/or stories of success and failure using Zoom or other similar synchronous online software to share. This workshop-type session will start with sharing in small groups, move to reviewing within the whole group, and end with a wrap-up as I offer a description reviewing a list of what worked consistently with all my classes, including evidence from students such as quoted comments and scores from evaluation feedback. Questions will be welcome at the start and end of the session.
Presentation software is one of the most commonly used tools of instruction in educational technology. At the university level, it is regularly used to display lecture notes and assignments, but as we move down each stage of formal learning, its use tends to gradually decrease. At some schools, the use of technology in the classroom is discouraged or prohibited, and at others, the required equipment may not be readily available or accessible.
When classes were pushed online due to the COVID pandemic, a number of EFL teachers found themselves turning to presentation software —some for the first time in the classroom. Those who were familiar with its use in this setting were at an advantage, but a general desire to use the software creatively to engage students increased, as was evidenced by the teachers who reached out to me for help in designing their lessons. While some EFL teachers may be aware of creative ways in which they can use presentation software, finding design inspiration and moving from concept to creation can be a challenge, especially when their familiarity with the software is not that high.
In this presentation, I will help you re-think presentation design. I will re-introduce you to some of the features available in desktop presentation software, and I will guide you through practical exercises geared at helping you to think creatively about how you can display information on your slides and engage your students. Come prepared to channel your inner creativity!
This presentation is brought to you by the MCALL Special Interest Group
Reflective practice can be valuable for improving our work and can take on many forms. While reflection-in-action may be a bit taxing, reflection-on-action might be more cathartic, especially if it involves a little play. That’s where figures of speech come in. These stylistic ways of using language involve creative expression and meaning-making that can be fun to reflect on practice! Thus, after briefly reviewing figures of speech and defining a select few, participants in this interactive workshop will whip up their own batch of examples related to their teaching, learning, and/or research to share and contemplate together. It is hoped that this exchange will also lead to reflection-for-action.
Integrating TOEIC material in the classroom can be difficult due to varying goals, needs, expectations, and knowledge about the test. This workshop will give basic background about the TOEIC Speaking tasks and show teachers ways to adapt these tasks for use in their communicative classroom as classroom activities and assessment tasks. The presenter will draw on his experience both with ETS and in the classroom to share practical ideas that will give students TOEIC Speaking practice while not straying from the communicative activities that they already do in the classroom. Teachers will leave the workshop with ideas to create tasks that focus on pronunciation and prosody, basic grammar and vocabulary, synthesizing and responding to oral and visual information, and expressing and supporting ideas.
You’re surrounded by content in all these forms whenever you’re online (and also offline sometimes). It’s not simply a matter of choosing a cool new video or an interesting image in a smart Instagram account or on Pinterest. It's all about your purposes. Images are fundamental in our contemporary world. We'll have a practical, precise taste of challenging visual literacy for teachers and learners.
While there are more online and digital teaching resources available to educators today than ever before, fossilized teaching practices and institutional restrictions often lead to oversimplification of assessment practices to the detriment of our students. This workshop will discuss traditional assessment practices, including their purpose and metrics, and explore research-backed methods of evolving assessment to meet the needs of today’s English-language learners (ELLs). By establishing standards-based assessments and utilizing tools such as skill inventories, reporting forms, and comments, educators can accurately measure student progress and adapt their lessons to meet individual needs. The efficacy of practices such as accepting late work and allowing students to resubmit work will also be discussed. Attendees can expect an engaging and thoughtful discussion on the topic and should be prepared to participate.